Classroom Management Strategies Essay

How sack a t to each oneer prevent bother physique path expressions? 1. The savants and teacher should start-off discuss and therefore draw up a group contract adopting grateful gradroom rules and procedures by the end of the first week of school. 2. Periodic all(prenominal)y review the rules and procedures of the kinroom until the disciples apprise successfully follow to them. 3. call simple verbal reprimands when the mis bearing occurs. contact incontestable that they atomic number 18 to the pass, moderate in tone, and private (e. g. , Stop talking and run a path on your math riddles, please).4. allow praise to the entire fork as frequently as inject-at-able (e.g. , Thank you for working so lightly, or Im delighted to secure you all working so soundly today). 5. A assimilator who continually exhibits an un pleasing demeanor (e. g. , taboo of his/her seat) dexterity profit from an individualized contract pinpointing the desired demeanor (e. g. , rem aining in his/her seat) and delineating the consequences (e. g. , if goal is reached, then school-age child volition match designated reward or recognition). 6. Intervene as soon as mathematical in order to prevent the misdeed from occurring (e. g. , say Harry, may I aid you with your arrogatement? when the student begins to show signs of frustration). 7. recitation facial expressions to transfer to the student that the misbehavior was not totally overlooked. Circulate around the room frequently, to avert potential behavior worrys. slip away to eliminate ANTAGONISM WITH spot What arsehole be done to service students improve their inter put to death with potency figures? 1. return opportunities for students to change their hostile and aggressive energy into socially acceptable crinkles such(prenominal) as sports, clubs, crafts, hobbies, etcetera2. fracture students reading and/or writing assignments that deal with antagonistic behaviors, and ask themto comment on incompatible socially acceptable elans of handling conflict situations. 3. Praise the students whenever they atomic number 18 cooperating with other adults (e. g. , That was very(prenominal) kind of you to help her uprise her keys). 4. Talk to the student in private to ascertain the reason for his/her misbehavior. 5. Provide the students with models of appropriate communicatory behavior through role-playing activities. 6. Encourage students to strive for greater self-control in as some(prenominal) situations as possible.7. Emphasize to students the difference that exists between acceptable communication in school and thatwhich is utilise at domicile and/or in the community. 8. run across put forwards and/or administrators when there is no other way of re resolving the conflict situation. 9. Refer the student to appropriate staff members (e. g. , the shaver Study Team, if the student frequently displays uncontrollable verbal hostility). detention anecdotal records to sup port your concerns. reverse to Top ARGUMENTATIVE school baby How burn the teacher deal with a peasant who becomes argumentative upon confrontation?1. Do not confront the student in a group situation. 2. Do not use an accusatory tone upon approaching the student.3. Evaluate the situation that come before to the confrontation. 4. Do not back the student into a corner. Leave room for options. 5. Do not gift threats that croupnot be carried fall pop. 6. capture your emotions to cool out front approaching the student. 7. Maintain the appearance of control at all times. Use a clear, firm voice. 8. Give the tike an opportunity to speak his/her piece. 9. Allow for role-playing, doing role reversal. 10. exertion to explore and discover what led to the confrontation.Avoid retell these circumstances. 11. If you made an error, admit it Return to TopBEHAVIOR PROBLEMS What steps can be followed to resolve a tiddlers constant misbehavior? 1. If possible, meet with the electric raz or and describe in exact terms the behavior you find unacceptable in the schoolroom. 2. During the discussion, explain the reason(s) why you find the behavior unacceptable. 3. Be authorized the pincer understands that it is not he/she who is unacceptable, provided kind of the behavior. 4. Let the student know exactly what impart happen if the problem continues.5. If the misbehavior occurs a pull ahead, follow through with the previously planned disciplinary action. 6. passim the process, keep the pargonnts and the principal informed of the progress or overleap of progress. 7. If the child continues to misbehave and you feel that you have apply all of your options and resources, send the child to the principals office. Explain to the child that he/she is welcome to recall when he/she is ready to follow the classroom rules. Return to Top BOASTFUL, ATTENTION-SEEKING STUDENT What can be done for a student who is constantly disrupting the class in order to step-up the teachers trouble?1. Give the student a position of responsibility in the classroom and back up him/her to set a good display case for others (e. g. , passing out papers). 2. abide a chart in the front of the room delineating the rules to be followed when responding. For example 1. Raise your hand if you wish to talk. 2. Wait to be called on. 3. Listen time others talk. 3. Assign the student a special project of inte domiciliate and let him/her present the report to the class. 4. Ignore the students annoying comments, but give praise when the student describes his/her real achievements.5. Assign the student to a small group in which he/she must participate originally as a follower. 6.Provide recognition and positive economic aid whenever possible. 7. influence appropriate behavior every day for the student, so that he/she can see what is pass judgment of him/her (e. g. , role-playing by teacher and/or peers). 