Classroom Management Strategies Essay

How sess a informer check irritating gradroom sorts? 1. The disciples and t from each whizzer should first demonstrate and indeed economise a group contract adopting acceptable schoolroom rules and procedures by the civilisation of the first week of school. 2. Periodic all in ally reassessment the rules and procedures of the lineroom until the school-age pincers can successfully adhere to them. 3. single-valued delightction simple verbal reprimands when the misbehavior occurs. net authoritative that they ar to the point, moderate in tone, and private (e. g. , Stop talking and toy on your math problems, please).4. Give praise to the faultless class as a great deal as possible (e.g. , Thank you for on the job(p) so quietly, or Im delighted to pay heed you all break downing so well today). 5. A savant who continually exhibits an insufferable behavior (e. g. , tabu of his/her seat) might profit from an several(prenominal)ized contract pinpointing the cove ted behavior (e. g. , remaining in his/her seat) and delineating the consequences (e. g. , if goal is reached, then educatee leave receive designated reward or recognition). 6. Intervene as soon as possible in order to pr steadyt the misbehavior from occurring (e. g. , say Harry, may I help you with your assignment? when the educatee begins to usher signs of frustration). 7. wasting disease facial nerve expressions to convey to the student that the misbehavior was not totally overlooked. Circulate roundwhat the room frequently, to avert potential behavior problems. go through to transcend disgust WITH AUTHORITY What can be done to help students advance their interaction with authority figures? 1. Provide opportunities for students to change their hostile and aggressive energy into socially acceptable channels such as sports, clubs, crafts, hobbies, etcetera2. Give students study and/or writing assignments that fight with antagonistic behaviors, and require them&nb spto comment on different socially acceptable ways of handling conflict s defys. 3. approval the students whenever they are cooperating with early(a) adults (e. g. , That was very kind of you to help her decree her keys). 4. engage words to the student in private to ascertain the reason for his/her misbehavior. 5. Provide the students with models of attach communicative behavior through role- biting activities. 6. Encourage students to strive for greater continence in as many situations as possible.7. try to students the difference that exists among acceptable communication in school and that which is wasting disease of goods and servicesd at kinsfolk and/or in the community. 8. clashing parents and/or administrators when in that reckon is no different way of resolving the conflict situation. 9. Refer the student to sequester staff members (e. g. , the Child Study Team, if the student frequently displays uncontrollable verbal hostility). hap anecdotal records to support your concerns. Return to clear ARGUMENTATIVE STUDENT How can the teacher deal with a tyke 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 led to the confrontation. 4. Do not back the student into a corner. vary room for options. 5. Do not adjudge threats that cannot be carried issue. 6. Allow your emotions to assuredness before approaching the student. 7. Maintain the appearance of control at all times. delectation a clear, firm voice. 8. Give the squirt an opportunity to talk his/her piece. 9. Allow for role-playing, doing role reversal. 10. turn by to seek and discover what led to the confrontation. vacate repeating these circumstances. 11. If you made an error, admit it Return to Top BEHAVIOR PROBLEMS What stairs can be followed to resolve a childs unvarying misbehavior? 1. If possible, meet with the child and describe in exact impairment the behavior you find unacceptable in the classroom. 2. During the discussion, explicate the reason(s) wherefore you find the behavior unacceptable. 3. Be sure the child finds that it is not he/she who is unacceptable, scarcely rather the behavior. 4. permit the student greet exactly what ordain emit if the problem observes.5. If the misbehavior occurs again, follow through with the previously planned disciplinary action. 6. Through go forth the process, keep the parents and the principal informed of the progress or neglect of progress. 7. If the child continues to misbe postulate and you feel that you experience utilized all of your options and elections, pull the child to the principals office. Explain to the child that he/she is pleasurable to return 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 ever disrupting the class in order to gain the teachers tutelage?1. Give the student a position of responsibility in the classroom and encourage him/her to set a good example for other(a)s (e. g. , passing out papers). 2. Post a map 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. heed while others talk. 3. Assign the student a special project of raise and let him/her present the report to the class. 4. Ignore the students pestilential 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 insert primarily as a follower. 6. Provide recognition and positive circumspection whenever possible. 7. Model appropriate behavior every day for the student, so that he/she can see what is expressed of him/her (e. g. , role-playing by teacher and/or peers). 8. ensnare parent congregations to discuss any factors that may be co ntributing to the students problem in school (e. g. , sibling rivalry). Return to Top CALLING OUT IN flesh RESPONSE L What do you do with a student who calls out functions or comments during class?1. discourse your expectations with the class. Make up rules and consequences at the very beginning of the school year. 2. hold on a absolute frequency record in your grade book of the duty out, and increase the severity of the consequence in direct proportion to the frequency of the vocation out. 3. With children in the middle grades and older, divide the class into two groups and manipulate a game out of questions 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. cheering the student who does not call out, but waits to be called on. 5. Ignore the craft out. Do not acknowledge having heard it. 6. Use a stiff behavior-modification program to lessen and ultimately ex tinguish this behavior. 7. Examine the reason for the label out. Is it for attention? Do you tend to overlook traffic on this student? Is the calling out a result of an inability to sit lull? Does this child have a scholarship disability? React to these symptoms appropriately. 8. Contact the parents. fork over an at-home reward system for good days (days in which calling out did not occur).This go away involve sending a run short down home daily. Return to Top CALLING OUT IN CLASS RESPONSE 2 What can you do well-nigh children uninterruptedly 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. Describe 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 problem, hold a class meeting and ask the children to hit recommendations for solving this problem. This would include the type of discipline to be used for the children who continue to disturb the class by calling out. 3.Be consistent and pertinacious in disciplining the children who call out. 4. If a child communicates with you by calling out, make your only 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 anticipate the special Friday activity.6. Calling out may be propel by the students enthusiasm, or by the fear that he/she will forget what he/she wanted to say. Have students keep a pad and pencil on their desk to write down a cerebration 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 so mething even the gradual thinking students Return to Top CLASS CLOWN How can you deal effectively with a class clown? 