I find that some of the boys in my classes are getting a bit restless, and it is a challenge for some of them to focus. In the past few weeks we have been writing argumentative essays, So I thought I would cover the same content in a different form. I had the students come up with an idea for their own products and make a poster advertising it. They had to include a counter-argument and at least 3 pieces of evidence to support why a person should buy their product etc..
Though we were learning about the same content, the boys seemed to get a kick out of creating their own visual text and using the argumentative elements strategically in their advertisement.
Oh so many challenges! I have one boys' class of 50 students with about ten 6th graders, the rest 7th graders and two 8th grade boys with good leadership qualities that I often use as TA's. This class is wonderful. Only a couple kids with behavior issues but over all the class is lovely.
My theory is that my 8th grade leaders set a good example and naturally elicit respect from the rest of the boys. I use them often to arrange lines or count jumping jacks etc.
I have ANOTHER boys' class of 63 boys with almost twenty 7th graders and the rest 8th grade. It's like night and day. This class is just wild and unless I am doing something super, super regimented and make constant threats I can't seem to keep them from literally jumping on each other for more than 5 minutes.
One thing that worked with this class is I had them self select which side of the room they would sit on. One side was for people that believed they could sit still and not get up during the activity and the other side for people that thought they may have trouble doing that. They split themselves pretty accurately (Once I assured them that going to the "bad" side wouldn't lose them any privileges) and interestingly enough, they were able to sit calmly. I was pretty surprised.
I guess having them in such a huge group makes them feel like they can get away with more. So Small Groups. Small Groups works. And also getting them to monitor each other's behavior. Example, if anyone in your line doesn't do the jumping jacks or doesn't stand straight the whole line has to..... some consequence. You get a bunch of kids yelling at the person who's not complying. This peer pressure to fall in line is pretty effective.
The challenges are less productivity, they are lagging, not as enthusiastic as before. They are getting a bit more restless, and looking for more "breaks". But nothing major I guess.
I find that creating activities with the boys that speak to their interests creates a much more productive learning environment. When I think about my 7th grade boys advisory, I can get them to sit for about 15 minutes and read before they start to stir. They need opportunities to think aloud, move around and work hands-on. I find that the boys especially need to feel connected to the learning process.
Rather than single students out and choose individual students to reprimand, I keep the class as a unit. The class has consequences when individuals are distracting the learning process.
I think that most of my issues with the boys stem from a challenge of trying to keep them ALL engaged. If anyone is off task...it's a bit of a domino effect with the rest of the class. Classes are large, quite long, and our boys spend most of the day in the same class groupings. I've found that when a class seems particularly challenging on a given day, mixing things up helps quite a bit: turn an activity or a lesson into a game, create a competition, take a brain break...
I have a few 8th grade boys that have essentially given up on culmination and do very little in class, they have officially entered the heavy apathetic phase. Success with boys begins the first day of classes, where norms, expectations, and consequences are established. If you are willing to put in the effort and structure during this time, the second half of the school year will be MUCH easier. For me it begins with being in uniform and being on time. Once this norm is established, the more challenging expectations are easier to implement. Clear expectations and transparency when grading work habits and cooperation gives boys buy in to the process. Giving them grade reports every 5 weeks that shows all of their assignments allows them to take responsibility for their academic grade, and let's them see the correlation between effort and motivation, and their overall grade.
The boys are less productive therefore now during breakfast time we all start homework together so they know it is work time right as they enter class. I still show short videos as we transition between activities as a short brain break, and this applies to all my classes. Another way to promote productivity was to send notices home with the ALEKS topics completed to be sign by their parents to remind everyone the importance of completing topics in the program.
The behaviors in my 8th grade advisory class are escalating. As more of them are realizing that they will not be graduating their effort and respect for the rules of the classroom and each other is declining. I have been working with the counselors to start implementing interventions for those challenging students. Also, I will be bringing in more incentives for completing our AR goals such as movie tickets for those with the highest scores.
My boys' classes have been particularly full of energy the past few weeks. The biggest challenges are boys not being able to sit still at all and boys riling each other up or egging each other on. It creates a negative classroom environment. The things that help me are brain breaks that involve physical activity (which can be a challenge itself in the classroom) and motivating the boys with competitions.
