It happens. You have the fabulous lesson, and you start to teach, and then something happens and a disruption breaks out. It’s bound to happen when you have 23 students in a room, and 15 of them have learning disabilities or behavior issues. You’re going to expect that to happen. You redirect, move closer to the student, and continue to teach. Right?
Except, it wasn’t that class that did me in. They were engaged in the lesson. They participated. I circulated the room and redirected, and offered assistance when they were stuck. They were fabulous, so I had high hopes for the rest of my day.
My next class, it went well. I redirected a few times, and students were surprised when I suddenly announced after the 5th transition that class was nearly over and they could pack up.
My honors class came in next, and I didn’t have to redirect as often. They are more capable of reading on their own and following directions with fewer explanations. It went smoothly. I began to feel this sense of great accomplishment. I had found the perfect lesson to keep students engaged from bell-to-bell and it was perfect.
Y’all, I got too cocky.
My last class rolled in after lunch and recess (basically free time), and immediately, I had to gain their attention 6 times to start my anticipatory set. I had to settle them down 5 times during that activity (which involved moving from one side of the room to another based on whether they agreed or disagreed with a statement).
When we transitioned back to their seats, I had to try 4 more times to get their attention and even raise my voice over theirs because they refused to quiet down. Once I explained what to do (with of course 5 more disruptions), I set my timer. They were reminded again that they were not to talk, but rather they were to be reading. Time was limited. Were they quiet? No. Same four students the entire class. I had chosen to stay near my student who constantly was up and down, but I’d go to the other side of the room, try to redirect before escorting my jack-in-the-box back into his seat.
The entire class, those students disrupted with talking or throwing things. Anything to avoid reading and writing.
I wonder why?
As I sat during my planning and looked over my list of students to pull for reading help, those 4 students were my lowest in the class.
Has it been so long that I have forgotten that many times disruptions come from those students who struggle, so they will act out to avoid doing the work? Only, I didn’t give them a free pass. I left jack-in-the-box with a classmate who started an intense debate on the subject, and I stood over those who weren’t working and reminded them that they were writing for the entire time (really only 10 minutes), and they were not allowed to stop. When I told them that spelling didn’t matter, but getting all of their ideas out onto the paper was the important part, two of the group decided to truly buckle down and write. This led the way for the others to follow.
I’m not sure why this one particular class is so difficult. They trash my room. They talk. They cut up. Not just those four. There are others who do the same. It’s frustrating. It makes my job feel like I’m living through a nightmare. I think to myself, “At least they will be 8th graders next year, and I won’t have to teach them again,” but I know that I have another group coming up that are the same way. New group. New needs.
Is it June yet?
