Essential StrategiesEssential Strategies::

a teacher should carry out in order to a teacher should carry out in order to have a well managed classroom and have a well managed classroom and avoid problems within the classroomavoid problems within the classroom

● ● If a teacher has a good relationship with students, all of the other If a teacher has a good relationship with students, all of the other aspects of classroom management can run more smoothlyaspects of classroom management can run more smoothly● ● Learn about individual students’ interestsLearn about individual students’ interests●●Care about students interests and personal goalsCare about students interests and personal goals

*Discover and incorporate students’ personal interests *Discover and incorporate students’ personal interests into academics (this can help teachers teach content into academics (this can help teachers teach content

that is relevant, meaningful, and interesting to students)that is relevant, meaningful, and interesting to students)* Observe individual accomplishments and important * Observe individual accomplishments and important events taking place in the students’ livesevents taking place in the students’ lives*Ask students what they enjoy doing or observe the *Ask students what they enjoy doing or observe the activities students engage in after school.activities students engage in after school.

●●Interacting with students as individualsInteracting with students as individuals● ● Must be conscious of the different needs of the variety of Must be conscious of the different needs of the variety of studentsstudents● ● Give equal attention to all studentsGive equal attention to all students● ● Respond positively to questionsRespond positively to questions

●●Set up classroom rules and procedures for overall classroom Set up classroom rules and procedures for overall classroom behaviorbehavior●●Establish a classroom pledge or a few simple written rulesEstablish a classroom pledge or a few simple written rules● ● Create gestures or symbols to communicate fundamental Create gestures or symbols to communicate fundamental messages in the classroom messages in the classroom ●●Set rules for particular behaviorsSet rules for particular behaviors● ● Beginning and ending the Day routinely (have specific Beginning and ending the Day routinely (have specific classroom traditions)classroom traditions)● ● Transitions and Interruptions require rules and expectationsTransitions and Interruptions require rules and expectations● ● Hang posters in classroom that can exhibit a set of rules and Hang posters in classroom that can exhibit a set of rules and consequencesconsequences

■ ■ Have students help construct these posters and Have students help construct these posters and develop the classroom rules develop the classroom rules

●Positive and negative rewards for behaviorPositive and negative rewards for behavior●●Perceivable reward systems (point system, Perceivable reward systems (point system, certificates, field trips)certificates, field trips)● ● Devise a list of consequencesDevise a list of consequences●●Isolation Time out (remove student from situation Isolation Time out (remove student from situation or from classroom)or from classroom)●●Time out seat in classroomTime out seat in classroom●●Overcorrection strategy (having a student become Overcorrection strategy (having a student become involved in an activity that overcompensates the involved in an activity that overcompensates the misbehavior)misbehavior)

Use Assertive Behaviors:Use Assertive Behaviors:-Speak directly to the student in a calm and considerate mannerSpeak directly to the student in a calm and considerate manner-Look directly at the student, without staringLook directly at the student, without staring-Maintain an proper distance from the studentMaintain an proper distance from the student-Keep facial expressions neutralKeep facial expressions neutral

~ Eye contact~ Eye contact~ Moving around the room~ Moving around the room~Looking and Listening (look and listen to a ~Looking and Listening (look and listen to a student speaking)student speaking)

~ Attribute ideas and comments to those who offer them~ Attribute ideas and comments to those who offer them~Encourage everyone’s participation~Encourage everyone’s participation~Provide appropriate wait time for students to respond ~Provide appropriate wait time for students to respond and answer to questionsand answer to questions

~ Do not tell students that they should have known the answer~ Do not ignore a response~ Avoid subjective comments about incorrect answers~ Do not allow negative comments from other students

Influential ReactionsInfluential Reactions to Incorrect Responsesto Incorrect Responses

Songs: “Calming down dance and song”Songs: “Calming down dance and song”Effective sayings: ex:“Criss cross apple Effective sayings: ex:“Criss cross apple sauce” (children knew to sit down, cross their sauce” (children knew to sit down, cross their legs, and pay attention)legs, and pay attention)Sign LanguageSign Language

Attention/Behavior ManagementAttention/Behavior ManagementPraise & Encouragement & FeelingsPraise & Encouragement & FeelingsPlease & Thank yous & NeedsPlease & Thank yous & Needs

Levels of Behavior:Levels of Behavior:Pink=follow directionsPink=follow directionsPurple= respect propertyPurple= respect propertyYellow= stay on taskYellow= stay on taskOrange= be responsibleOrange= be responsibleRed= desired behaviorRed= desired behaviorGreen= All behaviorsGreen= All behaviors

*Mrs. Jenny Walters Kindergarten Class*Mrs. Jenny Walters Kindergarten Class*Inclusion classroom, with six students who needed *Inclusion classroom, with six students who needed extra helpextra help*Signs and posters set up all over classroom with *Signs and posters set up all over classroom with written rules and procedureswritten rules and procedures*Used sign language*Used sign language*Asked students questions and children were *Asked students questions and children were constantly involvedconstantly involved*Stopped and asked questions while reading (asked if *Stopped and asked questions while reading (asked if they knew how to spell a word)they knew how to spell a word)*During seat work she walked around and encouraged *During seat work she walked around and encouraged the students and asked them questions about their the students and asked them questions about their workwork

☼”☼”I am disappointed in your choice of I am disappointed in your choice of words”words”☼“☼“Look at me…I am only accepting kind Look at me…I am only accepting kind words”words”☼ “☼ “Listen to see the direction of where Listen to see the direction of where your body should be”your body should be”☼ “☼ “If you are ready to come join the group If you are ready to come join the group you can”you can”☼ “☼ “I am going to move you over here to I am going to move you over here to help you learn, so you and your friend can help you learn, so you and your friend can concentrate”concentrate”

-Fifth grade elementary class-Explains agenda to kids in the beginning of class-Teacher constantly asked questions to kids to keep them involved and engaged in the lesson (she connected ideas in the book to the lessons)-The students were rewarded recess depending on whether or not they talked too much and finished enough of the lesson-Teacher related lessons to real life situations-She reviewed the homework and the lesson and then gave students an in class assignment to see how much they learned and remembered -She believed that allowing students to work on an assignment by themselves gives them some “time to breathe” and “whisper behind her back”-Each student had a behavior checkbook (this was the class behavior management system)