Bullying and Cyberbullying

I came across this interactive storyboard describing cyberbullying and possible consequences. I think it is appropriate for grades 4-12. The stories are accompanied by statistics, poll questions and results, and tips to help children talk to adults when they are threatened or hurt by cyberbullies. Many of the suggestions made on the site to combat cyberbullying can be equally useful in combatting any type of bullying that children might face.

Have you had any instances of bullying or cyberbullying in your school? What happened, or what should have happened as a result of the bullying?

Management Monday V - Once is Enough

In my teaching career, I learned that I frequently enabled my students by repeating directions or instructions. If you ever get tired of telling kids over and over what to do, where to put things, when to do something and so on, try this strategy.

Say: “Please, everyone, look at me. Point your nose at my nose” (little kids will point their fingers at your face in my experience). You can use any attention-grabbing phrase you like, but get them to look at you.

“From now on I will say things only once. Page numbers, directions, anything like that. So please keep yourself aware. If you miss what I say, find a way to catch up. Perhaps whisper to a friend or watch and see what others are doing or later catch what you missed. Call on your intelligence. You’ll know the best thing to do.”

Don’t ever say “Are there any questions?” because there WILL be! Make sure the students are looking at you when you say the “once” speech and at times that you are giving instructions. Once students realize that you will not be repeating yourself and only smiling back at them, they manage just fine. I promise you; you will never regret the decision to use “ONCE.”

Truth Tuesday III – Help!

“It’s intelligent to ask for help. No one need do it all alone”.


Hear, hear! If you are not sure about what you are doing with your content, your students, or your practice, ask for help! There are many others available in your building, at the TEN, and within your group of friends that are there for YOU!

When it came to getting help with content, my best resource was the teacher’s guide. However, when it came to how to get my point across to students, my colleagues were the most help. I always taught with at least 2 other teachers on my grade level and made friends with the librarian for extra super-duper help! Did you know that part of the librarian’s job in the school is to collaborate with the teachers!? I didn’t know that until I went to graduate classes to become a librarian! After being a one for 3 years in public schools, I realized how much I missed by not asking my schools’ librarians for more help.

Another person who would be incredibly useful to you is the special education teacher. They can give you suggestions for teaching methods that work especially well with lower level learners. You are responsible for reading your students’ IEP folders and abiding by the accommodations for the students in your classroom who might be on an IEP. I used to borrow materials from the learning lab to assist my IEP students in the regular classroom. Ask and you shall receive!

The reading and math specialists (or Title I teachers) are there to assist students with special needs in these areas. However, if you ask for help from them, they are likely to be of significant help to you and the students that may be attending these extra “special classes.”

The school counselor is another cooperative person I have contacted in the past when I was having behavior issues with certain students. They can help you establish behavior plans with students in your class and can help with behavior issues in your classroom.

This quote isn’t just for teachers; it is a great quote for your students as well. Make sure that you let them know that no one knows everything, but everyone knows something! It’s okay to ask for help. I used to tell my students “ask 3, then ask me” when I was working with a small group of students (such as in reading or math groups) or with an individual student. Usually, they received correct information from the first person they asked and were able to complete work on whatever activity they happened to doing.

As a VERY independent person, asking for help is exceptionally difficult for me. I have learned (usually the hard way) that asking for help doesn’t mean I’m dumb, it means I’m smart enough to recognize that I am probably acquainted with someone else who knows the answer or can show me where to find the answer!

Rewarding Students

I just finished reading this article about rewarding students. The author does a good job explaining what it is to reward students either intrinsically or extrinsically. Over 20 years of teaching, I have used both to varying degrees of success. Sometimes you have to take the "easy" way out and give them little stickers, toys, treats, etc. just to get through the day. However, I do know that intrinsic rewards are longer-lasting and positive ways to reward students.

When I first started teaching, I gave the students sticker sheets and they got a sticker every day that they didn't get their name on the board or their card turned or their ticket taken away, or whatever. (Those are behavior management tools I have used at different times.) After an established number of stickers, the student got to choose their reward. I had a metal ring that held together laminated circles with writing on them. The choices were a mixture of rewards such as "being first in line," "free drink pass," "piece of candy," etc. You might be surprised that the most requested reward was this: "positive note home to parents." Believe me, sometimes it was hard to come up with something positive to say if it took the kid 3 weeks to get 5 stickers, but I did it. The thing was, that after those notes went home with a particularly difficult child, their behavior changed positively! Now that's a reward (for me)!

My first year of teaching I was blessed with a great bunch of kids and didn't have many discipline problems. My second year was in my top 5 worst challenging years, though. I learned a lot from those kids. My third year was my dream class... I still keep in touch with many of the kids from all my past years of teaching. I was even able to teach with one of my students from my first year of teaching! What a great experience! Who knew back in fourth grade that the girl who played with "Kleenex dolls" would end up a teacher!? LOVE it! I'm always surprised when one of "my kids" wants to be friends on Facebook, but I always "friend" them. I'll love my kids forever.

Anyway, I'm rambling and reminiscing. Reward yourself today by taking the time to read this little article and do the short exercises at the end. It's an eye-opener! You might also read this one too, as it contains valuable advice as well.

I bet you earned a sticker today!