1. Classroom Management Jeff Anderson City Wide Teacher / Mentor

2. Behavior has to do with discipline. Classroom management has to do with procedures and routines.

3. Do not discipline a class

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

5. Index Cards Index cards ensure random selection.  Early in the school year, ask each student to write on an index card basic student information – name, birthdate, etc….  Use the cards throughout the year to call on students randomly. If a student doesn't know an answer, turn his or her card over in the pile and be sure to get back to them.

6. Design a stamp  Determine what you consistently grade for on a paper. Order a stamp specific to this criteria.  ________ Format ________ Drawings labeled ________ Completeness

7. Easier Correcting  Have an area on the paper for the correct answers.  You still have access to computation work.

8. Worksheets  A yellow highlighter will not show up on photocopies.  Your answer sheet will never be accidentally copied and passed out.

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

10. Pick a student  When doing a class task tell the students that you will pick two who will be monitored for behavior.  Write their names down or remove them from a stack of 3 by 5 cards.  Their scores serve as bonus points on the assignment

11. Pasta or Popcorn  When students have worked well have on student remove a fistful of pasta, popcorn, or …  They place this material into a large jar.  It will take several activities to fill the jar.  Once the jar is full give the class an agreed upon reward.  Maybe popcorn!

12. Cleanup priorities  Select some task that must be accomplished during a cleanup.  Tell the students you have selected something. This ‘something’ is a mystery.  If they clean this ‘something’ up they will be rewarded with 3 minutes of free time. If not they must use that time to clean.

13. Clean Up Song  Whistle while they work!

14. Set a timer  If cleanup / task is accomplished before a timer goes off the students get a certain amount of time.  If not accomplished the free time goes into the

15. Greet your students at the door as they enter  Mood  Supplies  Interactions  Gossip

16. Make up work  Put make up work into an absent student folder. The student’s name should be on the work.  When a student returns from absence they can pick up their work without disruption.

17. Motivated students are not behavior problems.

18. H O M E W O R K  Each day a class has all their homework turned in one letter of homework goes on the board.  When homework is spelled out you erase the word – and perhaps there is no homework that day.

19. You did great today!  If they were great, tell them that they were great.  Students need to know what good behavior is like. Point it out.

20. Catch and release  Catch students in the act of being good.  Write their name on a piece of paper and put this in a container.  At the end of the week draw out a name and reward that student.

21. Assign Numbers  Place the number on the top of their paper.  Monitors arrange the classwork numerically.  Missing numbers mean missing assignments.  The monitor could list these numbers and you can rapidly check the accuracy of the count.

22. Cheating  Sit in the back of the room during tests.  Tell the students the day before a test how you will handle cheating. This is far more motivational than announcing your rules when there is no time to become prepared.

23. Return Papers at the Hour’s End  Students will listen more intently to your comments related to the papers.  People who did poorly will not have a full class period to be angry.

24. Rules  Develop a set of written expectations you can live with and enforce.  Be consistent..  Make parents your allies. Call early and often. Use the word "concerned."  When communicating a concern, be specific and descriptive.  Don't talk too much. Use the first 15 minutes of class for lectures or presentations, then get the kids working.  Break the class period into two or three different activities. Be sure each activity blends smoothly into the next.  Begin at the very beginning of each class period and end at the very end.  Don't roll call. Take the roll with your seating chart while students are working.  Keep all students actively involved. For example, while a student does a presentation, involve the other students in evaluating it.  Discipline individual students quietly and privately. Never engage in a disciplinary conversation across the room.  Keep you’re your sense of humor.  Know when to ask for help.

25. Teachers monitor  Establish eye contact.  Move around the room and increase proximity to restless students.  Give a quiet reminder.  Re-direct a student's attention.  Begin a new activity.  Offer a choice.  Use humor.  Provide positive reinforcement.  Wait quietly until everyone is on task.  Ask a directed question.

26. Behavior contracts.  How do you want me to treat you?  How do you want to treat on another?  How do you think I want to be treated?  How should we treat one another when there's a conflict?

27. Discussion? Questions?