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Rub your brains and put on your thinking cap.

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Give verbal clues to remind the children what they should be doing.

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Give verbal clues to remind the children what they should be doing.

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I'm looking for the boy or girl who is sitting nice and straight with their feet crossed and looking straight ahead. The teacher is giving precise, decisive clues as to what she is looking for while correcting the class and giving them the chance to correct their own behavior without calling each child out individually. She isn't in a hurry to call on anyone because she is waiting for the behavior to correct itself before proceeding.

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I'm looking for the boy or girl who is sitting nice and straight with their feet crossed and looking straight ahead. The teacher is giving precise, decisive clues as to what she is looking for while correcting the class and giving them the chance to correct their own behavior without calling each child out individually. She isn't in a hurry to call on anyone because she is waiting for the behavior to correct itself before proceeding.

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"Classroom management requires the creation and maintenance of a suitable environment for learning, the elimination of obstacles to work, the best use of teaching time, the participation of students in activities and good management of people, resources and time" (Selçuk, Kadi,  Yildirim, and Çelebi 2017).

"A study with children at risk for EBD in kindergarten through third grade found that the frequency of teachers' behavior-specific praise was associated with a decrease in disruptive behaviors and an increase in on-task behaviors for the 23 target students" (Garwood and Vernon-Feagans, 2017). So if the teacher praises a child for sitting the correct way, she is reinforcing the correct behavior and allowing the students to correct themselves.

Garwood, J. D., & Vernon-Feagans, L. (2017). Classroom management affects literacy development of students with emotional and behavioral disorders. Exceptional Children, 83(2), 123-142. http://dx.doi.org/10.1177/0014402916651846

Selçuk, G., Kadi, A., Yildirim, R., & Çelebi, N. (2017). A STUDY ON TEACHER CANDIDATES' COMPETENCIES IN CLASSROOM MANAGEMENT. Acta Didactica Napocensia, 10(4), 63-68. Retrieved from http://nclive.org/cgi-bin/nclsm?url=http://search.proquest.com/docview/1987374240?accountid=11625

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Rub your brains and put on your thinking cap.  A repeated pattern you can play over and over again is called an ostinato. How many syllables are in an ostinato? Some children anxiously called out some numbers. I'm looking for the boy or girl who is following rule number 2: Raise your hand to speak. What do you think Tommy? The teacher had drawn four lines under the word earlier and pointed to the lines as she sounded the word out. Tommy said, "four." You are right Tommy. Okay let's use our action words to create an ostinato. 

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Rub your brains and put on your thinking cap.  A repeated pattern you can play over and over again is called an ostinato. How many syllables are in an ostinato? Some children anxiously called out some numbers. I'm looking for the boy or girl who is following rule number 2: Raise your hand to speak. What do you think Tommy? The teacher had drawn four lines under the word earlier and pointed to the lines as she sounded the word out. Tommy said, "four." You are right Tommy. Okay let's use our action words to create an ostinato. 

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"More engagement is associated with better student outcomes than less engagement, and engagement can be defined both by its duration and intensity, with active engagement more beneficial than passive engagement" (Gage, Scott, Hirn, and MacSuga-Gage, 2018). This teacher not only was able to teach the children a big vocabulary word, but was able to get them to understand what the word meant and was able to create many different ostinatos for the children to perform. She prefaced by allowing the children to "rub their brains" because this is a big, new word

Gage, N. A., Scott, T., Hirn, R., & MacSuga-Gage, A. (2018). The relationship between teachers’ implementation of classroom management practices and student behavior in elementary school. Behavioral Disorders, 43(2), 302-315. http://dx.doi.org/10.1177/0198742917714809