Wow! Have I got a scoop for you!
Wait for it…wait for it…Sizzle, sizzle pop!
Early next week, 15 brand-new The Mailbox books are being released! Now, I may be a teeny bit partial to The Mailbox publications. You’d expect that, right? But I’m being as impartial as I can when I say, “These books are awesome!” In fact, I’m positive you’d love to have one of these books in your collection. So I searched my treasure box, and guess what I found: two free book coupons! This means two blog readers can each choose and receive a brand-new book without spending a dime.
Now, how do you get your name in our free book drawing? There are several ways! You can tell us how you keep a handle on your school-related paperwork by responding to “Paperwork SOS“—that gets you one entry. You can respond to this blog post (see topic below)—that gets a second entry. And you can respond to any blog post I publish next week! (That might get you two, three, or four more entries!) All comments made through June 20 will be entered in the drawing. We’ll announce the lucky winners on Monday, June 21. I’m so excited! I hope you are too!
Smiles!
Diane
Topic: How do you discourage tattling, bullying, and other negative classroom behaviors?
OOH! I would love to win!
Starting on The First Day of School, I refer to the class as ‘friends’ reminding them that we are friends and not simply classmates. And I have a ‘Tattle Line’, which is an old telephoe and a phone number the students can dial and complain to.
I teach 3 year olds. When they come to me to tattle, I right away tell them unless they are going to tell me something nice about a person, I can’t listen to them. It stops them dead in their tracks. They don’t know what to say at that point.
When I hear a child bullying another or have a child tell me that someone is being mean to them, I will ask the child to find someone else to play with. I then go to the child doing the bullying and speak to them privately. I ask them how they would feel if they came to school and no one wanted to play with them. They have always told me it would make them sad. Then I tell them it might happen if they continue to be unkind ot their friends. Kids even at 3 years old, know what effect an unkind statement can have on another child. It may take a few times befroe they get it, but they eventually realize that not having anyone to play with is not fun.
I am the lower elementary lead teacher for my school. I also teach 1st grade. One way I avoid some paperwork is by using the e-mail to send ‘thank you’s’ or committee notes out to co-workers. Another way that I also always make a zerox/photocopy of any correspondence that I send home to parents; (such as behavior note, progress report, report card, etc), so that the copy that I send home with a child gets lost, I will have an extra copy on hand. This prevents me from having to re-write/re-think a new correspondence, which saves very precious time.
I work in at a preschool and when ever I have trouble with a kid being mean to the others I always say you have to be nice to my friends or you arnt going to ba able to be the teachers helper today. Also if they are acting up the don’t get to play with the special activity for the day like play at the sand table.
Mailbox books keep up with the times!
I try to use a sticker reward system when ever possible. The kids love receiving stickers and if no one tattled at the end of the day the whole class gets one. Bullying is not tolerated and the sticker reward system seems to work best for me.
Tattling: I always ask the children if they are hurt, someone else hurt, or whether someone will be hurt. They either stop and think about what they are going to say or tell me that someone is actually hurt.
Bullying: When we encounter bullying the children must write (or dictate) a letter to their parents tellig them what happened and why they were bullying. having to fess up to one’s parents has put a halt to bullying.
I have a tattle phone. If the kids have something to tattle they tell the tattle phone (whisper phone). The kids they think they are really “telling” someone. It reduced tattling in my room by 90%.
Some tattling can be ignored. Most the time I tell them that unless they can give a compliment to that person they can’t tattle. That will stop them cold because they will have a hard time thinking of a compliment right at that time.
The question is how do I handle school related paperwork. Here is my answer: I prioritize the paperwork as to what is due when so I can get them done on time and turn them in on time. I put a post it note on pages so I know when they are due and who they go to such as Principal, AP, Reading Coach, etc.
This can also be done on a big To Do list. I have done this also and stuck it to my computer. That way I remember from day to day what needs to be done. There are many things from Lesson Plans to Student Assistant Team Packets, as well as Parent Contact Logs to be done. Some of them are done on Computer Websites and then printed out. This is my answer to your question Paperwork SOS.
