Comments on: Classroom Management: How to Personalize it http://blog.mathsage.com/?p=150 Where Mr. K shares about learning about learning. Thu, 26 Aug 2010 05:29:40 +0000 hourly 1 http://wordpress.org/?v=3.0.1 By: Penelope Millar http://blog.mathsage.com/?p=150#comment-132 Penelope Millar Fri, 07 Mar 2008 22:22:53 +0000 http://blog.mathsage.com/?p=150#comment-132 Yeah...that's one of those things no one makes clear. And it's weird, because I teach 10th and 11th grade, so the first couple of years I underdid it on explaining expectations because I felt embarrassed to be explaining my expectations to them--surely they knew how school worked by now? I was so wrong. Yeah...that's one of those things no one makes clear. And it's weird, because I teach 10th and 11th grade, so the first couple of years I underdid it on explaining expectations because I felt embarrassed to be explaining my expectations to them--surely they knew how school worked by now?

I was so wrong.

]]> By: Mr K. http://blog.mathsage.com/?p=150#comment-122 Mr K. Wed, 05 Mar 2008 02:43:27 +0000 http://blog.mathsage.com/?p=150#comment-122 bq. communicating those high expectations For me, part of it was even knowing to communicate those at all. First I was astounded that kids did not have an innate knowledge of how to behave during a test. Then I was astounded that just telling them wasn't enough. It wasn't until I drew them a picture, and had them practice, that they eventually got it. Now I know that I need to do that with everything, from where they put their backpacks to how they sharpen their pencils. Most of the kids are more than happy to do what you want, they just have no idea what it is. That leaves you a lot of energy to deal with the other ones who want to actively fight you.

communicating those high expectations

For me, part of it was even knowing to communicate those at all. First I was astounded that kids did not have an innate knowledge of how to behave during a test. Then I was astounded that just telling them wasn't enough. It wasn't until I drew them a picture, and had them practice, that they eventually got it. Now I know that I need to do that with everything, from where they put their backpacks to how they sharpen their pencils. Most of the kids are more than happy to do what you want, they just have no idea what it is. That leaves you a lot of energy to deal with the other ones who want to actively fight you.

]]> By: Penelope Millar http://blog.mathsage.com/?p=150#comment-121 Penelope Millar Wed, 05 Mar 2008 00:38:27 +0000 http://blog.mathsage.com/?p=150#comment-121 This is actually one of the most useful pieces of advice I've gotten on the whole classroom management thing. I might not go through exactly the same year-end ritual as you, but you know what? No one ever told me "this is how I figure out how to do better next year" OR (and this is the big one I was just starting to figure out for myself *three years in*) "this is how you do a good job of communicating those high expectations people tell you you should have. Thanks! This is actually one of the most useful pieces of advice I've gotten on the whole classroom management thing. I might not go through exactly the same year-end ritual as you, but you know what? No one ever told me "this is how I figure out how to do better next year" OR (and this is the big one I was just starting to figure out for myself three years in) "this is how you do a good job of communicating those high expectations people tell you you should have.

Thanks!

]]> By: Mr K. http://blog.mathsage.com/?p=150#comment-120 Mr K. Tue, 04 Mar 2008 14:43:15 +0000 http://blog.mathsage.com/?p=150#comment-120 bq. Expectations--that's what it's all about. Very much so. and I think those expectations need to be internalized to the point of habit by the teacher - it's why you can't just discuss a problem. That end of summer review for me is visualizing (using the bad students hall of fame i've accumulated over the years as my virtual adversary) the whole series of issues i've developed, and how I can prevent them. When those procedures are internalized, I don't need to worry about being consistent - it's built into me. I just need to worry about everything matching up with the template of how I want my classroom to look inside my head.

Expectations--that's what it's all about.

Very much so. and I think those expectations need to be internalized to the point of habit by the teacher - it's why you can't just discuss a problem. That end of summer review for me is visualizing (using the bad students hall of fame i've accumulated over the years as my virtual adversary) the whole series of issues i've developed, and how I can prevent them.

When those procedures are internalized, I don't need to worry about being consistent - it's built into me. I just need to worry about everything matching up with the template of how I want my classroom to look inside my head.

]]> By: dkzody http://blog.mathsage.com/?p=150#comment-119 dkzody Tue, 04 Mar 2008 13:46:37 +0000 http://blog.mathsage.com/?p=150#comment-119 Expectations--that's what it's all about. When you expect great things from your kids, and you communicate that to them, they respond. I spend the first four weeks of class really setting up my expectations, talking about what good behavior looks like. Many of my inner city high school students have never had this done either at school or at home. They just get yelled at. I look at my students as my own children and think about how I want to raise them, how I want them to turn out in three years. Before I have a sub, I tell my students what I want from them, how their behavior should look to the sub, and then I tell them, "if the sub leaves your name, you are in really BIG trouble. I will call home and you may receive a conduct referral to talk to a vice principal." I usually have good results, however, this year the sub left a note about the whole class acting up and not doing their assignment. I really came down hard on them. The next time, they behaved beautifully. One of my classes was so good that not only did the sub leave a positive note, but I got an email from a visitor to the class while I was gone telling me how hard working they were. I took them donuts the day I returned. Word of that spread fast and all the other classes wanted to get such a reward. By the way, my subs love my classes and ask me to call them. Expectations--that's what it's all about. When you expect great things from your kids, and you communicate that to them, they respond. I spend the first four weeks of class really setting up my expectations, talking about what good behavior looks like. Many of my inner city high school students have never had this done either at school or at home. They just get yelled at. I look at my students as my own children and think about how I want to raise them, how I want them to turn out in three years.

Before I have a sub, I tell my students what I want from them, how their behavior should look to the sub, and then I tell them, "if the sub leaves your name, you are in really BIG trouble. I will call home and you may receive a conduct referral to talk to a vice principal." I usually have good results, however, this year the sub left a note about the whole class acting up and not doing their assignment. I really came down hard on them. The next time, they behaved beautifully. One of my classes was so good that not only did the sub leave a positive note, but I got an email from a visitor to the class while I was gone telling me how hard working they were. I took them donuts the day I returned. Word of that spread fast and all the other classes wanted to get such a reward. By the way, my subs love my classes and ask me to call them.

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