Hello friends!! Today, we are continuing our Book Study. 📚
If you missed Chapter 1, click {HERE}. Also included: the replay of my very first FB Live with Christina of Mrs. Winter’s Bliss where we discuss the chapter. WOOT!
Up today: Chapter 2!
It is all about Investing Students in the Rules.
Beginning with Hopes and Dreams
This chapter really encourages us to get to know our students, find out their hopes and dreams, and have them set goals.
Well, I don’t know about you, but, sometimes, I am a big ole Dream Squasher. Just keeping it real, folks. I do appreciate the guidelines the chapter set so that instead of telling a student um, no, we’re not going to write “I hope to advance to the last level ever invented on FortNite“, kids are thinking about their academic goals. This is super important because I do remember a time when a child asked me how to spell recess, and another time when a kid asked me how to spell cook spaghetti.
I actually love finding out what my students are interested in, what they want to learn about, and trying to make sure I cover it throughout the year. So . . . if you want to learn about cooking, I’ll figure out a way to squeeze it in somehow – probably during our Community Helpers unit, and if you’re obsessed with FortNite, I’ll figure it out. I don’t know how, but I’ll seriously figure it out. (Blog post coming soon! 😜)
Christina made a super cute freebie for a Hopes and Dreams bulletin board. Grab it HERE. ☺️
Connecting Goals to Rules
Your kids set goals, the teacher sets goals, and then you create rules that will help everyone reach those goals. I love the idea of having my kids help create our rules, but since I teach first grade, it usually goes something like this:
Don’t hit your friend on the arm. Don’t push anyone in the line. Don’t take someone’s things. Don’t hit someone on the head. Don’t push someone who is mean to you down on the ground. Don’t spit on someone.
Does this sound familiar to any of you? Lots of negatives and lots of repeats!! Not to mention . . . what traumatic events happened to you poor little things last year that is making you think up these rules?! 😳
So I “let” my kids create the rules, including all of the “do nots” and don’ts” and then I round them all up into our school-wide PBIS rules which are Be Respectful, Be Responsible, and Be Safe. These three expectations pretty much cover it all, use positive language, and the kids at our school are explicitly taught what each of these rules mean.
I created this poster for my entire school, but made it editable for you if you can use it! Grab it HERE.
HELPING STUDENTS FOLLOW THE RULES
It’s all about PRACTICE PRACTICE PRACTICE. Following the rules can be difficult for adults so we have to remember we are working with CHILDREN.
Look at this quote on page 61: “To be successful, students need lots of encouragement, support, and practice, practice, practice – without judgment or criticism.” ☺️
I loved the idea of reminding students on the way to recess that one of our rules is to BE SAFE, and then asking students what’s one thing you can do on the playground today to keep yourself and others safe?
Last, this section talked a lot about Role Playing. It goes into GREAT DETAIL about how to role play, how the teacher should be the lead in tricky situations, and how to always connect it to the classroom rules. When I say it goes into GREAT DETAIL, I mean there are TEN STEPS for how to role play.
I honestly feel that this is going to be up to you, your kids, and your classroom dynamic. I love to be silly, make my class laugh, and loosen up. Sometimes, just role playing the WRONG THING TO DO can really help students see what to do INSTEAD.
HELPING STUDENTS GET BACK IN CONTROL OF THEIR BEHAVIOR
This section was not about those blatant misbehaviors that are difficult to manage. It was more about seeing the little misbehaviors coming, and heading them off at the pass.
For example, when you’re teaching at the carpet, and you see someone poking someone else, you give a look right away. We all have that teacher look, and it can be powerful. In the FB Live for Chapter One, I said how I needed to work on my facial expressions because I can’t hide a thing. But! That teacher look is still important – just make sure it doesn’t have the look of contempt. We can show love and that we mean business simultaneously. Nine times out of ten, it stops the behavior right away. We can also give a verbal cue such as “Quiet Hands” or “Quiet Feet” or whatever it is. But we don’t stop what we’re doing. We keep teaching and just move on.
Teacher Proximity is important – walk over to that kid and just stand nearby. Watch how that behavior changes!
And, of course, don’t over-do the cues and reminders – otherwise your kids are never going to take you seriously. They’ll know they can turn and talk to their friend about the next handball game four MORE times if you always give four reminders before moving that kid to another location.
And there you have it.
Chapter Two!!
What did you think? Did you agree or disagree with anything?
Be sure to check out:
Yes! I, too, can tend to be a ‘dream squasher’ in the name of academics! Then, I sort of went to a method where I would give the prompt to give one academic dream and one personal dream. Although, now as I write this, I guess I said “goal” and not dream. I think there should definitely be a definitive line between the two. Goals should be feasible academic outcomes for the year or even social outcomes. Dreams should be realistic in a way, but not be as limited as goals may sometimes be. Dreams should be allowed to be a much bigger picture than a goal for the school year.
I loved how this chapter linked dreams/goals to rules. I can appreciate that if the student sees the value of rules helping them get to their dream they are more apt to follow them. Also, I liked the idea of having students help create the rules. Although, most likely they will end up being the same rules as usual- respect supplies, be safe, etc. the process itself will make them think and give an opportunity to have a structured discussion as they feel more a part of the process. My takeaways for this process: 1. spend more time letting them be a part of the process even if you know ultimately the 3-4 rules will be pretty basic. 2. As in Mr. Wade’s example, use sticky notes for their structured discussion and creation of rules, then take them home and think about it and ultimately letting them clarify/vote on the top 3 or 4 basic necessary rules that will go on a class constitution!
I will definitely use tips from this chapter for the first week or two of school during our procedures practice! 🙂
Awesome!! Love your thoughts and take aways. Keep them coming! 🙂
I’m enjoying this review of Responsive Classroom. I had the training years ago and love that you’re doing this book study to help refresh me on it all. I love the rules and pendant hopes and dreams! I plan to use them both- thank you!
Hooray! Thank YOU!!! Love that you’re joining us!
The book recommends taking the first 6 weeks to work on procedures. However, my school gives me (1st grade teacher) 2 weeks for procedures then we are expected to hit the ground running with academics. Do you have any suggestions? Do you think 2 weeks is enough?
I think you have to do what works best for you. I definitely start teaching core curriculum after a couple of weeks, but I’m constantly reviewing all of the routines and procedures. So we take our curriculum journey S L O W L Y if that makes sense!! 🙂