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kinderlady7 kinderlady7 is offline
 
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kinderlady7
 
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Is 3 chances too many?
Old 09-14-2021, 12:24 PM
 
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Hello!

I have more questions. I am currently using a 3 strikes youíre out classroom management method. In my classroom, the first time is a warning and usually, it gets fixed then with most students. After that, if the behavior continues, I have a conversation with the student, ensuring that they understand the expectation and reteaching the expectation. Then, in the third reminder the student has a consequence.

Here is what I have found with this method. I give many warnings. Then the student behaves for about 45 minutes, then they do it again. At this point, it has been long enough I have started over. So itís just tons of warnings. OR, I speak to a student about their voice level and they get a warning for that, then they yell out so itís a warning for that, then they run in the classroom so a warning for that. Should I combine them al? Warnings for all things count? I donít know. I feel a little like it is too lenient despite my consistency.

Any advice? In the past I have used a clip chart and I also have positive incentives to motivate students but I have two boys who are CONSTANTLY playing. I have given them both consequences but nothing has changed. I thought I did well with establishing a great rapport and relationship but now Iím questioning!

Any advice is appreciated!


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Munchkins Munchkins is offline
 
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Repeat offenders
Old 09-14-2021, 01:52 PM
 
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I would draw a hard line with behaviors you know they can control, such as yelling out and running around the room. For those frequent flyers, tell them they are out of warnings/reminders, and give them an immediate timeout.

Time for some tough love.

I would also let parents know that they are being disruptive and get them on board. No reason to ruin it for the ones who are doing what they need to do.

Good luck. I have a tough group this year, too.
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Fenwick Fenwick is offline
 
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Old 09-18-2021, 03:32 PM
 
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Yes. A disruption is a disruption no matter the kind. Something to think about: Teachers of the best run classrooms are very proactive. Instead putting a lot of time into reactive management or consequences, a mind-set that is constantly concerned with What should happen to ______ for doing _____ ?, these teachers are constantly asking themselves How can I prevent _______ from occurring in the first place? Their strategies are all about preventing so they wonít be put in the position of giving warnings. If, for example, students are calling out or running the question would be, "Why do students think itís okay to call-out or run in my classroom?" Do these teachers ever punish students? Sure. But punishment is a rare event as opposed to a daily, period by period ordeal. In 28 years of teaching I can count on one hand the number behavior problems that were not a direct result of something I did I didnít do.
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