Open Forum

Hi, it's me again! 

Here's the situation: My theatre production class is EXTREMELY high energy, and full of kids who are on the spectrum and/or have an ADHD diagnosis. It meets in the last period of the day (of course), and it takes an enormous amount of effort to get them to settle down to the work of rehearsal. It also has some odd social dynamics, which can make kids edgy with each other. 

I'm looking for general advice on ensemble building, I think, but also on theatre games that are on the quieter side, to try to counteract some of the hyper energy. I think I also need to work on being more intimidating/stricter, but I'm afraid it's too late for that to work this year. 

Many thanks for your thoughts and wisdom,
Amanda

------------------------------
[Amanda] [Cadogan] [English and Theatre]
[Maybeck High School]
[Oakland] [CA]
------------------------------

Hi Amanda.  I hope you're doing well. 

Sounds like you have a challenging class.  First, let me say that I commend you for reaching out to find ways to support your students.  On your note about being more strict - I believe it is never too late in a school year to enforce better behavior.  I would just change the paradigm for you from "strict" to being more "firm, fair, and consistent."  I came into this year's class three weeks after school started and they had a sub the whole time before I got there (need I say more?).  I, too, have a class at the end of the day with the same dynamics as you describe.  First thing I did, was observe them, then we made it an assignment to create class expectations.  All of my classes did it and although there are many of the same elements, each is specific to the class.  Instead of using DON'T language, we found a way to be more positive (we all know when you tell a kid Don't they Do!).  Ex.  "Don't be rude" was changed to "Show respect".  If a student violated one of the expectations, I would calmly remind them of it and for the most part they got back in line.  This is by no means 100%, but it gives everyone a guideline to follow and can be started at any time.  Remember you are the teacher and thus can set the atmosphere for the students. Not in a harsh way, but in a firm, fair, and consistent way.

I also have a short unit on theatre etiquette that I implement at the beginning of my classes.  Basic stuff, like "bring your pencil", "No gum or food",  and then I add the class expectations in there.

I don't know if you've thought about giving those with minimal lines or smaller roles other responsibilities like Script Supervisor, Prop Master, Set Crew, etc.  That way they are always doing something.  Maybe one who is a really good reader can be the one to offer lines when the actor calls for a line.  One of those who may not like to be in the center stage can move furniture and set pieces around when not on stage.  Then whenever one of those students is on stage, someone else can take their place.  As you know there are many moving parts in theatre, giving everyone a role in the production serves to keep idle hands from messing around and brings a sense of pride in knowing that they had a hand in creating the whole thing.

I have one student who chooses not to talk, so in her group for the Greek tragedy project, she is the wardrobe and prop master that hands the masks to her fellow students when they need to change characters off stage.  Still don't know how I'll work with her in the monologue unit, but my hope is as she sees the way we work in class, she may open up more.

Teaching is like cooking.  There are many recipes out there, it's your job to find the right one that works for you and your students.  Find their strengths and help them improve on what they struggle with, whether that is listening effectively, following directions, or respecting each other and authority.  Remember in acting we are always trying to achieve something, and there are specific actions we take to reach our objective.  Treat your class like an acting exercise and set your objective.  Each student will require a different action from you that will get you what you want.  Be patient, and don't forget to utilize the school's discipline protocol if needed.  I had to do it three times in one day and it has totally shifted the dynamics in class to where my harder students are now some of the most engaged.

I hope this helps.

Ernesto

------------------------------
Ernesto Rosas
------------------------------

Original Message:
Sent: 09-30-2022 00:22
From: Amanda Cadogan
Subject: Classroom Management

Hi, it's me again! 

Here's the situation: My theatre production class is EXTREMELY high energy, and full of kids who are on the spectrum and/or have an ADHD diagnosis. It meets in the last period of the day (of course), and it takes an enormous amount of effort to get them to settle down to the work of rehearsal. It also has some odd social dynamics, which can make kids edgy with each other. 

I'm looking for general advice on ensemble building, I think, but also on theatre games that are on the quieter side, to try to counteract some of the hyper energy. I think I also need to work on being more intimidating/stricter, but I'm afraid it's too late for that to work this year. 

