Leading Proper Attitude | and Behaviour - Elementary —Self-Evaluation Student initiative and accountability is a very important part of classroom leadership. In order for the classroom to sustain a successful learning atmosphere, the students must take ownership in the completion of their work. If the students venture off task or have difficulty fulfilling their responsibility, it is important that they can recognize the degree to which they can improve and ask for help if necessary. Below are two self-evaluation tools for students in elementary. The teacher may prompt the student with, “Class, everybody show me on one hand what level you think you are at on the chart . . . what level do you want to be at?” This question provides students with the intrinsic motivation to set goals and achieve them, thus creating the exact behaviour that is desired in the classroom. 1)! am having * How loud is your trouble Mee | voice? (0) S\eufes 5 |e Complete silence. eeck Sele HAL Aeb els ‘© Whispering. Only one a person can hear you. 3) |am doing * Small group work. Only good work 2) Low Flow the group can hear you. 3) Formal Normal conversation 4) am doing Neda voice. really good work 5; ° Presenting voice. 4) Loud Crowd Everyone can hear you. 5) lam doing s))(@)}: ej) |e Playground voice. NEVER Control used inside the school. elesListening Cues and Techniques Listening cues are verbal or non-verbal signals that the teacher may use to get the attention of the class and ensure that everyone is receptive to new instructions. They are especially useful when the students come to class in the morning, return to class from recess and just before they leave for home. In addition to these times, listening cues are also effective in allowing a smoother transition between activities. In a fun and exciting way for students, listening cues ensure that they are focused and behave appropriately during class. Some potential cues are: “One, two, three eyes on me. One, two eyes on you.” Hand clapping gesture and students repeat sound. Place your finger on different features of your face and have the students copy your motion. Whisper instructions to the class until the whole class is united and listening. Begin to play music when it is time for the activity to wrap up. Have quiet time when the students arrive. Read a book and have the students place their heads down on the desks. “Legs criss-cross apple sauce, crab hands, frozen like ice cubes, lips zipped and eyes forward.”