Ms. Dorothy,
I have tried taking away recess, holding kids after school, and calling home. I've also tried class bribes, incentives, and individual prizes. It doesn't seem to matter what I do, my kids just don't do homework, or if they do it, they don't turn it in! It is making me crazy, and I am out of ideas. Can you help?
-4th grade teacher
There really is only one right answer to this problem. Stop giving homework.
If they aren't doing it, or aren't turning it in, it is probably because the work has no meaning for them. Those who are doing the homework probably don't need the extra practice, but are willing to, or enjoy complying with your expectations.
I understand the thinking that homework builds discipline, and good habits, and that putting the extra practice in at home will help to solidify learning, but you aren't getting any of those things.
Take some time and reflect on the amount of time in class, and the amount of energy outside of class, you have put into trying to make your class value the homework you assign. Then consider what else you might have accomplished with that time and energy if homework were off the table.
If you have school requirements for homework, ask your students to read books, magazines, or websites at home. But stop battling them to prove that they've done it.
Consider what might happen if you give every student a perfect grade for homework for the rest of the year, and then asked them what they'd have to do to live up to that grade.
Showing posts with label 4th grade. Show all posts
Showing posts with label 4th grade. Show all posts
Monday, January 17, 2011
Friday, January 14, 2011
When do I remove disruptive students?
Labels:
4th grade,
5th grade,
at-risk,
behavior,
community,
consequences,
consistency,
discipline,
disruptive,
engagement,
escalation,
punishment,
relationships,
teaching
Ms. Dorothy,
I am in a co-teaching situation with 4th and 5th grade at-risk students. The other teachers remove the student from the classroom after a couple warnings on behavior and send them to the principle - this is what the school has suggested. In my facilitation, I have never chosen to remove a student from the classroom unless they are putting another person in danger. I prefer to talk it out and explain what the problem is and what they need to do. So what is your insight on removing students from the classroom?
-Music Teacher
Depending on how it is handled, I believe that removing a student from the immediate activity, or even from the learning space is often the right thing to do.
If a student is disrupting the learning for others, she can be invited to consider the others, or can be reminded of the needs of the others. If she persists in the behaviors that are causing the problem, despite being ignored, she should be given no more time, attention or consideration.
While continuing to talk with, teach, direct or work with the rest of the class, this child can be walked to an alternate place in the room where, from outside the circle of learning, she can observe.
This should not require any discussion because the "warning" has already been given. She knows why, and it is insulting to continue to explain, lecture, yell, correct or chastise her.
Just act.
If she continues to disrupt from outside the group, she should be removed in the same manner to an alternate safe, supervised space. Without comment.
The other children in the class will look for consistency from you. So rinse and repeat.
If you end up in the room alone, continue to play, dance, sing and laugh.The next day, start with a clean slate, but stay consistent. Some will not need to test you again.
Belonging is the single greatest need of "at-risk" students. If you are offering something they want, they will work to be a part of it.
I am in a co-teaching situation with 4th and 5th grade at-risk students. The other teachers remove the student from the classroom after a couple warnings on behavior and send them to the principle - this is what the school has suggested. In my facilitation, I have never chosen to remove a student from the classroom unless they are putting another person in danger. I prefer to talk it out and explain what the problem is and what they need to do. So what is your insight on removing students from the classroom?
-Music Teacher
Depending on how it is handled, I believe that removing a student from the immediate activity, or even from the learning space is often the right thing to do.
If a student is disrupting the learning for others, she can be invited to consider the others, or can be reminded of the needs of the others. If she persists in the behaviors that are causing the problem, despite being ignored, she should be given no more time, attention or consideration.
While continuing to talk with, teach, direct or work with the rest of the class, this child can be walked to an alternate place in the room where, from outside the circle of learning, she can observe.
This should not require any discussion because the "warning" has already been given. She knows why, and it is insulting to continue to explain, lecture, yell, correct or chastise her.
Just act.
If she continues to disrupt from outside the group, she should be removed in the same manner to an alternate safe, supervised space. Without comment.
The other children in the class will look for consistency from you. So rinse and repeat.
If you end up in the room alone, continue to play, dance, sing and laugh.The next day, start with a clean slate, but stay consistent. Some will not need to test you again.
Belonging is the single greatest need of "at-risk" students. If you are offering something they want, they will work to be a part of it.
Friday, December 17, 2010
How do I know if my child writes normally?
Labels:
4th grade,
fine motor
Ms. Dorothy,
When my son writes, he changes the pencil back and forth between hands. Some days he says it is easier to write left-handed, and other days with the right. Is this an issue I should be worried about, or do some people just have an easier time this way?
- Mom of a 4th grader
If your son is comfortable, it really doesn't matter which hand he uses, or if he switches every day.
If he is changing hands because he can't get comfortable, you might want to talk to his teacher about letting him us a computer to do his writing.
Fourth grade is late to still be choosing a hand, and if his writing slows him down, it is worth the time and energy to help him learn keyboarding so that he doesn't end up behind in what he wants to accomplish as a writer.
When my son writes, he changes the pencil back and forth between hands. Some days he says it is easier to write left-handed, and other days with the right. Is this an issue I should be worried about, or do some people just have an easier time this way?
- Mom of a 4th grader
If your son is comfortable, it really doesn't matter which hand he uses, or if he switches every day.
If he is changing hands because he can't get comfortable, you might want to talk to his teacher about letting him us a computer to do his writing.
Fourth grade is late to still be choosing a hand, and if his writing slows him down, it is worth the time and energy to help him learn keyboarding so that he doesn't end up behind in what he wants to accomplish as a writer.
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