Threatening Thursday - Power struggles, threats, or communicating care?

A quick recount for reflection...

     "And last table, come and line up at the door, thank you."

     Then I notice that one student still sitting in his or her chair.

     "Why aren't you lining up?"

     "I don't want to go."

I'm not sure how many times I have had this situation since starting teaching. When I first experienced this, it quickly became a power struggle and the student would usually give in once I threatened a serious enough punishment. Recently I have discovered what seems to just about be a magic phrase.

     "I think it would still be best if you came with us. If you stay in here, I will not be able to see you and make sure that you are safe."

Following this statement, I have found that most of the time the child will join the class. I am unsure at this point if it is a result of a student's fear, a need to be cared for, or a combination, but the idea that I am looking out for their safety is important to them and requires no explanation.

There was case this did not occur immediately, the circumstances were unusual. The child had struggled for two days to follow my instructions, struggling with the changes that come with a relief teacher. In this circumstance, we were right next to the classroom, where I could see the classroom door and hear the student, so I left them with the door open and a responsible student helping them do some work. Next thing I know, both the students joined the class. Why? They didn't feel safe in the class alone, even with us so close.

This phrase has significantly lowered, if not erased, my need to threaten, growl, or enter a power struggle over this issue. It makes me curious what other 'magic phrases' exist that can motivate students to behave appropriately, while also portraying our care for our students rather than our power over them.

Have you discovered any such phrases that work for you?

Stressful Saturday: Keeping calm as a casual teacher

At times it can be oh so tempting to
hug those 'darlings' just a little too tight.

The holidays are meant to be a time for refreshing, relaxing and preparing for the next term, right? Well, we are back from holidays now, but I felt like my holidays were anything but those things. We hurried around with friends, travelling while we could, and returned home with time to spare to prepare. Only, I found that every time I began to think about work, the butterflies in my stomach would start.

Reflecting on my work, I felt like I was doing well, learning fast and aware of what I needed to develop. However, when I thought about facing another class, having another day of demands placed on me and the inevitable behaviour management required, I just wanted to cry.

Naturally, I hopped online to search for stress relief strategies. I know my teaching practice is developing well enough, so I figured I just needed some help in keeping my inner peace while growing. However, everything I found was general stuff I have heard before, or specifically designed for full-time teachers. For me to make the best of my time and find some peace, advice on displays and coordinating with parents didn't help a whole lot. In fact, it was almost all irrelevant. So, I approached a fabulous relief teaching community on facebook for advice, prayed, and developed my personalised stress management plan.

Step one - identifying causes of stress:

• As an early childhood teacher, students are not as independent as older grades, requiring constant supervision and help. It is not rare for at least five students to be asking for me (to go to the toilet, spell something, find out what to do, have help getting started) as well as at least one student who needs my attention due to their behaviour. Such intensity keeps me on my toes, but exhausts me both physically and emotionally, in the immediate and later on.
• By the end of two days, my body is exhausted. I dread those full weeks which leave me unable to enjoy my weekend due to pain and/or sickness. At time, two days on my feet is enough to make it painful to walk from the bed to the bathroom the next morning.
• Arriving home, it is difficult to leave work at work, even with no further planning or marking to do. As a perfectionist, I can't help but dwell on what I did, what the students did, how the day could have gone smoother, etc. This sometimes results in better solutions for the future, improving my practice, but some days it simply robs me of my peace and makes it impossible to relax.
• As well as being a teacher, I am a wife and a writer. This means, when I get home, I need to think about food, shopping, cleaning, blogging, researching, and pumping out the minimum pages required to complete my novel. Then of course there is this thing I have heard of called a social life, as well as exercise and taking care of oneself. It is a lot to balance, especially when half of it is still new.
• Work is uncertain, so my income is uncertain. Thankfully I have a husband who earns a regular wage. However, we are still setting up and both of us desperately crave a keyboard since I had to sell my old one. So while we could scrape by without my earnings, it is still incredibly helpful and I can't help but feel the pressure to earn a decent income. This is hard to guarantee when schools often don't call until the morning they would like you to work.

