8 answers
kirra
Student
Yorba Linda, California
1
Question
Asked
704 views
how do i stay calm when the kids in my classroom aren't listening and are going crazy?
i'm not sure how to not lose patience if my classroom starts to get crazy
8 answers
Dave Henry
High school teacher
24
Answers
Maryville, Tennessee
Updated
Dave’s Answer
Hi Kirra.
You might want to find something more constructive for them to do rather than be loud in boisterous. Engaged students don't have this kind of behavior. If they're working well together but just loud, that's easy just to go to the group get their heads together and say this is the kind of voice that I need you to have when you're working together. You're doing great keep going.
When they are off task, there's a reason that they're off task. You need to make sure that your students are constantly engaged in what's going on. Just remember if you don't give them something constructive to do, they will find something to do!
If the students were finished with a project first are the ones causing the problems, you might have an extra credit project for them. I'm not sure I would call it extra credit because some students just want to get a project finished. They couldn't care less about extra credit. Call it assignment number two, and hand it to them. Be sure to tell him what a great job they did getting the first one done.
And, I would make sure that that second assignment is a lot more fun than the first project. They might even look forward to getting it done.
Raising your voice, never works. That just makes the entire classroom louder. Soft and quiet sets the tone. You're the leader.
You might want to find something more constructive for them to do rather than be loud in boisterous. Engaged students don't have this kind of behavior. If they're working well together but just loud, that's easy just to go to the group get their heads together and say this is the kind of voice that I need you to have when you're working together. You're doing great keep going.
When they are off task, there's a reason that they're off task. You need to make sure that your students are constantly engaged in what's going on. Just remember if you don't give them something constructive to do, they will find something to do!
If the students were finished with a project first are the ones causing the problems, you might have an extra credit project for them. I'm not sure I would call it extra credit because some students just want to get a project finished. They couldn't care less about extra credit. Call it assignment number two, and hand it to them. Be sure to tell him what a great job they did getting the first one done.
And, I would make sure that that second assignment is a lot more fun than the first project. They might even look forward to getting it done.
Raising your voice, never works. That just makes the entire classroom louder. Soft and quiet sets the tone. You're the leader.
Sikawayi Williams
Counselor
229
Answers
Hampton, Virginia
Updated
Sikawayi’s Answer
Hello Kirra, thank you for your question. First, I would like to tell you how much you are needed and appreciated, secondly, don't worry about losing your patients if your classroom gets out of hand this will become a long school year for you. I know how hard teaching is I was a substitute teacher in a middle school it was never about who was the boss for me, but I was in charge of my classroom an anybody challenging that would upset the balance of my room. Best of luck
Mary Telstad
5th grade teacher (recently retired)
7
Answers
Seattle, Washington
Updated
Mary’s Answer
We all have those days! I found that I need to be consistent with my behavior expectations. If I allow "crazy" one day because I am having fun along with them, but am irritated with them for being loud another day, I usually end up telling myself "how do THEY know when it's allowed and when it's not?"
If you give kids an inch, they WILL try to go farther. They test their environment everyday...especially at home. Many get away with it at home, so why not try at school? You have 30 kids in one space, each with different home behavior standards. You have a big job!
My hardest kids were the ones who played off each other. No matter how strategic my seating arrangement was, they could create a disruption during class and start laughing and then try to argue with me. I WOULD CALMLY SAY, "I DONT ARGUE WITH MY STUDENTS." The type of attention they get from their peers trumps any consequence they get from you.
So...
1. It starts with building trust with your kids. Google "building relationships with students " and take it to heart.
2. Identify the kids who don't know when to stop the crazies, realize these are the kids who need the most structure and the most positive attention from you. They may appear like they aren't picking up on teacher cues for settling down (blinking lights, turning lights off, ringing bell, etc.).
3. Explicitly teach your classroom expectations to your students... Strategically! Practice, practice, practice!
4. Are they crazy in line? How can you change up that routine? I didn't have my kids line up in the room. I stood at the door and dismissed groups one at a time and they walked straight out the door and stopped at the next teacher's door in the hall. If they were disruptive, they all turned around and returned to their seats. Then I dismissed again. And again. Until they got it right.
5. Are they crazy during science labs? With 30 kids talking...it's going to seem chaotic. Have you taught them group roles? Recorder, Getter, Direction Reader, etc. Specifically teach how to perform the roles. More than once. At first during science labs, monitor the group roles. Praise them. Make it ALL about the roles. I made job cards by writing out the job description of each role and laminating them. I didn't give the kids choice of role, I randomly passed them out. The time you spent preparing ahead of time will help you in the long term. KIDS NEED AND WANT STRUCTURE.
Building relationships and trust, talk to your kids (especially the hard kids) in a loving way when you catch them doing the right thing, explicitly teach your expectations over and over AND following through. FOLLOWING THROUGH IS HARD BUT YOU WILL REEP THE BENEFITS!
