The #2PencilChat is a weekly conversation about educational technology. As we enter a more student-centered age, let's talk about using all the tools in our toolboxes to be innovative and dynamic teachers.
Q1
Let's start out with a common classroom issue - how do we help the student who has no discernible impulse control? Often cheerfully off task, this can turn to defensiveness and resentment as redirection overwhelms the student.
#2PencilChat
A1 The student who’s off task is doing SOMETHING. What are they getting out of that something? What do they want to get out of class? What do they want to put into their learning? Their work? Their relationships? #2PencilChat
A1: We set up predictable routines and break down our expectations into discreet manageable steps. What does it look like to be following our procedures? What are some non-examples? If someone isn't getting it, am we being CLEAR enough? #2PencilChat
A1: Sounds like the student May be intimidated by work... I’d check with other/previous teachers, guidance, transcript... find out what’s going on at the subtextual level... maybe engage in chatty conversation outside of class/classwork... #2pencilchat
A1. I believe that it really depends upon what the S is doing. Honestly, I'd say pick and choose your battles. You'll have to let some things go. We focus on safety concerns and major distractions/disruptions first. #2PencilChat
A1 Sometimes with the cheerfully offtask having a signal when their disturbing others. I use @ClassDojo to visually remind re: the off task behaviour #2PencilChat
Hi all! Kelsey, first year first grade teacher. Momma @kathyiwanicki told me about this chat but unfortunately my house doesn't have wifi rn so I will be jumping in & out as I can. Happy to be here!!! #2PencilChat
A1: When students are off task during whole group reading, I try to use their names in examples that I'm giving to explain the content. That always gets them back on task at least for a few minutes. #2PencilChat
Q1
Let's start out with a common classroom issue - how do we help the student who has no discernible impulse control? Often cheerfully off task, this can turn to defensiveness and resentment as redirection overwhelms the student.
#2PencilChat
I get to know this child so that I can find out what he/she likes and meet them where they are. What are they doing while they are off task and why? How can I harness what they are engaging in while they are off task?
A1. Give them lots of positive feedback when they are on task, and give them classroom tasks to complete. Could even be a reward or a way to give them a short break from their work. That sometimes helps that kid. #2PencilChat
A1: Liv’in that reality! 😊 Help them know that they are loved, despite the challenges they experience, especially when you come to realize (and accept) that their responses may be beyond their control! #2PencilChat
Q1
Let's start out with a common classroom issue - how do we help the student who has no discernible impulse control? Often cheerfully off task, this can turn to defensiveness and resentment as redirection overwhelms the student.
#2PencilChat
A lot of my artists thrive during work time....but I am not an official art teacher. As much as I LOVE their creativity, they are not getting in the skills I need them to work on....suggestions welcome. #2pencilchat I do try to incorporate arts as much as possible too.
1. Verb warning. 2. A brief chat so I can get some more information about the "why." 3. Eating lunch with me. 4. Phone call home. But the main thing is not the consequence, it's the why. If we must consequate, we must educate! #2pencilchat
A1-Off task can mean many things- different for every kid. If it's happening all the time then it falls on me to figure it out: academic stress load too high? Something from home carrying over to the school day? Anything I can do to reduce environmental distractions? #2PencilChat
A1: I agree with the others who are wondering what the student is getting out of that behavior... what’s their motivation, why, and their reward? Is it just attention or is it something more... #2pencilchat
I tried that today!! One of my friends finished snack early so I sent her to the office with a delivery of something I forgot to return days ago #2PencilChat
That blllling works pretty well for me as well. They just need to be about it. Some of my 5ths could care less...some are pushing a pencil as hard as they can when they hear it going off! #2pencilchat
A1) If you can afford someone to do some one on one with the student, steering and directing until things become more routine. It's a long term investment #2PencilChat
Following...I have one first grade friend that scribbles on every paper given, would love suggestions for him! (I did try giving him a blank sheet of paper to doodle on) #2PencilChat
Q2
How do we help the students who come to us with more depression and self-hate than they know how to handle? Sometimes the source is obvious, but often it's a combination of things, where do we start?
