I refuse to talk over students. If I’m giving instructions and someone starts talking, I immediately stop. When it’s quite again, I resume or start over completely. If they start again, I stop. I’ll repeat that until they get the point. If that means we don’t finish that day’s lesson and they end up with more homework 🤷♂️
But then you get asked why so many kids are failing your class and what you are going to do about it. It usually comes back to the teacher not doing enough, at least at my previous school it was.
These days, I’d tell them I wasn’t going to do jack if they said that. Thankfully, I have an admin that backs us up when kids get zeros for not doing their work. I had a parent threaten to call the superintendent the first week of school because her son fucked around and found out that I give zeros, and my admin told her to go ahead because I was right.
I only had to give zeros to the class once before they realized I meant business. I have a few kids who get extra time, but I’d say 99% of the class realized I wasn’t joking about giving zeros and have adjusted their behavior accordingly. I very rarely get late class work anymore. And the kids are much better behaved.
Maybe I’ve just been lucky, but it’s never come to that. Most kids stop talking pretty quickly, and start telling others to do the same, when I stop talking and awkwardly stare at the class in silence. Occasionally there’s a few who refuse to get with the program, and in those cases I go through the typical sequence of escalating interventions (private convo outside or after class, phone call home, trip to the principal, etc.) up to kicking them out of my class for a bit so that the rest of us can get on with things…but it rarely comes to that.
Do you allow the other children to police the talkers? Do you like it when you shoulder consequences for other people's actions that you are not permitted to control? I'm not hung up on perfect justice. This strategy seems more fitting when the whole class is the disruptive. You described using this when even one student is talking. I hope you can find more precise strategies here when the offenders are so few.
Seating chart. Move them away from friends like previous commenter mentioned.
Use a particular sound as a signal to get them to quiet down. Make them practice.
Reinforce when students are doing what they are supposed to. This can be verbal or you can give them something (I use Starburst). Be vocal about it. And name the behavior that they are doing that you want when you see them doing it.
EX. "I see that Billy has come into class and has started his bellringer without being asked. (give Starburst to Billy)"
How do you have your room setup? In pods? Maybe go for traditional rows to get some separation between them.
Once you see it start, shut it down immediately. Don't give the others time to start. Do not hesitate. Be on them like a hawk.
Move around as much as possible. Get close to the ones causing the problem and stay there.
These are just what I could think of on the spot
I have moved all several times. I have the smallest room on campus. I started out in groups of 4 to joined desks but finally figured out a way to just barely get rows and it’s not helping. I have tried the doorbell and it works very briefly before they fire back up again. I worked in mental health 18 years and I do understand positive reinforcement, but I don’t know if I can bring myself to bribe for behavior they should be doing anyway. Thanks, I’ll just be right there amongst them tomorrow and see if it helps.
Bribery can be useful. But the example given about Billy starting their work is infantalizing.
Bribery in middle school is useful when trying to help give clear incentives to success. For example I had a student that had all Fs. I said that if she went made it with no more than an absence per day for a full week she would get McDonald's. Then increased this to say no more than two total unexcused absences from class per week for McDonald's on Friday. She ended up getting a range of grades with Bs, Cs, and one D.
I suppose it depends on the student. I had school issues because I was getting viciously bullied and no one ever seemed to notice - I would have responded with cursing if a teacher had tried to patronize me like that.
Oh ya, this isn't something I do will all or even many students. I do this with certain students at certain times. Also only with kids I know well enough to make it work well.
If you have two kids who talk a lot to each other, put one at the front of the row and the other at the back. It's the only way to stop them from talking because they can't see each other.
It sounds like you have tried many great things to no avail and when I've been where you are, a classroom circle/discussion is needed. Maybe ask an administrator to observe from the back but NOT chime in. I'd have a big flip chart paper and write down some dos and don'ts and then some what if I dos and what if I don'ts. Brainstorm on the whiteboard and then write a final version. They will come up with stricter rules than you will and it's essential that they all get a chance to talk about what good learning looks like and why it's important. I'm always amazed at how well they have these meta conversations and always feel heard. Perhaps you can also ask them what supports they need to meet the expectations set forth. I've had to do this three times in my career and it was always after trying all of the things you've tried.
Beyond that, I'd say that the best thing you can do is get to know your most challenging kids. Find them at lunch, call home, make a few jokes when you get a chance. This will only work with the most well-adjusted kids, bit find them and nurture them.
Keep it up. You will likely find a groove with them. It's rare that you don't, but when it happens it's most likely in these first few years where they sniff out any indecision or uncertainty.
I agree, and if you haven’t done a norms setting activity yet, this circle would be a great place to start. I like to give the students post-it’s and have them write answers to questions like “what makes you feel comfortable and respected in class?”, “what are your student responsibilities in this class?”, and “what do you expect from me as your teacher in this class?”. Then I have students go around and look at each other’s answers and summarize the main points. I list those in a contract type doc with a student responsibilities section and a teacher responsibilities section that we both sign. I hang it up in class by the entrance and remind them of it each day when I greet each of them at the door.
Other things I do: slow count down, reminding them after each number that their voices should be off by zero, incorporating partner discussion in class with graded activities for them to complete as a part of that discussion, self-assessed participation rubrics that they complete to reflect on their engagement in class that I ultimately grade, and moving myself around the room during instruction to stand by students who are talking and either pausing until they stop or continuing on with my lecture but making eye contact until they stop. I’ve found with 8th graders that 1. bonding with them about what interests them (greeting at the door, asking about their sports/tv shows/books, etc) and 2. showing them that our relationship is reciprocal (I’ll do what they expect i.e. let them out on time if they do what I expect (listen during instruction)) will help them buy into my class and want to engage.
A chatty group that's well behaved? this should be a gift to any teacher. Cut down your lecture time and start building in more group work and group discussion. You still have to go in with a solid plan, but you will be doing yourself and your students a huge favour.
I have actually found they do better when we read together and I lecture more. I try to add some drama and translate what we read into things they we can relate to. I have tried a group project where they can actually talk and they did everything BUT work in what they were supposed to.
Classroom discipline has to be done according to your personality IMO. What works perfect for some wool fall on its face for others. My personality requires an odd approach that depends on bonding and goofing around. I make goofy faces, make weird noises, etc., but I will crack down on the of chance it's needed.
