I am a new substitute teacher and this is very helpful. They train me on what not to do, but not really what to do or say. It is also hard directing when I don't know students' names.
When I was subbing, if the teacher didn't provide me a seating chart, I would make a seating chart and then tell the kids I was going to use it to take roll, so if they weren't in their assigned seat they would be marked absent. This helped a lot in being able to put a name to a student. There's (Free) seating chart generating software out there that makes it really fast and easy.
@@jeremygarza5248 , Thank you so much! First time long term Sub, 6th grade ELA. The students have not had permanent teacher. The situation is challenging because I don’t know them and they don’t know me. And I don’t have pre-planned Sub handbook. I’m starting from scratch.
Smart classroom management is a great website with many articles to help learn how to manage your classroom. And... this is your class now. Start over like it's the first day of school. They need to know your expectations and procedures and that you are in charge. Also, they need to know you'll stick around and you care. Tell them.@@corettejones
@@rubyroseplantpalace1053 I did this for much of time when I subbed, and it works! The kids were always ASTOUNDED when I would call on them by their "government" names. =)
There are so many truths spoken in this video that I have to press pause, write them down and contemplate how that action will transpire in my class. Simply saying “Sit down & do your work…” is not enough when some need isn’t met. Maybe I’ll learn this when I return to school.
I'm a Behavior Coach in a Title I school. Our students can be as rough as some of their home situations. These videos are terrific! I watch them and share them with the teachers here. THANK YOU!
Hello I've watched 14 videos on classroom management and this is SUPERIOR!! Many times they are for teachers NOT A SUBSTITUTE. Many times we have 1 day class so it's difficult to get students to trust us and behavior is very out of control, especially when teachers have been out for months and they've had so many subs. I Thank you for any more of these. CHeers K
I love the individual behavior plan. I haven’t worked in 10 years, but I remember how it worked. I would conference with the students and we would put 1-3 goals for the student to work on. Then to check for understanding I’d ask the student to show me the undesired behavior. Then I would explain why that behavior was problematic and ask the student to shoe me the correct behavior. If he didn’t know, I’d tell him and demonstrate. I’d make a graph with days of the week at top. On the side I put time frames. 2 hours was the longest I put. Then I had a coloring sheet that had the same number of objects to color as the number of time frames. So if we were doing math that would be a 90 minute time frame. I’d usually give 1 warning that this was not the correct behavior. At the end of the 90 minutes I’d meet with the student and I’d ask him to tell me if he met each goal one at a time. If not I put an X in the box for that time frame and I’d X one of the coloring pictures. Next time frame ended we’d conference. He had met the goal this time so he got to color one of the pictures and he got a sticker in his time frame box. Once he earned 5 stickers he could get a pencil. I know it sounds like a lot but once you get the hang of it it’s not bad. Plus this got positive results from every student that had one. They still had issues. There would be time frames where they wouldn’t meet the goal. In those cases I just made sure they knew why they didn’t get the sticker and I’d have them tell me what their mistake was and how to fix it. Then I’d remind them that no one is perfect. We all make mistakes. We’ll just do better next time. Their behavior would improve. They still misbehaved sometimes but it was better than before.
Thank you for this video. It is confirmation that I am doing the right things. This is my 23rd year in teaching and I KNOW the right things to do and say. I also practice and model them. It is easier when it's just a few kids in the class However, this year has been tougher than EVER. I teach 2nd grade and with no exaggeration, out of my 21 kids it is he majority of them who are struggling. I know one of the MAIN reasons is that all of them came in at a KDG. Level. When we think of the affect the pandemic has had, 2nd grade truly struggles. Simply getting used to being in a classroom is a challenge even in APRIL. It is simply exhausting. However, I am a confident teacher and again appreciate your video for confirming that I am doing the right things and simply need to keep doing it.
I am subbing longtime. I saw very few teachers, very few that don't raise their voice in classroom. And classroom behavior was awesome. They were interacting, doing work queitly. I don't know how they do it. Otherwise, teachers are yelling, shouting out, just to make them quite.
I used to raise my voice a lot to quiet my students, until I got tired of losing my voice and feeling frustrated. I personally made a decision stop yelling and start being strategic. I took a good hard look the misbehaviors that were showing up consistently and implemented strategies that met student needs. I believe that's how teachers can experience great classroom behavior without losing their voices :)
Thank you and yes to looking at disruptive behavior as a way to communicate. I know it can be hard and draining to respond to disruption while keeping the flow for the rest of the class. Kudos to all who find balance in class management!
Thank you! My students have so many compounded issues but I try my best to not only teach but reach them when I can.
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Thank you for all these strategies. I'm currently teaching at second grade and some students require much more attention than others, not only academic but also with behavior issues.
Thank you so much for this video! I am a new teacher this year, and I thought I had classroom management skills until I got my own classroom. This video was so helpful.
Thank you for the direct entry to the effective examples with brief clear instructions; leading to an immediate impact on behaviors: Mine and the Learners.
I like you redirection to positive behaviours. I am trying this, but English is their second language and this can be part of the communication issue. I am also not the homeroom teacher, therefore I have to rely on their consistency. It's hard. Some classes are great, some are terrible.
Going into my last year before I retire. I have been trying to figure out how to make it just one more year without being burnt out and totally exhausted. Your videos are very helpful. I am a SPED teacher working in a really tough area. I have a lot of books on behavior management and have taken a lot of trainings, but your videos are awesome. Very helpful. Thanks.
I am currently working in PreK. This video was extremely helpful and I will implement most of it into my daily work. Not focusing on the behaviors is a great way to see if they will come over and join the group.
