Classroom Classroom ManagementManagementJeff AndersonJeff Anderson

City Wide Teacher / MentorCity Wide Teacher / Mentor

Behavior has to do with Behavior has to do with discipline.discipline.

Classroom management has Classroom management has to do with procedures and to do with procedures and routines.routines.

Do not discipline a classDo not discipline a class

WaitWait

Pause to increase student participation.Pause to increase student participation.

When directing a question to the entire When directing a question to the entire class, wait ten seconds between asking class, wait ten seconds between asking the question and calling on a student. At the question and calling on a student. At first this will seem like an eternity but the first this will seem like an eternity but the delay will give students who are slower to delay will give students who are slower to respond time to formulate an answer.respond time to formulate an answer.

Index CardsIndex Cards

Index cards ensure random selection.Index cards ensure random selection.

Early in the school year, ask each student to Early in the school year, ask each student to write on an index card basic student write on an index card basic student information – name, birthdate, etc…. information – name, birthdate, etc….

Use the cards throughout the year to call on Use the cards throughout the year to call on students randomly. If a student doesn't know students randomly. If a student doesn't know an answer, turn his or her card over in the pile an answer, turn his or her card over in the pile and be sure to get back to them.and be sure to get back to them.

Design a stampDesign a stamp

Determine what you consistently grade Determine what you consistently grade for on a paper. Order a stamp specific to for on a paper. Order a stamp specific to this criteria. this criteria.

________ Format________ Format________ Drawings labeled________ Drawings labeled________ Completeness________ Completeness

Easier CorrectingEasier Correcting

Have an area on the paper for the correct Have an area on the paper for the correct answers.answers.

You still have access to computation You still have access to computation work. work.

WorksheetsWorksheets

A yellow highlighter will not show up on A yellow highlighter will not show up on photocopies.photocopies.

Your answer sheet will never be Your answer sheet will never be accidentally copied and passed out.accidentally copied and passed out.

FocusFocus

Initial class brainteasers on an Initial class brainteasers on an overhead signify the start of class, overhead signify the start of class, calms the students in a dim room, and calms the students in a dim room, and focuses the class on a task.focuses the class on a task.

Pick a studentPick a student

When doing a class task tell the When doing a class task tell the students that you will pick two who students that you will pick two who will be monitored for behavior.will be monitored for behavior.

Write their names down or remove Write their names down or remove them from a stack of 3 by 5 cards.them from a stack of 3 by 5 cards.

Their scores serve as bonus points on Their scores serve as bonus points on the assignmentthe assignment

Pasta or PopcornPasta or Popcorn

When students have worked well have on When students have worked well have on student remove a fistful of pasta, popcorn, student remove a fistful of pasta, popcorn, or …or …

They place this material into a large jar.They place this material into a large jar. It will take several activities to fill the jar.It will take several activities to fill the jar. Once the jar is full give the class an agreed Once the jar is full give the class an agreed

upon reward. upon reward. Maybe popcorn!Maybe popcorn!

Cleanup prioritiesCleanup priorities

Select some task that must be Select some task that must be accomplished during a cleanup.accomplished during a cleanup.

Tell the students you have selected Tell the students you have selected something. This ‘something’ is a something. This ‘something’ is a mystery. mystery.

If they clean this ‘something’ up they will If they clean this ‘something’ up they will be rewarded with 3 minutes of free time. be rewarded with 3 minutes of free time. If not they must use that time to clean.If not they must use that time to clean.

Clean Up SongClean Up Song

Whistle while they work! Whistle while they work!

Set a timerSet a timer

If cleanup / task is accomplished before a If cleanup / task is accomplished before a timer goes off the students get a certain timer goes off the students get a certain amount of time.amount of time.

If not accomplished the free time goes If not accomplished the free time goes into theinto the

Greet your students at Greet your students at the door as they enterthe door as they enter

MoodMood SuppliesSupplies InteractionsInteractions GossipGossip

Make up workMake up work

Put make up work into an absent Put make up work into an absent student folder. The student’s name student folder. The student’s name should be on the work.should be on the work.