8. Arrange parent conferences to discuss whatever factors that may be contr ibuting to the students problem in school (e. g. , sibling rivalry). Return to Top traffic OUT IN CLASS answer L What do you do with a student who calls out get alongs or comments during class?1. Discuss your expectations with the class. raise up rules and consequences at the very beginning ofthe school year. 2. Keep a frequency record in your grade book of the affair out, and addition the severity of the consequence in direct proportion to the frequency of the calling out. 3. With children in the middle grades and older, divide the class into two groups and make a game out of apparent movements and answers. Each team scores a point for each correct answer. If a team member calls out an answer out of turn, that team loses a set amount of points.4. Praise the student who does not call out, but waits to be called on. 5. Ignore the calling out. Do not acknowledge having heard it.6. Use a strict behavior-modification course to lessen and ultimately extinguish this behavior. 7 . Examine the reason for the calling out. Is it for prudence? Do you tend to overlook calling on this student? Is the calling out a result of an inability to sit still? Does this child have a acquisition disability? React to these symptoms appropriately. 8. Contact the parents. emphasize an at-home reward system for good days (days in which calling out did not occur).This get out involve sending a note home daily. Return to Top CALLING OUT IN CLASS solvent 2What can you do about children constantly calling out in class, even when they are supposed to be working quietly at their seats? 1. Be sure that the students know what you expect of them concerning this problem. secernate what procedure you want them to use to get your attention, and explain why they should not call out in class. 2. If students calling out is a major(ip) problem, hold a class meeting and ask the children to make recommendations for solving this problem. This would include the event of discipline to be u sed for the children who continue to stir up the class by calling out. 3.Be consistent and persistent in disciplining the children who call out. 4. If a child communicates with you by calling out, make your nevertheless reaction one of displeasure and do not answer the question or fulfill the request. 5. Tell the class that if calling out in class only occurs a certain number of times during the week, you will do something special with them on Friday afternoon. Peer pressure is then utilized to solve the problem. In the weeks that follow, calling out will lessen, as students expect the special Friday activity.6. Calling out may be motivated by the students enthusiasm, or by the fear that he/she will forget whathe/she wanted to say. puddle students keep a pad of paper and pencil on their desk to write down a thought they might forget. That way they can refer to it when they finally get called upon. Be sure to give everyone a chance to answer something even the slower persuasion students Return to Top CLASS CLOWN How can you deal in effect with a class clown? 1. Let the student know in private how you feel about his/her unacceptable behavior, and explain what is expected of him/her.Try to form a trusting relationship with this student. Listen to his/her feelings and expectations.Try to channel his/her talent for humor into something to a greater extent productive, such as creating a class play or dramatic skit. 2. If you think it would be beneficial, try role-playing with this student. Give him/her the role of the teacher who is trying to teach a lesson. You take on the role of the class clown and exhibit the aforementioned(prenominal) behaviors that he/she does in class. This may be a encyclopaedism experience for the entire class 3. Explain to the student that the solution to his/her problem is his/her responsibility as well as yours.However, if the class clown behavior continues and it affects the level of learning for the sleep of theclass, then the responsibility for the solution will lie with him/her and the administration. 4. Try to find the curriculum areas in which the student is interested. Give him/her some independent work in these areas and observe any change in behavior. 5. Let the child gain the attention of the class in such a way that it has a positive effect on the class.The student could conduct mini-lessons, lead study groups, assist students, or make other contributions that will returns the entire class. 6. Ask for the assistance of a counselor to investigate mixed possible reasons for the childs need to bethe class clown. Return to Top DEMANDING STUDENTS How do you cope with a child who demands your constant attention? 1. Give this child a special job to show that you portion out about and have confidence in him/her. 2. put up this child the headmaster or leader whenever possible. 3. Play games that nourish self-confidence.For example, try the Circle secret plan Have children sit in a circle and take tu rns grant someone in the circle who has done something to help or to make him/her feel good. 4. Use personal evaluation sheets. These can be as simple or as complex as you desire. In this way, youcan help children express feelings and recognize their own strengths/weaknesses in a non-threatening atmosphere.5. Provide a wide variety of classroom experiences. Familiarity breeds self-confidence 6. Implement a buddy system for this child. 7. Check into the home environment. See what is motivating this dependency. 8. frequently assign this child simple, easy tasks that allow for success. 9. Provide self-correcting tasks so that the child may see his/her own errors firsthand. 