Positive and Negative Reinforcement

I co-taught with another teacher in an overflow situation.  She had four kids enroll the last three weeks of school and was able to get another teacher in so she can get some help managing the class while she finish testing/preping for the end of the school year.

It was a rare opportunity to observe a peer's different classroom management style.  When there is a conflict or accusation, she would bring the kids to the fore of the class and discipline publicly.  Dispensing justice like a the Queen, the class would watch as she make an example of the accused.

I tend to abstract the process.  With a conflict, I would ask for volunteers to stand in for the culprits and use them to act out what they should do to resolve the problem.  I want to ensure the kids also know what they CAN do, not just what they cannot do.  I would talk to the accused in private.  My goal is to acknowledge that I am aware of the conflict and doing something about it but also to minimize attention to the kids involved.

When I first saw her style of management, I started to consider changing mine.  I felt so good to see justice served so publicly!  Then I noticed lots of tattling - telling on someone just to get them into trouble.  The kids also expected the teacher to solve all the problems.  Then I remembered why I choose positive discipline.  By focusing on behavior, I don't give negative attention; I rather have kids strive for positive attention on their positive behavior.  I also train them to think of solutions and empowering them to be problem solvers. 

Did the classroom (especially the victim) feel a greater sense of justice when the accused was judged publicly?  Yes, I did feel that in the room.  However, I saw kids respond to the positive discipline style with more self sufficiency and more focus on earning praise for their own behavior rather than satisfaction at getting someone else in trouble.  In the long term, that counts for more.

Why am I exhausted after some classes but not others?

Scenario 1 - I taught a Chinese Brush Painting class to two sixth grade classes today as a guest artist.  There were lots of set up and tear down so I ended up there from 9:45-3:00pm.  The kids were lovely and helped me set up and clean up.  The two sessions were 80 minutes long and I was "on" the whole time.  They loved the class and I received lots of hugs afterwards.  I felt rewarded but I was and am exhausted.

Scenario 2 - I taught as a substitute in a sixth grade classroom where I had a regular scheduled day yesterday.  The morning was fabulous with the kids engaged and productive during instruction AND independant work time.  The afternoon was OK too until the last hour.  During the instruction (explaining using background knowledge to formulate topical questions for expository prose), the kids just would not stop talking.  I took forever to settle down to quiet so I can be heard and then it would not last more than a few minutes.  It took so long to get through the lesson and they ended up with no independant work time. 

This happens somewhat regularly where the last hour of the day was  much more difficult than the rest.  My theory is that the kids know you won't be back the next day and can mess around some more.  After all, the sub no longer have recess to keep them in or be less likely to send them to the office as it was the end of the day.  Sure they can tell the teacher but that is tomorrow which doesn't impact them today.  Although I had mostly a great day, the last hour exhausted me.

Scenario 3 - Medium days classroom where  it was OK all day with slight ups and downs in behavior.  I go home not exactly refreshed but definitely not exhausted.

I wonder what other teachers do to have good days consistently without feeling exhausted. 

I bow to special ed teachers

Because they work their butts off every day.  When I first started subbing for special ed, especially for the elementary grades, it was nice to be able to work one on one or in small groups with the kids.  However, in just two short years, I saw an incredible increase in work load.

When I sub now, my day is measured in minutes of time with the kids.  Moving from one room to another is calculated by seconds or I will short someone's time.  I talked to a sub recently whose teacher forgot to build in time for lunch in the sub plans because SHE doesn't take lunch time.

I mentioned this as an interesting vignette in conversation with another special ed teacher I was going to sub for this coming week.  When he heard me, he thanked me for reminding him to block out some lunch time aside for me when I come in.  Do any of them eat?

To tell or not to tell?

My sixth grade son came home the other day telling me that his class made the subsitute miserable.  They were loud, at times disrespectful, and made him angry.  My son was girding his loins for the fall out the next day and fully expected his teacher to blast the class for their behavior.  However, she didn't mention anything.

I wonder if the subsitute chose not mention his experience or down played it.  I've seen it happen where a sub struggle with the class but did not tell the regular teacher for fear s/he would be seen as ineffective and not be called back.  Not telling is not the way to go.  For one thing, neighboring classroom teachers notice and trust me, the real story will out itself.