Remember all the positive moments you have with your students!
If you give kids an inch, they WILL try to go farther. They test their environment everyday...especially at home. Many get away with it at home, so why not try at school? You have 30 kids in one space, each with different home behavior standards. You have a big job!
My hardest kids were the ones who played off each other. No matter how strategic my seating arrangement was, they could create a disruption during class and start laughing and then try to argue with me. I WOULD CALMLY SAY, "I DONT ARGUE WITH MY STUDENTS." The type of attention they get from their peers trumps any consequence they get from you.
So...
1. It starts with building trust with your kids. Google "building relationships with students " and take it to heart.
2. Identify the kids who don't know when to stop the crazies, realize these are the kids who need the most structure and the most positive attention from you. They may appear like they aren't picking up on teacher cues for settling down (blinking lights, turning lights off, ringing bell, etc.).
3. Explicitly teach your classroom expectations to your students... Strategically! Practice, practice, practice!
4. Are they crazy in line? How can you change up that routine? I didn't have my kids line up in the room. I stood at the door and dismissed groups one at a time and they walked straight out the door and stopped at the next teacher's door in the hall. If they were disruptive, they all turned around and returned to their seats. Then I dismissed again. And again. Until they got it right.
5. Are they crazy during science labs? With 30 kids talking...it's going to seem chaotic. Have you taught them group roles? Recorder, Getter, Direction Reader, etc. Specifically teach how to perform the roles. More than once. At first during science labs, monitor the group roles. Praise them. Make it ALL about the roles. I made job cards by writing out the job description of each role and laminating them. I didn't give the kids choice of role, I randomly passed them out. The time you spent preparing ahead of time will help you in the long term. KIDS NEED AND WANT STRUCTURE.
Building relationships and trust, talk to your kids (especially the hard kids) in a loving way when you catch them doing the right thing, explicitly teach your expectations over and over AND following through. FOLLOWING THROUGH IS HARD BUT YOU WILL REEP THE BENEFITS!
Remember all the positive moments you have with your students!
Claude Thomas
Engr III Spec-Systems Analysis
32
Answers
Updated
Claude’s Answer
how do i stay calm when the kids in my classroom aren't listening and are going crazy?
Take deep breaths. Try to access the environment of the classrom. Maybe the whole class needs a break. Maybe the material is difficult and needs to be presented in a different way. Is the behavior of the class a one-time thing or has it happened before?
Maybe you need to do something entirely different, or end class.
The last resort is to remove any of the kids.
If you ahve a good relationship with the kids ask them why they aren't listening and going crazy. Maybe it's something that can be addressed immediately.
Take deep breaths. Try to access the environment of the classrom. Maybe the whole class needs a break. Maybe the material is difficult and needs to be presented in a different way. Is the behavior of the class a one-time thing or has it happened before?
Maybe you need to do something entirely different, or end class.
The last resort is to remove any of the kids.
If you ahve a good relationship with the kids ask them why they aren't listening and going crazy. Maybe it's something that can be addressed immediately.
Anell Colon
Senior Account Director
7
Answers
Dallas, Texas
Updated
Anell’s Answer
Hi Kirra,
I co-sign the responses from Dave and Ashley.
I'd add that it's important to always remember they are kids. So in moments when they are really excited, talkative, giggly, silly, they need an adult in their lives that can show them how to self-regulate, and a class reset.
In a class reset:
1. Start by getting their attention, "If you can hear me clap once, clap twice, clap three times"
2. In between the attention-getter, positively narrate 1-3 kids, "I see Anell is sitting silently. I see Bobby is looking at me."
3. If some students continue talking, first use proximity, and then directly address the student in a neutral tone. "Anell, I need your attention. Stop talking."
4. Once you have the vast majority, discuss the why behind listening. Be sure to invite students into the conversation, so they leave with an understanding of why it's important to not talk over a speaker. "Why is listening to the speaker important?"
5. Practice vulnerability. It's okay to share with kids how you're feeling."Thank you all for giving me your undivided attention now. When the entire class was talking and not listening, I started to find myself feeling really frustrated. Raise your hand silently, if you've ever felt annoyed because someone didn't listen to you. *Wait for hands* Why is it annoying or frustrating? *Call on a few kids* Yes, I agree. It feels frustrating when you can't communicate something important and you don't feel heard or seen..."
6. Maybe add a brain break! Meet the kids where they are. If they have a lot of energy, find a channel for them to release.
Lastly, explore and reflect on the moments, "you go crazy". What triggers those moments? And why? What inner work can you do to regulate and differentiate from your trigger and the classroom.
I co-sign the responses from Dave and Ashley.
I'd add that it's important to always remember they are kids. So in moments when they are really excited, talkative, giggly, silly, they need an adult in their lives that can show them how to self-regulate, and a class reset.
