Teaching Self Discipline Chapter 1

Well, here we go!! CHAPTER ONE!! If you’re not doing the book study (you didn’t know, you couldn’t get the book in time, you’re looking at me like I’m crazy for even suggesting professional reading during the summer . . . ) it’s totally okay! This is kind of a “brief” summary and some of my take-aways, so it might still interest you and/or be of some help.

I read chapter one super quickly and, even though I didn’t have a highlighter (what kind of teacher doesn’t have a highlighter?!!) I used a Crayola marker to mark up my book like a crazy woman.

How about you?

Chapter One, titled CREATING A SAFE AND PREDICTABLE LEARNING ENVIRONMENT, was just that. All about how to create a safe and predictable learning environment.

I’m pretty proud of my classroom decor and organization, if I do say so myself. I like to organize things, I like everything to have a place, and I like everything to be in its place. The chapter talked a bit about the classroom walls, a circle area, and classroom supplies. It all made sense to me. We want our kids to feel welcome, we want them to know that this classroom is theirs, too, and we want supplies in a place where they are easily accessed and available (but at the right time).

One sentence that just cracked me right up was when the authors were talking about circle time, and they said to think about the developmental needs of your students. In other words, if you’re teaching older students, then you might want chairs in your circle, “but first or second graders, who are prone to falling out of chairs, may be better off on the floor.“

I just cracked up!!! I wanted to say THAT’S NOT TRUE! Give me a break! But I can’t tell you how many times my kids fall out of their chairs. Seriously! Sometimes, I’ll just hear a crash, followed by a pause, and then the kid will call out I’M OKAY!

😜

POSITIVE TEACHER LANGUAGE

Next up in the chapter was about using positive teacher language. I truly believe in this. “If a teacher believes a child will succeed, the child has a greater chance of doing so than if the teacher believes the child will fail.”

RIGHT!? Oh my goodness, this hit the nail on the head. I’ve been teaching for a long time, but I’ve really focused on how I speak to my kids in the last few years. I think it’s so important to give specific positive feedback rather than just general praise, and for me to be clear, SIMPLE, and direct. I tend to go on and on (who, me?) and I have tried really hard to JUST STOP TALKING. The kids are going to tune me out after a minute anyway, so why am I even bothering?

I used to also always do the “I love the way Melissa Sue lined up so quietly” too.

I still do. I can’t help it, but I am TRYING. I read somewhere or saw somewhere or heard somewhere that it’s not really helping anything when I do that and, in fact, might make students resentful of poor Melissa Sue. And this chapter said it, too!!!!

Not to mention, then the kids are always looking to ME for validation, and I have to confess to you all, I GET PRETTY SICK AND TIRED OF BEING A CHEERLEADER. Don’t you?

So the authors encourage us to name concrete, specific behaviors, and emphasize description over personal approval. So instead of saying “I love the way Melissa Sue lined up”, I could say “Did everyone notice how quietly we lined up?” Which helps the kids learn to self assess, rather than look to me. AND THAT IS WHAT I NEED.

REMINDING LANGUAGE

I also loved how it talked about REMINDING LANGUAGE. We can use reminding language in a question or a statement. It prompts kids to remember our expectations and routines, and to make decisions about their actions based on those expectations. I’ve been using Reminding Language for years now, except I had no idea it was called Reminding Language. 🤷🏼‍♀️

Have you ever heard of Rick Morris? He’s a genius when it comes to Classroom Management. I love him! I’ve heard people think he’s old school, but seriously – who cares?!!! I learned a little trick from him to use when a student is off task, and doing something other than what they should be doing.

Here’s what to ask: “What are you doing?” And almost every single time, the student is not going to answer. They are going to look at you like a deer in headlights. They’ve been caught, they don’t know what to say, and they’re certainly not going to say “Oh, I’m just using these two pencils to drum a beat on my pencil box and on my desk in a super loud and annoying way.” So then you say “What are you supposed to be doing?” And the student will definitely answer that question because they do know what they’re supposed to be doing (they’re just choosing not to do it). So the little drummer boy might say “I’m supposed to be building a pattern with my pattern blocks”. And the teacher follows that up with “So what are you going to do now?” And that kid is going to say “I’m going to build a pattern with my pattern blocks” all sheepish-like and turn away from you, and get back to work. It works every time!!!!

Here it is again:

1. What are you doing?
2. What are you supposed to be doing?
3. What are you going to do now?

Anyways, I highly recommend this method!!

**Of course, this does not work with a student who might have issues beyond your control, but you know what I mean – I hope***

REDIRECTING LANGUAGE

You have to use redirecting language when a student’s behavior needs to be stopped immediately. Obviously, you should be calm. Don’t let their behavior affect your behavior. Be firm, use direct statements, and watch your tone and volume. Is that easier said than done? HA! YES! But I always feel so much better about myself and my day when I am in control. And guess what? I AM in control!! I am the teacher!

However. I teach a little Classroom Freeze tool on the first day of school (or as close to the first day as I can get). I tell the students that I am going to count backwards from five, and when I get to one, all students should freeze, have their hands on their heads, and be looking at me. We practice in the beginning (just for fun) and then bam – it’s in place for the whole year. I give five seconds so that students can put down scissors, pencils, sit up straight, etc. I use it all the time when I need my students to start over, stop what they’re doing, if it’s too loud and crazy, if we came in too noisy from the playground, etc. I get their attention and then I calmly give a new direction. Whether it’s go back outside and line up again or go to your desk and let’s all sit quietly for one minute or I forgot to tell you that you’ll need your red crayon to begin. Whatever it is, I can get control quickly. PLUS, I put my own hands on my head and teach the kids that they cannot take their hands off their heads until I’ve done so, too. I always say “if I’m okay messing up my hair, then you can be, too!!”

Teaching and Modeling Procedures and Routines

There are some great tips on pages 28-29 for teaching and modeling procedures and routines. Some specific examples on located on pages 30-31.

The only thoughts I had on this part of the chapter were:

IT’S AMAZING WHAT YOU HAVE TO MODEL IN FIRST GRADE. I’m not kidding. Did I recently (as in MAY!?) teach and model how to throw trash INTO the trash can instead of ON THE FLOOR NEXT TO THE TRASH CAN?

YES. Yes, I did.

As I read, I also thought: GO SLOW. Go so much slower than you think you have to. SLOW WAY WAY WAY DOWN. Take the time in the beginning of the year to teach those procedures and routines and expectations – forget about the academics. Seriously. You’ll be rewarded later on. Maybe YOU won’t have to teach how to throw away trash like I did.

The end of the chapter lists detailed procedures to teach at the beginning of the school year. Christina (Mrs. Winter’s Bliss) made an awesome freebie for you! You can download it {HERE}.

Remember – you can’t teach all of these procedures and routines in the first day, or even the first week!! TAKE IT SLOW . . .

So what were your take-aways from Chapter One? I’d love to know!!

We are taking next week off because of the fourth of July, but we will be back to discuss Chapter 2 the week of July 8th!! SEE YOU THEN!!

Be sure to check out:

CHAPTER TWO

CHAPTER THREE