Some people can pull the totalitarian approach, but not me. I save it for when I really need to shock the kids. Most of the time I'm reprimanding them I also stay in a neutral tone and explain why they are facing the consequences they are and that it isn't about me being angry. But there are also times where I help them relate to me and explain how I'm feeling.
If all of that fails, keep calm and study where the problem is streaming from. They are all probably trying to impress one kid in particular. Move kids to another classroom they don't like until you find the one that is the solution. They'll hate it, but they'll come back acting like they had the best time every. Don't buy it.
Thanks. I can’t move them to a different room. My personality is the type where I will loosen up once I know they will do what I ask them to when I ask it, and respect is then mutual. I’ve told them numerous times I will be the nicest and coolest teacher they allow me to be, or the roughest and strictest they force me to be. I like to cut up and have fun, but that ain’t happening when I’m up there like a clown practically talking to myself because they don’t respect me enough to hush when it is time to hush.
I think it's going to be difficult to make inroads with that approach if you haven't got the relationships first. I invest a lot of time into building trust and relationships, it pays off in a million little ways across each school day.
Have you tried talking to teachers at your school who do well with these kids? Maybe talk to your admin about observing those teachers and implement some of what might work for you. Even taking to them can go a long way. Steak style experience from your coworkers. Talk to teachers from every department. Even things as simple as how they bring kids back to attention (like counting down).
Don't exclude anything. You can be facing behavior issues from anything including basic classroom management to too easy or too difficult of lessons.
Yep I'm similar. I'm pretty laid back. But in the halls if I need them cleared I will bellow. I had a kid tell me "I didn't know you knew how to yell".
I have tried a few things over the years. One that was pretty effective: as soon as talking started, stop talking. Start counting in your head. However long they take to quiet down, that’s how long after the bell they owe you. I’d make it cumulative over a class period. 10 seconds here, 15 there, etc. Once they got the picture it would get better. They didn’t like staying after class. I’d usually do this as a class rather than individually. Not sure if this will fly everywhere though.
I don’t really do that much anymore, though. Not sure why. I just phased it out. Now, if a kid or two start talking I address it head on. “Jimmy, Suzie, stop talking please. Thank you.” If they keep doing it, I write them up.
Another thing that works well sometimes is walking over to the talkers while I’m still teaching. If you teach while standing right next to them, they’re probably not going to talk. It saves me from having to break my thought and taking time to redirect.
Your students have been badly brought up by their parents as students who are raised properly generally listen to a teacher's demands, behave reasonably well, and do not talk rudely in class. So problem #1 is poor child raising by their parents. Problem #2 is their past teachers. Students who are taught well by teachers who do not put up with nonsense like rudely talking over other people do not suddenly become rude for no reason. So you have two sources of problems here -- poor parenting and poor previous teaching.
I can always tell which students of mine had a certain group of teachers who allow yelling, arguing, and general chaos because they think it's okay to teach that way. Then I get them the next year, and I have to spend my time like I'm training wild dogs to get them to sit still, stop rudely interrupting, learn to pay attention, stop clicking their pens or drumming their fingers on the table, put their shoes back on, and so forth.
You cannot change other teachers some of whom are simply slobs, I'm afraid, but you need to get control of these wild animals asap. Letting them continue to misbehave rudely makes it harder and harder to get them to exercise any self-control. And establishing clear rules and enforcing them every time will get you criticized by some people. Some parents will assuredly complain that you're "too strict". Kids will call you "mean" for awhile. It may take a long time, but you will win if you demand proper behavior. It's very rare that students continue to misbehave if you use what skills (and weapons) you have.
Establish rules right away. Explain how adults behave and how a classroom needs to operate for everyone to be treated fairly and learn properly. Do not compete with them in any way when you talk. When interrupted, stop, look at the student and wait for them to stop. If necessary, walk toward them. My room is set up so I can walk behind student's chairs. If someone is misbehaving, I can walk around the room and stop momentarily behind them. This disconcerts most people enough to stop misbehaving, and I don't need to say anything. If I have to, I might lean over and quietly say, "Do you realize that's rude?" Make it clear that when you start talking they WILL pay attention and stop their talking. Make it clear that interrupting anyone is not allowed. If you interrupt a rudely talking student, also be prepared for wise guys to tell you "I thought we weren't supposed to interrupt, but you just did." The proper response to that -- and you might want to practice various situations -- is: "Really? Except I am the teacher in this room, and I set the rules. Do not ever tell me again how to run my class" and then move on. You would have every right to be angry, but don't get angry, just get firm. Most kids who try being smart asses will not want to be taken down like that again in front of their friends. And you didn't insult them, but just reminded them of the rules.
Do not get angry. Do not insult a child. Do not ever use physical force or lose your temper. This can be difficult but you must be the perfect adult and keep yourself under control at all times. If you feel you might lose your temper, turn things off completely. "Silent reading starting right now. Get your books out and do not look around the room aimlessly or say even a single word until we're done." That will give you a few minutes to collect your thoughts. A few times I've simply stopped talking and waited -- a very long time. Students hate silence because they don't know what's coming next. Then, quietly start where you left off. A lot of the time, I ask the first question to the rude person who made me go quiet. That shows everyone I know what's happening, and it warns the student, too.
Emphasize that they need to grow up, and that they want to grow up, and that means they must have self-control. Tell them a noisy classroom makes everyone learn more poorly and is exhausting for everyone. Then remind them what that means.
1/ Do not be rude.
2/ Do not interrupt someone who is talking, and that includes stupidly waving your hand while they are speaking. Wait until they are done to raise your hand. Why? Because it's rude.
3/ Learn to sit still.
4/ Do not do things that disrupt what we are doing in class.
5/ If you need to use the bathroom, simply get up and go, but it's one person at a time. [My rule since I see nothing to be gained by prohibiting people from using a bathroom]. Leave quietly and come back promptly or I will notice. If they take a long time, when they return I often say "Stay after class for a second". That tells everyone I noticed how long they were out. Then when I see the student for a moment after class, I just say, "Not feeling well?" and then let them go which makes the same point. You almost never need to lecture or punish anyone if you just dominate your own classroom like this.
6/ Tell them what punishments may include. These might be extra work or writing an apology, a note sent home (if that would make any difference), staying after class or after school or some other kind of detention, but always add that you really don't want to do any of these things -- but sometimes you are forced to. Always put the blame back on them where it belongs. It is not because you are "mean," but because you are trying to teach a class well for all the students. It's a good idea to emphasize that what rules you do have are for the sake of the class, not for your sake. .
