Home | How It Works | Stats Login | Register         Case: When you can't teach the classroom due to behavior Chelsey Cunningham 1/24/2015 Journal Entry #1 I have the pleasure of working with Mrs. Haynie at Fairmount Park Elementary School in a 2nd grade classroom. Her classroom walls are covered in colorful motivational and educational posters. A bulletin board that explains the lesson, in large word, hangs in the front. Big tubs, small tubs, all sized plastic tubs are scattered about that store a multitude of crafts and classroom essentials like: markers, pens, crayons, shapes, and stickers, ect. . Numbers and letters line the whiteboard and there are color-coded plastic tubs full of books at every students desk. There are bookshelves in every corner with a large reading center in the classroom. There is also a circle center mat where the kids sit to hear the teacher read stories. The students’ desks are carefully placed around the center of the classroom in a specific order. I noticed that the desks were zip-tied to one another to prevent the desks from moving- and this struck me as odd. Mrs. Haynie then presumed to inform me that her kids don’t respect the concept of staying in their own seats. She warned me they were all going to be upset over the zip-ties. As the children all got into the classroom after the bell rang I observed that a large majority of the class was African American. There was only one boy who was of Hispanic culture and more than half the classroom consisted of males and a handful of females. The children were all very rambunctious when they entered the classroom, running all over the place, creating a very loud and uncontrolled atmosphere. It was very hard for Mrs. Haynie to get the kids to sit down in their seats and be quite- she had to scream continuously. As soon as the children realized their desks were rearranged and zip-tied, pandemonium broke out. The student teacher interaction was upsetting for me to see, I could tell the majority of the classroom had no respect for what their teacher was trying to say, teach, or do. Most would just talk back in a very disrespectful manner. It took about 30 minutes for Mrs. Haynie to get most the kids to sit in their new assigned seats and calm down. But, even then there were a handful of students who refused to abide by anything she said. They would walk around the classroom and bother other students listening to directions, get on the computers, or try to use the bathroom. Mrs. Haynie used a point and color system for behavior; she would take away and give points to students. Colors were used as well to determine what level of behavior they were at. If students got a certain amount of points they would be rewarded with lunch in the classroom or treats. If their points were deducted or if given a specific color then parents would be notified. Most children were threatened with a text or call to mom and dad right then and there on Mr. Haynies cell phone. Mrs. Haynie calling any parent from her cell phone was the only way most kids would listen. It seemed as if most students really needed to release some energy once entering the classroom. I would try to incorporate having a 10-15 minute class starter that involved students doing some morning stretches to some music. I would put on music that was appropriate but also something my kids could culturally connect with. I would teach them the routine stretches we would do at the beginning of class every morning. This could be something they can look forward to and it would set a routine they could follow. It can also act as an energy release for them before their day starts. Giving a different student the chance to create an appropriate stretch or dance based off behavior I feel could also help greatly. Solution: (Rates are posted for this solution!) Brain breaks are great for students who need to move around! Give them incentives like "15 min of work time will get you 5 min of brain break". Use a video or something that gets students out of their seat but is interesting and engaging (GoNoodle is great for this). Also never underestimate the importance of building a relationship with students. I would try to pick out the most defiant and behavioral children and focus on them. Getting them in line will convince the others to follow. Pulling them aside and being genuine with them is great. Perhaps start the class on the carpet and have students share one thing about their morning or week/ weekend that has been on their mind (not required to say anything if too shy). This builds classroom community. If students have no connection to the teacher, and she/he is screaming at them all day, they will not be motivated to listen to what they have to say!