From: 7 Days To a Perfect Classroom by Tom Daly
DAY 1: How a simple poster can help you create a better behaved, more productive classroom Let me start by saying that it can be easy to take your students for granted. After all, they’re required to show up for school, right?
Technically and physically, yes.
But in every other way, no, not really.
If school is boring, or if kids don’t feel welcome, or if you are just going through the motions, your students will either start tuning you out or begin finding things to do with their day other than sitting in your class in rapt attention.
I’m not talking about letting your kids study whatever they find interesting. That would be misguided and neglectful of our first priority to teach the “3 R’s.”
However, too often we require nothing more from our kids than passive compliance.
What do I mean by passive compliance? Well, let me tell you a quick story to illustrate:
When my daughter Brooke was in the eighth grade, she was having some difficulties and I decided to do something completely “out of the box” to better understand the situation.
Here’s what I did: I spent the entire day literally sitting through each one of her classes.
That’s right, I wedged myself into one of those undersized desks for six straight classes.
I kept to myself in the back of the room, took mental notes, and was a little shocked at what I saw.
You see, even though I had been a teacher for several years at that point, I still came away with several revealing insights. At the end of the day I realized six important things: 1. Not much was required of my child except passive compliance. As long as she kept her mouth shut, the teachers considered her a good student. 2. Only the “bad kids” heard their names spoken out loud. The teachers droned on and on without asking questions to make sure the kids “got” the material. When the teacher did ask a rare question, they tended to only call on the same two or three students who often volunteered. 3. On the whole, the teachers did not know my child very well. They knew her name from the seating chart, but almost nothing about her test scores, her likes and dislikes, or even her personality. Her teachers knew the names of about 30 percent of the class, and those were the few troublemakers along with the two smart kids who always volunteered in class. 4. School is boring! I found myself fighting the urge to fall asleep. It was hard to pay attention. Sitting in the class from 8 a.m. to 3 p.m. was, in many ways, an excruciating experience. 5. The teachers “aimed at the middle” of the class. The smart kids were on their own, and so were the kids who struggled. I could see the frustration and resignation in their eyes. 6. When students finished their worksheets early, there was nothing for them to do except tune out or chat with other kids. There were supplemental books in each classroom, along with interesting technology, but the students were not encouraged to use that extra time to read those books or rotate into the computer stations. Sometimes, when there was only one computer in the classroom, the teacher claimed it as her own and prohibited students from using it. During one of the classes, I noticed that my daughter had finished her work early and just sat at her desk doing nothing for at least 12 minutes until everyone else was finished.
I also noticed an entire row of interesting-looking textbooks sitting unused in the classroom.
Later that evening, I asked her, “Brooke, how come when you finished early in social studies you didn’t check out one of those cool-looking books from the bookshelf?”
“I don’t know,” she said. “I don’t think we’re allowed to do that. I’m not even sure.”
I found this amazing, and a then a little light bulb went off in my head . . .
What if students had an available set of activities to do instead of just sitting there doing nothing or causing trouble?
This would seem to prevent all sorts of problems. For one thing, as any teacher knows, kids with ADHD or other attention-deficit issues don’t “do nothing” well. They don’t handle unstructured free time wisely. The "What To Do When I'm Done" Poster That’s where the “What To Do When I’m Done” poster comes in.
The “What To Do When I’m Done” Poster is just one great way to reduce passive compliance in your classroom.
Here’s the rationale for this simple idea: One problem we teachers have is that we’re required to aim for “the middle” to reach most of the class. Then, during independent practice, the gifted kids finish early and yell out, “I’m done!”
Don’t let them simply sit there and do nothing! Remember to tell your students that life is made up of time. When you waste your time, you waste your life.
Of course, enrichment and accelerated activities are a regular part of the gifted student’s calendar. However, on a day-to-day basis, it is often difficult to plan enrichment activities for each lesson. So when our speedy students cry out, “I’m done,” we often ignore them or scramble for some kind of assignment while we assist their peers.
Here's a Great Solution . . .
Create a “What To Do When I’m Done” poster! There are countless sources of material you can use for this poster – just make sure the students are not rushing through their assignments to move on to these extra activities.
Make these enrichment activities relevant to the instructional subject matter. You could create ongoing Internet projects they can do. Or you could have a list of extra credit assignments they can select from.
I like to introduce the “What To Do When I’m Done” poster to the class by giving a quick lesson on the value of time and using their time to their own benefit while in my class.
I often start out with this brainteaser quote: “Life is made up of time. When you waste your time, you waste your ___?” I ask the class this exact question and half of the students will respond immediately with the correct fill-in-the-balk answer: “life.” And I say, “Right. When you waste your time, you waste your life. So, if you are done with a class activity, and you did your best work on that activity, don’t just sit around or ask the teacher to entertain you, take charge of your life and go to the “What To Do When I’m Done” poster. The benefits to using an approach like this are many:
It increases the amount of time your students are on-task.
It decreases behavior problems.
Parents like seeing them in your class because they can see you are organized and serious.
Your kids will learn to take responsibility for their actions instead of falling back on passive compliance.
It will increase attendance because your class will be more fun.
It lets you help other students who may be struggling to finish the current assignment without having to put out fires elsewhere in the classroom or constantly deal with kids who are saying, ‘I’m done!”
Below is a sample “What To Do When I’m Done” poster. You’ll notice that it uses the acronym WORD to get across its message: “Write, Organize, Read, Draw.”
What To Do When I’m Done Write (Poems, Songs, Letters, Compliments) Organize (your backpack/binder, the classroom) Read (textbook, free reading book, magazine) Draw (maps, pictures, art work)
Also consider these things to do: Homework Internet Puzzles
Here is another example of a poster you can use: For this one, you tell the class. “Listen, if you do your best work and you finish early, you have “FREE TIME.” During that time, you can select anything from the FREE TIME board.
FREE TIME Find a book Research on interest Explore manipulatives Enrich your passion
Tidy-up Invent! Make a drawing Entry in a journal
These are just two examples of such posters. You can get creative and come up with countless other ideas for more posters. Day 1 Bottom Line: Find ways to reduce passive compliance and begin watching your kids become more engaged and responsible students! DAY 2: How to use the ‘Welcoming Factor’ to connect with your students Do you know what really changes the lives of your students?
It’s not their textbooks.
It’s not a particular teaching philosophy.
It’s not their activities, clubs or sports teams.
It’s not great facilities and a state-of-the-art computer lab.
It’s not even you, the teacher. (Sorry about that! No offense – you’ll see what I’m up to in a second.)
What really changes the lives of kids is their relationships. Let me put it another way . . . Research has shown that students are not motivated by concepts or programs.
They’re motivated by people. This is something you already know, of course. I’m sure you can think back on a particular teacher who had a big impact on your life. Was it really the actual lessons that teacher passed along . . . or was it just as much about who that teacherwas to you? It’s all about the relationship you have with your students, and before you think you’ve heard all this before, let me assure you that I’m about to get ultra-specific with this in a way you’ve never heard before.
I’d also like to point out that by “relationship” I mean something entirely appropriate. I’m not talking about any type of relationship that would compromise proper boundaries, and I’m not talking about any loosey goosey “friendship” in which the line between teacher and student is unacceptably blurred. The Power of Relationships When you become a likeable figure who also commands respect with your students, you’re able to build rapport that motivates kids to do their best.
When you make it clear to your students that you respect them, and that you’re happy to see them, it instantly builds a relationship that makes everything you do easier.
That’s why I believe one of the biggest keys to effective teaching begins with something I call the “Welcoming Factor.” What is the ‘Welcoming Factor’? The Welcoming Factor is a measure of how well you are able to make a child feel welcome and valued in your class. It can be used to show any student that you value your time and theirs. It’s all about connection. When you connect with a problematic student, you begin taking away his motivation to disrupt your class and ruin your life. It's just human nature. A child (or anyone else for that matter) won't continue antagonizing you if you simply "drop the rope" and instead reach out in an unconditional, non-judgmental way.
When you make an effort to bond with children, they'll eventually find something to like in you, and their motivation to cause problems will simply fade away.
So here's an easy way to begin that process that is fun and takes no time at all . . . The 3H Rule It’s called the "The 3H Rule."
Here's how it works.
When a child enters your classroom, they are aware that they will choose to greet you in one of three ways:
1. A handshake.
2. A high-five.
3. A hug.
(These are the 3Hs for elementary school students. As you'll see in a minute, I recommend replacing the hug with something else for middle school and high school classrooms.) Here's why this idea works so well . . .
You will get an immediate read on the overall class mood of the day, as well as identify the kid or two who may be struggling. You can adjust your lesson plan accordingly.
It gives kids a chance to say something to the teacher, even if it is just "Hi" or a quick one-liner.
It instantly establishes connection and engagement.
It may meet the needs of a kid who had major problems at home the previous night. Perhaps the child was in a big family argument and didn't get much sleep. Your hug, handshake or high-five might restore that child more than you know.
It gives kids the distinct feeling that you are glad to be there and glad they are there too. It feels very accepting.
You can catch rule violators before they create problems. For instance, if iPods are not allowed or hats are okay in the hallway but not in the classroom, you can do a gentle reminder as they enter.
Administrators love it when teachers greet their kids at the doorway, since it increases hallway supervision.
It reminds you that no matter what shape your lesson plan is in, it's the kids themselves who are the most important thing of all, and you will not be caught with your back to the kids as they enter and you struggle to complete your lesson plan.
Because you're giving the kids a choice of greeting, they feel more in control of their life. That alone could help settle them down.
It shows your acceptance better than any amount of words could. It tells them, "I'm glad that you’re here."
It shows them affection. ("I'm not afraid to touch you.")
Adapting This for All Grade Levels Speaking of showing affection and touching your students, let's talk about how this can work for middle and high school classrooms . . .
In grades K-2, there is generally not a concern of students hugging their teachers. Also, since 87% of elementary school teachers are female, there is seldom a concern over elementary students initiating a hug to their female teachers.
So I think that The 3H Rule could work for most female elementary school teachers, using the third H as the option for the child to hug the teacher.
At the middle school and high school level, and for all teachers uncomfortable with hugging students, I would substitute the hug option with a different H word that is more age-appropriate.
This modification is important since the kids are older and we do not want to send any "mixed messages" to the kids, parents or school staff. So for middle school and high school, I would eliminate the H for hug and give a different option for the third H.
Maybe that third H is just saying "Hello, Ms. Wigglesworth," which gives these older students a non-physical option. So, now they can handshake, high five or simply say, "Hello, Ms. Wigglesworth."
If you have a silly class or want a silly fourth H, you can add something like "H for happy dance" as they enter, or "H for happy face." The "Sideways" Hug Okay, let's get back to the hugging issue for older kids. If you’ve seen my DVD video, I actually demonstrate how to give a sideways hug to a student versus using the traditional, frontal hug. In that video, I explained that there were times when an older student would run up and give me an unexpected hug, and I would turn my hip at the last moment and avoid the frontal hug, thus creating a sideways-arm-around-the-shoulder hug.
This way, the child still felt accepted but I was able to deflect the frontal hug into something more appropriate. I also like to make a lighthearted joke while performing the sideways hug. I tell them, "This is how you hug, so Mr.. Daly does not get arrested! This is how to hug a high school teacher."
It always gets a laugh, and it also turns the hug into a lesson on learning boundaries.
So the 3H Rule is just one way to connect with your students.
Don’t discount the power of simple ideas like the 3H Rule.
Here is an email I received from a teacher who put the 3H Rule to work in her classroom:
Hi Tom, Krystine from Australia here. I have just taken over a grade 2 class this Term which had received the label as being the worst class in the school.
As I had been working through your book and DVD since early this year I carefully selected a few strategies to implement within the room right from the get go...positive comment book, class thermometer, Walk And Talk... and I love the questions "Why would you say that?"
Wow, how great do they work.The class has really begun to turn around and start to own their behaviour.
Anyway, I read about the 3 H Rule earlier this week and implemented it the next day.
My children embraced it whole heartedly and, as usual, you were right --- the information I picked up from that process was so eye-opening.
I also wanted to let you know that it assisted me in gaining positive comments from parents. The canteen which is run by volunteers (parents of the school) has a view of my classroom from its windows.
They watched with amazement as I greeted each child and the majority were hugging me. One parent even wiped a tear from their eye as they were so happy that a loving caring environment was being maintained at the school.
Today a cheeky teacher even joined in to receive their cuddle!!!!!!
