This blog always has highly useful and interesting postings. This one is timely for me because of students have been more than a little bit crazy lately. See my previous posts on my little caged monkeys.
This tool, “How do you feel today?” would be a particularly useful counseling tool for my students and I. My students, second graders, may not have the maturity to express their feelings appropriately and act out instead of stating their feelings. In particular, because it is the end of the school year and a lot of things are going on, my students are stressed and undergoing a lot of anxiety. With this tool, I can understand their emotions and teach them to react appropriately.
At this point, I don’t know who’s behavior is worse, the students or the teachers!
Now is not the time to slack off. For the last few weeks, I noticed a definite pattern. When I feel tired and plan for “fun” activities so that kids are “enthusiastic” about school is when I have the most behavior problems. When I plan and execute rigorous lesson plans, my kids revert back to their pleasant, well-behaved student mode.
Here’s a link to a Responsive Classroom strategy, Interactive Modeling, that I’ve been using to remind my students of proper behavior. I’ve noticed a significant difference in my students behavior after I’ve started using this strategy. At the very least, my students don’t act as if I’ve never taught them rules and routines before.
Interactive Modeling uses several forms of modeling to teach rules and routines. The teacher models, the students model, and then the students practice. The interactive and physical modeling is far more successful at teaching rules and routines than simply telling students what to do. This is particularly true of inner city kids, many of whom are English Language Learners and Standard English Learners and need the scaffolding that Interactive Modeling provides.
I’ve only discovered this strategy in April when this article came out, but I have added it to my repertoire of teaching skills. I definitely intend on using this strategy repeatedly at the beginning, middle, and end of the next school year.