My Fidget Rules

We were in the middle of class meeting when a student got out his Silly Putty and started pulling it into long strings.  I asked him to put it away and he responded, "But that's my fidget!"

I said, "Thank you.  You have pushed me to a place where I will now do something about fidgets."

Fidgets are not new in my classroom.  Some students use movement and sensory items to help them stay calm and focused.  The new fidgets are creating distraction and chaos--the opposite of calm and focus.  I didn't want to ban fidgets outright.  I just wanted to return them to their rightful place in my room--in the hands of students who truly need them.

I did some quick research that day and presented my class with the new fidget rules:

1. A fidget is a tool to help you focus during times when you are expected to listen quietly.  It is not a toy.

2. A fidget should be something that no one else notices.  This means it should be silent, small enough to fit in your pocket or in your desk, and not distracting.

3. While using your fidget, you should still be able to look at whomever is speaking.  Remember, a fidget is to help you focus on what is happening.

4.  When a fidget is not in your hand, it should be in your backpack, pocket, or desk.

Now when I see a fidget that doesn't meet these rules, I ask the child to put it away.  If I see it again, I put it away.  I have been fewer problems with fidgets.

To download a free set of fidget rules posters, click here.

Editable Beginning and Ending Routines

Here are the posters I have hanging in the front of my room with my beginning of the day and end of the day routines.  I teach my students these routines at the beginning of the year, but sometimes need to refer to them throughout the year.

To download "Editable Beginning and Ending Routines" please click here.

 

My Question Answer Relationship

Frequent readers know I am teaching fifth grade challenge this year.  (This is what our district calls the highly capable or gifted program.)

My students ask questions...many, many questions.  To save time, I have organized my answers into four categories:

1. The quick answer.  These are questions I have already thought about and know the answer.
2. Let me think about it. I make it clear that if you argue with me about this, the answer becomes a permanent "No."
3. Let's try something and see what happens.  Of the possible answer, this one is risky.  Something bad might happen and the students may not want me to change course.
4. Out of my jurisdiction.  Some decisions are outside of my ability to control.  We all have to live with that.

I realized this week that I attempt to give as many "yes" answers as possible.  When I am consistent with my answers, students can predict accurately what they already have permission to do.

My Classroom Management Strategies

Today's post may help me more than it helps any of my readers.  I am going back to full time teaching after taking last year off.  In the next few weeks I need to recreate a classroom management system.  I am so glad I blog.  I don't have to remember what I did.  I just have to look it up here.

After reviewing my posts tagged "Classroom Management," here are a few strategies I plan to implement this year. 

Privileges and Coupons: An Incentive System for Good Behavior
I know many teachers implement similar systems.  This post explains how I use it in my classroom and gives you free downloads.

 Classroom Procedures Review-- Here is where I list the procedures I teach students at the beginning of the year.  I leave a filled out copy in my substitute folder.

I will definitely use Rights, Responsibilities, and Privileges in setting up the culture of my fifth grade highly capable classroom.  Students define each term and come up with examples.  It is a good place to start creating classroom rules.

 For students who need a reminder of the correct behavior in class, I have them write sentences--not the old-fashioned way of filling a chalkboard, but one to three sentences to get them back on track.  Read the posts about Sentences to find out how I use these and get a copy of my reminders.

My post on If...Then charts was popular last year.  If you have a student that needs a behavior intervention, this helps.  I anticipate needing this strategy again this year.

Another strategy I have used with individual students is a buddy class.  Read this post here if you want to know how buddy classes worked for me and download a free printable form.


You can click here for all of my posts on Classroom Management.  I'm sure I will add to this topic this year.

If you have questions about any of these strategies, please include them in the comments.

People of Integrity from the Other Side

Several years ago I wrote a post about how I prepare my students for good behavior with a guest teacher.  I had them keep a list of other students who are doing the right thing when I am not watching.

Now, I'm the guest teacher.  I have found that keeping my own list of students who are behaving well helps me.  I am focusing on the positive.  Most students want to be on the list.  The host teacher also has a positive report and can use that with whatever reward system is in place.

I also find that it forces me as a substitute to learn the names of all the students in the room--especially the quiet ones who don't demand attention.

Four Ways to Solve a Conflict

I find that teaching directly some skills for resolving conflict help the learning climate in my classroom.  Most solutions fit into four categories: passive, aggressive, passive-aggressive, and assertive.  I want my students to learn to be assertive: telling the truth respectfully.

This is a printable copy of a larger anchor chart I create when teaching problem-solving skills in an upper elementary class.  I refer to this chart when discussing hypothetical situations and possible solutions.  I want students to realize that they have control over their responses to conflict and that some responses will be more effective than others.

To download Four Ways to Resolve Conflict, please click here.

Happy Friday!

Partner Work: Step One Choosing Partners

I plan to share several partner writing activities this month for my Friday Freebies.  Before I do that I thought I had better explain how I set up partners in my room.

