Class tree-ty!

Having students come up with their own rules for the classroom is much more rewarding because students have ownership. If students own it, then they are more likely to follow them. Of course I am allowed to have input, but mainly I turn the words into positives rather than starting with 'don't'. If we don't do something, what do we do instead?

I record their rules on our interactive whiteboard using a wood background.  Then each child is given a leaf to decorate with their name for our tree-ty.  This is how they sign the treaty.  It is a great visual to refer back to when rules are not being followed.

Behaviour Management

This year my class is testing all my knowledge and beliefs about managing behaviours in our classroom.  I am a strong believer in positive classroom behaviour, but have to admit, after 5 weeks of being a broken record it has become very difficult to remain positive!!  But it is a new week... sMonday's are always positive :-)... Friday's are another matter! :-(

Here is what I started the year with.  Once again while on pinterest I found this great link using warm fluzzies.  Click here for the original post that Sesusstastic posted. The resources on here are fantastic so I have basically copied everything from that link to set up my 'warm fuzzie' management. (no point re-inventing the wheel!!!)  I have added extra coupons that are relevant to our school and our class and not used some that are 'american'.

I started out handing out warm fuzzies for anything and everything positive that I saw in our classroom.  I would have a daily focus (book bags in desks, reading books away etc) as well as general classroom behaviours.  At an appropriate time children would put their warm fuzzies in their cup. (I have colour co-ordinated with their house colours red= pink, yellow = orange, green, blue)  At the end of the week children count up their warm fuzzies and then record their score on a graph (linking to graphing that we did at the start of the year for maths).  

The students love getting warm fuzzies, and hate having to give them back if caught doing something they shouldn't be doing.

If children have managed to get 10 warm fuzzies then they are able to trade in for 1 coupon from my organiser.  For every 5 after that they get to choose another one.  I have to admit that I haven't been totally organised when it comes to redeeming them in, but I am aiming to have trading Tuesday and Thursdays.

I have followed the original post and not allowed students to count their fuzzies until the end of the week.  With continuing behaviour issues with several of my students, I wondered if visually seeing what they had, would help motivate them to keep going with good behaviour.  So I have now started a reward chart that I give them ticks, and at the end of the day, I make a big deal about how many warm fuzzies they have achieved and hand them out.  The chart starts fresh the next day, and warm fuzzies are added to their cup again at the end of the day.

What do you do for positive behaviour management?  I would love to hear your thoughts.

Problem with students calling out?

ABSOLUTELY!!!  And this year it isn't just one or two... I have six of them.  I discovered this fantastic book on pinterest to read to my students. 

  When a child would call out I would remind them they were being a volcano.  Even some of their peers would tell them that as well.  However 2 weeks later I was over constantly having to remind these children about calling out.  While browsing pinterest (yet again) I discovered a pin {click here for the original} that got me thinking.  Using the blurt chart idea I created my own version using 'My Mouth is a Volcano' theme.

I really want to remove my voice from the classroom some more.  To be honest, I am over saying the same children's name a hundred times a day. (ok, I exagerate, but you know what I mean). 

Our rules are -

- if a child calls out, then I will point to them and then the chart.

- child gets up (without talking) and removes one of their volcanoes. (they have 3 volcanoes)

- for every volcano that is missing, they owe me a minute at the next break.

- if all 3 volcanoes are missing, then they owe me 3 minutes plus a warm fuzzy (will post about this later)

- if their mouth is a volcano for more than 3 then they come up with the agreement that it is in the 'sin bin' for 15 mins at the next break.

- everyone who still has their 3 volcanoes gets a warm fuzzy from me.

At the moment (we have only been doing this for 3 days) I am doing it for each session.  So at the beginning of the next session they start with 3 volcanoes again.  I hope in a couple of weeks I can extend it out longer - we shall see!!!

I am pleased to report, that in the short time we have been doing this I have noticed a good improvement in calling out.  My voice is not being heard, I am using visual and kinesthetic methods to help them take ownership of their behaviours.  As I said previously, so far, so good!

 

 

Click here for a copy of my volcano chart.  Please leave a comment if you use it.  I would love to hear your stories about how you have dealt with children calling out in class.