I have a stuffed animal that my students can either “tell” the problem to or write it down. I try to look at all written responses each evening to see if I have “repeated” problems.
I also use the book “Tattlen Matiyln” (SP?) at the beginning of each year to teach the students the difference between tattling and reporting.
I have a little phone I made out of pvc pipe. I like this because I can carry it from room to room ( and outside). It’s called my whiny tattle phone, and i always use the expression “tell it to the phone”. Actually my kids hate it, but it works rather well. I originally go tthe idea from a workshop I attended and was trying to get ideas about the issues of whining, complaining and using loud voices indoors.
You’re right Diane. Mailbox is the best. I could not run my classroom with out them. I discourage negative behavior like bullying by having pow wows with children. I sit with the 2 or 3 children and have them talk about what happened and I ask the offending child how can you fix this. Afterwards its shake hands and over done with gone.
I teach First Grade so we spend a lot of time at the beginning of the year talking about how we talk to each other, how we ask for things, how we say no and express our feelings to each other.
When “mean” things happen, we stop and fix it. I always make sure the student apologizes when he/she will be genuine.
We also do an activity where we tape a piece of paper to our backs and write one nice thing on every student’s piece of paper. Then we read them and keep them. It helps give a dose of self esteem when someone is feeling down.
I started a new thing this year to help with tattling and it really seemed to help. I often would ask kids if they had asked the person that was bugging them to stop and they would tell me no. This gave the kids an actual formula to work with. It is called a bug and a wish. They would say, “It bugs me when… and I wish you would…” Another teacher was doing this with her 2nd graders and I wasn’t sure how my 4th graders would like it, but it really worked. They knew that they couldn’t come and talk to me about a problem unti they had tried to solve it themselves.
I sort paperwork as I receive it. I sort it by categories in a couple of those desktop organizers. Also instead of keeping files, I put paperwork in 3 inch binders and then label. This way everything is in eyes view and fingertip reach. When everyone is gone for the day I file all paperwork so that it doesn’t mount up. This gives me a clean desk every morning.
I discourage tattling by having a “share box” in my classroom. The students know if it is a real emergency to tell me, however the small, nagging things always go into the share box. My 2nd graders are also great at telling me when I havent checked it in a while!!
I incorporate “family and community” into the first day of school. I tell the children (first grade) that this is their school family and they will treat each other as such.
I also post an ear up on the door. When they want to tattle, but they aren’t or haven’t been hurt (they just want to tell), they go “tell it to the ear”. This allows them this outlet, but I don’t have to waste any time listening to unimportant tattles. They know what is important and what I NEED to hear. :0)
I can’t wait to see the new books!
Children tattle for many reasons! If I’m “hearing” a lot of tattling then we usually chat at group time about when it’s a good time to tell me something — like when something is dangerous, etc. Otherwise I ask them if they have talked to the “person” about what they feel is not right first.
At the beginning of each year we get in a circle and introduce a large paper cut out of a “boy” named Harry. We talk about how words can hurt our feelings. We share a few stories about times when people were mean to us. I ask if the offender apologized and if they forgave them. Usually the kids will say Yes. Then I point out that even though they accepted the apology, it still hurt enough for them to remember to this day. We illustrate this by then passing around “Harry” and we say mean things to him or talk to him in a ‘mean tone”. After each pass, Harry gets a little scrunched and crinkled. At the end, we all apologize to Harry and smooth him out. The kids can see that even though he was smoothed out, the crinkles can still be seen and the “damage is done”. Classroom harmony starts from day 1, and we hang crinkled Harry up for a few weeks to remind us.
I absolutely love Mailbox books. They have easy to make ideas and things that can be done rather cheap. Both things that are important to busy teachers and moms. I am looking forwards to using some of my mailbox books at home this summer with my own children.
Sorry I accidentally hit enter and submitted.
I use the old ” if you don’t have anything nice to say, then don’t say anything at all.” It seems to work most of the time.
Tattling rules ~
1. if there is blood, come and tell me immediately.