8th graders appear to be cognizant of the impending culmination, and are holding it together. Where I found the girl classes to be more pliant in the first semester, I'm noticing that they are checking out mentally. The boys are doing what they need to be doing as a whole. Using the Connect Ed in class has become a stick and a carrot across the classes. Projecting the call list, starting off with positive phone calls for good behavior at the outset of class, causes students to settle in and get busy. Or, in the opposite, it is the threat of a negative phone call that helps some maintain decorum in class. Students are extra excited to get a positive phone call to their homes.
I agree that a lot of the male students are becoming restless and so this is an indicator that I need to change the activities to match this need they have. The strategy that seems most effective is how I open the class with our daily warm up's. If i'm consistent with holding them accountable to doing their warm up (reminding them how it counts for participation points), it seems to get them settled down. I'll notice that if we can't achieve this however, it sets the tone for the remainder of the class.
I have seen differences in the all-boy classes depending on the grade level. I notice that the 6th grade boys tend to have the "immature" aspect going on. 6th grade boys tend to want to shout, get out of their chairs, or just do anything but what they are supposed to do. The 8th grade boys, in all boy classes, I have noticed actually tend to have a desire to be physical and sometimes aggressive with each other. I notice a tendency to want to move around, but interact with each other at the same time.
One thing that has helped with maintaining the boys activities is by maintaining my circulations around the room. It is important that I am constantly moving around the room to help maintain control.
The students who I feel as the 'trouble' students often want attention. With that in mind, most of them respond to appropriate positive reinforcement for the behavior that you want to see in the class.
My two solely boys classes are the same, despite being different grade levels.
On one hand, I have 8th graders, 30+...advisory. The majority of the class wants to do the best they can to make this year go by smooth. Some boys that were difficult to handle have become pleasant surprises, joining the few disciplined boys. The rest of the class is full of apathetic boys that are looking for a way to sneak out of class, create chaos where order wants to thrive.
My other class, 6 grade boys, 40+...is full of boys that want to learn, want to be there, with the exception of 4 individuals that are constantly wanting to stop the class and have everyone look at them. These boys are magnets and end up pulling 4 more down their path.
I have no choice but to succumb to given then their Preferred Activity Time...even with that they are still finding ways to waste time...but more and more students are helping me remind their comrades that they need to focus to get their PAT.
The boys are beginning to become very focused on their social interactions, who is dating who, groups of friends, and social circles. I have to use a chunk of the beginning of the period to refocus their attention to academics and revisit the classroom norms and expectations. Consistent routines and classroom structures established in the beginning of the year have really been useful in pulling things together.
Boy classes definitely have high energy. I find the boys out of their seats, shouting in class, and play fighting with other students far more often than girls ever do. Boys are however more quick to respond and listen when reprimanded. For instance, they will go back to their seat quickly and without much hassle or attitude. What works for me is to keep them busy from the moment they walk in to the minute they walk out. Even the last few minutes of class is used with a review ball. This minimizes the behavior challenges somewhat.
A lot of my boys are always hungry. Even though they complain about breakfast, I encourage them to eat. Some boys do and dome don't. It's really difficult for them to focus because they are still hungry. Also, it's more difficult for them to be responsible with their school materials. I give out stickers to those who show good classroom behaviors. This seems to work.
Hands on activities charting on easel paper and groups present to class. Additionally I put yellow post it note sticker on tables stating ON TIME for those groups who are on task following directions. However, if a group start getting off task I will take back the ON TIME note, yet they can earn it back by getting back on task. It works so far!
All of my boys classes are 6th grade students, with what I assume are your normal garden variety of behavioral issues. I'd say 90% of the behavioral issues are minor disruptions during the course of instruction. Talking out of turn, engaging with materials that are not related to the class, or basic goofing off. For the most part, I haven't seen too drastic of an escalation in these behaviors, but the students that typically exhibit these behaviors may have a slight uptick in frequency.
If anything, I've clearly outlined my expectations for the class, and reinforce them every single day - no matter how basic they seem to be (such as not wearing a backpack in the classroom). They tend to adhere to these rules, because they also are aware that the consequences are consistent, and not pleasant.
