I want to build more of a relationship with these students. Sometimes that task can be challenging since I only have them once a week, but I want to make a more conscious effort to find ways to build stronger relationships with them. I also want them to know it is ok for them to feel the way they are feeling and that we can come up with a solution together. Providing a space or activity for them to go to when they start feeling anxious or dysregulated is also important. I believe it all begins with gaining the trust of your students and establishing that relationship.
I agree, building trusting relationships seem to be the cornerstone on which this strategy of self-regulation is built. I like the idea of giving the student space. I know your rooms are configured to allow a little room for the student that needs time to decompress, but I only have the hallway. I will give thought to activities and perhaps space around the classroom I can use to help Billy through an anxious moment.
Bess, you hit the nail on the head with your comment, "It is ok for them to feel the way they are feeling." Feelings are part of being human, every single one of them. The important thing is learning how to deal with those feelings. Kids need to know it is okay to be angry. It is our job to teach them how to handle that anger in better ways than lashing out, punching someone, hurting themselves, etc.
In the middle school setting we do a lot of transitioning. I am sure most of you are surprised to hear that I get overly excited and enthusiastic when teaching. When doing this, I often forget to watch the time. My students know not to not pack up until I tell them to do so. Therefore, there are many times that the bell rings and we have not put up chromebooks, packed up, or had time for that important closure. I never realized that not giving them proper time to transition could possible set up the next teacher for issues with a student like Billy. In Chapter 8, the author suggests preparing students ahead of time for the transition. The author says, "Watch the clock and stop all work and instructions two minutes prior to the bell ringing." Next year, I would like to have a "closure" song that I turn on to signify that it is time to wrap up. After the song, I can proceed with the planned closure of the lesson. This will set up the student for the transition that is approaching.
This got me too. I have never considered how the closure of my lesson could be a big transition for my Billys. I am usually rushing to wrap up or still talking when the bell rings. My brain has been conditioned to think "every moment counts". However, I have to make a conscious effort to allow a smooth transition out of my classroom.
I too often get caught by the bell. After reading this, I began to think of ways that I could fix this problem for everyone - not just for the "Billys" in the classroom. Setting my own "bell/timer" so I can wrap up on time would be an obvious first step. I also thought the suggestion of soothing, classical music to let them relax before heading out into the chaos of hallway transitions could be a great way to again help everyone especially those who are most like Billy.
I am also guilty of teaching bell to bell. The two minute warning is a great time to help build a relationship with a student that is having trouble getting it all together. Which as a result sends them to the next class rushed, confused and possibility angry. This is something I can do differently.
I think I will use the greeting every kid at the door strategy. There is a lot of times Where I can go a few weeks and never speak to a kid and I have them 3 times a week! The sad thing is those are the ones I never have to get on to though. I know when someone speaks to me and says Hey I love it so I’m gonna do a better job with that!
I agree that sometimes its hard to speak to every student because of time and how many there are. I've noticed that sometimes the well-mannered and quiet students are the ones I don't have a chance to talk to as much because I'm constantly focused on the ones that are acting up or the ones seeking attention. I try every year to make rounds in the classroom or in the hallway to speak to all students, but there is always a hand-full I seem to miss. I'm gonna do a better job with that also.
This is a great idea and I also want to do a better job at greeting students as I see them. It is so true that so many of our quiet students go unnoticed because of attention being spent on the students misbehaving. Sometimes the quiet ones need that attention just as much as the ones misbehaving.
This is another focus I can do better with. I try to greet students but I know that I am also watching for trouble and that quiet child has gone unnoticed again. This has been one great thing about tutoring, is I have a chance to say good morning. I must remember that when I go to the halls, I might be the first person a child has had speak to them.
I agree with the above statements as well. It is all about the relationships. An example I can remember from previous experience is when I worked at Carroll Academy was that over time and many holes punched in the wall the school decided to get a punching bag so that the students that were volatile could go and punch the bag instead of the wall. All of this came about after lots of trial an error on their part and being flexible enough to change. Over time as they learned more about their students and their needs(relationships) they were able to find a plan that worked best for their situation.