When a student returns from absence When a student returns from absence they can pick up their work without they can pick up their work without disruption.disruption.

Motivated students are Motivated students are not behavior problems.not behavior problems.

H O M E W O R KH O M E W O R K

Each day a class has all their Each day a class has all their homework turned in one letter of homework turned in one letter of homework goes on the board.homework goes on the board.

When homework is spelled out you When homework is spelled out you erase the word – and perhaps there is erase the word – and perhaps there is no homework that day.no homework that day.

You did great today!You did great today!

If they were great, tell them that they If they were great, tell them that they were great.were great.

Students need to know what good Students need to know what good behavior is like. Point it out.behavior is like. Point it out.

Catch and releaseCatch and release

Catch students in the act of being Catch students in the act of being good.good.

Write their name on a piece of paper Write their name on a piece of paper and put this in a container.and put this in a container.

At the end of the week draw out a At the end of the week draw out a name and name and reward that student. reward that student.

Assign NumbersAssign Numbers

Place the number on the top of their paper. Place the number on the top of their paper. Monitors arrange the classwork Monitors arrange the classwork

numerically.numerically. Missing numbers mean missing Missing numbers mean missing

assignments.assignments. The monitor could list these numbers and The monitor could list these numbers and

you can rapidly check the accuracy of the you can rapidly check the accuracy of the count.count.

CheatingCheating

Sit in the back of the room during Sit in the back of the room during tests.tests.

Tell the students the day before a test Tell the students the day before a test how you will handle cheating. This is far how you will handle cheating. This is far more motivational than announcing your more motivational than announcing your rules when there is no time to become rules when there is no time to become prepared.prepared.

Return Papers at Return Papers at the Hour’s Endthe Hour’s End

Students will listen more intently to your Students will listen more intently to your comments related to the papers.comments related to the papers.

People who did poorly will not have a full People who did poorly will not have a full class period to be angry.class period to be angry.

RulesRules Develop a set of written expectations you can live with and Develop a set of written expectations you can live with and enforceenforce. . Be consistent. . Be consistent. . Make parents your allies. Call early and often. Use the word Make parents your allies. Call early and often. Use the word

"concerned." "concerned." When communicating a concern, be specific and descriptive. When communicating a concern, be specific and descriptive. Don't talk too much. Use the first 15 minutes of class for lectures or Don't talk too much. Use the first 15 minutes of class for lectures or

presentations, then get the kids working. presentations, then get the kids working. Break the class period into two or three different activities. Be sure Break the class period into two or three different activities. Be sure

each activity blends smoothly into the next. each activity blends smoothly into the next. Begin at the very beginning of each class period and end at the very Begin at the very beginning of each class period and end at the very

end. end. Don't roll call. Take the roll with your seating chart while students are Don't roll call. Take the roll with your seating chart while students are

working. working. Keep all students actively involved. For example, while a student does Keep all students actively involved. For example, while a student does

a presentation, involve the other students in evaluating it. a presentation, involve the other students in evaluating it. Discipline individual students quietly and privately. Never engage in a Discipline individual students quietly and privately. Never engage in a

disciplinary conversation across the room. disciplinary conversation across the room. Keep you’re your sense of humor. Keep you’re your sense of humor. Know when to ask for help. Know when to ask for help.

Teachers monitorTeachers monitor

Establish eye contact. Establish eye contact. Move around the room and increase proximity to Move around the room and increase proximity to

restless students. restless students. Give a quiet reminder. Give a quiet reminder. Re-direct a student's attention. Re-direct a student's attention. Begin a new activity. Begin a new activity. Offer a choice. Offer a choice. Use humor. Use humor. Provide positive reinforcement. Provide positive reinforcement. Wait quietly until everyone is on task. Wait quietly until everyone is on task. Ask a directed question. Ask a directed question.

Behavior contracts.Behavior contracts.

How do you want me to treat you? How do you want me to treat you? How do you want to treat on another? How do you want to treat on another? How do you think I want to be treated? How do you think I want to be treated? How should we treat one another when How should we treat one another when

there's a conflict?there's a conflict?

Discussion?Discussion?

Questions?Questions?