Before discussing my question, I want to highlight Rules #50 and #51!
Rule #50
Be positive and enjoy life. Some things just aren't worth getting upset over. Keep everything in perspective and focus on the good in your life.
Rule #51
Live so that you will never have regrets. If there is something you want to do, do it! Never let fear, doubt, or other obstacles stand in your way. If there is something you want, fight for it with all of your heart. If there is something you want to do, go for it and don't stop until you make it happen. If there is something you want to be, do whatever is necessary in order to live out that dream.
Those rules really stood out to me as being powerful. As I read them, I thought about my own life and just how much I am able to focus on the good things in life instead of worrying about things that are out of my control. I also thought about my daughters and how I am hoping they will do the things in the two rules listed above, but have never said it like Ron Clark did. What GREAT rules!
Okay... On with my questions.
My questions will focus on Rules # 45 and # 48.
Rule #45
Never cut line. If someone cuts in front of you, do not say or do anything about it. Let it happen, but let me know about it. I will handle the situation. If you fuss with someone who has cut in line, you could get in trouble as well. It's not worth it; just let me know what happened. Please handle all disputes with other classmates in the same manner, by coming to me with any problems before you take matters into your own hands.
Rule #48
If any child in the school is bothering you, let me know. I am your teacher, and I am here to look after you and protect you. I am not going to let anyone in this school bully you or make you feel uncomfortable. In return, I ask you not to take matters into your own hands; let me deal with the student.
Everyone that works with children understands the importance helping students to deal with conflict. After reading Rules 45 & 48 along with the explanation of each (Ron Clark goes into lots more detail under each rule) answer the following questions....
1. Do you agree with his rules? Why and/or why not?
2. What is your policy/stance on how students deal with someone who bullies, cuts in line, etc.
Have a Great Week! Thanks for all of the great conversations happening each week! Keep up the Good work, Focus on the Good in your life & life without regrets! :)
Vickie
I agree with rules 45 and 48. For rule 45 he goes on to say that most of the time students handle the matter themselves, quietly, without being loud or fussing. I have found this to be true.
ReplyDeleteFor rule 48 I agree that we as the teachers are here to look after and protect the students. I like when Ron Clark took both boys out in the hall to talk to them. He told them that if they bullied, they would have to deal with him.
5th graders tell on each other a lot. They will let a teacher know if they are being bullied. However, as students get older I've found they are less likely to report bullying.
High school students seem to want to "take action" not only for themselves, but for classmates. I am rarely asked for help, but I have interfered. I have stepped between two students that looked ready to be physical about their problem and dealt with each individually. I do agree schools need to be safe zones for students, and that I need to do what I can to make it so. When I returned to teaching 19 years ago, the most significance difference was the increased violence, both verbal and physical. I still see that as a major problem. Many students do no know how to get along with others or to show respect for someone else. I think part of Ron Clark's solution did indicate an effort to respect another person.
ReplyDeleteI agree with rules 45 & 48 to an extent. What I mean by that is, I agree with what Linda wrote above….If students can handle the matter themselves, I like to give them the opportunity to do so independently. My stance with bullying is that I want to know about it 100% of the time. I feel the bullying is a very "slippery slope” and that it has gotten completely out of control everywhere. I always encourage students to come talk to me if they feel that someone is bullying them. However, when it comes to cutting line, or something that I would consider a bit more "minor", I will usually give students the opportunity to work it out before I intervene. Today, I actually had a student who grabbed a chair that another girl was walking to get for herself. He kind of ran over to the chair really quick and grabbed it, even though he knew that she was going to get it. She looked at him and said, “______, that’s not the Wildcat Way.” He then said “I’m sorry”, and gave the chair to her. This was a situation where the students handled it herself, and I did not feel like I had to intervene in that moment. As I watched this situation take place, it made me proud that I work here, and it made me proud that NU students are really working to follow the “Wildcat Way.”