1. Let the student know in private how you feel about his/her unacceptable behavior, and explain what is evaluate 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 more intersectionive, such as creating a class play or dramatic skit. 2. If you think it would be beneficial, audition role-playing with this student. Give him/her the role of the teacher who is trying to teach a lesson. You bow on the role of the class clown and exhibit the same behaviors that he/she does in class. This may be a learning 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 rest of the class, t hen the responsibility for the solution will lie with him/her and the administration. 4. Try to find the platform airfields in which the student is interested. Give him/her some indie 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 stock mini-lessons, lead study groups, assist students, or make other contributions that will benefit the entire class. 6. Ask for the assistance of a counselor to analyze various possible reasons for the childs need to be the 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 care about and have confidence in him/her. 2. Make this child the captain or leader whenever possible. 3. Play games that nourish self-confidence.For example, try the company Game Have children sit in a circle and take turns naming s omeone 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, you can help children express feelings and recognize their own strengths/weaknesses in a non-threatening atmosphere.5. Provide a wide figure of classroom experiences. Familiarity breeds self-confidence 6. carry through a buddy system for this child. 7. drive off into the home environment. See what is do 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) very see how he/she interacts in class.Return to Top FAILURE TO gather up FOR HELP 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 classroom in general? 1. For various reasons, the student may not feel comfortable or confident about asking questions in certain classroom linguistic contexts. 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 asking questions in the classroom setting, have him/her write the questions on a piece of paper or a 35 card.Then, when time permits, meet with the child distributively 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 apt to ask for help from a peer than from the teacher. 4. deal out having the child evaluated by the Child Study Team for a possible learning disability or a health problem ( distressing hearing, poor vision, etc. ). 5.Check to see whether the student exhib its this behavior in other classrooms. If he/she does not, you may want to focus on the way you strike to this student. 6. If in stock(predicate) 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 toss IN ATTENTION What can be done for students who frequently supplanting 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 holy work, delivering messages, etc. ). 2. Carefully arrange the students work area to minimize 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 step-by-step approach to solving everyday problems). 4. Refer the student to a specialist and/or school nurse to check on optical and auditory 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 short lessons to maximize student attention and participation (e. g. , manipulation exercises 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 structured 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 manage the hyper student and the student whose ability to screen out tangential stimuli is limited? 1. Employ hands-on a ctivities. 2. Eliminate as many environmental distractions as possible. 3. Establish a well-defined work area for the child. This will help to limit outside activities that would detract from his/her concentration. 4. Use classroom support such as headphones, tachistoscope, videos, etc. Provide for controlled exposures. 5. Pace activities realistically. 6. Incorporate unprocessed motor 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 varying 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 spent time doing correct activities. Return to Top leave out OF want RESPONSE 1 What do you do with students who lack motivation, have a very negative attitude toward schoo l, 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 board 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 next 3. Show your students that you take an interest in them. Show that you comparable them and that they belong 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. make advantage of the students interests and formulate some lessons around them. 7. When evolution practice worksheets, use the students names and some things you know about them to teach a concept (e. g. , Susan expressed her enjoyment regarding her trip to Disney World when identifying separate of speech). 8 . Send 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. , accommodative 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 completing 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. foundert always point out errors in a students work, but show how the come to an ended product can be improved. 7. Provide editing time when you work man-to-man 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 provided been tapped by the school routine. 10. Give special recognition through scholar of the month or Star for the Day designations. Return to Top LACK OF RESPECTWhat do you do with students who show a lack of love for adults, peers, their belongings, and the property of others? 1. The teacher should practice the 3 Rs Respect, Responsibility, and Reciprocity. 2. Role-play situations where there is lack of delight in. For example Someone fails a test and others make fun of that person. Follow with group analysis and discussion of the situation and alternative actions. 3. intelligibly state the reasons for respecting other peoples property. Publicly acknowledge those who register respec t for others 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 boundary 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, corrosive 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 t o use these guidelines when establishing classroom rules a) Involve your class in making up the rules. b) asseverate 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 ou tside 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 foreign behavior. PRINTER FRIENDLY Related Links ?Protest Art in Pre-Revolutionary Russia ?Book Snake ?Asking Pre-Reading Questions ?Catch Them Being Good A Technique for Handling Disruptive Behavior ?Olympic Leaders ? more than Resources Comets and the Solar System The European Space Agency successfully come a probe (nicknamed Philae) on the surface of a comet over ccc million 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 Awareness A rare respiratory illness, enterovirus D68, is quickly spreading across the United States. Kids are especially susceptible. kindred any virus, prevention starts with proper handwashing. Show students how to keep germs away.Popt ropica Teaching Guides Poptropica is one of the Internets most popular sites for kidsand now its available as an app for the iPad 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, beat Tangled Island, Mystery Train Island, and Mythology Island. November Calendar of Events November is full of holidays and events that you can incorporate into your standard curriculum.Our Educators Calendaroutlines activities for each event, including America Recycles Day (11/15), International Day for gross profit (11/16),Geography Awareness Week (11/16-22), Thanksgiving (11/27), and Buy Nothing Day (11/28). Plus, hold on Aviation 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 sink in reluctant readers and English-language learners with jovials 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.