Talk more soon,
Cheers, Krystine
As you can see, everyone from the kids, parents, volunteers, other teachers, and of course Krystine herself received tremendous benefit from this simple little idea. Put it to good use in your classroom today and begin enjoying the benefits of connecting with your students. Here's Another Terrific Idea That Builds Relationships Here is another idea that not only builds relationships between students, but also improves the reading ability of your struggling students.
It’s called “Peer Tutoring.” It’s also known as “Cross-Age Tutoring” or “Reading Buddies,” and it’s one of the most simple and powerful ideas you can implement in your classroom.
Simply put, Peer Tutoring combines kids of different grade levels once a week for individual reading help. Peer Tutoring or "Reading Buddies" Here’s how it works: You “buddy up” kids from different grades (two to four grade levels apart is best) for a weekly reading session where each child takes turns helping the other child read.
This works great! When you see the faces of these kids leaving your classroom after one of these reading sessions, you’ll remember exactly why you got into teaching in the first place. Here is the rationale for creating this in your classroom: The ability to read is obviously the cornerstone of so much learning.
It’s fun for both kids.
It reduces bullying because it creates friendships across grade levels.
It takes your struggling older students “from heel to hero” because all of a sudden the older student feels more confident after being able to help a younger child.
I highly recommend peer tutoring to create a perfect classroom
DAY 3:Make your classroom half full, not half empty “Are grades really all that important?”
It’s a question I get from time to time, and it deserves a thoughtful answer.
First of all, let's dismiss the notion that grades are overrated or not important.
They're crucial – tremendously so.
However, when it comes to your lowest-achieving kids, the ones teetering on the edge of failing and big trouble, it's wise to focus your "big picture" efforts on factors other than sheer grades. You absolutely must think outside the box if you're going to motivate the unmotivated child. So here's a better question . . . Are grades the most accurate predictor of success? The answer is probably not.
Studies have shown that scores on a test of hope are more accurate than the SAT at predicting college grades. The same is true of a test on optimism.
This makes common sense. We've all taught overachieving kids who made it to the front row on guts, determination and pure perseverance. And we've certainly seen our share of smart kids who drift astray on cruise control and bad influences. Let me put this in terms you can relate to . . . Let's say you have two kids in your class: One earns B's without a lot of effort, and the other works really hard to earn C's. Let's say your "C" student shows up every day, has a good attitude, and can handle mildly stressful situations and make adjustments and decisions easily — all with a smile on his face. On the other hand, let's say your "B" student misses class, tends to be a bit cocky, has a simmering negative streak, frowns a lot during mildly stressful situations, and often makes poor adjustments and bad decisions. So here is when this "C" kid shines: 1. Whenever the teacher (or his future boss) comes
in mildly upset or has the flu.
2. When teacher tells everyone, "Wednesday is a
substitute teacher and I need you guys to be real good and to
do x and y."
3. When another student has a bloody nose and the
teacher needs a student to walk him to the nurse. 4. When two other kids gossip about another kid
who does not fit in and he is able to say the right thing to
turn the situation around.
And here is when this "B" student shines: 1. At test time.
So let me ask you: Which kid will fare better in this world once his mortarboard falls back to earth on graduation day?
Society is filled with semi-talented millionaires and gifted failures. So if you're in the position of trying to save a floundering student, it makes sense to use everything at your disposal. Creating an optimistic mindset might serve you well if you're getting nowhere through traditional channels. How can we do that? Well, here are three components children (and anyone else) can exercise to develop these special skills . . .
Increase self-awareness by understanding "how you
operate" and make decisions.
Consciously select your thoughts, feelings and actions.
Develop empathy and principled decision-making to
increase wisdom.
(Those are just the general components. I'll get more specific in a minute.) Can optimism be taught? The good news is that the answer appears to be yes.
It's tempting to think that a sense of optimism or pessimism is simply a personality trait, or "just how someone is," but research has shown that optimism or pessimism can be learned and adopted.
When you teach a child to be more optimistic, he or she will be more motivated, successful and healthy, both mentally and physically.
One key difference between optimists and pessimists is how they view failure. Pessimists see failure as permanent, personal and pervasive, while optimists see it as temporary, non-personal, and specific. Interestingly, their views on success are just the opposite: the optimists sees success as something long-term and global, something that results from hard work. Pessimists are more likely to view success as something short-term and accidental.
I don't know about you, but I find it tremendously exciting to learn that these traits can be improved in kids. I can hardly think of a more valuable skill to teach than the type of optimism that breeds perseverance. We've all seen how perseverance can trump talent in the real world, so why not teach these skills along with your regular curriculum? Here are three ways you can teach optimism 1. Model it yourself.
If you're naturally the type to walk on the sunny side of the street, then this will be easy for you. Simply give voice to that nature in front of your kids. However, if your glass is typically half-empty, then you'll want to listen to yourself as you react to various frustrations and obstacles. My book discusses this in detail in the chapter titled "Right Words." For example, instead of reflexively saying "Isn't this frustrating!" when stuck in traffic on the way to school, catch yourself and say, "Well, isn't this interesting." Using the non-judgmental word "interesting" instead of the more pessimistic word "frustrating" will make a difference immediately in your outlook (not to mention your blood pressure), and if you do this consistently enough you will| notice a fairly profound change in your outlook. Your students can't help but pick up on that. 2. Help re-frame your students' perception of a frustrating event.
For example, let's say your class had to cancel a special outdoor field trip because of bad weather. You hear one boy griping about the lost opportunity, so you decide to turn this into a mini-optimism lesson. You could say to the class, "You know, I'm disappointed, too. I was looking forward to going to this event as much as you guys. But I'll bet you we can brainstorm at least 10 ways why this is actually a good thing." And then you turn to the blackboard and start the class off by writing one or two reasons that come to mind, and let the class come up with the other eight. By the way, I don't care what the disappointment is — if you are creative and persistent enough, you will be able to come up with at least 10 possibilities and/or reasons that will re-frame that disappointment into something positive. 3. Help kids pinpoint exactly WHY something failed. Pessimists tend to "globalize" failure and ascribe it to "fate" and "just the way things are." However, if you can identify an exact cause and effect for their disappointment or failure, they will be less likely to take it to heartand become fatalistic. Here's an example. Let's say a student is unable to finish an in-class painting assignment because the one red magic marker she needed is dried out and can't be used. She says, "What lousy luck — now I'll never be able to finish this project!" You say, "Well, it looks like someone left the cap off this particular marker, which is why it's dry now." By pointing out a specific cause and effect, the sting of the disappointment will be reduced, and you can then re-frame her perspective by saying something like, "Yes, that's really frustrating, Katie, but you'll still be able to finish this project, even if it's not right now." These three techniques help "de-personalize" failure, and if you can teach students to see failures
as just temporary bumps in the road, you'll be
teaching them something that will serve
them the rest of their lives. I will share some more specific ways you can develop this inner fortitude in your students in later articles. But for now, I can't emphasize enough how crucial it is to give troubled students a new mental paradigm.
Clearly, for some of our students, the big picture they have of school and their lives isn't working for them, which is one reason they have no problem in trying to ruin your day.
But if you can get them to see a better and bigger picture for themselves (also known as "Hope" and "The Future"), then you'll experience your greatest fulfillment as teacher. Bottom line – If you can teach optimism along with the three R’s, you’ll be able to improve behavior, raise grades, and increase any child’s chance of success in life. DAY 4: Walk and Talk your way to a Better Classroom I'm about to give you one of my biggest secrets.
It works like magic almost every single time.
This one technique can transform your your most disruptive, troubled, annoying students into models of cooperation, productivity and good behavior.
This technique is so beautiful that it's like fishing in a lake where the fish literally jump into your boat.
It's that easy. You'll see what I mean in a minute.
The technique is called "Walk and Talk."
As I’ve written before, the key to transforming problem students is finding a way to forge a real connection with them so that they can see a payoff for getting good grades.
Walk and Talk is one of the best ways to get closer to a student to make that connection.
I’ve also mentioned that all misbehavior from problem students is actually a secret message begging to be heard — and that the secret message can be boiled down to the following two words: "Reach me."
Well, Walk and Talk is how you can reach your problem students. Okay, so what is Walk and Talk? Walk and Talk is just that: spending time each week walking and talking with your students about anything at all.
I'm talking about spending 10 minutes twice a day, or five minutes three times a day. There is no hard and fast rule. If you use Walk and Talk whenever you can, the dividends will be huge. You see, when students go on walks, they act differently than they would in a class situation. The dynamic is completely different. They open up and divulge more.
I cannot emphasize enough how valuable it is to listen to or talk with problem students without an audience to egg them on. You are no longer in an adversarial position, and the student has nothing to gain by acting out.
I suggest you don't talk about school during these walks. I also suggest you listen a lot more than you talk. Again, you don't necessarily have to talk about ANYthing. It's just walking and listening and talking about something that naturally might arise.
It's a walk without any agenda whatsoever. Don't underestimate the power of this simple technique! If you're thinking, "Gee, this sounds okay, but I really don't see what the big deal is," well, I wouldn't blame you.
But let me tell you --- the sheer number of students I have turned around with this technique alone would surprise you.
To encourage you to try this technique, I have received permission from some of my readers to pass along their success stories with Walk and Talk. Here are a few of them:
From: [mailto:@bellsouth.net Sent: 22 August 200709:54 To: adhdsolution@gmail.com
Subject: RE: Walk and Talk success story
I deeply believe in the Walk and Talk strategy. I used it with all my students; however, I made sure that the students who needed it the most would be the first to use it. I called it "chat time.” Every day I would raffle the name of a person who would spend some private chat time with me. The kids loved the idea! Dominique B., Lancaster, California
From: [mailto:@aol.com Sent: 19 August 200711:34 To: adhdsolution@gmail.com
Subject: my walkntalk story
Tom, you wrote about taking walks and talking with your students and how this creates a different rapport between teacher and student. This truly does work! My students beg to walk with me. They open up and share what is in their hearts. It works like magic! Our relationship deepens and student behavior is positively affected. Carolanne Z., St. Charles, Missouri
From: [mailto:@earthlink.net Sent: 11 August 200702:33 To: adhdsolution@gmail.com
Subject: what happened with my student
During a reading pull-out session one of my well-behaved students suddenly verbally attacked me. I sent her out of the room for the rest of the session. The next morning, I asked her homeroom teacher if the student could help me do some simple tasks. We ended up walking around for about an hour. We did not talk about the previous day at all. I thanked her for her help. That afternoon, during reading pull-out, she apologized to me without any prompting.
I used many of your ideas in my classroom, but the ones about spending one-on-one time with your troubled students really helped me. I would ask one student to walk places with me and would give him special jobs so that he felt important.
At the beginning of the year he was flipping desks over because he did not get his way and was and throwing tantrums every day. At the end of the year, he was one of my best-behaved students. All he wanted was attention, and I taught him positive ways to get it instead of the negative ways he used to use.
He even wrote in his autobiography that he loved his teachers because we taught him he couldn't always get his way. For me, it doesn't get any better than that.
Those are just three of the dozens of success stories I have on file. If you want to read more of them, click here. The point is, all these kids reversed their fortunes for the better because an open-minded teacher was willing to try a method that almost seems too simple (and easy) to be effective.
But we all know that sometimes the most profound truths are the simplest. This is one of them.
Give it a chance and I guarantee you'll be thrilled with the results. Here's just some of what walking and talking with your individual students will accomplish: It breaks a pattern. Your student has probably never
walked and talked with any of his teachers regularly
before, and this alone guarantees an improved
teacher-student dynamic. Your student will unwittingly tell you how to hook him
into your class activities. He'll literally tell you
why he misbehaves. But be careful — do not overtly
TRY to glean info from your students during these
walks.
You are establishing an important connection between
you and the child. When you make a real connection
with a struggling student, you greatly diminish the
chance he'll end up someday in jail, unemployed, or
with any of the other problems that eventually plague
so many kids with challenges.
It will set a good example for other teachers to follow
and should impress your site administration.
You'll get more respect from others at your site. "Oh look,"
they'll be thinking, "there's Mr. Daly, and he's
walking and talking with the worst kid in school. He's
actually working with Jason. Hmmmm." There are several important cautions to using "Walk and Talk." In my DVD, "7 Days to a Perfect Classroom," I outline several important precautions you should take before embarking on Walk and Talks.
There it is — one of my best tools in creating a more peaceful, productive classroom! Give it a try and watch yourself become one of those "impact" teachers that students and parents rave about. More Case Studies of Teachers Who Used Walk and Talk
From: [mailto:@xxx.k12.us Sent: 30 May 200710:34 To: adhdsolution@gmail.com
Subject: This worked!
