Classroom management - inner city, upper grades?

Question

Hi, I am a first grade teacher in the inner city and this is my second year. I learned many lessons the hard way last year and this year, have a very well managed, bright group of first graders. The problem is, when I cover other classes on prep (3rd - 7th), none of the strategies I have learned to use with younger children work with the older kids. Almost every time I have done it there has been either a fight, an argument, kids running from the room, abuse of materials, and certainly no instruction taking place - just crowd control. I don't have to cover preps much but I would like to eventually teach older kids in this school, so I really want to know: what kinds of management strategies, incentives/rewards, consequences, etc. work with older inner city kids. As background, assume minimal parental involvement/follow up and somewhat lax administrative back up (i.e. reluctance to suspend kids, threats and no follow through, etc). What can I do in the classroom to reach the kids?

Answer 1

If you don't have good administrative backup... well, it's like trying to bail water out of a boat whose leaks aren't being repaired. There is simply no way that you can maintain order if the administration doesn't do the things necessary to keep order.

I find that older kids (junior high) respect an adult who is fair but firm. This sounds strange, but it's true, and I've seen it time after time. You have to smile, explain the rules, and explain that you are the perfect judge, jury and executioner -- then stick to your guns. If you're fair (they're big on fair) and keep order w/o yelling and screaming and stuff, then kids assume that you care about them.

It think that people are pre-destined to certain grades / ages / specialties by virtue of personality. I'd never confuse a group of K-3 teachers with a group of high school teachers -- you'd know which was which even before they started talking about teaching, right?

I'm thinking that you need to find out where you belong (great life advice!) and then learn to be the best at what you do.

Answer 2

I taught in an inner city for 30 years, ok?

First, don't be surprised that 3rd thru 7th graders do NOT act the same as in your 1st grade class. Part, and probably most, of the reason, is because the 1st grade class is YOUR class from DAY 1. In the other classes, the kids just view you as a "sub". So don't worry too much about that.

I also advise you to look into your contract, assuming you have tenure, as there is usually a limit of 3 times per year that they can assign you as a "sub" during your prep period.

As for older kids, I'm not quite sure what you mean by older. But I can tell you, the best friend you have is your SEATING CHART. On the first 4 days of class, let the students sit where they want, but insist they take the same seat each day of those 4 days, so you can write down where they sit and learn names. Then as you take attendance outloud, at the BEGINNING of class, make copious notes, on who is quiet, who is not, who can sit next to each other, who can't, which ones are "crazy", which are shy, etc. Then at the end of the week, put all this info together and come up with a seating chart that separates all the "problem" kids are far apart as possible. Put the good kids in the middle. Surround the "bad" kids with quiet kids. Don't lecture much, at least at first, just give them work to do (they'll be happier anyway), and MAKE THEM BE QUIET while they do it. If they're not quiet, they're not working. After a few days, or maybe a week of so, they'll get the idea. And if they still won't stop misbehaving, get a couple extra chairs, and make them sit right next to the teacher desk when they act up! They hate that. And if they try to "sleep", by putting their heads down on their desks, as many do, take the desk away! Just give them a straight back chair! with NO desk to sleep on. That REALLY works good. And if all that fails, burn their ear while they're sitting next to you at the teacher desk. If none of this works, call the parents. I have found that MOST parents will help. But beware, there's always that 10% who will cause you nothing but TROUBLE.

Answer 3

The first post brings up great points. If you explain your rules and stick to them and are fair the kids will learn that they like you and that you can be trusted.

Incentives like candy are always winners. Start asking questions about the topic and hand out a couple pieces of candy. You will gain a lot of focused attention very quickly.

Praise them. "I like the way that you raised your hand before you spoke. Tom is doing a great job of getting his books out. THAT is an excellent idea/answer/opinion." Kids with that background may not hear that a lot at home. It grabs their attention. Sometimes even saying something like "You are all doing an excellent job of listening to each other. NOW I would like to see how you do listening to me." It quiets them for a minute as they think about it. You start to explain and then throw in a compliment; wow you guys are GREAT listeners... and it works.
I teach high school. Sometimes talking to them like they are little, yet showing respect works wonders.
If you have a difficult kid who complains or says "I ain't doin' nothin'. I don't even like that candy" just ignore it. Then, ask that kid for help. Place a piece of candy on his desk and say "Could you erase the board for me, please?" Or, maybe hold out the candy and an eraser and allow him to take the step towards you. It helps them to come around.

Answer 4

Something I have done with my students is to have a sheet of different "coupons". These range from 10 points on an assignment to a restroom pass. I make several copies of the sheet and cut them into individual coupons. Everytime I start class, the students who are on task, get a coupon. As soon as I get the box of coupons out the agendas start coming out and warm-ups start getting done. I don't know if this will help you out with covering.

Answer 5

greater than a number of those youngsters don't get the attention they choose. they should experience as though they count and their opinion counts. in case you prefer to attain those youngsters then you certainly ought to handle them with admire that they in all probability don't get exterior of faculty. they should experience as though what they think of concerns. Get them in touch in college. genuine hands on coaching. no longer basically interpreting or understanding issues on the table. A youngsters interest span basically lasts 20 minutes to start with. Make the lesson count quantity for 20 minutes and then prepare it to a real existence subject or undertaking for something of the class time. all of us learns otherwise. locate out what your pupils are drawn to and placed your lesson plans around those hobbies. it relatively is not proper what situation you would be coaching...you may prepare maximum something to any situation. occasion...if a majority of the youngsters are into activities or get exhilaration from activities then use activities stats for math issues. while you're coaching English then have the youngsters %. their well known activities heros to jot down a paper approximately and provide greater suitable credit in the event that they decide for to do a presentation and gown as that activities individual. while you're coaching historic past you need to do the comparable situation and characteristic the youngsters gown up as that character. you need to apply your creativity. in case you get the youngsters in touch then your college room administration form is basically no longer an argument. Getting the youngsters in touch and fascinated will shop the finished college room in line. it will lead them to experience as though they're relatively a factor of something. you need to tell them which you all ought to artwork at the same time. you are the coach and that they are the team. sturdy success.