Comments on: 1st grade substitute for 3 days

By: Danitza

Danitza — Sun, 18 Dec 2011 16:06:50 +0000

Im back to teaching (subbing) after a 15 year break to be a stay at home mom. At first the calls to sub were only once or twice a week. I expected to be called every day to help supplement the cost of raising teens in sports. I asked HR how come Im not getting calls and they had some lame excuse. Next thing I know Im getting calls like crazy. I accepted every job offer. I’ve been to preschool (autistic children) elementary, middle school,high school, honors, not honors, ap, and continaution school. My teaching experience has always been with second language learners since I am fluent in Spanish. I was surprized to find that the respect I was shown 15 years ago in the classsroom by the immigrant students no longer exists, in the same way I experience my sons talking to me with an attitude that would have never been acceptable in my generation. I need the guidelines that I’ve briefly seen from Classroom Discipline 101. I’ve read the reviews and perused the website and I recognize that the author is spot on and knows of what he speaks from experience. My survival instincts and mistakes as a sub over the last 31 working days have led me to take some of the same actions put forth in the book. I plan on purchasing it to study over this three week Christmas break. I am not a quitter, even though I’ve had my cellphone stolen, paper airplanes hit me in the head, students use every swear word imaginable, been insulted in two (and maybe three) languages, and referred more kids on one week than I ever did in 13 years of teaching. I know that if the classroom is quiet,the teacher does as described in the book and it works,then I can teach which is my passion.
I do feel remorseful for some situations where I have tried to control the class with responding back to the older students defiance with a joke, which was really biting sarcasm. It seemed to work but I knew it was wrong even though it caused the disruptive student to be quiet.
I read that sarcasm is the response to feeling powerless. I know that it is possible to discipline without taking the defiance personally. This is an issue I need to work on and that is why I am at this site
I need to get tips and hear from other subs if they experience the same in the inner city where kids seem bitter, angry, and before I can say a word they are standing on the tables, throwing things, whistling and swearing at each other. I am not ready to throw in the towel until I try the methods proposed and see what happens. In the meantime I have to rest during the break because the stress has taken it’s tool. Im just grateful to find a place with some answers to my dilemna of subbing in the war zones of the inner city where I feel compassion for the students yet need to better prepare myself to handle the classroom.

By: Mullings

Mullings — Mon, 12 Jul 2010 09:55:16 +0000

What a brilliant book and I was wondering if anyone has any advice about taking next year’s class of five year olds for a “Move-Up Afternoon” and how any potential detentions can be dealt with as there will be no break and no time after school as they will be returned to their present classes. Is it best to go through the rules thoroughly this time or when they start in September?
I would be very grateful for any advice…

By: sonia dickson

sonia dickson — Tue, 29 Jun 2010 10:34:32 +0000

Hi, The interesting thing that I’ve found out is… that all I have to say is…Are you being respectful? To which they reply, no. I then ask (out of curiosity really to see what they would say). What should you be doing? and they have always replied with the correct answer. Even though they are 6 they do actually know how they are supposed to behave.

By: sonia dickson

sonia dickson — Tue, 29 Jun 2010 10:26:24 +0000

I’m a primary teacher in New Zealand

By: sonia dickson

sonia dickson — Tue, 29 Jun 2010 10:18:55 +0000

Hi, I’m impressed. Just started the seganti technique for the last 2 weeks. I teach Year 2′s. That’s 6 year olds.

The class discipline. Wow! Spectacular. My class isn’t actually that bad but I did have one child who would constantly interrupt with his ideas etc etc. And as you pointed out in your book…..I was one of those teachers who would try to use psychology and everything PC to correct this behaviour. Unfortunately to no avail. Tried two terms this year. It only basically took 2 days after using your technique. On the third day this kid came up to me with his hands behind his back and politely said, “Excuse me, Mrs Dickson” and waited for my reply…unbelievable.
The first couple of days I just had to smile to myself as I watched your quotations unfold.

You will smile at this one…one of my quieter kids who had to come in for detention because she continued to whisper to her neighbour when she thought I wasn’t paying attention came up to me later in the day and stated (with a smug look on her face) “Mrs Dickson, I don’t care that I’m on detention couse I’m going into hospital to get my tonsils out and so I won’t be able to do it.” To which I replied, ( with a smug look on my face) “Oh that’s ok, you can do it when you come back to school.” hahaha

I have told about 5 staff about your technique. I had a student teacher in the class who has been coming in every Friday and knows about the interruptions. She wants to buy your book. She was blown away. The art teacher came in to take art and said she couldn’t believe how much easier it was to take her lesson without you know who interrupting. As you mentioned in you book….one of the rules is to respect staff and so the kids got the run through about what staff meant. She had a lot more energy at the end of the day even though she herself didn’t use your technique she reaped the consequences of it. Thank you.

The principal rang to say a parent had contacted the office about our policy on detention. Of which they replied …we don’t have one. The principal said the word choice – detention might be a bit difficult for parents. I replied…I chose that word on purpose so that students understood the seriousness of their behaviour and lack of respect for the rules in our class. I went on to explain the positive consequences that have happened since using your techniques and how every child in the class now has a lot more uninterrupted learning time. What could she say to that!!! So she replied, “Oh ok. Just letting you know that one of the parents came to the office so you’ve got one up on what’s going on. YES!

