How to Talk to Students About Misbehavior Without Pushing Them Away
Addressing student misbehavior necessitates a nuanced approach that fosters engagement rather than alienation. In this discourse, we delve into effective strategies that enable educators to communicate about misbehavior with students in a manner that maintains their connection to the classroom environment. The emphasis lies on employing positive behavior interventions that not only address the misconduct but also reinforce a supportive atmosphere conducive to learning. We shall explore practical techniques aimed at cultivating respectful dialogues that empower students, thereby transforming potential disruptions into opportunities for growth and understanding. Ultimately, our objective is to equip educators with the tools necessary to manage misbehavior while preserving the integrity of the student-teacher relationship.
In our latest discussion, we confront the multifaceted issue of student misbehavior, articulating strategies that equip educators to handle such challenges with grace and efficacy. Mr. Funky Teacher, with his wealth of experience, expounds on the necessity of empathy-driven interactions, advocating for a shift away from punitive measures towards constructive dialogue. By recognizing the individuality of each student and understanding the underlying motivations for their behavior, teachers can forge deeper connections that transcend mere disciplinary actions. This episode provides a rich tapestry of techniques, from implementing restorative practices to engaging students in reflective discussions about their behavior. As we navigate through the complexities of classroom management, the emphasis remains clear: effective discipline is not merely about enforcing rules but about nurturing a supportive environment where students are encouraged to reflect and grow. The insights shared in this episode are indispensable for educators seeking to enhance their practice and cultivate a classroom atmosphere that is both respectful and conducive to learning.
Takeaways:
- Effective communication with students regarding misbehavior fosters a supportive classroom environment.
- Utilizing positive reinforcement strategies can significantly mitigate instances of student misbehavior.
- Building strong relationships with students is essential for addressing misbehavior constructively.
- Teachers should adopt a calm demeanor when discussing behavioral issues to maintain student engagement.
Links referenced in this episode:
Companies mentioned in this episode:
- Be a Funky Teacher
Transcript
Yeah, he's Mr. Funky.
Speaker A:He's Mr. Funky Teacher.
Speaker A:Mr. Funky Teacher inspires greatness, makes you feel good.
Speaker A:Like your favorite playlist.
Speaker A:Keeping that fresh and funky.
Speaker A:Yes, he does.
Speaker A:He got some funky cool ideas to share for all you teachers.
Speaker A:He can empower others, students and teachers.
Speaker A:It's all about hard work and creativity.
Speaker A:He brings out the kindness in everyone.
Speaker A:He's got the passion to teach.
Speaker A:You hear it when he speaks.
Speaker A:He knows how to build strong relationships.
Speaker A:If you're seeking the best bunkiest, he is it.
Speaker A:He will empower you to improve.
Speaker A:He'll be helping others and loving it too.
Speaker A:He's Mr. Funky Teacher.
Speaker A:Yeah, he's Mr. Funky Teacher.
Speaker A:Yeah, yeah, yeah.
Speaker B:This is Mr. Funky Teacher with Be a Funky Teacher dot com.
Speaker B:I'm coming to you with another Be a Funky Teacher podcast.
Speaker B:Well, today we're going to be talking about teaching while sick coping strategies for teachers at Back to School.
Speaker B:That's right.
Speaker B:But before I get into it, I want to talk about three things I'm thankful for.
Speaker B:One thing I'm thankful for is weekend time to finish pacing guides.
Speaker B:I just coming off of a weekend here and I was able to spend some time working on lesson plans and pacing over the weekend as I'm starting a new school year in a new school district.
Speaker B:It just seems like I had a lot to do.
Speaker B:I was thankful to have some time that I could do some pacing and get some things figured out.
Speaker B:Just a little break from school just so I could get kind of get my bearing.
Speaker B:So that was.
Speaker B:I'm thankful for that.
Speaker B:Another thing I'm thankful for is clean bed sheets.
Speaker B:Ah, absolutely.
Speaker B:There's nothing like sliding into fresh sheets at the end of a long day.
Speaker B:And the last thing, some medicine I, I have some, well, some over the counter medicine that's helping to manage.
Speaker B:I think I have an ear infection going on.
Speaker B:I, I'm losing my voice.
Speaker B:But I, I do have some medicine over the counter medicine I'm doing.
Speaker B:If it gets worse after about a week, I'll have to go into the doctor.
Speaker B:But boy, I am sick.
Speaker B:So today we want to talk about, about being back to school and being sick.
Speaker B:Boy, when we put a bunch of kids in and adults in a tight space after being outside, we're bound to have germs spread around.
Speaker B:I even do things like error fives in my classroom and try not to touch hands if at all possible to kind of minimize the spread of sickness.
Speaker B:But it still gets me.
Speaker B:I think every school year gets me at the beginning of the school year.
Speaker B:But where I get hit with it.
Speaker B:So back to school and being sick.
Speaker B:The reality of the first weeks, of course, there's excitement, there's nerves, and there's germs.
Speaker B:And as a veteran teacher, I'm not immune to it.
Speaker B:Now, I'm not at the point of needing a sick day right now, but it.
Speaker B:It truly is not out of the question if things get worse.
Speaker B:Because I didn't feel great today, I didn't feel the greatest over the weekend.
Speaker B:I tried to rest, but I had stuff to do.
Speaker B:Probably still pushed myself too hard.
Speaker B:But if I need a sick day, I better use a sick day.
Speaker B:There's kind of this, the hero teacher trap that we can fall into where teachers will push through to avoid missing school.
