I find having lots of self guided activities, places to do them, and materials that the kids can readily use helpful. I have a rotating job list that the kids can see and understand every day. Jobs include captain (for lining them up and supervising things like water breaks, etc), cleanup (wipe down tables and pick up any trash, empty the pencil sharpener, etc), water plants, fishtank feeding (if you have one), library (arranging the books, sorting out damaged, broken, etc, tidying up), helper (hands out books, worksheets and other supplies),song (leading the singing of whatever song we’re doing), weekly words (can test the other kids with flashcards or something like that), and anything else you can make up.
I also set up little stations within the classroom, including a reading corner (the “library where all the books are”, an art corner (newsprint pad and various instruments of coloring, a place where they can fiddle with things like blocks, and a place where they can fiddle with other learning materials such as those ABC foam letters and a little tray with rice in it that they can trace designs and letters and stuff like that.
So, almost every kid every day has a different job to do, and they can earn points, stickers, tokens and small prizes for doing them. I hate this system and I think they should be happy to just get an “attaboy!” and a sticker from me but somebody usually trains them to expect this. It does work if used sparingly and firmly, and they can visually see the rewards they are earning or losing (for bad behavior) on a poster that I make.
The various “stations” are also rewards for doing whatever assignment they are supposed to be doing properly, quickly, and basically doing their best. When they do the work and I accept the quality, they can go to a “station” and draw, fiddle with clay, read (I try to encourage free reading because it’s a habit too many of my student’s don’t have), or do something else with materials or an area that I have provided. It works well for more motivated students and keeps them out of my hair while I’m trying to help the struggling ones do something they are having trouble with. They have rules for the stations and I don’t put up with arguing, overcrowding, tattle-taling or making an unnecessary mess. Also, I make sure that even the slow kids get a fair shake at the cool stuff by having really easy work once in a while and keeping a mental note on who should do what how often. No favorites; they are all worker ants.
I find as far as “teacher stands in front of whiteboard and says blah blah blah” goes, I can get away with about 5 minutes of that before they are figeting, bugging each other and annoying me. Everything is a game, and everybody gets a fair shot. Keep the amount of items small, easy to handle, and use them backwards, upside down and sideways, incorporating as many of the 5 senses as you can. Get away from that damn whiteboard. Aren’t you sick of it? So are they. Sit in population. Move the tables around. Put the chairs on the opposite sides that they are used to. Turn out the lights and open the blinds. Stop talking. Whisper. Sing. whistle. Become a character. Remember that something that seems really boring and repetitive to you might be one of their favorite things.
Some kids will not behave no matter what. Chalk it down to genetics, diet, parenting, emotions, disorders, whatever. I’m not a trained child psycologist or even a trained teacher. The only way I can deal with these kids is by having the full support of the school and the parents, and even then I’m usually at a loss. It can be frustrating. Having lots and lots of stuff ready and availiable to do is my best method yet.
Only say what you mean, and mean what you say. Suggest things rather than demand, and give praise for even the crappiest work, while suggesting ways they could do it better. They’re kids, after all.
Punishment can be going to talk to the principal, not being allowed special priveledges, “busy work” like writing something over and over, or good old standing in the corner. Don’t make them stand in the corner for longer than 5 minutes and have a little talk before allowing them back into population. Don’t make writing “punishment”, rather make it a “job” where they are helping you. Most kids won’t really misbehave in order to piss you off, but just to get some attention or reaction from you. Stay cool, calm, and mean what you say and say what you mean. Actions have consequences and they must learn this in a gentle way or it’s too fun to watch you freak out.
If you find yourself in a school with a crap manager, lazy chinese teachers, no materials, no books (for recreation), no budget for above and no inclination to listen to you when you make your plan and tell them how you want to run your classroom, then quit. Not worth it. You aren’t going to have much fun and neither are the kids, chasing that damn stickyball around.
Older kids (not yet junior high) I drill with grammar (you wouldn’t know it from the quality of my writing here) reading, constant conversation, short games, practice, listening (I might read something and ask for comments) and quizzes. I often end up taking over some class where somebody played dodge ball for half an hour a class with them and didn’t follow the curriculum beyond some spelling and they never had any homework. This is a hellish situation that only seems to be fixed by laying down the law and telling them how it’s going to be. Lazy brats leave.
I’ve yelled, screamed, thrown notebooks across the room, threatened, freaked, slammed my palm on the tables, stomped off, cajoled, humiliated, joked, cussed, quit, demanded, and probably scarred a few of them for life. I really hope I haven’t hurt them permanently and all I can say is after 3 years I’m finally able to say I’m not a terrible teacher. but I was. And I can be Teacher Asshole in a second…
I hope I get it someday. It’s the only job in my life that’s remained challenging, interesting and rewarding past 3 months. Good luck, hope this helps.
thanks!)