Many thanks for your thoughts and wisdom,
Amanda

------------------------------
[Amanda] [Cadogan] [English and Theatre]
[Maybeck High School]
[Oakland] [CA]
------------------------------

------------------------------
Laura Butchy
BASIS Independent McLean
VA
------------------------------

Original Message:
Sent: 09-30-2022 00:22
From: Amanda Cadogan
Subject: Classroom Management

Hi, it's me again! 

Here's the situation: My theatre production class is EXTREMELY high energy, and full of kids who are on the spectrum and/or have an ADHD diagnosis. It meets in the last period of the day (of course), and it takes an enormous amount of effort to get them to settle down to the work of rehearsal. It also has some odd social dynamics, which can make kids edgy with each other. 

I'm looking for general advice on ensemble building, I think, but also on theatre games that are on the quieter side, to try to counteract some of the hyper energy. I think I also need to work on being more intimidating/stricter, but I'm afraid it's too late for that to work this year. 

Many thanks for your thoughts and wisdom,
Amanda

------------------------------
[Amanda] [Cadogan] [English and Theatre]
[Maybeck High School]
[Oakland] [CA]
------------------------------

There are a number of trust exercises that could bring cohesion to the group and bring the energy down. One that springs to mind is Tangle Knot, which requires the students to work together to solve the knot. There are many variations to try, only one person can speak as the leader, everyone i silent and only gestures can be used to communicate, everyone has their eyes closed and the untangling is done by feel. The possibilities for variation is up to the imagination.

Another way to get rid of excess energy is the silly elementary school exercise, which most students know, "Head, Shoulders, Knees, and Toes". Speeding it up each time you do it. It always worked for me to get students to focus in a fun way.

------------------------------
Stewart Hawk
Washington State Thespian Co-Chapter Director
206-465-4568
stewart.hawk@gmail.com
http://wathespians.org
------------------------------

Original Message:
Sent: 09-30-2022 00:22
From: Amanda Cadogan
Subject: Classroom Management

Hi, it's me again! 

Here's the situation: My theatre production class is EXTREMELY high energy, and full of kids who are on the spectrum and/or have an ADHD diagnosis. It meets in the last period of the day (of course), and it takes an enormous amount of effort to get them to settle down to the work of rehearsal. It also has some odd social dynamics, which can make kids edgy with each other. 

I'm looking for general advice on ensemble building, I think, but also on theatre games that are on the quieter side, to try to counteract some of the hyper energy. I think I also need to work on being more intimidating/stricter, but I'm afraid it's too late for that to work this year. 

Many thanks for your thoughts and wisdom,
Amanda

------------------------------
[Amanda] [Cadogan] [English and Theatre]
[Maybeck High School]
[Oakland] [CA]
------------------------------

Amanda, I agree that it is never too late to apply some structure.  

I had my students count off for roll call.  With some of the rowdy classes, we might start that count-off 10 times before they completed it without interruption.  With the production classes, which combined choral and theatre classes, we sometimes had 50+ students, and that is a lot of peer pressure to listen and say your number at the right time.  Of course, you have to make it crystal clear that no one may voice another's number, starting the whole thing again if a student attempts it. 

Students who are not actively involved in whatever you are rehearsing need to have a way to remain engaged in the show.  I found dramaturgical research a good tool for this.  We compiled a list of things we needed to research during the read-through of the play before we even held auditions.  Since you are already in rehearsal, you probably need to compile this list yourself.  Are there actual people and historical events mentioned in the show?  What time period is it set in?  Could students do costume and prop research for that specific time period?  Do you need to build any props or set pieces?  There is a wealth of information online about how to construct things.  Sometimes I had students print out pictures and cover a large wall with them.  Sometimes I had them make PowerPoint-type presentations and took a day for them to present to the entire class.   

