I'm slipping!

myKroom · #1 12-06-2012, 08:28 PM

I'm so frustrated with my kiddos! Classroom management, organization, and structured routines are areas that I consider myself to be very strong in...but here I am floundering around completely lost. I don't like the feeling at all!!!

I'm so tired of disrespectful, rude, ungrateful kids that want to do what they want to do and not listen to adults. I'm tired of telling parents about their child's misbehavior and the parents not doing anything about it. If a teacher would have talked to my parents about misbehaviors three things would have happened. 1. My parents would have been embarrassed and angry (at me...not the teacher). 2. I would have been in deep %#@!. 3. I would have been apologizing to my teacher and it never would happen again. Parents are just not parents anymore!!!!

Okay...vent over...on to the real stuff...

This school year has just been off. I had a super busy summer which involved my dad having emergency surgery, began grad school this fall, the district started new construction at our school which has changed A LOT of routines, switched classrooms, and many more little things. I just never had a chance to get excited for the school year...I'm still not excited!

I have a small class, which is awesome, but my boys outnumber my girls 2:1. They boys are true, active, busy, trouble making boys! I have a handful of them that just blatantly don't listen and constantly do the exact opposite of what I say. The class as a whole is still struggling with routine things. For instance, we have ran snack time the same way for 77 days and they still can't figure it out! I CAN'T TAKE IT ANYMORE! They don't care about consequences (missing recess, free time, movies, etc.), they don't care if I tell parents, they don't care if they go to the principal, they aren't motivated by rewards. I do admit that I struggle giving rewards because I hate rewarding things that are everyday expectations (example: sitting criss cross on the carpet). I do have a behavior chart that has worked really well for most of them. But there is that handful that just don't care and I'm at my wits end. I try to go in every morning with a positive attitude and start fresh, but it doesn't last long. I feel like my frustration is going to boil over very soon and I need to stop it before it does. I know we have the holidays coming up and a break, but I don't feel like it will help. I feel like I need to overhaul something about my classroom and I'm not sure what!!

jteachette · #2 12-06-2012, 09:49 PM

I have quite the crew of boys too. I make them practice the routine they couldn't follow when they lose recess. My crew tends to play on the stairs. Walking the stairs at recess is good practice, and good exercise.

One young man can't seem to get from the carpet to his desk, and from his desk to the carpet, without a problem. He spent one recess practicing that.

Reteach, practice, practice, practice, and by first grade they will have it!

Peregrin5 · #3 12-06-2012, 11:31 PM

I probably have to do it a lot more often because I'm new, but quite often I have to sit down and re-evaluate my management system or remind myself of it.

I try to sit down with a notebook and Fred Jones TFT (my current CM bible) and taking notes on things that I'm doing, things I'm not doing, why I haven't been doing certain things, what I can do for my class to make them work, and just try my best to think through solutions.

I've rewritten my teaching philosophy twice, and wrote numerous behavior management plans. My next plan is to write a list of behaviors that I need consequences for and plan specific related consequences for each behavior (I just have general consequences right now).

I like to focus on one thing and work at it. I decided that I wasn't giving enough positive reinforcement or feedback for students so I worked on finding a good way to implement that into my teaching style.

I too feel I am in a slipping season right now, so I'm about due to take a break and re-evaluate my CM again.

KinderCowgirl · #4 12-07-2012, 04:43 AM

Just wanted to say you are not alone! Yesterday potential parents were brought in on a tour of the school and I was so embarrassed. It was a transition time, but they just seemed so loud and rowdy. If people weren't there I would have had them do it again (and again) but that doesn't even usually help-they just don't care. I have found no consequence that works with them either. It's something I am usually good at, but this group, this year-I just don't know what to do with them!

scholarteacher · #5 12-07-2012, 04:52 AM

I'm sorry you're having a difficult year! I have the same issues you have as far as kids being undisciplined and unmotivated. I'm trying to develop a relationship with each one and find out what makes them tick. Also, I've been trying to have some time each day for a fun stretching song or silly sing-a-long. There are moments when it works and those when it doesn't. But I guess that's par for the course when teaching little kids! Hang in there! The groove you have to get into is different for every class but you'll get there!

mopar · #6 12-07-2012, 01:23 PM

Are you using a behavior chart that provides for positives and negatives?

Maybe try offering the students who are following along special privileges instead of rewards. They can choose their activity first, they can pick a partner, they can line up first, etc.

myKroom · #7 12-07-2012, 03:17 PM

Quote:

Originally Posted by mopar

Are you using a behavior chart that provides for positives and negatives?

Maybe try offering the students who are following along special privileges instead of rewards. They can choose their activity first, they can pick a partner, they can line up first, etc.

Yes, my behavior chart goes both ways. I revamped it at the beginning of the year to really make sure I was getting the positives as well. It is working much better this year. I have done some of the stuff you stated as special privileges. That's much better then thinking about rewards! Thanks!

mopar · #8 12-07-2012, 03:47 PM

I works magic with some of my students who need lots of prompting. I've also found that specifically talking to a student before they start an activity can help. Something along the lines of having the student repeat the directions and then reaffirming that they can do it. It really helps to focus some of the students who need a bit more.

Other special privileges---special jobs or fill in for a student who is absent, play a game instead of another activity, read under my desk (or choose their spot first), or even just a nice note home.

TamiJ · #9 12-08-2012, 08:00 AM

Sometimes you get "that group" unfortunately. Kids do get a bit more fidgety this time of the year. I agree with Mopar that you do want to have positive reinforcement in place as well, which is sounds like you are doing. I do a punch card and every kid who is on green gets a punch, anyone on blue gets two punches. Once the card is complete, the students redeem it for a prize. They absolutely love getting a punch in their card everyday, and most of them are terribly upset if they are on yellow or red and don't get their punch. I also give group points during the week for working well, being ready on time, helping each other within their groups, etc. They can also lose points for that as well (I take off a point if someone goes to the bathroom anytime I am instructing, as well as reading time, just to control how many are leaving the classroom). At the end of the week I count points and groups with 20 points or more may participate in fun-time Friday. In addition, anyone who ended the day on red on any day that week sits out for 10 minutes until he/she may join (this is in addition to the 10-minute loss of recess he/she would have lost for being on red).

kpa1b2 · #10 12-08-2012, 08:39 AM

This year I have a really good group, something I needed after last year's parents.

But, they have their days. On those days, when I realize everyone is getting into trouble, I try to take a deep breath and look for anything positive. I've stopped myself in mid-sentence to say, "No, that's not what I want to say." It has helped me to focus on the good behavior.

I give out different stickers for different things. I have stickers for "in the dug-out" kids, bigger stickers for kids who make it to 1st base & the treat box for those who make it to 2nd/3rd base.

One thing that I'm doing this year, is at dismissal the kids have to put their folders in the book bags, coats on & zipped & book bags on. In other words, they are ready to go when their parents come. I take 2 or 3 stickers & give them to the first kids that were quick & quiet. If I have a tie or I didn't notice for whatever reason I don't hand them out. It motivates at least 1 of my students that has a difficult time in class.