I had felt torn like this when I started subbing as well.  On one hand, I didn't want to be seen as a whiner or poor teacher.  On the other hand, the primary teacher needed to know so the kids would be reprimanded and recognize they would not get away with disrespectul behavior. 

I compromise by being as factual as possible.  I focus very hard on detailing positive behaviors as well as mention instances of disrespectful behavior.  I have always been able to find redeeming qualities in kids in every classroom I taught in.  Sometimes, the positive behavior came from the kids who collected negative points.  My notes to the teacher can sometimes result in a book length novel I felt it worth my time.

Developing a thicker skin...

I scored some job interviews last month, Yay!  I didn't get offers for either positions, sigh.  But, I tried my best and although I had my usual "Why did I say that?" moments, I know I said some impressive things as well.

I did not fall into a deep depression this time.   Moving on, moving forward.  On the other hand, my substitute career is zipping along.  I'm developing a thicker skin to rejection.  Of course, it helps to have kids and teachers affirming  my work as a sub.

Mucus Man and Runaway Boy

Monday - I was in the computer lab with a 4/5 grade class.  A student eye kinda exploded with mucus and goop was running in streams down from his eyes.  He asked to use the restroom and I was glad to give him permission except...he was entangled in his headphones.  Thoughts of water short circuiting the equipment and tripping over the dangling cables flashed through my head.  I tried to untangle him and of course a stream of goop ended up on the headphones as I gather it into my hands.

Yes.  I did fumigate the headphones and myself.

Tuesday - 2/3 grade split.  He was bored sitting listening to the readaloud so he asked to go to the restroom.  He stayed there, was discovered by the principal, and escorted back to the classroom.  I was embarassed.

He hated doing his assigned chore of putting his table's book bin back on the bookcase so  he left the classroom.  I called him back but he ignored me.  I followed up when I found someone to stay with the class and found him in the Resource room with the principal.  I was frustrated.  

HE was frustrated by the computer because it wasn't working the way he wanted in the 15 seconds he spent on it so he walked out of the PC lab and wouldn't come back.  I tracked him down in the Resource room again.  This time, I was just glad it was the end of the school day.  I hope the rest of the week improves..

The kids make it worthwhile

I had a hard hard class yesterday.  Usually most of the disruptive and distracting behaviors come from 10-20% of the class.  Yesterday, the disruptive and distracting behaviors came from 60% of the class.  Add to this two kids on contracts with some serious consequences (like 3rd warning parent will be called to take home).  I used all my tricks and skills to build rapports with students in this class but despite this, one of the contract kids ended up yelling at a hapless classmate.  I witnessed it and there was no provocation.

I activated the contract consequences but did take the time to explain why his behavior was not OK.

At the end of the day, the boy who got in trouble accepted the consequence and was willing to try to behave better the next day.  The hapless classmate hugged me after dismissal and told me how he hoped I would return to substitute again.  I felt as if the stress of the day melted away.  This is why I teach; we do make a difference.

... 9 year old boys and weaponry

I was leading a discussion on slavery and the Underground railroad after the kids responded to a journal prompt on living during that time.  A fourth grader turned his response into a time travel weapons galore fiction video game like sequence where he heroically blasts away all the slave owners. Another said he will rise to a military General and beat up all the bad guys. The class was very interested in the prompt as a historical time period, especially the weaponry, weaponry, and weaponry. They were very disappointed at the lack of video games and all agreed it was a lousy time to be alive.

I finally asked why they were so interested in weapons.  A boy raised his hand and told me "It's because you have a lot of 9 year old boys in the room."

Reflections of 2010

2010 was a very positive year in personal growth.  It started with a bang with a long term sub job teaching Kindergarteners whom I loved.  I was disappointed I did not get a job that came up at that very same school after my sub job ended; it was an incredible ego blow.  However, I garnered incredible goodwill with the principal, parents, and staff.  A friend told me she interviewed four times in the same school with the principal before she was hired.  Whew!

To my surprise, I found I love teaching grade school and that middle school was not going to be my game.  I didn't know this coming into teaching; I even picked up a middle school endorsement because I thought that was where I belonged.  But, I am good as a Kindergarten teacher in practice and thrives in the elementary school.  Now that my inital nervousness faded with the year of experience, I look forward to subbing and walking into a classroom each time.  I never know what gems I will collect that day.  That is a good feeling to have.

