Classroom management styles in the philippines,creating ecu maps,leader development readiness,practicing the power of now by eckhart tolle pdf - For Begninners

Strategies from K-12 schools, districts, and programs that are dramatically improving the learning process.
We share evidence- and practitioner-based learning strategies that empower you to improve K-12 education. If you go to the emergency room, the goal is not to make you better (unless the required treatment is minor). Understand that stabilizing is not excusing, letting the student get away with anything or ignoring. Guess the motive for the misbehavior, and acknowledge it without agreeing to the student's choice of a solution.
Teacher: "I'm sure you have reasons for thinking that, but this is not the time to talk about it.
Teacher (to the hitter): "You have every right to defend yourself from insults, but hitting isn't an acceptable method.
If these expressions don't work for you, you can always use the old standby: count to ten and take a deep breath. What timely wise advice for teachers to become aware of at a time in our world when bad or just outlandish classroom management behaviors are all over the media. I just walked away from a long-term sub teaching position as a white female Art Teacher in a predominantly black elementary school, after just one day of teaching K-5. As a naturally creative problem solver, I cannot help thinking in the back of my mind that I need to try and help find another Art Teacher who can take my place in that urban setting. I am a fan of your work and continue to gain helpful steps (this is so much more powerful than just reading tips) in managing my learning environment. I have been reading statistics about tge challenges of behavior management and have learned that so much is dependent on factors outside of the student. RSSK-2 PrimaryExplore and share tips, strategies, and resources for helping students develop in elementary school grades K-2. Teaching young children to code is far from a tedious exercise with the thoughtful, age-appropriate use of game-like apps and robotic devices. Author Sarah Richard shares valuable tips to help kindergarten teachers have a successful first day.
Erika Burton explains how parents can create the stepping stones toward literacy for their preK children. Teacher Gaetan Pappalardo offers elementary educators ideas on how to manage student behavior and needs.
Autism superheroes and "talking" Bluetooth-enabled stuffed animals are among the resources for helping children on the autism spectrum understand their differences and communicate with others.
Foster students' passion for reading by starting in their comfort zone, surrounding them with books, reading books aloud, and modeling your own love of reading. Here are seven apps to help special needs students toward reading readiness, touchscreen games that engage children through play with colors, shapes, animation, alphabet sequencing, and sentence structure.
Layering incentives at classroom, grade, and schoolwide levels creates a culture of positivity and achievement where students celebrate milestones in their individual and shared learning. From fairy gardens to garden towers, Walter Bracken STEAM Academy transformed its school grounds into a student-centered, garden-learning wonderland. Digital learning specialists provide a quick overview of seven apps that are appropriate for teaching younger children one of the most critical 21st century skills: coding. Rather than intimidating young readers with ancient pedagogy, encourage and empower them with livelier strategies such as partner reading or the manic Crazy Professor Game.
Edutopia blogger Monica Burns reviews ten apps, many available for both iOS and Android, that encourage math fluency by engaging elementary students with games to amuse as well as teach. Kindergarten inclusion teacher Trisha Riche' inspires her students -- and her readers -- to play, learn and teach outside of the box. As you plan next year's curriculum and activities, consider how you'll use your classroom space. Posing a question to the class, allowing for think time, and then calling on a student is one simple strategy for engaging students in better academic discourse.
Edutopia blogger Monica Burns presents a wealth of iPad apps to transform daily math lessons for elementary students. This article is adapted from Larry's new book, Self-Driven Learning: Teaching Strategies for Student Motivation.
My general answer is that you can never have too many positive, not punitive, classroom management strategies in your toolbox. Obviously, there are serious student transgressions, including violence, where some kind of punishment is an appropriate response.
Community organizers try to help people understand the difference between public and private relationships (I was an organizer for 19 years prior to becoming a teacher). Here is another example: I have spent time over the years working with many organizations, including religious congregations, organizing for community improvements. And we carried this distinction over to how members needed to act in the context of the organization -- at our meetings, with the media, and whenever they were in the public eye. I apply this concept in the classroom by helping students understand the difference between public behavior and private behavior. I sometimes will have done it enough times with a student that when I go over, he or she will recite all of the lines. These kinds of inappropriate comments seem to decrease as the school year goes on, because at least some students gain a greater understanding of the differences between public and private, an understanding that should serve them well for years to come.
Educator and positive classroom management consultant Marvin Marshall recommends a simple strategy of asking a disruptive student a simple question, either in the moment or afterward: "What would be the long-term effect of doing that?" As he suggests, asking can be far more effective than telling. A paper airplane, ball of paper, or pencil flies through the air, or somebody makes an obnoxious noise. It's not uncommon for teachers to first yell something like, "Who threw it?" No one admits to it, and then the teacher will punish the entire group. Collective punishment is the punishment of a group of people as a result of the behavior of one or more other individuals or groups. This kind of misbehavior does not happen that often in my classes, thankfully, but it certainly does occur.
I asked them both to come outside with me, and I explained that I was disappointed that one of them was not keeping their word.
So in other words, the second step, when necessary, is to ask students to consider the impact their actions have on others, and ask them to try to work out problems among themselves. Of course, one of the most common situations where the specter of collective punishment is raised is after a difficult time with a substitute teacher. This can be a very effective strategy to reduce teacher temptation to inflict collective punishment on a class, enhance the likelihood of a class with a sub being somewhat productive, and dramatically reduce stress for the sub. After a class has shown that it understands and respects the expected behavior, a teacher can experiment with not using the grading rubric and explaining to students that he or she trusts that they will act appropriately. In Part Two of this excerpt, I'll offer additional positive classroom management strategies.

One of the most important things I've learned (and teach) about classroom management is the teacher's attitude. I'm seeing a great system being implemented at an elementary school that uses a positive behavior color chart school-wide.
The key is to not use it for punishment, but instead as a teaching tool or a self-awareness tool for students. Almost always students are noisier, unmotivated to work, and even ruder sometimes when there's a substitute teacher around.
Your Attitude and Behavior with a Substitute Teacher grading rubric sounds like a good idea. I was doing a long term sub job last year and sent a positive note home with a student for his father. When I think of our most struggling and distracted students, I see how social pain and rejection often hijack their ability to be academically focused and successful.
When students and teachers feel this connection, we are all responding from the higher cortical regions of the brain, and our dopamine reward centers are activated by these feelings, these positive emotions. In this post, I'm proposing a classroom management model that I developed with the help of Judy Willis. Just as we discuss and model other procedures, we will initially need to teach students about this model.
The first aspect of this behavior engagement model is to teach our students about their own neuro-anatomy. John will work on the assigned project for 15 minutes without distracting his classmates by talking, gesturing, or interrupting their learning. Alice will enter the classroom, gather her work or supplies, and be ready for instruction within three minutes. Anthony will choose a signal and a Level 2 option within a five-minute period when feeling angry or frustrated. The student has reached the point of no return -- angry, closed off, disengaged, hopeless, and feeling the desire to fight, freeze, or flee.
The student is slightly engaged, a bit distracted, and the flow of learning is interrupted. The social rewards can be many and varied for students who attain the higher levels of this model on an hourly, daily, or weekly basis.
Ferrari is thirteen years old and has the mind of a mischievous pixie who's constantly being electrocuted at all his joints.
These incidents can threaten our sense of control and generate fear of looking weak to other students. Often teachers try to solve an unstable situation, only to escalate to the point where any intervention might not work. I agree that waiting is not usually a good idea, but I disagree that an immediate intervention always works best.
If these stabilization techniques are not followed by an intervention strategy, they will not solve the problem.
We need to find a way that is more acceptable to display your anger, but right now, I'm too angry with you to discuss this situation calmly. And if you have other effective intervention strategies, please share them in the comments section below.
