I have one section of science this year during block 4. It's after recess and loaded with high-energy boys. I have a set of consequences I use in order if a scientist isn't following my classroom behavior expectations. The first step is a student-teacher conference. On the first day of class this year, I had to use step one for the first time with a student. As a few more classes progressed I realized that my typical classroom behavior management skills were not working to the level I expected in my classroom. The high-energy boys made faces at each other, distracted others, and were constant. I went to step two of my consequences and called homes. I still didn't see a change in the boys' behaviors. My tipping point was getting an email from a student in this block saying how uncomfortable he felt in class due to my high-energy boys. This scientist specifically named my high-energy boys and told me about the faces and subtle gestures they made towards him that impacted his learning.
I needed to come up with a solution that would be collaborative. It took time, but I went to counseling and the high-energy boys' schedules. Counseling realized that two of my four boys could switch sections to my first block class. I liked this solution because it broke up the band and I felt that one boy in particular could benefit from an earlier-in-the-day lesson due to his attention span. I called homes and chatted with parents about the switch in learning environments. Parents were happy, I then brought it up to my two boys, who responded positively to the idea. It took a lot of effort, but we made the schedule switch.
The last step is reflection and follow-up in the collaborative conflict-solution. So far, I have seen positive results in behavior and focus. I think more time is needed to see how this solution has played out. It was out of my comfort zone a little bit to ask for schedule changes for students. I haven't done that in my teaching career before. But sometimes it seems like creative solutions are needed for complex conflict.
I needed to come up with a solution that would be collaborative. It took time, but I went to counseling and the high-energy boys' schedules. Counseling realized that two of my four boys could switch sections to my first block class. I liked this solution because it broke up the band and I felt that one boy in particular could benefit from an earlier-in-the-day lesson due to his attention span. I called homes and chatted with parents about the switch in learning environments. Parents were happy, I then brought it up to my two boys, who responded positively to the idea. It took a lot of effort, but we made the schedule switch.
The last step is reflection and follow-up in the collaborative conflict-solution. So far, I have seen positive results in behavior and focus. I think more time is needed to see how this solution has played out. It was out of my comfort zone a little bit to ask for schedule changes for students. I haven't done that in my teaching career before. But sometimes it seems like creative solutions are needed for complex conflict.