I have come to observe that when it comes to boy classes, if there are more than 35 boys in one class, the class itself becomes a little more chatty and distracting. In my first period I have 35 6th grade boys and in my 4th I have 41 6th grade boys. While in both classes some the boys are more energetic, I am able to bring my first period to focus with more success than my 4th period.
I do feel that classroom procedures and norms are important for boys to have, that way they are held accountable. Boys also really like brain break games, they know that in order to do the brain breaks, they are expected to stay on task.
Keeping their materials with them at all times is one of the biggest challenges. Behavior wise, I have found that the days I set a structured lesson with zero freetime, those are my easy days. Otherwise, as a mom of boys, their energy level is more transparent than the girls. However, I hate to say that girls don't have similar challenges. My girls are also very energetic but know how to hide their defiance.
I have mixed classes with all grade levels in them. That in its self is challenging. I like to do an extended warm-up so they burn lots of energy. It usually works.
Their energy level took some time to get use to, but they are generally......generally good natured. But for those who need discipline detention, notes home and parent text has been helping.
Every morning, I have a large group of mostly 6th grade boys that come to the library to use the computers. Many of them try to run into the library and immediately open up a "violent" video game. To handle this, I have them slow down when they come in and help me bring in the newspapers and take down chairs before they can go to a computer. Then, I point to the list of "Approved" websites that they may use on the computers in addition to doing their homework. "Cool Math Games" seems to be the most popular alternative to AR & ALEKS. Having parent volunteers monitor the computer area is a huge help when I am busy checking out books at the circulation desk.
I find that some of the boys in my classes are getting a bit restless, and it is a challenge for some of them to focus. In the past few weeks we have been writing argumentative essays, So I thought I would cover the same content in a different form. I had the students come up with an idea for their own products and make a poster advertising it. They had to include a counter-argument and at least 3 pieces of evidence to support why a person should buy their product etc..
ReplyDeleteThough we were learning about the same content, the boys seemed to get a kick out of creating their own visual text and using the argumentative elements strategically in their advertisement.
I agree with the restless part, it's like they are too anxious for this school year to be done and over with.
DeleteOh so many challenges! I have one boys' class of 50 students with about ten 6th graders, the rest 7th graders and two 8th grade boys with good leadership qualities that I often use as TA's. This class is wonderful. Only a couple kids with behavior issues but over all the class is lovely.
ReplyDeleteMy theory is that my 8th grade leaders set a good example and naturally elicit respect from the rest of the boys. I use them often to arrange lines or count jumping jacks etc.
I have ANOTHER boys' class of 63 boys with almost twenty 7th graders and the rest 8th grade. It's like night and day. This class is just wild and unless I am doing something super, super regimented and make constant threats I can't seem to keep them from literally jumping on each other for more than 5 minutes.
One thing that worked with this class is I had them self select which side of the room they would sit on. One side was for people that believed they could sit still and not get up during the activity and the other side for people that thought they may have trouble doing that. They split themselves pretty accurately (Once I assured them that going to the "bad" side wouldn't lose them any privileges) and interestingly enough, they were able to sit calmly. I was pretty surprised.
I guess having them in such a huge group makes them feel like they can get away with more. So Small Groups. Small Groups works. And also getting them to monitor each other's behavior. Example, if anyone in your line doesn't do the jumping jacks or doesn't stand straight the whole line has to..... some consequence. You get a bunch of kids yelling at the person who's not complying. This peer pressure to fall in line is pretty effective.
The challenges are less productivity, they are lagging, not as enthusiastic as before. They are getting a bit more restless, and looking for more "breaks". But nothing major I guess.
ReplyDeleteI find that creating activities with the boys that speak to their interests creates a much more productive learning environment. When I think about my 7th grade boys advisory, I can get them to sit for about 15 minutes and read before they start to stir. They need opportunities to think aloud, move around and work hands-on. I find that the boys especially need to feel connected to the learning process.
ReplyDeleteRather than single students out and choose individual students to reprimand, I keep the class as a unit. The class has consequences when individuals are distracting the learning process.
