I've Lost Control! Now What?

It started out like any regular day, then BAM! Classroom control is lost somewhere in the netherlands. All it took was one loud yell, that crazy surprise, or that group of kids in the corner throwing paper airplanes. The result is the same. Everyone is talking, kids get up to go see what's going on....got a headache yet?  I do!

What I discovered in those periods of wishing I could be at the ocean somewhere, was that there are ways to get them back. In fact, some of these strategies helped keep those incidents from happening in the first place! Below are some of the strategies I have used and that worked great for me and my third graders. They are golden in my book! Most are ways to keep problems from happening in the first place.

What to do?

1.  Establish a clap, or signal that means face me, feet on the floor, mouths closed. This has to be done before the problem happens of course, but it is really effective. I clapped out the tune of "shave and a haircut" and the kids responded with the clapped " two bits". It's one of those things that's almost impossible not to respond to.  I've also done counting down from ten, and at zero all students must be sitting face forward, mouths closed etc. It's  one that must be practiced before you use it. Practice is the key here. Practice any and all signals you plan to use a number of times, then do it occasionally just to make sure they do it perfectly. When they don't do it perfectly, I redo it again until it is done right.

2. Time activities. Students tend to work a little harder when they are under a time crunch.

3. Use soothing music while students work individually. I was amazed at the difference this one little strategy made. I used it in the morning as they came in and started morning work, and during the day.

4. When you notice you are loosing the group during a lesson, choose one student who is doing a great job or gives a good answer, and do a cheer for them. Cheers are WONDERFUL classroom management. Kids get to be active for a brief amount of time, cheers give a boost to all involved and they are fun. Once the cheer is over, you have them back!  Here are ten good ones with a video to show you how each is done  Classroom Cheers

5.  Videotape your lesson. Kids are on their best behavior when they are being recorded. Just tell them that you are videotaping the lesson, so that you can look closely at it and make improvements for next year. I have to admit that sometimes I'd just have the camera out, and not tape anything at all. After you've videod them a couple of times, just having the camera out is enough to elicit good behavior.

6. Take pictures of your kids during work time. Occasionally you could use some for your website, or print for a special bulletin board, but mostly just take a picture here and there. It's amazing that it works so well, but it does.

7. Turn the lights low during a work period. For some reason it relaxes kids and they work more quietly.

8. Never raise your voice or yell at students. It only makes them talk/yell louder. Plus it gives them a "story" to tell their friends about how they made their teacher "lose it".  The best strategy is to lower your voice even more. Stay cool, calm and collected...even if you aren't. Remember the old saying, "Never let them see you sweat."

9. Proximity control. If you see a potential problem (kids talking behind books, silliness going on) just take a walk in that direction while you continue teaching. Once you get there ask one of the kids who are misbehaving a question about the lesson. I've done this LOTS of times, and usually by the time I get to the problem, they have noticed me coming and settled down. Asking the question tells them you expect them to follow along and know the answer. I don't make a big deal if they don't know the answer, I just ask "does anyone else think they know the answer?"  You get control without losing a beat.

10. Always treat even the worst offenders with the upmost of respect. You never know what they are facing at home. When it was needed I took a student into the hall, asked him/her to sit on the floor as I sat in front of them. I started the conversation with, "So, what's going on?" I always end with a handshake and a "I know you will do great!" and sent them back into the room. Respect gets problem students on your side. They know you aren't "out to get them", and only want the best for them.

11. This goes with proximity control....move around the room as a matter of your teaching style. If students know you could end up by their desk in the next minute or two, they won't start that conversation with their friend next door in the first place.

12. Make sure you have shared your expectations with the class. They need to know what you expect. Remember that kids need time to talk together in groups, we're all social after all. If given the opportunity to work in groups, have a time to talk to friends etc. they will be quieter when you need them to be.

13. Don't transition to a new activity until every student understands what they need to do. After giving directions I ask students to retell what they will do in the correct order. Knowing they will have the chance to respond, they listen more closely.

14. At the end of the day/lesson ask students to write one thing they learned on a sticky note and put it in a particular place on the board. Don't do it all the time, but now and again. It's like Pavlov's dogs (remember the experiment?) reinforcement is stronger if it is not done consistently. If kids think they may have to write about the lesson, they will listen better.

15. If you have a student who has really set your hair on fire, I have found that asking them to call their parent and explain what they have done and how they can improve is pretty powerful. I have never done it more than two or three times a year, so it has to be something serious. I ask the student to think about how they will explain the problem they are having, and one way they plan to improve. I listen (of course) so he/she knows the tale must be truthful. After the student has talked I get on the phone and say how proud I am of their child for owning up to the problem and finding a way to make things better. I thank them for their time and hang up. Believe me it works, and parents are pretty darned impressed. That's so much better than sending a nasty note home about behavior, or holding a conference in which the parent may get defensive. With the phone call he/she hears the problem from their child (no denying it happened) and the solution. Over and out.

I hope you find these tips useful, if you have one that is surefire for you, please add it below!