Dear Tom,
Your book had a tremendous impact on both my sanity and a particular third-grade student. It was my first year teaching, and I was given a young man who would throw huge tantrums where he would lay on the floor screaming and yelling. Anything from a tear in his paper or getting the wrong answer could set him off.
I had tried everything in my knowledge to deal with the problem: behavior chart, positive reinforcement, intervention from the principal and counselor; I even timed with a stopwatch how long he could go without whining or throwing a fit. He worked to improve his time each day. Nothing was working and I was frustrated, so I ran across the book on the Internet. It seemed to have all the answers, but I was skeptical. I ordered it because I had reached the last straw. The first part I read was about walking and talking with the student, but not forcing them to talk. At first, he was not very responsive, but I continued to talk with him before and after school. Eventually, he started to open up and I began to see a little boy who had already been through more than I could even imagine. As a mutual respect began to develop, he truly wanted to make my day better and I wanted to help this struggling student whom I had grown attached to. We are nearing the end of the school year and I am still spending extra time with this student, not out of desperation, but because I truly enjoy his company. Thanks for the help! Suzanne Vaira, third-grade, Las Vegas, Nevada
From: [mailto:@xxxx@msn.com Sent: 11 May 200707:44 To: adhdsolution@gmail.com
Subject: Please forward this to Tom
By walking with them and talking with my students I was able to achieve a much stronger relationship with them. Which, in turn, changed their classroom behavior dramatically. The one thing that I noticed was the students felt important and realized that I wanted them to do their best. I was able to communicate to them that I cared, and they let me know about what they needed to succeed in class. Toni C., Denver, Colorado
From: [mailto:@xxxx@msn.com Sent: 13 May 200703:03 To: adhdsolution@gmail.com
Subject: RE: method on your DVD Taking the time to get to know my students personally by "walking and talking" — to the office, to run an errand or anywhere — is quality, one-on-one time with a student that is priceless and shows the student you care and gives the teacher valuable knowledge that can be utilized in lesson planning. The kicker — it takes just minutes but the benefits will last the whole year! DaphneI., Mercerville, New Jersey
From: [mailto:@xxxx@msn.com Sent: 11 April 200703:33 To: adhdsolution@gmail.com
Subject: RE: What I did with Joe...
I taught a student who was reading and writing at a second-grade level. He was in his second year of fifth grade. He was labeled learning disabled and was a very bright, smart kid, but didn't channel his intelligence in the ways other students did. His classroom teacher had no management, which was an opportune time for Joe to act up, and get others in trouble.
I used the Walk and Talk technique with him a lot and it was very effective. Also, I used the incentive survey with him and used it to develop behavior contracts with him. Thanks! Jen C., Webster, New York
From: [mailto:@xxxx@msn.com Sent: 01 May 200711:43 To: adhdsolution@gmail.com
Subject: on-task strategy I used Walk and Talk with my hard-to-reach student. I was amazed how easy it was to catch up with him in line and ask him simple, non-school related questions. He was amazed that I was actually interested in his pets or shows he watched after school. It was quick, easy, painless and really paid off in the classroom. He knew I cared and gave more on-task behavior. Stephanie, M., Hilliard, Ohio
DAY 5: Fly under the radar to soar as a teacher There's a secret button that will let you activate any student's desire to succeed.
Once you push this button, you are sure to see from your students: Increased cooperation and good behavior.
Higher motivation to reach classroom goals.
More diligence and creativity in completing
assignments.
A passion for learning that will amaze and delight
you. Pushing this button makes your job easier, and the good news is that you can accomplish all this on your first day of class.
What is it?
It's finding out what your kids love the most!
I’m not just talking about superficial interests, such as your favorite color or favorite food. I’m talking about going deeper into their exact likes and dislikes, what makes them tick, and what turns their crank.
This strategy utilizes a tool called an Interest Inventory, and it takes the form of a fun survey that your students fill out, and you use the answers to gain a better understanding of your kids.
Simply put, Interest Inventories tell you exactly what your kids want and need. They provide a “hook” you will use to reach them through your lesson plans. That’s an incredibly valuable tool for any teacher. It illuminates the student’s point of motivation, and it will drive your lesson planning.
I'm always amazed how many teachers fail to take the time to find out exactly what their students are truly passionate about.
Because once you possess that information, you will know exactly how to capture the attention of your students. This is a powerful tool in modifying the behavior of any child, as well as the best long-term tool you can use to plan your lessons, day in and day out. Let me provide an example of how effective this strategy can be Years ago, when I was a student teacher, I was assigned to work with a child named Michael who wasn't doing any school work. He hadn't accomplished a single thing in class all year.
The teacher told me in private, "Okay, I'm handing the class to you, but I don't expect you to do anything with Michael."
Now, many children present themselves as not being interested in anything, and Michael was no exception. Getting any information or enthusiasm from Michael was like pulling teeth.
But I was determined to find a way. As a student teacher, I was eager to impress my mentor, and I figured that there HAD to be a way to reach Michael.
There was. I found a way to discover Michael's secret passion without him saying a single word.
By developing a specialized survey, I discovered that Michael was absolutely crazy for Mustang cars.
So, I found a way to incorporate Mustangs into a writing assignment, and after just a few days, Michael was completely on-task, doing the same assignments as everyone else.
His turnaround was stunning. And it all came about because I found a simple but ingenious way to uncover what he really loved. Finding the Trap Door to a Child’s Heart All your students love something — even the ones who won't admit it. And if you can find out what those things are, then those students will be yours all year long.
The reason is simple: Kids will work hard for the things they enjoy. Their motivation springs from the respect you showed in taking an interest in their passions. To maximize the benefit of these surveys, do them early in the year — as early as the first class. Simply make photocopies of your Interest Inventory, and have students fill in their answers during class.
Collect their sheets and then tally the responses on your own after class. Make notes as to which subjects are most frequently listed. Then, during the next day's class, have fun with your class in discussing the results.
Ask them questions such as, "Okay, guys, what do you think the class’ favorite music group is?" Also, I recommend giving the surveys out a second time halfway through the school year because kids' interests are always changing.
Here’s another tip – if a new student is added to your class during the course of the year, give him the Interest Inventory right away. This will make him feel a welcomed part of the class, and you will get a quick read on where he is coming from. Here are some other tips on finding out what your students love and
using that information to its fullest: When surveying your students to find out their interests, note what that information might say about their support system and home life. This can be valuable information.
Look for inexpensive ways you can reward your students with things they like.
Find subtle and creative ways to incorporate students' interests in your assignments. You'll hold their attention better that way.
Use your students' "passion points" as a springboard for class discussions which lead into your regular material.
Never use completely unstructured free time as a reward for your ADHD students. As many teachers know, many kids (especially those with ADHD) "don't do nothing well." Remember, the key to transforming problem students is finding a way to forge a real connection with them
so that they can see a payoff for getting good grades. Finding out what they love is one of the best ways to do that.
Of course, you’ll want to make sure the survey you’re using for your class is age-appropriate. Here is an email I received from a reader of my book about how Interest Inventories helped him in his classroom. (Notice how the survey acted as an “in” to the student, which built trust and opened doors):
From: [mailto:@usa.net Sent: 11 August 200702:33 To: adhdsolution@gmail.com
Subject: building trust w/ my student
Hi Tom,
I had a student who was more of the HYPOactive rather than the HYPERactive. I figured that if I gained his interest or his respect he was more likely to do his work.
Through Interest Inventories and simple Walk and Talks, I found out he was into skateboarding. So naturally I filled him in how I used to be a skateboarder as well. We discussed a few types of tricks and whether either of us could do them. I told him I could "ollie" which is the basic skateboarding trick to jump the board off the ground.
A few days later he brought in his skateboard for whatever reason. Later that day I was sitting at my desk grading papers when I happened to notice this student pacing back and forth in front of my desk.
I knew he was up to something but what I wasn't sure. After about 10 paces he finally stopped, looked straight at me and said, "Mr. Spears, I want to see you "ollie"! This was great! I could tell he wanted to say something. He was building up the courage to do so — and he did!
I said, "Well, I'll tell you what, you're lucky. I wore my tennis shoes today!" So I "ollied" for him. He was blown away — you should have seen his jaw hit the ground. He couldn't believe it! A teacher that could "ollie"!
From that day on he began to slowly build trust in me and began to open up. After that he would do things like pull his chair up to my desk and ask to chat, or most of the time he would have his own topic---usually politics! The point being that once I made that connection he was eager to do what he needed to do and would initiate activities on his own rather than being withdrawn and isolating himself.
He passed with flying colors this year and I vividly remember him leaving the school with a smile! Shawn S., Ohio
DAY 6: Teach Outside the Box Most of us love the concept of equality.
But I'll come right out and say it: treating all your students fairly and equally can be a big mistake. It creates unnecessary problems. It undercuts your authority. And it sells short your ability to act with wisdom and nuance in the best interest of your students.
There, I've said it. Now let me explain what I mean before I'm called a contrarian educator, un-American, or worse . . . Of course you want to treat your students fairly. But not always equally. This has nothing to do with playing favorites, letting kids slide, or an Orwellian notion that "some students are more equal than others."
It has to do with the hard reality that your classroom is filled with kids of wildly varying abilities, desires and motivation.
Let me give you an example, and then I'll tell you where I'm really going with all this . . .
In a previous report, I wrote about a time when I let one of my problematic students take home a Mustang car magazine so that he could use it to complete a writing assignment. All the other students were assigned a standard writing assignment (one that was much less interesting and flexible).
Of course you might ask: "Hey, isn't that unfair to the rest of the students?"
Good question. Here is my response:
If you have a kid in your class who is on the verge of failing and doing everything in his power to disrupt your classroom, you can't get around the fact that you need to do things a bit differently. That's just the way it is. You can't treat everyone exactly the same. You must be creative if you want your students to succeed. And that also means being firm about what you have to do. Your other students will respect that.
I once had an eighth-grade kid say to me, "That's not fair." And I told him, "Jeffrey, I'll tell you what — when you get your teaching credential, we'll discuss doing it your way. For now, you need to focus on your job and let me take care of Michael. That's the deal."
Here's something else I could have told Jeffrey (or a parent, my principal or anyone else):
"Yes, Michael was allowed to do the assignment a bit differently. But guess what? It worked." Here's What Happened and Why It Worked . . . The first day Michael used his magazine and the rest of the kids did the regular assignment. But the second day, when I gave the kids a worksheet based on the Battle of Gettysburg, I handed Michael the top half of the Gettysburg worksheet.
I told him that if he finished the top half, without rushing through it, that he could take home the Mustang magazine again.
On Day 3, he finished the entire regular class assignment for the reward of reading the magazine. So within three days I had him completely on-task, doing all the class work.
Unfair? Not to Michael and his future it wasn't. Okay, so here's where I'm REALLY going with all this . . . Once you accept that it's smarter to customize your efforts rather than blindly follow a one-size-fits-all approach, then it's easy to get creative to prevent your very worst students from making your life miserable.
Here's a really effective bottom-line, real-world application of what I mean. Problem-Based Learning Projects So what exactly is problem-based learning, and why is it something we need to know about?
Problem-based learning, or PBL, means taking student learning beyond the normal “textbook” way of doing things. Problem Based Learning can be: A way to get required work completed without using the typical route of textbooks, lectures and exams.
Designed as alternatives to regular work.
Used as supplements for extra credit.
A way to prove the student has mastered the information and earned a passing grade, even if he has failed the written exams.
Written into an IEP or into parent-teacher meeting notes as a way to assess your child.
Negotiated with the teacher as something worth a specified number of points.
A project a child can work on during class either in the classroom, in the library or in the computer lab to keep him from either “shutting down” or disrupting others.
A way to save a child who is stumbling and in danger of being held back a grade. Some examples of problem-based learning are: Group Projects, Field Trips and Web-based activities.
Here’s an example in each category: 1. Group Project: Build an active volcano. 2. Field Trip: Feed animals at the petting zoo; observe their behavior when it’s midday or raining or in the evening. 3. Web-based: Look up and compare the migration patterns of the blue whale and the hump-backed whale. Why PBLs Are Important for Some Kids For those children who have trouble paying attention, sitting in class while the teacher is reading from a book doesn’t work very well. They aren’t “connected,” and it’s not long before they tune out and cause trouble. They really don’t have access to the material the way other kids do.
In this case, the traditional classroom setting does not “speak their language.” But hands-on activities that involve movement often do. Special projects create a new learning dynamic for these (or any other) kids. They’re activity-based, and they’ll often come alive while meeting new people or being introduced to new machines and processes. Here are some other reasons for doing these projects:
Kids remember what they do more than what they hear. (This goes double for those kids in your classroom with ADHD. It’s been said that people remember about 80 percent of what they do, but only 20 percent of what they hear. Imagine how true that is for a fidgety kid who is required to sit in a classroom for six hours!) Also remember that:
The type of kid who drives teachers batty is often wild for alternative activities.
