Just to say hello, I'm a teacher from Belgium that gives teacher training. Now and then I refer to your examples and I want to thank you wholeheartedly for all your video's and good/wise advice. Have a nice summer. Grateful!
I’m an itinerant teacher - 6 schools / 23 classes / grK-6 weekly. I always carry a couple post it note pads and box sharpened pencils. Students know they can come up to my cart, write me a note, and I will peek at it in the moment and answer it at the next transition or before I leave for the next classroom. I often just slap a post it note message / question from me on desks of outliers and hand them a pencil for immediate silent private communication. Works so well! I’m the post it note queen. 😂
This was extremely helpful. I didn’t even realize I needed this advice until watching it. I have a class that likes to ask a million questions. Thank you so much for making this video.
How I handle student interruptions: play a psychological mind game with them students letting you know that you care about them, or just scare them outright with a scary stare. It works 99.9 % of the time. If all else fails, I say, "If y'all are going to act crazy, I'm even crazier than y'all!" Bottom line: I love my students and 99% of the time if a student is disruptive, it's a call for help and I investigate what it its they may need. I take the time to talk to them. I have not written a discipline referral on a student in over 11 years.
Love this. I naturally did something like this, but this gave me great ideas to make it better. Side note: your website doesn't have a hyperlink in the description.
I sometimes have difficulty remembering to get back to a student’s question. When asking if the class heard the question would be a great time to write it in my “To do” list. Or it’s easier for me to ask the student to email or message the question.
Make a "great question" whiteboard spot or box. Have the kid write it down/ post it. Plan for a time each week to address those great questions. (I have them try to find/research the answer on their own during fast finisher time, then we discuss it during Monday morning meeting.)
Hi! I’m not sure if you have one because I’ve been searching for it. Do you have a video on how its like working in an all boys school/catholic school vs public?
I'm not a teacher but I run youth organizations where I teach kids how to run business meetings. At times, when I'm teaching the kids collective decision making and idea creation, and it's open floor, I always get the same 2 kids that give outlandish ideas but also go into painful detail. EXAMPLE: How should we pay for our trip to the swimming pool? Let's Rob a Bank and then launder the money through pokemon cards, using the international banking system and then buying the pokemon company to.... I don't want the child to feel unheard, I don't want to not have the idea started because sometimes it might come up with a good ideal (hey let's do a pokemon card swap day!) I imagine they do it because they are seeking validation and to get us off track because they are bored in the moment. How can I use your acknowledge, distract, return principle in a way that validates the student without them taking up 5 minutes for his overly creative but knowingly unrealistic suggestions?
I would head something like that off at the pass by acknowledging quickly that it's a very creative suggestion, but we're not going to do anything that breaks the law, so what could we do instead? Also allow all team members the chance to share, and so someone proposes an idea that does violate the law, we're going to hear from other people before we get back to them again.
Just to say hello, I'm a teacher from Belgium that gives teacher training. Now and then I refer to your examples and I want to thank you wholeheartedly for all your video's and good/wise advice. Have a nice summer. Grateful!
I’m an itinerant teacher - 6 schools / 23 classes / grK-6 weekly. I always carry a couple post it note pads and box sharpened pencils. Students know they can come up to my cart, write me a note, and I will peek at it in the moment and answer it at the next transition or before I leave for the next classroom. I often just slap a post it note message / question from me on desks of outliers and hand them a pencil for immediate silent private communication. Works so well! I’m the post it note queen. 😂
This was extremely helpful. I didn’t even realize I needed this advice until watching it. I have a class that likes to ask a million questions. Thank you so much for making this video.
Thank you so much for this excellent advice!
This is such great advise. Thank you for translating your knowledge into a platform accessible to most. =) ❤
You're so welcome!
How I handle student interruptions: play a psychological mind game with them students letting you know that you care about them, or just scare them outright with a scary stare. It works 99.9 % of the time. If all else fails, I say, "If y'all are going to act crazy, I'm even crazier than y'all!"
Bottom line: I love my students and 99% of the time if a student is disruptive, it's a call for help and I investigate what it its they may need. I take the time to talk to them. I have not written a discipline referral on a student in over 11 years.
Love this. I naturally did something like this, but this gave me great ideas to make it better.
Side note: your website doesn't have a hyperlink in the description.
Hi Eric! Not sure what happened to the link but here it is!
www.realrapwithreynolds.com/
Thanks!
Thank you!!!!!🎉
Great strategies on this video.
Thanks for the tips
Is that the chalkboard/whiteboard you repurposed? 😊 I love it! Oh, and, yes the rest of the video was super informative as well! 😉
Yes it is! They were goi g to through it in the trash! It was a good rescue
I sometimes have difficulty remembering to get back to a student’s question. When asking if the class heard the question would be a great time to write it in my “To do” list. Or it’s easier for me to ask the student to email or message the question.
Make a "great question" whiteboard spot or box. Have the kid write it down/ post it. Plan for a time each week to address those great questions. (I have them try to find/research the answer on their own during fast finisher time, then we discuss it during Monday morning meeting.)
Hi! I’m not sure if you have one because I’ve been searching for it. Do you have a video on how its like working in an all boys school/catholic school vs public?
I'm not a teacher but I run youth organizations where I teach kids how to run business meetings.
At times, when I'm teaching the kids collective decision making and idea creation, and it's open floor, I always get the same 2 kids that give outlandish ideas but also go into painful detail.
EXAMPLE: How should we pay for our trip to the swimming pool?
Let's Rob a Bank and then launder the money through pokemon cards, using the international banking system and then buying the pokemon company to....
I don't want the child to feel unheard, I don't want to not have the idea started because sometimes it might come up with a good ideal (hey let's do a pokemon card swap day!) I imagine they do it because they are seeking validation and to get us off track because they are bored in the moment.
How can I use your acknowledge, distract, return principle in a way that validates the student without them taking up 5 minutes for his overly creative but knowingly unrealistic suggestions?
I would head something like that off at the pass by acknowledging quickly that it's a very creative suggestion, but we're not going to do anything that breaks the law, so what could we do instead?
Also allow all team members the chance to share, and so someone proposes an idea that does violate the law, we're going to hear from other people before we get back to them again.
Where's the link for the summer list? I would love to look at that!!
Hi Maggie! Here it is!
New Teacher Summer To-Do List
view.flodesk.com/pages/64b071b026d35119ca2dcdf3
@@CJReynolds great, thanks!!
And for everyone wondering: No, water is not wet.
Nice board.
Thanks! I actually trash picked it and refinished it! Teacher ingenuity!