Teaching first period in a high school seemed like torture. It never failed...everytime I set out to start a lesson, someone would walk in tardy and cause a huge disruption. Being the "paper-person" I am, I became neurotic about making sure that the kid had a pass, writing up a late slip if they didn't, and ultimately wasting precious time of my class conducting an investigation or arguing with a student.
After many near-breakdown experiences, I finally realized that it wasn't solving anything to confront that student at that exact moment. It took away both time and energy from the students who were on time.
I got consistent. The lesson went on as planned. When a student walked in late, they either handed in the pass or I was ready with my attendence sheet to check off that they had NO pass. I stopped investigating a tardy at that moment and saved it until the students were working independently. This gave me the opportunity to also address the student privately without an AUDIENCE of their peers. It also gave the late student an opportunity to blend into the lesson introduction without a hugely frustrated teacher.
Is this a perfect solution...no. But it forced me to look at my procedures and try something new. Difficult, but worth the sweat it took to get me to a better system. :0)
Thanks for those thoughts. I hate that I allow myself the distraction of late-comers. However, it is amazing how loud some kids are when they arrive late.
The late person is one thing to deal with. Now you're adding a "disruptive" student. In that case, the consequence falls to how a "disruptive" student is then handled...In my own experience, go to your displayed rules and stick to whatever consequence you deem fitting. For me, the first strike was a conversation in the hall during independent work time. The second strike was a call home and some sort of detention with me(Missing the bus motivates students to want to stay out of trouble). The third strike was a school displinary action. On most occassions, the phone call home was enough to get them to understand I wasn't playing games. I even went so far as getting a parent on my cellphone while the student was acting like a fool in class. (Very effective!)
I was once told that in the beginning of your year, you must "Slaughter a Lamb". In other words, set the the stage for your students that their are consequences to their actions. You MUST BE CONSISTENT! The students look to you for structure and any variance will result in dissention in the ranks.
Teaching first period in a high school seemed like torture. It never failed...everytime I set out to start a lesson, someone would walk in tardy and cause a huge disruption. Being the "paper-person" I am, I became neurotic about making sure that the kid had a pass, writing up a late slip if they didn't, and ultimately wasting precious time of my class conducting an investigation or arguing with a student.
ReplyDeleteAfter many near-breakdown experiences, I finally realized that it wasn't solving anything to confront that student at that exact moment. It took away both time and energy from the students who were on time.
I got consistent. The lesson went on as planned. When a student walked in late, they either handed in the pass or I was ready with my attendence sheet to check off that they had NO pass. I stopped investigating a tardy at that moment and saved it until the students were working independently. This gave me the opportunity to also address the student privately without an AUDIENCE of their peers. It also gave the late student an opportunity to blend into the lesson introduction without a hugely frustrated teacher.
Is this a perfect solution...no. But it forced me to look at my procedures and try something new. Difficult, but worth the sweat it took to get me to a better system. :0)
Thanks for those thoughts. I hate that I allow myself the distraction of late-comers. However, it is amazing how loud some kids are when they arrive late.
ReplyDeleteThanks for the post Tom!
ReplyDeleteThe late person is one thing to deal with. Now you're adding a "disruptive" student. In that case, the consequence falls to how a "disruptive" student is then handled...In my own experience, go to your displayed rules and stick to whatever consequence you deem fitting. For me, the first strike was a conversation in the hall during independent work time. The second strike was a call home and some sort of detention with me(Missing the bus motivates students to want to stay out of trouble). The third strike was a school displinary action. On most occassions, the phone call home was enough to get them to understand I wasn't playing games. I even went so far as getting a parent on my cellphone while the student was acting like a fool in class. (Very effective!)
I was once told that in the beginning of your year, you must "Slaughter a Lamb". In other words, set the the stage for your students that their are consequences to their actions. You MUST BE CONSISTENT! The students look to you for structure and any variance will result in dissention in the ranks.
(Sorry This was so long, I hope it helps.)