Good evening, afternoon, or morning to you! I have been meaning to write this specific post for a very long time. I've touched on it in just about every post, but now I'm ready to give the details. Now, listen. I do have a disclaimer: Nothing that involves kids is fool-proof. You will always. ALWAYS. always have a student that bucks your system.
I think it took me so long to write this post because I really didn't know where to begin. I didn't attend a seminar on classroom management. I did attend some workshops on PBIS...not a fan. But my system was already in place before that. There's this idea that I want to introduce to you. It sums up my system and if you ever "get it", it will change your classroom dynamics. It's called "withitness". No, not whiteness or wittiness. With-it-ness. I did not coin this phrase, I was introduced to it in undergrad.
"Withitness"
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It is when the teacher in a classroom is aware.
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She (or he) is able to spot a misbehavior before it even happens.
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She is able to manage multiple things at once.
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She is able to correct a behavior nonverbally, using a facial expression or gesture.
She's with-it!
The teachers with the best classroom managing abilities probably have this quality. The thing is though, it is something that is developed. It must be practiced. And to be completely honest, there are some veteran teachers that lack withitness. And that's another post for another blogger...hello!
I digress. So if you ever walk into my classroom, you will see 20 precious angels working hard. Sometimes I am giving small group lessons, sometimes one on one, sometimes whole group. Sometimes I am just observing. You might not hear angels singing, but you won't see kids hanging from the ceiling fan, jumping, running around, or playing. I do not have any children with major behavior issues, because that would certainly call for different measures. They are 5-7 year olds, ok? So it takes a um, you know. Kids will be kids.
Here are some hypothetical FAQ's or scenarios, rather, that will help me explain the logistics.
I see a kid getting up 2.5 seconds after they sat down to work. I know full well that they do not need anything.
A: They make eye contact with me...it never fails. I give them a look. They sit back down quickly or explain their intentions.
They come up to me to politely interrupt when I'm talking to another teacher. I know they don't need to use the bathroom because they would use the sign language signal for bathroom.
A: I give them the "no" sign and they walk away if it's not urgent...sometimes they try to talk anyway and then they get the furrowed brows and tilted head stare.
They disrupt repeatedly during group times by shouting out or bothering their friend that is sitting next to them.
A: After I give a look and the look doesn't work they have to put their initials on the white board and leave group. This is not to humiliate them, it is simply a reminder to me and to them that they need to chill. It's like a second warning. You can get your initials removed by turning away from and correcting the misbehavior. It has worked for me going on the 3rd year! If your name goes on the board, you lose at least one privilege (like your class job).
Now, what I always do is take time to hear them out. We discuss why their name is on the board. We talk about what they should do differently. If it is out of the ordinary for them we talk about why they are behaving that way. It's the relationship building that I harp on! You would seriously be surprised by what they will share. Sometimes it is that they are feeling tired, sometimes they don't want to be at school, sometimes their baby sister kept them up all night. Sometimes they just need a little hug and fuss, i.e.Attention. And I'm happy to provide it. I also explain to them that the way you get attention is to ask for it...use your words! It totally works!
Student continues to misbehave, which happens sometimes. Most of the time it doesn't especially after we talk about it. But some of them have their days.
A: You get a check mark by your name. At this point my friend will be getting a note home or a phone call. And you had better straighten up quickly.
How do you reward good behavior?
A: I have this fabulously amazing prize box...it's really a basket. It has candy, stickers, and other little nick nacks. It sits out where all the kids can see it. I know some teachers put theirs where the kids can't reach it, but I do not. It teaches them self-control and motivates them to have good behavior. I think I talked about it in a previous post, but I do not send kids to the prize box everyday. Kids can also get good notes home, walk with me up the hallway during dismissal, or help me in the classroom.
I will be the first to admit that I spoil my kids. We have developed a bond and we work together, not against each other. So my kids that I've had for a year and are in their 2nd year in my room, they already know the deal. They know how things work and they sort of help the newer friends. It's lovely!
And guess what, here's the kicker...that friend that gets on my nerves the entire day and has misbehaved all doggone day? The very next morning is brand new. The least I will do that might remind them of that day we had is say, "Are we going to have a better day today?" Other than that, we act as if it never happened.
The key to my classroom management success is consistency and withitness. You have to be aware of the behaviors that lead to misbehavior. Kids are very clever. This is not to say that you should expect the misbehavior, but you do need to be aware. You have to build relationships with them. And for goodness sake, get yourself a peace table. Here's the link to the peace table post:
Ya'll, I love what I do! Even though we have a crazy amount of demands and other nonsense that doesn't benefit the kids, at the end of the day this is what I've been called to do. And I'm always going to do what is best for them, at any cost. Even after they leave my classroom, they will always have a special place in my heart.
Questions? Comments?