ReplyDeleteI also agree with Rules 45 and 48 "to an extent". I think Ron Clark is saying he likes to give kids two options: either ask for help when they need it or solve the problem efficiently on their own, realizing it is more rewarding that way, even if no one else knows about it. I like to give kids the opportunity to solve problems indepndently, but sometimes small things tend to escallate, needing reenforcement from an adult. I like what Kristy said about wanting to know about any bullying 100% of the time. I agree it has gotten out of hand, but unfortunately, bullying has been around for as long as people have. I am not sure what the answer is for stopping bullying all together, but reminding kids about the "Wildcat Way" is going the right direction, in my opinion.
ReplyDeletePost From Belinda Nauman
ReplyDeleteI agree with Kristy that the Wildcat Way is a real positive way for kids to deal with issues. Instead of yelling or hitting if they are upset with someone, they can verbalize their frustrations and be a constructive part of the solution. Everyone else that is listening and watching the confrontation also know the Wildcat Way and can use peer pressure for “good instead of “evil”…lol. I agree with both rules and I handle “cutting” in a very similar way. If you push or yell about the problem, that person is making more of a problem and I will deal with both in the same manner. I have not had to deal with the bully issue with Kindergarteners to much…thank goodness.
I agree with rules 45 and 48, also to an extent. If I know someone cuts in line, I make them go to the back to their place or if it happens several times, they can go to the back of the line. Cutting in line is different than the squabbles that can happen all day, every day. I want my students to be able to work problems out on their own because that is what they are going to do for the rest of their lives. I hate tattling with a capital H! I want the students to know when it is really a big deal and needs to be handled in the classroom and when it's something silly they are arguing about and just deserves to be walked away from.
ReplyDeleteRule 48 actually hits close to home, considering I've already had to deal with bullying this year in my classroom. I handled it by having a class meeting and explaining to my kids how I felt and I wasn't going to accept it. At the beginning of the year, I told them that they were now a part of my family. When we had to have our class meeting, I reminded them of that statement and simply told them, "Nobody messes with my family." I told them they could ask any of my siblings, no matter how much I pick on them, it wasn't ok for anybody else to pick on them. My students are now a part of my family, so I told them that if somebody is bullying them, I will handle it because my family doesn't deserve to be treated that way. I haven't had any problems since, so I'm hoping that made them understand how much they mean to me and how much they should mean to each other.
Rule #45 - Model how to solve a minor problem then let them do it. I think too many kids rely on adult intervention so they never develop those skills.
ReplyDeleteRule #48 - 0 tolerance. I like how Ron Clark states this rule. I think he makes it clear that he is not referring to minor issues but the ones that put kids in any danger. I always thought I made this clear in my room, but 2 years ago I found out differently. The "loud" complainers will always let you know when there is a problem. But it's the quiet "good" kids we really need to watch out for. A mother finally got permission from her daughter to tell me about the tormenting that had been going on all year. I was floored that I had totally missed it. I hope I do a better job now, but I think I will steal Ron Clark's words, " I am your teacher, and I am here to look after you and protect you. I will not let anyone bully you or make you feel uncomfortable."
I agree with Debbie and Kristy with rules #45 and #48. I would like to know about any situation a student feels uncomfortable managing, whether it is bullying, being cut in line, name calling, etc. However, I think it is also beneficial for them to try to find solutions to situations, as well. I think the Wildcat Way and Second Step give the students that support they need to help them solve problems effectively. I think I am going to take Kathy's advice and steal those same words.
ReplyDeleteI agree with Ron Clark's rules however, Kathy has a good point on modeling how to solve the minor problems. Students often come to the teacher or adult to handle minor problems which is great, but it is not teaching them the skills they need to handle situations down the road. For rule #48, I agree that I am here to protect and look after the safety of all students. Kristy made a good point about how serious bullying has become and if it is not a minor, "he cut me in line" then I definitely want to know about it. If the situation isn't major enough to have administration intervene I definitely document it. I'm not exactly sure what happened today, but I have intervention math with Linda Davis 3rd period when the students come back from recess. I heard a couple students talking to Linda and then she came up to me and told me she was pulling some kiddos out into the hallway and "practice a Ron Clark" method. Maybe Linda can fill us in a little more on the situation!
