I'm not sure what is going on with our students lately, but it seems like they're really struggling with respecting each other as well as teachers. The trend is not only in PE, but is occurring in other specials and within the classroom. Generally there is the assumption that they're all itching for spring break, but I feel like that vibe is present much earlier this year. It seems that no matter how many reminders or how many times we ask them and explain to them why respect is so important, it still seems to be an issue.
My question is, what are some strategies you use when dealing with these of issues in your classroom?
I have been pretty lucky with my kids this year, in the sense that they have all been getting along better than any of my other classes. I hit the lottery with a class that respects each other. However, there are times no matter how much you try to preach respect or front load those ideals that there are going to be disagreements and respect issues. At the beginning of the year I spend a lot of time going over the C.A.R.E.S of the classroom. This comes from the Responsive Classroom guidelines. Caring, Assertion, Respect, Empathy, and Self - Control. I spend a few days on each of these key words using picture books and examples for the kids to understand. I know the word Respect is in this acronym, but in my opinion Empathy might be the most important characteristic for the kids to understand. This characteristic gets kids to think in someone else's perspective and how they might feel (treat others the way you want to be treated). The majority of the class understand this concept, while others struggle. Continual reminding is always necessary. Since the kids here the word Respect everywhere they go (which is still important), the word empathy is newer to them. Empathy and Respect are obviously closely related. Another strategy I bring up for the students that struggle with either of those concepts is asking them if this is how they would act if their parents were watching. I know this sounds a little old school or outdated, but for some of the students it can be a strong reminder of their behavior and what it should look like. Hopefully this is what you were looking for.
ReplyDeleteOne strategy I use revolves around the "I noticed that" statements. After frontloading with information like C.A.R.E.S., I strongly reinforce with "I noticed thats." (i.e., "I noticed that you pulled out a chair for Johnny," or "I noticed that you thanked Mrs. B without any reminders," or "I noticed you used a lot of empathy when you asked if Claire was feeling okay").
ReplyDeleteI agree with Ryan. On the flip side, when something comes up that was not respectful, I do my best to use that as a teaching moment instead of just a moment to get frustrated. Especially with my 5 and 6 year-olds, they don't always realize why their choices are problems or are disrespectful. For example, they'll often try to slide into line right ahead of someone who was almost there. While it's not technically wrong, it's rude. I'll explain that when someone else is almost in line, the polite thing to do is wait until they are in that space and go behind. I find that they are more willing to correct that behavior when they understand why it is rude. Then, I load on the "I noticed thats" when I see someone doing it the polite way. Obviously, that's a different situation than when they are choosing to do something that they know is wrong.
ReplyDeleteIf it's becoming a whole class problem, I've found it helpful to have a class meeting. It usually means I have to scratch something academic that day, but if they are the problem solvers, they're more likely to stick with the solutions they create. I ask them what they are finding frustrating (without naming specific kids). I put each problem on a big piece of construction paper and divide them into groups. Each group is responsible for coming up with things you could do instead of the frustrating behavior. Sometimes I've passed the paper from group to group. Other times, each group has presented their ideas.
I agree with Erin about getting the kids involved and having them come up with ideas. Sometimes the planned teaching needs to go on the back burner to get everyone on the same page and feeling good about being respectful and understanding why the problem is a problem. There are several times when I ask them what would happen if (state problem ) happened everyday. You would be surprised how honest they are and the kids who don't know it is a problem listen to their peers, especially this time of year.
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