Classroom+Management

= Classroom Management Ideas =

A[|nnette Breaux] and featured in her book with Eye On Education: [|101 "Answers" for New Teachers and Their Mentors: Effective Teaching Tips for Daily Classroom Use, 2nd Ed]. How Does One Manage a Classroom? “How does one manage a classroom? Is it really rocket science? For I’ve been told it’s difficult to control so much student defiance.” Well, management is about the teacher, and what the teacher expects Because everything about the teacher absolutely affects How students will or won’t respond, how they will or will not act, And with excellent classroom management, students behave well. That’s a fact! So set clear rules and procedures, and show how you want things done And remember that on the scale of importance, consistency is number one! Consistency in how you treat each one, consistency in your preparation, Consistency in being professional, regardless of your level of frustration, Consistency in saying what you mean and meaning what you say, Consistency in making every student feel special every day, Consistency in your refusal to give up on anyone, Consistency in helping students to see a task through ‘til it’s done, Consistency in good attitude, for your attitude sets the tone, Consistency in being available, so that no student feels alone, Consistency in helping every child to know he can succeed, Yes, consistency is the key to classroom management, indeed! And consistency is not difficult—just be consistent at being consistent— And soon your discipline problems will be a memory that is distant!

All effective teachers are effective classroom managers. Please write below about one strategy you use to help manage your classroom. It can be your best one, or even one that you use that works that other people might not know about. Please list them below. I'll get ya started.


 * I find my voice carries very far. When I first started teaching I thought I needed to talk over my students. I later realized the quieter I spoke, the more quiet the class became in order to hear me. One of the greatest tips you can give a young teacher. (Jeff)
 * I use chance cards when I catch good behavior. At the end of the day, I hold a drawing for three. (Pat)
 * I have a chime that makes a different sound when it is used on different surfaces. I ring it when I need their attention. Sometimes I use their heads as the surface...in a very gentle way, of course! (Kelly)
 * My desks are arranged in groups of 4 or 6. I tape a bumblebee to one person's desk at each team. This person is the team leader for the week. They pass out papers for their team, get the colored pencil bins, pass out the dry erase boards, etc. This eliminates fighting over passing out and putting away materials. I move the bee to a new desk every Friday after the kids leave. (Elizabeth)
 * At our tables, each student it the table group has a number. When we need a job done for the table: pick up supplies, turn-in papers, answer a group question, etc., we either spin for a number on our spinner or call out a number. The person assigned that number at the table then knows it is their job to take care of the task/ answer the question, etc. This really cuts down on transition times and fighting over tasks. (Stephanie and Sarah)
 * Find out what motivates each student as an individual and use it as a reward system or incentive to complete tasks (have the students complete a motivation survey). Examples include: using a "high interest" symbol (Mario) on paper to initiate writing, sensory breaks that incorporate a preferred activity, time spent with a staff member of their choice, and last but not least tangible items (stickers, food, trinkets). (Randye, Denise and Caitlin)
 * Use these UNIVERSAL accommodations to help decrease student frustration- being proactive diffuses the situation before it arises! (Randye, Denise and Caitlin)
 * The following universal accommodations are available to the student: Method of informing student of remaining time; Administration of the assessment in an alternate setting (special Ed setting); Administration of the assessment individually or in a small group; Placement of student where he/she is most comfortable (e.g., front or back of the room); Student is able to move, stand or pace during assessment in a manner where others’ work cannot be seen and it is not distracting to others (e.g., kneeling, constant movement); Placement of teacher/proctor near student; Qualified person familiar to the student administers the assessment (e.g., Special Education Teacher); When giving assessment directions the teacher may emphasize key words in directions, may repeat directions exactly as worded in administrator manual, the student may restate directions in his/her own words, the student may ask for clarification of directions); The teacher may provide visual, auditory or physical cues to student to begin, maintain, or finish task; Student may use rulers as provided by the State; And acetate colored shields, highlighters, highlighter tape, page flags, and reading guides on test booklets may be used.
 * =====In my classroom, students are given classroom jobs that are rotated every two weeks; such as energy conservationist and teacher's assistants. Students LOVE having such an active role in my classroom and being accountable for their job. Aside from this, students train one another, when the jobs rotate. I give them five minutes to explain to the new helpers how to turn the document camera on and off, as well as how to stamp papers, etc. every other Monday. Overall, I feel that my students are accountable and feel pride in their classroom and the active role that they play every day by having an active, daily role in making our classroom run smoothly! (Jennifer)=====
 * I have been playing "The Good Behavior Game" This is a 3-5 minute game or walk down the hallway to or from a special. The students are either in table teams or boys vs. girls. During the game, I keep track of "spleams" this is any type of misbehavior. When the game ends, the teams that have 3 or fewer spleams get to play a very quick, 1-3 minute, silly game. I blow the whistle at the end of the game and it is over. It has been helping with teamwork and being consistent with what is expected. (Traci)
 * This year I am using the clip chart system that allows students to move their clips up for good behavior (and down for negative choices.) Every time that I give a student a compliment he/she moves up their clip. It has been a nice positive change. (Rachel)
 * In fifth grade we have a "money program" that is an incentive for the kids to do "their fifth grade jobs". It works just like in real life, you do your job...you get paid. You break the rules...you get charged. The fifth grade students really like it. The money earned is spent at an auction and store at Christmas time and at the end of the year. Once the program is up and running, all I have to do is pick up my clipboard (the weekly data sheet for the program) and silence fills the room. It also gives me handy weekly documentation of the frequency of late homework assignments, unprepared for class or off task behaviors. I like this system because it rewards all the kids for doing their jobs. Not just bribing the kids who never turn in their work. (Renee)
 * In 4th grade I have magnetic smiley buttons with all the kids numbers on it. They start at the highest of 4 every day. If they misbehave they move their button to 3 and lose 5 minutes at recess. Talk again move button to 2 and lose another 5 minutes. At 1 the students call their parents. If at 0 then they miss the entire recess. While in they fill out a time to think form and sign my time to think notebook. (Judy)
 * I use many silent signs and signals (ASL) in my room during workshop and other quieter times. By using a silent bathroom calling system, and silent signals the room has a lower volume, and students are aware of their surroundings. Students are able to make requests, and get needs met without broadcasting it for everyone to hear. Students also pick up on social queues. (Rose)
 * One tool I have been trying to use lately is a variation of “teach” from Whole Brain Teaching. Before I send the kids off to work from their mini lesson, I will often state their goal, objective, or teaching point for that day and say “teach.” When that happens, they turn and quickly restate the goal/objective to the person next to them. I also do this sometimes when giving directions. This gives some of my more distractible students or students with processing issues an opportunity to hear the directions a second time. (Emily L)