ReplyDeleteI agree with Kelly and Ashley on Rule # 45. There are many small problems that students should be able to handle on their own. It is hard to teach students when it is important to involve the teacher and when it is not, especially when each student is unique in their ability to be problem solvers. Rule #48 is really important at any age and an especially difficult one for 5th grade. Some students at this age struggle with “tattling” especially when it is a bullying situation. They are worried about how others will view them, etc. I am going to share this rule with my students and let them know how important it is! I don’t think I have said it enough or at least in such a confident and firm way.
ReplyDeleteI agree with both rules and even though I view cutting in line as more of a minor offense, it is still a form of bullying. I agree with Linda and Kristy that I want my students to learn to handle small matters on their own whenever possible. I’ve taken extra time this year to role play and practice different situations and I encourage my students to try to work things out on their own. But they also know if a problem continues and they can’t resolve it, I am there to make sure it doesn’t continue to happen. As I mentioned before I tell my students we are family while at school and I am there to help, support and protect them. I also feel the “Wildcat Way” is a very positive way for teachers and students to deal with issues and behavior.
ReplyDeleteI agree with rule #45 and #48. Students need to know what is expected of them. I agree with everyone when they say that cutting in line can consume large amounts of time when students are constantly tattling on one another. Whenever I see a child cut in line they automatically go to the back of the line. I make sure that my students know that this will happen and very rarely do I have any issues with cutting in line. Tattling is one of my biggest pet peeves, so I make sure to explain to my students the difference between tattling and telling. I explain to my students that if they or someone around them is hurt (either physically or by words) then come tell me but do not come tattle to me. So when I see a student come up to me and I can tell they are going to tattle, all I have to say is “telling or tattling.” This makes the child think about what they were going to say and decide if it is something they really need to tell me or not. When I did my student teaching this really worked! Eventually, my students were able to think through if it was telling or tattling all on their own without me having to ask. Bullying is a whole other thing though. I always tell my students to tell me immediately if someone is bullying them. It is our jobs as teachers to make school a safe and comfortable environment for our children and they have to know that we are there for them always. Bullying is unacceptable and every child that I work with knows how I feel about this.
ReplyDeleteI know I said this on Dave's question already, but I really like how you use the "tattling or telling" method, Susan! It gives students a chance to reflect on what it means to tattle or tell and then they can decide if they need to talk to you about it or not. I think this is a great idea and would work very well, especially for the primary grades!
ReplyDeleteWhen I read these rules I felt they somewhat went against what my thoughts are about students using positive ways to solve social problems. After reading the explanations by Ron Clark I felt more in line with his thinking. He was aiming at preventing kids from handling situations inappropriately. I liked how he confronted the student who was name calling and then scolded the other student as well to help him avoid the backlash from the name caller. When I taught 2nd grade I had a basket with slips of papers students could use to tell me something that might be a tattle or something they wanted me to know that wasn’t quite an emergency. I read them near the end of the day, and addressed them as I felt was needed. It allowed me time to get to minor problems without interrupting the flow of the learning day and kids the outlet to express their frustrations. The drawbacks were that some kids just kept things in rather than use this outlet, and some wrote important things I should have known right away. I know at the k and 1st grade level this would be so laborious for some students it couldn’t be used. These two rules are ones that would be more effective if they were consistent throughout the building, because the kids are supervised by multiple people in less structured areas throughout every day.
ReplyDeleteI also agree with the rules "to an extent." I really like to see students work out their own problems. When they can do this I consider it a huge compliment to what we are doing here at NU with the Wildcat Way expectations. Cutting in line is HUGE in the first grade. We are not allowed to cut in line in my classroom or "save spots" in line for others. If a student has to step out of line then they need to get to the back of the line. The only exception to this rule is if I ask them to step out of line for a favor to myself than I allow them to get back in place. I try to emphasis that we will all get to where we are going no matter if we are first, tenth, or twentieth in line.