This is an excellent video with excellent classroom management advice. I agree with you about the importance of understanding the root of the problem. Understanding the root of the problem can help solve, fix, etc the problem. I believe great classroom management is knowing what to ignore, knowing what to address, having engaging lesson plans, using preventive strategies to help prevent poor behavior from occurring in the classroom, using positive reinforcement, handling poor behavior issues in appropriate ways, understanding the root of the behavior issue, being consistent, and calling the office in severe behavior situations such as fighting, throwing binders across the room, being cussed out, being threatened, etc and last resort situations such as a student continuing to be disruptive in class disrupting the learning environment after doing everything possible in the classroom to control the disruptive behavior. Keep up the great work with your videos. I wish you the best.
What a great video - just what I needed.....concise yet thorough with lots of practical tips on how to make the changes you want in your classroom and with your students.
Thank you so much! I am doing student observations and this helped me to understand the students better and gave me strategies to improve classroom management 💕
As a student I would say just be firm and raise your voice, don’t do more than that. There’s plenty of times when the whole class has laughed because the teacher is screaming his/her head off or even having a breakdown.
Thank you Michele. I'm studying a Masters of Teaching at La Trobe University in Melbourne, Australia. Your video really helped explain strategies for dealing with student behaviour. I will share it with my class, I hope that's OK!
I’m struggling to come up with alternative behaviors for two boys who talk, blurt out, and laugh throughout my lessons. They are not talking to each other but blurting out to the whole class in general. One is definitely doing it for attention. Perhaps both. Reminders, talking with them privately and contacting parents have had little to no effect so far. I’ll look for ways for them to get more appropriate attention specifically from their peers. I’d love ideas! Thanks for the tips. 35 year teacher - Always looking for ways to improve and grow. (Music teacher)
Hi , If one of your students is doing the blurt outs for attention, ask yourself what are other ways the student can get attention with the same behavior (talking loudly). Maybe he can announce the agenda for the class period at the beginning of the class, or call role call. Then contingency is he has to save his call out (talking for his job.. announcer/role call). Another strategy suggestion is to use a red card or post it (btw, can be any color other than white) and when the student wants to say something (blurt out), they can put the colored card or post it on the table or hold it up to notify you that they have a thought to share. Try to call on them in seconds. Let them know you will only call on them if they don't blurt out. Finally, give them a class consequence for the blurt out - loss of points, owed time, etc. If your school is against giving consequences. Do pivot points. When the boys blurt, ignore the blurting and give students around them points for not blurting.
@@katyr7513 Most teachers in my school use class dojo for points. I’ve added categories for how they do in my music class as well. I can give (or take) points during the lesson or afterward.
New subscriber, great tips. I’m a substitute teacher and I wanted advice on how to handle students chatting, getting out of their seats and cursing at each other. Thank you
Everyone is probably gonna shoot me down for saying this, but sometimes I think schools have just gone too soft on behaviour strategies; to be honest, maybe corporal punishment - i.e. the cane, or the slipper, or a ruler across the backs of the hands - wasn't such a bad thing, after all! That's how it was when I was at school, back in the day and I ENJOYED school. Yes, we were afraid of some teachers, but we LEARNED in lessons!! And students had respect in the classroom. I don't remember there being the level of disrespect and bad behaviour that as there is in schools today. No one wants to get a wallop, but these days kids know they can get away with blue murder... I'm not saying bring back corporal punishment - don't misunderstand what I'm saying. However, I'm just wondering whether it actually wasn't such a bad thing... According to Proverbs 23:13-14: "13 Do not withhold discipline from a child; if you punish them with the rod, they will not die. 14 Punish them with the rod and save them from death."
I am a new substitute teacher. I am having a hard time supporting the teacher when there are multiple behavioral issues happening at once and lack of support (no aides!). This is a kindergarten class that has 15 kids in a small room. One child is a runner, 3 are ESL with one ADHD, 1 has an IEP and needs supportive instruction, 2 will separate themselves from whatever the teacher is trying to teach and hide under the desk. As a substitute, not knowing which class I am stepping into, it is impossible to provide the structure because it is their class. I am in damage control at that point, trying to put a bandaid on to a wound, to help as much as I can. Suggestions for substitutes in this situation? And thank you!
I so much understand what you are going through! I am subbing for paraeducator I & II ~ what you say "it is impossible to provide the structure because it is their class" is so very true! ~ each teacher has a different method, and many of them I dont even support their message because they themselves are 'new teachers' and just learning how to manage classroom behaviour - I have a better chance with subbing for 'experienced teachers'...
Hi Christine! I used to be a substitute, so I get where you are coming from. Thank you for your willingness to equip yourself to be effective. When supporting the teacher of a chaotic classroom, I suggest asking the teacher "I see that there is a lot going on, what are the top 3 things you want me to focus on?" or "What do need help with in this moment?" If he/she can answer that, that will be your focus. If the teacher does not know, think "what would be most helpful to this teacher in this moment (consider the current activity) and do that, until the teacher gives you different directions. Thank you for all you do!
This happened to me once. I never went back, and now I make sure I know what class/assignment I'm taking. The student pulled on me the whole class period. I was told an aide was coming, never came. I made it work and never looked back. Fortunately we have the option to choose the grade and school we want to substitute at. Fool me once, shame on you. Fool me twice, can't put the blame on you.
Have you read the book "Teach Like Finland"? Guy was an elem teacher in the US, married a Finn woman, moved there, taught there. The whole world was astonished when Finland was #1 in a 2015 world scholastic assessment. He wrote what he saw - amazing book!
They need to be up out of chairs, small group collab, never homework, 15/45 break per hour, more teacher collab, same teacher all thru, multi-year projects , more outdoor trips
Students who are like this, actually need more attention than others. Position him in the classroom so that he is near you and give special attention. They are usually disruptive and destructive if they are afraid that they will fail task. If he is given more attention with every task and feels that someone is supporting him while learning all the tasks, he will eventually develop confidence and eventually the ability to do things independently. When he does something destructive, instead of commenting on the disruptive behaviour, instead do the task with him, or if you have can, assign a support worker to help him. It is very frustrating for students to verbalise their inability to interact and do new things well. This causes frustration and is expressed in behaviours that are negative, just as adults do when we don't know why they feel disturbed. Fear is the main reason.
