#4thchat is a hashtag for teachers or anyone to talk about educational issues relating to 4th grade. Using #4thchat will create a network of 4th grade teachers or teachers working with 9-10 year olds across the world. We welcome anyone who 1. teaches 4th grade 2 .Works with 4th grade students and or 4th grade teachers 3. Likes 4th grade teachers (Groupies are encouraged).
Hi Kathy! Sorry to have missed you the other day - hope it went well. You can ABSOLUTELY make some meaningful contributions - I have no doubt! #4thchat
Sledding?! How fabulous! It's mid 40s here, so no snow for us. Also, we don't have any hills nearby! I am consciously putting in some holiday crafts so kids can be kids! #4thchat
Q1: Mistake: Defining behavior by how it “Looks”. Why might this NOT help us understand student behavior? What are some other ways to define behavior? #4thchat
A1: There is always an underlining reason for behavior. If you judge it by its cover, you probably are missing what really is going on. You have to show patience and think before we react. #4thchat
A1: There are SO many previous students who I owe apologies to about this. I thought they "weren't paying attention or behaving" because it didn't LOOK LIKE IT! #4thchat
A1: But as I've become a parent myself, I can SEE that there is more to it and I need to step back and ask questions about what is REALLY going on. #4thchat
A1: Behaviors can often go way deeper than how it looks...there's a "reason" why behavior exists. Need to go beyond the 'actual behavior' to see what might be the trigger...is this something that happens a lot or just a one time deal? #4thchat
A1: I have worked for years with all kinds of kiddos- and single every one was different. I try to create a climate where we help each other and kids get when they need. But sometimes frustration takes over my patience! #4thchat
A1 What we see as the behavior may be very different message than what the student is trying to tell us. The behavior needs to be our clue to dig in #4thchat
Thanks Elisa...While I don't have my own classroom - I still see a lot of different behaviors in the classroom. Always helpful to have some information on hand. #4thchat
Yep! I make this mistake, too even as I struggle not to. Sometimes the frustration is so high that I react in ways I later regret. When I realize this, I apologize right away. #4thchat
A1: There are SO many previous students who I owe apologies to about this. I thought they "weren't paying attention or behaving" because it didn't LOOK LIKE IT! #4thchat
Q2: Mistake: We often ask our students, “Why did you do that?” How does this sometime interfere with finding the real problem? What should we do instead? #4thchat
Exactly - sometimes, though it is easy to react first....I've done this with my OWN children only to find out there was something that was the trigger that I hadn't realized. #4thchat Got to dig deeper.
Yes, but I’ve made it a rule for myself to never ask why. Most of the time the kids can’t articulate why they did something, but they might be able to describe how they feel, which could be a way “in” to provide support. #4thchat
A1: But as I've become a parent myself, I can SEE that there is more to it and I need to step back and ask questions about what is REALLY going on. #4thchat
I hear ya....We do our best & learn every year. When I think about my first year teaching...yeesh - it's a wonder those kiddos made it to 5th grade...lol #4thchat
It doesn’t help us define student behavior because it looks different to us. You are looking at it from the T’s perspective but not the S’s and the different cultures they come with ie age, youth, background. Something that “looks” like a bad behavior to us isn’t to them #4thchat
Q1: Mistake: Defining behavior by how it “Looks”. Why might this NOT help us understand student behavior? What are some other ways to define behavior? #4thchat
Agreed! I will often give an example that they can see from my perspective by making myself the one acting out in some way. Sometimes that helps. #4thchat
A2: Experience really helps-
starting with a question like "What's going on?" rather than "What or why did you do that?" gives the student some space and a chance to talk. #4thchat
Q2: Mistake: We often ask our students, “Why did you do that?” How does this sometime interfere with finding the real problem? What should we do instead? #4thchat
A1: I have worked for years with all kinds of kiddos- and single every one was different. I try to create a climate where we help each other and kids get when they need. But sometimes frustration takes over my patience! #4thchat
A2 you have to ask the child about the behavior. Everyone reacts to emotion stress in different ways. Not all outburst are for the same reason. #4thchat
A3: Reteach, model, reteach, model, repeat. Lately I have been making anchor charts for specific behaviors as "I Do" vs "I Do Not" This has served as a great reminder #4thchat
A2 A lot of times they just don’t know! Spending too much time trying to get them to say why they did something can get away from what’s at the tip of the iceberg that’s causing the behavior. #4thchat
A2: I find myself saying to Ss, "I made the choice to __ because __. This could be a problem to others because __." If they can't explain why it's a problem, I will explain how it may have been an issue for myself/others or have another S say why it was an issue for them.