Are there tasks that can be accomplished quietly during rehearsals?  We had a whole knitting brigade that made leg warmers for Back to the 80s and chain mail for The Mouse That Roared.  Flower wreaths for the fairies in Midsummer, embellished hats for Hello, Dolly, cutting strips of fabric to staple on the bed box for Once Upon a Mattress, even pinching out holes in hunks of foam to make cheese for a cart in Cinderella--all of these tasks kept students involved and made them feel invested in the show. 

If you don't already have a rubric for daily grades, I encourage you to get and use one.  I was never able to find time to record grades daily, but I put + and - marks on my attendance sheet each day, plus occasional notes at the bottom of the sheet, which I used to calculate the rehearsal daily grades.  I also gave a grade for whether they were off-book on time for each scene or act.  I'm going to attach the rubric I used for Theatre I, which was not a production class.  If you don't have a rubric, perhaps you can use this as a starting point.  The idea is to give them accountability without making one bad day sink their grade for the term.   

Every new day is a new day.  Best wishes for some good ones soon!



     





------------------------------
CJ Breland
Retired Theatre Arts Educator
NC
------------------------------

Original Message:
Sent: 09-30-2022 00:22
From: Amanda Cadogan
Subject: Classroom Management

Hi, it's me again! 

Here's the situation: My theatre production class is EXTREMELY high energy, and full of kids who are on the spectrum and/or have an ADHD diagnosis. It meets in the last period of the day (of course), and it takes an enormous amount of effort to get them to settle down to the work of rehearsal. It also has some odd social dynamics, which can make kids edgy with each other. 

I'm looking for general advice on ensemble building, I think, but also on theatre games that are on the quieter side, to try to counteract some of the hyper energy. I think I also need to work on being more intimidating/stricter, but I'm afraid it's too late for that to work this year. 

Many thanks for your thoughts and wisdom,
Amanda

------------------------------
[Amanda] [Cadogan] [English and Theatre]
[Maybeck High School]
[Oakland] [CA]
------------------------------

Hi Amanda!

You've gotten some wonderful advice so far, so I will just add a few more ideas for you:

1.  Turn off the lights - IF you can turn off or down lighting (so it's not completely dark of course), it's actually very calming.  We used this technique a lot when I taught in a juvenile detention center (and believe me, those are some rowdy kids).  Also, use music!  If music is playing when students enter the classroom, they notice and will respond to it - so maybe something upbeat and fun at first and then switch to something calmer.  

2.  Establish a routine for the beginning of class - At my last school, we had a routine of 5 minute stretching, followed by physical warms up (with upbeat movement), then turned off lights for 5 minute meditation and focus (with relaxing music).  It only took 10 minutes of each class, but it helped students to know what to expect every day and got them focused and ready to learn.  After the routine is established, you can start asking a different student each day to lead the warm ups to give them some opportunities for leadership.

3.  Puzzle Activity - I like using this to teach students about casting decisions (you are fantastic piece of the puzzle, but may not fit into this specific puzzle THIS time) but it's also a great activity to teach students how to communicate without using any sound.  Get 4 - 5 small and easy preschool puzzles at the dollar store.  Mix up the pieces ahead of time in the boxes (so the students don't know).  Divide class into groups.  Each group gets a puzzle box.  They must work together in their groups to put their puzzle together.  The group that finished first will get a prize, but the trick is that NO TALKING is allowed.  If they make any noise, they are disqualified from winning the prize.  It takes them a few minutes to realize that some of their puzzle pieces don't go with their puzzle and they may even come to you and say something, to which you replay "You're smart, you can figure it out and remember, no talking."  Eventually, they start to look at the other groups and figure out they need to trade pieces and they do figure out how to do that without talking and usually end up helping each other (teamwork) in the end and then I give prizes to everyone for learning how to work together (calmly) without talking to reinforce the idea of calm teamwork.  

I hope those suggestions help!

------------------------------
Jeana Whitaker
Retired Theatre Teacher
EdTA Alumni
www.jeanawhitaker.com
------------------------------

Original Message:
Sent: 10-01-2022 12:16
From: CJ Breland
Subject: Classroom Management

Amanda, I agree that it is never too late to apply some structure.  

