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chacon_am@aps.edu

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romero_i@aps.edu

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Google doc. with resources

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On line lesson planning and grading

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Planbook.com - Online Teacher Lesson Planning

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Planbook.com - The easiest way to create and manage your lessons online, developed by teachers for teachers.

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Teacher Competencies

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New Mexico is one of the most diverse states in the nation, and this diversity is reflected in the strengths and needs of New Mexico's students.

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ReadWorks is cognitive science based, free, and effective

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ReadWorks | Award-Winning, EdTech Nonprofit Organization

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ReadWorks is an edtech nonprofit organization that is committed to helping to solve America’s reading comprehension crisis.

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Free, ready-to-use classroom resources that align to college- and career-ready standards, including the Common Core

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Provide relevant texts that consider complexity, academic success, cultural competence, and critical consciousness.

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xtensive mathematics teaching resources to support standards-aligned math instruction,

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K-5 Math Teaching Resources is a leading New York City based math consultancy firm. Our mission is to transform the teaching and learning of mathematics, improving outcomes for all students in elementary and middle school. Click on a tab below for information on our research-based professional development and customizable consulting services. Our results-driven elementary and middle school consultants are committed to working side-by-side with administrators, coaches and teachers to build exceptional quality math instruction and curriculum for schools and school districts, transforming students' math education and achievement.

On this website you will find mathematics to support standards-aligned math instruction. Use the grade level tabs at the top of this page to download sample resources for each grade level from Kindergarten through 5th Grade or visit our EBook Store to purchase a complete set.

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Research based resources and professional learning opportunities to transform math teaching and learning communities.

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The most popular K-5 science curriculum

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Open-and-go lessons that inspire kids to love science.

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Mystery Science offers open-and-go lessons that inspire kids to love science. The hook, visuals, and activity have all been prepared for you. Less prep, more learning.

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Show a video every week that inspires your students to ask questions

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Open-and-go lessons that inspire kids to love science.

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Mystery Science offers open-and-go lessons that inspire kids to love science. The hook, visuals, and activity have all been prepared for you. Less prep, more learning.

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https://www.teacherspayteachers.com/

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Great resource for socratic discussion lessons.
https://www.teachingchildrenphilosophy.org/

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For more guidance, purchase Big Ideas for Little Kids: Teaching Philosophy Through Children's Literature, 2nd Edition . This book contains detailed instruction on how to facilitate a philosophy discussion as well as an entire curriculum for an introduction to philosophy class for elementary school children.

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https://www.khanacademy.org/

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A required part of this site couldn’t load. This may be due to a browser extension, network issues, or browser settings. Please check your connection, disable any ad blockers, or try using a different browser.

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https://www.yummymath.com/
Fun and engaging math lessons

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We think that this is a very good time to wish for peace. Above is a picture of the wreath that I made for this winter's season. Do you know this symbol? Where did it originate? Do you ever use a different symbol for peace (for instance, sideways "V"s)?

In this activity students learn about the semaphore flag symbols and how this peace symbol was first designed. They design their own symbol and try to figure out how many possibilities there are in this kind of communication.

The activity: PeaceSymbol.pdf

How should I cook my turkey? - Students judge timing, cost, tastiness, and quantity necessary as they plan for the feast. 4.MD, 5.NBT, 4.MD, 6.RP, 6.NS, 7.NS + Great video on a deep frying fire with William Shatner.

Shopping season already! - Students will be able to add some understanding and analysis to holiday shopping trips after calculating savings in dollars and percents with this timely investigation. 6.RP, 7.EE, 7.EE

Not enough mashed potatoes - Use Brian's famous mashed potatoes recipe to practice changing decimals to fractions; calculating ingredient measure for various-sized Thanksgiving servings; have students explain their reasoning; and to have students figure out how many servings 7½ pounds of potatoes would make. 5.NF, 6.RP, 7.RP

Consumers in the U.S. spend a lot of money. In this activity we look at historical data to see if there are any patterns in our spending. How does our holiday spending show up in these graphs? What accounts for spikes or drops in spending? What patterns do you notice? Which patterns will likely continue and which patterns won't? Let the class see, think, wonder and discuss in this timely activity.

Soo Yeon is a Mathematics teacher at an international school in Asia and has be an avid user of YummyMath. Formerly she was a chemical engineer and shares our intent of providing practical, relatable, and real-world contexts in teaching mathematics.