#2PencilChat
Get those students in groups of two or three and have them explain the skill at hand to eachother. Sometimes giving them a different audience can help drive learning.#2PencilChat
Gday Kathyasaurus. It's intense here.I've actually had my afternoon class covered so i can deal with a class who does not know how to behave #2PencilChat
I’m always moved by the mother and daughter team working together and supporting each other...online and in the reality of classrooms...you inspire @msiwanicki and @kathyiwanicki ! #2PencilChat
A2: I might ask them to do something for me, like deliver a note or get something from the office... let them experience a form of success... again, I’d engage them outside of “the work” to herd them back in... #2pencilchat
A2
I like to stay with a response journal. The student can write in the journal and leave it on a designated place. I then reply to the students writing with encouragement, coping skills, and permission to ask for additional support where needed. #2PencilChat#cuiedtech
Q2
How do we help the students who come to us with more depression and self-hate than they know how to handle? Sometimes the source is obvious, but often it's a combination of things, where do we start?
#2PencilChat
A2 Kids who are depressed need therapy. As teachers, our role can be to give them meaningful work, which can provide a creative outlet beyond their depression, a means for expressing their feelings, and even a way of helping others who experience similar struggles. #2PencilChat
A2) I respond by trying to understand and acknowledge their frustration. I share times when I have been frustrated academically. I give them space. #2PencilChat
I feel like that. I get cced on incident reports. I usually read them at night. Last night I got a pretty unpleasant picture of how they spent their day #2PencilChat
A2. Carve time out for them one-to-one. Praise them quietly—chances are they dislike public attention. Let them know in every way you can that you are there for them. Love them. #2PencilChat
Ss need to be shown that they make a unique contribution to the class...that they are valued. It is the T's job to enable this discovery....to search for the reason to celebrate. An easy out: asking questions. Ss that ask questions are EXTREMELY valuable! #2pencilchat
A2: Perhaps some group work with that student’s focus on something they’re particularly good at whether it’s artistic, analytical, recording/note taking... #2pencilchat
A2. I'd start with the guidance councilor, school psychologist or mental health professionals. What insights can they offer? Even if you can't get the S to work, build rapport with them. Listen to them. Offer support. #2PencilChat
A2: make observations to see if certain behaviors are consistent. Then try to get help from the school counselor or involve parents in understanding the child's needs. #2PencilChat
Q2
How do we help the students who come to us with more depression and self-hate than they know how to handle? Sometimes the source is obvious, but often it's a combination of things, where do we start?
#2PencilChat
A2: get the group going, pull the Ss and chat with them. Sometimes they just need someone to listen. Social anxiety, home life, depression trumps content at that point. Giving them a way to express themselves is helpful for yo and them. #2pencilchat
A2: Collect some data... are they better at certain times? Do they work better with certain people? Are they a “numbers person” or more of a “liberal arts person”?#2pencilchat
Q2: Kids at all levels want to be heard and loved...depression is not about quick fixes...it’s about walking the journey together, sharing compassion and hope and always being honest with the person who really needs you...even if denial is pervasive. #2pencilchat
Q3
How do we address students who seem to want nothing more than to shock and upset their classmates? What steps do we do to help this student get on track?
#2PencilChat
I just read in a book by Todd Whitaker that praise should be genuine, specific, and private. It's something I need to remind myself to work on (to pull Ss away to give them quiet praise) #2PencilChat
Some things go beyond our expertise. Handling these situations with dignity and respectfulness is important. I have heard horror stories of Ts handling it in the wrong way and making it worse. #2pencilchat
Also, just like my teenage sons....some Ss just want to be heard...they don't always want answers or advice. But again, if it is too heavy a professional needs to be in on it. #2pencilchat
A3 For me, one of the first stops is making sure that you're not the only one aware that there's an issue. Enlist help from support staff if necessary. #2PencilChat
A3
I am fond of restorative justice practices to build community and have the other students say how surviving behavior effects their learning. #2PencilChat#cuiedtech
Q3
How do we address students who seem to want nothing more than to shock and upset their classmates? What steps do we do to help this student get on track?
