Attention Please, Class!

A quarter of a century ago, the teacher only had to walk into the room, or appear on the veranda, for a hushed silence to fall over the class. I am afraid to say the challenge is a lot greater with today’s children. However, your presence as the authority figure is still just as important.

The calmed hush can still be achieved in today’s classroom. It will be generated on the basis of mutual respect not fear. Respect comes with a growing relationship and this is exactly where the challenge lies.

Each class will be a little different depending on the year level and management style of the class teacher. You cannot possibly effect change in one day. Time to think outside the square! Time to make it fun! Time to make it special just for today!

The following are a few suggestions that you may use your professional discretion as to which strategy is suitable for which year level. More ideas and strategies are found in my handbook.

These strategies come are fully developed in my "Relief Insight"workshops. The next workshop is being held in May on the north side of Brisbane, post my speaking engagement at Australian Catholic University. Feedback indicates that no matter what your teaching experience, participants felt very empowered by the practical nature of the workshop. If you are interested please leave a comment with your email address and I will be in contact.

SUGGESTIONS FOR THE CLASSROOM:

S.A.L.A.M.I Magic instruction only known to the special class and you. It means STOP AND LOOK AT ME IMMEDIATELY. Only Year 4A know that! This becomes the strategy that takes the old FREEZE technique one step further. If you do use FREEZE, don’t forget to use THAW as the signal to continue as before.

RAIN SHOWER Nothing is as calming as the sound of falling rain. Try this idea on the younger ones when you are waiting calmly for the group to settle. Finger tips wiggling from head height to your waist to imitate the falling rain. Cross hands back and forth to represent the puddle and at the same time making the sound, shh, shh, shh! Continue until the class is settled. It is clever to link this with breathing in as the rain falls and out as you say shh. The extra oxygen in the system will help with added focus for the learner, or teacher, whoever needs it most!



THERE’S AN ECHO IN THE ROOM
This strategy not only gains attention, it consolidates the message as well as focuses the listening. Explain the game. You are looking for the clearest and most accurate echo. I would only call on volunteers to be the echo as it can be stressful for some children not being able to accurately recall the statement. Always call on three echoes. Allow the class to judge. Reward. The end result will be everyone listening to the information in order to participate.



COUNT DOWN TO SILENCE Use hand movements to physically demonstrate the countdown 5, 4, 3, 2, 1…. hush, hush! Repeat the countdown three times getting progressively softer and on the final fourth time only mime the sequence.

By this stage, all the children should be with you and if someone is not, it is usually a good shock technique that the whole classroom is silent and having fun and they are not part of the team. If you become very familiar with one class, this technique can become a secret sign outside the classroom. Today’s child is very visual and usually responds well to signs that convey meaning.

Have some fun with these and know we would all love to share some of your great strategies too.

Live,laugh and learn.....
Carmel

Classroom Transitions

Being mindful of a transitions from one subject area to another, or a group to individual work , or individual to whole group, or moving from one area to another not only maintains the tone in a productive room but also help to build relationships. As the relief teacher you build a much better picture of the personalities you are dealing with as well as the class dynamics. You be the judge of the age appropriateness for the suggestion. Here are a few that work across the ages and are often requested by classes when next I visit!

Well thought out transitions make the day productive and fun for everyone!

SPELLING TO MATHEMATICS

Each letter is worth its positional value i.e. a is 1, b is 2 etc. Transpose the spelling list into a series of addition sums. The word FLOWER becomes 6+12+15+23+5+18+19=x (98) Then have fun rewriting the spelling list through questions like this: Which words are odd numbers that are divisible by 3? Which word is 5 less than 103?

INDIVIDUAL WORK TO GROUP ACTIVITIES

Huddles: This traditional party game that works so well in changing the pace. I refer to it as Huddles. Children stand as a group. Ask them to move to the music or move in an interesting way. Call stop. Announce the number of children that must form a group as quickly as possible. Watch the team work and friendship structures. Boys must work with girls in order to succeed. Younger children I just call a number. Don’t forget 1 for a bit of fun. Older classes love it when you mix it up with a call like “ Half of 10” or “Two thirds of 9” Children who get out are to start the next activity or use it to form the groups you require for the next activity.


FROM GROUP TO INDIVIDUAL

ELEVEN-EES This game is as old as the hills and the children still love it as much as I did as a child. The class is best sitting in a circle. The idea is that we are going to count to 11. Whoever says 11 is out and must recommence their work at their desk. It would be too easy if we just counted by ones. You are allowed to say up to three numbers when it is your turn. In this way the game can be manipulated to deliberately get people out. More fun that way. Therefore here is an example of what the sequence could sound like……1,…..2,3,4…..5,6,……7…..8,9,……10…..ELEVEN (This child is out!) The seventh child in the sequence was out. A new game may go like this 1,2,3,……4,5,6,…..7,8,….9,10…..ELEVEN! (The fifth child in the sequence was out.)