She would like to share the following with YummyMath users:

"As you know Leslie and Brian's hard work and vision of exploring math in real life contexts has been instrumental in helping students develop critical thinking, questioning skills, and a positive attitude towards Mathematics. I wholeheartedly share their vision and am dedicated to upholding their mission. Moving forward, YummyMath will continue to evolve, enhancing content and user experiences to better meet your needs both now and in the future. I understand the challenges teachers and parents face in balancing engaging activities with time management. To address this, I kindly request your input through a survey ( ) to ensure that YummyMath effectively supports your needs.

Thanks so much for your support as YummyMath starts this new chapter. "

In this activity, students work through the nomenclature to understand the possibilities of nano science and quantum dots. Questions that are answered; How many nanometers are in a millimeter? What is a semiconductor? What and why does this nano technology increase our ability to closely examine, understand and modify our tools?

The activity: Quantum-dot.pdf

On Veterans Day we honor the men and women that have served in the Armed Forces of the United States. There are now 16.2 million living veterans. We found these maps that show where veterans live in the U.S.

What do you notice and what do you wonder when seeing these maps?

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We think that this is a very good time to wish for peace. Above is a picture of the wreath that I made for this winter's season. Do you know this symbol? Where did it originate? Do you ever use a different symbol for peace (for instance, sideways "V"s)?

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Domain 1 - Lesson Planning

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Unit Plan Template

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Daily/Weekly Lesson Plan Template

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Cornell Note Style Lesson Plan Template

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Board/PP Lesson Plan Template

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Elementary Lesson Plan Template

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Weekly Lesson Plan Template

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Detailed Lesson Plan Template

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CCSS Lesson Plan Template

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Assessments

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Examples of Summative and Formative assessemnt.docx

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A way to get funding for classroom projects to enhance your curriculum

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About us

Founded in 2000 by a high school teacher in the Bronx, DonorsChoose empowers public school teachers from across the country to request much-needed materials for their students. Right now there are thousands of teacher requests that you can help bring to life with a gift of any amount.
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DonorsChoose: Support a classroom. Build a future.

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DonorsChoose connects teachers in high-need communities with donors who want to help.

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Access to the library catalog for all APS schools

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Unit Plan Template

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Disclaimer: On this page you can find the Common Core State Standards in Mathematics and English Language Arts. The standards are temporarily located on this page while we work to address technical challenges with CoreStandards.org. Thank you for your patience and we will share an update on CoreStandards.org when we have one.
English Language Arts Standards English Language Arts Standards (ADA Compliant) Mathematics Standards Mathematics Standards (ADA Compliant)

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Disclaimer: On this page you can find the Common Core State Standards in Mathematics and English Language Arts. The standards are temporarily located on this page while we work to address technical challenges with CoreStandards.org. Thank you for your patience and we will share an update on CoreStandards.org when we have one.

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Understanding by design unit plan template

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Understanding by design unit plan template

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colon@aps.edu

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Resources >> Browse Articles >> Curriculum & Instruction

Mrs. Kelly Tenkely

Master teachers are also master lesson planners. They can look at a learning goal and piece together key components that will ensure that their students meet the goal. Not all lessons need to be a reinvention of the wheel, but there are several hallmarks of well-crafted lesson plans. Whether you are building your own lessons, or searching through databases of lessons, be sure to include these 10 key components:

1. Learning Goal-
Every lesson plan should have a clearly defined learning goal, after all, that is the reason for teaching! I have seen some very inventive lesson plans that lack this important ingredient. No matter how entertaining a lesson may be, if it is lacking a learning goal, it has missed its mark.
There is a day celebrated annually by students all over the country affectionately referred to as Mole Day. Celebrated every year on October 23 (10-23), Mole Day honors Avogardro's Number (6.02 × 10^23), which is a basic unit of measure in chemistry. There are some fun lesson plans out there for Mole day (and in fact entire websites dedicated to the celebration). Mole day is uniquely celebrated by creating moles (the animal) and creating a diorama that represents a play on the word 'mole'. For example "guaca-mole" or "Remember the Ala-mole". Students spend weeks creating their moles and mole puns. But in all the entertainment, does the lesson completely lose its meaning?
What does the mole (the animal) have to do with Avogardro's Number aside from sharing a name? When the learning goal is lost, so is the learning. When writing and searching lesson plans, make sure you always have a clear learning objective in mind: everything hinges on this.

