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I'm nearly at my wit's end with a particular first grade class. There are 5 or
6 students who are particularly mischievous, and now, even 7 months into the
school year, they are choosing to misbehave. It's difficult to even get the
class to sit still for 20 minutes to read them a couple of stories. Any ideas
for activities I can do with an active, immature class of first graders at this
point in the school year?
During my years of teaching this age group I found that some students chose
distracting behaviours to cover up their feelings of inadequacy in dealing with
changes. Often these little ones were overwhelmed by the change of venue, routine
and teacher when they came to the library and although there was always the
temptation to sit these children aside, that meant they chose even more look-at-me
behaviours.
So I actively sought ways that they had to take some responsibility for class
management so the class couldn't continue without their co-operation, such as
helping me hold the book or being the one to turn the pages if it was a book-and-CD
story. That way they got the attention they were craving and were able to show
their peers that they could manage to do something right so there was positive
feedback all round. I always made a point of thanking the child and commenting on
how well they had sat still so everyone could share. Amazing how quickly they took
this on board. But if
they mucked up, I would sit them down and say, "We're sorry that you can't manage
to do this yet because we really want to enjoy this story. Perhaps you will be
able to do better next time" and another child was chosen.
Before I started to read I told the children what we were going to be doing
afterwards - making a list, retelling, doing a related craft etc - and that they
would need to listen carefully so they would be able to do this well and have
something to be proud of. And I often said something like, "I know Joe and Fred
and Sally are going to sit still and listen to this story today because it's about
..." This set up my expectations right from the start and I acknowledged the
effort that they made.
The junior school also used "whole body listening" - and we would work our way
through this routine too - "Show me your feet and legs are listening" (crossed
beneath them); back was back straight but not rigid; hands were settled in their
laps; mouth was shut, eyes were looking, ears were listening and brain was
thinking. Just becomes automatic after a while.
Intersperse stories with movement even if it's as simple as getting them to move
like the characters in the story, or show with their faces how a character might
have felt or use their hands to show the rhythm.
Another thing that I found worked when I wanted the kids to sit still was to get
them to nurse a teddy bear so that it "could listen to the story too." We had to
have a few pointers about how to sit without tossing the teddy from side to side
(pretend it's your baby brother) but it worked really well, and even when they were
older, many would come in at lunchtime and sit and read to their teddy. It meant I
had to purchase about 30 but small ones will do and they were worth every cent.
What I started doing with them about two months ago is to show them
book videos. I purchased a set of 16 DVDs from Scholastic and use them. I've
only selected videos to go with books I have in my LMC and relate to our author
of the month. After the video I show them the book, do a sort of picture walk,
and then we discuss what was different about the story on the screen and the
story in the book. I did this last month with Robert McCloskey and earlier this
month with Dr. Seuss. This has been working so far and I'm crossing my fingers
it works the rest of the year.
I personally think that many, if not most, 1st grade students CAN'T sit still for
20 minutes. How long is the period ? Perhaps the lessons simply need more
structure. Reading more than 1 story in a sitting can be too much. When I was a
K-5 librarian I would do the structured lesson first (often reading a picture book
to the class and then having a supporting activity and/or discussion afterwards)
and when we successfully completed our lesson, then we would do a quick book check.
There is a great dvd and cd (Library Songs is the title of the cd, can't
remember the name of the dvd, but it is usually displayed on the same
page in the catalog) from either Highsmith, or I got it through bookfair
points. Terry, I would make them practice using shelf markers, lining
up, what ever it takes to get them in order. Do you use puppets?, Felt
board kits?, or any thing else manipulative. I do not tolerate
misbehavior. Students lose privileges! They do not get to check out a
book, or even listen to the story, kids need boundaries, and
consequences.
One year I had a similar dilemma and I decided to set up centers in the
library. I randomly picked student groups (I used shelf markers with their
names) and then rotated them through the centers-- about every 5-8 minutes,
depending on the centers I had set up (I had a timer). One of the centers
was check out, so I didn't have a mass rush to check out. This was when I
did not have an aide and had to find ways to control everyone. It worked
really well, but the secret is to keep the center time short and make it
entertaining. If that's something you would like to do, let me know and
I'll send you a list of the centers I used. I did not read aloud to them
when I did centers, we didn't have time.
--
Terry Bynum
Media Specialist
Stowe Elementary School
Duluth, Mn.
Terrance.Bynum@Duluth.k12.mn.us
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