ReplyDeleteFor bullying situations I have a zero tolerance for that. Anytime a student hits, kicks, or bullies in any way I must know right away so that I can take matters into my own hands. No child should ever have to feel alone in a bully situation.
My mother, a retired teacher, was here from Florida last week. I was finishing Ron Clark's book and shared some of the rules with her. I also told her about the Wildcat Way and how we don't tolerate ANY bullying. She thought what we're doing is great and wanted me to share that with all of you. I think it would be wonderful if the community knew more about the Wildcat Way. I love the examples over the PA.
ReplyDeleteI would like to offer a corollary to Rule #51 Live so that you will never have regrets. I agree that if you want something you should strive for it, but likewise, consider the consequences before you act. If you're likely to regret your actions, or hasty words, then don't do it.
ReplyDeleteThere was a statistic floating around a few years ago that teachers miss 85% of all bullying acts. I hope it gone down! I try not to stress over tattling the first few weeks of school, but I do ask the tattler what they've done about the situation. If they haven't tried talking it out, then I suggest they try that first. And I also ask that they let me how it works out. After a couple weeks, I get very few tattles.
I also like what Ron Clark has to say about rule #47 - Do not bring Doritos into school. I agree that it's important that each teacher maintain his/her unique personality.
I, like many others, try to set ground rules for cutting in line. If you do so, you'll have to go to the end of the line. Like Lindsey, if I ask them to do something they may go back to their spot but students are not allowed to save spots in line for each other. I really like Susan's idea about explaining the difference between tattling and telling. In the past I've tried to explain tattling and telling but I've never asked them, "Are you tattling or telling?" That may be something to try. I have tried a tattle/tell box in the past, like Debbie Setser mentioned. It allows students to inform you of issues that could be tattling or telling important information that you may have been too busy to notice. It's a good way to let the quiet students tell you if someone is picking on them. Bullying on the other hand is completely unacceptable. Second Step and the Wildcat Way are really awesome tools that have made enforcing 0 tolerance for bullying so much easier.
ReplyDeleteAfter reading the majority of the comments I would say that I agree with many of you, who agree with Mr. Clark. I too think it's about teaching children the difference between telling and tattling. The purpose to tattling is to get another person in trouble because you think their actions are wrong (and many times they are...), however those actions aren't hurting anyone but the person missing out on learning because they are playing with something in their desk for example. Telling on the other hand is for the benefit of yourself or others, for example, you tell if someone threatens you or hurts you physically or emotionally because you deserve protection and they need help so they learn not to treat others poorly. I tried when I taught second grade to teach the children the difference, because I too believe that all children deserve at least one champion in their life, and who knows we may be the only person who is willing to risk it all to make sure they get the best education, every opportunity, and to learn and play in a safe place. I hope it's more...but we never know the next place for any of our kiddos. In preschool the idea of telling and tattling is a little too abstract, so I focus more on how to solve problems. For example, a child comes to me and sticks their hips out so I can see their pants need buttoned and zipped...I say, "oh, I see you have a problem with your pants, how can you solve that problem?" They of course are supposed to ask for help and use their words. In my class the reason is two-fold...first I want them to know that any time they need help they can come to me and I will help them, second, I want them to communicate, to speak in clear complete sentences, and when you're walking around with your "drawz" between your ankles there's some motivation to communicate:) We then take that into our classroom time, like centers, "oh, I see you want the same toy as so and so...how can you solve that problem?" We have a solution station that we practice and we can refer back to so they can see they have options...I want to prepare them for the idea that you have choices, and you have the power to solve problems.
ReplyDeleteAs I was reading both rules I made some notes of key phrases and ideas that stuck out to me, first in rule 45 he said "I wanted to find a way to avoid kids taking matters into their own hands in an inappropriate manner."-I think this becomes a big responsibility for those of us in the younger grades, because from the very beginning we should be teaching our childre the appropriate ways to solve conflicts. We should model and role play over and over again what to do when someone cuts in line (which to a younger person is the same as cutting off an arm...)or if they take a toy, or if they tease you about your hair cut...hopefully by focusing on positive ways to work together and solve problems we reduce the amount of bullying in school. Then as I was reading rule 48 I thought again on having children solve their own problems, which is ultimately what we want, but sometimes it's compeltely appropriate to go to someone older and wiser to help us with problems, because if you've tried everything you know to appropriately solve the problem and it still remains then maybe it's beyond your knowledge and maturity base...I mean, we all seek help from others when we have problems, we all need advice, and I think it's important for teachers to share with their students that coming to him/her with a problem is okay because we are here for them.