From a school officer slamming a student's chair for classroom removal, to most recently, a student body slamming a sixty-two year old teacher to the floor to get his cellphone, the situations have gotten totally out of hand.
I know my classroom management skills are not the best but after substitute teaching for 4 years, my skills are pretty much on par with a lot of the techniques I have read about in your article.
I am still reeling from what just happened, as if I have suddenly just been killed and I am not willing to accept the fact that I am dead yet.
So, I truly agree with you in pursuing strategies that emphasize what the teacher can do to address it. In this curated guide, we've compiled resources to help you find apps, learn about best practices, and explore ideas for engaging activities. However, in many other instances, punishment may work only temporarily, may not work at all, or may only make the problem worse.
Often, those in power will try to blur that division when it suits their purposes (for example, politicians kissing babies).
The political decision makers with whom we would have to negotiate for those neighborhood changes were sometimes members of those congregations, and they would often try to privately influence pastors or congregation leaders to take a different public position.
The object is probably aimed at another student, and it may or may not hit the intended target.
It's frustrating because that kind of behavior does not contribute to a learning community.
The punished group may often have no direct association with the other individuals or groups, or direct control over their actions. What I usually do is go over to the area where I suspect the noise or projectile originated and quietly explain that I don't feel respected when this kind of thing happens.
In my teaching career, this has almost always resulted in stopping the inappropriate behavior and, I hope, students gaining some added maturity.
One preventative strategy is the use of something like the Attitude and Behavior With A Substitute Teacher grading rubric. Students need to know that it's okay not to love, or even like, everything they do in school. One of my major challenges is classroom management because I usually just come and go after a day or two or a week of sub teaching for a homeroom teacher. They know that it's a different set up as compared to when their homeroom teacher is present.
I like the way you handle Johnny when he said something inappropriate in class, and I would always remember to try that in my classroom. The student was elated to get something positive and he told me that his dad would be so happy to get that note.
However, the problem starts when we are positive, open and want to communicate and the one of our students is cheeky and impudent, moreover - egoistic and somehow antisocial.
Optimal school performance requires positive emotional connections with those students that we want to prosper while feeling capable and competent. This model for behavior and emotional engagement incentivizes students to self-assess and reflect, choosing options that are socially rewarding. When we understand how the brain learns and feels -- with every word, thought, and experience -- we empower our students with the lifetime tools that will enhance their experience in and out of school.
The student feels increasingly irritated, somewhat oppositional, and shuts down to feedback and learning. It is at Levels 3 and 4 that we move in closer to the student, touching a shoulder, showing authentic interest while observing all forms of communication. We continue to implement affirmation, noticing the effort, and sharing our observations about the high engagement.

If a student is not working during class time, we need to think about an alternate environment and time where he or she can complete assignments once the negative emotion has been drained. I work with my students on levels of engagement in the classroom and model my expectations.
To be stable, both the teacher and student need to be relatively anger free, calm and willing to listen to the other's point of view. For example, many of us write e-mails and later, upon reflection, wish we'd never hit the send button.
Most students and some teachers make things worse when the temperature is hot and emotions are high.
In one day I had to physically escort one young man out the door and physically restrain another young man from beating up another boy, after the other boy repeatedly made derogatory references about the young man's mother, unbeknownst to me.
I have not heard a word from anyone that I contacted, except from the lead Art Teacher who wished me well, but I did call the HR Dept of the outsourcing firm that I work for.
I was so excited about this job, I have so much to bring to the table, but I wasn't prepared for deaf and defiant ears, and no established set of lesson plans. Research suggests that punishment often primarily teaches the student that he or she just has to be more careful next time to avoid getting caught. The religious leaders, in turn, would point out that when it came time to participating in public life, it was a public relationship and public dialogue -- and when it came time to a personal issue, it was a private relationship and a private dialogue. One small example is a student shouting out "I'm bored" or some other inappropriate comment. And, since I feel like I show that I respect students at all times, I would hope they would want me to feel respected.
