I remember hearing over and over again throughout my teacher preparation programs that behavior management was critical. My professors would show us outdated ways to manage a classroom from decades ago that probably still work for a true general education student—but let’s be honest– how many of our classrooms consist of only GenEd students? Exactly.
My belief, as you know if you’ve been here a while, is that relationships matter the most. Relationships allow for easier management because you get to know what makes a student tick. (If you missed these posts, click here). However, in addition to relationships, I believe there needs to be clear expectations set starting on the very first day of school. Students need to know their role in your room, which truly depends on your management style. Are you more laid back and enjoy a little classroom chatter? Or do you prefer a quieter classroom with structured times for chatter? I believe that there should be a mixture of both management styles in a classroom. For example, during independent writing during our writing workshop block, students should be 100% quiet so everyone can focus. However, during editing and revising, I like when students rely on each other, which means purposeful, structured chatter. All that to say, students need to know when it’s appropriate to engage in conversation and when it isn’t.
Even in the most explicit teacher’s classroom, there will still be students who need reminders throughout the school day. I had quite a few of these babies throughout the years. As I sat there contemplating how I could be more clear and show up as these students needed me to, the Individual Blurt Chart was born.
Here’s how to use the Individual Blurt Chart:
- Decide whether you want to use the full page blurt chart (pages 4 and 5) or the half-a-page blurt chart (page 6).
- Type the child's name at the top of the blurt chart. (You will notice the name is blank on all).
- Decide on the consequence if the child blurts 5 times and consequently loses all of their counters. For example, losing 5-10 minutes of recess. Type this at the bottom of the blurt chart (you will notice it is blank).
- Print.
- Laminate the blurt chart.
- Cut out the blurt chart.
- Use math counters (as seen in the example on page 7) with velcro on the back. Purchase counters here. Purchase velcro dots here.
- Each time the student speaks out of turn, remove one counter. The goal is to maintain all five.
Tip: One way I love to teach student expectations is through reading books. Here are some books to use in the beginning of the school year (or when students need reminders throughout the year) to teach about interrupting and speaking out of turn:
- Interrupting Chicken by David Ezra Stein
- My Mouth is a Volcano by Julia Cook
- Lacey Walker, Nonstop Talker by Christianne C. Jones
- Deci Bella and her 6-Inch Voice by Julia Cook
What’s your favorite way to teach students expectations at the beginning of the year?