There were many occasions last year when my solution to a behavioral problem was to send the student out of the classroom or to an administrator. The fact is, once a student leaves our classroom, our opportunity to create lasting change is over. Cody Wilson is a 2014 Indianapolis Corps Member and founding kindergarten teacher at KIPP: Indy Unit Elementary. AboutTeacherPop is a blog for new teachers written by teachers and hosted by Teach For America. Commenting PolicyWe do not tolerate hate speech, spam, personal attacks or libelous remarks.
We can't take credit for coming up with these, but we think they make excellent classroom management tools! If you haven't already, we suggest incorporating some of these fun acrostics into your management strategy! Happily authoring posts about lesson plans, crafts, unique bulletin board ideas, and other helpful resources for MPM Ideas since 2008. Here's a great transition or end of the day activity from Nicole at The Activity Mom that will have your kiddos giggling as they hone their listening skills.
While they tend to pick several favorites that they return to again and again, children enjoy reading new and exciting books as well. It is certainly difficult to continually come up with inspired activities for your classroom. David Ginsburg has served over 20 years as a math teacher, instructional leader, and PD provider.
And though you could make a case for relationship-building or behavior management being a component of classroom management, it's at best one spoke in a wheel that includes materials management, policies and procedures, classroom layout, time management, and instruction. Make no mistake: every outstanding teacher I've known has been able to build strong relationships with students. A lesson here is that we as educators must always properly frame our conversations about teaching effectiveness. Join my mailing list for announcements about webinars and the work I do to improve teaching and learning. The opinions expressed in Coach G's Teaching Tips are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications. Classroom behavior management, as I'm sure you will agree, is a constant challenge for ALL of us. If you have taken the time and effort to create a plan for classroom management, to establish effective classroom routines, and to provide a strategy for motivating students, you have completed the most critical steps to ensure your success. CHAMPs provides highly-focused, temporary, beha-vioral expectations for specific classroom initiatives. For complete details about CHAMPs (and to get 10 of the classroom signs associated with it for free), just follow this link or the one shown in the small slide show above.
No matter what strategies you have put in place, however, Jeremiah will inevitably show up in your classroom. What follows on this page are strategies that I have found to be effective in dealing with classroom behavior management, or more specifically, classroom misbehavior management.
I'm not suggesting that these strategies will ensure that you will NOT have student behavioral problems. One of the most common ways to effectively to deal with classroom behavior management issues is to implement a progressive discipline plan. For typical classroom situations, the following is an effective list of 10 progressive discipline steps that can be implemented. Redirect student behavior by verbally or non-verbally pointing out to the student what he or she should be doing.
I have found that the best way to carry out this step is to schedule a quick meeting after class with the student, before he or she goes to the next class. This often works quite well, particularly if neighboring students seem to be encouraging the misbehavior.
The front row, closest to the teacher, is a good spot for relocation, although I have used seats in the back row for attention-seeking students on occasion. Use this opportunity to express your concerns and look for any input or behavior strategies that may be working in their other classes.
I've always found it a good practice to notify the partnering teacher that you are sending the student. Always begin your call on a positive note by noting ways that the student is being successful. Make sure to take notes, provide contact information, and to express your eagerness to partner with the parent throughout the process. Detentions can be served before or after school, or if the administration allows, during lunch. Detention can be effective, particularly if the student must complete a task that he or she would not normally undertake. Depending on your situation, you may be able to send the offending student directly to the guidance office at the time of the infraction. If possible, provide your written documentation of the behavior interventions that you have taken for the guidance counselor's reference. Trust that the administrator will make the right decision for the student based on the documentation that you have provided. I have also found that some of the following techniques can be used to effectively enhance classroom behavior management. We required each student to copy into their planners the daily class schedule and homework assignments for each class. Not only did this help them become more organized and focused on the tasks at hand, it also came in handy for communicating with parents.

For example, if parents were concerned about whether their student was handing in homework, they could request that the student have the hello teacher initial their planners. Additionally, if students were misbehaving in class, parents could request that teachers indicate that in their planners. Developing and implementing a Student Behavior Contract is something else that I think you will find to be very useful for enhancing classroom behavior management.