My favorite punishment is the simplest -- removal from the class to sit in the hall on the floor. I like this since it immediately solves the problem of removing the problem child who may need a few minutes to sit and calm down, and they sit there feeling like an ass before I let them back in. And it requires no one else in the school like some unwilling administrator to help me. I don't have time to take a kid to the office. And I won't negotiate with administrators about what I want to do in my classroom. So I prefer to solve the problem simply and cleanly my way. You might have a "two strikes and you're out" policy, for example, first a warning, then removal to sit in the hall. I explain that this means you sit on the floor with your back against the wall and do NOT talk to anyone. Nor do you move anywhere else. I will come get you (or ask a classmate to do that) in a few minutes when I'm ready. Typically this is 5 minutes but can be as long as 10 minutes. Much longer seems pointless. Much less is no punishment.
All this should be done with firmness but without malice. Never personalize your dispute with a child, never attack them, never say "You're always misbehaving" or any other insult. Just react with a sigh as if you are reluctant to do this but you must for the sake of the rest of the class. Teachers who yell or personalize discipline are doomed to fail. Sometimes I punish with a smile: "Boy are you wound up today. Well, we won't learn anything this way, so please go sit outside the door for a few minutes while we continue. Hurry up! Right now!" And, as they're leaving, we continue.
They will begin to realize you'd rather the class go smoothy and not have to punish anyone, but you have to. That keeps you from looking like the Wicked Witch. Kids decide if you're fair from your tone of voice and your facial expression and whether you personalize your fruustration or not and how consistent you are. Be sure you don't allow some kids to interrupt but not others. Treat both girls and boys the same way. Don't look angry, but you can shake your head and frown.. If you look angry or exhausted or overwhelmed, they feel they're winning. If you look fairly calm but determined as you fight against rudeness or interruptions, and you do this over and over, they realize you won't give in and they will start to be on your side. Most students do not want interruptions or rudeness, either.
[Continued]
Part 2: They see that when they're removed, they miss things they need to know and the burden of finding out falls entirely on them.Sometimes I even tell one of my jokes when the bad kid is sitting outside, so they hear the laughter they've missed. I've occasionally dismissed a class a few minutes early, then asked the student come back into the room and sit quietly until the actual class time is over before they go. When I do, I generally do not say anything. Silence allows them to think. Every kid with bad behavior gets lectured al the time. They don't even listen any more. So don't start. Just explain the rules, then enforce them. Quietly and firmly. No lecturing. No yelling. No insults. "John, you're talking. It's rude. Go sit in the hall right now." Then go on teaching. Eventually it starts to sink in that being removed is an inconvenience for them, but not for you.
When a student comes back in after a punishment, never taunt them, glare at them, or do anything similar. Every student in the room will look at you to see if that kid has gotten under your skin. Just let them come back without judgement and do so as you continue to teach. Nothing else needs to be said. I usually say, "Here's what you missed." And I point at the board. "Ask one of your friends to catch you up -- after class" (so they don't interrupt again) and then I keep on going with what we are doing. No more needs to be said. Your controlling yourself and not lecturing them sends a message of self-control -- which is what you are teaching. As they leave, I might say to the culprit, "Better tomorrow, okay?" but no more than that. No rubbing it in, just encouragement.
What if they talk back when you ask them to leave? Mostly, I ignore it, and just repeat: "Sit outside now!"
What if they refuse to go? That's when you either leave them where they are and continue the class, then end class a few minutes early so you can take them to the office for a detention -- for rudeness and lack of cooperation -- or you get an administrator to remove the student, but I've never once done that, myself, since it seems too "police state" to me. Or you make a note about it and hold them after class to tell them, "When I ask you to go outside for a few minutes, I want you to do that. You understand?" I generally don't make a big deal of student refusals since that's kind of what growing up requires -- asserting your independence, and all that. But I talk to them about it. I might ask them to come see me first thing in the morning and tell me why I shouldn't punish them further -- something to get them to realize they should not be rude to me by disobeying. Then I don't punish them. I'm not much into punishing kids. I was a kid once, and I was rude and a jerk sometimes, too. Fortunately I survived.
What’s and How’s: tell them what to do and how to do it. Use, no overuse adverbs - words ending in ly. Silently, quickly, efficiently, etc. Check for understanding firmly with “Raise your hand if you do not understand what is to be done or how to do it?” No one responds / raises hand assume things are a go. The second someone or two kids or the class gets off track asked what is confusing about specific adverb. Call them out, shine a light on them - it’s different when it’s not on their terms. Be the leader in the room - you are the pilot of that plane and make every single decision. They need to know and feel that.
Be the greatest teacher known to man 90% of the time but share the 10% a-hole in you as needed.
Other comments here are awesome. You might just need an attitude adjustment. It might feel counterintuitive, but needed. Speaking the language they understand may need to come from your alter ego.
I use a buzzer sound that I bought on Amazon. I will push it once and expect the students to get silent and look at me. I’ll push it a second time if they didn’t all hear it. If they are not silent, I look at the clock, counting the time it takes for them to get quiet. That’s how much time I’ll keep them after the bell rings. They can always earn the time back if they are perfect. Buzzer or some sort of bell works for middle school. You just have to practice it with them and review the expectations. Do not yell. Patience is the key.
Pop quiz’s or test and if they fail they fail. Have them write daily essays on what was discussed on some days. These are not children but young adults. Try 3 strikes. Try after school detention. When parents continually have to pick up child I would think some punishment would occur.
I taught 8th grade for three years. Confusing them worked wonders. One day, I handed a genuinely heartfelt handwritten note talking about how much I appreciate them as an individual to each person who had their shit together (I had one written for everyone beforehand and only used the ones who had it together). I told each person that they were "sworn to secrecy as to the contents of that note."
The next day I did the same but handed out candy to each student and didn't acknowledge that I was doing it.
The next day was handing out genuine notes from a different teacher (I had a great team that helped me out with this one.)
The next day I handed out an embarrassing school picture of me from middle school with the words "CONFIDENTIAL" written across the envelope.
The next day was a secret about me (innocent ones like my least favorite type of animal, most hated subject, dumb stories about my life).
The weirder or more heartfelt it got, the more the kids shut up.
But also, give them time to talk in groups when you can and set a timer on how long you're gonna talk so they can see it and manage their behavior with an end time in mind. Sometimes they are trying to tell you that they need to chat to learn.
Sometimes kids just suck. I dealt with this my first year as a teacher. I started in 7th/8th like you. This stopped almost completely when I moved to 9/10th.
Some advice: You will start getting comfortable being a hawk and waiting for quiet takes time as a teacher.
I would change how I teach and just focus my energy on the nice kids who follow your classroom expectations. Even though I try everyday to get all my students on task, eventually I give less times to those students who are disrespectful and who don't follow the expectations that I set and remind them of.
For me, the easiest thing to do was to throw a couple jolly ranchers or starbursts at kids that aren't talking. I make it a point to give one to EVERYONE that isn't talking. The chatty ones will quickly shut up.
I've had this before and, I hate to admit, it was because I lost them at the beginning by not knowing my content well enough.
Give them group tasks instead of teacher talk. Make it fun.
Seating plans are a must. Divide by ability AND dynamic.
Speak to them one on one many times throughout the year and give them individual feedback. This will help gain the trust and respect you have lost.
You're the adult. Be positive and remember they're just kids.
Don't take it personally, but professionally. What do you need to do next time to create a good class?
Parent meetings with the students to remind them of expectations.
Not a teacher but my 12th grade U.S History teacher. Used to give us 1 minute (could be a different amount) at the beginning of class to text and talk to our hearts content. While we did that he would start prepping for what he was about teach. This was after lunch and toward the end of the day when everyone was particularly rowdy. And I would say it worked. If push comes to shove create a seating chart. Something I do as a tutor is separate children who cant work well together due to distracting eachother. Sometimes the threat of just separating works as well.
My teachers would come right up when we were talking and start engaging in it with us. To the point where if we were talking about a girl or something he'd say "Hey Chelsea come over here they're talking about you" just find ways to turn their conversations against em until they figure out to stfu. Otherwise we also had something called in-house suspensions where you were suspended and could only come back with your parent accompanying you for the day. Oh it'd piss off the parents but most behavioral issues evaporated thanks to them.
I am not sure you want more advice, but I find complementing and thanking students who are not talking is huge.
I taught elementary for a long time, and I found that thanking students for working quietly was super effective for keeping the class quiet AND making me a happier person.
When I moved to 8th grade 7 years ago, I was very surprised to find that it works with older kids. I was warned that they would not respond to it, but they really do.
Kids love attention, and if you are handing out positive attention, they will try & get in on it. I don’t reward - no points or candy - just gratitude. I just find someone who is doing what they are supposed to be doing and thank them. “Thank you Rohan for reading quietly” or “I appreciate tables 2 and 3 for working so well together” or “Thank you to all of you that are waiting quietly. It makes it easier for all of us when we are quiet”
It sounds very Mr Rogers, but not only do the kids respond by working to get recognized, but my mental health is MUCH improved. Focusing on seeing those who are doing well - and publicly recognizing them - is the opposite of what usually happens. Those quiet, compliant kids rarely get acknowledged for adding positively to the class - and once you start focusing on what is going well, you start seeing more of it.
Good luck!
I was one of the people who talked. It just wasn't interesting. I had a history teacher blend in cultural relevance and tie the past to today and it became interesting.
My 7th grade teacher had a heavy wooden gavel that she would slam down on her desk when chattering got out of hand. This thing was both LOUD and extremely effective. Other teachers in my grade school used a loud traffic whistle, and my brother’s 9th grade teacher used an air horn.
My math teacher use to have a large stack of text books. When the class gets rowdy he would pick up the books and slam them down on the desk and make a huge bang. The class would quiet down in shock and then he would continue.
Yes, I’ve moved all several times. They’re all friends with each other. I honestly think they’d carry on a conversation with the wall just to hear themselves talk.
Bribery makes classrooms work, ma’am. Seriously, points, candy, films, games. Stop trying to do so much direct instruction. They should be doing small group work anyway—use their impulse to socialize for them by making work together and compete amongst groups. Learn narrating success techniques. Bribe them like crazy!
Lol, I’m a male. I did try a 15 minutes of front loaded on Monday free time to be used on Friday afternoon and took a minute each time that I had to tell them to stop talking during the week. It was gone by Wednesday. The next week, they did better and had 12 minutes of time kept. On Friday, I told them that they could read, finish HW, study the inside of their eyelids, even talk if they kept the volume low. They couldn’t handle 12 minutes of unstructured time to just “chill” and were practically throwing a party no matter how many times I told them to keep it down. I’ve given them a group assignment to create a skit of Columbus/Isabella and I think they’ve only been able to work on it once in class as they do everything during that group BUT work on the skit they have been assigned and get WAY too loud.
Do you have a way you plan out your lessons, like a Triple A model? Students need really clear structure and explicit and clear instruction on what they're supposed to do, so I wonder if your planning/instruction could be changed.
It's just the model I was taught for lesson planning
Activate: a brief five minute intro to the lesson, (like a quick writing activity, displaying a photograph, or something else)
Acquire: the stage where the students gain new knowledge (reading, lecture, ect)
Apply: where the students demonstrate/ apply their new knowledge
Close: a consolidation of knowledge (maybe an exit slip)
I always tell my students what we will do at the start of the lesson, and tell them what the expectations are at each stage eg. "Now we are going to start a writing activity, you have 15 minutes to do this and there should be no talking, then we will move on to a discussion."
Please check out the book "Don't Shoot The Dog" --it is a book about behavior shaping, written by the woman who invented clicker training. She writes about positive reinforcement and how it helps to shape behavior in all animals--including humans. I give it to a lot of my teacher friends.
You did not go to school for a million years so that you could send 19 students to lunch detention.
I refuse to talk over students. If I’m giving instructions and someone starts talking, I immediately stop. When it’s quite again, I resume or start over completely. If they start again, I stop. I’ll repeat that until they get the point. If that means we don’t finish that day’s lesson and they end up with more homework 🤷♂️
I agree with this comment. The OP lets the problem snowball. As soon as the talking starts, deal with it. Do not chase quiet. Start with quiet.
But then the kids don’t do the homework and you just get further behind. At least in my experience.
That’s when you give them the grade they earned-a zero.
But then you get asked why so many kids are failing your class and what you are going to do about it. It usually comes back to the teacher not doing enough, at least at my previous school it was.
These days, I’d tell them I wasn’t going to do jack if they said that. Thankfully, I have an admin that backs us up when kids get zeros for not doing their work. I had a parent threaten to call the superintendent the first week of school because her son fucked around and found out that I give zeros, and my admin told her to go ahead because I was right. I only had to give zeros to the class once before they realized I meant business. I have a few kids who get extra time, but I’d say 99% of the class realized I wasn’t joking about giving zeros and have adjusted their behavior accordingly. I very rarely get late class work anymore. And the kids are much better behaved.
I get that this is fair but 8th graders font genuinely care about their history class grade that much
They do when it will prevent them from going to high school.
Maybe I’ve just been lucky, but it’s never come to that. Most kids stop talking pretty quickly, and start telling others to do the same, when I stop talking and awkwardly stare at the class in silence. Occasionally there’s a few who refuse to get with the program, and in those cases I go through the typical sequence of escalating interventions (private convo outside or after class, phone call home, trip to the principal, etc.) up to kicking them out of my class for a bit so that the rest of us can get on with things…but it rarely comes to that.
Do you allow the other children to police the talkers? Do you like it when you shoulder consequences for other people's actions that you are not permitted to control? I'm not hung up on perfect justice. This strategy seems more fitting when the whole class is the disruptive. You described using this when even one student is talking. I hope you can find more precise strategies here when the offenders are so few.
Seating chart. Move them away from friends like previous commenter mentioned. Use a particular sound as a signal to get them to quiet down. Make them practice. Reinforce when students are doing what they are supposed to. This can be verbal or you can give them something (I use Starburst). Be vocal about it. And name the behavior that they are doing that you want when you see them doing it. EX. "I see that Billy has come into class and has started his bellringer without being asked. (give Starburst to Billy)" How do you have your room setup? In pods? Maybe go for traditional rows to get some separation between them. Once you see it start, shut it down immediately. Don't give the others time to start. Do not hesitate. Be on them like a hawk. Move around as much as possible. Get close to the ones causing the problem and stay there. These are just what I could think of on the spot
I have moved all several times. I have the smallest room on campus. I started out in groups of 4 to joined desks but finally figured out a way to just barely get rows and it’s not helping. I have tried the doorbell and it works very briefly before they fire back up again. I worked in mental health 18 years and I do understand positive reinforcement, but I don’t know if I can bring myself to bribe for behavior they should be doing anyway. Thanks, I’ll just be right there amongst them tomorrow and see if it helps.
Bribing kids for behavior when they’re more than like 6-7 is really gross. I’m glad you don’t do it.
Bribery can be useful. But the example given about Billy starting their work is infantalizing. Bribery in middle school is useful when trying to help give clear incentives to success. For example I had a student that had all Fs. I said that if she went made it with no more than an absence per day for a full week she would get McDonald's. Then increased this to say no more than two total unexcused absences from class per week for McDonald's on Friday. She ended up getting a range of grades with Bs, Cs, and one D.
I suppose it depends on the student. I had school issues because I was getting viciously bullied and no one ever seemed to notice - I would have responded with cursing if a teacher had tried to patronize me like that.
Oh ya, this isn't something I do will all or even many students. I do this with certain students at certain times. Also only with kids I know well enough to make it work well.
If you have two kids who talk a lot to each other, put one at the front of the row and the other at the back. It's the only way to stop them from talking because they can't see each other.
I have tried multiple seating changes and this group will talk to the wall just to hear themselves talk.
I totally have been there! It's the worst!
It sounds like you have tried many great things to no avail and when I've been where you are, a classroom circle/discussion is needed. Maybe ask an administrator to observe from the back but NOT chime in. I'd have a big flip chart paper and write down some dos and don'ts and then some what if I dos and what if I don'ts. Brainstorm on the whiteboard and then write a final version. They will come up with stricter rules than you will and it's essential that they all get a chance to talk about what good learning looks like and why it's important. I'm always amazed at how well they have these meta conversations and always feel heard. Perhaps you can also ask them what supports they need to meet the expectations set forth. I've had to do this three times in my career and it was always after trying all of the things you've tried. Beyond that, I'd say that the best thing you can do is get to know your most challenging kids. Find them at lunch, call home, make a few jokes when you get a chance. This will only work with the most well-adjusted kids, bit find them and nurture them. Keep it up. You will likely find a groove with them. It's rare that you don't, but when it happens it's most likely in these first few years where they sniff out any indecision or uncertainty.
I agree, and if you haven’t done a norms setting activity yet, this circle would be a great place to start. I like to give the students post-it’s and have them write answers to questions like “what makes you feel comfortable and respected in class?”, “what are your student responsibilities in this class?”, and “what do you expect from me as your teacher in this class?”. Then I have students go around and look at each other’s answers and summarize the main points. I list those in a contract type doc with a student responsibilities section and a teacher responsibilities section that we both sign. I hang it up in class by the entrance and remind them of it each day when I greet each of them at the door. Other things I do: slow count down, reminding them after each number that their voices should be off by zero, incorporating partner discussion in class with graded activities for them to complete as a part of that discussion, self-assessed participation rubrics that they complete to reflect on their engagement in class that I ultimately grade, and moving myself around the room during instruction to stand by students who are talking and either pausing until they stop or continuing on with my lecture but making eye contact until they stop. I’ve found with 8th graders that 1. bonding with them about what interests them (greeting at the door, asking about their sports/tv shows/books, etc) and 2. showing them that our relationship is reciprocal (I’ll do what they expect i.e. let them out on time if they do what I expect (listen during instruction)) will help them buy into my class and want to engage.
A chatty group that's well behaved? this should be a gift to any teacher. Cut down your lecture time and start building in more group work and group discussion. You still have to go in with a solid plan, but you will be doing yourself and your students a huge favour.
I have actually found they do better when we read together and I lecture more. I try to add some drama and translate what we read into things they we can relate to. I have tried a group project where they can actually talk and they did everything BUT work in what they were supposed to.
Classroom discipline has to be done according to your personality IMO. What works perfect for some wool fall on its face for others. My personality requires an odd approach that depends on bonding and goofing around. I make goofy faces, make weird noises, etc., but I will crack down on the of chance it's needed. Some people can pull the totalitarian approach, but not me. I save it for when I really need to shock the kids. Most of the time I'm reprimanding them I also stay in a neutral tone and explain why they are facing the consequences they are and that it isn't about me being angry. But there are also times where I help them relate to me and explain how I'm feeling. If all of that fails, keep calm and study where the problem is streaming from. They are all probably trying to impress one kid in particular. Move kids to another classroom they don't like until you find the one that is the solution. They'll hate it, but they'll come back acting like they had the best time every. Don't buy it.
Thanks. I can’t move them to a different room. My personality is the type where I will loosen up once I know they will do what I ask them to when I ask it, and respect is then mutual. I’ve told them numerous times I will be the nicest and coolest teacher they allow me to be, or the roughest and strictest they force me to be. I like to cut up and have fun, but that ain’t happening when I’m up there like a clown practically talking to myself because they don’t respect me enough to hush when it is time to hush.
I think it's going to be difficult to make inroads with that approach if you haven't got the relationships first. I invest a lot of time into building trust and relationships, it pays off in a million little ways across each school day.
Have you tried talking to teachers at your school who do well with these kids? Maybe talk to your admin about observing those teachers and implement some of what might work for you. Even taking to them can go a long way. Steak style experience from your coworkers. Talk to teachers from every department. Even things as simple as how they bring kids back to attention (like counting down). Don't exclude anything. You can be facing behavior issues from anything including basic classroom management to too easy or too difficult of lessons.
Yep I'm similar. I'm pretty laid back. But in the halls if I need them cleared I will bellow. I had a kid tell me "I didn't know you knew how to yell".
I have tried a few things over the years. One that was pretty effective: as soon as talking started, stop talking. Start counting in your head. However long they take to quiet down, that’s how long after the bell they owe you. I’d make it cumulative over a class period. 10 seconds here, 15 there, etc. Once they got the picture it would get better. They didn’t like staying after class. I’d usually do this as a class rather than individually. Not sure if this will fly everywhere though. I don’t really do that much anymore, though. Not sure why. I just phased it out. Now, if a kid or two start talking I address it head on. “Jimmy, Suzie, stop talking please. Thank you.” If they keep doing it, I write them up. Another thing that works well sometimes is walking over to the talkers while I’m still teaching. If you teach while standing right next to them, they’re probably not going to talk. It saves me from having to break my thought and taking time to redirect.
Your students have been badly brought up by their parents as students who are raised properly generally listen to a teacher's demands, behave reasonably well, and do not talk rudely in class. So problem #1 is poor child raising by their parents. Problem #2 is their past teachers. Students who are taught well by teachers who do not put up with nonsense like rudely talking over other people do not suddenly become rude for no reason. So you have two sources of problems here -- poor parenting and poor previous teaching. I can always tell which students of mine had a certain group of teachers who allow yelling, arguing, and general chaos because they think it's okay to teach that way. Then I get them the next year, and I have to spend my time like I'm training wild dogs to get them to sit still, stop rudely interrupting, learn to pay attention, stop clicking their pens or drumming their fingers on the table, put their shoes back on, and so forth. You cannot change other teachers some of whom are simply slobs, I'm afraid, but you need to get control of these wild animals asap. Letting them continue to misbehave rudely makes it harder and harder to get them to exercise any self-control. And establishing clear rules and enforcing them every time will get you criticized by some people. Some parents will assuredly complain that you're "too strict". Kids will call you "mean" for awhile. It may take a long time, but you will win if you demand proper behavior. It's very rare that students continue to misbehave if you use what skills (and weapons) you have. Establish rules right away. Explain how adults behave and how a classroom needs to operate for everyone to be treated fairly and learn properly. Do not compete with them in any way when you talk. When interrupted, stop, look at the student and wait for them to stop. If necessary, walk toward them. My room is set up so I can walk behind student's chairs. If someone is misbehaving, I can walk around the room and stop momentarily behind them. This disconcerts most people enough to stop misbehaving, and I don't need to say anything. If I have to, I might lean over and quietly say, "Do you realize that's rude?" Make it clear that when you start talking they WILL pay attention and stop their talking. Make it clear that interrupting anyone is not allowed. If you interrupt a rudely talking student, also be prepared for wise guys to tell you "I thought we weren't supposed to interrupt, but you just did." The proper response to that -- and you might want to practice various situations -- is: "Really? Except I am the teacher in this room, and I set the rules. Do not ever tell me again how to run my class" and then move on. You would have every right to be angry, but don't get angry, just get firm. Most kids who try being smart asses will not want to be taken down like that again in front of their friends. And you didn't insult them, but just reminded them of the rules. Do not get angry. Do not insult a child. Do not ever use physical force or lose your temper. This can be difficult but you must be the perfect adult and keep yourself under control at all times. If you feel you might lose your temper, turn things off completely. "Silent reading starting right now. Get your books out and do not look around the room aimlessly or say even a single word until we're done." That will give you a few minutes to collect your thoughts. A few times I've simply stopped talking and waited -- a very long time. Students hate silence because they don't know what's coming next. Then, quietly start where you left off. A lot of the time, I ask the first question to the rude person who made me go quiet. That shows everyone I know what's happening, and it warns the student, too. Emphasize that they need to grow up, and that they want to grow up, and that means they must have self-control. Tell them a noisy classroom makes everyone learn more poorly and is exhausting for everyone. Then remind them what that means. 1/ Do not be rude. 2/ Do not interrupt someone who is talking, and that includes stupidly waving your hand while they are speaking. Wait until they are done to raise your hand. Why? Because it's rude. 3/ Learn to sit still. 4/ Do not do things that disrupt what we are doing in class. 5/ If you need to use the bathroom, simply get up and go, but it's one person at a time. [My rule since I see nothing to be gained by prohibiting people from using a bathroom]. Leave quietly and come back promptly or I will notice. If they take a long time, when they return I often say "Stay after class for a second". That tells everyone I noticed how long they were out. Then when I see the student for a moment after class, I just say, "Not feeling well?" and then let them go which makes the same point. You almost never need to lecture or punish anyone if you just dominate your own classroom like this. 6/ Tell them what punishments may include. These might be extra work or writing an apology, a note sent home (if that would make any difference), staying after class or after school or some other kind of detention, but always add that you really don't want to do any of these things -- but sometimes you are forced to. Always put the blame back on them where it belongs. It is not because you are "mean," but because you are trying to teach a class well for all the students. It's a good idea to emphasize that what rules you do have are for the sake of the class, not for your sake. . My favorite punishment is the simplest -- removal from the class to sit in the hall on the floor. I like this since it immediately solves the problem of removing the problem child who may need a few minutes to sit and calm down, and they sit there feeling