resource room chaos

Kids like stories read outloud to them - not tests. I’m not sure that young students actually process well expository writing that is read outloud to them. Fiction read outloud can ‘hold’ them. It creates images and feelings.

Expository writing doesn’t create those images or feelings. So they don’t or can’t listen. They hear the sound but don’t get the meaning of it. It also asks them to do two things at once really. To read along and listen to your voice. That might be hard.

I teach reg. ed kids who would be doing the same… all shouting at once, ‘where are we on the sheet’, what are you reading from?, is there a test, when’s the test?, I can’t hear Bob pushed me… am I supposed to fill this out, is this scrap paper?….

How many students do you have? That can be key. Explanations need to be kept very short.

about 9 spec. ed kids. When I am talking about reading aloud, the kids need me to read the test to them. It is in their IeP that I read the reg. ed. inclusion classes tests aloud to them. that is when I am having the most problems or even when I am discussing how to do a math problem. Or helping them with a worksheet. My kids are also in junior high. But short of yelling at them, what can I do to get them all to stop chattering?

Rebecca,
This is a problem for many reasons. I’ve been teaching in a resource/instructional setting for the past 9 years and have had some of the same problems. I agree that the kids feel comfortable and that’s not all bad. I’ve noticed that the kids seem to just let down after being in the reg. ed/classroom. It’s sort of like coming home to de/stress. However, I’ve come to believe that it is possible to expect them to raise their hands/wait their turns or whatever so you can speak and teach. Otherwise for someone like me, I get so distracted that my presentation/teaching gets off track. I’ve tried talking passes or balls with younger kids and behavior stuff like paying a penny when they speak out of turn (within reason). Lately, I’ve raised my own hand high in the air as a cue when I ask a question/or remind them to wait. I also don’t get too upset when they are so interested or excited in what the discussion is about that they impulsively talk out - as long as it is on topic. Anyway, this is very complicated and depends on your tolerance as well. A loud voice from you once in a very great while will also let them know the line has been crossed. But during a test, I require no talking out - only raised hands or questions when finished with a section. With Jr. High kids it’s gotta be challenging no matter how you handle it. Keep trying though and let the kids know when you’ve had enough chaos. They really want and need the structure. Bottom line? there are no easy answers. You’ll find your own way. Good Luck!

You are going to have to train them to behave. Cut the independent worksheets until you establish control. Then reinstitute seatwork with clear parameters - begin with short, easy to master assignments. There must be something in it for them - it needn’t be candy or a prize - but a reason to finish and to have done the job well. Go one step at a time in slowly training them to be independent productive workers.
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Are they all taking the same test? If so, have you tried putting the chairs in the circle with you also sitting in the circle. Rather a conference than a classroom seating arrangement. You’re at the head but all sitting down with the tests in front of everybody. You’re much closer to them this way than standing in front of them and you’re all going over it together.

Do you have to read the entire test at once? Or can you read a question at a time? If you have to read the entire test at once, no one can imbibe that amount of information. I’d read it a question at a time and let them answer the question after hearing it read.

I’d always use that seating arrangment even if you have to get up to write on the board.

And what do they do if you do the dramatic pause, the false look of anger/annoyance on your face, along with the tapping foot and smoldering looks at the floor or the ceiling? I can stop all the students dead in my room with that reg. ed and spec. ed. I can drag that pause out and I get back quaruple quiet. For every minute I could hold that pose, I’ll get back four.

What do they do when you do that? Do any of them notice?

Oh yes Sara, I ask one question at a time. I really like the ideas of putting the chairs in a circle. they usually are scattered about the room. I really do have a great evil-looking angry look. I will have to do that more. And pause. thanks…becky

Thanks for the two very excellent answers! I am gonna print them out and rethink how I am approaching things. I definitely need to teach these kids how to act. Once in awhile I will raise my voice and that works wonders, but I want to try other approaches.. I don’t want to be raising my voice all the time. thanks for all your time….becky

Yes, the semi-circle thing really works for me too. I have been using it lately and it seems I keep them with me better; Also for my aged kids there’s nothing to fiddle with on their desks either.