The primary purpose of a Student Behavior Contract is for students to be held accountable for their behavior while allowing the teacher and parents to maintain a reasonable amount of control.
It can act as a basic agreement that may allow you to work toward a resolution for problem behaviors. You, as the teacher, should work closely with the parents to specifically identify what the expectation is for each behavior. The rationale behind providing consequences should be primarily to offer an unpleasant learning experience so that the student will learn to correct his or her behavior and not repeat the offending actions. For most students, a consequence that consists of weeks of grounding on a first offense is too long and will cause further resentment rather than providing the intended learning experience.
What follows are samples of the documents that are included in the Discipline Packet along with a brief description for each.
I have used the following writing assignments for students exhibiting specific behavioral patterns. Individualized behavior contracts are very effective with kids, particularly if parents and administrators participate in the development and implementation process.
Because behavioral problems can cause students to struggle to complete class assignments and to make significant progress in achieving passing grades, the following grade recovery letter to parents is an excellent starting point. If you teach in a school that does not offer summer classes for the purpose of grade recovery, creating a grade recovery packet is a viable option.
All of the above classroom behavior management documents, along with a clickable table of contents are in PDF file format. The ideas presented here, in my opinion, will assist you greatly in dealing with students who insist upon wreaking havoc in your classroom.
Teaching software: Talking avatars teach 30 language arts mini-lessons via digital projector or SMART Board while you relax, 20 writing tutorials, 60 multimedia warm ups .
Free download of middle school English warm up activities for display via digital projector, SMART Board, or the classroom TV.
Talking avatars teach 30 language arts mini-lessons via digital projector or smart board while YOU relax.
A comprehensive strategy for motivating students: enhance classroom participation, teamwork, individual effort, and more.
Teaching Strategies: Step by step examples for planning, implementing, and evaluating inductive and deductive activities that really work with kids .
Teaching methods: The deductive approach is a great way to deliver concepts quickly and efficiently.
These inductive teaching methods are guaranteed to increase student motivation and participation. Classroom Management: Establishing classroom routines, providing warm up activities, structuring instructional time, the "Going to the Movies" approach, setting expectations, and . Organizing for effective classroom management: Use these reliable strategies to greatly improve discipline and order. Classroom routines: Controlling traffic, preparing students for instruction, obtaining materials, managing the pencil sharpener, maximizing instructional time, more .
CHAMPs Classroom Management: How to develop strategies for multiple instructional approaches, tips on how to implement strategies, examples of CHAMPs strategies, and . Persuasive and expository essay writing prompts, reader response questions and statements, and journal writing prompts for every day of the school year.
Journal Writing Prompts: These high-interest prompts will encourage kids to describe, explain, persuade, and narrate every day of the school year .
Reader Response Questions: These prompts give students focus and purpose as they respond in writing to fiction and nonfiction they have read . Essay Writing Prompts: Over two and a half school years' worth of prompts for persuasive and expository compositions. Ideas for first year teachers: Establishing connections with kids, showcasing relevance, managing the classroom, using classroom routines, communicating with parents, and .
Classroom Libraries: Everything from acquiring and organizing books to establishing procedures. These free online teacher resources offer a wide variety of useful tools: activities, incentives, reference resources, downloadables, lesson plans, and more . Bulletin Boards: All you need is card stock paper for this pile of ready-to-use, fully-customizable signs and posters.
The term Teaching method refers to the general principles, pedagogy and management strategies used for classroom instruction. While teachers are an authority figure in this model, teachers and students play an equally active role in the learning process.
To better understand these approaches, it is important to discuss what is generally understood as the three main teaching styles in educational pedagogy: direct instruction, inquiry-based learning and cooperative learning. Direct instruction is the general term that refers to the traditional teaching strategy that relies on explicit teaching through lectures and teacher-led demonstrations.
Inquiry-based learning is a teaching method that focuses on student investigation and hands-on learning. Cooperative Learning refers to a method of teaching and classroom management that emphasizes group work and a strong sense of community. In order to identify your personal teaching style, it is important to acknowledge your personal values toward education and how your students learn. Sure, that student was no longer a disruption, but as the year wore on, I realized there were a number of problems with the strategy.

