Teacher Tuesday: Behavior Management (part 4)

It's hard to believe my post on behavior management has turned into a 4-part series, but I'm glad it did. Behavior management, in its entirety is the single most important aspect of teaching in my opinion. So here we go with Part 4: strategies I use with individual students rather than a class as a whole. 

I have mentioned this before, but it bears repeating that I currently teach a student population that has some significant behavior challenges. In the first 7 years of my teaching I taught in a very different environment and did not use or need any of these strategies that I am sharing with you today. Yes, I recognized and redirected individual students, and even had individualized behavior plans for a few students, but I did not have a need for a systematic way of rewarding, redirecting, or correcting students individually. I used only a whole-class system and that was enough. But the majority of my current students do not get much affirmation, attention, or established and implemented boundaries at home. I found that whole-class systems were not enough to enable my students to feel secure and loved, no matter how much I tried to communicate that informally. So after 6 months of struggling and a winter break full of intense reflection, I implemented not 1, not 2, but 3 new systems to deal with students on an individual level. One is for correcting, one for redirecting, and one for affirming. Most of them are stolen from or inspired by other sources, so please make sure you check out the links for each one to find out more detail about the individual ideas.

So let's start with correction. One of the systems I wanted to implement was a way to guide students in reflecting on their behavior, and also communicate behavior issues to parents, homeroom teachers, and the principal if needed. An online search turned up quite a few wonderful ideas for behavior reflection sheets and notes home. I wanted something that would be quick and easy to fill out and also reinforced my 3 class rules, so I took the ideas from a lot of different sources and came up with this:

At first I intended to have students fill the form out themselves, but I quickly found that when a student is dis-regulated, they just create more disruption when I try to have them sit and write about their behavior in class. So I have switched to filling it out myself, then using it to talk about and reflect on the behavior with the student. We both sign it in front of each other after the student has agreed to what I wrote (and sometimes we make changes after our conversation), and then the student takes it home to have it signed. I usually show the homeroom teacher the slip before I hand it to the student so that I can quickly communicate the issue to them without discussing it in front of the class while they are standing in line. If I have to send them to the principal's office or somewhere else for their behavior, I send the note with them as a way to communicate the issue. Usually the principal signs the note as well in that case.

I have found that the most important part of the implementation of this system is the follow-up. I tell students they have a week to get the signed note back to me. I try to remind them several times when I see them in the hallways etc, and when it is approaching a week I remind them that if they don't get it back to me I will be calling home. When I first started I had several students try to call my bluff but they quickly found out that I wasn't lying. Once I speak to the parents, I usually have no issue getting the notes back the next day. 

The second system I implemented is for redirection. I use this for minor behavior problems, as a warning. If they get a warning and then continue to have issues, I move on to the behavior slip. This is a popular idea making the rounds on Pinterest called the resting spot:

It's not pretty but it does the job. I got the idea first from Mrs. King's Music Class. I have a sign with a big picture of a rest (which I have found has really made it much easier to introduce the rest sign to my kindergarteners because they have seen it so much already!), and a desk in the far corner of my room. Our district uses an emotional literacy program that includes the idea of a "meta-moment", where students think through how they should respond appropriately to conflict. I have the poster for that concept taped to the desk for students to reference.

I try to make it clear that students should not see this as "punishment" or make it a big deal, but rather take it as an opportunity to reflect on and modify their behavior for themselves. In keeping with our district's program, students are also free to go there on their own if they feel themselves getting frustrated and want to prevent inappropriate behavior.

I have found this system to be very helpful, with one caveat- I have had to tell some classes that if they over-use it, I will take away the privilege of having the rest area. I had one class last year that I actually forbid from using it, because students were constantly getting up and dramatically stomping over to the rest area out of supposed frustration, causing more disruptions to the class. I also make sure students understand they cannot stay there for a long time. I can usually tell when a student is just being lazy and wanting to get out of doing class work, and I will remind them that they need to rejoin the class again.