They make learning fun!
PBLs can involve the entire body, which stimulates different parts of the brain.
Children are more likely to tell someone what they just learned.
They can be a great way to meet curriculum requirements. PBLs can become part of a systematic way to make sure that both the state standards and your students’ individual needs are met
We now have an abundance of technology today that makes sure our kids “get it.” The creators of these technologies often disguise actual learning as fun games. We’ve all heard that if you want your child to learn something, teach him a song about it, tell a joke about it or tell a story around it. Well, I will add a fourth element: Make it feel like a game. Here’s the PBL concept in a nutshell: your student simply uses an alternative method to demonstrate
his understanding of the required concepts. Let me give you a quick example. I think this scenario will illustrate how PBLs can fit into the educational picture, and even save the day. A Scenario That Will Bring It Home for You . . .
Let’s say that Joey is a kid who doesn’t adapt well to traditional teaching because he has a hard time sitting still. And let’s say that despite an IEP meeting, he’s still struggling. Now his parent comes to a new meeting with the teacher to discuss Joey’s progress.
Joey’s mom is concerned that Joey will fail the class. The teacher says, “Mrs. Thomas, I like your kid, but he’s only earned 68 percent on his work. He’s earned 71 percent on his homework, he’s gotten 52 percent on the tests, and his in-class work is at 74 percent. I understand that he doesn’t do well sitting for extended periods of time and that he doesn’t like to read in class, but I still have to give him a D-plus. I’d love to give him a better grade, but I can’t do that based on his 68 percent.”
What this teacher is basically saying is: “I’d like to give him a “C” grade, and he is meeting his IEP goals and doing his best, but he didn’t meet the standard, so what can I do?”
Well, here’s what the teacher can do: He or she can solve this dilemma with a problem-based learning project. This is a win-win solution that (a) helps the student learn the material and (b) helps the teacher give the credit he deserves for his effort.
The PBL will demonstrate Joey’s mastery of the material — whether it’s vocabulary, reading comprehension or the tests — by performing a relevant activity. He may still freeze up during tests and maybe he doesn’t get very far in his reading assignments, but if you come up with the right PBL he can earn a good grade and experience success.
Here’s what the teacher can now say: “Look, I can’t just give Joey a good grade — but Joey can earn that grade by demonstrating his understanding of the subject. I have a problem-based learning project in mind that will do just that.” How to Implement PBLs Here are my general guidelines for creating specific PBL projects:
I call this my “Keeping It Real” checklist. While selecting a project to use, ask yourself these three questions: Does the activity represent a real-world problem? Is the topic real important to my student? Will the project be something really cool he will show his friends? PBLs can be assigned to individual students, but I like to let the entire class do them whenever possible. You can also structure them as group projects in which students work in groups of four or five. This elevates everyone’s learning, and it also creates a “buzz” among students, which makes learning more fun and increases effort.
Another advantage to offering PBLs to your whole class is that they also provide evidence that you’re trying to reach all the kids in your class. Here's a common question I get from teachers about PBLs . . .
(. . . and notice how my answer could be applied to many other situations in your class!) Here's the question: In the case of individually assigned PBLs, how could you mitigate the stigma that a student might feel because he’s doing something different from the other students? And here's my answer:
I recommend explaining Joey’s project to the class in a truthful way that portrays the situation in the best possible light.
For example: it’s true that if Joey’s project goes well, the teacher will implement it in the future in some form to the entire class. So if a student asks what Joey is doing, the best thing for the teacher to say is something like, “Joey is working on an independent project. If it goes okay, we will then find a way to use that project in the future for the entire class. He’s doing the hard work right now for the rest of us.” DAY 7: ‘CSI’ For the Classroom: How to be your own behavior specialist As educators, we're sometimes expected to be part teacher, part counselor and part parent to our students. And, in those three roles, we often do an excellent job.
However, from time to time, a student’s acting-out behavior really stumps us and we are at a loss for what to do next.
Let me show you how the crime science show "CSI" and the old "Columbo" TV series can help us here.
Believe it or not, there's a brilliant teaching secret in those shows.
Just as the popular “CSI” TV series uses a “crime scene investigation” theme to carefully analyze clues in solving mysteries, I recommend a similar “forensic” approach to get to the heart of any problem occurring in your classroom.
Have you ever noticed how objective and non-judgmental the investigators in "CSI" are? Can you see how their unemotional involvement allows them to methodically solve mysteries?
They can do this because they take a step back and look at evidence dispassionately. They don't get all riled up and hysterical. Getting emotional would only cloud their vision.
Same thing with "Columbo." He would solve each mystery with cool detachment while his suspects eventually gave themselves away. What does this mean for you? Well, do you realize that if you found a way to "collect evidence" on your students, you could quickly come up with easy, workable solutions that had eluded you before?
I don't mean "collect evidence" in the criminal sense, of course. I'm not talking about spying. But I am talking about documenting certain behaviors and taking note of certain aspects of your difficult students that will give you amazing opportunities to improve things if only you remain open-minded enough to see them.
For example, if you're having problems with a student, ask yourself, "I wonder if there is a solution to be found by finding his or her level and understanding things in his or her world?"
Notice I didn't say, "What can I assign this child?" or, "How can I get this child to do X, Y or Z?"
Before I give you specific instructions on how to do this, let me first tell you a heart-warming story that illustrates my point. It centers on a kindergarten student, but the essential lesson can be applied to students at ALL grade levels. "Eddie's Story" Eddie was a big kindergartener. He wasn't heavy-set; he was just stronger and bigger than the other kids. He reminded me of the character "Shrek," and I even gave him that nickname when I found out he liked the sound of it.
Eddie was always in trouble at school. Basically, he had four problems:
1. He was in trouble during circle time on the rug where
he would jostle with other kids.
2. He would not stand up for the "Pledge of Allegiance."
3. He would push the other boys in line.
4. He would fight on the bus.
So I entered Eddie's school environment. Being an outside behavior specialist, I was a stranger to the school, so I immediately surrendered the one-up relationship with every single person on that campus.
I also made sure I was a humble observer who treated everyone with respect. From the bus stop to the cafeteria, I followed the rules and expectations wherever I went.
My reason for taking this approach was simple. I knew the teachers and staff at this school would easily feel threatened that an outsider was coming in to correct a child's behavior they seemingly couldn't handle.
I simply watched Eddie for a few days. I played soccer with him at recess, and pushed him on the swings. So What Did I Find Out? After a few days, I realized that his only real problem was that he was just a big, burly five-year-old.
He had problems at carpet time because he did not fit on the carpet, and it was hard for him to sit in that position. So we arranged it so that he could sit in a small chair during carpet time. (We placed the chair at the edge of the rug so that he wouldn’t block anyone’s view.)
For the morning pledge, the teacher aide stood behind his chair and touched his back to quietly encourage him to stand. While standing in line, he was doing what all the other boys were doing — pushing and shoving — but because he was bigger, all the other boys were falling down like dominoes. So we gave him the job of the "Safety Caboose," and he lined up last while the teacher aide walked next to him. Here's How I Went Outside the Box . . . As for Eddie's problems on the bus, I did something truly "outside the box." I got on the bus and rode with the kids myself.
My supervisor thought I was wasting my time, but like the old detective Columbo, I had some good reasons up my sleeve. The bus ride took 47 long minutes.
Here's what I discovered: Eddie would do fine for the first part of the ride, but then he had trouble sitting still.
After riding the bus for about 40 minutes, I looked out the window and I saw that our route had taken us back to our starting point.
I asked the driver, "Excuse me, but is there any way you can pick up Eddie last so that he is only on the bus for last seven minutes?"
She said, "Sure." Let's take a closer look at what really happened here . . . My point in all this is not just that the ideas worked. It's that the ideas were created because I was willing to get down to the student's level and simply WATCH what was going on.
When I was visiting in the classroom, I did what the kids did and listened to everything the teacher said.
I colored. I sang. I followed all the classroom rules. In the cafeteria, I raised my hand to be excused from the table. And I made sure that each staff member knew that I was not the boss.
I was there merely to look at the whole picture, and then provide ideas they could either use or not.
Even though my role as an outside specialist made it easier for me hang in the background and ponder creative solutions, you can perform the same sort of "big picture sleuthing" if you just give yourself a chance. And I'm not just talking about kindergarten, either. This sort of detective "lab work" is invaluable at all grade levels. You will amaze yourself when you immerse yourself in the lives of your students this way.
It allows you to look at your classroom with a cool detachment. When you do this, solutions will appear almost magically.
By the way, this subtle (but powerful) approach works wonders outside the classroom, too . . .
In case you're wondering, things worked out fine for our little Shrek-meister. He began enjoying school more, and it showed on his face. The school staff rallied around his burgeoning efforts.
Sure, he still had his ups and downs, but by getting down to his level it became possible to stop "the blame game," and to work toward easy, common-sense solutions.
After all, a five-year-old is just a five-year-old, and we needed to accept him where he was at and work together for the common good. So how could you put this approach to work in YOUR own classroom? Here is a step-by-step method you can use to implement this strategy. Let’s say it is a new school year, and the most difficult, complicated child on campus happens to land in your classroom. When that happens, it can feel like everyone around you reacts in one of two ways:
They look at their shoes and think, "I’m glad I don't have that kid in my class this year!"
They dole out well-meaning but misguided advice: "You know, what I would do is…."
So, what do you do?
Step No. 1
Become “Colombo” and search for weird but telling clues. If you have read my book, then you will be able to do these three things right away: (1) “Walk and Talk” with the child, (2) look over his Interest Inventory results, and (3) read his in-class journal writings. Those three will tell you where this child is coming from. Be open-minded in looking at all clues, especially those that might seem strange or overlooked. “Be the child” and try to see the world through the child's eyes. That is where I always start.
Step No. 2
Be like Jimmy Olson from the Daily Planet. Explore these 4 W's and the one H, to try to figure out the “BIG W” (Why is he doing this?): Who. Who is around, or missing, when the behavior occurs? What.What happened before, during and after the event? Are any of those things affecting the child's behavior? Where.Where did this happen? Does it happen anywhere else? When.Is this during lunchtime when he is less supervised? Does this behavior occur after he has been sitting for, say, 22 minutes? Maybe 45 minutes? Look for patterns. Does the behavior change when he is hungry (before lunch) or during certain subjects? How. Exactly how did it escalate? How did it play itself out? How did it subside? Remember that these 4 W's and 1 H are all aimed at understanding what is going on inside the child’s environment so that you can adjust his environment.
Step No. 3
Use tally marks on a separate sheet to record behavior.
Frequency. How often is Joey doing _?
Duration. How long is each episode of Joey doing __?
Force/intensity. How loud or disruptive is the behavior? How would you rate it on a scale of 1 to 5?
Step No. 4 Listen to everyone in his world, including his grandparents, counselor, last year’s teacher, friends, family, and anyone else. Who comprises his personal circle of support?
Step No. 5
Be objective about the student’s behaviors of concern and remain open-minded about what to do next. Use the data you have collected to make sure everyone acknowledges that there is a behavior to target. For example, the team can look at the data and say, “It looks like the data collection form shows that Joey is blurting out 27 times an hour after lunch every day. That is unacceptable, and we have to find a way to redirect that behavior now.”
Once you have asked your reporter-type questions, assembled your data, and have listened to input from others, then it’s time to formulate a simple “to-do” plan. Introduce the plan to the team by saying, "After listening to everyone's ideas, lets try this out . . ."
Step No. 6
Try one idea/intervention, record the data, and wait about two weeks before trying a different plan of action. You want to test this first intervention the same way a scientist would. If the first intervention does not work after a couple weeks, try something else.
Why try out just one intervention for a couple weeks? Well, the child might get worse at the start of the intervention, or he may “test the waters” to see if the adults are all on the same page and if they are really serious about their plan. Two weeks of doing the same plan demonstrates you are serious.
That’s it – you now know the basic “secret” of every behavior specialist! Does this approach take a little work? Yes, but not as much work as dealing with a kid who’s
out of control for the entire year!
Of course, there are many excellent behavior specialist courses that lead to full certification. However, when a teacher knows and tries the six tips mentioned above, they are going well “above and beyond” the call of duty to reach each child. Also, by following these six steps, an educator has taken all the negative emotion out of a situation, making it much easier for the team to focus on the actual process of changing the student’s behavior.
