Topic #1 Classroom Rules Elementary classrooms can become better learning environments when teachers have rules, classroom

management skills, and a belief that each child can be successful. Rules help create a predictable atmosphere that limit classroom disruptions and encourage children to use self-control. Children need to be taught that it is their responsibility to make appropriate choices and that they will be held accountable for their actions. Teachers may decide to establish rules or allow their students to assist in formulating them. Teachers who involve their children in the rule making process contend that students are more likely to follow them . One way to involve students in forming rules is to have them brainstorm as a class or in small groups why they come to school and their goals for learning. Then ask them to name rules that will help them achieve their goals. Write their ideas on the board. If a child states a rule negatively, such as, Dont come to school late, ask how it could be stated in a positive way. Below are some examples.

Come to school on time. Bring what you need with you. Listen to the teacher. Be kind to others. Use manners. Work hard. Do your best. Keep your hands and feet to yourself. Follow playground rules No interfering with the teaching and learning of others. Respect personal space, rights and property of others. Follow directions of all your teachers. Come to class prepared with all supplies and homework complete. Raise your hand before you speak during a classroom lesson. Listen quietly while others are speaking. Be polite, courteous, and respectful at all times. Leave your seat only when necessary. Be quiet in lines, hallways, and restrooms Stay On Task Then assist them in consolidating their list into three to five basic rules, such as:

be prepared; be respectful; be productive; and be safe. After the rules are decided upon, you may want to have the students sign a copy of them and display them. Review and define each one as needed. Students are more likely to follow the rules if they are clearly stated and understood, and if classroom management procedures are in place and followed. Some examples of procedures or routines that need to be explained, practiced often and followed consistently:

what to do upon entering the classroom; what signal will be used to get their attention what to do when a signal is given; what to do when it is group time; what to do if they want to speak; what to do if they need to use the restroom; what to do if they need to sharpen their pencil; what to do when they need help; what to do when they are finished with their work; what to do if a visitor is in the classroom; what to do if the teacher is not in the room; what to do before being dismissed. In addition, listing the schedule for the day helps children know what to expect.

Here is an example of a teachers management plan for individual students: First offense: Name on board. Second: Student writes down the rule that he/she broke. Third: Student looses ten minutes of recess Fourth: A parent is called or a note is sent home for the parent to sign and return. Fifth: The student is sent to the principal. When deemed appropriate provide choices. For example: if a child does not stay on task and complete his work, you could say, Do you want to finish it during free time or recess? Or, if a child is being disruptive, you could say, Would you like to sit in the thinking chair or at your desk with your head down?. When given a choice, students tend to feel respected and are more likely to comply. However, allow only a short time for the choice to be made and if the child does not choose, make the choice for him/her. As much as possible, have the consequence directly relate to the offense. After deciding what rules and management procedures you will use, discuss consequences for broken rules. However, allow yourself some flexibility. Consequences for inappropriate behavior need to focus on helping a child learn from his/her mistakes. At times you may want to meet with a child alone and ask him what you could do to help him make constructive choices. Then listen, share thoughts with your student and develop a plan of action. An idea for classroom management is to put a word on the board such as responsibility. When the class does well, a letter is underlined in red, and when they are off task, the red underline is deleted for one letter. When the whole word is underlined in red, the class earns a privilege such as a theme day or viewing a movie. Having the children brainstorm and vote on ideas of what they would like to receive for their exemplary behavior can foster their desire to follow the rules. A management plan for group work is to divide the children into teams of four or five students. Review what is expected and give each team points for listening to instructions, being respectful toward each other, completing the assignment, etc. After keeping track of the points for a week, the team with the most points could earn extra recess, lunch with the teacher or free time. Start the point system over again the following week. Signals that a child or students need to be on task include: staring, frowning, shaking your head, standing close, holding your finger or hand a predetermined way, or placing a childs name on the board. Making a check on the board may signify a consequence such as the class losing five minutes of recess. Positive consequences for appropriate behavior or exceptional effort also need to be used to reinforce constructive actions. Examples are: specific verbal recognition, certificates, handshakes, high fives, thumbs up, smiles, and earned privileges such as getting to eat with a friend from another class or being the teachers assistant. Other acknowledgments could be computer, homework or library passes, or a positive phone call or note sent home to a parent. When an entire class has done exceptionally well on a test or project, provide a fun activity like playing games or having a special snack Teachers need to anticipate and deal with problem behaviors before they escalate. When teachers enforce a classroom management plan and rules, as well as build a positive relationship with their students, the children will more likely develop self-discipline and learning will take place. Starting the Class the Following Day 1 Plan to be in your class prior to the time when students are allowed in the building. Give yourself enough time to set out the supplies and materials you will need for the first half of your day. If you have playground or breakfast monitoring detail for the day, you may need to arrive early enough to do this before your monitoring duties or have prepared your room before you left for the day yesterday. 2 Greet your students as they come in the door. Plan a responsive greeting that encourages your students and starts their day off on a good note. Some possible responsive greetings include, "Hello, Amy. I'm so excited to see you ready for class today!" or "Good morning, Eric! You bring a special and unique presence to class today!" 3 Move to roll call and morning administrative duties. You may plan for students to be working on a handout or a class assignment while you handle these duties.