My third system for managing individual student behaviors has been, hands down, the most effective behavior management tool I have ever used. It is called the "happy note" and I got mine here as a free download from Kristin Lukow. It was so successful that, at our last staff meeting last year, several of the homeroom teachers and the principal were talking to the entire staff about how effective it was for their students.

The note is simple but the effect is powerful. I choose one student at the end of every class period and fill out a note. I write their name on the front and a specific praise on the back, and announce it to the entire class before they leave. The students go crazy for these things, and I have heard from several students and parents who have told me that they have their note proudly displayed at home. Students will often parade it around at school as well- pulling it out of their pocket to show their friends, their teachers, the principal, and anyone else who happens to walk by. :) I have quite honestly been amazed at the power of this tiny note!

One of the big improvements that I have been able to make this school year is getting the support of the homeroom teachers. I went around to every classroom before school started, explained my system, and asked if they would be willing to reinforce the behavior with consequences in their homeroom. Although the response was not uniform, every teacher agreed to reinforce it in some way- by having students move up or down levels (if they use a clip-chart) for behavior notes and happy notes, or adding or subtracting points (if they use a banking system), or taking away and adding minutes (if they do some sort of "fun Friday" or other free time system). Many of the teachers have also been very helpful in following up with parents when I send home a behavior slip, stapling it into the student's agenda notebook or including a note in an email home. With so many students to manage, it has been very helpful to have their help and support, and also added some weight to the rewards and consequences beyond their short time in music class.

If you want to read about the rest of my behavior management systems, click on the behavior management category on the right side of the blog page and check out all my previous posts on the topic.

What systems do you use in your classroom to address students individually? Leave a comment!

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Mommy Monday: talking to children to encourage self identity

Today's Mommy post is going to be a little bit different, but it is about an issue that I care deeply for so bear with me while I philosophize for a bit. To give you a quick background: I am a single mother to twin girls who are currently 2.5 years old.

I have been making a conscious effort for the past couple of years not to say things like, "you are so silly/smart/strong", "you're a good girl", "you're such a good reader/cook/helper" or "you are a big girl now". When you start noticing them, it is crazy how many times those comments are made to children. It seems that the default way to praise children is to point out the positive character trait ("you're so strong etc") or maturity ("you're so big") they are demonstrating.

At first glance these comments seem perfectly harmless- wonderful even. Adults are noticing a child's positive actions and praising them, encouraging and fostering those character traits. And I do not doubt that the people who make these comments to my children, or any other child, are doing so out of love. I hope that my girls will also take those comments that way for the rest of their lives.

But I think when adults say these things, it sends two subtle messages: 1) that the child's actions define who they are, and 2) that the adults around them define who the child is for them.

I am a people-pleaser. I am the oldest child in my family and I grew up as a preacher's kid. I think very highly of my parents and have a wonderful relationship with them to this day, but those two realities of my life made me susceptible to finding my self-worth and identity in others, especially the important adults in my life (my parents first and foremost, and my teachers and other important adults secondarily). I am very aware of this aspect of my character, and want to do my best to discourage this trait in my children, because I believe that it has hurt my self-worth and inhibited and twisted the development of my self-identify as well.

Let me give a concrete example to demonstrate the difference I am aiming for. Let's say one of my girls did a somersault for the first time (which yes, she did recently, thank you very much). If I say, "Wow! You're so strong!", my child starts to understand that when she achieves a new physical skill, others see her as a strong person. If I tell her, "Wow! You just did a somersault!", my child hears the acknowledgement of her effort and accomplishment and feels proud of what she did, but is not defined as a person by that action. What if she tries to do a handstand next and she can't get it? With the former comment, she may see herself as a failure- she is a strong person and should be able to do these things- or she may even feel a loss of identity, because if she cannot perform a physical task she is no longer the person that I told her she was. With the latter comment, it is simply a failure of a particular task (and dealing with failure would be another topic for another time) rather than a failure of her person or identity.