   Are you interested in teaching resources that put fun into the Common Core?  If so check out the resources in my TPT store.  Kids who are engaged and having fun, are much likely to be discipline problems.  Click the picture below:

Dealing With a Difficult Child

It happens every year! There is at least one student in our classrooms who seem to have been put on earth to make our life miserable. When he/she is absent, life is beautiful. The fact is, since it happens every year, we need to deal with these students, so they don't disrupt the learning that must take place. Not only that, these are exactly the students who need us the most. Every teacher who has taught for a few years has one memory of THAT child who started rough, but really came around by the end of the year. That's what teaching is all about! Below are a few ideas to help you not only make your life easier, but truely impact your students' lives. I hope they are helpful.


1. Dont argue...when you argue with a difficult student you bring their stature up to yours. They win. Worse, it makes other students think they can argue with you too. Winning isn't even the point with these students, improving their stature in the class is exactly the point.

       Instead: When you must speak with a student, do it in private. Outside the door works great. When a student is removed from the class he loses his audience. You imediately are in a position of control. If he starts to argue, don't get pulled in. Instead state what was done and how it goes against classroom rules. Give a couple of ways the student can improve. I always ended these little "talks" with a handshake and the words, "I know you can do better, I have confidence in you."

2. Yelling and lecturing makes every kid in the class dislike you. When that yelling and lecturing is aimed at one student in particular, it is a guarantee that their behavior will get worse. Worse yet, when ridicule or blame is used by a teacher no student feels safe. They could be next!

      Instead: Be proactive by emphasizing problem-solving instead of punishment. This will help you avoid that horrible win-lose conflict. When all students are treated respectfully, even when they misbehave, it tells all of the students in the classroom that you are in control. Teachers who emphasis and reward acceptable behavior more than poor behavior get better behavior in their classroom. You get what you reward. When  you yell, argue, and loose your cool with any student that is their reward. You'll get more of that behavior too.

3. Don't try to get that difficult student to give an explanation for their behavior. Demanding an explanation makes that student REALLY dislike you. The result is more bad behavior. Plus you won't get a real explanation...ever.

      Instead: Give the student a chance to respond. Don't demand it, but give them the opportunity. Explain exactly what is being done wrong, and a couple of strategies to improve. Consider if this student needs academic survival skills. He or she may need direct instruction in communicating, sharing, and listening. It seems basic, but I've had many kids who absolutely didn't know how to do these things.

4. Keep your cool! When difficult students know they can push your buttons, they will push! What's worse, other kids will do it too. That includes sighs and eye rolls. It says you don't have control and causes tension in the classroom.

       Instead: take a deep breath and stay calm. Keep in mind that the child doesn't act up just for you, it's a patern of behavior. Make sure the student knows you like them, but not the behavior. Sentences like "That kind of behavior is not acceptable in this classroom.", etc put the emphasis on the behavior, not the child. Avoid sentences that start with "You".

5.  Don't ignor unacceptable behavior. When a student knows he/she can get away with it sometimes, the poor behavior will increase. Remember Pavlov's dogs? It's the same thing with kids.

      Instead: Make sure the rules of the class are clear and posted somewhere in the room. Have consequences also posted, so the results of poor behavior are not a surprise. Practice what the behavior looks like, and what the unacceptable behavior looks like. Kids love roll playing. Then discuss why the poor behavior is a problem and what will be done. I would often include the child with the most behavior problems in the roll play, both in acting correctly, and incorrectly. It's a safe way to learn important rules. Avoid calling behavior "good" or "bad", instead use words like acceptable, disruptive, and so on. Once the rules and consequences are clear, put them into effect consistently with every student. No favorite here!

Final thoughts:
The truth is there are some kids that just do not respond to anything you do. They are chronic behavior problems. Remember that we can help most kids, but not all. If you need help ask for it. The child may need to be tested for a behavior disorder. If so, get that in motion.

One technique that worked for me was having a child with a particularly big issue call their parents and discuss what is going on. Always tell the parents that this could happen at some point in the year. It should not be a surprise that this could happen. The point is to help the child address the issue, and keep parents in the loop. I have to say, kids who would NOT admit to any poor discipline choices broke down in tears and regret on the phone with Mom. You do need to know the parents support your efforts. Calling a parent who is also a problem is usefless. I then get on the phone to tell the parent how proud I am that the child has owned up to the problem. I want the child to know I like them (and the parent as well). We discuss what might be done, and is acceptable to the parent. Usually Mom takes the ball from there, and I can let it go. Do NOT do this very often. I saved it for big problems only. It must also be done privately.

Guided Reading…What Are the Other Kids Doing?

This is the third in my series of guided reading help/ideas/tips for teachers struggling with guided reading, or who need a new idea or two. Before going into the actual guided reading lessons, I know the main thing on any teacher's mind is, "What are the other kids going to be doing?".  

During guided reading have you ever had the feeling that the lions are loose in the rest of the room? It happens! The key is to really prepare kids well for independent work, as well as providing activities that are engaging.  The video below is one of the best ones I have seen on this issue. Be sure to check it out!  Below are also a few ideas that might help you give the rest of your class some fun learning activities while you are busy with guided reading. Oh yea, I've included a guided reading sheet for students reading on the third grade level as a freebie. Hope you enjoy!

