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The situation must be dealt with quickly, before it escalates into something much more explosive. The problem started with bickering between two seventh-grade girls I'll call Rachel and Jill. The dispute centered on a boy and which of them the boy liked best. Because the girls' parents would not allow them to date, both girls had a phone-calling, note-writing, and between-classes relationships with the boy. Unfortunately, the boy seemed to like being the center of attention and -- knowingly or not -- was fanning the flames.
Before long, the girls' dispute went public and other girls, and even some boys, began to take sides. Faculty got wind of what was going on and became concerned that the situation might escalate into a physical altercation between the two girls -- and maybe their friends as well.
At the middle school level, these kinds of situations arise often. Interestingly, more often than not, it is the girls who get into the kind of bickering and backbiting that can lead to escalating aggression between them and involve others.
Perhaps that is because girls generally mature a little more quickly than boys. Almost always, the disputes involve boys. If another girl is seen talking with a boy one girl likes, watch the powder keg! The name calling, threats, and even physical intimidation can be something to behold. In many cases, the boys aren't even aware that they are at the center of the controversies. As soon as a staff member sees or hears of that kind of behavior, we call in all parties, including the parents, who often seem to be the last to know.
Sometimes, if the situation deems it, we also bring in their friends -- individually, and as a group. Sometimes, it is clear that that initial conference will settle things down and no further action will be needed. Usually, we follow up anyway to be sure.
If a peaceful settlement is not immediately achieved, we establish a behavior contract. The contract holds serious consequences for continuing the dispute. In the case of Jill and Rachel, we -- the girls' guidance counselor, the assistant principal, and myself -- immediately called them into our guidance office and counseled them about what they were doing and what consequences could be levied if tensions continued to escalate.
We talked to the girls individually, and then we talked to them together. The next day, the parents sat down with the assistant principal, the guidance counselor, the girls, and myself. We would have included the school's security officer if the situation involved a legal issue or a potential arrest, but that was not the case here.
Both girls' parents were shocked by what was transpiring between their daughters. Now that the parents had been brought into the circle and knew what was going on, they started communicating between themselves to ensure that the situation would not escalate. As a result of the meetings and of getting the parents involved, the girls admitted that they saw the foolishness of "fighting" over a boy who didn't care about either one of them. This case worked out well, even better than most.
The dispute and the follow-up meetings actually brought the two girls closer together. I'm sure, if the friendship endures, they will someday enjoy a good laugh about the situation. You need to "nip in the bud" these situations as quickly as you can. It is better to stop a small problem than to try to blanket a larger one. About the How I Handled Each week, members of Education World's How I Handled team share how they solved actual problems relating to school leadership, parent involvement, professional development, and a host of other "principal" responsibilities.
Six principals comprise our How I Handled team; two of them are elementary school principals, two work at the middle level, and two are high school principals. Leave this field blank. Search Search. Newsletter Sign Up. Search form Search. How I Handled Bickering Between Two Girls That Threatened to Turn Explosive Bickering between two girls over a boy who often couldn't care less about either of them is a common phenomenon in middle schools.
The Problem: The problem started with bickering between two seventh-grade girls I'll call Rachel and Jill. The Solution: At the middle school level, these kinds of situations arise often.
The Reflection: This case worked out well, even better than most. Trending Puerto Rico Hand out this printable student work sheet with the uncorrected text for students to find errors of capitalization, punctuation, spelling, or grammar.
Puerto Rico is in the Caribbean Sea and is made up of more than islands. Puerto Rico has mountains waterfalls and a tropical rainforest. Both spanish and English are spoken in Puerto Rico. Puerto Rico has mountains, waterfalls, and a tropical rainforest. Both Spanish and English are spoken in Puerto Rico.
Every-Day Edit: Puerto Rico. Check out our helpful suggestions to find just the right one! The following statements will help you tailor your comments to specific children and highlight their areas for improvement. Related: Report Card Comments for positive comments! Additional work on these topics would be incredibly helpful.
Practicing at home would be very beneficial. Slowing down and taking more time would help with this. We are working on learning when it is a good time to share and when it is a good time to listen. Talking through the classroom routine at home would be helpful. Practicing these at home would be very helpful. Active participation would be beneficial. Paying closer attention to the class discussions and the readings that we are doing would be beneficial.
Intervention is required. Practicing this at home would be helpful. Student Award Certificates! Recognize positive attitudes and achievements with personalized student award certificates!
Strategies for English Language Learners What can teachers do to increase effective communication in classrooms when language barriers exist? Historically, professional development training for teachers with no background in working with English Language Learners ELLs has failed to shore up the ever-widening gaps in achievement that occur as classroom processes continue to elevate methods that are outdated and culturally unresponsive.
Building structures so that language learners can thrive sounds intimidating; however, making positive strides is completely doable with intentional, targeted action. The teacher stood in front, providing direct instruction at the board. Once he was finished demonstrating the problem, students began filling out worksheets.
Some of the students asked one another questions, but not many. One intrepid student circulated throughout the room, both asking for and offering help, but he was the only one who was doing much talking. Without strategies for discourse built into a lesson, language growth is limited.
The most vital aspect of maximizing the success of ELLs is upping the use of language production in class. My content background is secondary English, but I work with all subjects on building structures for increasing verbal output not just for ELLs, but for all students.
Strategies that serve specific populations also benefit everyone in the class. An accessible best practice involves the process of questioning. Typically, teachers ask the questions. Instead, flip the questioning process so that instead of doing a worksheet or teacher-created assessment, students are asked to develop open-ended questions about the lesson, both to share with one another and to give to the teacher.
When students are responsible for creating higher-order questions, the rigor of course expectations elevates critical thinking processes as well as student-centered understanding of the learning. To ensure that this process of questioning happens, intentionally work the questions into lesson plans and have them ready to go before a lesson begins. His attendance had been spotty at best, and he was sitting at about 25 absences only a couple of months into the school year.
My older brother is sick and needs medicine. Instead, we developed a plan that would allow him to do the work with check-ins, and arranged time for academic support on his schedule.
He did just as much work as his classmates, and the benefit of meeting with me on his own increased his confidence as a student. For that reason, my own teaching practice has largely been about increasing student ownership of the class through choice-driven methods.
From a culturally responsive lens, being flexible is a cornerstone to creating understanding between teacher and student. ELLs come to classes with a broad range of challenges; some, like my student, work long hours outside of school.
Some live in challenging conditions. Some are hungry, or cold, or tired. If students are financially and physically comfortable, they still struggle with processing endless unfamiliar words, phrases and expressions that come at them each day, which is exhausting.
Whenever work is assigned, make it clear that one way is not the only way. If teachers share their willingness to provide choice, students will appreciate that responsiveness and respond with achievement. Reach Out Every teacher hits walls, and I have worked with several who are continuously frustrated because their efforts to meet learning goals for language learners are unsuccessful.
Even with experienced teachers, content area expertise is not going to do the trick; we need to reach out to experts. Furthermore, by simply opening lines of communication, teachers are better equipped to ask questions, however great or small, about day-to-day challenges of teaching a set curriculum to students who need more responsiveness.
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A boy and a girl arguing in the garden