How to Protect Yourself from Defiant Students
by admin on March 27, 2011 in News
Have you ever had a “nightmare” student who became such a problem that you didn’t know what to do?
I’m talking about a student who is extremely disruptive, defiant, uses bad language — AND also has a parent who backs up this child 100% of the time without regard to the truth.
Almost nothing can sour us on teaching faster than a disruptive student who pushes you to the edge — and then takes their own false version of the story home to their parent, who then marches into the principal’s office demanding retribution.
This actually happened to me this year when a defiant student and her mother tried to pull me into trouble — and I want to share it with you now so that you can prevent this type of situation from ruining your day, if not your career.
Before you think this could never happen to you, let me say this: It might not . . . today.
But at some point, you WILL have trouble with a student who unfairly targets you and tries to take his or her complaints to the next level.
That’s a recipe for disaster, or at the very least a major headache you don’t need.
The good news is that you will be completely prepared for this type of confrontation if you have a system in place that documents misbehavior in your classroom.
When you do this properly (and it’s really very easy), you will have bullet-proofed yourself from any serious trouble a parent or administrator can give you.
Now let me tell you the exact story of what happened to me, and how I avoided big trouble with surprising ease and calmness. I’ll even show you the exact form I used that turned the tables in my favor.
So let’s call this story . . .
The Importance of Documenting Student
Behavior and How It Can Save You
Earlier this year, I received a phone call from the front office and was given just 10 minutes notice to attend a meeting with Sheila, her mother, the school’s principal, along with three vice principals.
Normally this would be “nervous time” for most teachers, but since I had a system of quickly documenting everything, I knew this would go easily in my favor.
So here’s what happened. I arrived at the meeting and Sheila’s mother started with an angry tirade. She went on and on to the principal about how her child was mistreated.
As usually happens in this type of meeting, the principal first let the parent have her say while I quietly waited my turn. As you can imagine, this could have been a highly charged situation. I had to sit there and listen to a long string of complaints and unfounded accusations.
Now, most teachers in this situation would be privately seething, using every ounce of restraint to hold themselves back from exploding to defend themselves.
Let me tell you, that rarely goes well for the teacher. You never should try to engage in “he-said-she-said” arguments.
Instead, I simply waited and listened. After Sheila’s mother finished her tirade, it was my turn.
If you’ve been following me for any length of time, you know that I am a huge fan of documenting classroom behavior. When you have a quick, easy system for documenting issues in your classroom, the benefits are tremendous.
I have a collection of “quick data forms” that I created to make this sort of note-taking very easy. You can see a sample of one of those forms here:
I also created a simple wall chart to to track student behavior and performance. I have written about this before; if you missed my previous article about what this wall chart is all about and how you can use it, click here.
So Here’s How All This Data Collection Saved Me
(And Why You
Should Start Documenting Behavior, Too)
I didn’t scream back. I didn’t defend myself with emotion. I simply referred to my notes and recited some basic facts. Here are some of the things I said:
“Okay, I understand what you’re saying here. But let me just show you Sheila’s classroom record as I’ve been recording it this semester . . .”
At this point, I pulled out my quick data that detailed Sheila’s point totals for things like:
- On-task time
- Respect shown to others
- How we act outside the classroom (in the hallway)
- Ignoring other students who act up
- Disruptive behavior points
- Following staff directions
Now here’s the important thing — Sheila actually had some positive point totals in some of these categories. So I made sure to point out her strengths along with her shortcomings.
This is crucial in any meeting like this. Why? Because you’ll never get anywhere if you make your case by using only negative data. When you give a more well-rounded and fair evaluation, you’re immediately seen as reasonable and even-handed.
No student is 100% “bad,” and if I did nothing more than list all the things Sheila did wrong, it would have made me look unfair and unreasonable. Never try to stack the deck too steeply against a student.
However, that being said, I also had a clear record of misbehavior performed by Sheila. So here is how I referred to my notes in this reasonable manner:
“Okay, so when we look at Sheila’s record here in my class, we can see that in the last 28 days of school, she was absent two times. That’s not too bad. And take at her daily point totals here. Out of 100 possible points she could have earned each day for things like on-task time and respect to others and no disruptive behavior, she actually scored 100 12 times. That’s pretty good! So Sheila is doing some good things.
“But her average overall is only 68 points over that 28-day span, and that’s far below what we expect and know Sheila is capable of.