#2PencilChat
A3. I come back to quiet conversations about their choices. There’s nothing a kid like this enjoys more than watching you lose your cool. Help them see that there are other ways to get attention. They are kids after all. And love them even when they show out. #2PencilChat
In a book I read this summer (Kids First from Day One) the authors wrote that even if a child is being disrespectful & disruptive we have to remember that it is not about us...it's really hard for me but I'm trying to remember that! #2PencilChat
The phrase "source of distraction" is a tool of mine. And reminding Ss to be generous by offering focus. Ask the disrupting S if he/she is helping others become the best they can be or being a source of distraction. It reminds the "audience" of their goals as well. #2pencilchat
A3: Talk, listen, gather data, what are they like in other classes, is somethinggoing on outside school, is something going on within school, be a steady hand, a confident adult... build a relationship... #2pencilchat
A3. I think the Ts actions depends upon the age of the ss and what exactly are they doing. With my Ss,I do a lot of planned ignoring. If I don't react, then there isn't really anything for the Ss to react to.#2PencilChat
A3 Students who like to upset or shock their peers need to be reinforced for more helpful social behaviors while also being blocked from doing the unhelpful ones. #2PencilChat
Yes! True. It's a balance. So hard to not go into parent mode for me. I can only lead by example, know what my Ss is going through and praise them when they do great things. Even the tiniest thing is a victory! #2pencilchat
@kathyiwanicki told me about having 3 baskets...the only basket I should never negotiate with is the one that comprises my students' safety...really makes me think about what is important #2PencilChat
"Seem" is a key word here. I don't believe any S wants nothing more than to shock and upset classmates. EVERY S wants to be successful. This behavior is a last resort...out of hopelessness of habit. It's important to recognize it and offer help, not consequence. #2pencilchat
Q3
How do we address students who seem to want nothing more than to shock and upset their classmates? What steps do we do to help this student get on track?
#2PencilChat
A3: To shock and upset are often symptoms of deeper concerns/problems...they are often calling out for help and they may not even realize it. Help them to see the joys associated with treating others with respect and kindness...let that be your mantra! #2PencilChat
A3 I had a student who was like that last year. Bring in @BloxelsBuilder and StikBots Bots helped me get him working on creating instead of creating a disturbance. I also gave him a personal challenge with Class Dojo, he achieved it by June 👍#2PencilChat
I think leading by example is what I will continue to work on...our classroom expectation is to be respectful and I need to remember that when I begin to lose my patience or get frustrated. We're all learning together #2PencilChat
Q4
Let's talk about the student who wants to challenge you - and everyone. How do you get this student on board and eliminate the power struggles?
#2PencilChat
I have no problem with a S who likes to challenge. If they're right....awesome! Truth has been discovered! If not, other Ss will figure out why...perhaps with a bit of prompting 😋 #2pencilchat
As I think about these amazing Qs and the incredible responses tonight, I am reminded that giving from the heart, until it hurts, is not easy but so worth it! 💕💕💕 #2PencilChat
A4) Recently I am mentioning to certain students that they found a hole under my desk that led to a pit full of rats. I might be getting to the end of term #2PencilChat
A3: Humor. Had a swearing jr. wanted attention/get thrown out of class. I’d singsong, “Sounds like someone needs a hug...” He’d be like, “No man, I’m fine.” If he was angry others would say, “I think he needs a hug”, became a joke, behavior passed... #2pencilchat
Joining in late!