2. Resources-
List the resources needed for a lesson. Nothing is worse than having the perfect lesson planned only to find that you are missing an important material. Jotting down a list of resources needed for the lesson will ensure that you have all the paper, glue, copies, etc. when the time comes to use them.
Don't forget to list digital resources as well. Make sure if you are using technology that the websites you intend to use with students aren't blocked at school. A great lesson you created at home could come to a screeching halt if you can't access the video you found the night before. Also, be sure to note any of the plug-ins that may be required for a website (Silverlight, Flash, Shockwave, etc.). Often, if you can plan ahead, your tech department can confirm that you have everything in place for your lesson.

3. Standards-
It is important to note any standards being met by the lesson. Most schools are requiring a standard tie in for every lesson. Even if your school doesn't require that you note which standards you are meeting, it is good practice to be familiar with your state and national standards. You will be surprised how many standards you are meeting in any given lesson. You may also choose to note how a lesson falls into the scope and sequence for yearlong learning.

4. Anticipatory Set-
After the learning goal, the anticipatory set is one of the most important ingredients in a quality lesson plan. The anticipatory set engages your students in the learning that is about to happen. It sets the tone for the lesson and makes students hungry to learn more. Think of the anticipatory set as a movie trailer. The trailer doesn't tell everything about the movie but provides enough glimpses to leave you wanting more.

When I was in first grade, my teacher planted a UFO made out of cardboard boxes and yogurt containers spray painted silver in the middle of our classroom. All around the UFO were purple play dough "space rocks". We were immediately engaged and excited about the lesson. We had no idea what we would be learning, but she already had us thinking and questioning. As it turned out, the UFO was introducing a new leveled reader we were going to read together called "My Pet Space Rock". All these years later I still remember that lesson.

A good anticipatory set activates prior knowledge or encourages students to ask questions. Students learn, by making connections and exploring. Build anticipation for your lesson through props, secret notes from historians or scientists written to your class, a video clip, a song, a short story, or role play. Students love pretend play, so think about how you can get them to use their imagination and pretend as they are learning.

For example, if your students are studying dinosaurs, tell them they are paleontologists going on a dig. Outfit them with field journals and a 'special' paleontologist pencils that they can use to take notes. In my classroom, I like to use Wordles to begin my lessons. These are word clouds that you can create at www.wordle.net. I include several "clue" words about what we will be learning and project the Wordle on the whiteboard. As students come into the classroom, they guess what we will be doing based on the Wordle.

This gets students thinking about what they will be learning, activating prior knowledge, and asking questions. It takes 2-3 minutes of guessing before we begin the lesson and it readies students for the learning that will follow. It seems to me that the anticipatory set is the piece most often left out of lesson plans, and it is a shame because it's what excites students about learning.

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Master teachers are also master lesson planners. They can look at a learning goal and piece together key components that will ensure that their students meet the goal. Not all lessons need to be a reinvention of the wheel, but there are several hallmarks of well-crafted lesson plans.

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Curriculum Map by Month

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Differentiating curriculum for gifted students

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This article by Sandra L. Berger discusses how gifted students "need an appropriately differentiated curriculum designed to address their individual characteristics, needs, abilities, and interests. It is difficult to generalize about students who are gifted because their characteristics and needs are so personal and unique.

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Agendas

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Save the Last Word For Me Reading Strategy

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Differentiation in a Mixed Ability Classroom

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Differentiation in a Mixed Ability Classroom

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book by Carol Ann Tomlinson

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Page 7: Differentiate Product

When teachers differentiate product, they assess the same concept or skill for each student at the end of a unit of study; however, teachers offer their students a variety of ways to demonstrate their knowledge (e.g., video, written report). When doing so, the teacher strives to:

Make the product assignment challenging but not so difficult or complex that the students are unable to complete it on their own.

Provide clear directions.

Create a task that reflects real-world application.

Teachers should also include visual, auditory, and kinesthetic (i.e., involving movement or hands-on activities) options as well as analytic, creative, and practical ones. They might also allow the students to complete the product alone or as a group. Although teachers typically allow students to choose the type of product they complete, they need to make clear that their students cannot always choose to complete the same type of product assignment. The table below highlights a few strategies for differentiating product. Click on each link to learn detailed information about implementing these strategies.
Tiered Products
Keep in Mind

To design and match the product assignments to the students' readiness levels, teachers should refer to the pre-assessment and ongoing assessments results.

As activities can be tiered to differentiate the learning process, so too can products be tiered to differentiate how students demonstrate their learning. When teachers assess students' knowledge in this way, they design a range of products that are challenging for students at different levels of readiness (in general low, middle, and high groups).