From: 7 Days To a Perfect Classroom
by Tom Daly
DAY 1: How a simple poster can help you create a better behaved, more productive classroom
Let me start by saying that it can be easy to take your students for granted. After all, they’re required to show up for school, right?
Technically and physically, yes.
But in every other way, no, not really.
If school is boring, or if kids don’t feel welcome, or if you are just going through the motions, your students will either start tuning you out or begin finding things to do with their day other than sitting in your class in rapt attention.
I’m not talking about letting your kids study whatever they find interesting. That would be misguided and neglectful of our first priority to teach the “3 R’s.”
However, too often we require nothing more from our kids than passive compliance.
What do I mean by passive compliance? Well, let me tell you a quick story to illustrate:
When my daughter Brooke was in the eighth grade, she was having some difficulties and I decided to do something completely “out of the box” to better understand the situation.
Here’s what I did: I spent the entire day literally sitting through each one of her classes.
That’s right, I wedged myself into one of those undersized desks for six straight classes.
I kept to myself in the back of the room, took mental notes, and was a little shocked at what I saw.
You see, even though I had been a teacher for several years at that point, I still came away with several revealing insights.
At the end of the day I realized
six important things:
1. Not much was required of my child except passive compliance. As long as she kept her mouth shut, the teachers considered her a good student.
2. Only the “bad kids” heard their names spoken out loud. The teachers droned on and on without asking questions to make sure the kids “got” the material. When the teacher did ask a rare question, they tended to only call on the same two or three students who often volunteered.
3. On the whole, the teachers did not know my child very well. They knew her name from the seating chart, but almost nothing about her test scores, her likes and dislikes, or even her personality. Her teachers knew the names of about 30 percent of the class, and those were the few troublemakers along with the two smart kids who always volunteered in class.
4. School is boring! I found myself fighting the urge to fall asleep. It was hard to pay attention. Sitting in the class from 8 a.m. to 3 p.m. was, in many ways, an excruciating experience.
5. The teachers “aimed at the middle” of the class. The smart kids were on their own, and so were the kids who struggled. I could see the frustration and resignation in their eyes.
6. When students finished their worksheets early, there was nothing for them to do except tune out or chat with other kids. There were supplemental books in each classroom, along with interesting technology, but the students were not encouraged to use that extra time to read those books or rotate into the computer stations. Sometimes, when there was only one computer in the classroom, the teacher claimed it as her own and prohibited students from using it.
During one of the classes, I noticed that my daughter had finished her work early and just sat at her desk doing nothing for at least 12 minutes until everyone else was finished.
I also noticed an entire row of interesting-looking textbooks sitting unused in the classroom.
Later that evening, I asked her, “Brooke, how come when you finished early in social studies you didn’t check out one of those cool-looking books from the bookshelf?”
“I don’t know,” she said. “I don’t think we’re allowed to do that. I’m not even sure.”
I found this amazing, and a then a little light bulb went off in my head . . .
What if students had an available set of activities to do instead of just sitting there doing nothing or causing trouble?
This would seem to prevent all sorts of problems. For one thing, as any teacher knows, kids with ADHD or other attention-deficit issues don’t “do nothing” well. They don’t handle unstructured free time wisely.
The "What To Do When I'm Done" Poster
That’s where the “What To Do When I’m Done” poster comes in.
The “What To Do When I’m Done” Poster is just one great way to reduce passive compliance in your classroom.
Here’s the rationale for this simple idea: One problem we teachers have is that we’re required to aim for “the middle” to reach most of the class. Then, during independent practice, the gifted kids finish early and yell out, “I’m done!”
Don’t let them simply sit there and do nothing! Remember to tell your students that life is made up of time. When you waste your time, you waste your life.
Of course, enrichment and accelerated activities are a regular part of the gifted student’s calendar. However, on a day-to-day basis, it is often difficult to plan enrichment activities for each lesson. So when our speedy students cry out, “I’m done,” we often ignore them or scramble for some kind of assignment while we assist their peers.
Here's a Great Solution . . .
Create a “What To Do When I’m Done” poster! There are countless sources of material you can use for this poster – just make sure the students are not rushing through their assignments to move on to these extra activities.Make these enrichment activities relevant to the instructional subject matter. You could create ongoing Internet projects they can do. Or you could have a list of extra credit assignments they can select from.
I like to introduce the “What To Do When I’m Done” poster to the class by giving a quick lesson on the value of time and using their time to their own benefit while in my class.
I often start out with this brainteaser quote:
“Life is made up of time. When you waste your time, you waste your ___?”
I ask the class this exact question and half of the students will respond immediately with the correct fill-in-the-balk answer: “life.” And I say, “Right. When you waste your time, you waste your life. So, if you are done with a class activity, and you did your best work on that activity, don’t just sit around or ask the teacher to entertain you, take charge of your life and go to the “What To Do When I’m Done” poster.
The benefits to using an
approach like this are many:
- It increases the amount of time your students are on-task.
- It decreases behavior problems.
- Parents like seeing them in your class because they can see you are organized and serious.
- Your kids will learn to take responsibility for their actions instead of falling back on passive compliance.
- It will increase attendance because your class will be more fun.
- It lets you help other students who may be struggling to finish the current assignment without having to put out fires elsewhere in the classroom or constantly deal with kids who are saying, ‘I’m done!”
Below is a sample “What To Do When I’m Done” poster. You’ll notice that it uses the acronym WORD to get across its message: “Write, Organize, Read, Draw.”What To Do When I’m Done
Write (Poems, Songs, Letters, Compliments)
Organize (your backpack/binder, the classroom)
Read (textbook, free reading book, magazine)
Draw (maps, pictures, art work)
Also consider these things to do:
Homework
Internet
Puzzles
Here is another example
of a poster you can use:
For this one, you tell the class. “Listen, if you do your best work and you finish early, you have “FREE TIME.” During that time, you can select anything from the FREE TIME board.
Find a book
Research on interest
Explore manipulatives
Enrich your passion
Tidy-up
Invent!
Make a drawing
Entry in a journal
These are just two examples of such posters. You can get creative and come up with countless other ideas for more posters.
Day 1 Bottom Line: Find ways to reduce passive compliance and begin watching your kids become more engaged and responsible students!
DAY 2: How to use the ‘Welcoming Factor’ to connect with your students
Do you know what really changes the lives of your students?
It’s not their textbooks.
It’s not a particular teaching philosophy.
It’s not their activities, clubs or sports teams.
It’s not great facilities and a state-of-the-art computer lab.
It’s not even you, the teacher. (Sorry about that! No offense – you’ll see what I’m up to in a second.)
What really changes the lives of kids is their relationships.
Let me put it another way . . .
Research has shown that students are not motivated by concepts or programs.
They’re motivated by people.
This is something you already know, of course. I’m sure you can think back on a particular teacher who had a big impact on your life. Was it really the actual lessons that teacher passed along . . . or was it just as much about who that teacher was to you?
It’s all about the relationship you have with your students, and before you think you’ve heard all this before, let me assure you that I’m about to get ultra-specific with this in a way you’ve never heard before.
I’d also like to point out that by “relationship” I mean something entirely appropriate. I’m not talking about any type of relationship that would compromise proper boundaries, and I’m not talking about any loosey goosey “friendship” in which the line between teacher and student is unacceptably blurred.
The Power of Relationships
When you become a likeable figure who also commands respect with your students, you’re able to build rapport that motivates kids to do their best.
When you make it clear to your students that you respect them, and that you’re happy to see them, it instantly builds a relationship that makes everything you do easier.
That’s why I believe one of the biggest keys to effective teaching begins with something I call the “Welcoming Factor.”
What is the ‘Welcoming Factor’?
The Welcoming Factor is a measure of how well you are able to make a child feel welcome and valued in your class. It can be used to show any student that you value your time and theirs.
It’s all about connection.
When you connect with a problematic student, you begin taking away his motivation to disrupt your class and ruin your life. It's just human nature. A child (or anyone else for that matter) won't continue antagonizing you if you simply "drop the rope" and instead reach out in an unconditional, non-judgmental way.
When you make an effort to bond with children, they'll eventually find something to like in you, and their motivation to cause problems will simply fade away.
So here's an easy way to begin that process that is fun and takes no time at all . . .
The 3H Rule
It’s called the "The 3H Rule."
Here's how it works.
When a child enters your classroom, they are aware that they will choose to greet you in one of three ways:
1. A handshake.
2. A high-five.
3. A hug.
(These are the 3Hs for elementary school students. As you'll see in a minute, I recommend replacing the hug with something else for middle school and high school classrooms.)
Here's why this idea works so well . . .
- You will get an immediate read on the overall class mood of the day, as well as identify the kid or two who may be struggling. You can adjust your lesson plan accordingly.
- It gives kids a chance to say something to the teacher, even if it is just "Hi" or a quick one-liner.
- It instantly establishes connection and engagement.
- It may meet the needs of a kid who had major problems at home the previous night. Perhaps the child was in a big family argument and didn't get much sleep. Your hug, handshake or high-five might restore that child more than you know.
- It gives kids the distinct feeling that you are glad to be there and glad they are there too. It feels very accepting.
- You can catch rule violators before they create problems. For instance, if iPods are not allowed or hats are okay in the hallway but not in the classroom, you can do a gentle reminder as they enter.
- Administrators love it when teachers greet their kids at the doorway, since it increases hallway supervision.
- It reminds you that no matter what shape your lesson plan is in, it's the kids themselves who are the most important thing of all, and you will not be caught with your back to the kids as they enter and you struggle to complete your lesson plan.
- Because you're giving the kids a choice of greeting, they feel more in control of their life. That alone could help settle them down.
- It shows your acceptance better than any amount of words could. It tells them, "I'm glad that you’re here."
- It shows them affection. ("I'm not afraid to touch you.")
Adapting This for All Grade LevelsSpeaking of showing affection and touching your students, let's talk about how this can work for middle and high school classrooms . . .
In grades K-2, there is generally not a concern of students hugging their teachers. Also, since 87% of elementary school teachers are female, there is seldom a concern over elementary students initiating a hug to their female teachers.
So I think that The 3H Rule could work for most female elementary school teachers, using the third H as the option for the child to hug the teacher.
At the middle school and high school level, and for all teachers uncomfortable with hugging students, I would substitute the hug option with a different H word that is more age-appropriate.
This modification is important since the kids are older and we do not want to send any "mixed messages" to the kids, parents or school staff. So for middle school and high school, I would eliminate the H for hug and give a different option for the third H.
Maybe that third H is just saying "Hello, Ms. Wigglesworth," which gives these older students a non-physical option. So, now they can handshake, high five or simply say, "Hello, Ms. Wigglesworth."
If you have a silly class or want a silly fourth H, you can add something like "H for happy dance" as they enter, or "H for happy face."
The "Sideways" Hug
Okay, let's get back to the hugging issue for older kids. If you’ve seen my DVD video, I actually demonstrate how to give a sideways hug to a student versus using the traditional, frontal hug.
In that video, I explained that there were times when an older student would run up and give me an unexpected hug, and I would turn my hip at the last moment and avoid the frontal hug, thus creating a sideways-arm-around-the-shoulder hug.
This way, the child still felt accepted but I was able to deflect the frontal hug into something more appropriate. I also like to make a lighthearted joke while performing the sideways hug. I tell them, "This is how you hug, so Mr.. Daly does not get arrested! This is how to hug a high school teacher."
It always gets a laugh, and it also turns the hug into a lesson on learning boundaries.
So the 3H Rule is just one way to connect with your students.
Don’t discount the power of simple ideas like the 3H Rule.
Here is an email I received from a teacher who put the 3H Rule to work in her classroom:
Krystine from Australia here. I have just taken over a grade 2 class this Term which had received the label as being the worst class in the school.
As I had been working through your book and DVD since early this year I carefully selected a few strategies to implement within the room right from the get go...positive comment book, class thermometer, Walk And Talk... and I love the questions "Why would you say that?"
Wow, how great do they work.The class has really begun to turn around and start to own their behaviour.
Anyway, I read about the 3 H Rule earlier this week and implemented it the next day.
My children embraced it whole heartedly and, as usual, you were right --- the information I picked up from that process was so eye-opening.
I also wanted to let you know that it assisted me in gaining positive comments from parents. The canteen which is run by volunteers (parents of the school) has a view of my classroom from its windows.
They watched with amazement as I greeted each child and the majority were hugging me. One parent even wiped a tear from their eye as they were so happy that a loving caring environment was being maintained at the school.
Today a cheeky teacher even joined in to receive their cuddle!!!!!!
