Submitted by Robin Hopper, Alaska

Idea posted January 18, 2010

I have a manila folder on which I have printed in big, black(forbidding) letters: "Alternate Music Program, Part 1." It's filled with many sheets of paper, and I have a cup of used pencils nearby.

When I have a class that is giving me heartburn, Ivery quietly announce at the beginning of class that I have severalthings on my list that we need to cover, and I list them. Then, I tell the kiddos that if there's anyone who chooses to make a poor choice that will keep us from getting through all of the agenda, that I'm "very sorry in advance, but they will have to go on the Alternate Music Program, and the rest of us will go on without them."

I place the folder in a conspicuous place in front of the room. In the folder are sheets that I prepared with a space for their name and their teacher's name at the top, and about 25 words that need to be defined. There's a glossary at the back of the 5th grade music text (Music Connection), and the directions at the top of the page tell the student to get one of the blue books from the rack, turn to page (whatever), and find the definitions for each of the words that I have put on the list. They write the definitions for each word, and it has to be completed before they can come and "ask" me for a conference about coming back to class. It usually takes more than one class period to finish, and I make sure that we "whoop it up" and do something extra fun while they are doing the book work in the back of the room.

By the time they are finished, 99.9% of the kids are very ready to come back and make better choices, and when we talk about it one-on-one after class, I show them my folder with "Alternate Music Program, Part 2." It's about 20 pages of words that need definitions stapled together, and I show them the (very huge) dictionary that they will need to use, if they go on to Part 2. I explain that if they need more time in the Alternate Music Program, they can start Part 2, but they can't ask to come back to class until it's all completed. One look at that, and they all ask to come back to class. The ball is back in my court by then; I restate my behavior expectations, and explain that if they aren't ready to follow directions and expectations, then I will sadly have no choice but to have them go back for Part 2.

Works like a charm every time, and I don't have to get mad or raise my voice.