Comments on: The Power of Silence http://www.classroomdiscipline101.com/classroom-management/2009/10/21/the-power-of-silence/ Classroom Management and Classroom Discipline Strategies from the Real World Fri, 20 Aug 2010 10:16:39 +0000 http://wordpress.org/?v=2.9.2 hourly 1 By: Dorothy E http://www.classroomdiscipline101.com/classroom-management/2009/10/21/the-power-of-silence/comment-page-1/#comment-4670 Dorothy E Tue, 10 Aug 2010 15:09:11 +0000 http://www.classroomdiscipline101.com/classroom-management/?p=293#comment-4670 Craig, I teach in an equity school with a large number of students who are bus-dependent for transportation. I know I can call home and tell parents they need to arrange a pick-up, but many work second shift jobs or have no car. I thought of lunch time, but our lunches are staggered. I would have students coming in the middle of another class. Have you had this problem, and/or what did you do about it? Please advise! School starts on Monday. Craig,
I teach in an equity school with a large number of students who are bus-dependent for transportation. I know I can call home and tell parents they need to arrange a pick-up, but many work second shift jobs or have no car.
I thought of lunch time, but our lunches are staggered. I would have students coming in the middle of another class. Have you had this problem, and/or what did you do about it? Please advise! School starts on Monday.

]]> By: Michael Cicchelli http://www.classroomdiscipline101.com/classroom-management/2009/10/21/the-power-of-silence/comment-page-1/#comment-4639 Michael Cicchelli Mon, 09 Aug 2010 05:45:33 +0000 http://www.classroomdiscipline101.com/classroom-management/?p=293#comment-4639 It was pretty much put to me last year by my senior principal that my classes would work in groups or I might not get my yearly contract renewed. I complied but am for the more traditional teaching styles that you advocate. Also, I can issue a lunch detentionbut but if students challenge it (via their parents complaining to the principal) my detention would be overturned. The administration seems to scared to have upset parents and as a result our school discipline is deteriorating, in my opoinion. It was pretty much put to me last year by my senior principal that my classes would work in groups or I might not get my yearly contract renewed. I complied but am for the more traditional teaching styles that you advocate. Also, I can issue a lunch detentionbut but if students challenge it (via their parents complaining to the principal) my detention would be overturned. The administration seems to scared to have upset parents and as a result our school discipline is deteriorating, in my opoinion.

]]> By: Barb Waggoner http://www.classroomdiscipline101.com/classroom-management/2009/10/21/the-power-of-silence/comment-page-1/#comment-4500 Barb Waggoner Fri, 30 Jul 2010 21:32:28 +0000 http://www.classroomdiscipline101.com/classroom-management/?p=293#comment-4500 Craig, Silence is golden. I truly believe this is true in the classroom. Middle school kids need about 3-5 minutes before their brain engages when silence surrounds them. Good news on cooperative learning. Last year we heard that direct instruction is making a big comeback. Students actually learn more when the teacher speaks to them in the classroom. Students show great growth when taught by the teacher rather than by other students. Barb Craig,
Silence is golden. I truly believe this is true in the classroom. Middle school kids need about 3-5 minutes before their brain engages when silence surrounds them. Good news on cooperative learning. Last year we heard that direct instruction is making a big comeback. Students actually learn more when the teacher speaks to them in the classroom. Students show great growth when taught by the teacher rather than by other students. Barb

]]> By: GregHall62 http://www.classroomdiscipline101.com/classroom-management/2009/10/21/the-power-of-silence/comment-page-1/#comment-4340 GregHall62 Sun, 18 Jul 2010 17:51:40 +0000 http://www.classroomdiscipline101.com/classroom-management/?p=293#comment-4340 Hey elementary teachers. My name is Greg and I teach fifth grade. Are there some elementary teachers who have used these principles? Please respond. Thanks! Greg Hey elementary teachers. My name is Greg and I teach fifth grade. Are there some elementary teachers who have used these principles? Please respond. Thanks!

