Caitlin former 2nd and 4th grade teacher, now living the dream with ClassDojo 😉... one thing I do outside of work is go snowboarding (and hoping to go soon)! ❄️ #dojochat
Hi, I'm Erica. I'm a middle school special education teacher in Syracuse NY. One thing I do outside of work is cheer on my boys in their sports (one is in basketball and the other is in karate). #dojochat
A1: mental toughness: Almost like a fighter that enjoys getting knocked down only to see how many times they can get back up. This is what it’s like working with the most challenging kids. Sometimes you have to outlast them. #dojochat
Steph Colpitts--Special Education Instructional Coach in Bellevue, NE. Love to read and watch basketball & baseball!
A1: Patience, empathy, and the ability to pick their battles.
#dojochat
A1) often the teachers who reach the toughest kids were tough kids themselves or are seen as tough adults today. They understand that conformity is not the answer. Acceptance is the key. #dojochat
Hi, I am Robin and a high school teacher, but I love to steal good ideas from elementary teachers, so that's why I'm here tonight. Outside of work I like to work in my yard #dojochat
#dojochat Excited about participating in this chat. I'm currently a principal in NC and we are doing a book study with @BrianMendler book Taming of the Crew.
A2 Sometimes NOT knowing past problems can be an asset. I would often have teachers "warn" me about a student only to find that I didn't have the same issues. #dojochat
Wow, that’s a great question! 😉
2) trust is needed to reach anyone. To earn trust you must be vulnerable. Share your past to learn their past. Earn their trust, change their future #dojochat
A2: I honestly like starting each year like a blank slate. There are important things to know about a child's past, however much of what we hear is just "baggage." I like to start the year fresh and give every child a chance to succeed! #dojochat
A1: The deep-rooted desire to stop at nothing to connect w/ kids. The willingness to be vulnerable. The wisdom to peel back the layers 1 by 1. The courage to take risks. The humility to have the 2nd to last word. The heart to love them at their worst. #dojochat
A2: Step one is really listening with no judgment. Not trying to get anything from the student or change anything about the student. Just simply listening to their story.
#dojochat
A2 listening is key. Knowing what they go through each morning even, before they walk through the classroom doors helps you to understand what they need from you to be successful. Did you eat? How did you sleep? etc. #dojochat
A2 Some of those tough kids you already know about from their previous teacher - and they aren't always accurate. I like to start with a clean slate, so I try to forget what those other teachers have told me. #dojochat
Q2: I like to make sure a kid knows his story is his story and that I'm willing to help him/her change that story going forward if that is what they want. #dojochat
What’s good?! I’m Mr. Schlote from the CASTLE, Joliet Central! I GET to teach Social Sciences to my fellow “future” alumni. I dig on six string electrification when I’m outside of the school walls! #dojochat
What’s good?! I’m Mr. Gandhi Schlote from the CASTLE, Joliet Central! I GET to teach Social Sciences to my fellow “future” alumni. I dig on six string electrification when I’m outside of the school walls! #dojochat
A2 Some of those tough kids you already know about from their previous teacher - and they aren't always accurate. I like to start with a clean slate, so I try to forget what those other teachers have told me. #dojochat
So good. We have trained kids that although it’s wrong to cheat off their peers it’s ok to to copy off of us. Questions are more important than answers. #dojochat
A2: I start the year off asking the kids to do a family tree project and ‘Math about Me’ posters. I tend to learn more about their past if I can engage the families. #dojochat
A3: Some Ts cannot ignore the student. Sometimes turning the other cheek is the best way to prevent power struggles. Also some Ts always need to have the last word, sometimes you win by moving on. #dojochat
A3: Yelling. Yelling never gets you anywhere- it just makes situations worse and makes everyone uncomfortable. It also draws the attention of everyone who does not need to be involved. #dojochat
A3: Anything that sends a “me” message on behalf of teachers. You interrupted MY lesson. You disrespected ME. You’re late to MY class. Consciously or subconsciously, it says the teacher is the most important part and the child doesn’t matter in the equation at all. #dojochat
A3: they can’t let go of the last word so the battle continues to escalate. Just walk away. Model exactly what we tell kids to do in the same situation #dojochat
A3: Anything that sends a “me” message on behalf of teachers. You interrupted MY lesson. You disrespected ME. You’re late to MY class. Consciously or subconsciously, it says the teacher is the most important part and the child doesn’t matter in the equation at all. #dojochat
3) I have seen some teachers inadvertently stoke fires between that one kid and another teacher. We always need to put the kid first, but sometimes that’s done by facilitating relationships between adversaries and not takings sides. #dojochat
