dejablues wrote in message
...
"The Ranger" wrote in message
. ..
I am chuffed at a recent experience.

I had multiple terrariums and aquariums set up throughout
the classroom with critters as complex as a red-eared slider
and as simple as silkworms. My philosophy behind this is
quite simple: Exposure to everything and anything offers
understanding and empathy.

Imagine my annoyance at seeing the same child repeatedly
attending to the displays pounding on the glass or poking
pencils through the mesh into the living areas. Speaking to
the child directly, working with his teacher, and finally
asking for a teacher-parent conference with the principal in attendance
(net-net: removal of priveleges to be anywhere
near my animals) was the escalation path.

"My animals" ?

"Our" is the pronoun of choice when introducing my class to the
opportunities I offer and "MY" when students from other classrooms make poor
choices (such as the child above.)

Perhaps if they were "the classroom animals" or "your
(the kids) animals", that responsibility of ownership
would make the child take their health and safety more
seriously. Do they have names?

The responsibilities of classroom pets are established from the very first
day. Naming said animals is also done when I receive new life forms from
science projects that are closing down (hence, silkworms, butterflies,
crayfish, snails) or pets that are no longer welcomed by their previous
owners (red-eared slider, leopard gecko, hermit crabs).

How old is the child? Have you tried giving him/her
special responsibility for their care, or having the kids
take turns being "zookeepers" ?

He is 7-yo going into second grade. He would randomly "stop by" after school
or during recess and lunch. He was not my student. Normally, since I am in
the classroom during these times, I don't mind having visitors that stop by
and watch the animals. Stopping by and pounding on the tank, poking
something at the animal, or yelling at it bother me immediately. Just
because you are the larger animal doesn't mean you have the right to
antagonize it.

BTW: I'm very good at my classroom management and task assignements.

The child is obviously drawn to the animals, perhaps you
could redirect that interest in a positive way, under supervision,
of course. If the kids were taught the behavior habits and
needs of each creature, give them a checklist and have them
keep up with their care. Even a first-grader can keep a simple journal,
have them write a sentence or two every
day about the classroom critters.

Kindergarteners can keep journals and learn to observe.
Kindergarteners can be taught animal care and behavior.
Kindergarteners can be taught responsibility and also learn about
cause-and-effect.

Again, that wasn't the issue with this particular child; the child was from
another class and I could not get through to them the importance of not
hurting things that did not do more than provide the opportunity.

Usually, talking to the child directly is enough but for a
select few loss of privelege or prompt denial is necessary.
How can you give each child a fuller experience without
denying them an opportunity out of fear for the animals?

Small animals and young children always need close
supervision, there is no way around that. If this is not
feasible, consider reducing the number of animals or
introducing them late in the school year.
Hmm. Indeed.

The Ranger