Greg

]]> By: JULIE http://www.classroomdiscipline101.com/classroom-management/2009/10/21/the-power-of-silence/comment-page-1/#comment-3505 JULIE Wed, 14 Apr 2010 03:01:16 +0000 http://www.classroomdiscipline101.com/classroom-management/?p=293#comment-3505 It is the same here in Australia. Collaborative learning 'strategies' are rammed down our throats at every oppertunity. I have just attended a two day Professional Development workshop and during that time we were not given lectures but split up into groups whilst the lecturers used us to 'model' Placemat, Jigsaw and numerous other time wasting activities. The final straw came for me when we were told we had to teach students 'socal skills' to make group work. I then asked a question (based on my empirical observations). Why if students had been taught using Collaborative learning since Grade One was I as a Secondary teacher having to waste time teaching them Social Skills in Grades 8,9,10,11 and 12?The reply was that they must have had teachers (wicked things) who had not taught Collaboratively. I answered what not once in 7 years? The reply was you'd be surprised. My final comment was: 'I find that hard to believe considering how it has and is pushed non-stop at all times as the answer to all our problems!' Long live the lecture and students studying in silence. It is the same here in Australia. Collaborative learning ’strategies’ are rammed down our throats at every oppertunity. I have just attended a two day Professional Development workshop and during that time we were not given lectures but split up into groups whilst the lecturers used us to ‘model’ Placemat, Jigsaw and numerous other time wasting activities. The final straw came for me when we were told we had to teach students ’socal skills’ to make group work. I then asked a question (based on my empirical observations). Why if students had been taught using Collaborative learning since Grade One was I as a Secondary teacher having to waste time teaching them Social Skills in Grades 8,9,10,11 and 12?The reply was that they must have had teachers (wicked things) who had not taught Collaboratively. I answered what not once in 7 years? The reply was you’d be surprised. My final comment was: ‘I find that hard to believe considering how it has and is pushed non-stop at all times as the answer to all our problems!’ Long live the lecture and students studying in silence.

]]> By: julieann http://www.classroomdiscipline101.com/classroom-management/2009/10/21/the-power-of-silence/comment-page-1/#comment-2687 julieann Sat, 13 Feb 2010 14:46:32 +0000 http://www.classroomdiscipline101.com/classroom-management/?p=293#comment-2687 I teach 8th grade science in an urban public school district that has bought into the whole "collaborative learning" thing - literally. They've coughed up MILLIONS for consultants specializing in it and we teachers are called to the carpet if anyone from downtown comes to visit and doesn't see students in "active collaborative groups." We're even called out if our kids' desks aren't in group formation so they can face each other. It's total nonsense. These kids get NOTHING done when they are supposed to "collaborate". Even my honors classes can't resist the temptation to go off-task when in a group. So I finally rebelled and put my tables in standard rows where everyone is facing the one person they need to be paying attention to - ME. They want us doing 90% "hands on" activities with these kids, but I've put a stop to that too. I've taken the stand that "hands on" and labs are a priveledge they have to earn. Why? Because I've discovered that to most middle schoolers, labs and hands-on are "playtime" and very little learning gets done - no matter how hands-on and creative it is. I KNOW my students and I know that they get much more done and more of the content sticks when it's quiet and independent. It also allows me to see who is really getting it and who is just hiding behind the 80/20 rule that happens in most groups - student and adult. Granted, my admin is not very happy with me about it, but when my test scores come back, we'll see who was right... I teach 8th grade science in an urban public school district that has bought into the whole “collaborative learning” thing – literally. They’ve coughed up MILLIONS for consultants specializing in it and we teachers are called to the carpet if anyone from downtown comes to visit and doesn’t see students in “active collaborative groups.” We’re even called out if our kids’ desks aren’t in group formation so they can face each other.

It’s total nonsense. These kids get NOTHING done when they are supposed to “collaborate”. Even my honors classes can’t resist the temptation to go off-task when in a group. So I finally rebelled and put my tables in standard rows where everyone is facing the one person they need to be paying attention to – ME. They want us doing 90% “hands on” activities with these kids, but I’ve put a stop to that too. I’ve taken the stand that “hands on” and labs are a priveledge they have to earn. Why? Because I’ve discovered that to most middle schoolers, labs and hands-on are “playtime” and very little learning gets done – no matter how hands-on and creative it is. I KNOW my students and I know that they get much more done and more of the content sticks when it’s quiet and independent. It also allows me to see who is really getting it and who is just hiding behind the 80/20 rule that happens in most groups – student and adult.