Trust you use these practical ideas and of course think of loads more yourself.

There are more in the book I have complied "Relief Insight" if you would like to download it please see the side section in this blog.

Love to hear your ideas .....
Live, laugh and learn!

Blessings for the journey,
Carmel

Don't Make Assumptions (Part3)

The new school year in Australia is off to a flying start yet again. If you are entering this amazing expereince called relief/supply teaching in our schools, this can be a very tiring and exhausting time as well. There is much to absorb as you move in and out off lots of different learning environments. Take heart....it does get better as you learn and grow as a professional.

This is part 3 in the series "Don't make Assumptions" It could be worthwhile going back over previous blogs and reading the other suggestions as this is the one area that I see teachers get quite stressed over! To avoid the stress....heed the advice and be prepared mentally! Enjoy!

*Don’t assume all children will have the necessary stationary equipment like a pencil and a rubber!

*Don’t assume the specialist teachers and parents will know who you are.

*Don’t assume you will never leave any of your person equipment behind in a classroom. Always put your name and mobile number on everything if you want it returned.

*Don’t assume your bag is safe in the classroom, unless the room is locked.

*Don’t assume that a stranger (with no identification) in the playground is allowed to be there.

*Don’t assume you are in the right duty area. If you not positive, ask!

*Don’t assume that a child will always understand what you meant let alone what you say.


*Don’t assume that every child is sick just because they say so. Check with your partner teacher, or office staff, for a quick personality review then make your decision.

* Don’t always assume that the significant adult picking up the child at home time is the legal guardian. Very difficult area however, careful observation is required at all times.

* Don’t assume you will get around to reading that Relief Teacher’s File for that year level later in the day. Do it ASAP! Important information will be found within its pages!


I do trust this might start your path for the year off on a positive note.
Until next blog, keep smiling!

Live,laugh and learn,
Carmel

Merry Christmas Everyone!

This is the time of year that we all need to regroup and re-energize for the hope and promise of the new year of 2010. Unfortunately, the honest truth is that this time of year takes as much energy as you are prepared to put in. I even have the twins' birthdays just before Christmas, hence not too many posts in the month of December.

New year ...new start!

If I could share any golden advice I would say be careful not to let time go tumbling past you. Set little achievable goals that allow you to feel organized and empowered for a new beginnings. We teachers are hopeless at collecting things and always wanting to be better! Write a list of your goals. Cross them off and celebrate your achievement of a good use of time. With three school age boys as well as Christmas and school holiday plans I try to keep chipping aways at teaching goals and study.

My beautiful husband always says: "There is only one way to eat and elephant...one bite at a time!"

Blessings of this special season to you all.

May 2010 be filled with much laughter and happy memories for you.

Carmel

Out and About with the Class. (Part 2)

SECRET SPIES

Apologise about all the secret stuff;

however, children love the mystery of it all and it really works!

As I am doing all the “getting ready to move out” instructions, I explain that there will be a certain number of secret spies in our midst.

1. These spies will be looking for the two best children in the class that have followed all the class rules. I secretly ask two or three children to do this role while the class is moving out! The other children who are not chosen love trying to work out who is the Secret Spy.

2. On our return to the classroom the spies are to stand in front of the whiteboard so they can nominate their people. The one catch is that the teacher has to agree with the nomination! This puts the fix on friends choosing friends, unless justified. While both the spy and their nominations all receive a reward, I have been know to double the reward when a true spy does not pick their nomination based on same sex or friendship status.

STATUES:

If you are just moving a short distance and not going to waiting long,

like a whole school assembly, then you could try this idea for a bit of a chuckle with no noise!

(Relationship building)

Front and back leaders are chosen, lines are formed and the teacher is at the front. Here I can control the group as well as work out where we are going. Each time you turn around to check on the class, the children have to “freeze”; I call out the number of people I did see moving and don’t the children love it as the number decreases! With older children I estimate percentages.

DECTECTIVE EYES/EARS:

This works well with the middle to lower classes.

Before you move off to your destination, explain that today we are going to look /listen very careful at everything as we move to and from the church. When we get back to the classroom, have a little Quiz to decide who your best detective is.

Sample questions may include: What animal made a loud noise just as we reached the church door? What colour are the flowers on the altar today? Which teacher waved at us as we walked quietly to choir practice? It does give the children a focus.

For older children I like to give just one quite tricky question, like: How many tools did the groundsman have in his wheelbarrow? What colour was the plastic box near the tuck shop?

SHADOWS

This is not really a game rather an metaphor that I find the younger children relate to quite well.

I tell the children we are going to be shadows as we walk to the library. Shadows don’t speak, they don’t even make any noise with their feet. They just silently guide pass watching and listening to everything interesting on their way. The little ones often start taking a lot more notice of their shadows during their outdoor play. You could introduce the best shadow award!