A2: I find myself saying to Ss, "I made the choice to __ because __. This could be a problem to others because __." If they can't explain why it's a problem, I will explain how it may have been an issue for myself/others or have another S say why it was an issue for them.
Exactly - could be that something external (not school related) is the main focus and it's coming out in various ways at school. Hard for students to verbalize sometimes. #4thchat Sometimes they just don't really know!
Q4: Mistake: Treating mistakes as “Won’t Do’s instead of Can’t Do’s?” How can we identify the skills that might be lacking which often lead to misbehavior? #4thchat
A2: Experience really helps-
starting with a question like "What's going on?" rather than "What or why did you do that?" gives the student some space and a chance to talk. #4thchat
I like that - What seems cut and dried to us often needs to be taught/reminded/modeled. Anchor charts are a great tool..especially if brainstormed as a group. #4thchat
#4thchat great reminder to reteach and remodel. Sometimes our instincts are to remodel math strategies but not behaviors. Ss are often visual learners for expectations just as in content areas.
We read this book during the summer as a school. Love a lot of what he has to say about behavior. "Kids would do well if they could " not if they want to! Lost at School Book: https://t.co/TdqiHAUVEa#4thchat
A3 When something isn’t working, it’s best to drop that technique, line of questioning etc. And get some help or other ideas. Sometimes it’s best to take some time to cool off so you can think of a different approach. #4thchat
A4: In the book, Lost at School, it's suggested that you work on 1 lagging skill at a time. Over time, behavior should improve as the student learns new skills. Keep wanting to try this to put it into practice - tough to do without your own class. #4thchat
Great idea! When are you feeling engaged and a part of the class? When are you feeling exactly the opposite? And, why? Might be an eye opener for everyone. #4thchat
Q5: Mistake: Lack of Planning for transition time. This seems like it should be an easy fix, but it doesn’t always happen. What are some of your favorite strategies to use during Transition Time? #4thchat
#4thchat also have learned that not all behaviors have to be reacted to, sometimes the class is ok and it is best to talk out or make a plan. Better responses when I try to be proactive for the next round.
A4 I think that’s on a case by case basis. Sometimes it’s helping kids talk about what happened. Sometimes it’s helping them express their feelings. Sometimes it’s learning strategies to curb impulsivity or to cool off. #4thchat
A5: Playing music in the background as a noise-level check, beat the music, wireless doorbell, talk about certain topic, use the time to just chat to refocus after x minutes....just to name a few #4thchat
I agree - sometimes just giving a little time to "think" about a response/reaction makes all the difference. I have to 'mull' things over all the time. #4thchat
A5: transitions are a huge struggle for my kiddos this year! If they have any time standing around waiting, they struggle! I have found that we have to have a plan for every moment- what can I do? Board and constantly having my kiddos get up out of their seats! #4thchat
A5 #4thchat play music during transitions, give Ss something to discuss during transition, add movement to trans, make sure Ss can start next task when they--no need for whole group to be ready.
We read this book during the summer as a school. Love a lot of what he has to say about behavior. "Kids would do well if they could " not if they want to! Lost at School Book: https://t.co/TdqiHAUVEa#4thchat
I really liked it - was interested to see how it would work...but again, not in the classroom, so tough to do. Offered to help some others, but they're not ready yet. Be interested to see what you think. #4thchat
A5 #4thchat My transitions are better when I have thought about materials ahead of time. Sometimes awesome transition to the front carpet but I forgot Ss need small whiteboard shortly after. Better when I think ahead.
