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luvmycat's Message:

I used this for years. The only difference from GGs was the T was for tracking the speaker or keeping your eye on him/her as the speaker moved.

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Discussion Review (newest messages first)
PEPteach 08-27-2019 02:15 PM

Thank you. I love all of these and look forward to trying them. They have to get tired of me talking about it and just give in eventually, right???

luvmycat 08-27-2019 09:31 AM

I used this for years. The only difference from GGs was the T was for tracking the speaker or keeping your eye on him/her as the speaker moved.

slg 08-27-2019 07:07 AM

What Greyhound Girl said. Put a poster on display and you can just quietly point out to someone the L or the N or whatever is needed.

ConnieWI 08-27-2019 03:50 AM

Put a post-it note on every desk. When you say "whole-body listening," everyone should show you what that means. As you are teaching and a child is no longer showing it to you, walk over and place a tally mark on the post-it. This will get everyone else's attention. Keep right on teaching while you are doing this.

If any child has more than two or three tallies at recess time, that child owes you minutes. Maybe right now, one minute per tally greater than two or three. In two weeks, every tally will cost the child two minutes of recess per tally. At the end of September, every tally will cost the child three or more minutes per tally.

I would also watch for constant offenders. Perhaps those children are not getting the recommended ten to eleven hours of sleep per night. I would then be talking with parents. I would bet this child is taking technology to bed and instead of sleeping, spending hours using it.

GreyhoundGirl 08-26-2019 03:15 PM

Have you tried SLANT?
Sit up straight
Lean forward
Ask questions
Nod yes or no
Talk to the teacher

I guess it’s part of CHAMPS. I do this and it’s hugely effective. Especially the first two, which are active listening. I do a whole thing the first day of school about research and laying down telling your brain what you’re doing isn’t important, blah, blah, blah.

When I say, “SLANT position” you can hear chairs moving and see kids sitting up. It’s super effective.

myangel 08-26-2019 02:47 PM

I had a class of third graders just like that a few years ago. They were also “that” group since K. I did exactly what you’re doing until it became habit. It took a long time. I tried using a lot of positive reinforcement, framing my language as “being an active learner”. I tied the behaviors I wanted to see to table points so they would remind each other. I explicitly taught how to remind others nicely. It took forever and was exhausting for me, but probably by the end of Oct. you could really see a difference. It was never perfect, but basically they had developed bad habits that they had to unlearn and replace.

PEPteach 08-26-2019 02:29 PM

My class this year has been known as "that group" since they were in K. Very immature, disrespectful to each other, etc.

My biggest struggle with them is listening. We talk at least every 20-30 min about whole-body listening. I've taught 4th for years and have never needed to talk about it so much. Pretty much any time I'm talking kids have their heads down on their desks, are playing with things, looking around, etc. I don't talk for long periods of time (workshop model) and I try to give movement breaks.

I always stop and require that they show me "whole-body listening" before I move on, but it doesn't always continue. Shortly after they go right back to spacing out or playing around. Consequently, they don't follow directions. (Sometimes out of not knowing because they weren't listening, and sometimes I think it's a choice.)

Any suggestions? It's getting old.

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