I, too, need to be better about preparing my students for transitions throughout the day, specifically class change. I'm like many of you, I get so caught up in a lesson that the bell gets me every time. This is often my area of refinement but knowing now how it is affecting my Billys, not just my lessons, makes me want to work really hard to do better. I think I will set alarms, especially until it is habit.
I loved all the ideas of students must be regulated before they can be motivated! I plan to make a list of all the ideas I read beginning on page 94. Also simple things can be tried like “Pause, Breath, We’re all ok and everyone is safe”. How important is that to hear for all students in these trying times.
I have always given students that last 2-3 minutes to have to themselves so that they can prepare to leave the classroom and transition to the next stop in their day. I use this time as something that kids look forward to. I call it “their time” and stress the importance of having their full attention during “my time”(instructional) so that they will be able to have that little bit of down time at the end of class. I find this time to be beneficial to both myself and my students and we understand the value of just that 2-3 minutes of time to relax.
I was actually thinking about this before I got to these chapters. I am guilty of not letting them have this few minutes of down time and I understand now how it can be stressful to students. I was actually thinking about having the last 5 minutes of class to gather their things, to ask questions that don't necessarily pertain to the lesson, or just to have a moment to talk to a friend. I like how you call it "their time" and stress the importance of them giving their full attention during instructional time.
We had several students this year that just could not sit still. I know Roxie let some of these students sit in the back of her room and if they needed to stand they could stand. I used this towards the end of our school year and it really seemed to help. I also like the idea of an area to pace. Many years ago I taught a Wednesday night prek class at church. One student was constantly moving, under the tables, standing on chairs, practically climbing the walls. It made me crazy!! Another student sat very still in her seat and just appeared to hang on to every single word we said. We would have a short bible story and then talk about what they could remember about the story. That sweet little girl that sat so still always responded with, "I don't know" even when prompted. The little boy constantly moving could answer every question and give me ALL the details. He required that movement though. Some of our students need this movement as well. As much as they would like to they really just struggle with sitting still. Some, I believe do not even realize they are in constant motion. I need to remind myself of this and give them ways to exert some energy that does not disrupt me and the rest of the class.
I had a student while I was student teaching that constantly had to move, too! I always told him that he could move as long as he tried his best on his work. He did so well while he was standing or bouncing on a ball chair. It seemed like he had more trouble with his work while he was sitting. I think he just needed that movement, too.
Back when we had 90 minute classes, I implemented a strategy with a few students that allowed them to stand in the back of the room when they felt sleepy, bored, tired of sitting, etc. It wasn't a big deal and they had the power to decide when it was time for them to stand. After reading about movement in chapter 7, I also plan on implementing some version of rocking and pacing. Those could be keys motivators for 8th graders.
As a rotation teacher, I feel that we have an opportunity to build a long lasting relationship with our students since most of the time we have them for 4 years. I know there have been times that certain students just drive me crazy when they are in 5th and 6th grade, but by the time they get 7th and 8th grade I really like them. I always tell my 6th graders to get ready to cross the threshold.... most students tend to "grow up" when they cross the hallway. Relationships are the key!
I use a lot of breaks in my class. Some of the students seem to get frustrated easily with work. I always try to watch each student as they work. As the school year went on, I began to recognize signs of dysregulation (I have now learned that these are escalation signals). Once I saw one of these signals, I would immediately switch activities for the student or give them a break from their work. When this happened, I usually used sensory activities or they would go into my reading center. It seemed to help the students remain calm in the classroom. After about 5 minutes, they would be ready to come back and work again.
I want to build more of a relationship with these students. Sometimes that task can be challenging since I only have them once a week, but I want to make a more conscious effort to find ways to build stronger relationships with them. I also want them to know it is ok for them to feel the way they are feeling and that we can come up with a solution together. Providing a space or activity for them to go to when they start feeling anxious or dysregulated is also important. I believe it all begins with gaining the trust of your students and establishing that relationship.