A6: Model, model, model! Keep expectations high! I find myself referring to this quote hanging in our room quite often, "You are free to make the choice, but you aren't free from the consequence." #4thchat
A5 #4thchat play music during transitions, give Ss something to discuss during transition, add movement to trans, make sure Ss can start next task when they--no need for whole group to be ready.
#4thChat a5: I just ordered a doorbell and I carry the ringer around with me and occasionally ring it- my students stop almost instantly!! It works great!
This is so important - if students are waiting around for others to begin it can lead to off task behavior. If they can start when they are ready, they are more likely to be on task. #4thchat
A6: our school just started using CHAMPS for expectations. Constant reminders throughout the building and the acronyms and language is the same which helps with consistency! #4thchat
A5: I would use the Whole Brain Teaching ideas for transitions (even at gr4 level.) Here are some Calls & Response ideas from NEA: https://t.co/9sUzWl6BtY#4thchat
Q7: Mistake: Viewing Ourselves as Only Classroom Manager. How can we help our students take ownership? Who else should be involved (if anyone)? #4thchat
Being prepared is key...I realized I couldn't be upset with the kids if I was the one causing the interruption in the action. (Happened more than I liked). #4thchat
I explain once. Have the kids talk w/a partner about what they’re supposed to do. Then, I ask if there are any questions? Is this working better? Sometimes. #4thchat
I just LOVE that quote....because it is SO true! #4thchat Making those expectations CLEAR is key. Setting expectations at the Beginning of the year & reviewing often. Having students be part of creating expectations works too!
A7: EVERYONE should be involved.
Ultimately students need to learn to self-regulate, which of course takes time and MODELING!
I have several students who "think" they are helping by "telling others what to do" which then causes a whole new situation. #4thchat
A6 Ouch! Guilty as charged. I sometimes get roped in to the many exceptions kids come up with rather than sticking, with/in reason, to my plan. I need to better anticipate their ?s about exceptions. Gets me every time! #4thchat
A7: EVERYONE should be involved.
Ultimately students need to learn to self-regulate, which of course takes time and MODELING!
I have several students who "think" they are helping by "telling others what to do" which then causes a whole new situation. #4thchat
A6: Model, model, model! Keep expectations high! I find myself referring to this quote hanging in our room quite often, "You are free to make the choice, but you aren't free from the consequence." #4thchat
#4thchat Also I am trying to remember the source, envoy? but I try to be consistent on my location, e.g. teach from a S table or front of room, give directions standing below the smartboard projector, address behavior off to the side. Same spot each time. Clue for my intention.
Consistency is Key - I think it's helpful to have school expectations as well. We have them posted for different areas of the school: bathroom, cafeteria, recess, etc. #4thchat
This is great! We discuss nonverbals at the beginning of the year. Revisit and practice them. Nonverbal reminders work just as well as words and they don't create a distraction! #4thchat
Agree sometimes if the issue is between Ss rephrasing what they say back to them helps them decide that the answer they first gave was not connected or helpful. #4thchat
A7: I think Ss can help set expectations (esp at beginning of year). Sometimes, fair is not always equal and we have to adjust our expectations. Sometimes, parents need to be involved, admins, guidance counselors. Depends on need. #4thchat
I use them myself all the time! I even asked the speech teacher to just bring a card with names of sts she needs. She cracks open the door, holds the card, and away they go! My sts this year are so easily distracted, I need all the help I can get! #4thchat
Virtual applause to the amazing @ncarroll24 for a great topic and amazing questions. And to this awesome #4thchat tribe, who make me free great every Monday night!
A9: I know it's easier said than done right now at home, but I stand behind the fact that I KNOW I have strong classroom management and strong relationships with my students. Tomorrow is a new day! #4thchat
Have a great week, everyone! Next Monday is Christmas Eve, so no #4thchat. The next Monday is New Year's Eve, so no chat then either. Enjoy your holidays!
Virtual applause to the amazing @ncarroll24 for a great topic and amazing questions. And to this awesome #4thchat tribe, who make me free great every Monday night!
