Does anyone out there have any good ideas for managing behavior in the library? Last year we had so much trouble with the Kindergarten and 1st graders, getting the to sit still, take turns, raise their hand, walk, etc.
Our art teacher has a board with all the class names. When a class is good, they get two stickers, when they're okay they get one sticker, and when they've misbehaved they get no stickers. At the end of the year the top classes got a reward. I'm thinking of doing something similar, but I'm open to ideas that have worked well in your library!
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When a class behaves inappropriately, there can be a number of reasons - and remedies - for the situation. Reaching out to others to improve your own teaching is the best first step you can take - so kudos to that!
Getting younger students to own their own behaviors is very important. It is important to be consistent with expectations, but also to explain why those expectations are in place. Why is it important to raise your hand? Why do we sit still and take turns? Having students answer these questions themselves puts the accountability on them to provide answers and account for their own behaviors. They become "eggheads of ettiquette" so to speak - they will be proud to show their understanding to other positive adult role models such as yourself and other teachers.
Consistency in the classroom is key to ensuring that students are always thinking appropriately about boasting the best behavior. When students come in, have an established routine - a meeting spot for them to sit, a certain time frame for teacher talk, student talk and activities, of course. This structure helps students know what is going to happen and gives them time to make decisions on how to act - again, making them accountable for behavior. Large classrooms DEFINITELY need consistent procedures. It is never too late to implement a strong procedural system.
Focus on positive behavior. I know this is hard. Try to recognize two positive behaviors each class. Reward the class as a whole for good behavior (stars, etc. work well with the younger ones) but really highlight the good behaviors of individual kids too. Sometimes students will try to get negative attention by breaking rules. When this happens, review rules as a class and focus on the positive behaviors. If a student is acting out towards other students, you may want to try "focusing on the victim" - asking the student who has been hurt how he/she feels BEFORE giving attention to the student who obviously wants it. This helps with some students by delaying the negative attention and by getting the other student to reconsider their how their actions affect others.
Follow through on rules and regulations you create. If you do a class star chart, make sure everyone knows how to earn - or lose - stars. Provide incentives that students can work towards. Provide alternatives that are less appealing. Don't spoil your students, but make it clear that hard work pays off by creating a stronger, more pleasant classroom culture. Always lean towards greater intimacy with your students - stronger communication and trust among you and your students is its own reward.
The last tip I can give you is to take advantage of time. Repetition in the primary grades is not unheard of! Don't hesitate to stop your lesson or wait to begin your lesson until your class is completely quiet and following directions. It is not uncommon to reiterate rules the entire year, or to devote large portions of your class to rules review for the first few months.
You will shine. Give yourself time, and keep seeking the good advice of others. Remember that the kids look up to you, and do your best to maintain their trust and learn from them.
I just saw this post, and I'm not sure if you still need help, but what I do in my library is I have a small (hand size) stuffed toy, and I pass that around. We call that "speaker power". The individual who has the toy in his or her hand has the floor and can talk. Those who do not have the toy in his or her hand must wait until it is his or her turn. This idea was handed down to me by the former librarian, and I must say, it works soooooo well! Rarely if ever do I have to remind the student's who has speaker power, and I can get through carpet time without incident! It's gotten to the point where I really don't even need to use the toy, the students know if someone is speaking, and it's not their turn, they must wait.
I hope this helped and good luck!
Hey Jessica, I was just looking over some of the discussions to see if I could help because I have too, experienced problems like this as a teacher. Although I am not a librarian right now, I have some experience from before and had some help from reading a few books and eBooks. I'm not sure what you will think of this post or how much it will help you but this suggestion is also up for any other viewers who are interested in taking a look at an eBook and book that I bought and read which helped me and gave me some ideas about managing large groups of children in general. This link (http://fcf0fcsoercrbva9-5ik75-w3j.hop.clickbank.net/?tid=7MXVHBHQ - just copy and paste) is one too an eBook (and an audio file copy) which gives you lots of advice on creating basic lesson plans to deliver a good learning experience. This link (http://963b69pu3p7u2q83p9jw3k0lem.hop.clickbank.net/?tid=7MXVHBHQ) leads to a site where you can buy a book that teaches us teachers to manage classrooms easily, avoid constant interruptions in lessons, enjoy teaching and making a positive impact on the lives of our students. Even if you choose not to buy the product, see if you can glean some tips from the sales letter to improve your classroom management skills. Hope this helped!