“And let’s also take a look at her pattern of having unacceptable outbursts in class. Here are the points taken directly from my own student behavior chart that documents anything unusual that goes on in class. I keep this as a matter of record for everyone in the class, by the way, not just Sheila."
At this point I let everyone see the sheet that I’m about to read from.
“. . . So if you look here you can see that on February 27th, Sheila disrupted the lesson three times by talking loudly to her friend. And on March 1st she was using her cell phone without permission and I told her to give me her phone because everyone in the room could hear her talking on it. And as you can see, Sheila also used the F word directed at another student that same day in front of other staff members, all of whom heard it clearly.”
I continued in this vein for a few minutes, detailing a long list of unacceptable transgressions that Sheila unleashed onto other students, staff members and myself. These included many profane outbursts, physical threats of violence directed at other students, an unpleasant litany that I calmly described from my simple data notes.
Sheila’s mother had no choice but to listen to this sober detailing of Sheila’s undeniable record of misbehavior. Since everything was written down with dates and word-for-word dialogue, she couldn’t very well claim that we were making this up out of whole cloth.
Now do you see why I’m such a fan documenting student behavior?
And if you didn’t notice, here is another benefit of having written notes in a meeting like this: You get to choose your words because you’re literally reading them. No chance of me saying something out of line or unreasonable when I’m simply reading my notes. It took all the emotion out and made me look like a competent, caring teacher.
So let me tell you how this meeting ended. Remember that this could have been a highly charged meeting with emotional accusations flying back and forth.
Here is what happened after I stuck to my guns by reading my notes:
> Sheila’s mother admitted that her daughter had some issues and that it was likely Sheila lied about being picked on.
> I avoided the need for a formal IEP meeting being held for Sheila, since the parent was now on board with my viewpoint and she agreed to help rectify this situation.
> My principal saw me as someone who handles difficult situations with competence and reasonableness.
Sheila now understood that I had nothing against her: I was simply keeping track of the good and bad and that she was accountable for her actions and responsible for her own success or failure.
In other words, situation resolved and everyone walked out of the meeting feeling like they were treated fairly.
That’s what I call turning a potentially bad situation into a good one.
Tell me what you think by posting a comment below!
Christine
March 28, 2011 at 2:42 PM
Hi Tom,
I have enjoyed reading your articles. I have been teaching Special Education for 12 years, 10 years being in the Elementary and was recently moved to the middle school. This is a whole new ball park over here and I find many of your suggestions to be very helpful and easy to implement within my daily program. Thanks. Christine
Pieter
March 28, 2011 at 2:43 PM
Excellent answer to a niggly problem, well stated. Go Tom!!
amy sperry faldet
March 28, 2011 at 2:47 PM
Fabulous! I document even when I sub, now! I love writing the positive for all these wonderful students and have written the odd behavior of others to document what I do. This just cements the need for me, thanks! Also, the sheet is fabulous! Quick with room for comments on actual language below, etc. Thanks so much!
nick smith
March 28, 2011 at 2:54 PM
Many times parents have demanded that I be fired. The board member parents are the worst.
The child refuses to do their work and fail the class. then the board member/parent demands the the superintendent and principal terminate you. Also, any rules that others have to follow are not required for board member kids. Without the excellent help from our collective bargaining unit, I would have been terminated at least six times–just for doing my job.
Karen
March 28, 2011 at 3:08 PM
I have had several of these types of "meetings" in 20 years and I agree, it is best to keep track of behavior. I am trying to figure out HOW to adapt this for a home situation.
thanks
Jennifer Breckenridge
March 28, 2011 at 3:24 PM
Great idea but from your chart (link) I notice you only have 10 students. How do you manage this with 30 students?
Louise
March 28, 2011 at 3:30 PM
Thank you. It sounds great. I just want to know how I can do this consistently. I teach 108 students in 4 back to back classes. I have 0 minutes between the classes. I feel like I'd be flipping through stacks of papers every time someone did something good or bad, instead of teaching. I am a huge proponent of documenting, but I don't see how I can document all the categories for all the students all the time. Any ideas?
Mick
March 28, 2011 at 3:40 PM
Hi Tom: How do you have the time to fill one of these out for every student every day?
Carol Lutsinger
March 28, 2011 at 3:49 PM
WOW! Simple steps-critical to success. I have benefited from your insight several times and this one is going into my plans from today on…I work with regular kids and don't have major difficulties…but I know my turn will come.
Keep up the great work.
