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Frequently, I’ll also arrange a time when I can talk with this student alone (usually during a quiet class activity or during homeroom). We’ll discuss what s/he thinks the problem might be. I’ll say what I see the problem to be and why it’s disruptive in my class. We’ll try to plan what can be done to prevent the impermissible behaviors. I write all of this down in front of the student, who signs the sheet. If this does not help, I arrange a meeting with the guidance counselor and parent/guardian. A quick note on parent meetings: try to involve all of her/his teachers in the meeting. If a teacher can’t make it, have him/her e-mail information to be given to the parent. When the entire class is noisy, I use peer pressure. My students quickly pick up that when I’ve asked them to get quiet, and they don’t do it immediately, if I look at my watch, they’re in trouble. For every 30 seconds they take to get quiet, it’s 30 seconds off when they can leave my class up to 3 minutes after the bell rings.

After the bell rings, I stand in front of the door and after a little while, I’ll dismiss students individually with the students were were acting up as the last students to leave. I keep a paper trail going of what I’ve done. The first day of class I have students fill out a sheet with their schedule and parent contact information. I keep all those papers in a notebook. Whenever I call home, I write down the date, time, and what was said (or left on an answering machine) on the back of that paper. I also put referrals, discipline essays, and failure intervention papers behind that person’s sheet as well. That way when we have a parent conference, I can pull out the book and show all the things I’ve tried. The First Days of School: How to Be an Effective Teacher (Book thus, trying to figure out what they did wrong will be lost.

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