For students who want a large amount of attention, I try to find ways for them to get a combination of natural and intentional attention throughout the school day. A few suggestions are to give the student a job where he can be a helper so he gets attention from you, other staff and his peers. Have unofficial check in times where you or another staff positions themselves to give him attention through 1:1 or small group conversation, doing an activity with the student or that student's group, sitting nearby to verbal praise for positive behaviors. I would also give verbal praise and/or attention when the student demonstrates nice hands or other positive social behaviors, then limit the attention when he does not.
The zero tolerance approach has worked historically, only newer teachers are afraid or hesitate to enforce discipline causing further harm to students. They need structure to thrive in academia, not a social media buddy or Peter Pan adult.
Thank you for the very specific moves to make. Last year I had a problem in my room that I was never able to fix. Because many students elected to continue to wear masks, some started making loud noises while I was in the middle of teaching. Many students seemed to be entertained by it. I couldn't address it with a particular student because I couldn't tell who it was. Any suggestions?
I know this may not seem fair to some, but I would probably use a class contingency reward and consequence strategy/intervention related to this behavior. My rationale would be this- because the students have chosen to "hide" in the class community. Their behavior will have an impact on their class community. (BTW, very similar to adult life) This behavior is unacceptable, it cannot be allowed to continue. Therefore the class, as a whole, can receive a targeted reward or consequence for a specific amount of days or weeks (or longer) without the noises. Token rewards (marbles, cotton ball, etc) can lead to a larger class reward (choice time, homework free day , popcorn party, etc) The peer pressure from the class may end that behavior. I would try that first. I might also try a report box (would probably give it a cooler name) and give students an opportunity to report this specific behavior. But to make it a safe place I would have every student add something to the report box. They could report something positive and/or negative. Then if I got any names I would pay special attention to those students. Prior to the report box (just thought of a name -community care), I would teach the difference between snitching and reporting /caring so that the class has a better understanding and is on the same page. Hope this helps. Let me know if you have any questions:)
This doesnt work when the kids are hard, cold , and come from homes that dont teach respect or obedience. These kids tell my daughter, you can't make me! Or they say to her ,"what you gonna do about it lol girl". They are awful.
I respectfully disagree with you. The strategies I talk about in this video were cultivated, tested, and maintained in classrooms with students who would be considered "hard, cold, and come from homes that don't teach respect or obedience". The fact that many students tell their teachers "you can't make me " or "what you gonna do about it" have no bearing on these strategies. A student who does not want to initially change their behavior is going to say whatever they need to say to get a teacher to back off. I know it's frustrating, wrong and unfair. Students these days are so different from how they used to be, but frankly, so is our society. And our kids are a reflection of this change. These kids are not awful, they are lacking skills, structure and/or support and their misbehavior is showing just how much they need of all of these things. I hope things improve for your daughter.
I have a student that is constantly climbing on furniture. He's actually gotten hurt a few times from doing this behavior yet he keeps doing it. I've tried redirecting him, talking with him and I've spoken to his mom about the problem but he keeps doing it. I've tried not reacting and that's helped a few times. I am very frustrated because I'm afraid he's going to get seriously hurt and I'm going to get blamed for it.
First, I would look into the why behind the behavior. Is it for attention, avoidance, power/control, energy release, lack of coping skills, sensory? Once you know that, then give the student a replacement behavior based on the need. I would also take a look at when this behavior occurs and what pay off is the student getting. It sounds like it may be attention, so ask what are other ways the student can get attention in your class. Try to find something physical, since he is doing something physical. A daily activity that lets him walk around the classroom - paper passer, errands runner, then give him verbal praise or attention for a doing the job/activity well. You can also give him scheduled movement breaks throughout the day so he does not have to climb the furniture. If you notice a pattern around the times of the climbing behavior, that is when you use breaks or activity paired with attention (i.e verbal praise, points, etc). If Covid guidelines prohibit that maybe you can get assistance from other staff, especially if safety is an issue.
Really, really helpfuf! Thank you. Any tips on acting out and disrupting the class of a brilliant kid, really smart and fast learning besides regular checking on him and giving him extra work to keep him challenged?
Hi Georgiana! If your student is brilliant, put that to use and give him a classroom job. I don't know your grade level, but a few I can think of are: Morning Announcer (he can add in something new he learned to share with class), Tech support (help students who have computer issue), Teacher Assistant (make him the first tier go-to person when you are working with another student). Another idea is to create an enrichment project he can do that occupies all his senses or favorite things/skills, he can earn with academic and classroom desired behaviors. BTW, this is assuming you have had a 1:1 conference with him and given some alternatives to his acting out/disruptive behaviors.
I would have to know more about the student and ask some questions about what interventions are being used, but in general, I would say if there is a pattern of the behavior continuing for some time after the 4th intervention, without any progress made, it's time for a special plan or Tier 2 or interventions,
I am a teaching assistant. The teacher I work with as no control, boundaries and no consequences for the pupils disruptive behavior. I was hired to impliment that but are my efforts a waste when the teacher allows them to walk all over her?
It looks more like there are students do not like going on field trips is that they have problems with this, even if they say no or dislike field trips. Other students harassing over refusals is disrespectful. If a student rejects a field trip they do not want to go, do not harass or give him or her a hard time.
YESSSSS! That is what I am advocating. Or at least teach what respect looks in like within the school setting. If we keep waiting, I suspect we will have gone through a whole generation.
I've recently encountered as a First Year Teacher, 5th graders who are extremely defiant. I suspect ODD (Oppositional Defiant Disorder) since I studied various childhood disorders in my Special Education coursework. How do you handle these students in the classroom???
Hi Rachel, I will make a video to address this. Look for it in the next 2 weeks. It will address defiant behaviors. For true ODD students, we may have to have a conversation.