1. Do I agree with Ron Clark’s rules about cutting in line or bullying; why or why not? I am torn on these rules. Yes, I agree that students should not “cut” in line or bully. Yes, I agree students should not fuss if someone “cuts” in line. However, I want my students to be able to handle things in a respective and calm manner. Which, in Ron Clark’s explanation he touches on that point, but it isn’t listed exactly in rule? Students need to learn to deal with conflict in appropriate ways. As adults, we need to deal with conflicts and school is a good training ground for helping students learn to deal with conflicts appropriately. In helping students, and piggy backing off Kathy, we need to model how to handle situations that arise effectively. It seems to me this is part of second step also and showing respect for others and handling anger. Oh, and hearing “Mrs. B., Sammy Snot Nose cut me” drives me nuts.
ReplyDelete2. What is my policy/stance on how students deal with someone who bullies, cuts in line, etc.? In agreement with so many others, I want my students to handle minor situations on their own. If the student is uncomfortable handling something, then I want them to ask for help. I also really like Susan’s idea of tattling versus telling as now I often ask if the problem is an emergency but to some kids everything is an emergency. For bullying… I am ZERO tolerance. There are not many situations that can upset me more than having a student bully another student.
As I read these two rules, it reminded me of my elementary days. I was very shy and had no self confidence. I was bullied by one particular girl constantly and because I was so quiet, said nothing. Looking back, I wished my teachers had shared Ron Clark's rule 48. I think it is essential that our students know that we will do anything in our power to protect them and I stress all the time that we are a family and should look out for each other. Kids often see things happen that we adults do not. They need to know when it is necessary for them to tell an adult and when they should try to handle the situation themselves. I agree with everyone who said that we should model the difference between tattling and telling. I never thought of role-playing this but will definitely try it this week.
ReplyDeleteI hear tattles in the lunchroom every day. I always ask the student "and this effects you how?" Many times this is the end of it. I do think that students need to handle many of these situations themselves. You can only develop people skills with practice. Many times we step in when we should let children handle things in their own way. With all the organized sports, after school activities, and parent ran organizations children have few chances to interact without adult input.
ReplyDeleteI do agree with rule #48 and that we should step in if a child is being bullied or bothered
by another student. Children have to feel safe and know that we will always be here to protect them.
I would have to agree with just about everyone's comments about both of these rules. With Rule 45, cutting in line, I like how Ron Clark gives his students two options and that most pick the option to just handle it quietly. At the beginning of the year when we're modeling everything, when it comes to lining up I always make sure to tell my students that 'we are all going to the same place', so what is the point of cutting. When it comes to bullying I think that every school has this issue and we are no different, but I think we handle it pretty well. With the implementation of Second Step, I think that many students are learning how to handle problematic situations on their own and they are more aware of how their actions effect their peers. I also like how Susan teaches her kids the difference between telling and tattling. I think that our students feel safe in our school, because we all work so hard together to make sure they know we are a huge family and we are united. They are reminded of this every morning when we say the Wildcat Way pledge.
ReplyDeleteI love rules 50 and 51! What a great way to live your life!
ReplyDeleteWhen it comes to rules 45 and 48, it looks like I agree with all of you. Although it would be much easier to avoid bickering and fighting if students were to just come to me with all their problems, it’s more important that children learn how to deal with their own problems. This is exactly why we use Second Step. Our students need to have the social skills necessary to deal with issues on their own.