Step two - identify specific actions which can relieve each cause of stress:

• Continue to reflect on, research, and improve behaviour management plan and find ways to reduce constant demands for my attention.
• For spelling, I tell students that I will not help, they can take their best guess using strategies we discuss, ask a friend, or look for the word in their environment. If they still get it wrong, I don't mind because it means they are making an effort, taking risks, and learning.
• For the toilet, before allowing students into class, I check they have gone if they need to, and then have a name system, where they write their name on the board when they leave and rub it out when they are back, so I know where they are. If a student's name is already on the board, other students must wait until they come back. 
• For students who can read, I may write up activities they can do when finished. Otherwise, if a small group finishes at roughly the same time, I put one or two students in charge of an activity.
• For some jobs, even young students can be placed in charge. I had a revelation during the holidays that it is perfectly okay, to take a step back and allow a student or two to even run the class! This means I can help students one-on-one or mark writing up the back while a student leads a game of spelling bingo, or something else the class is familiar with. This is particularly useful in those odd left-over minutes when the class has actually managed to finish and pack up a bit early and has time for a game. Even better, this job can be given to a 'bossy' or 'naughty' student to give them a responsibility, allow you to keep an eye on them and the activity at the same time and maybe the other students will see that student in a new light. As an extra bonus, if the whole class is engaged, allowing me to mark, I can have a few more minutes to finish my food during lunch time!
• Some misbehaviour does not need addressing immediately. This was a tip from my fabulous facebook community. Sometimes, if the problem is inattention during mat time, it can be as simple as saying, "Student X, please think about your behaviour." If the behaviour continues, or begins to distract other students, it can be addressed by saying, "Student X is not making the right decision. So we will focus on our learning and I will talk to them later." Talk to them later? That's actually possible! Some behaviour is not dangerous and only compromises one student's learning, so the class can continue in their learning, and when they have moved onto an independent activity, then I can address the issue with the student quietly.
• This term, I have begun a new routine coming home that seems to have helped a lot. Lately, I don't play the radio or any music in the car, and simply reflect on the day, cry if need be, or problem solve. Then, as soon as I come in the door, I let my hair down, take out my earrings, remove my shoes, change into comfy clothes, gather some food and collapse on the couch to do something that will relax and distract me. No work clothes, no work papers, no work thinking. The day is done. If I need extra time to reflect, it will often happen later when I am calm and refreshed.
• My final causes of stress have all been managed with one last, extreme discussion. I actually cried talking to my husband about it, expected resistance and was blessed with amazing support. I am no longer working five days a week. I am available five days a week, but I shall turn down work if I have had two hectic days in a row or am feeling knocked out. We have actually agreed that three to four days of work is perfectly okay sometimes. There will be a time when this is not all so new and overwhelming, the book is finished, my muscles and immune system have built up and my husbands work has also calmed down so he can help around the house a little more. When that time comes, I will be more able to work a full week and will be able to build up to a contract or permanent full-time position. Until then, we shall get by fine and I shall take care of myself and my other commitments. I have to remind myself that being unable to work full time does not make me weak, incompetent or less qualified than 'everyone else'. This simply means I have a full life that requires some balance. As for the money concerns, we will be okay. We are incredibly blessed that my husband has reliable work that will support us, so anything I get is simply a comfort or safety net. With this attitude, I can turn down a single day's work, without apology, also knowing by now that I have some relationship with these schools and they will continue to book me.

Step three - Find a few general stress relief strategies for those moments that can't be avoided:

• Grab a treat, whether it's a chocolate, a massage, or one day of refusing to do housework. Rewards, bribery and distraction are a great way of recovering after a particularly rough day or week.
• Take a breath. There may be times when a mistake is made and the class is a rowdy one, so chaos reigns. If it's just off-task noise and not dangerous behaviour, take a step back, turn around, and breathe before returning to the situation.
• Remember why you do this, and if you couldn't care about the potential you are trying to unlock or the love you have for kids, count the dollars you are earning, remember what it will pay for, then even tell the kids. It's good for them to realise sometimes that you care, you are trying to help, but if they don't care, you still get paid and they lose out on what you are offering.
• Play some music or do some exercise. Doing this as a class at times can help the students too. Release those negative hormones, work up some positive hormones, lose yourself in the moment and relax.
• Redefine the stresses as challenges or goals and determine to make the experience a positive learning experience rather than something that happened separately to you.