I work with 4 yrs old in pre K. I am an assistant and I am new to space. The lead yells and they pay attention. When I try to direct or ask them to quiet down, they will for a few seconds. But I have to consistently tell them to quiet down. My lead is chaotic in the classroom environment and we don't have consistency. We always work in one large group of 14 students. Any suggestions. Thanks for the video
The first thing I would do is look at the patterns surrounding the fights (i.e. time of day, what period, location of fighting students, how the fight starts, how the fight ends). Usually if it is in repeat mode, you will see some commonalties. Then I would use strategies to make them less common (such as keep them separate, address the feud, counteract what they are getting out of it). Other strategies are conflict mediation, student contracts, recognizing the trigger & interrupting it, teaching alternate coping skills (i.e. when someone makes me mad...) and targeted consequences :) Erica, if you have more specific questions, email me at michele@feedtheirneeds.com
First, let me say that I LOVE middle schoolers. If they are not acknowledging teacher prompts, its time to go to a method, I call TPR..Teach. Practice. Respond. With TPR you Teach what you want to see happen in your classroom, i.e. teach students how to respond to a teacher-given prompt. Then spend time (days, weeks) Practicing what you have taught and Respond with encouraging (verbal praise, positive signals, incentives) and corrective (redirection, conference, consequences) feedback. All with the goal of resetting student behavior (acknowledging prompts). It's simple. It's an investment. It's worth it.
Hi. I’m not sure if you can help with this question but I’ve been taking notes. I have a 7 year old boy in my K-2nd grade class. It’s me and 2 TAs with 10 children. This child throws chairs at us and hits us if I talk to the class or a parent. I was told he does each teacher that class gets. I was talking to a parent one day and he threw a chair at me. He is about 4ft1 and maybe 100 or or 125 pounds. Hes big and strong. It’s all day. I can be teaching and he will just punch me because I’m not talking directly to him. I moved his desk away from the children for their safety. But he pushes tables, throws chairs. I’ve tried hugs , redirected him, asking him to make good choices. We’ve tried everything under the sun. I went home one day feeling beat up. Shen busted, side hurt, arm bruised. Please do you have any suggestions. I’m afraid this child is going to hurt one of us. I can feel it strongly, Admin knows. EC is not really a focus of the school. Admin has never even came to check on us. These kids are not even in one picture on the school Facebook photos, and we have nothing for them but 4 tables and a smart board. So I really need help how to help this child to keep him and everyone safe. I never been hit with a chair. It hurt really bad. Please help.
I am a private one-on-one online art teacher. A new student starts every class by saying she doesn't want to be in this class. After I say to her she doesn't have to take this class I proceed with the lesson. She settles in and does some work but I can see her texting her friends. The question is, do I just ignore her comment that "she doesn't want to take this class" ?? Thanks for your advice, L
Hi Lynda, for some reason, I am just seeing this comment, so it might be too late. In my opinion, you can ignore the comment if it doesn't bother you or lead to more challenging behaviors. Also, you can direct her that we are not going to start the class with this comment. Give her a replacement behavior, i.e. another way to start the class. She can start the class with a interesting fact, a quick share of something good or new she did over the week or something related to art. Hope this helps:)
These 4 call to actions responses are just what I needed to get started as a Para without saying the world "no" which can trigger behaviors for some students.
I am a new substitute teacher and this is very helpful. They train me on what not to do, but not really what to do or say. It is also hard directing when I don't know students' names.
When I was subbing, if the teacher didn't provide me a seating chart, I would make a seating chart and then tell the kids I was going to use it to take roll, so if they weren't in their assigned seat they would be marked absent. This helped a lot in being able to put a name to a student. There's (Free) seating chart generating software out there that makes it really fast and easy.
First thing I do is make a map of their desks and their names! Knowing their names is half the battle!
@@jeremygarza5248 , Thank you so much! First time long term Sub, 6th grade ELA. The students have not had permanent teacher. The situation is challenging because I don’t know them and they don’t know me. And I don’t have pre-planned Sub handbook. I’m starting from scratch.
Smart classroom management is a great website with many articles to help learn how to manage your classroom. And... this is your class now. Start over like it's the first day of school. They need to know your expectations and procedures and that you are in charge. Also, they need to know you'll stick around and you care. Tell them.@@corettejones
@@rubyroseplantpalace1053 I did this for much of time when I subbed, and it works! The kids were always ASTOUNDED when I would call on them by their "government" names. =)
It took me an entire year to realize this. Thank you. They dont teach you this in school but they should.
I agree. I took me some trial and error to learn this as well.
There are so many truths spoken in this video that I have to press pause, write them down and contemplate how that action will transpire in my class. Simply saying “Sit down & do your work…” is not enough when some need isn’t met. Maybe I’ll learn this when I return to school.
I'm a Behavior Coach in a Title I school. Our students can be as rough as some of their home situations. These videos are terrific! I watch them and share them with the teachers here. THANK YOU!
Thank you
Hello I've watched 14 videos on classroom management and this is SUPERIOR!! Many times they are for teachers NOT A SUBSTITUTE. Many times we have 1 day class so it's difficult to get students to trust us and behavior is very out of control, especially when teachers have been out for months and they've had so many subs. I Thank you for any more of these. CHeers K
Glad it was helpful!
I love the individual behavior plan. I haven’t worked in 10 years, but I remember how it worked. I would conference with the students and we would put 1-3 goals for the student to work on. Then to check for understanding I’d ask the student to show me the undesired behavior. Then I would explain why that behavior was problematic and ask the student to shoe me the correct behavior. If he didn’t know, I’d tell him and demonstrate. I’d make a graph with days of the week at top. On the side I put time frames. 2 hours was the longest I put. Then I had a coloring sheet that had the same number of objects to color as the number of time frames. So if we were doing math that would be a 90 minute time frame. I’d usually give 1 warning that this was not the correct behavior. At the end of the 90 minutes I’d meet with the student and I’d ask him to tell me if he met each goal one at a time. If not I put an X in the box for that time frame and I’d X one of the coloring pictures. Next time frame ended we’d conference. He had met the goal this time so he got to color one of the pictures and he got a sticker in his time frame box. Once he earned 5 stickers he could get a pencil. I know it sounds like a lot but once you get the hang of it it’s not bad. Plus this got positive results from every student that had one. They still had issues. There would be time frames where they wouldn’t meet the goal. In those cases I just made sure they knew why they didn’t get the sticker and I’d have them tell me what their mistake was and how to fix it. Then I’d remind them that no one is perfect. We all make mistakes. We’ll just do better next time. Their behavior would improve. They still misbehaved sometimes but it was better than before.