The “policy” in my classroom is different for things like bullying and cutting in line. For things such as cutting in line I ask students to figure out how to solve the problems on their own. This is great practice for them to use the social skills they learn during Second Step lessons. More serious problems like bullying are to be brought to me immediately – especially if the student is being physically harmed. I want the children in my class to know that they can feel safe at school and in our classroom.
I agree with Debbie’s point of view, that initially the rules seemed contrary to some of the conflict resolution that we try to instill in our students. However, I believe that the students do need an appropriate model of how to accomplish this. If we are going to ask students to trust us to model this, we must be prepared to accept this responsibility whole-heartedly. Working with older students, I believe the bullying issue is a challenging one. I have repeatedly asked students to trust me and come to me when they are having trouble with another student – trust me to do what is needed and right for the situation. I think they often feel as a teenager that to involve an adult would show weakness. This is when building relationships and practicing what you preach really proves their worth.
ReplyDeleteI forgot one thing on the telling/tattling thing that I learned from a Wiser older person, the Old Gray Mare...Linda Mathys used to have a tattle rock in her kindergarten room. I remember one of the first years I taught kindergarten in the old Claibourne building. The 27 kids were driving me nuts with tattling. I told her about it and she gave me some old rock, actually beautiful inside, and told me to have the kids tell the tattle rock. UNBELIEVABLE! It worked! Kids would walk over and literally tell the rock whatever their tattle was! I was shocked! Maybe we need tattle rocks!!
ReplyDeleteI wanted to comment on Vickies "other" rules mentioned because I did comment on Dave's. I could have really used Ron's rule #50 almost 3 years ago when I had to have the second & very unexpected 3rd hip surgeries. I have never thought that I was depressed in my life, but I look back at that time period and think maybe I was, or at least the closest I had ever been to it. Sitting in a chair for 2 months without being able to walk on my leg, taking antibiotics that affected my insides to where I needed to "run" to the bathroom when I couldn't even walk, I think that was the lonliest time in my life and I had all day long to focus on the negative sides of things...Why me? Why now? I didn't have that much time to take off work. Why the infection? Why the drugs? Why couldn't I see people? What if it got bad again? Why? Why? Why? It all boiled down to That's life! I really needed something positive to think about, to hang on to. I spent all those days and weeks so down and about 5 months later found out that (some of you might remember) Brenda Kane was nearly killed in a car accident. SHE WAS HOME ALL THOSE MONTHS THAT I WAS! We could have been a huge support for each other! Neither of us knew what the other was going through because we get so busy in our own little worlds that we forget to look out our windows at what others are going through and then count our blessings! Maybe some positives for and from each other would have been what we needed during the lowest times of our lives!! I have so many things that I have been blessed with in my life, my husband, 3 mostly-healthy kids, a home, a job, 120 borrowed kids a year, you name it! I am a blessed person. But at that time, I didn't feel it. We need to reach out of our little corners and encourage each other! There are a ton of positives in our lives!
Kim joined a quartet last year. He sang in one in college and the timing never seemed right to continue once we graduated. The others married, too, and we all began families. It never worked out. So, when the opportunity came last year, I told him to jump on it! He did and we have had so much fun, friendship, music, and have met so many wonderful people through it that I can't imagine things any other way. I have tried to get done throughout the week what I can because it has been a busy fall with music and I wanted to go to every concert! So far, I haven't missed one this fall! And to think he wasn't even going to audition. He didn't think it would work out very well with our busy lives. Well, the busy-ness got put on hold! We are loving it! I agree with Ron, go for it. Don't let things pass by out of fear, doubt, or obstacles! There were lots of those, but they have been overcome! I am feeling very positive after this set of reading! (But it's after 10 and my plans are not going to be ready before school tomorrow!)
Children have enough problems at home to have worry about problems at school. We should handle some situations, but children also need to learn to stand up for themselves. Usually we can stop problems we they arise, but with some children it like what Rena said. If a child is to afraid to say anything the bully will continue the bullying and will become sneeky in the process. I have a sign in my room that deals with bullying. It is great way to tell my students what bullying is and that I do not like what bullys do.