2. no blood~ talk to the other person and try to work it out.
3. If they are doing something that you don’t like, ask them to stop, after asking them 2x’s you may come and talk to me.
Wendy, I must check that book out!
I’ve tried a variety of methods. This year I decorated a cereal box and name it “Tattle Tammy”. If it is not urgent or dire, students tell Tammy. I went to my class today to visit the summer program, and the teacher had borrowed her and made a “Tattle Timmy” to go along with Tammy. The teachers said the kids told them what we did this school year and shortly after implementing, it has worked like a charm! I find each year the group needs often dictate what will work for that group. I try a few things at the beginning of the year to find what works best for that particular mix of kids!
I have a tattle book. We talk about the classroom rules at the beginning of the year. We discuss “good” tattles (when someone is hurt, bleeding, etc.) and “bad” tattles (when we want to get someone in trouble). When a student comes to me to tattle, I ask them to first go talk to the person and then if it is not resolved, to write it in the tattle book. I check the book daily to see if there are any things I need to deal with. Usually after having to write in the book a couple of times, the tattling seems to disappear!
At our school, we think positive!!!!!
We use tickets for positive behavior.
Also, we have classroom posters with paws
earned by having positive behavior.
Have had a six year old at camp this week constantly tattling on the other kids. Told him when he was 18 and had a job at this camp location, he could then, say something about it! But until then, it’s my job to notice the important things. He’d smile at me… But I could see him digesting what I’d said. I always have a talk with the children to talk about the difference between ‘safety’ telling and the other kind of tattling.
Getting third graders to not tattle is like trying to get them to not breath. Tattling at this age is rampant. However, one thing that I have done that has helped is I made up a compliments and complaints jar. It’s actually a BIG plastic container that used to hold pretzels from Costco with a bunch of smiley faces (happy and sad) taped on the outside. The way it’s supposed to work is that, when a student has something that they need to let me know about that they realize is a tattle, they write it down on a piece of paper and turn it into The Compliments and Complaints container. Then I read that contents and handle any problems that I deem necessary. (None so far!) This year I forgot to check it for several weeks before school ended, and did it once school was out, reading the ‘contents’ to another teacher that was in my room. It was hilarious! She and I decided that we are going to keep all the notes from it and publish a book. This was the first year I used it and it didn’t work as well as I would like. Next year I plan to be more vigilant about ‘taking it to the C&C jar’. I think it’s a good concept but kids need to be trained to use it.
Use the book Tattle Tongue. It is a funny story and is a great way to remind students about tattling. The books Simon’s Hook and My Secret Bully are great to discuss the topic of bullying. You can refer back to these books as needed during a community circle.
To discourage tattling in my pre-k classroom, I put a big picture of an ear on a posterboard on the wall. When a child comes to me to tattle, I have the go tell the ear! I promise it works!
We have a character education program that is wonderful!! Feelings are addressed each week. The kids LOVE it! Lots of role playing.
I use a tattle-tale stuffed bear for them to tattle to.
Our school building uses the AEIOU. This encourages students to Agree that there is a problem. Exchange with each other what the problem is. Use I statements when restating what the other person said. Openly discuss what the problem is. Unite to fix the problem.
It sounds complicated, but our guidance counselor teaches this method from day one of school, so even the kindergarten students get practice using this method before they need to use it. It actually only takes most kids 2 minutes to fly through it. Each classroom has a poster where the two students can meet to work it out.
At our school we also focus on positive behavior as individuals as well as a a class. I have also had a compliment and complaints box as well in the past.
I can’t wait to see the new books! I get the Mailbox Intermediate and the Teacher’s Helper Magazine, plus others magazines from Mailbox. I can’t tell you how many times I use these magazines for inspiration and ideas! They are definitely worth the money!
Even my 4th graders tattle! I always tell them if you aren’t gushing blood, throwing up, and no one physically hurt or threatened you, then write it down and throw it in the “Tattle Box”! They feel better after writing it down or they don’t want to take the time to write it down! Either way it doesn’t become a classroom isssue taking away from teaching time anymore!!!!