Although my students beg me to let them choose their own partners, I only do that occasionally.  I expect my students to work with any other student in the room.  I find that if they choose their friends, they don't stay on task.  (I'm pretty sure if you have been in the classroom for more than five minutes you already know this.)

I have a jar with craft sticks I use to call on students in class discussion.  I use the same jar with craft sticks to create random partners and small groups.  I have even used it to create seating charts by randomly drawing and then adjusting for students with hearing or vision problems.

"The sticks choose."  This takes me out of the mix.  I am not passing judgment on who will work well together.  They have an equal chance to work with their best friend or their worst enemy.  They know I will not switch, because they are partnered with someone they "can't" work with.

Silent Division Practice: an Active Learning Game

One of the first rules I was told about when I moved to a new school was how important it was for classes to walk quietly in the halls.  I included that rule in the procedures I taught students and in the classroom management plan I shared previously.  

There are times when we have walked to a specialist -- P. E., Music, or Library -- and the previous class isn't out yet.  Here is how I kept my students engaged quietly for a minute or two while we waited.

I started having my fourth grade students practice their math facts SILENTLY.  I would say a division fact and they would show me the answer with their fingers.  It also gave me a quick read on who knew their facts and who was looking around at what other people where holding up.

I chose division facts because we needed the practice and the answers are usually ten or less.

If you have another no-prep activity like this one, I would love to read about it in the comments.

 

Who am I? -- Building Classroom Culture

My students love this activity and I usually introduce it at the beginning of the year, although you could do this at anytime to get students to learn each others' names and a little bit about each other.

I start by giving each student a 3 X 5 index card.  The students write their names and three facts about themselves they don't mind sharing with everyone.  I collect the cards and read a few of them when we have a moment at the end of the day or  are lining up to go someplace, etc.

I just read the facts, and the students try to guess which of their classmates wrote the card.  After going through the cards once, I go through the cards again to see if we remember the facts about each person.

This activity encourages students to get to know each other, use each others' names, and make connections with their classmates.

Using a Buddy Class as a Behavior Intervention

For the last several weeks I have been sharing classroom management strategies I use in my classroom.  Today I want to share with you how I use a buddy class for misbehavior.

First of all I have to say that I have been blessed with excellent colleagues over the years.  We see the students as all of ours and the students know that the adults will support each other. 

For many reasons I rarely send a student to the office for misbehavior.  I reserve that for more persistent or severe behavior.  In the absence of a room dedicated for time outs, I send students to another classroom.  This strategy works well for students that just need to be removed from their peers for a bit.

I have several open desks where students from other classrooms can come and work.  I know that I can send a student from my classroom to another teacher.  I haven't used this form recently, but I created this in the past to better communicate between teachers what is happening with a particular student.

 To download the buddy class form, click here.

The emphasis is on problem-solving and not punishment.  Most of the students sent to my room liked me, they just wanted to see me under better circumstances.

Happy Friday!

It's all about relationship

Lately, I have been sharing a series of classroom management strategies on this blog.  Today's strategy doesn't come with a handout.  Everything I do in creating the culture of my classroom starts with relationship. 

Recently I learned what happens when I don't have relationship.  For two weeks in July, I taught science workshops at a private school.  I had never set foot on the campus, I knew none of the staff or students, and I was using someone else's classroom.

I had a wonderful time getting to know the people at the school.  It wasn't until I started the second week, that I realized I had a disadvantage.  One of the students started to argue with the others, and when I tried to intervene he ignored me and walked away.  I didn't have a relationship built with him, and I had very new relationships with everyone else. 

For sixteen years I have taught in the same neighborhood.  I have watched families grow up and taught siblings.  I had solid relationships with parents.  When there were conflicts, I could resolve them because everyone knew me as fair.

I did get the support of the vice principal at the science workshop.  I was able to resolve the situations in the classroom.  My experience caused me to appreciate the network of friendships I have had during my teaching career.

Sentences: A Classroom Management Strategy Part Two

True confession: I really wanted to give this sentence to a couple of my students.  This class was very chatty.

If you didn't read last week's post about how I use sentences in the classroom, click here.  (Hint: they write one for each offense, not a whole chalkboard full.)

After awhile, I got tired of the slips of paper and put my sentences on posters on the wall.  I kept some slips on hand for students who had difficulty tracking, or who needed to complete their sentence someplace else.  For example if two accomplices earned the same sentence, there was no way I was going to send them to the same corner of the room.
  
To download the poster version of the sentences I use in my classroom, click here.

Toward the end of this year, I decided to create an incentive for keeping a sentence free day.  I gave everyone a half sheet of notebook paper and they made a complete heading.  If at the end of the day they had a sentence free paper, they earned a privilege.  (If you are not familiar with my Privilege and Coupon method of incentives, click here.)

I also collected the sentence free papers and used them to draw for "prizes" the last week of school.  (My "prizes" were teaching materials I bought with personal funds that I knew I wasn't going to use anymore.)