This phenomena becomes even more apparent when you add the twin element to the mix. When I tell one child that she is strong because she did a somersault, but the other child can't do one yet, she starts to think that she must not be strong. In this case, she is probably less likely to keep working at physical skills, because she is not a strong person. There is real danger in this scenario because twins (and siblings of different ages, to a lesser degree) compare themselves to each other (and others compare them to each other as well). It is very easy for a child to lock themselves into a particular identity, like "I am the sporty one and she is the artsy one".

Focusing on individual accomplishments and events ("you did" statements), rather than defining a child's identify by their actions ("you are" statements), gives children the freedom to continue exploring all facets of development and learning without feeling like certain things are "their area" and others not. It has been shown time and time again that when a person sincerely believes they can do something, they usually will, and if they believe they can't, they usually won't.

This aspect of defining who a child is and what they are good at comes into play in school as well. If I respond to a child who answers a question correctly by saying, "You're so smart!", the focus is on that child's identity, not on that particular accomplishment. This mindset can lead to the idea that some are born smart and some aren't (or at least that we are "smart" in different subject areas), and that innate trait will determine whether or not we are successful (there have been several studies on this that I find really fascinating- you can read a little about them here).

As a mother, I want my children to develop their identities through a life-long process of discovery- not by listening to what others (including me) tell them to be. I want them to find joy in little triumphs every day- not because it proves to me or anyone else that they are worthy, or have a certain desirable characteristic, but because they accomplished something. And that is enough.

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Guest Post: Blogging 101

Hi everyone! Today I'm excited to introduce you to a wonderful blogger: Jennifer from The Yellow Brick Road! I found her blog last year and felt that as a teacher I could relate to so much of what she shared, and got quite a few awesome ideas from her as well. This summer Jennifer decided to become a full-time teacher-author/blogger, and she has shared some fantastic tutorials on her blog for blog design, so I wanted to invite her to come and share some of her top tips for blogging. Having started this blog not too long ago myself, I am excited to hear her advice. After you read her post here, don't forget to head on over to her blog to find more awesome ideas for music teachers and bloggers! Enjoy!

First, I would like to thank Elizabeth for inviting me to be a guest on her blog. I'm thrilled to share my ideas with all of you in my first venture as a guest blogger!

Today I'll be sharing what I've learned about blogs as a long-time reader and author. Long ago, in my first years of teaching, music education blogs were a haven for newbie music teachers like me. I've since moved beyond that frightening first year, but I continue to value the many benefits that blogs bring to my life, including real-life experiences, teaching tips, and amazing ideas for the classroom.

Back when I was an avid blog-reader, I tended to have a lot of questions about how to start blogging. Today, I'll be dissecting some of those questions, along with questions I've heard repeatedly from others. Whether you're a reader, author, or blogger-in-training, these ideas will help get you started in one of my favorite music teacher resources: blogs.

Why should I continue to read blogs, and why might I choose to author my own blog?

When you consider the wealth of knowledge that comes from real-life experiences of music teachers from around the world, reading blogs is the most cost-effective professional development you'll ever receive. I've learned about classroom management, music technology, curriculum development, assessment tools, and many other best practices, all by reading music education blogs. As an added bonus, many blogs offer music resources and freebies that you can immediately implement into your own classroom.

Reading blogs also prevents the social isolation that many music teachers experience in their first years. When I was teaching elementary music, I often felt as though I was on my own little, musical island. After becoming a follower of several music education blogs and connecting with other teachers through social media, I discovered that my experiences were shared among a large group of music teachers from all around the world. It made me feel less alone and helped me to feel more confident about the decisions I was making for my own elementary music program.

As a teacher, what are the benefits to becoming a blog author?

Writing about your experiences as a teacher is a great way to reflect on your practice. When I write an entry about how to play a rhythmic game or how to manage the classroom, I'm forced to reflect on my efficiency as a teacher. Through your writing, you're held accountable by your readers to present ideas that are both thorough and effective. Through this type of self-reflection, you learn to improve your craft and fine-tune every detail of your lesson.