Before we get to the activities you might want to use with students, I'd like to let you in on a little secret that has served me well with my own students during guided reading. It's pretty simple: Practice! If it's at the beginning of the year, or any time during the year when things have gone wrong, just stop. If there is any chaos in your room with students who are not in guided reading, then they don't really know what is expected. It's time to model the behavior you need during guided reading. Don't even do guided reading during this practice time. Go through each center using students to model the correct behavior. Talking level can be practiced as well, as partner reading and other activities necessitate quiet talking. Model exactly what you want to see if a student needs to go to the bathroom, doesn't know what to do, or other typical problems encountered. Make sure you have strategies ready that students can use instead of running to you. Post those strategies somewhere in the room. When all students have seen the correct behavior modeled, give students centers for up to a week, and monitor their behavior daily without guided reading going on. During this time, students are not allowed to come to you with questions. You are practicing for times when you are not going to be available. I tell students if blood is not involved, they don't need to talk to me when I am at guided reading. Yes, you will miss reading time while you practice, but you will be saving your sanity.  When students can go through the centers with no problem, it's time to add guided reading into the mix. There have been years when I had to extend this practice time to two weeks. It was worth it. Once kids know exactly what to do, learning goes wild, not your students!

Kids will break the rules (Surprise!!) So at the same time we are practicing what to do, I let students know what the consequenses of talking and playing around will be. My rules are, first I will say the student's name and the word, "warning". If the behavior continues the student must stay at his or her desk and miss activities. If the behavior continues the parent is called. The key here is, I have the student call his/her parent and tell them the problem. This is more powerful than you can imagine. The student is caught between a rock (me) and a hard place (mom). I can overhear the talking to they get, and believe me, they don't want to do it again. I get on the phone when the child is done, and thank the parent, and say I'm sure their child will not need to call again, since I know he/she is a great student and wants to do a good job. This makes me the good guy.  : )  When other kids know this is what will happen, you just don't have many problems during guided reading.   Again, practice this during your practice days. Ask one child to be chatty, go through the procedures, and even ask one child who is willing, to keep acting out until a parent is (pretend) called. During practice do this so the class can actually see what will happen. This practice alone will change the behavior of most students. However, when you do need to have students call a parent, make sure the real call is done privately. This is NOT meant to shame the student, only to help him/her know how important it is to follow the rules.

Why is this important? I consider guided reading time sacred. It is vital to student learning. If students are not taught to respect this time, they won't.

What Are the Other Kids Doing?  Ideas and links!

1. Reread their guided reading text: To increase fluency students must reread text a number of times. This can be done silently, or with a partner.

2. Listen to the guided reading text on tape: This is particularly helpful for struggling students as it helps them with new vocabulary. Listening to the text also helps struggling students hear the rhythm of the words and helps with fluency.

3. Students do independent reading: This is the perfect time for D.E.A.R time!

4.  Independent writing: Reading and writing are different sides of the same coin. Giving students the opportunity to create a story, respond to literature, or respond to a specific assignment is perfect for this time!

5.  Read with a parent volunteer: Parents often want to be included in their student's learning experience. Allowing parent volunteers to come in to listen to students read is a perfect way to include them, and help students.

6. Task Cards: Task cards lend themselves to SO many skills and activities. They can be done alone, in centers, or with a partner. What I like, is that kids can get out of their seats to get on the floor, go to a different table, anything to move and get some wiggles out! Most are self checking, or answer sheets can be turned in for a grade. They feel less like work and more like fun, so kids love them. To see task cards for different grade levels check out Dragon's Den for reading, math and science task cards.

7.  Literacy Games: There are tons of literacy games available (TPT has anything you could want), plus commercially available games are usually sitting around any school. You don't need to have centers (I know a lot of teachers just don't like centers) to use games. Set a specific amount of time students can play the game, and how many students may play a particular game at a time. I have to say that keeping the number of players to two helps with management! If you would like some great classroom timers for kids to use, check out classroom timers.

8. A "Must Do" activity: Kids need practice with new skills, and this might just mean a worksheet. During the morning include one worksheet activity that extends the guided learning goals. This might also include questions about the text that encourage students to dig deeper into the meaning, and their opinions about the text.

9. Word work: This can be done in many ways. For example, if you are working on prefixes/suffixes students might add words to a charts that show the word, the prefix/suffix added, and the new meaning.  Additions to the chart can be reviewed with the class at some point during the day.

10. Reader's Theater Group: Students group together to choose and practice a reader's theater to be given at the end of the day. It is particularly important, if you choose to use this activity, that students have a clear understanding of the rules. Be sure to see the video below!  A great site to use is: Free reader's theater scripts



This is a terrific video on classroom management during guided reading! I love this one!

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Freebie Time!

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Lesson # 1 : Searching For Guided Reading Materials

Lesson # 2: Don't Hide from Running Records

Lesson # 4: Creating a Guided Reading Schedule That Works!

Lesson # 5: Here Comes Guided Reading

Lesson # 5: Take A Closer Look at Guided Reading

Do you need Guided Reading Materials?  Check Out: