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Erin,

The fact that you were involuntarily transferred must make this situation extra frustrating for you. Also, since this happened in October, I am assuming that your students were removed from the classes in which they began the year and moved to your class, not a comfortable situation for them either. It is likely that the  parents whose children were moved did not volunteer for the change either. So you are all in unfamiliar and challenging territory, which probably increases everyone's anxiety and impatience.

A plus in this situation is that  you are knowledgeable about and experienced with the kindergarten curriculum and expectations. This provides you with skills and insights that many first grade teachers do not have, which can be a distinct advantage when working with students who are struggling.

The student who arrived in November and has a behavior management plan raises some questions for me. Is his plan part of anIEP or 504 plan? Did you design it alone or in collaboration with special education personnel and his parents? Part of the purpose of a behavior management plan is to allow the child to function better without requiring the majority of your time. If this plan is meant to prevent him from harming himself and others, and it is not working effectively, it needs to be revised. If he is not able to be in the classroom safely while you teach, arrangements need to be made that will allow that to happen. For example, the plan could include removal from the room to a safe cool down place such as the principal's office, a counselor's office, another classroom (assuming he doesn't act out with older children, etc.) This child might also need a one-on-one associate. I recommend that you advocate STRONGLY for this student's welfare and the welfare of your other students by insisting that the plan be workable and allow everyone to learn. I know this can be a long and frustrating process, but I also know that if you just tolerate it, the child will move from year to year, classroom to classroom without appropriate services.

It is very frustrating to feels like you are babysitting and teaching manners more than content, but teaching behavior absolutely has to be a priority in your situation. Without it, you can't hope to make academic progress. If you give yourself permission to make that your focus, you will eventually be able to teach content the majority of the time. Until your students are able to pay attention and get along, you will need to spend class time building those skills. These "academic behaviors" must be learned, which means they must be purposefully taught rather than just responded to incidentally.

I also wonder if the parents of the students who are behaving well have voiced their concerns to the principal. In my experience, parents carry more weight in these matters than the teacher, and help tends to come more quickly when they speak up. I think it could be helpful to solicit their presence in the classroom as helpers, visitors, etc. so they have a clearer picture of what is actually going on. When they witness the challenges you are facing, perhaps they will be motivated to either help more or advocate for additional help in your classroom.

I hope at least some of this helps. In these days of high stakes testing and increasing academic requirements, it is becoming more and more difficult, in my opinion, to focus on the children rather than just the academics. Unfortunately, when people become secondary to subject matter, our students do not learn how to learn, to cooperate, to accept and respond to redirection, etc. and their academic progress suffers as a result. I hope your system will allow you to address the needs of your students so you will be able to help them grow academically.

Thank you for your suggestions!

The student who came in November does not have an IEP or a 504.  He was recently diagnosed with ADHD and ODD.  He is receiving support from the behavioral specialists at our school.  That has helped some, but he still has trouble with calling out, etc.

We have been working consistently on behavior expectations since the class was put together in November.  (I was transfered in October, but did not have an actual classroom until November.)  Some days are better than others, but there isn't a whole lot of parent involvement, so behavior clearly isn't being worked on at home as well as at school. 

I had 1 parent of a well behaved child complain to administration about the dynamics of my classroom.  However, her solution is to get her child moved from my room.  Administration isn't looking at this from the perspective of how they can offer support, but are telling me what I need to do with my students to get them under control.  The thing is that I've tried most of their suggestions, and still my students have trouble staying seated and working quietly and following directions.  Since I am new to this particular school, I do not want to get a bad reputation for the hand I was dealt.  I'm trying the best I can and my students are learning, even if their behavior isn't up to my standards. 

Thanks for the clarification. I'm relieved to know that your November student is receiving the services of a behavior specialist and that you have that resource available for help as well.

It sounds to me like your students have made progress despite the challenges, and I am encouraged to read your last sentence stating that your students are learning. It is quite frustrating, I know, to have high behavior standards and to feel like the progress in that area is slow. Academics must, of course, be at the core of your lessons because students know when they learn and are motivated by that. The challenge is in giving yourself permission to stop and directly teach behavior when needed, even if it interrupts the flow of the lesson. Sometimes that just means stopping and saying something like, "Oh no. There are too many voices in this room. How can I tell that you are listening?" Take time for the children as a group to state what listening looks and sounds like and then demonstrate that before you continue. It's a delicate balance, though, because sometimes ignoring a single student whose negative behavior draws attention and drawing attention instead to the students who are behaving appropriately works best.

You say you have followed the suggestions of administration but the students are still having problems. Consistency is key and changing behavior takes time, LOTS of positive reinforcement, and patience. It is very hard, but focusing on what is going well might help you and your students.  It appears that you have high standards for behavior and are accustomed to a well-disciplined classroom, which makes this situation harder for you, and raises concerns that your teaching reputation will be tarnished. Hang in there and keep good records of interventions and progress. Even though the class isn't where you would expect them to be, progress is progress.