Here are a few websites with some extra advice on stress management:

• Dealing with Stress - Stress Management Society
• 10 Ways to Reduce a Teacher's Classroom Stress - Worksheet Library
• 101 Ways to Cope with Teaching Stress - Smart Teaching

What do you do to reduce stress during difficult times?

Tag Tuesday - Some resources from other sites I have used lately

Yesterday I sat at home, dabbing a running nose, nursing a headache, loving the sound of the rain and watching a little too much of Bones. However, having just bought a laminator, on Sunday night, I couldn't totally let the day pass by without some resource gathering. In order to extend my resources for early finishers, I've turned to pinterest and other bloggers to find resources I could easily print off, laminate and use time and time again. So here's a quick list before I run off to find the tissue box again.

Numeracy:
Oh no seven! (just add dice for an addition game, google dice games and you'll come up with plenty more)
Mystery letter (I copied their monster/number grid, but included my own sums, allowing me to add a little variety and change the letter/number that was hidden in the grid)
I have, who has (made up my own basic template as it is easier to do than to find one I like which looks easy to read. Of course, a blank template is not limited to numeracy and can be done as an early finisher activity for a small group or a whole class activity)
Why so few numeracy sheets? I tend to find the class already has maths games the children love or number charts and dice I use for games without sheets, so the demand for such activities is very low. I also have my 31 math challenges freebie for a back-up when needed.

Literacy:
Scattegories (a simple version for students which could be used to introduce nouns, just add a timer or have students yell 'stop' when the first person fills their page)
Nursery Rhyme Reading Mazes (this one costs $7, but I like the idea enough to DIY one which fits with a theme, text, or level that I find myself in often)
Spelling Battleship (designed in such a way that it can be used with any word list, so long as it fits, so win for differentiation!)
DIY comic strip (students can create pictures and text in the provided bubbles for a fun story-telling method)
Complete the comic strip (theme and pictures already provided, students are challenged to create a dialogue between the two characters on their first day of school)
Hangman (Okay, no link here to a resource, I basically just typed up the letters and made a quick template myself)

That's it for now, but what more does a girl need? What resources do you bring out time and time again for early finishers?

Satisfied Saturday - General reflections after a week of relief

I am glad to announce that I am feeling my routine returning! Returning to teaching after a break can take some adjustments and a bit of reminding, but judging by this week's results, I think I am back to my regular practice. Let me just enjoy this for a moment...

Okay, now that I've enjoyed that, it's time for some reflection! Here is a general run down of thoughts from this week:

• I have found that since refusing to help students spell, the writing sessions have been going much smoother. When I explain my approach to the students, some like it, others shrug their shoulders, and I haven't had any complain. You can see my approach to this, along with a few other quick problem solving strategies in my last post.
• Teaching in schools with different student groups can highlight strengths and weaknesses. While I have been working on my awareness of what is going on around the classroom while working with specific students, I have had two students run out of my class this week! In such situations, awareness should be immediate as possible. Since then, I have planned to buy some bells for a door hanger, allowing me to know when students run or wander out, or even in, without my knowledge. On Thursday, I also implemented another point system: class exit points. We started the day with 30 points. Any time someone leaves the room, unless I have sent them for a job, the class loses a point. If they didn't ask permission, they lose multiple points. At the end of the day, we still had about 20 points! While this class did not have any reputable 'runners,' I do believe that it reduced the amount of students asking to go to the toilet unnecessarily. In fact, it's one of the few times I would have one student asking to go without someone else also asking. Of course, when talking about this, we did discuss that it is better to lose a point than it is to wet yourself, so if you really need to go, you'd better go!
• When spelling words have not been left or are not clear, I have found that it is best to change up the schedule a bit and do spelling activities after writing. This way, I can mark students writing on the spot and they can use their misspelled words as their spelling words for the day. Due to my approach to spelling during the writing session, I have only had one student not make mistakes, but looking back through his book we were able to find words. Spelling roll-a-word has become my staple activity now. The students love it and it is the perfect 'reward' for taking risks with their spelling.
• When no work or specific routine has been left for me, I now have my own routine down to an art. The morning session is literacy focused (and while my writing was strong, I have had to do some research on reading activities and groups, so follow me on Bloglovin' if you want to keep updated!). The middle session is maths focused. In the final session, we work on completing work and have free time, if they have earned it (at the beginning of the day, they are told that in order to have free time, they need to complete their work and not waste my time. Each minute they waste of my time is a minute off their time). The benefits of this timetable is that I have time at the end of the day to catch up on marking, the children fulfill their responsibilities for their rewards and most, if not all, of the work is finished before the end of the day. This leaves the regular teacher with no loose ends when they return.
• In order to encourage meaningful activities for early finishers and those enjoying free play, I have also spent the weekend collecting resources for 'challenge packs.' These will require a few more resources than my previous challenge capsules freebie and will provide include a greater variety of learning activities such as science experiments. If you are interested in these freebies, do make sure you go to the sidebar and follow me, allowing you to keep updated.