I think that most of my issues with the boys stem from a challenge of trying to keep them ALL engaged. If anyone is off task...it's a bit of a domino effect with the rest of the class. Classes are large, quite long, and our boys spend most of the day in the same class groupings. I've found that when a class seems particularly challenging on a given day, mixing things up helps quite a bit: turn an activity or a lesson into a game, create a competition, take a brain break...
ReplyDeleteI have a few 8th grade boys that have essentially given up on culmination and do very little in class, they have officially entered the heavy apathetic phase.
ReplyDeleteSuccess with boys begins the first day of classes, where norms, expectations, and consequences are established. If you are willing to put in the effort and structure during this time, the second half of the school year will be MUCH easier. For me it begins with being in uniform and being on time. Once this norm is established, the more challenging expectations are easier to implement. Clear expectations and transparency when grading work habits and cooperation gives boys buy in to the process. Giving them grade reports every 5 weeks that shows all of their assignments allows them to take responsibility for their academic grade, and let's them see the correlation between effort and motivation, and their overall grade.
The boys are less productive therefore now during breakfast time we all start homework together so they know it is work time right as they enter class. I still show short videos as we transition between activities as a short brain break, and this applies to all my classes. Another way to promote productivity was to send notices home with the ALEKS topics completed to be sign by their parents to remind everyone the importance of completing topics in the program.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteThe behaviors in my 8th grade advisory class are escalating. As more of them are realizing that they will not be graduating their effort and respect for the rules of the classroom and each other is declining. I have been working with the counselors to start implementing interventions for those challenging students. Also, I will be bringing in more incentives for completing our AR goals such as movie tickets for those with the highest scores.
ReplyDeleteMy boys' classes have been particularly full of energy the past few weeks. The biggest challenges are boys not being able to sit still at all and boys riling each other up or egging each other on. It creates a negative classroom environment. The things that help me are brain breaks that involve physical activity (which can be a challenge itself in the classroom) and motivating the boys with competitions.
ReplyDeleteBrain breaks are great. Not just movies, but activities that are not related to the curriculum work great as a brain break.
Delete8th graders appear to be cognizant of the impending culmination, and are holding it together. Where I found the girl classes to be more pliant in the first semester, I'm noticing that they are checking out mentally. The boys are doing what they need to be doing as a whole. Using the Connect Ed in class has become a stick and a carrot across the classes. Projecting the call list, starting off with positive phone calls for good behavior at the outset of class, causes students to settle in and get busy. Or, in the opposite, it is the threat of a negative phone call that helps some maintain decorum in class. Students are extra excited to get a positive phone call to their homes.
ReplyDeleteI agree that a lot of the male students are becoming restless and so this is an indicator that I need to change the activities to match this need they have. The strategy that seems most effective is how I open the class with our daily warm up's. If i'm consistent with holding them accountable to doing their warm up (reminding them how it counts for participation points), it seems to get them settled down. I'll notice that if we can't achieve this however, it sets the tone for the remainder of the class.
ReplyDeleteI have seen differences in the all-boy classes depending on the grade level. I notice that the 6th grade boys tend to have the "immature" aspect going on. 6th grade boys tend to want to shout, get out of their chairs, or just do anything but what they are supposed to do. The 8th grade boys, in all boy classes, I have noticed actually tend to have a desire to be physical and sometimes aggressive with each other. I notice a tendency to want to move around, but interact with each other at the same time.
ReplyDeleteOne thing that has helped with maintaining the boys activities is by maintaining my circulations around the room. It is important that I am constantly moving around the room to help maintain control.
The students who I feel as the 'trouble' students often want attention. With that in mind, most of them respond to appropriate positive reinforcement for the behavior that you want to see in the class.
ReplyDeleteMy two solely boys classes are the same, despite being different grade levels.
ReplyDeleteOn one hand, I have 8th graders, 30+...advisory. The majority of the class wants to do the best they can to make this year go by smooth. Some boys that were difficult to handle have become pleasant surprises, joining the few disciplined boys. The rest of the class is full of apathetic boys that are looking for a way to sneak out of class, create chaos where order wants to thrive.