Talk more soon,
Cheers, Krystine
As you can see, everyone from the kids, parents, volunteers, other teachers, and of course Krystine herself received tremendous benefit from this simple little idea.
Put it to good use in your classroom today and begin enjoying the benefits of connecting with your students.
Here's Another Terrific Idea
That Builds Relationships
Here is another idea that not only builds relationships between students, but also improves the reading ability of your struggling students.
It’s called “Peer Tutoring.” It’s also known as “Cross-Age Tutoring” or “Reading Buddies,” and it’s one of the most simple and powerful ideas you can implement in your classroom.
Simply put, Peer Tutoring combines kids of different grade levels once a week for individual reading help.
Peer Tutoring or "Reading Buddies"
Here’s how it works: You “buddy up” kids from different grades (two to four grade levels apart is best) for a weekly reading session where each child takes turns helping the other child read.
This works great! When you see the faces of these kids leaving your classroom after one of these reading sessions, you’ll remember exactly why you got into teaching in the first place.
Here is the rationale for creating
this in your classroom:
The ability to read is obviously the cornerstone of so much learning.
It’s fun for both kids.
It reduces bullying because it creates friendships across grade levels.
It takes your struggling older students “from heel to hero” because all of a sudden the older student feels more confident after being able to help a younger child.
I highly recommend peer tutoring to create a perfect classroom
DAY 3: Make your classroom half full, not half empty
“Are grades really all that important?”
It’s a question I get from time to time, and it deserves a thoughtful answer.
First of all, let's dismiss the notion that grades are overrated or not important.
They're crucial – tremendously so.
However, when it comes to your lowest-achieving kids, the ones teetering on the edge of failing and big trouble, it's wise to focus your "big picture" efforts on factors other than sheer grades. You absolutely must think outside the box if you're going to motivate the unmotivated child.
So here's a better question . . .
Are grades the most accurate predictor of success?
The answer is probably not.
Studies have shown that scores on a test of hope are more accurate than the SAT at predicting college grades. The same is true of a test on optimism.
This makes common sense. We've all taught overachieving kids who made it to the front row on guts, determination and pure perseverance. And we've certainly seen our share of smart kids who drift astray on cruise control and bad influences.
Let me put this in terms you can relate to . . .
Let's say you have two kids in your class: One earns B's without a lot of effort, and the other works really hard to earn C's.
Let's say your "C" student shows up every day, has a good attitude, and can handle mildly stressful situations and make adjustments and decisions easily — all with a smile on his face.
On the other hand, let's say your "B" student misses class, tends to be a bit cocky, has a simmering negative streak, frowns a lot during mildly stressful situations, and often makes poor adjustments and bad decisions.
So here is when this "C" kid shines:
1. Whenever the teacher (or his future boss) comes
in mildly upset or has the flu.
2. When teacher tells everyone, "Wednesday is a
substitute teacher and I need you guys to be real good and to
do x and y."
3. When another student has a bloody nose and the
teacher needs a student to walk him to the nurse.
4. When two other kids gossip about another kid
who does not fit in and he is able to say the right thing to
turn the situation around.
And here is when this "B" student shines:
1. At test time.
So let me ask you: Which kid will fare better in this world once his mortarboard falls back to earth on graduation day?
Society is filled with semi-talented millionaires and gifted failures. So if you're in the position of trying to save a floundering student, it makes sense to use everything at your disposal. Creating an optimistic mindset might serve you well if you're getting nowhere through traditional channels.
How can we do that?
Well, here are three components children (and anyone else) can exercise to develop these special skills . . .
Increase self-awareness by understanding "how you
operate" and make decisions.
Consciously select your thoughts, feelings and actions.
Develop empathy and principled decision-making to
increase wisdom.
(Those are just the general components. I'll get more specific in a minute.)
Can optimism be taught?
The good news is that the answer appears to be yes.
It's tempting to think that a sense of optimism or pessimism is simply a personality trait, or "just how someone is," but research has shown that optimism or pessimism can be learned and adopted.
When you teach a child to be more optimistic, he or she will be more motivated, successful and healthy, both mentally and physically.
One key difference between optimists and pessimists is how they view failure. Pessimists see failure as permanent, personal and pervasive, while optimists see it as temporary, non-personal, and specific. Interestingly, their views on success are just the opposite: the optimists sees success as something long-term and global, something that results from hard work. Pessimists are more likely to view success as something short-term and accidental.
I don't know about you, but I find it tremendously exciting to learn that these traits can be improved in kids. I can hardly think of a more valuable skill to teach than the type of optimism that breeds perseverance. We've all seen how perseverance can trump talent in the real world, so why not teach these skills along with your regular curriculum?
Here are three ways you can teach optimism
1. Model it yourself.
If you're naturally the type to walk on the sunny side of the street, then this will be easy for you. Simply give voice to that nature in front of your kids.
However, if your glass is typically half-empty, then you'll want to listen to yourself as you react to various frustrations and obstacles. My book discusses this in detail in the chapter titled "Right Words." For example, instead of reflexively saying "Isn't this frustrating!" when stuck in traffic on the way to school, catch yourself and say, "Well, isn't this interesting."
Using the non-judgmental word "interesting" instead of the more pessimistic word "frustrating" will make a difference immediately in your outlook (not to mention your blood pressure), and if you do this consistently enough you will| notice a fairly profound change in your outlook. Your students can't help but pick up on that.
2. Help re-frame your students' perception of a frustrating event.
For example, let's say your class had to cancel a special outdoor field trip because of bad weather. You hear one boy griping about the lost opportunity, so you decide to turn this into a mini-optimism lesson. You could say to the class, "You know, I'm disappointed, too. I was looking forward to going to this event as much as you guys. But I'll bet you we can brainstorm at least 10 ways why this is actually a good thing."
And then you turn to the blackboard and start the class off by writing one or two reasons that come to mind, and let the class come up with the other eight. By the way, I don't care what the disappointment is — if you are creative and persistent enough, you will be able to come up with at least 10 possibilities and/or reasons that will re-frame that disappointment into something positive.
3. Help kids pinpoint exactly WHY something failed.
Pessimists tend to "globalize" failure and ascribe it to "fate" and "just the way things are." However, if you can identify an exact cause and effect for their disappointment or failure, they will be less likely to take it to heartand become fatalistic.
Here's an example. Let's say a student is unable to finish an in-class painting assignment because the one red magic marker she needed is dried out and can't be used. She says, "What lousy luck — now I'll never be able to finish this project!" You say, "Well, it looks like someone left the cap off this particular marker, which is why it's dry now."
By pointing out a specific cause and effect, the sting of the disappointment will be reduced, and you can then re-frame her perspective by saying something like, "Yes, that's really frustrating, Katie, but you'll still be able to finish this project, even if it's not right now."
These three techniques help "de-personalize"
failure, and if you can teach students to see failures
as just temporary bumps in the road, you'll be
teaching them something that will serve
them the rest of their lives.
I will share some more specific ways you can develop this inner fortitude in your students in later articles. But for now, I can't emphasize enough how crucial it is to give troubled students a new mental paradigm.
Clearly, for some of our students, the big picture they have of school and their lives isn't working for them, which is one reason they have no problem in trying to ruin your day.
But if you can get them to see a better and bigger picture for themselves (also known as "Hope" and "The Future"), then you'll experience your greatest fulfillment as teacher.
Bottom line – If you can teach optimism along with the three R’s, you’ll be able to improve behavior, raise grades, and increase any child’s chance of success in life.
DAY 4: Walk and Talk your way to a Better Classroom
I'm about to give you one of my biggest secrets.
It works like magic almost every single time.
This one technique can transform your your most disruptive, troubled, annoying students into models of cooperation, productivity and good behavior.
This technique is so beautiful that it's like fishing in a lake where the fish literally jump into your boat.
It's that easy. You'll see what I mean in a minute.
The technique is called "Walk and Talk."
As I’ve written before, the key to transforming problem students is finding a way to forge a real connection with them so that they can see a payoff for getting good grades.
Walk and Talk is one of the best ways to get closer to a student to make that connection.
I’ve also mentioned that all misbehavior from problem students is actually a secret message begging to be heard — and that the secret message can be boiled down to the following two words: "Reach me."
Well, Walk and Talk is how you can reach your problem students.
Okay, so what is Walk and Talk?
Walk and Talk is just that: spending time each week walking and talking with your students about anything at all.
I'm talking about spending 10 minutes twice a day, or five minutes three times a day. There is no hard and fast rule.
If you use Walk and Talk whenever you
can, the dividends will be huge.
You see, when students go on walks, they act differently than they would in a class situation. The dynamic is completely different. They open up and divulge more.
I cannot emphasize enough how valuable it is to listen to or talk with problem students without an audience to egg them on. You are no longer in an adversarial position, and the student has nothing to gain by acting out.
I suggest you don't talk about school during these walks. I also suggest you listen a lot more than you talk. Again, you don't necessarily have to talk about ANYthing. It's just walking and listening and talking about something that naturally might arise.
It's a walk without any agenda whatsoever.
Don't underestimate the power
of this simple technique!
If you're thinking, "Gee, this sounds okay, but I really don't see what the big deal is," well, I wouldn't blame you.
But let me tell you --- the sheer number of students I have turned around with this technique alone would surprise you.
To encourage you to try this technique, I have received permission from some of my readers to pass along their success stories with Walk and Talk. Here are a few of them:
Sent: 22 August 2007 09:54
To: adhdsolution@gmail.com
Subject: RE: Walk and Talk success story
I deeply believe in the Walk and Talk strategy. I used it with all my students; however, I made sure that the students who needed it the most would be the first to use it. I called it "chat time.” Every day I would raffle the name of a person who would spend some private chat time with me. The kids loved the idea!
Dominique B., Lancaster, California
Sent: 19 August 2007 11:34
To: adhdsolution@gmail.com
Subject: my walkntalk story
Tom, you wrote about taking walks and talking with your students and how this creates a different rapport between teacher and student. This truly does work! My students beg to walk with me. They open up and share what is in their hearts. It works like magic! Our relationship deepens and student behavior is positively affected.
Carolanne Z., St. Charles, Missouri
Sent: 11 August 2007 02:33
To: adhdsolution@gmail.com
Subject: what happened with my student
During a reading pull-out session one of my well-behaved students suddenly verbally attacked me. I sent her out of the room for the rest of the session. The next morning, I asked her homeroom teacher if the student could help me do some simple tasks. We ended up walking around for about an hour. We did not talk about the previous day at all. I thanked her for her help. That afternoon, during reading pull-out, she apologized to me without any prompting.
I used many of your ideas in my classroom, but the ones about spending one-on-one time with your troubled students really helped me. I would ask one student to walk places with me and would give him special jobs so that he felt important.
At the beginning of the year he was flipping desks over because he did not get his way and was and throwing tantrums every day. At the end of the year, he was one of my best-behaved students. All he wanted was attention, and I taught him positive ways to get it instead of the negative ways he used to use.
He even wrote in his autobiography that he loved his teachers because we taught him he couldn't always get his way. For me, it doesn't get any better than that.
Shawna S., fifth grade teacher, Glen Dale, Maryland
Those are just three of the dozens of success stories I have on file. If you want to read more of them, click here.
The point is, all these kids reversed their fortunes for the better because an open-minded teacher was willing to try a method that almost seems too simple (and easy) to be effective.
But we all know that sometimes the most profound truths are the simplest. This is one of them.
Give it a chance and I guarantee you'll be thrilled with the results.
Here's just some of what walking and talking
with your individual students will accomplish:
It breaks a pattern. Your student has probably never
walked and talked with any of his teachers regularly
before, and this alone guarantees an improved
teacher-student dynamic.
Your student will unwittingly tell you how to hook him
into your class activities. He'll literally tell you
why he misbehaves. But be careful — do not overtly
TRY to glean info from your students during these
walks.
You are establishing an important connection between
you and the child. When you make a real connection
with a struggling student, you greatly diminish the
chance he'll end up someday in jail, unemployed, or
with any of the other problems that eventually plague
so many kids with challenges.
It will set a good example for other teachers to follow
and should impress your site administration.
You'll get more respect from others at your site. "Oh look,"
they'll be thinking, "there's Mr. Daly, and he's
walking and talking with the worst kid in school. He's
actually working with Jason. Hmmmm."
There are several important cautions to using "Walk and Talk." In my DVD, "7 Days to a Perfect Classroom," I outline several important precautions you should take before embarking on Walk and Talks.
There it is — one of my best tools in creating a more peaceful, productive classroom!
Give it a try and watch yourself become one of those "impact" teachers that students and parents rave about.
More Case Studies of Teachers
Who Used Walk and Talk
Sent: 30 May 2007 10:34
To: adhdsolution@gmail.com
Subject: This worked!