27 Kindergarteners vs 15 Kindergarteners

Just looking at the numbers, one would intuitively lean toward the 15 kids as an easier class.  Having finished a six week sub job with 27 and moving almost immediately to sub in a class of 15, I found they are about equal. 

The 27 kids are all well supported at home with caring and engaged parents.  Most had pre-school (not daycare) before coming into Kindergarten and know their alphabet.  The class of 15 is almost completely the opposite.  They are not supported at home or have both parents working long hours.  They may have had daycare but very few had pre-school.  They come into Kindergarten needing to learn how to sit in circle time. When I give out instructions to the 27 kids (like sit in a circle), I can expect them understand what I mean and figure out how to sit in a circle around the carpet.  I can make no such assumptions for the class of 15.  Yes.  They are from different schools, different neighborhoods, and pull from different socio-economic demographics.

I give credit to the principals and administrators who recognize the different needs of their constituency and structure the classes to offer the right support.

Subbing - Single Sized Serving or 1/2 of a Pie

I'm midway through my 6 week long term sub assignment.  There is a WORLD of difference.  With my single sized serving one day assignments, I come in and leave at the end of the day after writing a little note to the teacher.

With my long term half pie assignment, I go home with homework in the evenings and on the weekends.  Class instruction is only 50% of the job.  The other half is devoted to parent/student issues and administration.  I'm starting a volunteer corp and boy that sucks up time.  Building relationships with parents is important but requires serious attention.  Administration (health forms, permission slips, scholastic, staff meetings, nominations) is a serious time vampire.  I am doing the work of a full time teacher but with half the pay and no benefits, or is it even less? 

On the other hand, I admit to great joy at being able to love my own group of kids.  Knowing their personalities and having a relationship with their parents is lovely.  I have a wall plastered with notes fromm my Kindergarteners.   ...I just wish I'm paid more.

A Tale of Two Principals

...and two cultures.  I just subbed for 5 days in a quaint neighborhood school.  The principal is very strict with discipline.  Kids who misbehave get sent to line up at the gym during recess.  There they recite their sins to the principal or an admistrator and then sit out their break.  I see a line there every recess.  If a kid is extra recalcitrant, they get sent to the "blue" chairs in front of the office to await a one on one talk.  A kid asked me a good question I was not able to answer so I referred him to the principal.  He recoiled in horror because he associated her with the "blue" chair.  The kids are generally well behaved and very respectful at this school.

I taught at another school where some kids had a disagreement and asked me if I could release them to the principal because they trust him to be a just and compassionate arbitrator.  Kids in the playground K-5 would ask him to come play with them during recess.  He is a skilled jump rope holder.  The kids are generally well behaved and respectful in this school.

Most school cultures fall in between; however, these two extremes provoked much thought.  The disciplined school tempted me to be a lazier teacher as I can pass off disciplining kids to the system.  I was able to enjoy the few short breaks I have instead of addressing behavior issues during those times.  Tough tradeoffs.  Here's some other information.  The disciplined school has over 70% free and reduced lunch with significant minority population; they have trouble starting a PTA.  The school with the kid friendly principal has 9% on free and reduced lunch with a population of 80% caucasion students; they have a very active PTA and many parents who are educators themselves.  I wonder if the principals' styles would be effective if they traded schools.

Silver linings, cups half full, and other cliches

In the same week, I received another (the 37th, 38th one?  I lost count by now) rejection e-mail telling me I didn't get the job and a sub job request.  While my ego took another hit, it was also soothed by the teacher who requested me for to be her sub the third day of school. 

I feel differently this year.  While I made it a goal to be determinely upbeat and Pollyanna-ishly positive last year, I feel more naturally content with my situation this year.  When I received noticed I didn't get the job, I was dissapointed but I also feel a sense of strong relief.  I had a six week long term sub assignment lined up at a school I really love to work in, several teachers sent me nice notes welcoming me back into the sub fold, and I was dreading a bit about the non-existent classroom set up/planning time if I got hired a few days before school started.  I honestly feel like I would win either way.

Subbing is a nice gig, especially now that I've established myself with a few schools and some favorite teachers.  I love going into different classrooms and being able to teach all grade levels.  I enjoy the different styles of teaching and different ambiances at schools. Lastly, I enjoy having down time during the week when I need to do personal things.  I recognize I am VERY fortunate in that my husband is employed lucratively so I am not in financial need to work regularly.  Silver linings and cups half full are cliche, but it sure feels good when they are true.