We talk about about good and bad tattling at the beginning of the year. When they come to tell me something I ask them if it is good or bad tattling. If it is good tattling then I will listen. If it is bad tattling then they have to go tell it to Tally the tattling turtle. Tally is a turtle puppet. It has worked in my kindergarten class for 5 years.
To discourage tattling I tell students that if a tattle is important enough then they need to write it down and turn it in to me. I also tell them they get to tattle if someone is getting/got hurt.
Pick me! Pick me! 🙂
I’ve never used any specific tool in my classroom to discourage tattling. When a child calls out “Mrs. Hall!” and I sense that they are about to tattle, I will ask, “Are you tattling?” We always discuss at the beginning of the year the difference between tattling (when you’re trying to get someone in trouble) or telling the teacher something important. However, I did see a “tattling turtle” character in a catalog not too long ago. A child tells the turtle what the “problem” is, and then draws/writes about it in a journal. I may not buy it, but I like the idea.
I introduce The Discipline Dozen (Dr. Jean). I enlarged all the characters according to their color.
They are: Tattling Tan, Bossy Blue, Yelling Yellow,
Rudy Red, Greedy Green, Pushy Purple, Pokey Pink, Wheny White, Whiny White, Snip Snap Silver, Cool Chester and Cool Colleen. Each character has a description of who they are. Later each student makes a small book about The Discipline Dozen. So, when a student wants to tattle, another student might respond, “Don’t be a Tattling Tan.” We use these all year long.
where can I find this book. I use to have these characters hanging on my preschool classroom wall but I cant remember where I got them. I now teach 7th grade and I beleive this will work wonders on them. Its amazing how some of the same things that work on preschoolers will still work on middle schoolers
I have my third grade tattlers place their concerns in the issue bin that is hanging in my classroom. Unless someone is hurt, etc., this has worked really well. It seems that after they write their complaint, it seems to take care of itself!
I teach VPK and boy do they love to tattle. I tell them unless they or someone else is bleeding or dead they need to try to solve the issue themselves. Sometimes it works.
I tell my students that (unless it is an emergency) they need to first try to resolve the issue among themselves. If they tell the person to stop doing a wrong action and they continue, THEN they may come and tell a teacher. More often than not, they apologize and don’t feel the need to tattle.
We have a large stuffed cow in our room. If we have the need to tattle (non emergency situations only) we tell Mr. Moo by whispering in his ear. That works amazingly well.
Paperwork: ugh!
Tardy slips go on my computer so I can enter them when I have a second.
I bought a wire stacking rack.
The different stacks are for worksheets that I download to use someday, the school fundraiser, the reproducible workbooks that I will make copies from for homework or challenging work, Get Set work, and in the top tray are those never-ending chores to do at school that have nothing to do with my classroom.
If a student comes to me with a tattle, I have them first tell me 3 good things about the other person. Then they may tell me what else they wanted to say. Most of the time they have forgotten what the tattle was! Works every time!
I teach students basic conflict resolution skills so they can try to deal with any issues by themselves.
For really whiney kids, one of Special Ed. professors suggested offering whining passes. Students have to turn them in when they want to whine. When they don’t have anymore left, they can’t whine.
For kids who tattle a lot, but may have legitimate concerns, they can write their tattle on a piece of paper and put it in a box. I read them ASAP. I do teach the kids the difference between something they need to tell me and something they need to write. It seems like when they have to write it, they more carefully weigh how important it is.
I recently moved from 4th to kinder, and the tattling had me going for a while…but I brought in a stuffed bear,( school mascot ) and set up a chair for the bear and told the students that they could talk to bear when they needed to. Now at first everyone wanted to talk to bear all the time but after a few stories about tattling and such things worked out just fine.
The bear will be back next year.
My students have learned that if they are not bleeding or really hurt then it is not an emergency and therefore they are tattling. I bought several toy cell phones that are placed around the room if a child has to tatttle they can go to a phone and call it in. Most of the time this works because they say I am going to call my mommy on you and they do making them feel better. The only down side is circle time when they want to get up to call it in because someone touched them. Another tool I use is draw out the tattle. By the time they have gatherd the materials to draw out the complaint the have forgotten and end up drawing a pretty picture for mom. I love my fours but they can be tattle telling bandits.
