1. What can we do in the Classroom?
Terry W. Neu, Ph. D.

2. Using Humor Forms a bridge between the adult/student
De-mystifies individual
Enhances relationship building
Reduces tension
Provide effective modeling
Is fun
Demonstrates caring

3. Other considerations about humor
It should be an integral facet of the classroom
Avoid sarcasm
Set boundaries on appropriate humor
Know your students and the culture

4. William Glasser’s Choice Theory and five basic needs
Survival
Love and Belonging
Power
Freedom
Fun

5. Survival
Provide opportunities for students to get food, water, fresh air, and having living things in the environment or open windows.
Maintain behavior guidelines that support safety and respect
Develop consistent classroom procedures and routines that add to a sense of order and security

6. Love and Belonging
Learn each student’s name as soon as possible, and engage students in activities that help them learn one another’s name.
Greet all students as they enter your door
Regularly engage students in team building
Teach students how to work cooperatively
Conduct classroom meetings
Smile

7. Power Give students a voice in the classroom
Consider student questions as direction for the curriculum
Teach to variety of learning styles
Discuss the relevance of the curriculum
Use authentic assessments

8. Freedom Choices in their seating
Choices in the members of their groups
Choices in types of assignments, topics, and readings
Allow for performance tasks for assessment

9. Fun Play academic games Use dramatic representations and simulations
Engage student with HOTS or brain teasers
Use adventure based Technology
Participate in competitions

10. Some basic findings (Hoover and Kindsvatter, 1997)
Good classroom management is achieved through sound judgment grounded in an informed belief system
Misbehavior happens in every classroom
The nature of learning may require noise
A teaching style devoid of a sense of humor and grounded in an adversarial posture is destined to failure

11. Some basic findings (Hoover and Kindsvatter, 1997)
Reasonable consequences serve the student, mindless punishment is in the ineffective in the long run
Teachers should be as informed as possible about their students backgrounds
Assignments should be purposeful
The teachers role is a combination of authority and leadership

12. When faced with a problem here are some questions to ask yourself:
What is the problem?
Are you willing to try a different approach?
Are you consistent in your response?
Are you rewarding the desired behaviors?
Are your expectations and demands appropriate for the students ability?

13. When faced with a problem here are some questions to ask yourself:
Are you tolerant enough of students individuality?
Are you providing instruction that is useful?
Are you inviting verbal comments and new ideas?
What do you want your student to look like when they leave your class?

14. When faced with a problem here are some questions to ask yourself:
Can you articulate what your students are doing what they are doing in classroom?
What behavior bother you and why?
What are some possible solutions?
How do you plan to solve the problem?

15. Fifteen points to remember to be a successful classroom manager:
Don’t take it personality
Maintain a sense of humor
Be consistent
Mean what you say
Know your students
Establish clearly stated procedures and routines

16. Fifteen points to remember to be a successful classroom manager:
Have high expectations
Communicate expectations
Establish four or five rules
Stress the deed, not the doer
Establish a mission statement

17. Fifteen points to remember to be a successful classroom manager:
Have a plan that you can articulate
Have the courage of your convictions
Have a clear set of personal ideals
Have students establish personal goals