Thank You... Secret Walker

One of my biggest pet peeves is a noisy class running by disrupting every classroom in its' hurricane of noise.   I can't explain why it grates my nerves so much, but it does.  Probably because as I listen to the stampede of pounding rubber on linoleum floor and the flutter of high-pitched squeals and giggles I lose all train of thought - my fabulously organized and animated lesson replaced with my ever-famous blank stare (my physiological response to any type of sudden confusion).

So...  I really want the class left in my charge to follow appropriate hallway etiquette: quiet, facing forward, hands at your sides, etc.  I might even be on the cusp of militant on this point, but again it's a personal quirk.

Thanks to Amy over at What Happens in First Grade, I found the simplest and most effective tool in managing students' behavior in the hallway: The Mystery Walker.  I called it My Secret Walker, but what's in a name?

It was amazing how well this worked, without purchasing a thing (at first).  The first day I implemented My Secret Walker I explained to the students that I was thinking of a number between 1-18, the students each had a designated number in the classroom.  If the coinciding student behaved appropriately in the hallways and during special, they would earn 5 minutes of free-time for the class.  What an immediate effect!!!  I turned and stifled a laugh as 18 tiny faces transformed into set determination... they really wanted those 5 minutes.    So off we went, in perfect formation, to gym.  As we entered, the students waited patiently for directions rather than running wildly about the open space.  With a simple nod of my head they found there designated spots and sat down.  When the gym teacher threw a questioning glance my way, I quietly explained the rules of "My Secret Walker."

I've used the strategy ever since, even when I substitute teach... amazing!


We Work for Compliments!!!

I love when another adult enters my classroom and says, "Wow, we didn't realize there were students in the room.  Everyone is working so quietly."  Or, "Your class was the best behaved in the cafeteria today!"  Any kind of compliment makes me feel like I achieved something even though it was my students who were successful.

To encourage this feeling of achievement, I tell my students that we work for compliments.  Yes, it is their job, but it's the easiest one they'll ever have.  I explain that all they need to do is follow the rules and adults in the school will notice.  After receiving a few compliments by following directions, I always look at them and say, "I told you so. Easy, Peasy."  The only catch is that I cannot be the one delivering compliments - of course I think their wonderful, so it's not really fair.  The trick is to show everyone else in the school how great they can be. 

Usually I have a Compliment Chain I hang over the door.  For every compliment I add a link with the date and the person's name who delivered the compliment.  Once the chain reaches the floor, I give the whole class a reward: Fun Friday, Munchkin Party, Movie, etc. 

Though I love my chain, it's so easy (and cheap).  I'm visually drawn to Miss Molly's Compliment Jar.  Same idea, just seems a lot cuter.




 

I Love Hand Signals!

Hand signals... simple, quick, and a great management tool.  My previous experience used hand signals and it saved so much time and kept the classroom running smoothly with minimal disruptions.  How many times is there an engaging discussion only to be forced off track with a fervent hand waving through the air, not to add information or answer a question, but rather to request permission to use the bathroom.  Or you're working with a small group, keeping students focused to manage the precious seconds you have on the given task, you look up and see a student (who should be working) staring at you intently with their hand in the air.

"Yes (insert student name here," Ms. Q.
"May, I go the bathroom?"
"Yes, hurry back though," Ms. Q.

Stop.  Refocus.  Now the student at your small group table has to re-read the selection because you've been distracted.  Half-way through the re-read your eyes wander up and you see another hand in the air...

"Yes (insert another student's name)," Ms. Q.
"My pencil broke."
"Well, you can trade it in for a sharp one if you need," Ms. Q.

Breath... glance at the guided reading book you're currently working with and ask a relevant question regarding the reading selection, even though you never actually heard the student read.  As a student attempts to answer... another hand goes in the air.  Another bathroom break needed and you are dangerously close to losing all your small group time answering students' requests about sharpened pencils, bathroom breaks, drinks, etc. 

Not with hand signals.  You assign a different signal for every request and instead of disrupting the class you simply give a nod or shake of the head, never once losing track or time.  Simple, effective, and a must in classrooms. 

Over at Clutter Free Classroom, a hand signal was created for various classroom necessities:

Bathroom, Tissue, Water, Pencil, and Questions.  By implementing hand signals,  so much time is saved throughout the day.  Instead of answering questions, you could focus on your small group or 1-on-1. 


They also implemented a hand-signal system during discussions, which I thought was genius.  How many times are you thrown off track because a student decides to add a random story nowhere related to the current topic.  Now a sea of hands shoot in the air adding to the off-topic or to deliver their own funny anecdote.  The lesson on proper nouns has veered into Timmy's pet poodle and his recent adventure with a raccoon.  That is definitely not part of the Common Core, but most likely what the students will remember.  Well, Clutter Free Classroom also implemented hand signals used to manage small and hole-group discussions.  The students can either Answer, Comment, or Question.  Again, genius.

Notes to Nemo

My biggest classroom management issue, my downfall, is the students' need to tell me everything and my inability to turn them away!  New shoes, fights with siblings, sports events, broken toys, jokes, songs, tattling... you name it, they tell me.  Usually, at the wrong time.

With so many things to talk about and so many students I was at a stump as to what to do.  I love the students' excitement and their trust in me, but if allowed each student to tell me every important detail in their lives (a play date with a friend is as important to a child as a reunion with an old friend is to an adult) learning would never take place.  I had to find a way to listen to my students, each of them, without interfering with our classroom time. 

My first strategy was to designate snack time as chat time, allowing students the time to tell me any tidbit they wanted to share about their lives, but that failed.  I had a line of students waiting to talk and no one eating their snacks.  I also realized that some of the quieter students would never meander to the line willingly though they had their own stories to share.  I had to scrap that idea.

Next, I tried to organize a daily rotation.  Each day certain students had the opportunity to come and tell me whatever they wanted for a few minutes.  However, sometimes students had nothing to share on their day or another had something really important they couldn't wait to tell me.  This strategy, no good.  (I do use it to make sure each student is getting a little extra attention throughout the week).

Finally, and something that actually worked, was a variation of the Tattle Monster.  The teacher I replaced in the beginning of the year had the same idea and by the time we met she already created the perfect variation... Notes to Nemo.  I  decorated an old shoe box, added some writing paper, and included some fancy pens and viola! A perfect solution to my problem.

What I loved about Notes to Nemo, was that it included everything... not just tattling!  I learned about

Very blurry picture of Notes to Nemo...sorry.

the students and their lives without having an all day group meeting.  The shyer students had an outlet for any concerns, the more verbose students filled page after page creating diary entries, letters, or even illustrations.  The students could sign their names or leave it anonymous, whatever they chose.  At the end of the week I would empty the box and read through all of their notes.  It surprised me how these little people, even at such a young age, had so many valid concerns in and out of the classroom... and so many reasons to be excited!