Haha yes! I've heard Ts saying "I have a lot to do, please ____ (insert undesirable behavior" when Ss are distressed no other feelings matter but their own #dojochat
A3: sorry I have a lot on this question. they take things personally. One line I use in my workshops is: “stay personally connected to kids without taking personally what they do & say.” #dojochat
A3: I've seen teachers write a student off in their minds. Sometimes out loud. If you keep complaining about a Ss over and over, it is time to confront that bias. Have a conversation with them. Get to know them. They are a human and a KID. #dojochat
A2: I share my story of perseverance and grit. Ss need to know that adults have gone through tough times as well. They can set goals and achieve, too. And #listen when they share. #dojochat
A3 Our staff is trained in Love and Logic, where students solve their problems by taking ownership. Ts reaction is "How are you going to solve your problem?" in a matter of fact tone. GREAT PROGRAM! #dojochat
Q4: At the K level, all Ss want to please. I have been proactive from the start to ignore bad behaviors and reward the closest students around the with dojo points! Usually the behavior stops & I reward for correcting such behavior. #dojochat
A4 I would let my "That One Kid" go run a lap, run an errand, but privileges were the best motivator... be an expert in a younger class. Feeling loved, trusted, and valued was what he was really seeking ❤️ #dojochat
A4: In most cases, praising those positive role models reaches the more challenging kids. When they see their peers earning incentives, they usually adjust their behavior to be praised as well. #dojochat
A4: Have Ss practice desired behavior until they get it right. If arrive to class rowdy, class keeps going outside room and re-entering until get it right for example.#dojochat
A3: (2/2) Totally agree w/ avoiding taking it personally. Also the argument of treating kids like adults now in order to prepare them for "real world" when they're adults in 10 years. #dojochat
A4: After a heart to heart conversation about the rights and wrongs involved in the child's decision making, I like to put it back on them. What do you think would be the appropriate way to make this right? Students come up with better and more logical consequences. #dojochat
I have the privileged working with some of the toughest kids and yes, I say privilege because they push me to be a better principal, educator and more compassionate person. #dojochat
Q4: Break passes, teacher allies they can check in with, mentors inside and outside of school, after school program activities, sports involvement, restorative justice circles, selective seating and work spaces, older student buddies. #dojochat
A4: I worked at a school once that had a destructive / constructive program. Thought process: student did something destructive they’re going to fix something. Kids worked w custodians to paint, fix things etc... #dojochat
A4: I would often do a "working lunch" where the S would have lunch with me. Every time we'd talk more about the situations, choices, & (maybe) get a little math done...More meaningful than a detention or ISS.
#dojochat
A4: I worked at a school once that had a destructive / constructive program. Thought process: student did something destructive they’re going to fix something. Kids worked w custodians to paint, fix things etc... #dojochat
A4: Our school has started facilitating restorative justice circles -- also being proactive w/ celebrating positivity -- positive office referrals #dojochat
A4: Not being able to participate in PBIS or treasure box has been really helpful. In effect, using positive reinforcement for others as a motivator and deterrent. #dojochat
A4: we shouldn’t have to “look” for consequences. Every situation at all times provides teachable moments. Be a teacher. Let the cops cop & let the judges judge. #dojochat
Yes, When my kiddos are having a rough time all I have to do is mention the teach-tos and they start having a better day. Sometimes I even ask other students to give my squirrelly ones a teach-to #dojochat
I do this too but find that they need/enjoy the time making it hard to make sure it doesn't become a learned behavior to gain more time with desired people! If you learn that time is what a child needs, make it a priority to proactively provide it! #dojochat
4) I hate to say that consequences are often too late, but.... The goal is to prevent future incidents. Find a way to give the child a purpose and a way to excel. It's not always about punishing a crime. Its about changing future outcomes. #dojochat
A4: consequence should fit the behavior ex making mess in bathroom, have Ss help janitors clean. Show them how hard they work
#teachablemoments#dojochat
Exactly, I always told my kiddos, you can ask for a fresh start whenever you need it. Sometimes they just need that moment to reflect and say "I want to give today another try." #dojochat
A5 I like to offer to take the student for a while. Sometimes the teacher and the student just need a break from each other. We've all been there! No shame... #dojochat
A4: This is a tough question. What is a consequence w/o a healthy student-teacher relationship? Especially for those kids that don’t have a loving adult at home? When kids know their Ts love them, disappointment is a powerful thing. #dojochat