Thank you for this video. It is confirmation that I am doing the right things. This is my 23rd year in teaching and I KNOW the right things to do and say. I also practice and model them. It is easier when it's just a few kids in the class However, this year has been tougher than EVER. I teach 2nd grade and with no exaggeration, out of my 21 kids it is he majority of them who are struggling. I know one of the MAIN reasons is that all of them came in at a KDG. Level. When we think of the affect the pandemic has had, 2nd grade truly struggles. Simply getting used to being in a classroom is a challenge even in APRIL. It is simply exhausting. However, I am a confident teacher and again appreciate your video for confirming that I am doing the right things and simply need to keep doing it.
Very helpful information and tips
This is one of the most thorough videos I’ve seen about the subject!! Thank you so much!!
Glad it was helpful!
Dear Michele
Thank you very much for this video. I am about to start teaching in an elementary school and your strategies boosted my self confidence.
Wonderful!
I am subbing longtime. I saw very few teachers, very few that don't raise their voice in classroom. And classroom behavior was awesome. They were interacting, doing work queitly. I don't know how they do it.
Otherwise, teachers are yelling, shouting out, just to make them quite.
I used to raise my voice a lot to quiet my students, until I got tired of losing my voice and feeling frustrated. I personally made a decision stop yelling and start being strategic. I took a good hard look the misbehaviors that were showing up consistently and implemented strategies that met student needs. I believe that's how teachers can experience great classroom behavior without losing their voices :)
Thank you and yes to looking at disruptive behavior as a way to communicate. I know it can be hard and draining to respond to disruption while keeping the flow for the rest of the class. Kudos to all who find balance in class management!
No it’s them being spoiled rotten brats.
Thank you! My students have so many compounded issues but I try my best to not only teach but reach them when I can.
Thank you for all these strategies. I'm currently teaching at second grade and some students require much more attention than others, not only academic but also with behavior issues.
Happy to help!
@@FeedTheirNeeds what if the reason behind their disruptive behavior is disrespect🤔 how can a teacher solve this issue?
Thank you so much for this video! I am a new teacher this year, and I thought I had classroom management skills until I got my own classroom. This video was so helpful.
Glad it was helpful!
Even to me
Thank you for the direct entry to the effective examples with brief clear instructions; leading to an immediate impact on behaviors: Mine and the Learners.
I like you redirection to positive behaviours. I am trying this, but English is their second language and this can be part of the communication issue. I am also not the homeroom teacher, therefore I have to rely on their consistency. It's hard. Some classes are great, some are terrible.
How are things going? I would live to hear of your progress.
@@FeedTheirNeeds I left the school one term before the end of the contract.
Going into my last year before I retire. I have been trying to figure out how to make it just one more year without being burnt out and totally exhausted. Your videos are very helpful. I am a SPED teacher working in a really tough area. I have a lot of books on behavior management and have taken a lot of trainings, but your videos are awesome. Very helpful. Thanks.
You are very welcome. Thank you for your service!! You can do it!!!
I am currently working in PreK. This video was extremely helpful and I will implement most of it into my daily work. Not focusing on the behaviors is a great way to see if they will come over and join the group.
I would love to hear your progress:)
This is an excellent video with excellent classroom management advice. I agree with you about the importance of understanding the root of the problem. Understanding the root of the problem can help solve, fix, etc the problem.
I believe great classroom management is knowing what to ignore, knowing what to address, having engaging lesson plans, using preventive strategies to help prevent poor behavior from occurring in the classroom, using positive reinforcement, handling poor behavior issues in appropriate ways, understanding the root of the behavior issue, being consistent, and calling the office in severe behavior situations such as fighting, throwing binders across the room, being cussed out, being threatened, etc and last resort situations such as a student continuing to be disruptive in class disrupting the learning environment after doing everything possible in the classroom to control the disruptive behavior.
Keep up the great work with your videos. I wish you the best.
What a great video - just what I needed.....concise yet thorough with lots of practical tips on how to make the changes you want in your classroom and with your students.
You are so welcome!
This video has SO many good strategies! It is so unique compared to others that I have seen. Thanks!
Thank you :)
Such an amazing video ! So many valuable tips and great advice ! Thank you so much
Thank you!
This is great! Watched a few vids on the subject and this one was the most informative and thorough.
Thank you :)
Thank you for this complete summary of how to handle misbehaviour in the classroom.
Thank you so much! I am doing student observations and this helped me to understand the students better and gave me strategies to improve classroom management 💕
Glad it was helpful!
I found this video very helpful and so true!
These are wonderful, bedrock principles! Thank you!
You are so welcome!
Thank you so muuch .this is the most useful video I've ever watched. Much love from Morocco 🇲🇦
Glad it was helpful!
You are the best! It is so true!
Thank you so much for this and I will push to have a structured classroom 🌹
Those call to actions are not strategies. The problem arises when students ignore or defer them
Exactly what do I do when they ignore what I say
This is a great help! Thank you so much for sharing your knowledge!
You are so welcome!
As a substitute teacher, this is helpful, but difficult to enact, simply because I'm only there for the day.
As a student I would say just be firm and raise your voice, don’t do more than that. There’s plenty of times when the whole class has laughed because the teacher is screaming his/her head off or even having a breakdown.