Avoid Zero-Tolerance Policies: Many believe zero-tolerance policies were a nationwide reaction to the Columbine shootings. Over-Communicate Your Expectations: At first, I thought making sure my students knew the expectations meant constantly reminding them verbally. Positive Narration: During my first year of teaching, I lost sight of why I use positive narration. Make It Safe to Fail: We want our students to make mistakes as they learn new material, because we understand the value of mistakes in the learning process. Create a Restoration Space: Students sometimes do need isolation and separation to get themselves calmed down, focused, or back on track.
But there are things we can do as teachers to prevent situations from escalating to the point of a student having to leave our classrooms. He leads a Philadelphia-based team of consultants that specializes in instructional coaching, leadership coaching, and common-core implementation. A respected journalist and bestselling author--and a non-educator at that--drawing attention to an often-overlooked hallmark of great teachers: strong relationships with their students.
Brooks' book in a recent blog post, What's the Secret to Effective Classroom Management?, where he stressed the importance of "trusting, respectful, caring relationships between students and teachers." My issue with Dr.
But they've also been able to meet the other myriad challenges of managing a classroom of 30 kids.
Conversations that should include but not be limited to the importance of strong teacher-student relationships and how to create them. Factor, create immediate opportunity for success, establish the tone, provide motivation, describe expectations, and .
Your choice of teaching method depends on what fits you — your educational philosophy, classroom demographic, subject area(s) and school mission statement. Students are viewed as “empty vessels” whose primary role is to passively receive information (via lectures and direct instruction) with an end goal of testing and assessment.
The teacher’s primary role is to coach and facilitate student learning and overall comprehension of material.
Through these three teaching methods, teachers can gain a better understanding of how to govern their classroom, implement instruction and connect with their students. Direct instruction is the primary teaching strategy under the teacher-centered approach, in that teachers and professors are the sole supplier of knowledge and information. In this method, the teacher’s primary role is that of a facilitator, providing guidance and support for students through the learning process.
This model fosters students’ academic and social growth and includes teaching techniques such as “Think-Pair-Share” and reciprocal teaching. It provides state specific information on how to become a teacher, teacher salaries, teaching credentials, teacher certification tests, alternative teacher certification, and much more.
The idea goes that “if we set clear expectations with swift, firm, consistent punishment, students will deviate less.” Unfortunately, these systems often catch the wrong students for the wrong reasons. Elias' post has nothing to do with his premise--which I embrace--but rather his packaging, as reflected in the title. Student learning is measured through both formal and informal forms of assessment, including group projects, student portfolios, and class participation. Direct instruction is effective in teaching basic and fundamental skills across all content areas.
Inquiry-based learning falls under the student-centered approach, in that students play an active and participatory role in their own learning process.
Cooperative learning falls under the student-centered approach because learners are placed in responsibility of their learning and development. Our aim is to provide all the information necessary to become a teacher no matter where you live.
Make sure to spend plenty of time practicing behavior expectations at the beginning of the year, and make it fun! Our students need to know it is ok to answer a question wrong AND perform to an expectation wrong. Create a space in your classroom that provides students plenty of time and comfort to lower their stress levels without feeling like they are being punished. For more information about these strategies and similar theories, search for Positive Behavior Intervention and Supports, and read about all the amazing research being done on this subject.
Brooks' comments by focusing on just one skill or attribute of great teachers--relationship-building--we'll overlook other skills and attributes of great teachers. Teaching and assessment are connected; student learning is continuously measured during teacher instruction.
Grasha explains the five main teaching models in her publication Teaching with Style (1996): Expert, Formal Authority, Personal Model, Facilitator and Delegator. This method focuses on the belief that students learn best when working with and learning from their peers. Second, when I tried to communicate, “you need a break,” my students heard “I don’t want you here.” No matter how I changed my tone or what words I said, being asked to leave the room meant rejection. Instead of me nagging students who are not following expectations, I can positively and indirectly remind them of expectations and give them a second chance to do the right thing. To gain a better understanding of the fundamentals of each teaching style, it’s best to view them through the lens of direct instruction, inquiry-based learning, and cooperative teaching.
Spend class time practicing these expectations (in fun ways!) every few weeks and after long breaks.

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