A4 I like students that challenge me! It forces me to think more deeply about making sure every action in the classroom is done with purpose. I address these students concerns, listen to them and explain my side #2pencilchat
Right on! I am a BT2 so I know...it can be hard. I have a Ss this year that is VERY needy so I am learning ways to lead him without losing it. Haha! My crew this year is amazing though so I don't want it to affect our vibe. I am very patient though for the most part #2pencilchat
A4. Build a relationship with the kid—let them know you are there for them but that you also will not tolerate out and out disrespect. Sometimes it only takes one time being firm to let them know what’s ok and what’s not. #2PencilChat
You would have been so proud today when I revealed that we read for 10 minutes. We cheered and then had a 5 second silent dance party to celebrate (the dance parties are becoming our thing and I love it) #2PencilChat
Going back through this thread, it’s always nice to be reminded on a Tuesday night how our job as educators is to
#1 be authentic
#2 build relationships
#3 create safe engaging spaces
#4 content
Students have to trust us before they can learn!
#2pencilchat
A4: Teach our kids that the alure of power is a fleeting reality...compromise and collaboration builds relationships, communities and the larger world where all see the joys of being #BetterTogether ! #2PencilChat
My dream exactly! Had a parent tell me their Ss didn't want to get pulled out bc he didn't want to miss anything in my class. (Fun that is!!) Hopefully I can continue that through the year! #2pencilchat (I didn't think we had that much fun but apparently we do.)
A4: The convo usually starts with "these are your choices" followed by the options and consequences. It works most of the time, unless it's with one of the kids you have to just leave alone to not escalate the situation. #2PencilChat
Q4
Let's talk about the student who wants to challenge you - and everyone. How do you get this student on board and eliminate the power struggles?
#2PencilChat
I also have a bunch of xeroxed cards, one addresses a student having a “ruff” day (my nickname is the B-DAWG) saying “the pack’s got your back”, etc... sometimes it’s encouragement and acknowledgement that’s needed... #2pencilchat
A4 Building a relationship is important but being consistent, firm about what you will put up with and able to ignore some things. Pick the thing that drives you the most crazy and work on that. One at a time #2PencilChat
Q5
Let's address the student who's up in everyone else's business - except their own. How do help this child to chill out and deal with their own
stuff instead of
everyone else's?
#2PencilChat
Our students forget most of what we teach them..They will however remember us their teachers forever.Lets be good and kind to them.A kind word can last a lifetime #2PENCILCHAT
A5 Students who get into other people’s business usually need to explore the costs of their actions. What are they doing? How is it working out for them? What are they losing out on? #2PencilChat
So many of the problems identified tonight point to a failure within the first day, week, month of school. There is no on-the-fly reacting to this......the response should be obvious based on established relationship.....or breakdown of such. #2pencilchat
A5: If you can get into a conversation with the instigator safely, then a conversation that puts them in the other person's shoes can often help them make better decisions. #2PencilChat Social Stories help with S's who just don't see these things naturally.
Q5
Let's address the student who's up in everyone else's business - except their own. How do help this child to chill out and deal with their own
stuff instead of
everyone else's?
#2PencilChat
A5 Invest time in these kids, be up in there business! They probably need some attention. Give them incentives and redirections! Teaching is hard! It takes reps! But #kidsdeserveit#2PencilChat
A5. It may take many reminders to change that bad habit. Do it, and let the kid keep his/her dignity in the process. Maybe a quiet signal as a reminder? Then a quiet reward as they develop good habits. #2PencilChat
Gotta run...my wife just got home from work at the hospital...need some sharing time! Thanks all! Peace and prayers, especially to those who may be affected by this advancing hurricane! #2PencilChat
A5. I guess it would depend upon HOW far up in everyone else's business they were. Here, I'd use proximity control to redirect the student. Or hey, I'm the new student at the table. Let me redirect you. #2PencilChat
I love you so much, #2PencilChat Pals! Thank you for joining us tonight. Let's go out and make school awesome for ALL the kids, not just the easy ones, and for ourselves, too!
I wonder if this student could have a job. It could be their job to tally everytime another student talks. It could be for collaborative activities. #2PencilChat#cuiedtech
Q5
Let's address the student who's up in everyone else's business - except their own. How do help this child to chill out and deal with their own
stuff instead of
everyone else's?
#2PencilChat
