Jennifer: Teachable Moments

I once had a second-grade student who would get in trouble for being on his “cell phone” constantly in class. He talked to everyone he knew—sometimes nicely, sometimes yelling and disrupting the lesson.

This problem would have been easy to solve if we could just take the cell phone away. But in this case, the cell phone was not a phone at all, but my student’s little clenched fist held up to his ear, and the people on the other line were nothing more than his vivid imagination and memory of past conversations.

His constant conversations were becoming a problem. No matter how many tokens he lost, he still wanted to talk on his “phone.” He didn’t care if he had to work during choice time, because again, he had his phone with him. I didn’t know what to do about his behavior. Five minutes after I would ask him to “hang up,” he’d go and dial another number and be on the phone again. I felt like I was losing my mind!

Finally, one day, perhaps out of desperation, I hung up a sign with a picture that said “No Cell Phones Allowed in Class.” The next time he “made a call” I politely walked over to him, pointed to the sign and read it to him, and asked him to hand it over.

I think I could have picked his jaw right up off the floor. He looked at me like I had just walked straight into his world without an invitation. I didn’t budge until he “dropped” his cell phone into my hand; then I walked over and “put it in my desk.” Believe it or not, after that the calls actually died down. Over time and many lessons on responsibility, my student learned to keep his phone in his pocket until recess. It was the game of having a cell phone that motivated him, and luckily he let me play along.

I hadn’t really thought about that experience too much until this last week, when I’ve been going back and forth about what to do about another one of my students. This young man has a tendency to fall over the side of his chair frequently throughout the day, which always requires immediate attention. As you can imagine, this is difficult to manage when attending to other students’ needs. This child is able to help himself, but regardless of our reminders to do so, he had not yet been motivated to take that responsibility.

I had tried several possible solutions. Reward systems, role models, games, and discussions were not working well, so in the spirit of my past student—and again out of desperation—I tried to think of a method I felt would excite this student.

One thing he always talks about is how much he loves Harry Potter. I thought (bear with me…) that if I concocted a “lifting up” spell, he might be more responsive. Now I say “lifticus uppicus” whenever I see him begin to fall out of his chair, and he usually makes a substantial and successful effort to get himself back up.

When it comes to the day-to-day motivational needs of my students, I often feel like I’m merely experimenting. Part of me feels that, as the teacher, I should always have at least a few good answers. But I’m starting to think that maybe I wouldn’t stress out so much about solutions if I just paid more attention to the ideas and teachable moments offered me by my students.

Although I’m pretty sure my colleagues think I’m crazy, I figure that if something works (as ridiculous as it may seem from the outside), perhaps it can be a stepping stone for more appropriate and traditional solutions.

This experience now has me digging back through those “All About Me” papers I handed out in the beginning of the school year. Maybe with adequate studying, I can generate a few good answers to have ready for the next time a motivational need arises.

Comments

[Turki Alzahraney]

Jennifer,
It sounds to me that you did an excellent job handling the two situations of your students. Research has shown that many teachers report that one of their main concerns in the regular classroom is the student who disrupts lessons, seeks too much attention from the teacher or peers, and who fails to cooperate when attempts are made to provide extra help. In fact, the teachers may feel as if they know what the student needs in terms of basic instruction, but it proves impossible to deliver appropriate teaching because the student is unreceptive. It is evident that the ability to attend to tasks is a requisite skill for academic success in school. In contrast, the inability to attend to tasks seems to be the major reason for failure in school for many students with and without special needs. I thoroughly enjoyed reading your blog and found it very insightful. You provided great examples about how to find creative solutions and interventions for dealing with our students’ behaviors as well as how important it is to know the students in our classes. Actually, I began my student teaching last week and I hope that I can develop some strategies that can assist me in situations like these, if they may arise. Keep up the great work!

[Amanda Clink]

I really enjoyed reading your blog. Teacher's love those teachable moments! You need to get to know your students. When that is accomplished much more learning can happen. It sounds like you have a great relationship with your students. Creating a Harry Potter spell is an amazing way to connect with you students even if it is only one. Nice job!

[Carol Barnes]

I thoroughly enjoyed reading your post and found it very insightful. Instead of getting annoyed and losing your patience with the children, you found very creative ways of dealing with their behaviors. I am not a special education teacher, I am an art teacher with special education children coming to my classroom in and inclusive setting. This is the first year I am dealing with more profound behaviors than ever before. I am inspired by your story and will strive to get to know the children in my classroom better so I too can find strategies that are individual and specialized. Thank you!

[Stacy R]

These are great examples about how to find the right motivation. It serves as a reminder that sometimes something simple and creative works better than charts, stickers, and long discussions. Thank you for reminding us to find creative solutions and how important it is to know the children in our classes.

[Allison]

I applaude you for not only your patience, but your creativity as well! I am a special educator and find myself managing unique behaviors at times as well. You handled the cell-phone situation brilliantly and I can't imagine the shock that the student must have felt! In addition, utilizing the students' interests as reinforcers is a great tool. Great post!

[Kay Jones, Veteran Special Educator]

I've been a special educator for almost three decades, and I found your solutions to the cell phone user and the "faller" insightful and creative. You managed the students' behaviors so that they could stay in class w/o disrupting the learning environment. That should be the goal of all teachers. There's usually no need to punish or make a mountain out of a mole-hill if you can find a creative way to manage the behavior so that the main goal in the classroom is achieved: learning. Learn as much as you can about your students so that you can continue to gain insights into their worlds so that you might be invited in. Then, you and your students can work effectively together to maintain a positive, healthy classroom environment full of special and unique individuals who are learning not only academics, but how people really work and learn.

[Jennifer]

Thanks so much for your support and for taking the time to read our blogs!

[Navine Baskerville]

Jennifer, your comments inspired me. What you did was wonderful with your student with the imaginary cell phone!

Also, your previous posted comment stating, "All the post-it notes in the world couldn't make me perfect," really made my day.
Thanks

[Jennifer]

Thanks so much for your encouragement everyone!

[Miss N]

You are a success. Special Education is just that, special and individualized. You must always step into the student's world and do what they need to succeed, not what we and the parents think they need. Once a month I volunteer with adult day care consumers that are in all stages of dementia and I do manicures for them. When I started listening to their stories and remembering them, they started to remember me and believe that they know me because I can step into their world. Though they often try to tip me or want to know where my shop is, I let them know that it doesn't matter, and we go back to talking about them. Their smiles and thrill of having their nails bright red or pink, tickles me every day just like when my SPED students remembered from week to week "the rules" of the school. You are special, and that is why you are able to educate these special young people! Bless you!

[Ted Mauro]

AWESOME! YOU ARE A EXPERT - you found what worked and that is all that counts! By doing the unexpected you become fun then they will love and respect you. Childhood can be a magical time and you are right, you have been invited to join their world- We are all lucky to have someone like you teaching our children. God Bless You

[D]

I love this story. I almost fell out of my seat when you said it was his fist he was using for a phone. I am in school to become an I.S. and what you did is what they are teaching us, teachable moments, motivation, reasonable-but unconventional solutions and especially the "All about me" paper. Keep it up, day-by-day, you're making it work.