I had my students count off for roll call.  With some of the rowdy classes, we might start that count-off 10 times before they completed it without interruption.  With the production classes, which combined choral and theatre classes, we sometimes had 50+ students, and that is a lot of peer pressure to listen and say your number at the right time.  Of course, you have to make it crystal clear that no one may voice another's number, starting the whole thing again if a student attempts it. 

Students who are not actively involved in whatever you are rehearsing need to have a way to remain engaged in the show.  I found dramaturgical research a good tool for this.  We compiled a list of things we needed to research during the read-through of the play before we even held auditions.  Since you are already in rehearsal, you probably need to compile this list yourself.  Are there actual people and historical events mentioned in the show?  What time period is it set in?  Could students do costume and prop research for that specific time period?  Do you need to build any props or set pieces?  There is a wealth of information online about how to construct things.  Sometimes I had students print out pictures and cover a large wall with them.  Sometimes I had them make PowerPoint-type presentations and took a day for them to present to the entire class.   

Are there tasks that can be accomplished quietly during rehearsals?  We had a whole knitting brigade that made leg warmers for Back to the 80s and chain mail for The Mouse That Roared.  Flower wreaths for the fairies in Midsummer, embellished hats for Hello, Dolly, cutting strips of fabric to staple on the bed box for Once Upon a Mattress, even pinching out holes in hunks of foam to make cheese for a cart in Cinderella--all of these tasks kept students involved and made them feel invested in the show. 

If you don't already have a rubric for daily grades, I encourage you to get and use one.  I was never able to find time to record grades daily, but I put + and - marks on my attendance sheet each day, plus occasional notes at the bottom of the sheet, which I used to calculate the rehearsal daily grades.  I also gave a grade for whether they were off-book on time for each scene or act.  I'm going to attach the rubric I used for Theatre I, which was not a production class.  If you don't have a rubric, perhaps you can use this as a starting point.  The idea is to give them accountability without making one bad day sink their grade for the term.   

Every new day is a new day.  Best wishes for some good ones soon!



     





------------------------------
CJ Breland
Retired Theatre Arts Educator
NC

Original Message:
Sent: 09-30-2022 00:22
From: Amanda Cadogan
Subject: Classroom Management

Hi, it's me again! 

Here's the situation: My theatre production class is EXTREMELY high energy, and full of kids who are on the spectrum and/or have an ADHD diagnosis. It meets in the last period of the day (of course), and it takes an enormous amount of effort to get them to settle down to the work of rehearsal. It also has some odd social dynamics, which can make kids edgy with each other. 

I'm looking for general advice on ensemble building, I think, but also on theatre games that are on the quieter side, to try to counteract some of the hyper energy. I think I also need to work on being more intimidating/stricter, but I'm afraid it's too late for that to work this year. 

Many thanks for your thoughts and wisdom,
Amanda

------------------------------
[Amanda] [Cadogan] [English and Theatre]
[Maybeck High School]
[Oakland] [CA]
------------------------------

All of these are super fantastic strategies and you're definitely coming at it from the right angle as far as counteracting the restlessness with grounding strategies. Other ideas for proprioceptive (or body) work could include incorporating any of the following into your warmup or activity: 

• Grounding music or nature sounds
• Use of weighted vests or blankets
• Breath work
• Bear hugs
• Pushing/pulling heavy set pieces 
• Using a fidget

You could also try the "Imagination and Relaxation" game from the 12 Adaptive MT Games handout. 


------------------------------
Kirsti Lewis
People Like Us, Inc.
------------------------------

Original Message:
Sent: 09-30-2022 00:22
From: Amanda Cadogan
Subject: Classroom Management

Hi, it's me again! 

Here's the situation: My theatre production class is EXTREMELY high energy, and full of kids who are on the spectrum and/or have an ADHD diagnosis. It meets in the last period of the day (of course), and it takes an enormous amount of effort to get them to settle down to the work of rehearsal. It also has some odd social dynamics, which can make kids edgy with each other. 

I'm looking for general advice on ensemble building, I think, but also on theatre games that are on the quieter side, to try to counteract some of the hyper energy. I think I also need to work on being more intimidating/stricter, but I'm afraid it's too late for that to work this year. 