Thank you Michele. I'm studying a Masters of Teaching at La Trobe University in Melbourne, Australia. Your video really helped explain strategies for dealing with student behaviour. I will share it with my class, I hope that's OK!
You're welcome, Chris. So glad to hear that this video was helpful. Thank you for sharing :)
That's so true when you know students name it's easier to get their attention has a substitute.
I enjoyed this video & informative. Thank u.
As someone who is about to become a first time public school teacher, this is very helpful.
Thank you
God bless you.
Such great advice. Thank you!
You are welcome
I’m struggling to come up with alternative behaviors for two boys who talk, blurt out, and laugh throughout my lessons. They are not talking to each other but blurting out to the whole class in general. One is definitely doing it for attention. Perhaps both. Reminders, talking with them privately and contacting parents have had little to no effect so far. I’ll look for ways for them to get more appropriate attention specifically from their peers. I’d love ideas! Thanks for the tips. 35 year teacher - Always looking for ways to improve and grow. (Music teacher)
Hi ,
If one of your students is doing the blurt outs for attention, ask yourself what are other ways the student can get attention with the same behavior (talking loudly). Maybe he can announce the agenda for the class period at the beginning of the class, or call role call. Then contingency is he has to save his call out (talking for his job.. announcer/role call).
Another strategy suggestion is to use a red card or post it (btw, can be any color other than white) and when the student wants to say something (blurt out), they can put the colored card or post it on the table or hold it up to notify you that they have a thought to share. Try to call on them in seconds. Let them know you will only call on them if they don't blurt out.
Finally, give them a class consequence for the blurt out - loss of points, owed time, etc. If your school is against giving consequences. Do pivot points. When the boys blurt, ignore the blurting and give students around them points for not blurting.
@@FeedTheirNeeds All great ideas. I especially like the “announcer” idea. Thanks! 👍🏼👍🏼
Love the pivot points!! How should I keep track of it?
@@katyr7513 Most teachers in my school use class dojo for points. I’ve added categories for how they do in my music class as well. I can give (or take) points during the lesson or afterward.
Maybe they don't like the subject.
You've helped me a lot. Thanks
Very helpful! Thanks
thank you so much , i will be doing my teaching practice starting January so i look forward to using these tips
New subscriber, great tips. I’m a substitute teacher and I wanted advice on how to handle students chatting, getting out of their seats and cursing at each other. Thank you
You're welcome :)
Everyone is probably gonna shoot me down for saying this, but sometimes I think schools have just gone too soft on behaviour strategies; to be honest, maybe corporal punishment - i.e. the cane, or the slipper, or a ruler across the backs of the hands - wasn't such a bad thing, after all! That's how it was when I was at school, back in the day and I ENJOYED school. Yes, we were afraid of some teachers, but we LEARNED in lessons!! And students had respect in the classroom. I don't remember there being the level of disrespect and bad behaviour that as there is in schools today. No one wants to get a wallop, but these days kids know they can get away with blue murder... I'm not saying bring back corporal punishment - don't misunderstand what I'm saying. However, I'm just wondering whether it actually wasn't such a bad thing... According to Proverbs 23:13-14:
"13 Do not withhold discipline from a child;
if you punish them with the rod, they will not die.
14 Punish them with the rod
and save them from death."
I’m an early head start teacher and definitely trying this 😊
I am a new substitute teacher. I am having a hard time supporting the teacher when there are multiple behavioral issues happening at once and lack of support (no aides!). This is a kindergarten class that has 15 kids in a small room. One child is a runner, 3 are ESL with one ADHD, 1 has an IEP and needs supportive instruction, 2 will separate themselves from whatever the teacher is trying to teach and hide under the desk. As a substitute, not knowing which class I am stepping into, it is impossible to provide the structure because it is their class. I am in damage control at that point, trying to put a bandaid on to a wound, to help as much as I can. Suggestions for substitutes in this situation? And thank you!
I so much understand what you are going through! I am subbing for paraeducator I & II ~ what you say "it is impossible to provide the structure because it is their class" is so very true! ~ each teacher has a different method, and many of them I dont even support their message because they themselves are 'new teachers' and just learning how to manage classroom behaviour - I have a better chance with subbing for 'experienced teachers'...
Hi Christine! I used to be a substitute, so I get where you are coming from. Thank you for your willingness to equip yourself to be effective. When supporting the teacher of a chaotic classroom, I suggest asking the teacher "I see that there is a lot going on, what are the top 3 things you want me to focus on?" or "What do need help with in this moment?" If he/she can answer that, that will be your focus. If the teacher does not know, think "what would be most helpful to this teacher in this moment (consider the current activity) and do that, until the teacher gives you different directions. Thank you for all you do!
Ok what Is an "rti team" its the notations i hve trouble with! (😊TI-ese) ESL? What???!!!
This happened to me once. I never went back, and now I make sure I know what class/assignment I'm taking. The student pulled on me the whole class period. I was told an aide was coming, never came. I made it work and never looked back. Fortunately we have the option to choose the grade and school we want to substitute at. Fool me once, shame on you. Fool me twice, can't put the blame on you.
This is SO helpful!!! Thank you so much!
I love this! Thank you so much!
Have you read the book "Teach Like Finland"? Guy was an elem teacher in the US, married a Finn woman, moved there, taught there. The whole world was astonished when Finland was #1 in a 2015 world scholastic assessment. He wrote what he saw - amazing book!
No, I have not read this book . What was your key takeaway from it?
They need to be up out of chairs, small group collab, never homework, 15/45 break per hour, more teacher collab, same teacher all thru, multi-year projects , more outdoor trips
So good.
Thanks ❤
This video is great! Thank you for all the sayings.
Glad you enjoyed it!
This is very helpful
Thank you and thanks for the feedback :)
Excellent information, thank you!!
Our pleasure!
