CMP of Charlotte Frank

Charlotte FrankIt is my belief that some students act inappropriately in Judaic Studies class because of the following factors: They are learning this material in a vacuum and feel it is not relevant to them because there is no reinforcement or ritual practice at home or even within the extended family.Parents do not provide positive reinforcement for attending religious school rather they give their children the negative reinforcement by saying I hated it, I was bored, I survived so will you. I often call a parent to chat and they quickly share these awful “histories”. Supplementary school is situated in the worse hours of a child’s life. After a full day of secular school or on a day when friends are able to sleep in or play. Few have friends who are going to church on Sunday morning anymore – even Catholics have made their worship times more accessible with Saturday afternoon/evening services.Teachers are not always at their best – they too may have spent a day in school or be less than prepared for class. An unprepared teacher sets up the classroom for disaster.Student maybe dealing with personal anger issues, hurt feelings, bullying and so many more things.The material is not understandable and they are “lost” and rather than be embarrassed when teacher calls on them and they can’t answer, they disrupt the class.Things are difficult at home and they are acting out for attention of teacher (as an adult)Classroom has broken into cliques and child is feeling left out and frustrated or even taunted.My Classroom Management Plan (CMP)In order to address all of the issues above, I have to use several different tactics. Primary to me is the use of Communication tools: I believe that teachers need to create a relationship with parents before the school year starts. I encourage my staff to write to the parents and introduce themselves and explain what they are planning to do in their classroom and their expectations. I also write a weekly Parent Page to all of our school families using our password- protected website. I feel that parents need to know that we need their partnership and need to know what is happening in the classroom and the school. I encourage staff to provide parents with phone number or email address to communicate with them. Rules for the classroom: I believe that rules and structure are an important part of making a classroom a community. I believe that the students should have an active part in planning the rules and understand that structure is needed to make the class work for everyone. Structure doesn’t mean formality but rather – students know that when they come into my room, they need to hang up their coat, take out their work materials, turn off cell phone, put on kipah and any other prep. They know they need to check the green board for the work plan for that day. Decorum policy that is clearly stated is a must for me. I believe that students need to know what I expect and what will happen if they are not following the expected practices. I am a mover and if a student is acting out, I will move to that area and stand behind the student and lightly touch their shoulder as a first step. If this does not work, I will touch their desk as a second reminder. My third step is to ask the student to move to the front desk (time out row – since no one sits there and they can’t see what is happening behind them). Fourth step is sending a student for the administrator to come and intervene. Meeting with student: I have used this tool for a student who has spent more than a few sessions in my time out row for periods of time. I also believe in being in the classroom early so that I can greet each student as they arrive at the class room door (it lets them know I am happy to see them and it allows me to see which “Sarah is in my class today”. This little moment at the door has served me well for many years and yet so few years seem to find the time to do it anymore. I am constantly asking my staff to do this. I think it sets a wonderful tone and teaches the Middot of welcoming and hospitality. We need to remember that we are the role models for these Jewish values and virtues. Goal for my CMP when implemented is to create a kehillah in each grade not just each classroom (we use this term at synagogue to refer to our entire synagogue family). Our students come from several towns as does our congregation and we spend a lot of our time developing social and spiritual connections. We want our children to care about each other and we are blessed with children who often amaze me with their caring for their fellow students with special needs. My chatty Cathy sixth grade girls are “tigers” when it comes to caring for Saul, their classmate who has MS and has had a very rough year as far as his physical condition. They walk down the hall with him protected in the middle of the girls. I look and I tear up. Saul’s parents know that he is loved and cared about something he doesn’t always feel in other places. There are teachers who have fostered this so well and others who never got it. We can encourage this but it must come from within. Students who want to make my life miserable are usually sadly disappointed that it doesn’t work well but we do usually find a way to live together in harmony and disharmony sometimes. Truthfully, I don’t think any child wants to make my life miserable and if anything most of them want me to love them and care about them and I do. I worry more that some of my parents want to make my life miserable and challenge me with their negativity or low expectations. They are unhappy or angry.