Eden Daniels
March 28, 2011 at 3:51 PM
Hi Tom . I agree with Jennifer. She speaks of 30 students . What about 40 students or more,which is a reality in South Africa
Karen
March 28, 2011 at 6:30 PM
Add my name to the list of those who want to know how to do this on the fly. My classroom time is packed with teaching. I keep my rosters on separate sheets, and even locating those mid-session to update students on their progress is awkward.
Jill
March 28, 2011 at 6:40 PM
I am still trying to work on the best method of documentation. All I've tried turned out to be too time consuming, so I'm still trying others out. I'm in my 4th year. I teach 5 periods with 20-30 kids in each (I'm a high school art teacher).
Tom Daly
March 28, 2011 at 7:24 PM
Hi everyone: Wow! Way to get in there and make this blog a real tool to talk about our practices!
Here are some quick ideas and responses . . .
First, realize that I am also a full time teacher. So please be patient with my grammar mistakes as I type this on the fly at school.
1. Yes, my point sheet is detailed. And, it may be too detailed to use in your classes.
I happen to do some work with Cal State Monterey Bay’s student teacher program, and out of that collaboration came a much simpler system for teachers. Here is the simple point sheet system that I use and recommend that you use:
40 points for “Follow all staff directions quickly and quietly the first time given.” I tell students that if they follow all staff directions quickly and quietly the first time given that they will solve 85% of their problems at school.
20 points for doing your best work.
20 points for only following the rule: "one student moves in the class at a time." This eliminates so many problems in running a class of 30. Now, there are times that I will say, "Okay, this row stand up and get your construction paper." But, as a general rule, "only one student moves at a time," prevents so many issues.
20 points for "ignore students who are acting silly." Even though that one rule uses the word "silly" it TOTALLY still works in the high school setting. Why? Some kids that try to act tough or say mean things want to come across as tough and cool. But, when it is labeled "acting silly" it takes away any off the "it is cool to act out" stigma.
Okay, so those are my quick comments for now.
I urge you to try this system right away, and I will address some of the other questions when I get a moment later.
P.S. I DO NOT lower my head in class and put notes in the behavior folder during class. I simply stand at the door and it takes less than 30 seconds to record it. But, with a larger class it will take the last 3 minutes of class. But, it is so worth it! It increases your on task time and it reminds you to say positive things to reinforce the great kids we often ignore.
Sharon
March 28, 2011 at 7:32 PM
I use a spreadsheet with students' names in one column and several columns for my biggest problem behaviors. I use tally marks to record infractions. It is not as detailed as Tom's but is much more manageable. I have 3 back to back classes a "break" for lunch, which I spend with students then 3 more back to back classes. My smallest class is 27 and we learn bell to bell! My plans are first thing in the morning.
Sharon
March 28, 2011 at 7:35 PM
Oh, I meant to ask, How do you make sure you retain copies of this form and what happens if you don't get the parents signature. Remember ihave about 140 students so calling or emailing is out of the question!
Laura
March 28, 2011 at 8:02 PM
I loved your idea and, like many others, I am trying to figure out how to do it with 90+ kids and no breaks between classes.
BUT I have another concern with this scenario. If the child was having "profane outbursts" and "physical threats of violence", why was the parent not aware prior to this instance? To me, 28 days seems a bit long to wait. I try to make contact with parents within 24 hours (usually less) of this type of behavior. Was something done and just left out because it didn't pertain to this particular strategy?
Amanda
March 28, 2011 at 8:27 PM
Just a comment for those that asked about this method with time management. Yes, it is time consuming, especially if you have a ton of classes (high school). I take a small pad of paper with me everywhere I go and put notes about the day in it: who is late, grades, etc. and reconcile it at the end of the school day. It actually saves time w/things like completion grades, and it only takes about 5 minutes.
Gwynne Nieuwoudt
March 28, 2011 at 9:20 PM
Hi Tom
We actually have a very similar system in place at our school and all the records are kept in the safe in the head's office. When we have a problem student………its very easy to read up quickly, all the comments, good and bad before facing the irate parent. It works!
Linda Sturr
March 28, 2011 at 9:33 PM
I am a huge fan. You have given me, a 25 year veteran teacher, more help than you can imagine. Thank you so much.
Linda B
March 28, 2011 at 9:47 PM
Tom,
My question deals with privacy issues. We are not allowed to post anything that lists student's names. Any suggestions? Also, was there any immediate followup such as demerits, detentions or writeups for the more abusive behaviors?