We have a student who wants everyone’s attention all the time. He throws tantrums when he does not get his way. Sometimes he hurts students. pre-K
Students who are like this, actually need more attention than others. Position him in the classroom so that he is near you and give special attention. They are usually disruptive and destructive if they are afraid that they will fail task. If he is given more attention with every task and feels that someone is supporting him while learning all the tasks, he will eventually develop confidence and eventually the ability to do things independently. When he does something destructive, instead of commenting on the disruptive behaviour, instead do the task with him, or if you have can, assign a support worker to help him. It is very frustrating for students to verbalise their inability to interact and do new things well. This causes frustration and is expressed in behaviours that are negative, just as adults do when we don't know why they feel disturbed. Fear is the main reason.
For students who want a large amount of attention, I try to find ways for them to get a combination of natural and intentional attention throughout the school day. A few suggestions are to give the student a job where he can be a helper so he gets attention from you, other staff and his peers. Have unofficial check in times where you or another staff positions themselves to give him attention through 1:1 or small group conversation, doing an activity with the student or that student's group, sitting nearby to verbal praise for positive behaviors. I would also give verbal praise and/or attention when the student demonstrates nice hands or other positive social behaviors, then limit the attention when he does not.
Great info, @Aussie
This was so helpful!
That was some helpful information. Thank you.
Glad it was helpful!
Fantastic information! Thank you!
Glad it was helpful!
Very useful information. Thank you Mam
Welcome 😊
The zero tolerance approach has worked historically, only newer teachers are afraid or hesitate to enforce discipline causing further harm to students. They need structure to thrive in academia, not a social media buddy or Peter Pan adult.
Thank you for the very specific moves to make. Last year I had a problem in my room that I was never able to fix. Because many students elected to continue to wear masks, some started making loud noises while I was in the middle of teaching. Many students seemed to be entertained by it. I couldn't address it with a particular student because I couldn't tell who it was. Any suggestions?
I know this may not seem fair to some, but I would probably use a class contingency reward and consequence strategy/intervention related to this behavior. My rationale would be this- because the students have chosen to "hide" in the class community. Their behavior will have an impact on their class community. (BTW, very similar to adult life)
This behavior is unacceptable, it cannot be allowed to continue. Therefore the class, as a whole, can receive a targeted reward or consequence for a specific amount of days or weeks (or longer) without the noises. Token rewards (marbles, cotton ball, etc) can lead to a larger class reward (choice time, homework free day , popcorn party, etc) The peer pressure from the class may end that behavior. I would try that first.
I might also try a report box (would probably give it a cooler name) and give students an opportunity to report this specific behavior. But to make it a safe place I would have every student add something to the report box. They could report something positive and/or negative. Then if I got any names I would pay special attention to those students. Prior to the report box (just thought of a name -community care), I would teach the difference between snitching and reporting /caring so that the class has a better understanding and is on the same page.
Hope this helps. Let me know if you have any questions:)
It was really helpful Thank you mam🙏
Glad it was helpful
Iam doing research about obligation and responsibilities of teachers in the learner discipline
I found your video very insightful and I will try to adopt some of your practices.
Glad it was helpful!
Why am I just now finding you? I NEED you in. my life!!
Thank you:)
Hello,It's very informative and great help for teacher.
Glad to hear it, thanks :)
That’s what happens to me I don’t know what to say when the behavior occurs so I need to plan ahead of time with my responses for the behavior
I get it. Go-to responses have been a game-changer for me :)
Very informative. Thank you
Very welcome
It is needed topic
This doesnt work when the kids are hard, cold , and come from homes that dont teach respect or obedience. These kids tell my daughter, you can't make me! Or they say to her ,"what you gonna do about it lol girl". They are awful.
I respectfully disagree with you. The strategies I talk about in this video were cultivated, tested, and maintained in classrooms with students who would be considered "hard, cold, and come from homes that don't teach respect or obedience". The fact that many students tell their teachers "you can't make me " or "what you gonna do about it" have no bearing on these strategies. A student who does not want to initially change their behavior is going to say whatever they need to say to get a teacher to back off. I know it's frustrating, wrong and unfair. Students these days are so different from how they used to be, but frankly, so is our society. And our kids are a reflection of this change. These kids are not awful, they are lacking skills, structure and/or support and their misbehavior is showing just how much they need of all of these things. I hope things improve for your daughter.
Thank@@FeedTheirNeeds
Thank you, well said! So true, the behavior is a reflection of change in our society and home dynamic.
Excellent video !
Thank you:)
I want your skincare products 😋
Very helpful, thank you!
Glad it was helpful!
I appreciate this content
Thanks very much from Australia ✝️💜
You are so welcome
I have a student that is constantly climbing on furniture. He's actually gotten hurt a few times from doing this behavior yet he keeps doing it.
I've tried redirecting him, talking with him and I've spoken to his mom about the problem but he keeps doing it.
I've tried not reacting and that's helped a few times. I am very frustrated because I'm afraid he's going to get seriously hurt and I'm going to get blamed for it.
First, I would look into the why behind the behavior. Is it for attention, avoidance, power/control, energy release, lack of coping skills, sensory? Once you know that, then give the student a replacement behavior based on the need. I would also take a look at when this behavior occurs and what pay off is the student getting.
It sounds like it may be attention, so ask what are other ways the student can get attention in your class. Try to find something physical, since he is doing something physical. A daily activity that lets him walk around the classroom - paper passer, errands runner, then give him verbal praise or attention for a doing the job/activity well.
You can also give him scheduled movement breaks throughout the day so he does not have to climb the furniture. If you notice a pattern around the times of the climbing behavior, that is when you use breaks or activity paired with attention (i.e verbal praise, points, etc). If Covid guidelines prohibit that maybe you can get assistance from other staff, especially if safety is an issue.
@@FeedTheirNeeds Thank you!!!!!!
I love teaching & students, it will be soooooo much better now.
😁😁😁😁😁😁😁😁😁😁😁😁😁
Very good info. Thx!!!!
