Classroom Management Reflections and Class Dojo

This has been a very difficult week for me classroom management-wise...I have had to take more time than usual to manage behavior in some of my classes (especially my 4th and 5th grade classes).  I have talked to several teachers this week, and it seems to be schoolwide (which makes me feel a little better, but not much).  I don't know if it is the crazy weather we are having, the moon (I never believed that myth until I started teaching), or if it had anything to do with free choice week last week. 

I am leaning towards the latter.  I have noticed that it is very difficult to get back into our routine after having free choice week.  It's almost like I have to start completely over setting expectations and procedures.  I don't understand how you could completely forget a routine after having only broken it once, but this week it was almost like nobody remembered what they were supposed to do when they came into the room.  I love giving my students a reward week, especially since they work so hard to earn it, but the week after it's almost like I have to work twice as hard...

I introduced my 5th grade students to opera this week.  You would think that students would get excited about a field trip even if they didn't like it just because they get to get out of school for a day.  But when I told them about the opera trip we will be taking later this month, I was shocked at the number of students that said "do we have to go?"  That almost hurts my feelings.  Especially since this trip is completely paid for.  All they have to do is show up.  I haven't quite figured out how to get my students excited about things like this.  I don't particularly care for opera, but I'm excited because this is a field trip I actually get to go on!

I did start something new this week that I have been wanting to start since I learned about it at our state music conference in November.  It is called Class Dojo, and it is a wonderful classroom management website.  You can find it here at www.classdojo.com. 

Free Choice Reward Week

This has been quite an interesting week!  In one of my earlier blogs, I explained how I use a reward system called "free choice day."  Every week, each class has an opportunity to earn a peace dove for music.  At the end of each quarter, I designate a week for free choice day.  Each class has to earn a certain number of doves to participate (this quarter it was 8 doves).  Each class that earned 8 doves got to participate in free choice, but the classes that did not had regular music class.  I only had 1 class out of 21 that did not earn enough doves! 

Kindergarten - since these students are not quite old enough to understand how my games work, we have movie day instead of free choice.  This quarter we watched "Curious George Leads the Band."  I explained to them that watching movies was a really special thing and that we don't get to do it a lot.  I have 3 expectations -
1)  It is not time to talk, so I should not hear voices.
2)  It is not time to sleep, so I should not see anyone laying down.
3)  It is not time to sit with our friends, so you need to stay in your seat.
I asked each of the classes why it was not a good idea to sit with our friends, and they all said because if they did they would probably talk :)

1st and 2nd Grade - I have 3 choices for these groups.  I always have to explain to the students that it is free choice, not free play, and that it is free choice, not extra recess.  I give the students 3 choices, and they get to choose which one they would like to do-
1)  Music Library - I have 12 baskets full of picture books with a music theme.  I tell them that if they are reading a book, they can enjoy a pillow, but if they do not have a book in their hands, then they may not use the pillows.  I also emphasize that if they are playing or fighting with the pillows, then I will take the pillows away.
2)  Music coloring sheet - I have taken several color by number sheets, scanned them into my computer, erased the numbers and replaced them with music symbols.  I have to explain that they may only work on 1, and that they may only take back with them what they were working on.  In the past, I have had students grab a handful of sheets and take them back to class to work on later or when they get home.
3)  Music Games - A few years ago I bought a set of music dice and printed off some game boards.  I also have 2 copies of Heigh-Ho Cherry-O and I have replaced the spinner with music symbols.  I also have a collection of jigsaw puzzles that the students can work on. 

3rd-5th grade - These students have the same choices as the 1st and 2nd grade students, but since they are older I have a few other things that they can choose from as well -
1)  I have a selection of music word searches that they can work on.  Same rules as the coloring sheets (you can only work on 1).
2)  I have some board games that I have modified to make music games.  I have Sorry, Chutes and Ladders, Candy Land and Don't Break the Ice. 

Things I have noticed about free choice day over the years:
1)  Some classes are very responsible and make great choices, but some classes do not.  Sometimes, it is harder to manage free choice day than it is to manage a regular music class.  And sometimes, I go home exhausted!
2)  Games to not last long in an elementary school.  I already have games that are missing pieces, and some that are falling apart. 
3)  More children would rather color than you would think!  I am continuously surprised at the number of children, especially 4th and 5th graders that would rather work on a coloring sheet than play a game.
4)  No one ever wants to read, and that makes me very sad :(

Classroom Management

Since rewards and competitions are not looked upon favorably in my school, I have had a difficult time coming up with a good classroom management plan for my music classes.  After 5 years (and of course with me getting to know the children better and being consistent throught the years), I think I have finally come up with something that works.

I have 5 expectations (all of which can be summed up in the 5th and final expectation "always try your best").  I review the expectations every class for the first 9 or 10 weeks.  I know that sounds a little extreme, but I have learned that children need a lot of repetition to really know and understand something.  By doing this at the beginning of the year as much as I do, then towards the end of the year I don't have as many problems because the children know exactly what I expect.  These are always posted in my room as well, right above the CD player.  When I introduce them, I don't call them rules.  I say "this is what good musicians do."  I have 2 reward systems working together in my classes for students following the Good Musician Expectations.

For individual students, I have a "Good Musician Award."  I choose 1 student from each class each week to be the Good Musician.  I tell the classes every week what I am looking for, and I am very specific.  I say that I will not choose a student that is talking, not listening, playing or being silly, not making good choices, etc.  I am looking for someone that is making good choices every single time.  This doesn't really make it a competition, because all of the students are trying to be the best that they can be.  I do the individual reward because I think it is important to recognize individuals for their hard work and good choices.  I also think it is important to teach students how to lose with a good attitude because in life we don't always win every single time.  So even though I don't call it "winning" the award, I stress the importance of being a good sport and congratulating the student that was named the Good Musician, and I tell them that even though they didn't get it today, that it does not mean they weren't doing a good job (unless, of course, they were not making good choices).  After a few weeks, they get it.  And of course, I always try to get around to everyone by the end of the year :)

The second reward I have in my class is called "free choice music day."  This is not a free day where the students get to do anything they want, but a day where I give them 3 choices of more fun activities and games that they can do instead of having a normal music class.  I do this 3 times a year and my students really look forward to it.  In order to participate in free choice day, the class has to have earned a certain number of awards.  I give 1 award to the whole class every week that they are following directions and working hard.
 

If they have not earned a certain number, then the class does not get to participate during free choice week and we have regular music class instead.  I review the expectations with the class at the beginning of music every week, and let them know that I will not give the class the award if they are talking, being silly, not listening, not following directions, etc.  If I have to stop teaching to address an issue with the whole class, I put a talley mark on the board (which can be earned back).  If the class has any talleys at the end, they do not get the award.

My consequences for not making good choices are very simple.  For every offense, the student gets a strike.  The 1st strike is a warning.  I write down the student's name on a post-it note and stick it to the outside of the class folder.  If that student starts making good choices again then I will mark it off.  But if the student does not start making good choices, the strikes are:
2 - I speak to the classroom teachers about the behavior.
3 - I speak to the parents about the behavior.
4 - We speak to the principal about the behavior.
I tell the students that we only have music for 40 minutes, and there is no reason that anyone should ever get 4 strikes in 1 music class.

Classroom management is a process and of course I don't have it perfected (and I probably never will), but I think the most important thing I have learned so far are:

• Students have to be taught what they are expected to do and how they are expected to behave before you can expect them to do it. 
• If you tell them that something is going to happen if they don't follow the expectations, then you better be prepared to do it because they will test you.
• Be consistent...don't adhere to your consequences just sometimes and ignore the behavior other times (or with certain students).