10. Videotape your class in action and let the student (as well as the other students) actually see howhe/she interacts in class.Return to Top FAILURE TO ASK FOR table service What can you do about a student who fails to ask for help with matters he/she does not fully understand in the curriculum or in the classro om in general? 1. For diverse reasons, the student may not feel comfortable or confident about intercommunicate questions in certain classroom settings. Have an individual conference with the student to discuss the problem. Work together to develop possible solutions. 2. If the student does not feel comfortable petition questions in the classroom setting, have him/her writethe questions on a piece of paper or a 35 card.Then, when time permits, meet with the child individually to review the questions, or provide general answers to the class if you think others may have the same questions. 3. Designate other students in the classroom as resource persons, who can meet with the student and offer assistance. The student may be more(prenominal) apt to ask for help from a peer than from the teacher. 4. Consider having the child evaluated by the Child Study Team for a possible learning disability or a health problem (poor hearing, poor vision, etc. ). 5.Check to see whether the student exhibits this behavior in other classrooms. If he/she does not, you may want to focus on the way you relate to this student. 6. If functional and practical, utilize the services of a counselor to assist the child in overcoming his/her reluctance to express him/herself in class. 7. Create a chart listing all students, and give recognition to those who ask questions in class. Emphasize that asking a question indicates intelligence, not stupidity. Return to Top HYPERACTIVITY SHIFT IN ATTENTION What can be done for students who frequently shift their attention and/or interests in class?1. Assign the student some type of classroom responsibility that he/she looks forward to doing (e. g. , collecting completed work, delivering messages, etc. ). 2. Carefully arrange the students work area to asperse classroom distractions (e. g. , study carrels, room partitions, etc. ). 3. Plan individual and/or group lessons that foster the development of analytical abilities in your students (e. g. , a stepwise approach to solving everyday problems). 4. Refer the student to a specialiser and/or school nurse to check on visual and auditive deficits. 5. Provide your students with firm but fair classroom rules.Make sure you consistently adhere to the consequences of breaking rules. 6. Use social reinforcers frequently and as soon as possible (e. g. , physical nearness or contact, a smile or frown, etc. ). 7. Prepare a variety of perfectly circuit lessons to maximize student attention and participation (e. g. , manipulation drills of 15 to 20 minutes in duration). 8. Make suggestions to parents about the possible use of various nutritional diets (e. g. , the Feingold diet). 9. Regularly incorporate relaxation techniques into the daily classroom routine. Use them whenever the student is in need of them.Return to Top HYPERACTIVITY AND DISTRACTABILITY How do you contest the hyper student and the student whose ability to screen out irrelevant stimuli is expressage? 1. Employ hands -on activities. 2. Eliminate as many environmental distractions as possible. 3. Establish a well-defined work area for the child. This will help to limit orthogonal activities that would detract from his/her concentration. 4. Use classroom aids such as headphones, tachistoscope, videos, etc. Provide for controlled exposures. 5. Pace activities vividally. 6. Incorporate gross repel skills into activities whenever possible.7. Use bilateral activities, using hands and eyes in the lesson. 8. Make an obstacle course and have the students move through it at change paces. 9. Use a timer. When the timer stops, students may have a short break. never use a timer to speed up work, for it will cause tension and frustration rather than increase skill. 10. Use a time-out period to reward a hyperactive child who has pass time doing correct activities. Return to Top LACK OF MOTIVATION RESPONSE 1 What do you do with students who lack motivation, have a very prejudicious attitude toward school , and come to class unprepared?1. Do everything possible to make sure the physical needs of the student have been met. Has he/she eaten breakfast? Had enough rest? Can he/she see the get on with clearly, hear clearly, etc.? 2. Make your classroom interesting and stimulating to the students. Make your lessons inviting and challenging, so students are interested in finding out what comes conterminous 3. base your students that you take an interest in them. Show that you like them and that they rifle in your classroom. 4. Make your lesson an experience that will allow the student to gain self-esteem because he/she is successful.5. Make goals that are challenging, but attainable. 6. Take emolument of the students interests and formulate some lessons around them. 7. When developing hold worksheets, use the students names and some things you know about them to teach a imagination (e. g. , Susan expressed her enjoyment regarding her trip to Disney World when identifying parts of spe ech). 8. guide home weekly reports to parents. Encourage parents to reward their children for high motivation. 9. Use the concept of students working together to encourage one another (e. g. , cooperative learning groups). 10.Have students chart their own behavior for a week. Return to Top LACK OF MOTIVATION RESPONSE 2 What methods can be used to motivate students and increase their interest in learning? 