First I explain, as best I can to Pre-K children, that unless someone is hurting themselves or someone else, they shouldn’t tell me. Then, I tell them about tattling Tuesdays…yes, that’s right, they can only tattle on Tuesdays and they cannot tell me, they have to sing it to me. “Mrs. B…Johnny told me to be quiet”. (in a sing song voice) We all get a laugh and it really does cut down on the tattling.
We have a laminated picture of President Obama from the Weekly Reader hung on the wall. Whenever we have tattling or one of those never-ending stores we tell them to go tell Obama!
One of the first things that I did was to get rid of my desk…it was notorious for collecting piles of stuff…I never sat at it, so now it is gone! I organize the names of my students in alphabetical order by first name–which is much easier to remember–that is how they are always listed in my grade book, on lists, etc. I also assigned each child a color (red, blue, yellow, or green) whichever color the child was assigned was the key to where he/she placed his/her papers. There are 4 colored baskets in different spots around the room. Children place their work in the basket so papers are semi sorted all ready when it is time to grade. I can grade a color pile a day and record the grades or I can do them all…so efficient for me. Each child’s folder matches that color so it is easy to sort the papers when they go home in their graded paper folders. This system was so helpful for me this year…I am sure I will tweek it for next year!
I have done several things over the years that work:
I make a red card that said “Tattling” and a green card that said “Telling” and they are on magnets and stuck to the board for the children to be able to remove then the children have to decide whether what they want to tell me is telling or tattling before they come and tell me something about another student and if it is telling then they have the green light to tell me. We have a discussion about what is telling and tattling so the children learn how to tell.
Whenever someone tells me that someone is doing something that is “bullyish” I tell the child to go over to the other child and tell them that what they did hurt their feelings and tell them not to do that again. Usually the other child apologizes and then the “victim” says it’s ok (to which I say…is it really ok?)…then the child says, ” I forgive you; please do not do that again”
I teach 2nd and I begin my year reading Chrysanthemum. As I read about how the main character’s feelings are hurt by her classmates, I have a paper mouse representing her in my hand. Each time she is bullied or humiliated, I crumble it a bit. Towards the end, the paper mouse is completely crumbled up. The story has a great ending but I explain to the students that once the damage has been done to someone, it can’t be taken back. I show this by straightening out the paper mouse and showing them that although it is flatened again, the damage still shows. I hang this in our room as a reminder to the students.
I read the book Armadillo Tattle Tale. The story tells of an armadillo who is always listening to others business and repeats it to others, of course not correctly. We then play a fast game of telephone to show how words do not get repeated incorrectly. Then I introduce our rule. We cannot tell unless it is one of the “4 B’s”. They are barf, blood, broken bones or bullying.We discuss these in depth to ensure they understand. Then I introduce two cans, one with a sad face and one with a happy face. I explain if it is not one of the “4 B’s” they are to write it down and put it in the sad can. I can read them when I have a moment and take care of what needs to be taken care of. Then I tell them everyone likes to hear something nice and encourage them to write nice things about others in the class and put it in the can with the happy face. I read them out loud and the kids love it! I end up with more happy then sad. This has worked in 2nd grade and kindergarten (they draw a lot and write kid writing).
If a child comes to tattle, I ask them a question first – “Did it hurt you or did it bother you?”. If it’s something that physically hurt them then I want to hear about it. If it’s something that just bothered them, I send them to talk to the other person and state the problem. This approach seems to help them learn to distinguish between things that need to be reported to the teacher and things that they can deal with on their own.
I use “A Bug and a Wish” in my classroom. I heard about it on Regis and Kelly and adapted it to fit my Kdgn. classroom. The students say, “It bugs me when you _________. I wish that you would __________.” I ask them if they have used “A Bug and a Wish” before I intervene. Typically works wonders!