Granted, my admin is not very happy with me about it, but when my test scores come back, we’ll see who was right…

]]> By: Craig Seganti http://www.classroomdiscipline101.com/classroom-management/2009/10/21/the-power-of-silence/comment-page-1/#comment-2041 Craig Seganti Mon, 21 Dec 2009 13:47:43 +0000 http://www.classroomdiscipline101.com/classroom-management/?p=293#comment-2041 There are strong movements in education which pressure teachers to believe ´researched-based´studies and pronouncements from above over their own experience and observation. If your common sense or empirical observation (meaning what you see in front of you) clashes with theories you hear, you should trust yourself! Craig There are strong movements in education which pressure teachers to believe ´researched-based´studies and pronouncements from above over their own experience and observation. If your common sense or empirical observation (meaning what you see in front of you) clashes with theories you hear, you should trust yourself!

Craig

]]> By: Maree http://www.classroomdiscipline101.com/classroom-management/2009/10/21/the-power-of-silence/comment-page-1/#comment-2040 Maree Mon, 21 Dec 2009 13:15:14 +0000 http://www.classroomdiscipline101.com/classroom-management/?p=293#comment-2040 Hi craig, I am a student teacher and mother of 2 primary school aged children. Until I read your page on silence I was really confused about what I was being taught at university and what my gut instinct and observations were in my sons composite 1/2 grade class I totally agree with your position on group work. I have seen very few grade 1/2 children stay on task during group work. During parent help time I have even found it hard to concentrate, let alone the kids with auditory processing problems or learning disabilities. The slower kids copy the work of the faster kids with little or no understanding on their part, or the slower kids just muck around or zone out because they can't concentrate and the other kids in the group have powered ahead of them. It's crazy and even experienced teachers persevere with this. Can't wait to receive your ebook and hear it all straight from someone who knows what they're talking about. Thanks for sharing. Hi craig,

I am a student teacher and mother of 2 primary school aged children. Until I read your page on silence I was really confused about what I was being taught at university and what my gut instinct and observations were in my sons composite 1/2 grade class

I totally agree with your position on group work. I have seen very few grade 1/2 children stay on task during group work. During parent help time I have even found it hard to concentrate, let alone the kids with auditory processing problems or learning disabilities. The slower kids copy the work of the faster kids with little or no understanding on their part, or the slower kids just muck around or zone out because they can’t concentrate and the other kids in the group have powered ahead of them. It’s crazy and even experienced teachers persevere with this.

Can’t wait to receive your ebook and hear it all straight from someone who knows what they’re talking about. Thanks for sharing.

]]> By: Malik http://www.classroomdiscipline101.com/classroom-management/2009/10/21/the-power-of-silence/comment-page-1/#comment-1931 Malik Tue, 08 Dec 2009 20:34:57 +0000 http://www.classroomdiscipline101.com/classroom-management/?p=293#comment-1931 Craig, I have never doubted the value of silent concemtration for a moment, yet I did doubt my abilities as third year grade 7 Science teacher for being unable to have effective outcomes with 'group work' which inevitably change into discussions of fashion , tv or worse still, teenage arguments.This year, I have implemented your method, in the low income urban school where I teach,albeit I might have lightened up on my students a couple of days. What I found was that, when I lightened up, I found less effective concentration; who on earth can convey information and receive it at the same time? However, yesterday, I had the students complete a scaffolded graphic organizer,individually, they had to write every word down themselves, color code it by category, share colors, without looking at the text and without talking. I had even my lowest behaviorally impaired students complete the assignment; you could hear a pin drop. Result- Great Work and-only One failing grade out of one hundred and even he did great coloring. Vive la silence! Craig,
I have never doubted the value of silent concemtration for a moment, yet I did doubt my abilities as third year grade 7 Science teacher for being unable to have effective outcomes with ‘group work’ which inevitably change into discussions of fashion , tv or worse still, teenage arguments.This year, I have implemented your method, in the low income urban school where I teach,albeit I might have lightened up on my students a couple of days. What I found was that, when I lightened up, I found less effective concentration; who on earth can convey information and receive it at the same time? However, yesterday, I had the students complete a scaffolded graphic organizer,individually, they had to write every word down themselves, color code it by category, share colors, without looking at the text and without talking. I had even my lowest behaviorally impaired students complete the assignment; you could hear a pin drop. Result- Great Work and-only
One failing grade out of one hundred and even he did great coloring. Vive la silence!

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