Tools for Teaching Message Board

Starting the year right

MisterPeterson — Thur, 04 Sep 2008 21:10:21 GMT

Hello -

After getting done with my 3rd day of school (I teach K-5 music) I'm realizing how many routines there are! It's practically all I'm doing! There's a routine for everything: how to walk in to class, how to line up, how to sing a song, how to listen to a song, how to sit in music, etc etc etc. The list is practically endless.

With some classes it seems that EVERY routine has to be a mini-lesson.

"Watch me and I will show you how I expect you to sit in music" I sit on the floor and look towards the front of the room. Then I ask, "What did you notice?" And we have a discussion about it.

I repeat this if kids are not sitting the correct way. With a couple classes, I've repeated this step 4-5 times within 5 minutes.

I feel like I'm being really mean, but I want things to be perfect. I want kids to have fun in music, but I want structure so we can do so. I want kids to look forward to coming to music, but so far the first day of music for some classes has meant 35 minutes learning and practicing routines and 10 minutes music. To give the kids some credit - the classes that I'm struggling with the most are the ones at the end of the day, and the ones that I've struggled with in the past. BUT - I don't want to take that excuse. I don't want to wear myself from these rowdy classes simply because they are the last class of the day.

Am I doing this the right way?? I want to keep pushing forward and doing it this way. If I push through and outlast them, will I come out the other end with a well-structured and fun classroom?

Thanks everyone!

Matt

Forum: Tools for Teaching - general

Teaching routines to Larry

MisterPeterson — Mon, 01 Sep 2008 20:00:58 GMT

Hello -

I'll be starting my first day of school tomorrow and this will be the 2nd year I'll be implementing the strategies in Tools. One thing I really missed last year was the teaching of routines. I didn't realize I had missed that step until December or so - and by then some habits were too ingrained and took a lot of work to reverse. So this year, I'll be committing a lot of time to practicing routines and practicing them until their right - no matter how long it takes.

However, what do you do when 99% of the class is complying with a certain routine, but Larry is still goofing off. Do you continue to practice so that the kids start to manage Larry for you - thereby getting a monopoly on classroom management. Or - at some point do cut Larry from the herd and deal with him on your own terms?

Thanks!

Matt

Forum: Tools for Teaching - general

Working the Crowd during transistions

lynnejanet — Mon, 01 Sep 2008 02:40:42 GMT

Hi all.

I have a question about working the crowd during transitions. Fred suggests (correctly!) that you need to use limit setting during this time, because of the potential for disruption. My problem is that it's a transition for me, too. I need the time to get out materials, review my plan (even if it's just in my head!), put things away, etc.

I know that some of this is managed through good organization, but I still find it challenging.

Any suggestions?

Forum: Tools for Teaching - general

power teaching?

rdb268 — Sat, 30 Aug 2008 16:59:53 GMT

Has anyone heard of or tried "power teaching?" I ran into it on the internet the other day, and it looks good. Some similarities with Fred Jones, but some differences too. I'm just wondering if anyone knows anything about it or tried it and/or tried to integrate it with Fred's stuff, and if so what was your experience.

www.powerteachers.org

Forum: Tools for Teaching - general

Input-Output Method for English Teachers

treed — Sun, 24 Aug 2008 00:27:44 GMT

I'm a new teacher--I've literally only taught one week! After a somewhat tiring day yesterday I decided to read the Fred Jones book my school corporation gave to all new teachers--and I'm glad I did. After just a few days I quickly fell into a large homework trap and my policies and procedures are becoming worn out to my 8th graders. I've got new ideas that I'm ready to try on Monday...but I'm wondering:

Are there any English teachers here who can tell me some of the input-output lesson plans they use? Or any teachers with ideas for me? I can easily see how I can make this work with grammar and writing, but I'd love all the ideas anyone has.

Forum: Tools for Teaching - general

Individual PAT

vancnan — Fri, 22 Aug 2008 00:47:16 GMT

In TFT Fred talks fondly about PAT activities that students could work on when their own work was completed and checked. Among other ideas he mentions a project box for individual students and creating 'stained glass windows' in his French class. I'd be interested in hearing if and how other teachers have set up activities for students to work on when their own work is completed or checked. I'll be working with 6th grade students in a departmentalized setting.

Thanks for any thoughts.

Forum: PATs (Preferred Activity Time)

Another question about the timing of PAT

vancnan — Mon, 18 Aug 2008 15:50:57 GMT

I attended training this summer and am looking forward to applying my skills. How do experienced Jones teachers make sure they have enough time at the end of class for the amount of PAT that the students have earned? I suppose that setting a timer and ending instruction with enough time for PAT is one solution. Has this been a problem for anyone? Are there other ways to handle this?

Wondering...