Blogging is more than just improving your teaching; however, it's also a way to share your knowledge with others. You may be surprised to discover that what seems like a simple idea to you is considered a breakthrough by another teacher.

Below is a short list of blogs and the reason why their authors continue to share their thoughts with the world.

-To record experiences for family, friends, or the entire world
Love, Teach

-To share ideas and connect with colleagues
The Yellow Brick Road

-To satisfy a desire to write
Laura Writes Stuff

-To earn an income through writing
The Art of Doing Stuff

What would I write about as a blog author?

You've probably heard this before, but it's worth repeating. Write about what you know. The best entries I've ever written are the ones in which I felt the most passionate, hence my own music education blog. Your perspective is unique and valuable. To quote Dr. Suess, “Today you are You, that is truer than true. There is no one alive who is Youer than You.”

How do I get started?

To get your blog running, you'll need to choose a platform, such as Blogger, Weebly, or Wordpress. As for the looks of your blog, you can choose to hire a blog designer or purchase a pre-made blog template.

If you're like me, and tend to "learn by doing," you may want to design your own blog. It's not nearly as daunting as it sounds. If you'd like to go this route, you can check out my tutorials here. In these tutorials I take you through designing your blog header step-by-step. I give you tips for choosing a color palette, properly crediting graphic artists, as well as how to create a clickable blog header for your social media icons.

How often should I write in my blog?

I know from personal experience that I won't be consistent in visiting a blog if the author isn't consistent in posting. If a blogger says, "I'm going to post once a week," then I expect them to follow through. Occasionally there are unforeseen circumstances that make writing a post impossible, in which case it's nice to hear from the blog author why posts will be delayed. I value honesty, and I suspect that other readers do too.

If you would like to read more about my experiences with blogging, head on over to The Yellow Brick Road. From there, you can read through old blog posts, sift through free music resources, and even browse my TPT store.

Thank you again to Elizabeth for inviting me to write on her blog and share ideas with her readers and colleagues. If you have any questions about blogging, please don't hesitate to leave them in the comments. I would be happy to continue to share ideas with you!

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Teacher Tuesday: Recorder Karate sheet music organization

Welcome back to Teacher Tuesday! I hope you all are having a fantastic start to the week!

Along with many others (as evidenced by the many pins on Pinterest related to the topic), our district has adopted the "recorder karate" curriculum to use with our 3rd graders in general music class. I have my own opinions about the merits and drawbacks of the curriculum, but today I want to talk about an idea I stumbled on last year to keep up with all the sheets of music for students to use when they are working on earning their belts.

If you don't know about the Recorder Karate program, you can read about it here. I used to just keep a file folder with each of the songs in belt order, and when a student passed a belt I would pull out the next song and hand it to them. But that takes up precious time when I could be listening to or helping another student, and it means I have to keep up with a LOT of papers! Enter my new system:

I have this big magnetic chalk board at the back of my room, so I stole obtained some mailing envelopes from the school secretary and attached a piece of construction paper to the back of each one, labeled with the belt color. On other side of the envelope I put some adhesive magnet dots to help them stay on the wall. Then I put all the corresponding papers in each envelope and put them on the wall, with a big magnet on the envelope flap, in belt order.

I really like this system because the students can see where they are in the belt rankings, and they can easily go and get their next paper when they pass a belt without me getting it out for them. It is also something colorful to have on the walls, and the younger students always ask me what it is for (and I tell them that they can find out in 3rd grade, which just infuriates them and makes them want to ask the 3rd graders what they are doing!).

I was also able to put the recorder fingering charts up next to the belt songs. I started with just B, A, and G and added more as students started working on higher belts with more notes in them. If you want the same fingering chart posters, you can find them here from Marti Chandler.

I have plans to spiffy these up a bit to make it pretty, but I love the basic idea of hanging the envelopes and labeling them by belt color. It has definitely made my life easier while we are doing the program in class!

Do you have any tricks for keeping up with all the sheet music for recorder karate? Share your tips in the comments!

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