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Tuesday, October 25, 2011
Tuesday, October 18, 2011
Taming the "Tattling Monster" in Your Classroom
1. Understand Why Children Tattle. Children tattle for a variety of reasons. Most young children use tattling as a means to help them learn the difference between right and wrong. Older elementary-age students often tattle to gain attention from adults, use adults to solve problems, get someone else in trouble, or to be perceived as “good” or “better than” others.
2. Teach the Difference Between Tattling and Reporting. Children should know where to “draw the line” when it comes to tattling. They need to be taught the difference between tattling and reporting at an early age. In simple terms, telling on another person for the sole purpose of getting him or her into trouble is tattling. Reporting, on the other hand, is telling on another person to keep him or her from doing something dangerous or destructive.
Examples of tattles:
· “Julie and Marcy won’t play with me.”
· “Heather said my shirt was too small.”
· “Nicholas looked at me funny.”
Examples of reports:
· “Michael copied my test answers.”
· “Grayson fell off the swing and she’s crying.”
· “Celia is talking to a stranger on the other side of the fence.”
3. What You Can Do
· Set up a situation box. Let students know that if they have a concern about a classmate and need your help dealing with it. They can write a note and leave it in the box. Tell them that you will read the notes before the end of the day and follow up with each student. Reassure them that they can still see you without leaving a note to report a student doing something harmful or dangerous.
· Lead a class discussion asking students how it feels to be “tattled” on. This will help those who are prone to tattling understand that their actions have consequences. Ask for input from your students to help those frequent “tattlers” learn the difference between “tattling” and “reporting.”
· Make your classroom a safe environment for reporting. Students need to know they’ll be protected if they report information to an adult in an effort to keep their peers safe.
· Encourage students to ignore behavior that does not affect them. When a student complains about behavior that is not destructive or dangerous and does not affect her, let her know that it is not her concern. You might say, "I'm happy to see that you know how to behave, but I would prefer that you not tell me about behavior that does not concern you."
· Encourage students to settle problems on their own. For example, if students are fighting over something, you can ask them, “Is this my problem?” then encourage them to figure out a solution.
· Don't automatically dismiss a student's concern. Be especially attentive to reports that suggest that a student is being bullied, especially if you get similar reports from more than one student. Follow your school’s guidelines for bullying.
· Stop a student before they get a chance to tattle. If you sense that a student is about to tattle, stop the student before they complete their thought. Ask, "Are you about to tattle, or are you going to tell me about a student who is doing something harmful or dangerous?" If they tell you the latter, let them finish their thought.
· Avoid putting students in charge of their classmates. Putting a student in a position of authority may encourage student conflict.
2. Teach the Difference Between Tattling and Reporting. Children should know where to “draw the line” when it comes to tattling. They need to be taught the difference between tattling and reporting at an early age. In simple terms, telling on another person for the sole purpose of getting him or her into trouble is tattling. Reporting, on the other hand, is telling on another person to keep him or her from doing something dangerous or destructive.
Examples of tattles:
· “Julie and Marcy won’t play with me.”
· “Heather said my shirt was too small.”
· “Nicholas looked at me funny.”
Examples of reports:
· “Michael copied my test answers.”
· “Grayson fell off the swing and she’s crying.”
· “Celia is talking to a stranger on the other side of the fence.”
3. What You Can Do
· Set up a situation box. Let students know that if they have a concern about a classmate and need your help dealing with it. They can write a note and leave it in the box. Tell them that you will read the notes before the end of the day and follow up with each student. Reassure them that they can still see you without leaving a note to report a student doing something harmful or dangerous.
· Lead a class discussion asking students how it feels to be “tattled” on. This will help those who are prone to tattling understand that their actions have consequences. Ask for input from your students to help those frequent “tattlers” learn the difference between “tattling” and “reporting.”
· Make your classroom a safe environment for reporting. Students need to know they’ll be protected if they report information to an adult in an effort to keep their peers safe.
· Encourage students to ignore behavior that does not affect them. When a student complains about behavior that is not destructive or dangerous and does not affect her, let her know that it is not her concern. You might say, "I'm happy to see that you know how to behave, but I would prefer that you not tell me about behavior that does not concern you."