Forum: PATs (Preferred Activity Time)

Using DIfferent Classrooms All Day

Nick — Sun, 03 Aug 2008 23:25:15 GMT

I'll be teaching in a new school this year after many years in my previous school with my own classroom. There's a possibility I may have to use different rooms for different classes instead of having my own room. I've always had bell work on the board for students to do as soon as they entered and have not let students enter directly into my room on the first day but admitted them one-by-one as stated in the book. My questions are:

1) How do I set the tone on the first day of school if my classes are in the classroom before I get there?

2) How can I get students doing the bell work if I'm in a different room each time, the kids are already in the room before I get there, and I can't already have work printed on the board?

3) How do I go about creating routines (passing out of graded papers, etc.) when the kids will likely already be in the room before I get there?

Thanks.

Forum: Tools for Teaching - general

Band PAT's

lhopkins — Mon, 21 Jul 2008 21:04:04 GMT

Does anyone have good PAT's for Band? My school's band director teaches 6-8 grade and needs some good ideas. Thanks!

Forum: PATs (Preferred Activity Time)

New Study Group

lhopkins — Tue, 15 Jul 2008 17:26:22 GMT

I am going to be leading a study group for my 6th grade team. Teachers begin school on August 18th and students come a week later. I was thinking about having our first session be about chp. 5 and 6 which is probably not in the same order as the guide. Has anyone led a group and do you have any suggestions for me. We will have the video toolbox. I am the only one who has gone to a FJ workshop and am very excited about what I learned. I just want everyone else to find it beneficial as well. I guess that I am the cheerleader and I want the pep rally to be fun.

Forum: Tools for Teaching - general

training seminar local

patriciah — Mon, 30 Jun 2008 01:31:47 GMT

I've read all the literature over and over again. Unfortunately, the videos are too expensive and the training seminars are too far away. Any chance that Dr. Jones will be coming to the Great Lakes area (Minnesota, Wisconsin, Iowa, Illinois, or Michigan) in the near future?

Forum: Tools for Teaching - general

Is Reading The Book Enough?

teach5th — Fri, 30 May 2008 03:40:50 GMT

I am a 3rd year teacher in 5th and 6th grade who struggles so much with management. I taught primary before and had very few behavior problems and was even told my classroom management was effective. Now in a new district at an older grade, I have been criticized by 2 principals in a row. The first one hated me anyways and made many enemies on staff. The new one is nice, but has told me I need to get my management under control and do a much better job if I want tenure next year. I have asked to go back to primary-my comfort level and have been refused twice. I thought I would like older kids and I do like the content, but hate dealing with behavior. It seems all I do is correct behavior and have kids telling me "You're so mean." I read Wong this summer and really thought I was on the right track with teaching procedures, reviewing them, etc., but other teachers told the principal I "yell" at my students and he and the other principal both said I am too "firm" with my voice and my class is not well managed. I am at my breaking point. He recommended I take a management class and they are all so pricey around me, around $600+. I am going to do Wong's online class for $150.

My question is will reading the book be enough or do I need to attend the seminar or watch the DVDs to get this and make it work?

Forum: Tools for Teaching - general

Social Skills

jh — Tue, 06 May 2008 13:52:57 GMT

I was wondering how others on this board approach building social skills among students.

Occasionally my students will work well together, but more often than not they just can't. While I do my best to hang around the lunch room and during recess, there are still more problems than can be fixed.

While things are relatively peaceful when students work alone, I would like for my students to be able to work together more cooperatively in the future - even if it is for next year.

John

Forum: Tools for Teaching - general

Backup system

MisterPeterson — Mon, 21 Apr 2008 13:32:52 GMT

Hello -

This is my first year implementing Fred Jones' tactics, and it is working very well 90% of the time.

However, I am at the end of the road with one of my 5th grade students. He is constantly silly and is actively trying to sabatoge teaching I am doing be being very disrespectful and blurting out comments to shame my teaching. He is extremely spiteful and wants vengeance because I didn't let him go to the bathroom once. This student has had trouble being serious since day one - so he has been on ommission training since about October. This has worked to varying degrees - it has mostly been used to keep him on task. Now he is facing much bigger problems with me - anger, disrespect, spitefullness, etc etc. I always remain positive with this child and truly do feel that whatever I did to hurt this child is not warrented. I even met with his parents to have a heart-to-heart talk to quell some of this spite. This didn't seem to work at all.

Last Thursday I sent this child to the principal -the first time I've ever done that in my teaching career. I didn't know what else to do.

I feel like since I deal with 90% of discipline problems well, I don't have a clue of what to do when I get to extreme cases like this. I've ran this situation over in my mind all weekend and I don't feel like I have anywhere to turn but the backup system. The problem is - I don't know how to use that - because I never have to go there!

I'm wondering - what is your backup system? Do you have particular strategies that are paired well with TFT?

I will continue to examine where I might've failed early on with this child, but I do feel like I need to have some sort of backup plan. Thank you!

Matt

Forum: Tools for Teaching - general

PAT for Physics classes

vsmith1961 — Mon, 07 Apr 2008 20:52:36 GMT

Does anyone use PAT for their Physics classes? If so what type of activities do you use?

Forum: PATs (Preferred Activity Time)