In a class reset:
1. Start by getting their attention, "If you can hear me clap once, clap twice, clap three times"
2. In between the attention-getter, positively narrate 1-3 kids, "I see Anell is sitting silently. I see Bobby is looking at me."
3. If some students continue talking, first use proximity, and then directly address the student in a neutral tone. "Anell, I need your attention. Stop talking."
4. Once you have the vast majority, discuss the why behind listening. Be sure to invite students into the conversation, so they leave with an understanding of why it's important to not talk over a speaker. "Why is listening to the speaker important?"
5. Practice vulnerability. It's okay to share with kids how you're feeling."Thank you all for giving me your undivided attention now. When the entire class was talking and not listening, I started to find myself feeling really frustrated. Raise your hand silently, if you've ever felt annoyed because someone didn't listen to you. *Wait for hands* Why is it annoying or frustrating? *Call on a few kids* Yes, I agree. It feels frustrating when you can't communicate something important and you don't feel heard or seen..."
6. Maybe add a brain break! Meet the kids where they are. If they have a lot of energy, find a channel for them to release.
Lastly, explore and reflect on the moments, "you go crazy". What triggers those moments? And why? What inner work can you do to regulate and differentiate from your trigger and the classroom.
Ashley H.
School Counselor | Educator | Cofounder for EdTech | Community Builder
9
Answers
Updated
Ashley’s Answer
I am glad that you are curious about how to be successful with classroom management. This tells me that you are thinking like a teacher!
Remember that a loud class doesn't always mean a "bad" class. Sometimes my classes get loud because students are engaged in rich discussion.
Here are some tips to help you with classroom management:
1. have clear rules and constantly remind students of the rules
2. offer praise when students are doing the right thing
3. build relationships with your students
4. follow through on consequences- have private conversations with students about behavior and goals for improvement
5. give students breaks- sometimes their minds and bodies are not ready for learning and they need to get their energy out. Take a class break.
6. teach coping skills- this will help you and your students be in control of emotions
7. ask for help when you need it
Remember that a loud class doesn't always mean a "bad" class. Sometimes my classes get loud because students are engaged in rich discussion.
Here are some tips to help you with classroom management:
1. have clear rules and constantly remind students of the rules
2. offer praise when students are doing the right thing
3. build relationships with your students
4. follow through on consequences- have private conversations with students about behavior and goals for improvement
5. give students breaks- sometimes their minds and bodies are not ready for learning and they need to get their energy out. Take a class break.
6. teach coping skills- this will help you and your students be in control of emotions
7. ask for help when you need it
Jessica O'Neil
Surveillance supervisor
2
Answers
Covington, Kentucky
Updated
Jessica’s Answer
I'm not sure what age group you teach, but always start with deep breaths, counting to 10, count and tap your fingers, focus on a single thought.
You could try exercises with the class to get them to calm down, flicker the lights on and off, or yell out a line from a movie or song that they have to respond to.
You could try exercises with the class to get them to calm down, flicker the lights on and off, or yell out a line from a movie or song that they have to respond to.
Robert Fiorella
Have been a teacher, counselor, professional comedian and a few more.
9
Answers
Amherst, New York
Updated
Robert’s Answer
You need to exercise control over a group of students (any age), from day one. If you don’t have their respect you’ll never teach them anything. Getting them to like you is good, but not as important as having them trust and respect you. Start by being consistent. They need to know that when you say something you really mean it.
Never make a promise or say something where you don’t follow through. When it comes to discipline it’s extremely important to say what you mean and do what you say.
Teaching is wonderful and quite rewarding, but it can also deteriorate into chaos if your students think you’re full of bologna…. constantly making silly threats that never happen.
Teaching is not all about being an ogre in the classroom. Once you garner respect and they begin to trust what you say, you can actually start to smile. Day by day the process gets better and one by one your students start to like you.
Then there’s the actual teaching. There’s not enough room here to even begin discussing that. That’s why you got to college and graduate school. The most important thing for any good teacher is to know what you teach….. inside and out. Never stop learning and innovating what you teach and how you teach it.
AND ALWAYS HAVE FUN!!!
If you have a good time in the classroom so will your students.
Never make a promise or say something where you don’t follow through. When it comes to discipline it’s extremely important to say what you mean and do what you say.
Teaching is wonderful and quite rewarding, but it can also deteriorate into chaos if your students think you’re full of bologna…. constantly making silly threats that never happen.
Teaching is not all about being an ogre in the classroom. Once you garner respect and they begin to trust what you say, you can actually start to smile. Day by day the process gets better and one by one your students start to like you.
Then there’s the actual teaching. There’s not enough room here to even begin discussing that. That’s why you got to college and graduate school. The most important thing for any good teacher is to know what you teach….. inside and out. Never stop learning and innovating what you teach and how you teach it.
AND ALWAYS HAVE FUN!!!
If you have a good time in the classroom so will your students.
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