sparkle:
“Train up a child in the way she should go, and when she is old, she will not depart from it.” Holy Scripture (forgot where)
We are both welcome to our own opinions, but I think you misuse this quote for the OP’s situation. A six year old is still being trained. (Obviously, or she wouldn’t have problems with talking out of turn or inappropriately.) She needs parental involvement, as any child does.
OP, is there a time in the classroom that is periodic freetime or independent worktime? I remember consulting once for a child with Asperger’s who coulddddddddddddddddd notttttttttttttttttttttt stopppppppppppppppppppppp talking. He so wanted to be friendly and relate to his peers. However, part of the problem was that it was NEVER okay for this child to talk and it seemed to bubble up in him to the point where he would be agitated if he wasn’t able to speak. (Recess time wasn’t enough for him, as it was more a time when his peers were busily playing kickball or soccer and not interacting.) When I met her, the teacher was so frustrated with him that ANY talking would land him a warning card and he’d be isolated on a daily basis by noontime.
I suggested the teacher use a “stoplight solution.” She agreed that it was not absolutely imperative that the classroom be utterly silent at all times. There were, of course, many times that silence WAS needed and very important (during testing situations or during read aloud or actual teaching time, etc). However, since she was fighting for silence ALL the time, she was getting it the least when she most needed it.
She decided to post a large stoplight at the front of the classroom with a green, red and yellow light (laminated construction paper). It worked in such a way that allowed her to flash only one light at a time, signaling to the children that “Red Light” meant absolutely no talking. “Yellow Light” meant occasional whispering was okay, whether to ask a peer a question or to borrow something, etc. Talking should be minimum, but the teacher is not jumping down every child’s throat for any sound uttered. “Green Light” means regular indoor voices can be used and talking is encouraged. This can be used for art or group work or free time, etc. But each day should have one small period of “Green Light” time, even just 10-15 minutes worth. Group work is a natural part of learning, so this generally isn’t hard to get–ESPECIALLY in 1st grade, when so much is hands on.
If the teacher found that “Yellow Light” talking was becoming too loud, she would give one warning and then if the class as a whole could not return to “Yellow Light” voices, then she would turn the stoplight back to “Red Light.” This worked well because peers would encourage each other to “shhhhh we have to be quiet!” and show displeasure if one child in particular got too loud and didn’t control it. The same went for “Green Light.” The social reinforcement of keeping voices under control really worked for this child. Plus, the whole class is working together and it’s not just about one child being singled out as a loud, incessant talker. Your child sounds like a social butterfly and I’m sure she doesn’t want to displease her friends. Sometimes reminders from other students work well.
Also, if the little boy in front of her “cracks her up” (sorry, but how cute is that) maybe the teacher can decide “okay guys, time to change desks!” and strategically move her to a seat partner that won’t tempt her into talking so much.
I don’t know how open the teacher is to solutions from you, but that really worked in this particular classroom. The child was secure in knowing that eventually the stoplight would turn to “Green Light” and he would get some talk time. “Yellow Light” was also frequent, as it was used during independent work time which happened every single morning. Full out conversation wasn’t allowed, but it was okay to ask a peer a question and this was comforting to the child.
Just my suggestions!
!
