Mindful Minute
February 3, 2020
Classroom Management Strategy of the Week:
What we say and How we say it, Matters!
As a Dean of Students, The perception an upsent parent has in an IEP meeting, and how they interpret our words, actions and intent.
As a literacy coach, The perception a teacher has when I give feedback, and focus on too many things.
As a classroom teacher, The perception of a student in my classroom, when I say something in a sarcastic tone.
The above are all true examples and have impacted me in different ways. Through reflection I've grown from them all, but the one that hit me the hardest was the student in my 4th grade classroom in Charlotte.
Now, anyone who has spent more than 5 minutes with me knows that it doesn't take much for me to head in a sarcastic direction. I didn't really think about the impact my sarcasm had on others, especially my students at the time. One of the reasons I loved teaching 4th grade was because of the relationships you develop with students. They are at the age where they understand your jokes, and conversations have more meaning. One year I had a class that really understood my sarcastic tone, or I thought all of them did. Then, One day during the 3rd quarter, the Assistant Principal called me down, and one of my students parents was in the office with him. As it turns out, not every child understood the tone or meaning behind some things that I said. The parent shared how her child was feeling, and I literally felt my heart sink into my stomach as I realized how I unintentionally made a girl in my class feel.
The deeper we get into a school year the harder this concept becomes. We become comfortable with our class, and we get tired, and we get overwhelmed with expectations, and sometimes we just forget that we are the adult, and they are just kids. So it is important to remember that how we say things matters, and we have to consider how kids hear what we say, and how they understand what we mean.
Social Emotional Connection:
Strategy: Morning Check In
This can be a great way to help students self identify their feelings, as well as, give you an idea of where your class is mentally before your lesson or day starts. This can also be a way to help identify if you have a student in need, before you dive into the academics of the day, and may help you understand if a student begins behaving in a certain way.
This is something very simple. Each student would get a post-it, and write their name on the sticky side. During their "Check in" they would place their sticky note, their name facing the board, in whichever category describes how they are feeling that day, or during that period.
On the board, or using the attached check-in poster, you would have the following options:
"I'm Great"
"I'm Okay"
"I'm Meh"
"I'm Struggling"
"I'm having a tough time, and wouldn't mind a check-in"
"I'm not doing great"
The first thing this would do is give you a visual of where your entire class is mentally, and then allow you to pinpoint certain students and help them in the way they need during that time. Even if you don't have time to check in with them, if they are acting "off" that day, you were given a heads up, and can always address it after the lesson, or contact someone who can check in with that student sooner.
If you have students who need an immediate check in, let us know and we can help! This gives students a way to give self recognize and communicate without actually having to say anything!
Strategy: "Purple Folder" Breaks & Buddy Rooms
First things first, you need a group of teachers, or Buddy Rooms, in this with you, and know that what means when a child enters their room with THE FOLDER!
Then, when a you see a child who needs a minute, or a break, you can ask them to take THE FOLDER to another teacher. That teacher will automatically know that this child just needed a break out of the classroom or needed a positive adult interaction, because the purple folder is the signal for that break. That teacher will then pass it to another teacher who’s a part of the purple folder circle, and it will continue until it reaches the last teacher in your purple folder team.
All of the teachers on your "team" have to be in on the purple folder routine, or it won’t work as well-obviously! It’s a great time for those teachers in the circle to make connections with the student, start small conversations, or get the student back on track. The student doesn’t know that the folder’s objective is to get them up and moving, AND the student also feels purposeful and helpful
Temper Tamers:
What Would you Do?
Have students respond to the following scenario: "Lately your parents have been fighting a lot. Your older brother says it's your fault and the whole family would be a lot better off if you had never been born" What Would YOU Do?
Tips!: Share it out.
Think of a time you were angry with an adult at school or somewhere else. What happened and how did you respond? Share it out.
Mindfulness Activity:
A little something to INSPIRE you...
Amanda Bradford
Email: abradford@marion.k12.in.us
Website: http://riverview.marion.k12.in.us/
Location: 531 West Buckingham Drive, Marion, IN, USA
Phone: 765-662-2427
Facebook: https://www.facebook.com/MCSRiverviewElementarySchool/
Twitter: @RiverviewMCS_AP