· Encourage students to settle problems on their own. For example, if students are fighting over something, you can ask them, “Is this my problem?” then encourage them to figure out a solution.
· Don't automatically dismiss a student's concern. Be especially attentive to reports that suggest that a student is being bullied, especially if you get similar reports from more than one student. Follow your school’s guidelines for bullying.
· Stop a student before they get a chance to tattle. If you sense that a student is about to tattle, stop the student before they complete their thought. Ask, "Are you about to tattle, or are you going to tell me about a student who is doing something harmful or dangerous?" If they tell you the latter, let them finish their thought.
· Avoid putting students in charge of their classmates. Putting a student in a position of authority may encourage student conflict.
Tuesday, October 11, 2011
Website Resources
Meegan and I have some great websites to share:
Autism Resources:
ABC teach has good downloadable info.
http://www.autisminternetmodules.org/
This website has lots of good info. You just have to create a user name and password, but it is free.
http://www.autisminternetmodules.org/
Behavior Resources:
Intervention Central is a great resource for behavior ideas as well as academic. It is based on RTI (response to intervention). Many of the behavior ideas that I share have come from here. The link I've attached takes you to the behavior part of the site, however, from there you can choose to look at the academics as well.
http://www.interventioncentral.org/behavioral-interventions
Dr. Mac's Amazing Behavior Management Advice Site:
http://www.behavioradvisor.com/oldindex.html
Autism Resources:
ABC teach has good downloadable info.
http://www.autisminternetmodules.org/
This website has lots of good info. You just have to create a user name and password, but it is free.
http://www.autisminternetmodules.org/
Behavior Resources:
Intervention Central is a great resource for behavior ideas as well as academic. It is based on RTI (response to intervention). Many of the behavior ideas that I share have come from here. The link I've attached takes you to the behavior part of the site, however, from there you can choose to look at the academics as well.
http://www.interventioncentral.org/behavioral-interventions
Dr. Mac's Amazing Behavior Management Advice Site:
http://www.behavioradvisor.com/oldindex.html
Wednesday, October 5, 2011
Witch Intervention
WHOLE CLASS MANAGEMENT PLAN – This plan was developed to specifically address frequent blurt-outs during a large group math lesson; however, it could be adapted to meet whatever “problem behavior” might be driving you CRAZY! The novelty might catch their attention and make a point right now, but when the holiday passes, it could be expanded and expectations broadened throughout your day. The important thing is model and practice your desired behavior and then be CONSISTENT with your expectations. You may choose to use any visual for your intervention, it doesn't have to be the witch and cauldron. This can also be turned around and used to reward appropriate behavior. For ex. a leprechaun lowered into a pot of gold, a puppy into a bag of treats, a car to a finish line...
Target Behavior - Blurt outs/interruption of instruction
Target activity - 40 minute Math instruction in afternoon
Criteria - As a class, no more than 5 blurt outs during designated time
A blurt out is defined as any verbalization that occurs without permission from the teacher in the classroom (hand raised and recognized by teacher). A response to a direct question by the teacher is allowed.
Example of set criteria and response to infraction (could be adjusted to your situation and the length of period – this was a very “chatty” class with a high percentage of impulsive little ones)
Move the witch closer to the cauldron with each blurt out (or targeted behavior) Make sure witch ends up in the cauldron after the class reaches your criteria. For this class it was the 6th blurt out that put the witch into the pot.
Reinforcement - 5-10 minutes of desired activity (extra recess, game time, etc.) following the targeted period. An immediate reinforcement is best. Do not extend the reinforcement earned until the next day and do not exempt students from this reinforcement. If certain students know they do not have a chance to earn this because of previous issues, they will sabotage it for the rest of the class.
To Prepare for Implementation:
· Materials needed - visual (witch) to measure students' progress toward goal + cauldron or whatever you want your witch to land in if they do not meet criteria + rope to lower the witch into the pot.
· Review the plan with the students prior to the first day. Explain the purpose/target behavior to be addressed. Explain what that behavior looks like (demonstrate, model, give examples). Explain the desired behavior (demonstrate, model, practice, practice, practice). Discuss the goal - how it will be measured (movement of the witch) - what their reinforcement might be - how they can work as a class to support each other so that they can get their reinforcement.
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