ReplyDeleteI agree, building trusting relationships seem to be the cornerstone on which this strategy of self-regulation is built. I like the idea of giving the student space. I know your rooms are configured to allow a little room for the student that needs time to decompress, but I only have the hallway. I will give thought to activities and perhaps space around the classroom I can use to help Billy through an anxious moment.
DeleteBess, you hit the nail on the head with your comment, "It is ok for them to feel the way they are feeling." Feelings are part of being human, every single one of them. The important thing is learning how to deal with those feelings. Kids need to know it is okay to be angry. It is our job to teach them how to handle that anger in better ways than lashing out, punching someone, hurting themselves, etc.
DeleteThis comment has been removed by the author.
ReplyDeleteIn the middle school setting we do a lot of transitioning. I am sure most of you are surprised to hear that I get overly excited and enthusiastic when teaching. When doing this, I often forget to watch the time. My students know not to not pack up until I tell them to do so. Therefore, there are many times that the bell rings and we have not put up chromebooks, packed up, or had time for that important closure. I never realized that not giving them proper time to transition could possible set up the next teacher for issues with a student like Billy. In Chapter 8, the author suggests preparing students ahead of time for the transition. The author says, "Watch the clock and stop all work and instructions two minutes prior to the bell ringing." Next year, I would like to have a "closure" song that I turn on to signify that it is time to wrap up. After the song, I can proceed with the planned closure of the lesson. This will set up the student for the transition that is approaching.
ReplyDeleteThis got me too. I have never considered how the closure of my lesson could be a big transition for my Billys. I am usually rushing to wrap up or still talking when the bell rings. My brain has been conditioned to think "every moment counts". However, I have to make a conscious effort to allow a smooth transition out of my classroom.
DeleteI too often get caught by the bell. After reading this, I began to think of ways that I could fix this problem for everyone - not just for the "Billys" in the classroom. Setting my own "bell/timer" so I can wrap up on time would be an obvious first step. I also thought the suggestion of soothing, classical music to let them relax before heading out into the chaos of hallway transitions could be a great way to again help everyone especially those who are most like Billy.
ReplyDeleteI am also guilty of teaching bell to bell. The two minute warning is a great time to help build a relationship with a student that is having trouble getting it all together. Which as a result sends them to the next class rushed, confused and possibility angry. This is something I can do differently.
DeleteI think I will use the greeting every kid at the door strategy. There is a lot of times Where I can go a few weeks and never speak to a kid and I have them 3 times a week! The sad thing is those are the ones I never have to get on to
ReplyDeletethough. I know when someone speaks to me and says Hey I love it so I’m gonna do a better job with that!
I agree that sometimes its hard to speak to every student because of time and how many there are. I've noticed that sometimes the well-mannered and quiet students are the ones I don't have a chance to talk to as much because I'm constantly focused on the ones that are acting up or the ones seeking attention. I try every year to make rounds in the classroom or in the hallway to speak to all students, but there is always a hand-full I seem to miss. I'm gonna do a better job with that also.
DeleteThis is a great idea and I also want to do a better job at greeting students as I see them. It is so true that so many of our quiet students go unnoticed because of attention being spent on the students misbehaving. Sometimes the quiet ones need that attention just as much as the ones misbehaving.
DeleteThis is another focus I can do better with. I try to greet students but I know that I am also watching for trouble and that quiet child has gone unnoticed again. This has been one great thing about tutoring, is I have a chance to say good morning. I must remember that when I go to the halls, I might be the first person a child has had speak to them.
DeleteI agree with the above statements as well. It is all about the relationships. An example I can remember from previous experience is when I worked at Carroll Academy was that over time and many holes punched in the wall the school decided to get a punching bag so that the students that were volatile could go and punch the bag instead of the wall. All of this came about after lots of trial an error on their part and being flexible enough to change. Over time as they learned more about their students and their needs(relationships) they were able to find a plan that worked best for their situation.