A5... my first thought is "I don't know!" If it was my student, I'd allow the teacher to finish their thought and then ask the student to accompany me to chat it out. Maybe we can come up with an idea of how to re-approach said teacher? HARD Q! #dojochat
A5: Sometimes if it's a teacher I know then I will step in and discuss it with them later. I think sometimes students just need a different face to help them reset their emotions/attitude #dojochat
A5 sometimes for me it is about proximity at times the teacher does the right thing and sometimes the student who I have a good relationship with does the right thing. #dojochat
A5: This is one of the hardest parts of our job- seeing that best practices are not being used. I usually offer to take the student so he/she and the teacher can get a break. #dojochat
A5: I often intervened by ushering the student away. At a later time I would teach the student “survival skills” with a teacher they don’t like. #dojochat
A5: I will silently extend a hand and take the child. No need to get in a power struggle with a teacher over a power struggle with a student. But also not going to walk or stand by and send a message that I approve. #dojochat
A5: But really, what do you do if a child is a tornado across the room? Harming others, vandalizing technology? Obvs call admin, but if its happening almost daily? What then? What do you say to that teacher who's at her wits end? #dojochat
A5: It's important to remove audience -- that often leads to escalation -- offer to supervise class so T can privately talk to S. If either/both are upset, this usually requires a break until everyone is calm. #dojochat
I hear this often with a lot of aspects of our schools. We have to remember that our job is to make an impact. Every day we intervene where parents and society can't. Sometimes we need to intervene where other teachers can't as well. #dojochat
I've had that kid many times over. That's when admin should step in & get the parent involved. Unacceptable behavior like that is not fair to the other students. #dojochat
You figure out the root of the behavior & create an individual daily plan for that kid. You also make sure multiple teachers teach that student every day, no matter the grade level. #dojochat
I used to be one of those teachers who got really offended when other Ts did would step in. What you need to do is go to them and make sure they know that you were not trying to step on their toes but to give them and the child a moment. #dojochat
A5: Tough q...couple of things---I'd offer them both a break--take S for awhile and follow up with T later to process, listen, and help see the situation as it was. Sometimes I think they're too close to it to see what is happening--does that make sense?
#dojochat
I'm not saying the first time it happens, but when you've got a kid trashing the room & throwing chairs on a weekly basis I believe admin needs to step in. #dojochat
A5: We have daily planning time with our team so I would add it to our agenda to talk about strategies for the said student without calling out the teacher. #dojochat
So if another student is physically harming others, we don't call administration to help diffuse situation? How do we stop that if we're not trained in restraint? #dojochat
I have to agree with @BrianMendler. I also feel like sending them to admin gives the student the impression that you don't care enough to help them. Of course a severe situation requires admin, but the teacher should still be present always. #dojochat
In reply to
@BrianMendler, @smithstrws, @CristinaT1231, @BrianMendler
I think it all depends on the situation and the severity. Other Ts don't understand that behavior until they've experienced it. I'm not crying to my mommy, I'm looking for other options. And I'm trying to protect my students & myself. #dojochat
I've seen first hand Ss that learn all they have to do is throw a chair for the T to press the button and admin to come. Admin that approach the kiddo calmly. It's a difficult balance when rest of class is at risk but important for Ts to find what works for that S. #dojochat
In reply to
@BrianMendler, @smithstrws, @CristinaT1231
A6 I teach free will and related consequences in my room, kids will ask "do we have to.... " and I'll respond every time with you are in control and can make the choice but that is what I'm asking you to do. #dojochat
A7 Let them know the natural consequences they are putting on themselves. (Not writing = takes longer to finish the project, possibly on own time) and say okay! Go show them the amazing time you're having doing the "thing," they usually realize they want in #dojochat
A7 Let them know the natural consequences they are putting on themselves. (Not writing = takes longer to finish the project, possibly on own time) and say okay! Go show them the amazing time you're having doing the "thing," they usually realize they want in #dojochat
A6: Tap into student interests. #personalizedlearning Find that intrinsic motivation. Help them see themselves as a learner. Also, walk away and focus on other students. Ss generally get started once they don't have a fight anymore. #dojochat
Obviously the #1 thing is to make sure behaviors don't reach that level off severity. I've been lucky not to experience such issues & I call admin to visit our class of awesomeness! So I'm literally "asking for a friend" lol #dojochat
In reply to
@The_Groffice, @BrianMendler, @smithstrws