Kathi
March 28, 2011 at 9:50 PM
Thanks again for the help with the management end of things. This is not the first time I have heard of documentation coming to the rescue. The thing I like best about your system is I can use it even when the situation has not ended up as a meeting in the principal's office. My parents are very supportive, but I have some students who could really benefit from the concrete form of the documentation.
Thanks:)
Benita
March 28, 2011 at 11:07 PM
Hi Tom
Thanx for sharing your experiences with us so we can all learn from it. I am also a fan of keeping and making notes of what happens in class and I must agree that it takes time but it covers your back…. documentation… Proof.
Does anyone else use another merit / demerit system? As somebody had mentioned in South Africa we have large classes; up to 48 and more per class.
Thanx again, this is what makes us passionate about teaching, that's why we still at it.
john s
March 29, 2011 at 12:44 AM
Him Tom
You need to be congratulated for your caring in assisting your students reach their full potential.
What you have (unknowingly) done is to use a "performance management" ideal and I would recommend/encourage all teachers to study this subject because it will give them some satisfaction and in itself will give them some feedback on how well they are achieving their own personal achievements.
PM is a University subject which in turn companies use to see how well they are doing and also to monitor just where to invest for employee education. The really best companies are on a continuous leaning curve.
Keep up the good work.
John S
Ms. Carpio
March 29, 2011 at 2:05 AM
Dear Tom:
I agree with you – DOCUMENTATION IS AN IMPORTANT TOOL INSIDE AND OUTSIDE THE CLASSROOM. Thanks for sharing all the ideas you have.
Tina
March 29, 2011 at 4:54 AM
This has come at SUCH a crucial time. I too document behaviour but have never seen such a good way of using points. This has been a GREAT help and thank you so much.
Kylie Hilton
March 29, 2011 at 4:58 AM
Thanks Tom, i have used similar stragies in a primary school setting. Both positives and negatives with a simple code or reward points. Can't wait until the next email.
Tom Daly
March 29, 2011 at 7:00 AM
Great discussion!!
Two quick items I would say:
1. First, there are many ideas generated here that are fantastic. The ideas I present are used as a foundation and "point of departure" for others to adjust and create their own systems.
Thank you for sharing your behavior and point systems with each other.
2. On the issue of privacy. Sometimes teachers just put student initials on the wallcharts. Other teachers use some kind of numbering system instead of using student names to create privacy. If that is an issue at your school, then those are two adjustments to a wall chart.
What do I do? At the end of the class, I stand by the door and quickly go over the points earned that period. Why? I do it since I view a classroom as a community. And, everyone in the class already knows that Joey blurted out twice and Susy was off-task. So, in terms of going over points with your students in class, I don't see if as a privacy issue.
However, you know your school's environment. So, adjust the ideas to meet your needs.
Tom
U.U.kavari
March 29, 2011 at 7:35 AM
Hi Tom.
I really enjoyed reading your article,and I would like to congratulate you for your work well done,I won't wait for longer now, I will defenately starts using this method. I regarded it as the one of the best way to keep record of a student.
Linda
March 29, 2011 at 8:41 AM
Hi there
i am a deputy principal in a typical high school in south africa. you could be your story could be comig out of my school. the importance of documentation is very true. i can vouch for that as it has helped me in my job on many occassions. i wish i could convice my staff to be as pedantic when it comes to documentation of classroom situations and not react on emotion. thank you for these stories
Nitha
March 29, 2011 at 9:00 AM
Excellent job.
Documentation is always a great tool.It is worth the effort, in several aspects.
Even though you lose some time now , it is more like a preventive measure , in terms of relief from stress and other future headaches. Also, gives you the confidence that you have something under your sleeves to look forward to, in case . Hence a time saver at the end.
Susan
March 29, 2011 at 1:45 PM
I had a student just like that last year. I really like your point system. If I am in fifth grade again next year I will use it.
Susan
Katie Clark
March 30, 2011 at 12:54 AM
Hi Mr. Daly,
I was very impressed with your methods and their long term benefits. My question, at this point, would be how to revise it when working with preschoolers ages 4 to 5? I am becoming more and more aware of the fact that the age of innocence is almost non-existent and so it would be wise to search out means of protecting my career. The perception of many of my students tend to be somewhat unbalanced at times. I can only speculate that this may, be in part, due to their age and in part to their home environment. At any rate, I love my job and want to ensure that I am able to continue in my career choice.