Many thanks for your thoughts and wisdom,
Amanda

------------------------------
[Amanda] [Cadogan] [English and Theatre]
[Maybeck High School]
[Oakland] [CA]
------------------------------

Original Message:
Sent: 9/30/2022 12:23:00 AM
From: Amanda Cadogan
Subject: Classroom Management

Hi, it's me again! 

Here's the situation: My theatre production class is EXTREMELY high energy, and full of kids who are on the spectrum and/or have an ADHD diagnosis. It meets in the last period of the day (of course), and it takes an enormous amount of effort to get them to settle down to the work of rehearsal. It also has some odd social dynamics, which can make kids edgy with each other. 

I'm looking for general advice on ensemble building, I think, but also on theatre games that are on the quieter side, to try to counteract some of the hyper energy. I think I also need to work on being more intimidating/stricter, but I'm afraid it's too late for that to work this year. 

Many thanks for your thoughts and wisdom,
Amanda

------------------------------
[Amanda] [Cadogan] [English and Theatre]
[Maybeck High School]
[Oakland] [CA]
------------------------------

Thank you to everyone who's weighed in on this question! This is a wonderful collection of strategies, and I intend to implement several of them. Last class REALLY went off the rails, to the extent that about half of them independently decided to write me a letter of apology for their behavior. (I was not exaggerating when I said I needed help!) I'm going to speak to my class today about re-establishing expectations, implementing a few new rules, and getting focused on our goal, which is to produce a play in six weeks. I am also taking to heart the suggestion to reframe "strictness." My purpose is to provide a fun and productive atmosphere that facilitates the creation of theatre; I will enforce rules that support this goal, and I am taking the suggestion to implement a rubric.

Reading through your suggestions has also made me realize some of the constraints we have. Our classroom space is shared, and often needs to be set up. We don't have a space or materials for creating sets, costumes, or props, and very little storage. We're in the Bay Area, and so I often default to holding class outside, both for Covid reasons, and because it's a better space than our classroom, but it means that controlling the environment is difficult. Still, many of your suggestions do not depend on space, and I will focus on those. Last year, we had a successful performance in our school's parking garage, so I know it can be done!

Thank you again for all your time and care in responding to me.

------------------------------
[Amanda] [Cadogan] [English and Theatre]
[Maybeck High School]
[Oakland] [CA]
------------------------------

Original Message:
Sent: 10-04-2022 08:09
From: Hillary Bogers
Subject: Classroom Management

Amanda, 

Have you tried any yoga? Deep breathing and some stretches to get out some energy can help. Maybe try an 8 count shake out first. 

Or just make them run laps. Kidding!

--

Hillary Bogers, MEd

she/her/hers

Theatre Director

Jack Britt High School

910-429-2800

Tutoring 7:45-8:21 in the morning, or by appointment

This email is for the sole use of the individual for whom it is intended. If you are neither the intended recipient, nor agent responsible for delivering this email to the intended recipient, any disclosure, re-transmission, copying, or reliance on the information contained herein is prohibited. If you have received this email in error, please notify the person transmitting the correspondence immediately. All email correspondence to and from this email may be subject to disclosure to any third party upon request, including the media. It shall not be necessary to disclose: 1) Email correspondence which does not constitute a Public Record as defined under N.C.G.S. §132.1 or; 2) a public record which is exempt from disclosure under other applicable State or Federal law.

Original Message:
Sent: 9/30/2022 12:23:00 AM
From: Amanda Cadogan
Subject: Classroom Management

Hi, it's me again! 

Here's the situation: My theatre production class is EXTREMELY high energy, and full of kids who are on the spectrum and/or have an ADHD diagnosis. It meets in the last period of the day (of course), and it takes an enormous amount of effort to get them to settle down to the work of rehearsal. It also has some odd social dynamics, which can make kids edgy with each other. 

I'm looking for general advice on ensemble building, I think, but also on theatre games that are on the quieter side, to try to counteract some of the hyper energy. I think I also need to work on being more intimidating/stricter, but I'm afraid it's too late for that to work this year. 