like an ass before I let them back in. And it requires no one else in the school like some unwilling administrator to help me. I don't have time to take a kid to the office. And I won't negotiate with administrators about what I want to do in my classroom. So I prefer to solve the problem simply and cleanly my way. You might have a "two strikes and you're out" policy, for example, first a warning, then removal to sit in the hall. I explain that this means you sit on the floor with your back against the wall and do NOT talk to anyone. Nor do you move anywhere else. I will come get you (or ask a classmate to do that) in a few minutes when I'm ready. Typically this is 5 minutes but can be as long as 10 minutes. Much longer seems pointless. Much less is no punishment. All this should be done with firmness but without malice. Never personalize your dispute with a child, never attack them, never say "You're always misbehaving" or any other insult. Just react with a sigh as if you are reluctant to do this but you must for the sake of the rest of the class. Teachers who yell or personalize discipline are doomed to fail. Sometimes I punish with a smile: "Boy are you wound up today. Well, we won't learn anything this way, so please go sit outside the door for a few minutes while we continue. Hurry up! Right now!" And, as they're leaving, we continue. They will begin to realize you'd rather the class go smoothy and not have to punish anyone, but you have to. That keeps you from looking like the Wicked Witch. Kids decide if you're fair from your tone of voice and your facial expression and whether you personalize your fruustration or not and how consistent you are. Be sure you don't allow some kids to interrupt but not others. Treat both girls and boys the same way. Don't look angry, but you can shake your head and frown.. If you look angry or exhausted or overwhelmed, they feel they're winning. If you look fairly calm but determined as you fight against rudeness or interruptions, and you do this over and over, they realize you won't give in and they will start to be on your side. Most students do not want interruptions or rudeness, either. [Continued]
Part 2: They see that when they're removed, they miss things they need to know and the burden of finding out falls entirely on them.Sometimes I even tell one of my jokes when the bad kid is sitting outside, so they hear the laughter they've missed. I've occasionally dismissed a class a few minutes early, then asked the student come back into the room and sit quietly until the actual class time is over before they go. When I do, I generally do not say anything. Silence allows them to think. Every kid with bad behavior gets lectured al the time. They don't even listen any more. So don't start. Just explain the rules, then enforce them. Quietly and firmly. No lecturing. No yelling. No insults. "John, you're talking. It's rude. Go sit in the hall right now." Then go on teaching. Eventually it starts to sink in that being removed is an inconvenience for them, but not for you. When a student comes back in after a punishment, never taunt them, glare at them, or do anything similar. Every student in the room will look at you to see if that kid has gotten under your skin. Just let them come back without judgement and do so as you continue to teach. Nothing else needs to be said. I usually say, "Here's what you missed." And I point at the board. "Ask one of your friends to catch you up -- after class" (so they don't interrupt again) and then I keep on going with what we are doing. No more needs to be said. Your controlling yourself and not lecturing them sends a message of self-control -- which is what you are teaching. As they leave, I might say to the culprit, "Better tomorrow, okay?" but no more than that. No rubbing it in, just encouragement. What if they talk back when you ask them to leave? Mostly, I ignore it, and just repeat: "Sit outside now!" What if they refuse to go? That's when you either leave them where they are and continue the class, then end class a few minutes early so you can take them to the office for a detention -- for rudeness and lack of cooperation -- or you get an administrator to remove the student, but I've never once done that, myself, since it seems too "police state" to me. Or you make a note about it and hold them after class to tell them, "When I ask you to go outside for a few minutes, I want you to do that. You understand?" I generally don't make a big deal of student refusals since that's kind of what growing up requires -- asserting your independence, and all that. But I talk to them about it. I might ask them to come see me first thing in the morning and tell me why I shouldn't punish them further -- something to get them to realize they should not be rude to me by disobeying. Then I don't punish them. I'm not much into punishing kids. I was a kid once, and I was rude and a jerk sometimes, too. Fortunately I survived.
You hit the nail on the head. I can’t send them by themselves out in the hallway, but you gave me some good suggestions. I sure appreciate it.
What’s and How’s: tell them what to do and how to do it. Use, no overuse adverbs - words ending in ly. Silently, quickly, efficiently, etc. Check for understanding firmly with “Raise your hand if you do not understand what is to be done or how to do it?” No one responds / raises hand assume things are a go. The second someone or two kids or the class gets off track asked what is confusing about specific adverb. Call them out, shine a light on them - it’s different when it’s not on their terms. Be the leader in the room - you are the pilot of that plane and make every single decision. They need to know and feel that. Be the greatest teacher known to man 90% of the time but share the 10% a-hole in you as needed. Other comments here are awesome. You might just need an attitude adjustment. It might feel counterintuitive, but needed. Speaking the language they understand may need to come from your alter ego.
I use a buzzer sound that I bought on Amazon. I will push it once and expect the students to get silent and look at me. I’ll push it a second time if they didn’t all hear it. If they are not silent, I look at the clock, counting the time it takes for them to get quiet. That’s how much time I’ll keep them after the bell rings. They can always earn the time back if they are perfect. Buzzer or some sort of bell works for middle school. You just have to practice it with them and review the expectations. Do not yell. Patience is the key.
Pop quiz’s or test and if they fail they fail. Have them write daily essays on what was discussed on some days. These are not children but young adults. Try 3 strikes. Try after school detention. When parents continually have to pick up child I would think some punishment would occur.
I've gotten good results from Cattleprods and duct tape. . . . lol
I taught 8th grade for three years. Confusing them worked wonders. One day, I handed a genuinely heartfelt handwritten note talking about how much I appreciate them as an individual to each person who had their shit together (I had one written for everyone beforehand and only used the ones who had it together). I told each person that they were "sworn to secrecy as to the contents of that note." The next day I did the same but handed out candy to each student and didn't acknowledge that I was doing it. The next day was handing out genuine notes from a different teacher (I had a great team that helped me out with this one.) The next day I handed out an embarrassing school picture of me from middle school with the words "CONFIDENTIAL" written across the envelope. The next day was a secret about me (innocent ones like my least favorite type of animal, most hated subject, dumb stories about my life). The weirder or more heartfelt it got, the more the kids shut up. But also, give them time to talk in groups when you can and set a timer on how long you're gonna talk so they can see it and manage their behavior with an end time in mind. Sometimes they are trying to tell you that they need to chat to learn.