MAGIC TELESCOPE:

Inside or outside the classroom, this strategy works effectively with Year 3 down.

Cupping your hands to mime the holding of the telescope, or binoculars if you choose, really accentuates the process of looking for a specific person and a specific behaviour. I find the children love watching your eyes as you go through the movements. When you finally link with an individual child their whole face lights up with a smile! I only ever reward the positive!


MAGIC GLUE:

This is a strategy best for year 1 or below.

When you are faced with the challenge of pairing the children quickly

in order to move to a new location…… try this.

You have the pot of magic glue. Paint it on to a child’s hand and then place that hand into the hand of a partner. Never to come unstuck until you say. Rather than always holding hands the next painted hand could be painted then placed onto the partner’s shoulder, back, head, ear, knee, tummy…….get ready for the giggles! Join the line. Also works well as a transition idea between activities.



Trust this may be some inspiration and as always I would love to read of any other ideas that you find work well. We can all learn from each other...that is what it is all about!

Live,laugh and learn,

Blessings for this Christmas Season,
Carmel

Out and About with the Class. (Part 1)

Children today are constantly on the move from one space to another in a school environment. There are endless opportunities in a day where the class needs to move as a group in order to get to a specialist lesson, (such as….Music, Drama, Japanese, Physical Education, Art) whole school assemblies, the church, library visits, or even the next door classroom.

Moving a group of students quietly and efficiently can sometimes be more challenging than it looks. The real truth can come down to management style of the permanent class teacher. Some classes have a well established routine that is best not to interfere with. Classes like this are proud to show you how they can self manage these situations. Leadership roles are usually displayed and the children know exactly what is expected of them. It is easy to find only positives things to express to the class teacher at the conclusion of the working day.

On the other hand, there are classes are so full of boundless energy and enthusiasm for life that it hard to get them to move as a group, let alone in two lines! Moving the class as a group is the one time you can really feel venerable to observations of any onlookers. Hence, I would offer these starting suggestions and strongly advise you to continually learn from your experiences in this area of management.

· ESTABLISH THE GROUND RULES: Quickly review what management structure is already in place. Affirm or outline the expectations of what will take place. Always highlight the positive behaviours that will be noticed or rewarded.

· FRONT AND BACK LEADERS: Whether upper, middle, or lower school, well managed or not, used to lining up in one, two or no lines, children always love being in charge! This strategy means you can allow four children to have “their time to shine.” I am always careful to ask the two front leaders move off when the class is ready but to stop and wait at a certain spot, like “Stop at the bottom of the library stairs.” This allows the group to stay together. When I am happy the class is settled and calm I would suggest the next waiting spot for the leaders. This way you also maintain some control of the movement. The Back Leaders are asked to walk so they have no-one behind them. In this way, you as the teacher can confidently move between the front and back, knowing all other children will be between these two sets of leaders.

· SECRET SIGN: Before leaving the classroom, establish a secret sign that communicates the need for attention of the whole group while you are out and about. A hand in the air is the golden oldie. The attentive children follow your lead and somehow those who are paying as much attention suddenly realize they are the only ones still chatting. Everyone else has their hand in the air!

Trust these thoughts may have a positive influence on your day.

To conclude here's a thought from an old African proverb....
"Don't look where you fell, but where you slipped!"

Live,laugh and learn,

Blessings for the journey...

Carmel

Don't Make Assumptions ((PART 2)

· Don’t assume that photocopying is done by the office staff and is available in limitless amounts.
· Don’t assume that all children will return from their visit to the toilet or come back after lunch.

· Don’t assume all children will have the necessary stationery equipment like a pencil and a rubber!

· Don’t assume the specialist teachers and parents will know who you are.

· Don’t assume you will never leave any of your person equipment behind in a classroom. Always put your name and mobile number on everything if you want it returned.

· Don’t assume your bag is safe in the classroom, unless the room is locked.

· Don’t assume that a stranger (with no identification) in the playground is allowed to be there.

· Don’t always assume that the significant adult picking up the child at home time is the legal guardian. Very difficult area however, careful observation is required at all times.

· Don’t assume you are in the right duty area. If you are not positive, ask!

· Don’t assume that every child is sick just because they say so. Check with your partner teacher, or office staff, for a quick personality review then make your decision. Be as objective as possible!

· Don’t assume that a child will always understand what you meant let alone what you said!



The wonderful book, The Four Agreements written by Don Miguel Ruiz, states that one of the four fundamental agreements is precisely ....DON'T MAKE ASSUMPTIONS. While my version is a little simplicistic and a little tongue in cheek, I do hope it serves to enlighten your thinking when you turn up for your action packed supply teaching day.


Live,laugh and learn,
Blessings for the journey,
Carmel