CLASSROOM MANAGEMENT
FIRST
Communicate your expectations with Administration, Students, Parents and develop a PERSONAL RELATIONSHIP with students.
You will have
- Determine your EXPECTATIONS for class behavior
- Communicate expectations
- Follow through consistently
Communicate your expectations with Administration, Students, Parents and develop a PERSONAL RELATIONSHIP with students.
You will have
- Fewer behavioral problems
- Twice as much impact on achievement
- Students with greater feelings of belonging
- Students who engage more with academic content
- Teacher model fair, respectful, positive behavior.
- Teacher treats students as individuals.
- Don't let your students call you by your first name.
- Reach ALL students with assignments.
- Students feel noticed.
- Do NOT yell – if you do, they are out of control. "The quieter my voice, the more you have to listen".
- Don't have favorites.
- Teach the age you LOVE.
PROXIMITY is the best form of classroom management so that each student has a chance to be at the front of the classroom. Rearrange seats every 6 weeks – front, back, middle.
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RESPECT:
take notice of show regard for regard with special attention treat as consequential admire |
HOW TO SHOW RESPECT
prepare a space that is safe, conducive to learning, and likely to reduce, rather than increase problems. |
Disrespectful Students
Stay Calm and don't take it personally when students choose to push boundaries. Remind your self every morning "No matter what I will remain calm" and it will not have any effect on your mood.
Hold Students Accountable for their Behavior. Give calm/ unemotional warnings "it is rude to talk back when you are told to do something, you are better than that. Just day yes ma'am and do it".
Make your expectations very clear from day one. Have set rules and consequences in place from the beginning of the year (re-teach them if you have to).
Work on Building Relationships with your students. Show them you value them as people. Sit with them as they work and just talk with them.
Hold Students Accountable for their Behavior. Give calm/ unemotional warnings "it is rude to talk back when you are told to do something, you are better than that. Just day yes ma'am and do it".
Make your expectations very clear from day one. Have set rules and consequences in place from the beginning of the year (re-teach them if you have to).
Work on Building Relationships with your students. Show them you value them as people. Sit with them as they work and just talk with them.
DISCIPLINE
"Do it over" strategy - have student repeat their action in the correct/ expected way.
Write ART on a board - erase the T if students are too loud/ off task, erase the R if they continue (5 minutes of Silent Art), A gets erased if misbehavior continues - Silent Art for the entire class next day.
Control at the Door- students line up outside the door and teacher waits for students to calm down
Arguing/ Back Talking - teacher response can be your "Teacher Stare". Just look at the student and wait for compliance.
Seating Charts - allow students to pick their seat on the first day that way you know who their friends are. On the second day/week assign their seats.
Teacher Proximity cuts behavior problems down and encourages students to participate in discussion.
Write ART on a board - erase the T if students are too loud/ off task, erase the R if they continue (5 minutes of Silent Art), A gets erased if misbehavior continues - Silent Art for the entire class next day.
Control at the Door- students line up outside the door and teacher waits for students to calm down
Arguing/ Back Talking - teacher response can be your "Teacher Stare". Just look at the student and wait for compliance.
Seating Charts - allow students to pick their seat on the first day that way you know who their friends are. On the second day/week assign their seats.
Teacher Proximity cuts behavior problems down and encourages students to participate in discussion.
When DISCIPLINING students
- Be fair
- Confront students (in private)
- Be positive, affirming, polite
- Watch your body language
- Help them succeed
- Be honest
- Let them 'save face'
- Listen
- Ask their opinions
CALL & RESPONSE
Before Instruction
"Repeat after me" "Hello and Good morning/ Hello Good afternoon" ... "My ears are open, my voice is off, my hands are to myself" – at this point students should be ready for further instruction.
While Students are Working
"When I say Mona, you say Lisa" ... I say "Mona" the response from the class is "Lisa" students should then be sitting quietly like Mona Lisa for your instruction.
"Hands on top, everybody stop" ... students should no longer be working, their hands are on their heads and eyes are on you ready for instruction. I typically use this if I need students to begin cleaning sooner than anticipated.
"Who's an artist?" ... "I am" students should point to themselves and be listening for instructions.
When Students are Lined Up, ready to leave
Play a game I like to call, "Mona Lisa Says". Basically works like "Simon Says".
Once students get the idea, pick the student that is mimicking Mona Lisa BEST to be Mona Lisa for the round. It will keep them busy and entertained until their teacher arrives!
Guess What I am Drawing is another game I like to play if there is extra time. I will always go first. Students gather around the white board as I begin to draw something *slowly* giving students time to process what I could be drawing. Students raise their hand and take turns guessing. First student to guess correctly is not "it".
"Repeat after me" "Hello and Good morning/ Hello Good afternoon" ... "My ears are open, my voice is off, my hands are to myself" – at this point students should be ready for further instruction.
While Students are Working
"When I say Mona, you say Lisa" ... I say "Mona" the response from the class is "Lisa" students should then be sitting quietly like Mona Lisa for your instruction.
"Hands on top, everybody stop" ... students should no longer be working, their hands are on their heads and eyes are on you ready for instruction. I typically use this if I need students to begin cleaning sooner than anticipated.
"Who's an artist?" ... "I am" students should point to themselves and be listening for instructions.
When Students are Lined Up, ready to leave
Play a game I like to call, "Mona Lisa Says". Basically works like "Simon Says".
Once students get the idea, pick the student that is mimicking Mona Lisa BEST to be Mona Lisa for the round. It will keep them busy and entertained until their teacher arrives!
Guess What I am Drawing is another game I like to play if there is extra time. I will always go first. Students gather around the white board as I begin to draw something *slowly* giving students time to process what I could be drawing. Students raise their hand and take turns guessing. First student to guess correctly is not "it".