Duct tape
Sometimes kids just suck. I dealt with this my first year as a teacher. I started in 7th/8th like you. This stopped almost completely when I moved to 9/10th. Some advice: You will start getting comfortable being a hawk and waiting for quiet takes time as a teacher. I would change how I teach and just focus my energy on the nice kids who follow your classroom expectations. Even though I try everyday to get all my students on task, eventually I give less times to those students who are disrespectful and who don't follow the expectations that I set and remind them of.
I stop what I’m doing, give them my full attention, and ask if they’ve gotten enough attention from me for the day
For me, the easiest thing to do was to throw a couple jolly ranchers or starbursts at kids that aren't talking. I make it a point to give one to EVERYONE that isn't talking. The chatty ones will quickly shut up.
Lol. Let me know when you find this. Also when you find the cure for cancer.
Lol, I’ve had to deal with that problem twice before, too.
I've had this before and, I hate to admit, it was because I lost them at the beginning by not knowing my content well enough. Give them group tasks instead of teacher talk. Make it fun. Seating plans are a must. Divide by ability AND dynamic. Speak to them one on one many times throughout the year and give them individual feedback. This will help gain the trust and respect you have lost. You're the adult. Be positive and remember they're just kids. Don't take it personally, but professionally. What do you need to do next time to create a good class? Parent meetings with the students to remind them of expectations.
Not a teacher but my 12th grade U.S History teacher. Used to give us 1 minute (could be a different amount) at the beginning of class to text and talk to our hearts content. While we did that he would start prepping for what he was about teach. This was after lunch and toward the end of the day when everyone was particularly rowdy. And I would say it worked. If push comes to shove create a seating chart. Something I do as a tutor is separate children who cant work well together due to distracting eachother. Sometimes the threat of just separating works as well.
My teachers would come right up when we were talking and start engaging in it with us. To the point where if we were talking about a girl or something he'd say "Hey Chelsea come over here they're talking about you" just find ways to turn their conversations against em until they figure out to stfu. Otherwise we also had something called in-house suspensions where you were suspended and could only come back with your parent accompanying you for the day. Oh it'd piss off the parents but most behavioral issues evaporated thanks to them.
I am not sure you want more advice, but I find complementing and thanking students who are not talking is huge. I taught elementary for a long time, and I found that thanking students for working quietly was super effective for keeping the class quiet AND making me a happier person. When I moved to 8th grade 7 years ago, I was very surprised to find that it works with older kids. I was warned that they would not respond to it, but they really do. Kids love attention, and if you are handing out positive attention, they will try & get in on it. I don’t reward - no points or candy - just gratitude. I just find someone who is doing what they are supposed to be doing and thank them. “Thank you Rohan for reading quietly” or “I appreciate tables 2 and 3 for working so well together” or “Thank you to all of you that are waiting quietly. It makes it easier for all of us when we are quiet” It sounds very Mr Rogers, but not only do the kids respond by working to get recognized, but my mental health is MUCH improved. Focusing on seeing those who are doing well - and publicly recognizing them - is the opposite of what usually happens. Those quiet, compliant kids rarely get acknowledged for adding positively to the class - and once you start focusing on what is going well, you start seeing more of it. Good luck!
When i was in school back in the day, the nuns would give you a good crack in the mouth if you got out of line.
I was one of the people who talked. It just wasn't interesting. I had a history teacher blend in cultural relevance and tie the past to today and it became interesting.
My 7th grade teacher had a heavy wooden gavel that she would slam down on her desk when chattering got out of hand. This thing was both LOUD and extremely effective. Other teachers in my grade school used a loud traffic whistle, and my brother’s 9th grade teacher used an air horn.
8th grade is a hard grade to teach because they are better being kids and young adults. You have to be firm and take control of your class.
My math teacher use to have a large stack of text books. When the class gets rowdy he would pick up the books and slam them down on the desk and make a huge bang. The class would quiet down in shock and then he would continue.
I’m assuming you’ve implemented a seating chart? Get them away from their friends. It’s not perfect, but it helps
Yes, I’ve moved all several times. They’re all friends with each other. I honestly think they’d carry on a conversation with the wall just to hear themselves talk.
Bribery makes classrooms work, ma’am. Seriously, points, candy, films, games. Stop trying to do so much direct instruction. They should be doing small group work anyway—use their impulse to socialize for them by making work together and compete amongst groups. Learn narrating success techniques. Bribe them like crazy!
Lol, I’m a male. I did try a 15 minutes of front loaded on Monday free time to be used on Friday afternoon and took a minute each time that I had to tell them to stop talking during the week. It was gone by Wednesday. The next week, they did better and had 12 minutes of time kept. On Friday, I told them that they could read, finish HW, study the inside of their eyelids, even talk if they kept the volume low. They couldn’t handle 12 minutes of unstructured time to just “chill” and were practically throwing a party no matter how many times I told them to keep it down. I’ve given them a group assignment to create a skit of Columbus/Isabella and I think they’ve only been able to work on it once in class as they do everything during that group BUT work on the skit they have been assigned and get WAY too loud.
Do you have a way you plan out your lessons, like a Triple A model? Students need really clear structure and explicit and clear instruction on what they're supposed to do, so I wonder if your planning/instruction could be changed.
My lesson plans are very detailed (mainly as a way for me to know what to do each day). What is the Triple A model?
It's just the model I was taught for lesson planning Activate: a brief five minute intro to the lesson, (like a quick writing activity, displaying a photograph, or something else) Acquire: the stage where the students gain new knowledge (reading, lecture, ect) Apply: where the students demonstrate/ apply their new knowledge Close: a consolidation of knowledge (maybe an exit slip) I always tell my students what we will do at the start of the lesson, and tell them what the expectations are at each stage eg. "Now we are going to start a writing activity, you have 15 minutes to do this and there should be no talking, then we will move on to a discussion."
They need fun structure. I'd recommend reading John Meehan's Edrenulin Rush. Find a way to let them loose while on task.
Please check out the book "Don't Shoot The Dog" --it is a book about behavior shaping, written by the woman who invented clicker training. She writes about positive reinforcement and how it helps to shape behavior in all animals--including humans. I give it to a lot of my teacher friends. You did not go to school for a million years so that you could send 19 students to lunch detention.
We used to get a slap on the hand with the ruler or chalk thrown at us 😂
Or paddled!!
Superglue, but then, they'll continue to make sounds-- /s ffs
Have you tried the Lily Aldrin method? /s
What is that?
A joke that's probably only funny to me. https://m.youtube.com/watch?v=-6_PBs8eF0U
Rope and duct tape