Ms. Clark
pat
March 30, 2011 at 3:28 AM
hi tom
i would like to support a 3rd year teacher with her grade. I teach her students only 1hr per week and genuinely feel for her having them every day without support. she has 6 student like the case you have describe in her class of 22. what can you suggest.
pat
Devi
March 30, 2011 at 7:43 AM
Good stuff Tom! I have been using a lot of helpful ideas from you ADHD book and let me say that all of them work…one of my Year 10 ADHD boys has already turned around after a year! A similar incident happened in our school last year. It was different in the sense that the student had been a problemetic one in most of the classes. It was my habit of logging all excellent as well as unacceptable behaviour that saved the day…Thanks heaps
Bardha
March 30, 2011 at 9:06 AM
HI Tom
THANKS FOR SHARING
G. Reid
March 30, 2011 at 11:52 AM
Just last night, I told a group of first year teachers, who were attending a mandated induction program how important documentation can be. When I taught I also wrote down everything parents said to me. They are the first to forget what they said to you.
G. Reid
March 30, 2011 at 12:00 PM
I am a pre-k Instructional Specialist and I work every day with 3,4, and 5 year old children. Your documentation might include more writing because small children who are at risk will not be evaluated without your documentation. When teachers start telling me about a child's behavior, the first thing I ask is WHERE IS YOUR DOCUMENTATION.?
Jane F.
March 30, 2011 at 3:54 PM
I am a Substitute Teacher and would love to know if you have any recommendations for us about how best to document behavior, on the fly, so to speak. I have had a number of situations arise. On one occasion, a parent complaint and on another, a complaint by students. One cost me a job with a school district and the other a job at one particular school. I have no doubt that Substitute Teachers can use all the help they can get!
Annette
March 30, 2011 at 8:10 PM
Tom,
Your ideas have been very helpful to me, an older 3rd grade teacher. I am using a computer generated monthly behavior chart where students receive a sticker if they do not receive a "pink slip" the day before. The "pink slip" has a few negative behavior listed, plus other. The students receive warnings and then I just ask them to get a "pink slip" and place it in a basket. It has a place for their name and the date. They fill these out themselves. I record these on their behavior charts the next morning. These stay in their homework folders which go home nightly. They must be signed at the end of each month. I make a copy of each before sending home. This type of documentation has helped with some but not with all.
kathy
March 31, 2011 at 3:38 PM
I enjoy your articles, and find them helpful….I usually forward them to two of my sons who are also teachers! I agree completely with your documentation method; however, I teach General Music so instead of 50-60 students, I have 400. That makes documentation much more difficult. any suggestions?
Kathy Middleton
Suzanne lindheimer
April 1, 2011 at 12:58 AM
Great idea!
Freddie
April 1, 2011 at 8:49 PM
Tom,
Thank you so much for sharing this story with us. I also like the advice you give to us eductors about documenting everything. I must admit that I fall short with that. I am a firm believer in learning through other's (mistakes). In this case, I can learn from your expertise, and start documenting before something happens and I wish I had. You can bet that I will take some time over the upcoming spring break to creat a Behavior Documentation form for myself. I like that you have "Prepared for class" as one of your targeted points. That is a big problem for our students. I think that having it on the point sheet helps to make the students and their parents accountable for having the needed materials.
Again, thank you for sharing this story with us. I am glad things turned out in your favor.
Freddie
KayLynn Govoni
April 3, 2011 at 12:26 AM
I have enjoyed many of your articles and books! I have been teaching for 27 years and had been using many of your sugestions already…it was nice to have some of the things I do being validated, especially as I am deemed the "strict and tough" teacher. I actually take that as a compliment because I know I am doing my job. I hold students accountable and I have high expectations for my students . Parents don't like it because it comes back at them because they aren't doing so at home! I do struggle with keeping emotion out of the equation….I am very passionate about my work and I love what I do…I want my students to love learning as much as I love teaching! So when I am accused of being "mean", "unfair" or "too tough" , or my students blow off assignments I most certainly do take it very personnally. Any suggestions on keeping this in perspective would be greatly appreciated.
Penny E
April 3, 2011 at 11:32 PM
Great quick way to track students. Here in NSW Austral;ia in a public high school, we have a computer system for recording problems with students. I have been known to stay back 2 hours after school to get all these recorded. The hierarchy of the school then has a ready reference to meet any parent head on. However, we, the teachers have had an enormous amount of work added to our day. Some years you may be lucky and have few problems, other years there may be several in every class. Thank you for your idea sharing.
senaida Ibarra
April 4, 2011 at 3:31 AM
Thanks for sharing, I'm a kinder teacher and this is my 6th year teaching and I usually never document being that my students are very young, but it's true you never know when something like this is going to happen. It's better to be prepared than to have a bad conference. thanks again for your tips and strategies.