Dear Tom,
Your book had a tremendous impact on both my sanity and a particular third-grade student. It was my first year teaching, and I was given a young man who would throw huge tantrums where he would lay on the floor screaming and yelling. Anything from a tear in his paper or getting the wrong answer could set him off.
I had tried everything in my knowledge to deal with the problem: behavior chart, positive reinforcement, intervention from the principal and counselor; I even timed with a stopwatch how long he could go without whining or throwing a fit. He worked to improve his time each day. Nothing was working and I was frustrated, so I ran across the book on the Internet. It seemed to have all the answers, but I was skeptical. I ordered it because I had reached the last straw. The first part I read was about walking and talking with the student, but not forcing them to talk. At first, he was not very responsive, but I continued to talk with him before and after school.
Eventually, he started to open up and I began to see a little boy who had already been through more than I could even imagine. As a mutual respect began to develop, he truly wanted to make my day better and I wanted to help this struggling student whom I had grown attached to. We are nearing the end of the school year and I am still spending extra time with this student, not out of desperation, but because I truly enjoy his company. Thanks for the help!
Suzanne Vaira, third-grade, Las Vegas, Nevada
Sent: 11 May 2007 07:44
To: adhdsolution@gmail.com
Subject: Please forward this to Tom
By walking with them and talking with my students I was able to achieve a much stronger relationship with them. Which, in turn, changed their classroom behavior dramatically. The one thing that I noticed was the students felt important and realized that I wanted them to do their best. I was able to communicate to them that I cared, and they let me know about what they needed to succeed in class.
Toni C., Denver, Colorado
Sent: 13 May 2007 03:03
To: adhdsolution@gmail.com
Subject: RE: method on your DVD
Taking the time to get to know my students personally by "walking and talking" — to the office, to run an errand or anywhere — is quality, one-on-one time with a student that is priceless and shows the student you care and gives the teacher valuable knowledge that can be utilized in lesson planning. The kicker — it takes just minutes but the benefits will last the whole year!
Daphne I., Mercerville, New Jersey
Sent: 11 April 2007 03:33
To: adhdsolution@gmail.com
Subject: RE: What I did with Joe...
I taught a student who was reading and writing at a second-grade level. He was in his second year of fifth grade. He was labeled learning disabled and was a very bright, smart kid, but didn't channel his intelligence in the ways other students did. His classroom teacher had no management, which was an opportune time for Joe to act up, and get others in trouble.
I used the Walk and Talk technique with him a lot and it was very effective. Also, I used the incentive survey with him and used it to develop behavior contracts with him. Thanks!
Jen C., Webster, New York
Sent: 01 May 2007 11:43
To: adhdsolution@gmail.com
Subject: on-task strategy
I used Walk and Talk with my hard-to-reach student. I was amazed how easy it was to catch up with him in line and ask him simple, non-school related questions. He was amazed that I was actually interested in his pets or shows he watched after school. It was quick, easy, painless and really paid off in the classroom. He knew I cared and gave more on-task behavior.
Stephanie, M., Hilliard, Ohio
DAY 5: Fly under the radar to soar as a teacher
There's a secret button that will let you activate any student's desire to succeed.
Once you push this button, you are sure to see from your students:
Increased cooperation and good behavior.
Higher motivation to reach classroom goals.
More diligence and creativity in completing
assignments.
A passion for learning that will amaze and delight
you.
Pushing this button makes your job easier, and the good news is that you can accomplish all this on your first day of class.
What is it?
It's finding out what your kids love the most!
I’m not just talking about superficial interests, such as your favorite color or favorite food. I’m talking about going deeper into their exact likes and dislikes, what makes them tick, and what turns their crank.
This strategy utilizes a tool called an Interest Inventory, and it takes the form of a fun survey that your students fill out, and you use the answers to gain a better understanding of your kids.
Simply put, Interest Inventories tell you exactly what your kids want and need. They provide a “hook” you will use to reach them through your lesson plans. That’s an incredibly valuable tool for any teacher. It illuminates the student’s point of motivation, and it will drive your lesson planning.
I'm always amazed how many teachers fail to take the time to find out exactly what their students are truly passionate about.
Because once you possess that information, you will know exactly how to capture the attention of your students. This is a powerful tool in modifying the behavior of any child, as well as the best long-term tool you can use to plan your lessons, day in and day out.
Let me provide an example of how
effective this strategy can be
Years ago, when I was a student teacher, I was assigned to work with a child named Michael who wasn't doing any school work. He hadn't accomplished a single thing in class all year.
The teacher told me in private, "Okay, I'm handing the class to you, but I don't expect you to do anything with Michael."
Now, many children present themselves as not being interested in anything, and Michael was no exception. Getting any information or enthusiasm from Michael was like pulling teeth.
But I was determined to find a way. As a student teacher, I was eager to impress my mentor, and I figured that there HAD to be a way to reach Michael.
There was. I found a way to discover Michael's secret passion without him saying a single word.
By developing a specialized survey, I discovered that Michael was absolutely crazy for Mustang cars.
So, I found a way to incorporate Mustangs into a writing assignment, and after just a few days, Michael was completely on-task, doing the same assignments as everyone else.
His turnaround was stunning. And it all came about because I found a simple but ingenious way to uncover what he really loved.
Finding the Trap Door to a Child’s Heart
All your students love something — even the ones who won't admit it. And if you can find out what those things are, then those students will be yours all year long.
The reason is simple: Kids will work hard for the things they enjoy.
Their motivation springs from the respect you
showed in taking an interest in their passions.
To maximize the benefit of these surveys, do them early in the year — as early as the first class. Simply make photocopies of your Interest Inventory, and have students fill in their answers during class.
Collect their sheets and then tally the responses on your own after class. Make notes as to which subjects are most frequently listed. Then, during the next day's class, have fun with your class in discussing the results.
Ask them questions such as, "Okay, guys, what do you think the class’ favorite music group is?" Also, I recommend giving the surveys out a second time halfway through the school year because kids' interests are always changing.
Here’s another tip – if a new student is added to your class during the course of the year, give him the Interest Inventory right away. This will make him feel a welcomed part of the class, and you will get a quick read on where he is coming from.
Here are some other tips on finding
out what your students love and
using that information to its fullest:
When surveying your students to find out their interests, note what that information might say about their support system and home life. This can be valuable information.
Look for inexpensive ways you can reward your students with things they like.
Find subtle and creative ways to incorporate students' interests in your assignments. You'll hold their attention better that way.
Use your students' "passion points" as a springboard for class discussions which lead into your regular material.
Never use completely unstructured free time as a reward for your ADHD students. As many teachers know, many kids (especially those with ADHD) "don't do nothing well."
Remember, the key to transforming problem students
is finding a way to forge a real connection with them
so that they can see a payoff for getting good grades.
Finding out what they love is one of the best ways to do that.
Of course, you’ll want to make sure the survey you’re using for your class is age-appropriate.
Here is an email I received from a reader of my book about how Interest Inventories helped him in his classroom. (Notice how the survey acted as an “in” to the student, which built trust and opened doors):
Sent: 11 August 2007 02:33
To: adhdsolution@gmail.com
Subject: building trust w/ my student
Hi Tom,
I had a student who was more of the HYPOactive rather than the HYPERactive. I figured that if I gained his interest or his respect he was more likely to do his work.
Through Interest Inventories and simple Walk and Talks, I found out he was into skateboarding. So naturally I filled him in how I used to be a skateboarder as well. We discussed a few types of tricks and whether either of us could do them. I told him I could "ollie" which is the basic skateboarding trick to jump the board off the ground.
A few days later he brought in his skateboard for whatever reason. Later that day I was sitting at my desk grading papers when I happened to notice this student pacing back and forth in front of my desk.
I knew he was up to something but what I wasn't sure. After about 10 paces he finally stopped, looked straight at me and said, "Mr. Spears, I want to see you "ollie"! This was great! I could tell he wanted to say something. He was building up the courage to do so — and he did!
I said, "Well, I'll tell you what, you're lucky. I wore my tennis shoes today!" So I "ollied" for him. He was blown away — you should have seen his jaw hit the ground. He couldn't believe it! A teacher that could "ollie"!
From that day on he began to slowly build trust in me and began to open up. After that he would do things like pull his chair up to my desk and ask to chat, or most of the time he would have his own topic---usually politics! The point being that once I made that connection he was eager to do what he needed to do and would initiate activities on his own rather than being withdrawn and isolating himself.
He passed with flying colors this year and I vividly remember him leaving the school with a smile!
Shawn S., Ohio
DAY 6: Teach Outside the Box
Most of us love the concept of equality.
But I'll come right out and say it: treating all your students fairly and equally can be a big mistake. It creates unnecessary problems. It undercuts your authority. And it sells short your ability to act with wisdom and nuance in the best interest of your students.
There, I've said it. Now let me explain what I mean before I'm called a contrarian educator, un-American, or worse . . .
Of course you want to treat your students
fairly. But not always equally.
This has nothing to do with playing favorites, letting kids slide, or an Orwellian notion that "some students are more equal than others."
It has to do with the hard reality that your classroom is filled with kids of wildly varying abilities, desires and motivation.
Let me give you an example, and then I'll tell you where I'm really going with all this . . .
In a previous report, I wrote about a time when I let one of my problematic students take home a Mustang car magazine so that he could use it to complete a writing assignment. All the other students were assigned a standard writing assignment (one that was much less interesting and flexible).
Of course you might ask: "Hey, isn't that unfair to the rest of the students?"
Good question. Here is my response:
If you have a kid in your class who is on the verge of failing and doing everything in his power to disrupt your classroom, you can't get around the fact that you need to do things a bit differently. That's just the way it is. You can't treat everyone exactly the same.
You must be creative if you
want your students to succeed.
And that also means being firm about what you have to do. Your other students will respect that.
I once had an eighth-grade kid say to me, "That's not fair." And I told him, "Jeffrey, I'll tell you what — when you get your teaching credential, we'll discuss doing it your way. For now, you need to focus on your job and let me take care of Michael. That's the deal."
Here's something else I could have told Jeffrey (or a parent, my principal or anyone else):
"Yes, Michael was allowed to do the assignment a bit differently. But guess what? It worked."
Here's What Happened and Why It Worked . . .
The first day Michael used his magazine and the rest of the kids did the regular assignment. But the second day, when I gave the kids a worksheet based on the Battle of Gettysburg, I handed Michael the top half of the Gettysburg worksheet.
I told him that if he finished the top half, without rushing through it, that he could take home the Mustang magazine again.
On Day 3, he finished the entire regular class assignment for the reward of reading the magazine. So within three days I had him completely on-task, doing all the class work.
Unfair? Not to Michael and his future it wasn't.
Okay, so here's where I'm REALLY
going with all this . . .
Once you accept that it's smarter to customize your efforts rather than blindly follow a one-size-fits-all approach, then it's easy to get creative to prevent your very worst students from making your life miserable.
Here's a really effective bottom-line, real-world application of what I mean.
Problem-Based Learning Projects
So what exactly is problem-based learning, and why is it something we need to know about?
Problem-based learning, or PBL, means taking student learning beyond the normal “textbook” way of doing things.
Problem Based Learning can be:
A way to get required work completed without using the typical route of textbooks, lectures and exams.
Designed as alternatives to regular work.
Used as supplements for extra credit.
A way to prove the student has mastered the information and earned a passing grade, even if he has failed the written exams.
Written into an IEP or into parent-teacher meeting notes as a way to assess your child.
Negotiated with the teacher as something worth a specified number of points.
A project a child can work on during class either in the classroom, in the library or in the computer lab to keep him from either “shutting down” or disrupting others.
A way to save a child who is stumbling and in danger of being held back a grade.
Some examples of problem-based learning are:
Group Projects, Field Trips and Web-based activities.
Here’s an example in each category:
1. Group Project: Build an active volcano.
2. Field Trip: Feed animals at the petting zoo; observe their behavior when it’s midday or raining or in the evening.
3. Web-based: Look up and compare the migration patterns of the blue whale and the hump-backed whale.
Why PBLs Are Important for Some Kids
For those children who have trouble paying attention, sitting in class while the teacher is reading from a book doesn’t work very well. They aren’t “connected,” and it’s not long before they tune out and cause trouble. They really don’t have access to the material the way other kids do.
In this case, the traditional classroom setting does not “speak their language.” But hands-on activities that involve movement often do. Special projects create a new learning dynamic for these (or any other) kids. They’re activity-based, and they’ll often come alive while meeting new people or being introduced to new machines and processes.