I had learned in a workshop about the No Put-Down Zone. It deters students from verbal bullying and helps build respect and relationships amongst the students. Anytime a student says a negative remark(a put-down) about another student that student must then give 2 positive remarks (2 put-ups). Its amazing to watch how students struggle with finding positive things to say about each other yet they can easily put each other down at the drop of a hat. The put-ups can’t be about the other person’s physical traits (pretty, handsome, nice clothes, etc). The put-up must be about the person’s character (friendly, smart, honest, etc.) Most times students who don’t want to give put-ups stop and think before blurtng out a put-down. I really like how the students start to think before they speak. It also helps students to start finding the good in each other!!
To handle tattling, I have a telephone that they are able to tattle into. If they feel like they still need to talk to me, then they are able to write their name on a piece of paper and leave it in my basket on my desk. That let’s me know that they have to talk with me, but it doesn’t interrupt the lesson at that time. They know that I will get back to them by the end of the day. This has worked will in my class. If arguing happen, which is rare, we discuss the situation and come up with reasonable solutions.
I am posting this because I just got home from vacation and saw my email featuring two books that would be PERFECT for me!! I’ve taught Kindergarten for 17 years now, and want to jazz up my calendar time — so I really, really need “Calendar Time for Little Learners”. AND… if that isn’t enough — one of the things I want to brush up on this summer is teaching listening skills! My colleagues and I are noticing a stark decline in listening skills, and so I think I’d enjoy looking at the activities you’re offering in “Listen and Do!”
So… if I don’t win them, I’ll certainly be purchasing them in the near future!
To handle tattling, we have a discussion where we discuss the difference between tattling and reporting, and arrive at the conclusion that tattling hurts and reporting helps. When they come up to tattle, I ask them if they are tattling or reporting? When they say tattling, I say let’s be helpful not hurtful. It usually only takes a few times for them to get the idea that I won’t waste time on tattling.
I love some of these ideas to stop tattling. I’ll be using some of them.
It seems like a lot of the tattling we get is not about a problem, such as “Johnny got the playdough out.” I just respond that it’s okay. That answers a lot of our tattling. I definitely do not make a big deal out of what they tell unless it is important. When they find out that they aren’t going to get a big reaction, we don’t have as much tattling.
One way I work with tattling is to have them tattle to a classroom stuffed buddy. Or they can leave a little note in the mascot’s mailbox.
Colleen Gregory
In order to combat tattling, I like to have the children tattle to the teacher’s suggestion box. A small mailbox (old Valentines mailbox craft) allows children to continue to use their handwriting and drawing skills and also feel as though they are helping.
We address some “suggestions” at the end of the week during morning meeting.
Tanya 🙂
This year I will be having the tattling ear. I will have a big poster of an ear, when the kids have a problem, I will have them go tell the ear about it. This way the students can learn to deal with disagreements on their own. I also tell my kids at the beginning of every year that we are a family, and families do not treat each other unfairly or use unkind words.
If a student is telling me about something unsafe another is doing I don’t mind that. But tattling just for the sake of tattling I don’t like. Usually I get kids tattling about something another is doing to them “Jimmy won’t share the ball.” or others like that. I ask if there is any blood or broken bones. If it’s just two kids not getting along I remind them that they need to learn how to work things out together.
I also use a “Tattle Bear”. I send children to the bear to hear their tattles. Of course, if someone is hurt, sick, bleeding, etc, students are encouraged to tell me! But, for minor problems, Tattle Bear will listen quietly.
I love all the ideas. I am a first year teacher and can never have too many ideas from seasoned teachers! Thanks!!!
There are many times kindergartens want to tell you things the other children did. To discourage this I encourage then to go tell President Obama . I have a picture of the president on a file cabinet and I encourage the children to talk to him when they feel there is a need to tattle. I also tell them that he loves to hear from them when they just have to talk to someone when a teacher is busy. They feel better after talking to him. It’s simple and it works.
I so need help!
Tattle Tickets – you get one per day. After that, you have to take a break in the rest stop if you tattle. If you DON’T use your tattle ticket, you get a surprise (sticker, treat, etc.) at the end of the day. This has worked miracles for me in kindergarten.