4 Give your class 20 minutes of movement time. Lead them in dancing, hopping and wiggle therapy. This movement will help the students focus better for instruction. Topic #2 Five Top Strategies to Keep Students Learning in a Calm Classroom Environment Strategy number 5 Keep the lesson moving. If you have a forty-five minute period, plan three different activities. Try to get them up out of their seats at least once during the class period. Those students with pent up energy will thank you for it. Strategy number 4 Dont lecture for the whole period. Students who are actively engaged in a learning activity are generally not disrupting the class. Hands-on activities work great for vivacious classrooms. Strategy number 3 Talk to your students. If you see them in the hall, in the cafeteria or at the grocery store, ask them how they are. If you see a student in the local newspaper, congratulate them. If they do something nice, tell them that you appreciate their kindness. This lets them know that you really do care about them. Strategy numbers 2 -- When students are being disruptive by talking, poking, pulling or crumpling paper, go stand by them. This works best with boys. I have taught from the back of the room by the orneriest boys. This sends them a direct message to stop what they are doing. Most of the time they stop and get back to work. Strategy number 1 When you have stood by the student, talked to the student and kept them busy with lessons, and they still are disruptive, take them in the hallway. Ask them, Are you OK? It has been my experience that they crumble and tell you that they had a fight with their parents, didnt get up on time or are having other issues. If they are defiant, send them on to the principal. In the last five years, I have sent very few kids to the principals office for classroom disruptions. Kids are kids. If they are not actively engaged in the lesson, they will become actively engaged in something else disruptive behavior. Try these five strategies to keep them learning. Topic #3 Classroom Management Dos 1. Establish Rapport Rapport with students reduces misbehavior because students want to please you. By greeting students at the door with a simple hello and a goodbye after class, you demonstrate care. Nurture relationships by taking an interest in students lives. Talk with them about their likes, dislikes, hobbies and interests, and then find appropriate ways to share in them. Providing positive recognition and calling on a range of students can also help build rapport and minimize disruptions. 2. Achieve Consensus on Rules Developing rules with students also creates rapport. It expresses that you value them as partners in the classroom while also establishing expectations. By facilitating a discussion about what constitutes acceptable behavior and why it is needed, you give students a sense of ownership. Limit rules to 3-5 and be sure they are specific and visible. 3. Utilize Proximity When students engage in off-task behavior, simply moving in their direction or standing near them sends a message that you are aware of what they are doing and dont condone it. Proximity preserves instruction and students dignity while helping you monitor what students are doing. 4. Use Mobility Many teachers are attached to the blackboard. While students in the front might be engaged, a larger majority are free to tune out. Instructing from different places in the room throughout class keeps students on-task and discourages offtask behavior. Some teachers configure their room in a way that makes mobility impossible, so be sure to have a room arrangement that encourages movement to all areas. 5. Try Non-verbals If you cant move toward a misbehaving student, try some nonverbal cues. Sometimes a well-practiced look can

redirect him. Holding eye contact with him is another simple way without calling attention to him. In other instances, a well-placed pause in your instruction or directions can refocus students because there is a noticeable break in what was occurring. Hand signals and gestures work too. 6. Create Structure A classroom lacking organization encourages off-task behavior. The more structure you introduce, the more likely your students will exhibit positive behavior. Additionally, the more familiar your students are with routines, the less likely they are to find down time to engage in misbehavior. 7. Offer Rewards Many teachers experience success by implementing reward systems in their class. You could reward individuals or the entire class with small tokens, prizes, or privileges for exhibiting positive behavior or staying on task. 8. Call Early, Call Often Dont delay calling home. The behavior will not eventually correct itself. You only invite more trouble by postponing calls. Communicating early and often increases the chance of eliminating misbehavior and fostering parent relationships. When you call, invite parents help by saying something like, Susan has been talking a lot in class; can you help me by discussing with her why this is inappropriate?" Classroom Management Donts 9. Refer Every Infraction Disciplinary referrals should be the exception, not the rule. Reserve them for major infractions, not minor ones like sidetalking, off-task behavior, or being unprepared for class. When you refer students for these kinds of infractions, you convey the message: I dont know how to deal with you, so I need someone to do it for me. In essence, you hand over control of your classroom. 10. Redirect Students with Questions Avoid calling on a student to answer a question when he is off-task. Instructional questioning is to assess learning, but redirection through questioning embarrasses the student and calls attention to him in a negative way. If you need to redirect a student, consider reminding the student by saying: Were on question 5 right now, I need you to respect everyones right to learn, or another statement that reinforces your expectations. 11. Publicly Discipline Many believe that giving consequences in front of the class sets an example. The example you are setting, though, is that you are willing to embarrass a child. While you might feel a sense of control by publicly disciplining a student, he loses dignity in the process. Although you might win a small battle, you unconsciously create a larger struggle: hell want to save face, leading to more off-task behavior or direct provocations. Instead, talk with him quietly at his desk once everyone is working or motion him outside for a conference. 12. Lose Control The moment you lose control of your emotions, you lose control of the class. Youve unwittingly shown students what buttons to push. Losing control takes a variety of forms, including insisting on having the last word, saying something regrettable, or crying. Instead, learn to take a deep breath and emotionally detach yourself from the behavior or words, making sure your emotions dont register on your face. Classroom management challenges all educators. Observing colleagues for additional tips and techniques will certainly help you hone your craft. Remember: consistency and firmnessalways balanced by fairnesswill ultimately cause your students to respect you and their learning environment.