Happy Friday!

Sentences: A Classroom Management Strategy Part One

When you think of having students write sentences in class, you probably think of the chalkboard above.  Here is a different way I use writing sentences as a classroom management tool.

I firmly believe that small consequences regularly delivered make a bigger impact that large consequences.  For example, I don't take away a child's entire recess.  I do take away a minute at a time.  Being last to recess is often painful enough, and my students still get exercise.

When I give a student a sentence for misbehavior, I have them write it one time.  If the behavior happens again, they write it a second time.  A third time earns a phone call or email home.

I have four sentences I use in class:
1.  I will walk in a single file line, facing forward, with my hands and feet to myself, and my mouth closed and quiet.
(Our school really wants students to be quiet in the hallway.)
2. I will listen to all of the teacher's directions without interrupting and follow them the first time he or she asks. 
(I use this one with specialists and guest teachers, too.)
3. I will do nothing to disrupt the learning environment in this classroom, during the lesson or work times.
(This covers many behaviors including talking out.)
4. I will listen carefully to my classmates ideas.  I understand that they have important information I may be called upon to repeat.
(I expect my students to listen to each other respectfully.)

To download a printable set of the sentences I use in my classroom, click here.  Each page has one sentence printed several times so you can cut them apart into strips.

To read more of how I use sentences in the classroom, read next Friday's post.

Happy Friday!

Classroom Management Pinterest Board

Last week I posted a Behavior Intervention on Classroom Freebies Too, a collaborative blog I contribute to.  I could tell by the response that people are looking for ways to manage student behavior.

The next three Fridays, I will post some other behavior interventions as my Friday Freebies. These are interventions that have worked for me that I'm happy to pass along.

In the meantime you can find all my classroom management posts here.  You can also follow my Classroom Management board on Pinterest.

Follow Mary Bauer's board classroom management on Pinterest.

Behavior Intervention: If...Then...Charts

"If you finish math before 10:30 (p. 347 1-10), then you will have time for a math game. Mrs. Bauer"

Over the last twenty-four years, I have had a number of students who needed behavioral interventions.  I have created many charts and ways of tracking data.  I prefer to design my own plans to make them fit my teaching style and classroom.  (I try not to make the child stand out any more than he or she already does.)

This year after a pretty intense day with a student, the IEP team regrouped and decided that If...Then... charts would be an appropriate first intervention for the child.

"If you start morning work right away, then you will earn a privilege. Mrs. Bauer"

I know other teachers create laminated charts.  I use the sticky notes because I can adapt them to the assignments for the day.  (Also, if they are ripped up in a moment of rebellion, I can easily replace them.)

I'm not saying that this system has worked miracles.  It is giving a particular student some power and control in the classroom, and she is getting some work done.

To read more about my Privileges and Coupons system, read one of these previous posts:

1.  Privileges and Coupons -- My Incentive System

2.  People of Integrity -- When there's a guest teacher

3.  30 Days Till the End of the Year

4.  The Desk Fairy

Also, you can download the free printable forms Privileges and Coupons from my Teachers Pay Teachers and my Teachers Notebook stores.

Rights, Responsiblities, and Privileges

Rights, Responsibilities and Privileges is a free download designed to be used in small groups early in the school year.  I plan to use it the first week of this school year in a fifth grade class.  (Or whatever I end up teaching.  Our teaching assignments are up in the air at this moment.)

First students look up the definition of each word in the dictionary and write it in the space provided.  Then they brainstorm examples of each.  I plan to then have them come back as a whole class to establish some expectations for the year.

Fifth graders study U.S. history and the Constitution in our district.  Fourth graders study Washington State civics so starting out with an understanding of these terms will provide a platform for later study.

If you need a copy for a different country, leave me a comment and I will change the flag.  

Update: Since I first developed these materials, the word privilege has changed in meaning.  I have an updated version of "Rights, Responsibilities and Privileges" in Artistry of Education @Teachers Pay Teachers.

Classroom Procedure Review

Classroom Procedures Review is available for free at Teachers Pay Teachers and Teacher's Notebook.

This year I used this form to help me teach my classroom procedures.  I kept a copy handy the first few days of school to make sure I was intentionally teaching how the classroom works.  After the first week of school, I gave the students a copy and we reviewed a few procedures at a time using a think pair share.

I know later in the year, I may have a new student who needs to learn these procedures.  When this happens I have the other students review.  I plan to use this sheet to help us all remember the routines in the room.

Ticket out the Door Freebie

To download the tickets as a Google Doc, click here.

 

I found this great post by Teach-A-Roo about a formative assessment plan and I had to adapt it for my own classroom.  If you click here you can see how she uses this board in her classroom and it has a link to her free sign.

I decided to make my squares in the shape of tickets.  Here is my board ready to be laminated:

The idea is students answer a question on a sticky note and put it on their student number.  I plan to ask a question each day and have them post as part of their end of the day routine.  I can quickly see who gets it and who doesn't.