ReplyDeleteI, too, need to be better about preparing my students for transitions throughout the day, specifically class change. I'm like many of you, I get so caught up in a lesson that the bell gets me every time. This is often my area of refinement but knowing now how it is affecting my Billys, not just my lessons, makes me want to work really hard to do better. I think I will set alarms, especially until it is habit.
ReplyDeleteI loved all the ideas of students must be regulated before they can be motivated! I plan to make a list of all the ideas I read beginning on page 94. Also simple things can be tried like “Pause, Breath, We’re all ok and everyone is safe”. How important is that to hear for all students in these trying times.
ReplyDeleteI have always given students that last 2-3 minutes to have to themselves so that they can prepare to leave the classroom and transition to the next stop in their day. I use this time as something that kids look forward to. I call it “their time” and stress the importance of having their full attention during “my time”(instructional) so that they will be able to have that little bit of down time at the end of class. I find this time to be beneficial to both myself and my students and we understand the value of just that 2-3 minutes of time to relax.
ReplyDeleteI was actually thinking about this before I got to these chapters. I am guilty of not letting them have this few minutes of down time and I understand now how it can be stressful to students. I was actually thinking about having the last 5 minutes of class to gather their things, to ask questions that don't necessarily pertain to the lesson, or just to have a moment to talk to a friend. I like how you call it "their time" and stress the importance of them giving their full attention during instructional time.
DeleteWe had several students this year that just could not sit still. I know Roxie let some of these students sit in the back of her room and if they needed to stand they could stand. I used this towards the end of our school year and it really seemed to help. I also like the idea of an area to pace. Many years ago I taught a Wednesday night prek class at church. One student was constantly moving, under the tables, standing on chairs, practically climbing the walls. It made me crazy!! Another student sat very still in her seat and just appeared to hang on to every single word we said. We would have a short bible story and then talk about what they could remember about the story. That sweet little girl that sat so still always responded with, "I don't know" even when prompted. The little boy constantly moving could answer every question and give me ALL the details. He required that movement though. Some of our students need this movement as well. As much as they would like to they really just struggle with sitting still. Some, I believe do not even realize they are in constant motion. I need to remind myself of this and give them ways to exert some energy that does not disrupt me and the rest of the class.
ReplyDeleteI had a student while I was student teaching that constantly had to move, too! I always told him that he could move as long as he tried his best on his work. He did so well while he was standing or bouncing on a ball chair. It seemed like he had more trouble with his work while he was sitting. I think he just needed that movement, too.
DeleteBack when we had 90 minute classes, I implemented a strategy with a few students that allowed them to stand in the back of the room when they felt sleepy, bored, tired of sitting, etc. It wasn't a big deal and they had the power to decide when it was time for them to stand. After reading about movement in chapter 7, I also plan on implementing some version of rocking and pacing. Those could be keys motivators for 8th graders.
ReplyDeleteAs a rotation teacher, I feel that we have an opportunity to build a long lasting relationship with our students since most of the time we have them for 4 years. I know there have been times that certain students just drive me crazy when they are in 5th and 6th grade, but by the time they get 7th and 8th grade I really like them. I always tell my 6th graders to get ready to cross the threshold.... most students tend to "grow up" when they cross the hallway. Relationships are the key!
ReplyDeleteI use a lot of breaks in my class. Some of the students seem to get frustrated easily with work. I always try to watch each student as they work. As the school year went on, I began to recognize signs of dysregulation (I have now learned that these are escalation signals). Once I saw one of these signals, I would immediately switch activities for the student or give them a break from their work. When this happened, I usually used sensory activities or they would go into my reading center. It seemed to help the students remain calm in the classroom. After about 5 minutes, they would be ready to come back and work again.
ReplyDelete