One more week before holidays so I will continue using your technique and let you know what happens next.

By: Connie Spolar

Connie Spolar — Sat, 22 May 2010 00:34:04 +0000

Sharon, I want to thank you for the tips I read in your comments! I am a first grade teacher with one very damaged little guy, and some extremely immature “squirrly” little guys, in a class that is weighted with boys. They have no self-control and every day is stressful. I greet my students each day and remind them to enter quietly and get on task, but I love your morning message and going to implement it on Monday. I really appreciate the comments and replies that I have read, but yours stood out. Thank you!
.

By: George Greene

George Greene — Sat, 23 Jan 2010 19:54:06 +0000

On the very first of 5 days that I was substituting for a high school math class, 4 students were talking disruptively to 1 nearby. I asked the 1 student who was the focus of attention to change her seat. She was offended: “This is my regular seat that my regular teacher assigned me to.” She referred herSELF to the administration to get excused from the class for the remaining 4.5 days. That had the advantage of getting her away from the other 4 students who were talking with her, but it completely removed any ability I might have had to use re-seating as a management tool.

Having a class list will not always help you identify everybody; people will lie about their names. Ideally you need a photo roster, but I get that regularly/reliably at maybe 3 of 13 schools where I substitute-teach.

By: Sharon

Sharon — Mon, 18 Jan 2010 18:44:45 +0000

Nicole,
Sorry it has taken me so long to answer.
Below are my abridged rules. What works best for me is to address each child as I greet him or her in the AM before they enter the classroom. I have what people describe a “kind and gentle” personality. This does not work well for most classes as a sub. I have turned to being quite stern- not so friendly. I don’t like it, but the alternative is having a miserable day.

I had a horrible day last week with the first grade class I sub for. There are 3 very damaged little boys in the class that have severe anger issues(rage at each other). I made the mistake of applying some of the new techniques from my districts professional workshop I had attended the night before. Although I the philosophy is beautiful, it doesn’t work well as a sub with these children.(Glasser’s Nurtured Heart). I love the philosophy and premise, yet I do not have enough of a consistent exposure to these children to build this.

First, I post this on the door and read it to each child and have them look me in the eye and agree to it…
Go into the room, go to your desk, get started on your work, no talking. Then we go over the rules after everyone has arrived
1-Enter the classroom calmly and quietly, ready to learn.
2-Follow directions the first time. The teacher will not give warnings.
3-Never get out of your seat unless you are told that you may. This includes for bathroom use, sharpening pencils, drinks and garbage. ( I have pencils sharpened for them an go over what to do with garbage… WAIT)
4-Raise your hand and wait to be called on to speak.
5- Show respect for yourself and others AT ALL TIMES in the way you talk and interact with them.
6- Be on task AT ALL TIMES. If you finish early, read or sit quietly and wait. School is for learning.
7-My teacher does not argue. If I am told to do something I will do it immediately without complaint.
8-My teacher does not give warnings. This is my warning. A violation of these rules will be met immediately with a loss of recess, meeting with the counselor or principal or suspension from school.

S. Africa- huh? Hope your new year is going well. We need more primary/elementary teachers in this forum- don’t you think?

By: Nicole

Nicole — Thu, 07 Jan 2010 15:53:17 +0000

Hi, Sharon. Can you post an example of you abridged version of the rules? I teach Grade 1 and am interested in the way you have implemented the technique. School holidays are nearly over (South Africa). Although I am looking forward to giving CD101 a good go, I am also wary re my class. Like your class, they are very challenging. Although it is the start of a new academic year, I have 13 repeats and am fully aware of what I face, not to mention the additional 24 that will be joining us for 2010. How are things going in your neck of the woods?

By: Sharon

Sharon — Sun, 20 Dec 2009 22:35:35 +0000

I recently bought and read your book , Craig. (Thank you thank you!!!).

My big question is , are there some tips / rules /methods that are applicable for the primary and elementary students? Something that I didn’t realize when I bought the book was that it was more targeted for the upper grades. I still find it very useful, but little kids do have slightly different needs. I did implement some of your methods the other day and had some great results as described below…

I have been a substitute teacher for 7 years now and one of those years I was a leave replacement teacher for a third grade class. I had an excellent year, my classroom control pretty good… even with a few very challenging students….but subbing is another story for me. I’ve been rethinking continuing as a teacher all together, but know that it is subbing that is the problem. So,,, after reading your book and tips for subs, I tried to implement what I could as I subbed in my VERY VERY challenging second grade class the other day. One of the things that made the biggest difference was that I let no student into the classroom in the morning until they looked me in the eye and agreed that they were there to learn, knew what good classroom behavior was and would go to their desk, stay in their seat, begin their work and not talk. I found that 2 of the worse offenders really bought into it.They almost seemed relieved actually. After they were all assembled, I went over an abridged version of the 10 rules. I emphasized that this was their warning and that there would be no more. This class has a high proportion of pretty mentally disturbed children with major behavior issues. So, if one child is loosing it, it is difficult to stop, deal with him or her and keep the others under wraps. I made the decision to have pencils sharpened for each student and took their chairs down and placed them at their desks before the start of school. I wanted things as calm as possible.