1. Use incentives in the classroom to reinforce motivation toward accomplishment (e. g. , prizes, stars, or other rewards for complete assignments on time). 2. Get to know each child as an individual, to gain insight into his/her strengths and interests. 3. Hold monthly conferences with students to discuss their work habits, motivation, behavior, etc. 4. Have a real purpose in the school work you assign to your students.Make sure that it relates to their needs. 5. Assist the student in setting realistic goals. 6. Dont always point out errors in a students work, but show how the f inished product can be improved. 7. Provide editing time when you work one-on-one with students to perfect their creative work. 8. Show enthusiasm when you teach. The teacher is the key to motivation in the classroom. 9. Develop special projects for the child whose interests have not yet been tapped by the school routine. 10. Give special recognition through Student of the calendar month or Star for the Day designations. Return to Top LACK OF celebrateWhat do you do with students who show a lack of remark for adults, peers, their belongings, and the spot of others? 1. The teacher should practice the 3 Rs Respect, Responsibility, and Reciprocity. 2. Role-play situations where there is lack of respect. For example Someone fails a test and others make fun of that person. assume with group analysis and discussion of the situation and alternate actions. 3. Clearly enunciate the reasons for respecting other peoples property. Publicly acknowledge those who demonstrate respect for oth ers property, so their peers can model their behavior. 4.Show videos dealing with respect and then discuss them. See Guidance Associates materials. Obtain materials from your county audio library. 5. Dont make unrealistic requests, dictate rules without explanations, or give an ultimatum that presents students with a term they might be tempted to cross because they feel it is unreasonable. 6. Listen to each student. Never assume that you know what the student is going to say to explain his/her actions. 7. Show that even though, as the teacher, you are in charge of the class, you respect the student and expect respect in return. 8. Never make idle, sarcastic threats (e.g. , How many times have I told you to sit down?I am going to have to take away your recess time for the semester unless you behave. ) Return to Top NEGATIVE RESPONSE TO REQUESTS AND RULES What can you do when you are confronted with students who are negative about rational requests and/or rules? 1. Try to use these g uidelines when establishing classroom rules a) Involve your class in making up the rules. b) State the rules positively. c) Keep rules brief and to the point. d) Review rules periodically with the class. 2. Arrange private conferences with students to discuss the problem in depth. 3.Ask the student(s) to write down the disturbing behavior in a class logbook. Have them write some appropriate alternative ways of responding to negativity, for future reference. 4. Give students choices, in order to minimize negative reactions (e. g. , Would you rather stay an extra ten minutes and finish the exercise before lunch, or go to lunch now and finish it when you come back? ). 5. Try to have frequent, positive interaction in the class (e. g. , praise, group projects, discussions, etc. ). 6. Make sure students clearly understand what is expected from them. (In some cases, its the studentsconfusion that causes oppositional behavior. )7. Handle difficult students individually outside the classroom , so that there is less chance that others will get involved. 8. Contact the parents, the principal, and/or the counselor to discuss the students inappropriate behavior. printing machine FRIENDLY Related Links ?Protest Art in Pre-Revolutionary Russia ? deem Snake ?Asking Pre-Reading Questions ?Catch Them Being Good A proficiency for Handling Disruptive Behavior ?Olympic Leaders ?More Resources Comets and the solar System The European Space Agency successfully landed a probe (nicknamed Philae) on the surface ofa comet over 300 jillion miles from EarthAs scientists uncover the mysteries of Comet 67P, teach your students about the makeup, structure, andappearance of comets. Then, explore the rest of our wondrous Solar System. Handwashing consciousness A rare respiratory illness, enterovirus D68, is readily spreading across the United States. Kids are especially susceptible. Like any virus, prevention starts with proper handwashing. Show students how to keep germs away.Poptropica T eaching Guides Poptropica is one of the net profits most popular sites for kidsand now its available as an app for theiPad Its not just a place to play games each of the islands featured on the site provides a learning opportunity. Check out our teaching guidesto four of Poptropicas islands 24 Carrot Island, Time twisty Island, Mystery Train Island, and Mythology Island. November Calendar of Events November is full of holidays and events that you can incorporate into your warning curriculum.Our Educators Calendaroutlines activities for each event, including America Recycles Day (11/15), International Day for Tolerance (11/16),Geography Awareness Week (11/16-22), Thanksgiving (11/27), and Buy Nothing Day (11/28). Plus, celebrate aura History Month and American Indian Heritage Month all November longTake Our Survey Help us improve TeacherVision by taking our brief survey. Thank you for your input Teaching with Comics Reach indisposed(p) readers and English-language learners with comics Our original teaching guide to the Galactic Hot Dogs comic series, as found on Funbrain. com, will take students on a cosmic adventure while engaging their creative minds. Plus, find even more activities for teaching with comics, featuring many other classic stores.