Speaker B:When I la.
Speaker B:When I left South Sioux City, my last school district, I lost over 40 sick days.
Speaker B:I had 40 unused sick days after 22 years.
Speaker B:And I. I just lost them.
Speaker B:They were gone.
Speaker B:They wouldn't, they wouldn't like, cash them in for me.
Speaker B:They wouldn't like, if you're retiring, they'll give you so much money towards the sick days, but if you're leaving the district, they're just gone.
Speaker B:And I just can't help but think that there were times over the years where I should have taken a sick day.
Speaker B:I could have taken a sick day, and yet I didn't.
Speaker B:And I mean, I had over a month and a half worth of sick days, just lost that I should have used.
Speaker B:And don't let that be a lesson for all of you.
Speaker B:If you need a sick day, use a sick day.
Speaker B:You're not, you're not winning any points by avoiding.
Speaker B:I know it's hard.
Speaker B:I know it's hard if you got a plan for a sub, but if you need it, use it and get it figured out so you can take care of yourself.
Speaker B:You know, looking back, there were times I surely should have stayed home, but I didn't.
Speaker B:But now I.
Speaker B:When I know better, I can do better.
Speaker B:And you know, I never really thought about sick days.
Speaker B:I just used them when I needed to.
Speaker B:But I know I didn't use them last year.
Speaker B:I use a little bit more.
Speaker B:Last year I felt like I was a little bit sicker, more than usual.
Speaker B:And I.
Speaker B:Or if I have a doctor's appointment, I took a sick day at last year when I was.
Speaker B:When I knew I had so many sick days, I had a whole lot more.
Speaker B:But I use them for doctor's appointments.
Speaker B:And then I had some sickness last year too, that I dealt with.
Speaker B:Well, here's Some practical tips for managing when you are teaching sick.
Speaker B:Try to simplify the day.
Speaker B:Focus on essentials, not perfection.
Speaker B:You know, there might be times where you're just like, I am not feeling great, but not sick enough.
Speaker B:I'm not running a fever, so I'm going to try to push through.
Speaker B:We'll try to simplify your day.
Speaker B:Build in quiet, low energy activities.
Speaker B:There's nothing wrong with that.
Speaker B:I may be doing some of that right now.
Speaker B:My voice is going, bye, bye.
Speaker B:I'm.
Speaker B:I can barely speak and it's not because I was fussing at the students, is because my voice is just going.
Speaker B:It's kind of all tied together here.
Speaker B:I barely have a voice right now and then.
Speaker B:So build in some, some quiet, low energy activities.
Speaker B:I know it's hard at the beginning of school year, but kind of do it.
Speaker B:Especially if you're not feeling well.
Speaker B:Try to stay dehydrated and fueled.
Speaker B:It was today.
Speaker B:I took my students to lunch and I boogied out of there so I could get my full lunch today, so I could rest.
Speaker B:The first couple of days I didn't.
Speaker B:I kind of lingered in the lunchroom.
Speaker B:Today I did it.
Speaker B:I got them there, the supervisors were there and I boogied out of there so I could do some more resting over lunch.
Speaker B:When should you consider staying home now?
Speaker B:Oh, hey, one.
Speaker B:What?
Speaker B:One other thing too, is lean on your co workers, paras and students for help too.
Speaker B:Let them know you're not feeling well.
Speaker B:And I think that there's many of you know, paras, fellow teachers and students who would help you out and kind of help, kind of, kind of fill in if you need to.
Speaker B:In terms of if you can't speak or if you can't.
Speaker B:There are certain things you can't do, you know, it's a kind of a team effort, especially if they know now.
Speaker B:When should you consider staying home?
Speaker B:Well, I'm no medical person, but my rule of thumb is if I can't give my students the attention or presence, it's okay to take a day in my mind or like, if I can't stand up or sit up, I'm getting better.
Speaker B:About like, hey, I just don't feel right.
Speaker B:I'm almost at a point where if I don't get better by tomorrow, but I might consider a sick day.
Speaker B:Sick days exist for a reason.
Speaker B:It's better to rest and recover than to burn out.
Speaker B:Don't be afraid to use them when you truly need them.
Speaker B:That's why they're there.
Speaker B:I don't know how many sick days your school district provides?
Speaker B:I believe ours is 14 sick days, and we can use up to three of them for personal days.
Speaker B:But we have 14 sick days available to us.
Speaker B:So use them.
Speaker B:Use them.
Speaker B:You're much more effective if you can get yourself feeling better and then go back than trying to push through when you're sick.
Speaker B:So, yeah, T2L sick isn't ideal, but it.
Speaker B:But it does happen.
Speaker B:Right now I'm pushing through.
Speaker B:I. I'm trying, but I know if it gets worse, I may have to take a sick day, and that's okay.
Speaker B:Students need us at our best, not our.
Speaker B:Not at our most rundown.
Speaker B:So we need to be careful of that.
Speaker B:So that was our focus for today, talking about teaching while sick, especially at the beginning of school year when new.
Speaker B:All those germs are coming back into the classroom.
Speaker B:I don't know about you, but, man, they get me every year.
Speaker B:And so it's not.
Speaker B:It is not a surprise.
Speaker B:Remember to inspire greatness in young people.
Speaker B:And don't forget to.
Speaker B:To be a funky teacher.
Speaker B:Bye now.
Speaker A:He's Mr. Funky Teacher, yeah he's Mr. Funky Teacher yeah, yeah, yeah.
Speaker B:Sam.