So I said that I couldn't trust the word of either of them and didn't like feeling that way. Early in the year, the teacher shows the simple rubric to students and explains that a substitute will use it with them. One time I covered for a homeroom teacher who would count up to 5 to make sure the students have put away their laptops and are in the line by 0. When our efforts in the classroom meet with frustration and opposition, we can inadvertently mimic our students' negative emotions. The model resembles a video game, with students moving through levels and noting how they feel.
Teachers and students must agree ahead of time about how they will communicate their growing frustration, ideally with a signal or gesture that indicates a need to choose an option at a specific level. We emphasize process, effort, and attainable goals once the negative emotion has been cleared away. Social intrinsic rewards work well here, because when someone else notices what's working well, we continue doing it. Research repeatedly reports that social rewards are sustainable and meaningful when assisting students in shifting habit, mindsets, and behaviors. Ferrari is the most hyperactive kid, mentally and physically, on all continents of the world and more than any kid who might also be sailing around on any of the oceans and seas, too.
Couple these feelings with the possibility of taking the disruption personally, and we have a recipe for disaster. She informed me that I am still in good standing with the firm, however, I will probably be banned from the School District where I was supposed to teach, since she thinks that I am better suited to be a rural teacher than an urban teacher. The teacher has had a rough year so far with the students acting out and the other teacher assistant leaving. I then explain that I don't know who actually did it, but that I would like each of them to commit that they will not throw something (or make a noise, etc.), and we shake on it.
I suggested that the person who was making the noise might want to think about how his or her actions were now affecting the other student.
Five minutes prior to the end of class with the sub, he or she will distribute the rubrics, and students will write down their names and grade themselves.
For every 5 counts that the class is not in a line, he will have 1 minute taken away from their free choice period. They choose options at each level that motivate them to the next level, which lessens growing anxiety and anger.
Adjust this model to the growing and changing needs of your students and your personal teaching profile.
After work I spoke to my fiance about it and he flatly forbid me from returning to that school. So today I dusted myself off, dressed professionally and accepted a half-day teaching job at a local familiar school, in a district that still wants and needs my services.
It wasn't until I walked into the classroom that I was able to discover the remnants of lesson plans left behind and just how much I would have to come up with myself, for a k-5 program in two schools. Then, I gave them a few minutes to talk about it privately (I left the door open and asked them to stay in front of it so I could observe their actions, but not overhear what they said). The sub will then go around, give what grade he or she believes the student has earned, and collect the sheets (this process means the sub does not have to worry about remembering individual names and can base the evaluation on student faces). I think If the teacher had explained that, "Man, I know this is hard for you (or boring), but we'll both get through this together." I think I would have put more effort into those boring subjects. We sometimes think changing their color or pulling their card is enough for them to realize their mistakes and how they can improve, but it's like getting a math problem wrong. However, I noticed that when I do this, most students would be in a line, except for 1 or 2 students. Nevertheless, when we want to solve the problem quickly enough to be able to realise our goal, it can be just painful. Many of our students don't have the social modeling from their environments to assess an alternate way of approaching a problem, especially in those moments when negative emotion is growing stronger. Before taking an affirmative intervening action, they stabilize the situation, environment, perimeter or people in need. What I did then was to put the names of these 1 or 2 students on the white board and told them that instead of a class deduction, only the two of them would get it. The principle of all emergency situations is stop things from getting worse before trying to make them better. When we think about how much time it takes over the course of the year as situations worsen, we save a great deal of time with the two-step, which gives us far better results than quick, unstable interventions. I want to continue to help, but I am afraid that now even the administration may have deaf ears. I do know that my outsourcing firm thinks it is unreasonable to expect the school to suddenly come up with a budget for a parapro that was never there before.

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