Many thanks for your thoughts and wisdom,
Amanda

------------------------------
[Amanda] [Cadogan] [English and Theatre]
[Maybeck High School]
[Oakland] [CA]
------------------------------

I am currently a senior at The Pennsylvania State Univeristy where I have recently been learning about methods exactly for this. One idea that my fellow classmates and I were presented with includes making a classroom statement on the first day. To do this I suggest setting aside a few hours.

You will want to break your students into groups and have them address the following questions one by one: What should our classroom community LOOK like, SOUND like, and FEEL like? Give the students a few minutes to talk to their group and gather ideas/write down one to two word responses. Have each group share their answers aloud as you write them on the board. After each question is addressed, work with the whole class to summarize responses. Have students vote on which responses/words they like best, and then create your finished statement.

Ex. Our classroom community will LOOK inclusive, excited to learn, and bright, we will SOUND respectful, understanding and happy, and we will FEEL both safe and seen.

Then publish this somewhere in your classroom. Throughout the school year you can use the statement for reference as needed for behavior. Every student should be familiar with the statement as they took part in helping create it, so they cannot use not knowing your classroom's expectations as an excuse.

------------------------------
Joziah Remi
------------------------------

Original Message:
Sent: 09-30-2022 00:22
From: Amanda Cadogan
Subject: Classroom Management

Hi, it's me again! 

Here's the situation: My theatre production class is EXTREMELY high energy, and full of kids who are on the spectrum and/or have an ADHD diagnosis. It meets in the last period of the day (of course), and it takes an enormous amount of effort to get them to settle down to the work of rehearsal. It also has some odd social dynamics, which can make kids edgy with each other. 

I'm looking for general advice on ensemble building, I think, but also on theatre games that are on the quieter side, to try to counteract some of the hyper energy. I think I also need to work on being more intimidating/stricter, but I'm afraid it's too late for that to work this year. 

Many thanks for your thoughts and wisdom,
Amanda

------------------------------
[Amanda] [Cadogan] [English and Theatre]
[Maybeck High School]
[Oakland] [CA]
------------------------------

Original Message:
Sent: 11/14/2022 9:26:00 AM
From: Joziah Remi
Subject: RE: Classroom Management

I am currently a senior at The Pennsylvania State Univeristy where I have recently been learning about methods exactly for this. One idea that my fellow classmates and I were presented with includes making a classroom statement on the first day. To do this I suggest setting aside a few hours.

You will want to break your students into groups and have them address the following questions one by one: What should our classroom community LOOK like, SOUND like, and FEEL like? Give the students a few minutes to talk to their group and gather ideas/write down one to two word responses. Have each group share their answers aloud as you write them on the board. After each question is addressed, work with the whole class to summarize responses. Have students vote on which responses/words they like best, and then create your finished statement.

Ex. Our classroom community will LOOK inclusive, excited to learn, and bright, we will SOUND respectful, understanding and happy, and we will FEEL both safe and seen.

Then publish this somewhere in your classroom. Throughout the school year you can use the statement for reference as needed for behavior. Every student should be familiar with the statement as they took part in helping create it, so they cannot use not knowing your classroom's expectations as an excuse.

------------------------------
Joziah Remi
------------------------------

Original Message:
Sent: 09-30-2022 00:22
From: Amanda Cadogan
Subject: Classroom Management

Hi, it's me again! 

Here's the situation: My theatre production class is EXTREMELY high energy, and full of kids who are on the spectrum and/or have an ADHD diagnosis. It meets in the last period of the day (of course), and it takes an enormous amount of effort to get them to settle down to the work of rehearsal. It also has some odd social dynamics, which can make kids edgy with each other. 

I'm looking for general advice on ensemble building, I think, but also on theatre games that are on the quieter side, to try to counteract some of the hyper energy. I think I also need to work on being more intimidating/stricter, but I'm afraid it's too late for that to work this year. 

Many thanks for your thoughts and wisdom,
Amanda

------------------------------
[Amanda] [Cadogan] [English and Theatre]
[Maybeck High School]
[Oakland] [CA]
------------------------------