My other class, 6 grade boys, 40+...is full of boys that want to learn, want to be there, with the exception of 4 individuals that are constantly wanting to stop the class and have everyone look at them. These boys are magnets and end up pulling 4 more down their path.
I have no choice but to succumb to given then their Preferred Activity Time...even with that they are still finding ways to waste time...but more and more students are helping me remind their comrades that they need to focus to get their PAT.
The boys are beginning to become very focused on their social interactions, who is dating who, groups of friends, and social circles. I have to use a chunk of the beginning of the period to refocus their attention to academics and revisit the classroom norms and expectations. Consistent routines and classroom structures established in the beginning of the year have really been useful in pulling things together.
ReplyDeleteBoy classes definitely have high energy. I find the boys out of their seats, shouting in class, and play fighting with other students far more often than girls ever do. Boys are however more quick to respond and listen when reprimanded. For instance, they will go back to their seat quickly and without much hassle or attitude. What works for me is to keep them busy from the moment they walk in to the minute they walk out. Even the last few minutes of class is used with a review ball. This minimizes the behavior challenges somewhat.
ReplyDeleteA review ball? What's this? This sounds interesting.
DeleteA lot of my boys are always hungry. Even though they complain about breakfast, I encourage them to eat. Some boys do and dome don't. It's really difficult for them to focus because they are still hungry. Also, it's more difficult for them to be responsible with their school materials. I give out stickers to those who show good classroom behaviors. This seems to work.
ReplyDeleteHands on activities charting on easel paper and groups present to class. Additionally I put yellow post it note sticker on tables stating ON TIME for those groups who are on task following directions. However, if a group start getting off task I will take back the ON TIME note, yet they can earn it back by getting back on task. It works so far!
ReplyDeleteAll of my boys classes are 6th grade students, with what I assume are your normal garden variety of behavioral issues. I'd say 90% of the behavioral issues are minor disruptions during the course of instruction. Talking out of turn, engaging with materials that are not related to the class, or basic goofing off. For the most part, I haven't seen too drastic of an escalation in these behaviors, but the students that typically exhibit these behaviors may have a slight uptick in frequency.
ReplyDeleteIf anything, I've clearly outlined my expectations for the class, and reinforce them every single day - no matter how basic they seem to be (such as not wearing a backpack in the classroom). They tend to adhere to these rules, because they also are aware that the consequences are consistent, and not pleasant.
I have come to observe that when it comes to boy classes, if there are more than 35 boys in one class, the class itself becomes a little more chatty and distracting. In my first period I have 35 6th grade boys and in my 4th I have 41 6th grade boys. While in both classes some the boys are more energetic, I am able to bring my first period to focus with more success than my 4th period.
ReplyDeleteI do feel that classroom procedures and norms are important for boys to have, that way they are held accountable. Boys also really like brain break games, they know that in order to do the brain breaks, they are expected to stay on task.
I agree. Classroom procedures and norms are very important for boys and they take them more seriously than the girls.
DeleteKeeping their materials with them at all times is one of the biggest challenges. Behavior wise, I have found that the days I set a structured lesson with zero freetime, those are my easy days. Otherwise, as a mom of boys, their energy level is more transparent than the girls. However, I hate to say that girls don't have similar challenges. My girls are also very energetic but know how to hide their defiance.
ReplyDeleteI have mixed classes with all grade levels in them. That in its self is challenging. I like to do an extended warm-up so they burn lots of energy. It usually works.
ReplyDeleteTo add to my comment, ON TIME means they can leave on time when the bell rings.
ReplyDeleteTheir energy level took some time to get use to, but they are generally......generally good natured. But for those who need discipline detention, notes home and parent text has been helping.
ReplyDeleteEvery morning, I have a large group of mostly 6th grade boys that come to the library to use the computers. Many of them try to run into the library and immediately open up a "violent" video game. To handle this, I have them slow down when they come in and help me bring in the newspapers and take down chairs before they can go to a computer. Then, I point to the list of "Approved" websites that they may use on the computers in addition to doing their homework. "Cool Math Games" seems to be the most popular alternative to AR & ALEKS. Having parent volunteers monitor the computer area is a huge help when I am busy checking out books at the circulation desk.
ReplyDelete