I always read the book Tattletale, Tattletail by Mary Fuller. It’s about a boy who tattles a lot and needs to learn the difference between tattling and being a responsible citizen in the classroom. While tattling, he unexpectedly starts to grow a tail where he should be sitting. It’s just a great way to show students this important difference without embarrassing or singling out any one student. It’s a super cute book for k-3.
In my precshool class and in my home (my children are 11 & 8) I have Timmy the tattle turtle (a stuffed animal). They may go tell the turtle, that way they can share what they feel needs to be shared. As they are saying it, I am hoping they are listening to their words and building on their self help skills for problem solving.
Each student has a tattle ticket they may use once a day. They have to make sure it’s something important enough to tell me, because once they use it they can’t tattle again, or they will pull a stick for not following directions. It works pretty well!
I hold a weekly class meeting. During the week, students write down problems that they have had and drop them in the meeting box. We choose a few of these slips and discuss them as a class. This really seems to hold down the bullying instances and other situations where the students might feel intimidated. We end by going around the circle and saying something nice about the person on our left/right side. It’s a great way to develop a family-like atmosphere.
I use something I got from someone else a long time ago. Of course, just about everything I use is from someone else! Anyway, it’s called a plaintif/defendant chart. The students write his/her name, date and who the problem is with. Once a week, usually on Fridays we discuss it. The plaintif gets the right to speak, and the class decides what the defendant will do. Usually an apology is all that’s needed. I feel this gives the child the chance to at least acknowledge there’s a problem. The truth is thought that by the time the class meeting comes along most of the issues have been resolved.
I’m very clear though about those things that need to be taken care of right away, like bullying or hurting.
I’ve used a paper cut out of an ear in the past and attached it to the wall. When a child has a tattle, I tell them to go whisper it into the “tattle ear”. The student then goes up the the ear and whispers the tattle into the ear … and the tattle is over. It works well with the younger kids … not so much with the older kids! 😉
I have a tattle tale wall coveres with butcher paper, where my kindegartners write or draw their tattle tale.
I also have tried a tattle tale notebook where they could write or draw their complaint and they return to my desk so I can browse throught it. It is really funny to go back and see what they wrote.
I work with the children exhaustively the first few weeks every school year to teach them the difference between tattling and reporting dangerous behavior. I let students know that dangerous behavior must be reported immediately. Things that might just be tattling should be written in a note and put in my comment basket. I also forbid gossip in my classroom. Students are not allowed to go tell ANY
ONE something that someone else said. If they do, they have to move their card and miss some recess time. It’s amazing how much the tattling goes away when there is no gossping allowed!
I try to redirect the children. But that does not always work so on occassions } have asked them to draw a pic and then fold it up and put it in our special box for God to listen to them.
In Kindergarten I try to teach the students the difference between tattling and informing. Tattling is telling what another student did. Informing is giving information about another student. Information can include if they are hurt, they are sick, or they hurt someone. Over the year students become better at telling what is important.
I have a large stuffed bumblebee (my class theme is the bee). Anyway, if they need to tattle on someone they go to Miss Bee Polite and tell her. Of course if there is something major, they come tell me. It has worked great and they do not stop my groups to tattle.
TeddyBear Tattles…
My kids have a teddybear that they can pick up and go off quietly in another part of the room and share their tattle (and get in a quick snuggle if necessary). I have younger children so we go over what makes a tattle and what constitutes an emergency quite often.
We have a great councelor who teaches a lesson at the beginning of the year. He teaches by doing a skit. When he leaves he gives each teacher a copy of the skit and a poster to use. The poster has 3 questions to ask yourself before going to the teacher. When they come to me and tattle I ask them which character from the skit they are acting like. This seems to make the connection between what they learned and how they are acting.
In first grade, tattling can be a big problem. At the beginning of the year, I explain to students reasons why you should tattle, and provide them with examples of situations. I also had a “conflict journal” in which the students would write down what had happened that upset them, or something that was bothering them.