Glad it was helpful!
Excellent video 😊
very inspiring
thanx
Most welcome
by showing the child that is special
you're awesome, thank you!
Thank you :)
Really, really helpfuf! Thank you. Any tips on acting out and disrupting the class of a brilliant kid, really smart and fast learning besides regular checking on him and giving him extra work to keep him challenged?
Hi Georgiana! If your student is brilliant, put that to use and give him a classroom job. I don't know your grade level, but a few I can think of are: Morning Announcer (he can add in something new he learned to share with class), Tech support (help students who have computer issue), Teacher Assistant (make him the first tier go-to person when you are working with another student). Another idea is to create an enrichment project he can do that occupies all his senses or favorite things/skills, he can earn with academic and classroom desired behaviors. BTW, this is assuming you have had a 1:1 conference with him and given some alternatives to his acting out/disruptive behaviors.
@@FeedTheirNeeds ill try this out. Thx :)
I respect them only
This is really great.
If the student will not listen even it reached to 4th intervention. What will I do?
I would have to know more about the student and ask some questions about what interventions are being used, but in general, I would say if there is a pattern of the behavior continuing for some time after the 4th intervention, without any progress made, it's time for a special plan or Tier 2 or interventions,
I am a teaching assistant. The teacher I work with as no control, boundaries and no consequences for the pupils disruptive behavior. I was hired to impliment that but are my efforts a waste when the teacher allows them to walk all over her?
Thank you so much :)
You're welcome!
good idea for tbe lpttle one
Good info!
Glad it was helpful!
I need this
It looks more like there are students do not like going on field trips is that they have problems with this, even if they say no or dislike field trips. Other students harassing over refusals is disrespectful. If a student rejects a field trip they do not want to go, do not harass or give him or her a hard time.
I struggle with kids' need to talk back. I also have a hard time when a child [talks back] runs away as well as when they don't take responsibility.
YESSSSS! That is what I am advocating. Or at least teach what respect looks in like within the school setting. If we keep waiting, I suspect we will have gone through a whole generation.
I've recently encountered as a First Year Teacher, 5th graders who are extremely defiant. I suspect ODD (Oppositional Defiant Disorder) since I studied various childhood disorders in my Special Education coursework. How do you handle these students in the classroom???
Hi Rachel, I will make a video to address this. Look for it in the next 2 weeks. It will address defiant behaviors. For true ODD students, we may have to have a conversation.
I work with 4 yrs old in pre K. I am an assistant and I am new to space. The lead yells and they pay attention. When I try to direct or ask them to quiet down, they will for a few seconds. But I have to consistently tell them to quiet down. My lead is chaotic in the classroom environment and we don't have consistency. We always work in one large group of 14 students. Any suggestions. Thanks for the video
So very helpful. I am taking over a disruptive class. How to I handle repeated fights?
The first thing I would do is look at the patterns surrounding the fights (i.e. time of day, what period, location of fighting students, how the fight starts, how the fight ends). Usually if it is in repeat mode, you will see some commonalties. Then I would use strategies to make them less common (such as keep them separate, address the feud, counteract what they are getting out of it). Other strategies are conflict mediation, student contracts, recognizing the trigger & interrupting it, teaching alternate coping skills (i.e. when someone makes me mad...) and targeted consequences :) Erica, if you have more specific questions, email me at michele@feedtheirneeds.com
What about middle schoolers who do not acknowledge your prompts?
First, let me say that I LOVE middle schoolers. If they are not acknowledging teacher prompts, its time to go to a method, I call TPR..Teach. Practice. Respond. With TPR you Teach what you want to see happen in your classroom, i.e. teach students how to respond to a teacher-given prompt. Then spend time (days, weeks) Practicing what you have taught and Respond with encouraging (verbal praise, positive signals, incentives) and corrective (redirection, conference, consequences) feedback. All with the goal of resetting student behavior (acknowledging prompts). It's simple. It's an investment. It's worth it.
Hi. I’m not sure if you can help with this question but I’ve been taking notes. I have a 7 year old boy in my K-2nd grade class. It’s me and 2 TAs with 10 children. This child throws chairs at us and hits us if I talk to the class or a parent. I was told he does each teacher that class gets. I was talking to a parent one day and he threw a chair at me. He is about 4ft1 and maybe 100 or or 125 pounds. Hes big and strong. It’s all day. I can be teaching and he will just punch me because I’m not talking directly to him. I moved his desk away from the children for their safety. But he pushes tables, throws chairs. I’ve tried hugs , redirected him, asking him to make good choices. We’ve tried everything under the sun. I went home one day feeling beat up. Shen busted, side hurt, arm bruised. Please do you have any suggestions. I’m afraid this child is going to hurt one of us. I can feel it strongly, Admin knows. EC is not really a focus of the school. Admin has never even came to check on us. These kids are not even in one picture on the school Facebook photos, and we have nothing for them but 4 tables and a smart board. So I really need help how to help this child to keep him and everyone safe. I never been hit with a chair. It hurt really bad. Please help.
Hi, if this is still a problem, please send me an email :)
you are awesome- thank you!
You are so welcome!
I am a private one-on-one online art teacher. A new student starts every class by saying she doesn't want to be in this class. After I say to her she doesn't have to take this class I proceed with the lesson. She settles in and does some work but I can see her texting her friends. The question is, do I just ignore her comment that "she doesn't want to take this class" ?? Thanks for your advice, L
Hi Lynda, for some reason, I am just seeing this comment, so it might be too late. In my opinion, you can ignore the comment if it doesn't bother you or lead to more challenging behaviors. Also, you can direct her that we are not going to start the class with this comment. Give her a replacement behavior, i.e. another way to start the class. She can start the class with a interesting fact, a quick share of something good or new she did over the week or something related to art. Hope this helps:)
These 4 call to actions responses are just what I needed to get started as a Para without saying the world "no" which can trigger behaviors for some students.
Great to hear:)