ReplyDeleteI agree with mostly everyone on rules 45 and 48. I want my students to become more independent and try and handle their problems on their own if they are little problems. The BIG problems I want them to come and tell me. Now, how do they know the difference between the two? Is this student a bully? Second step has helped a lot in these areas, and the modeling of the situations in each of the lessons has also helped my students figure the difference between the two. I want my students to feel safe and comfortable in my classroom. Life at home sometimes is not always that positive so if I can help in any way to make their day a little brighter, then that is what I will do! They know that Bullying is unacceptable in my classroom, and I will come down hard on anyone in their who is bullying another person. Ask the students, as they will find out who the "Green Monster" is in Mrs. Edgar's class.
ReplyDeleteI also agree with everyone's comments concerning rules 45 and 48. I want my students to be able to be problem solvers. I want them to present their feelings/ideas to their classmates with respect. I often say to my students that I agree with their thoughts/feelings, but do not agree with their tone or the way they are presenting their opinions to their classmates. I agree that Second Step and the Wildcat Way are encouraging students to interact with their peers in a more appropriate manner. I want my students to know that I am here to protect them. I have zero tolerance for students being mean to each other in my classroom. I need students to feel safe and confident in order to do their best learning. My classroom policies sound a lot like Erica's. Students resolve many of their own day to day small issues, but come to me when they feel uncomfortable about a situation.
ReplyDeleteI love Linda's idea about involving the community more in the "Wildcat Way." It would be such a great reinforcer to have the community involved! I think that the consistency would be great for all kids, and I think it would make the Wildcat Way even more effective. Great idea Linda!
ReplyDelete1. I agree with parts of his rules. For Rule #45, the first thing I thought was “Oh my gosh! How would anything ever get done with kids always running up to interrupt me with silly problems?” After reading his explanation though, I see that it may be that way for a week or two and then students would hopefully begin to let the little things go.
ReplyDelete2. The bullying policy is difficult. I have a zero tolerance policy for bullying. I always tell the kids that while we are at school, we are all friends. That means being nice in the room, at lunch and recess, etc. My hope is that this carries out after school but I can’t control that. In my opinion though, bullying can take two forms: the actual act and getting others in trouble by telling on them for things they didn’t do or exaggerating situations. I have trouble reacting to hearsay unless the student admits to it or it is extremely believable that what was said actually took place. I would never ignore a student’s cry for help if they tell me they are being bullied but I definitely would not jump into a punishment based on words from one student. My number one goal, though, is for students to feel safe at school and feel like they can talk to me. My second goal is for them to learn when to let things slide (as hard as it can be) and when something does need to be shared with me.
I agree with everyone's comments about rules 45 & 48. The majority of the time, I encourage students to resolve their own problems. I'll try to think of questions to make them see the situation from a different perspective. For example, one day I had a 5th grader (who a lot of times brings things on himself), but he got really upset about something and started crying. A few of the other kids started laughing and I immediately said, "STOP! That is absolutely unacceptable behavior. We all have tough days and situations that make us upset. If YOU were having a hard time would you want everyone laughing at you??" I let them ponder that for a moment and you could've heard a pin drop. Students "get it" when they can relate to it, and so I try to get them to see things from the other perspective- from OUTSIDE the box- as often as possible.
ReplyDeleteWhen teaching I actually spent large amounts of class time working on these rules. My students would never confront someone who bullied or cut in front of them in line, they brought it back to the classroom. That is where we roll played how to deal with these situations. Roll playing was very important for the students because they not only were able to see how to deal with it but they got to see how it felt to be on the other side. We can also apply these rules to our lives now, how often do we get upset when something like this happens, do we confront or let it go?
ReplyDeleteI agree with so many of the comments especially Vickie's. As a teacher there are so many things that I do not have control over my students home life, their personal tragedies or their health. Often at the beginning of the year when I become aware of these things I worry how I can take these students where they need to go academically. Eventually you have to look at all the positive points of each student, focus on what you can do and move on. Making a difference in the lives of my students is one of the most rewarding parts of teaching and I can't make a difference if I let fear and obstacles stand in my way.
ReplyDelete