1-2-3 Method

responses that immediately came to mind

-yes I am old enough to teach
-I am older than you, aren't I

better response: it doesn't nescessarily have to do with how old I am but how much experience I have

Sam; sometimes it is best to let them walk away, if they are in their class you need to address the issue afterwards

Send a letter home to parents on open house night. Be very purposeful in your actions with skeptical teachers, build in safeguards with parents and resolve or start and resolve the issue within 24 hours to start fostering a relationship.

Go to a mentor, a PLC, a department chair, and unless it's absolutely necessary the vp and principal.

____________________________________

Scenario 2

I would finish explaining that assignment if I was up in front of the class, and then once I had finished I would pull that student aside and tell them that is not appropriate language in my class. I would outline the consequences if that happened again, depending on grade level, and if the problem continued I would reach out to the suggested support people for ideas.

-kid to adult will set the tone and you need to squash it

educational piece and punitive piece

be very aware to not ask questions that you do not want to hear the answer to.
Never forget the effectiveness of the broken record; transition from punitive to moving on to the rest of the class so there is no skip in time. if you keep repeating what you say, it may work.
_______________________________________________________

It is possible that the diversity of the class is affecting the lesson and you are not altering your lessons appropriately for those students. if it is a group of students try altering the lesson, if it is an individual you should

if it's the whole group of kids stop what you are doing so they realize that they are being disruptive
use their name
walk over to them
tap them on the shoulder

its not about what you say and do to kids its how you say and do it

if theyre laughing their learnin
_______________________________________________________
scenario 4
i think this is one of those cases where you need to sit down one on one with the student, without others around as a distraction so that you can find out directly from the source what is troubling them
is there a language barrier?
involve a specialist
increase the number of interactions with that kid
go to the cumulative folder
______________________________________________________
how does this take away from your main objective which is helping these kids academically
will it be a personal or financial burden on you
is it distracting you from your teaching

look for alternatives; bus, buddy, fundraising, etc

do not transport kids in your car
do not do not do not
permission slips do not work, the waiver means nothing if something happens, and its usually in conflict with board policies
_______________________________________________________

i would consider what would happen if there were to be disruptions if a similar event happened; do their parents know they are there.

-remove yourself from the situation****

________________________________________________________
Scenario 9
the principal is there, ask him for advice
is there a specific example of what the parent says your have done
have a meeting with parent and principal, having the kid present is mostly good

-softening yourself to parents will go a long way,

"start off with a positive thing about their kid, that was never my intent, be proactive, purposeful interactive"

*call home within the first ten days of school for every single kid, no matter what grade*