Lwando Mbeseza
April 4, 2011 at 4:45 PM
That's a pretty good one Tom. This should teach all our teachers a lesson.
Di
April 4, 2011 at 6:39 PM
These are wonderful suggestions, but don't you think it can take time away from teaching time? Especially in the case when one has over 40+ students in one class…
kathb
April 4, 2011 at 10:39 PM
I teach elementary art. Classes are 40 minutes which I have divided into 3 sections: beginning 15, middle 15, end 10. Under each section I have listed behind bullet points the 5 behaviors that I expect within that part of the class.(ie. 1.)I entered the room, went to my seat, ready to learn. 2.)I did not blurt out while teacher presented the lesson. 3.)I did not distract others around me., etc…)Each of these is worth one point.
After class, I use 1 minute(or less)passing time to tally the points,sign it and send it home or add it to a personal chart the student has in my room..
THIS IS WHAT MAKES IT WORK!! Prior to engaging the system. I have a personal meeting with the student and if one is available, include the parent. The child decides what they will work for.(doesn’t have to be big! Free lunch room art, a box of crayons, something in the prize box, a trip to McDonald’s with Dad or a video rental from MOm.) I determine how many total points they need to earn based on what I think they can handle to succeed. Most of the students that I have on this system love the extra attention and are challenged to meet their goal of better behavior. If they brag about the agreement to all the other kids,or act like they are getting a special priviledge, the whole contract is cancelled. Of all my 30 classes, I might have 3-5 kids on this system. Some years up to 10. But the pay-off is there!
Sonia Hubert
April 5, 2011 at 4:22 PM
Hi Tom,
That's a very efficient way of keeping track when you're an elementary teacher.
I'm a High school ART teacher and I have about 300 students that go through my class.
How do I keep track of behavior efficiently ????
Thanks,
Sonia :))
Tom Daly
April 5, 2011 at 10:07 PM
Hi everyone!
Tom Daly here.
I just read all the posts so far! WOW!! You guys are fantastic!
A few quick comments on your questions, comments and concerns with record keeping of behaviors.
1. How to do it quickly and with 200 students per day! We may need to video tape me doing this in a class of 20 to 40. I can do this in 90 seconds at the end of a class period, 5 times a day. So, all 200 students I would see in a day are easily documented. So, if we video tape me next week, it is best. In this case, "A picture is really worth a thousand words."
2. This 90 seconds per hour will improve the on-task time of your students. So, you may feel you are wasting 90 seconds per class by doing this. But, you are not wasting that time. Your students will learn and retain more, their on-task time will increase and disruptive behavior will disappear.
3. A pre-school teacher asked how to apply it to her class. I think pre-school to 4th grade teachers should look at the post by reader Kathyb, posted 04/04/2011. I learned a lot from it myself!
4. There was a concern that I let Sheila's behavior go on for too long without contacting the parent. Yes, in normal situations, contact the office right away and call the parent to set up a conference the next day. However, this family was not normal. And, the family had been called into the office every week for the entire year. Since the maladaptive behaviors Shiela had were seen in all classes and at lunch, and the family was aggressive, I needed a better plan.
Okay folks!
I have more to enter later. However, I do not want to get in the way of the discussion flow here. So, let's hear from others!
All ideas are great to hear!! So, don't be afraid to chime in!! It is a great vibe in this blog and I am so happy to be a part of it!
Take Care,
Tom
LiZ
April 9, 2011 at 9:01 AM
Hi Tom,
Having back up from colleagues like you makes this job all that worth doing and hanging in there with the kids. Thanks for the practical advise you give in your Newsletters
Liz
Phyllis
April 10, 2011 at 11:33 AM
Hi Tom This is an absolutely fabulous idea. You are right – it certainly takes the emotion out of the situation. I can see how it works from the other side too – my daughter's teacher this year has been less than polite so I think I should document my enounters with her before I go see the Principal. Thanks
Nuha
April 18, 2011 at 12:12 AM
Thank you so much for everything it is an excellent idea it works with v. well and successfully
Every time i read any of your ideas and solutions i learned alot and it helps me alot
Thank you