Here are some other reasons for
doing these projects:
Kids remember what they do more than what they hear. (This goes double for those kids in your classroom with ADHD. It’s been said that people remember about 80 percent of what they do, but only 20 percent of what they hear. Imagine how true that is for a fidgety kid who is required to sit in a classroom for six hours!)
Also remember that:
The type of kid who drives teachers batty is often wild for alternative activities.
They make learning fun!
PBLs can involve the entire body, which stimulates different parts of the brain.
Children are more likely to tell someone what they just learned.
They can be a great way to meet curriculum requirements. PBLs can become part of a systematic way to make sure that both the state standards and your students’ individual needs are met
We now have an abundance of technology today that makes sure our kids “get it.”
The creators of these technologies often disguise actual learning as fun games. We’ve all heard that if you want your child to learn something, teach him a song about it, tell a joke about it or tell a story around it. Well, I will add a fourth element: Make it feel like a game.
Here’s the PBL concept in a nutshell: your student
simply uses an alternative method to demonstrate
his understanding of the required concepts.
Let me give you a quick example. I think this scenario will illustrate how PBLs can fit into the educational picture, and even save the day.
A Scenario That Will Bring
It Home for You . . .
Let’s say that Joey is a kid who doesn’t adapt well to traditional teaching because he has a hard time sitting still. And let’s say that despite an IEP meeting, he’s still struggling. Now his parent comes to a new meeting with the teacher to discuss Joey’s progress.
Joey’s mom is concerned that Joey will fail the class. The teacher says, “Mrs. Thomas, I like your kid, but he’s only earned 68 percent on his work. He’s earned 71 percent on his homework, he’s gotten 52 percent on the tests, and his in-class work is at 74 percent. I understand that he doesn’t do well sitting for extended periods of time and that he doesn’t like to read in class, but I still have to give him a D-plus. I’d love to give him a better grade, but I can’t do that based on his 68 percent.”
What this teacher is basically saying is: “I’d like to give him a “C” grade, and he is meeting his IEP goals and doing his best, but he didn’t meet the standard, so what can I do?”
Well, here’s what the teacher can do: He or she can solve this dilemma with a problem-based learning project. This is a win-win solution that (a) helps the student learn the material and (b) helps the teacher give the credit he deserves for his effort.
The PBL will demonstrate Joey’s mastery of the material — whether it’s vocabulary, reading comprehension or the tests — by performing a relevant activity. He may still freeze up during tests and maybe he doesn’t get very far in his reading assignments, but if you come up with the right PBL he can earn a good grade and experience success.
Here’s what the teacher can now say: “Look, I can’t just give Joey a good grade — but Joey can earn that grade by demonstrating his understanding of the subject. I have a problem-based learning project in mind that will do just that.”
How to Implement PBLs
Here are my general guidelines for creating specific PBL projects:
I call this my “Keeping It Real” checklist. While selecting a project to use, ask yourself these three questions:
Does the activity represent a real-world problem?
Is the topic real important to my student?
Will the project be something really cool he will show his friends?
PBLs can be assigned to individual students, but I like to let the entire class do them whenever possible. You can also structure them as group projects in which students work in groups of four or five. This elevates everyone’s learning, and it also creates a “buzz” among students, which makes learning more fun and increases effort.
Another advantage to offering PBLs to your whole class is that they also provide evidence that you’re trying to reach all the kids in your class.
Here's a common question I get
from teachers about PBLs . . .
(. . . and notice how my answer could be applied to many other situations in your class!)
Here's the question:
In the case of individually assigned PBLs, how could you mitigate the stigma that a student might feel because he’s doing something different from the other students?
And here's my answer:
I recommend explaining Joey’s project to the class in a truthful way that portrays the situation in the best possible light.
For example: it’s true that if Joey’s project goes well, the teacher will implement it in the future in some form to the entire class. So if a student asks what Joey is doing, the best thing for the teacher to say is something like, “Joey is working on an independent project. If it goes okay, we will then find a way to use that project in the future for the entire class. He’s doing the hard work right now for the rest of us.”
DAY 7: ‘CSI’ For the Classroom: How to be your own behavior specialist
As educators, we're sometimes expected to be part teacher, part counselor and part parent to our students. And, in those three roles, we often do an excellent job.
However, from time to time, a student’s acting-out behavior really stumps us and we are at a loss for what to do next.
Let me show you how the crime science show "CSI" and the old "Columbo" TV series can help us here.
Believe it or not, there's a brilliant teaching secret in those shows.
Just as the popular “CSI” TV series uses a “crime scene investigation” theme to carefully analyze clues in solving mysteries, I recommend a similar “forensic” approach to get to the heart of any problem occurring in your classroom.
Have you ever noticed how objective and non-judgmental the investigators in "CSI" are? Can you see how their unemotional involvement allows them to methodically solve mysteries?
They can do this because they take a step back and look at evidence dispassionately. They don't get all riled up and hysterical. Getting emotional would only cloud their vision.
Same thing with "Columbo." He would solve each mystery with cool detachment while his suspects eventually gave themselves away.
What does this mean for you?
Well, do you realize that if you found a way to "collect evidence" on your students, you could quickly come up with easy, workable solutions that had eluded you before?
I don't mean "collect evidence" in the criminal sense, of course. I'm not talking about spying. But I am talking about documenting certain behaviors and taking note of certain aspects of your difficult students that will give you amazing opportunities to improve things if only you remain open-minded enough to see them.
For example, if you're having problems with a student, ask yourself, "I wonder if there is a solution to be found by finding his or her level and understanding things in his or her world?"
Notice I didn't say, "What can I assign this child?" or, "How can I get this child to do X, Y or Z?"
Before I give you specific instructions on how to do this, let me first tell you a heart-warming story that illustrates my point. It centers on a kindergarten student, but the essential lesson can be applied to students at ALL grade levels.
"Eddie's Story"
Eddie was a big kindergartener. He wasn't heavy-set; he was just stronger and bigger than the other kids. He reminded me of the character "Shrek," and I even gave him that nickname when I found out he liked the sound of it.
Eddie was always in trouble at school. Basically, he had four problems:
1. He was in trouble during circle time on the rug where
he would jostle with other kids.
2. He would not stand up for the "Pledge of Allegiance."
3. He would push the other boys in line.
4. He would fight on the bus.
So I entered Eddie's school environment. Being an outside behavior specialist, I was a stranger to the school, so I immediately surrendered the one-up relationship with every single person on that campus.
I also made sure I was a humble observer who treated everyone with respect. From the bus stop to the cafeteria, I followed the rules and expectations wherever I went.
My reason for taking this approach was simple. I knew the teachers and staff at this school would easily feel threatened that an outsider was coming in to correct a child's behavior they seemingly couldn't handle.
I simply watched Eddie for a few days. I played soccer with him at recess, and pushed him on the swings.
So What Did I Find Out?
After a few days, I realized that his only real problem was that he was just a big, burly five-year-old.
He had problems at carpet time because he did not fit on the carpet, and it was hard for him to sit in that position. So we arranged it so that he could sit in a small chair during carpet time. (We placed the chair at the edge of the rug so that he wouldn’t block anyone’s view.)
For the morning pledge, the teacher aide stood behind his chair and touched his back to quietly encourage him to stand.
While standing in line, he was doing what all the other boys were doing — pushing and shoving — but because he was bigger, all the other boys were falling down like dominoes. So we gave him the job of the "Safety Caboose," and he lined up last while the teacher aide walked next to him.
Here's How I Went Outside the Box . . .
As for Eddie's problems on the bus, I did something truly "outside the box." I got on the bus and rode with the kids myself.
My supervisor thought I was wasting my time, but like the old detective Columbo, I had some good reasons up my sleeve. The bus ride took 47 long minutes.
Here's what I discovered: Eddie would do fine for the first part of the ride, but then he had trouble sitting still.
After riding the bus for about 40 minutes, I looked out the window and I saw that our route had taken us back to our starting point.
I asked the driver, "Excuse me, but is there any way you can pick up Eddie last so that he is only on the bus for last seven minutes?"
She said, "Sure."
Let's take a closer look at
what really happened here . . .
My point in all this is not just that the ideas worked. It's that the ideas were created because I was willing to get down to the student's level and simply WATCH what was going on.
When I was visiting in the classroom, I did what the kids did and listened to everything the teacher said.
I colored. I sang. I followed all the classroom rules. In the cafeteria, I raised my hand to be excused from the table. And I made sure that each staff member knew that I was not the boss.
I was there merely to look at the whole picture, and then provide ideas they could either use or not.
Even though my role as an outside specialist made it easier for me hang in the background and ponder creative solutions, you can perform the same sort of "big picture sleuthing" if you just give yourself a chance.
And I'm not just talking about kindergarten, either.
This sort of detective "lab work" is invaluable at all grade levels.
You will amaze yourself when you immerse yourself in the lives of your students this way.
It allows you to look at your classroom with a cool detachment. When you do this, solutions will appear almost magically.
By the way, this subtle (but powerful) approach works wonders outside the classroom, too . . .
In case you're wondering, things worked out fine for our little Shrek-meister. He began enjoying school more, and it showed on his face. The school staff rallied around his burgeoning efforts.
Sure, he still had his ups and downs, but by getting down to his level it became possible to stop "the blame game," and to work toward easy, common-sense solutions.
After all, a five-year-old is just a five-year-old, and we needed to accept him where he was at and work together for the common good.
So how could you put this approach
to work in YOUR own classroom?
Here is a step-by-step method you can use to implement this strategy.
Let’s say it is a new school year, and the most difficult, complicated child on campus happens to land in your classroom. When that happens, it can feel like everyone around you reacts in one of two ways:
- They look at their shoes and think, "I’m glad I don't have that kid in my class this year!"
- They dole out well-meaning but misguided advice: "You know, what I would do is…."
So, what do you do?Step No. 1
Become “Colombo” and search for weird but telling clues. If you have read my book, then you will be able to do these three things right away: (1) “Walk and Talk” with the child, (2) look over his Interest Inventory results, and (3) read his in-class journal writings. Those three will tell you where this child is coming from. Be open-minded in looking at all clues, especially those that might seem strange or overlooked. “Be the child” and try to see the world through the child's eyes. That is where I always start.Step No. 2
Be like Jimmy Olson from the Daily Planet. Explore these 4 W's and the one H, to try to figure out the “BIG W” (Why is he doing this?):Who. Who is around, or missing, when the behavior occurs?
What. What happened before, during and after the event? Are any of those things affecting the child's behavior?
Where. Where did this happen? Does it happen anywhere else?
When. Is this during lunchtime when he is less supervised? Does this behavior occur after he has been sitting for, say, 22 minutes? Maybe 45 minutes? Look for patterns. Does the behavior change when he is hungry (before lunch) or during certain subjects?
How. Exactly how did it escalate? How did it play itself out? How did it subside?
Remember that these 4 W's and 1 H are all aimed at understanding what is going on inside the child’s environment so that you can adjust his environment.
Step No. 3
Use tally marks on a separate sheet to record behavior.Step No. 4
Listen to everyone in his world, including his grandparents, counselor, last year’s teacher, friends, family, and anyone else. Who comprises his personal circle of support?
Step No. 5
Be objective about the student’s behaviors of concern and remain open-minded about what to do next. Use the data you have collected to make sure everyone acknowledges that there is a behavior to target. For example, the team can look at the data and say, “It looks like the data collection form shows that Joey is blurting out 27 times an hour after lunch every day. That is unacceptable, and we have to find a way to redirect that behavior now.”Once you have asked your reporter-type questions, assembled your data, and have listened to input from others, then it’s time to formulate a simple “to-do” plan. Introduce the plan to the team by saying, "After listening to everyone's ideas, lets try this out . . ."
Step No. 6
Try one idea/intervention, record the data, and wait about two weeks before trying a different plan of action. You want to test this first intervention the same way a scientist would. If the first intervention does not work after a couple weeks, try something else.Why try out just one intervention for a couple weeks? Well, the child might get worse at the start of the intervention, or he may “test the waters” to see if the adults are all on the same page and if they are really serious about their plan. Two weeks of doing the same plan demonstrates you are serious.
That’s it – you now know the basic “secret” of every behavior specialist!
Does this approach take a little work? Yes, but
not as much work as dealing with a kid who’s
out of control for the entire year!
Of course, there are many excellent behavior specialist courses that lead to full certification. However, when a teacher knows and tries the six tips mentioned above, they are going well “above and beyond” the call of duty to reach each child.
Also, by following these six steps, an educator has taken all the negative emotion out of a situation, making it much easier for the team to focus on the actual process of changing the student’s behavior.