That's it for today, but as you can see, there should be more coming soon, so don't be strangers.

Learning is a lifelong journey, even as teachers. What have you learned lately?

Trapped Tuesday - The Trick of Problem Management

Teaching comes with some unique challenges for a new graduate. For me, the most overwhelming is the very idea of caring for at least twenty-five students at a time. In early childhood especially, this could mean:

• 5 children screaming, "How do you spell _____."
• 4 children lining up to show you their work.
• 3 children asking, "What do we do now?"
• 3 children either at the bathroom or wanting to go to the bathroom.
• 2 children working slowly at a difficult task.
• 1 child running around and distracting 4 more students.
• While 1 child quietly disappears into the bag area to see what other children have for lunch.

As a student teacher, there is the advantage of a second teacher, and maybe even a teacher's aide, helping. Then, we are introduced to the real world, where this is all left to us and each of the children is asking for attention, in one form or another. Although I have not been teaching independently for long, I have developed coping strategies of course. I will not help students spell, but encourage them to independently write the sounds they hear and make mistakes (today, we then used those mistakes to play a game, rewarding the risk-taking behaviour). I allow early finishers to work quietly on a familiar activity, such as quiet reading or a class maths game. The child doing nothing but distracting is given a responsibility.

Today, I discovered a problem with quick problem solving: it can undervalue or overlook the problem. I have been reflecting on a few 'difficult' students that I have had over the past couple of weeks and I noticed an interesting pattern. When I identify a problem, I tend to make two choices: either deal directly with the problem or identify the cause of the problem and eliminate it. Intellectually, I have always agreed that the second is the better option, and my behaviour plan reflects this. However, in order to keep the classroom operating smoothly, I had resorted to the quicker method of dealing directly with problems. Sometimes this works, but more often than not, the cause needs to be dealt with to prevent a recurrence. This is why I often find myself moving students after already warning them to stop distracting their neighbours.

Here's a second problem with quick problem solving: in its haste, it rushes over the relationship element of the problem. Students have a need to feel safe and respected, so is it reasonable to assume we can deal with behaviour without demonstrating our care and respect for each student? Developing even a basic relationship also enables us to understand them at some level, giving us insight into their behaviour and motivations.

The perfect illustration of these two points is found in my experience with a boy I taught recently. The day started well enough. He took his seat, responded to the roll call, gave his suggestions for the day as asked. Then I began my first activity and he refused to work with his original partner. I sat with him, talked to him about how he was feeling, and had him cooperate with me. As the day went on, the activities became more demanding, with more students demanding my attention, so I switched to 'quick problem solving mode.' As this boy continued to act up throughout the day, I began the simple "warn, record name, follow through on punishment." He did not respond to this and by the end of the day, he had no respect for me and refused to even talk to me. Lesson learned: while solving problems quickly, don't forget to develop relationships and identify the cause of the problem! Students need to feel respected themselves.

How do you deal with the demands for your attention? Do you find it has improved your problem solving strategies or caused you to question them?