The example below illustrates the use of tiered products. By being aware of her students' readiness levels, the teacher has developed a different assignment for each level of learner: Group 1, below grade-level learners; Group 2, grade-level learners; and Group 3, above grade-level learners.

Key Concept: Make and Revise Predictions.
Lesson: Students have been reading a novel, The Witch of Blackbird Pond by Elizabeth George Speare. They have just finished the first chapter and will make predictions based on the events that have transpired. Their predictions will come in written form and will be turned in at the end of class.

These students need to understand the events of the first chapter of the novel. They will have read the chapter but will answer questions given to them to check on their comprehension of the facts of the chapter first. After understanding the facts, they will write a letter from Kit to her friend in Barbados telling what she expects will happen next. The letter needs to be turned in at the end of the class.

These students will analyze the events in chapter one. They will analyze according to Kit's thoughts concerning her "disappointment in America." They will focus on analysis of why America would be disappointing to a person who was coming from Barbados. Do a prewriting exercise of creating a Venn diagram that shows a comparison of America (as Kit sees it) and Barbados (as Kit remembers it). Then use your information to write a journal entry from Kit's point of view that explains why she is so disappointed and predicts what she thinks will happen next. Turn in your journal entry at the end of the class.

These students will synthesize the words used in chapter one according to what the words help them learn about Kit. They will then predict what will happen next from a synthesis of the words used to tell the events in the first chapter. Important words to present to them to begin their search are embarrassment (p.6), dour-looking (p.7), impulsively (p.8), Heathen Island (p.11), Puritans (p.12), humiliation (p.13), respectable woman (p. 13), and nonchalance (p. 14). If they do not know word meanings, they should begin their search in a dictionary. Then they should write Kit's explanation (in any form they choose) of what has happened and what she predicts next. Turn in the piece at the end of class.

Adapted from http://www.doe.in.gov/exceptional/gt/tiered_curriculum/languagearts/la5r.htm
Tic Tac Toe
Tic-tac-toe, sometimes referred to as Think-tac-toe, is a method of offering students choices in the type of products they complete to demonstrate their knowledge. As in a traditional tic-tac-toe game, students are presented with a nine-cell table of options. The teacher should make sure that all options address the key concept or skill being learned. There are several variations on this method:

Students choose three product options that form a horizontal, vertical, or diagonal line.

Students choose one product choice from each row or from each column (without forming a straight line).

The teacher can create two or more versions to address the different readiness levels.

In the example below, a high-school teacher creates a Tic-tac-toe assignment for a unit on Romeo and Juliet. The teacher wants the students to complete assignments for three categories: characters, setting, and theme. Notice that the teacher creates three assignments for each of these categories, resulting in a total of nine tasks from which students can choose.

Example

Directions: Complete one activity from each row.

Write an essay comparing and contrasting yourself to one of the major characters.

Create a list of at least five interview questions to ask Romeo or Juliet about what the reader should learn from their experiences. Create an audio including the questions and answers.

Now that you've read Romeo and Juliet and watched Westside Story, create a play that contains these two major characters and is set in modern times.

Choose your favorite scene and describe how the setting affects the mood of the play.

Choose your favorite scene and create a detailed scaled model of it.

Choose your favorite scene and write an essay describing the differences in the settings of Romeo and Juliet and Westside Story.

List five well-known quotes from the play. List the character who said the quote and describe how each quote relates to a major theme of the play.

Create a table that compares and contrasts the Montagues and Capulets with the Hatfields and McCoys.

Create a video trailer for a new version of the movie Romeo and Juliet.

Learning Menus
When teachers use learning menus, or choice boards, they offer students four to six options for producing a final product. Each choice should be challenging and should require approximately the same amount of time to complete. Below are some examples of product choices that teachers can include in a menu.

Although there are a number of ways to offer these choices, some teachers present them as a dinner menu. For this method, students often select one "entree" task and two "side-dish" tasks. Additionally, students may elect to complete a "dessert" task for enrichment. Below is an example of one such dinner menu.

The School Diner - Idioms

Appetizer (You must do this)

With a partner, select one idiom from the bulletin board. Discuss what you think the idiom means. Then look up the idiom in the book In a Pickle: And Other Funny Idioms, Scholastic Dictionary of Idioms, or Super Silly Sayings That Are Over Your Head: A Children's Illustrated Book of Idioms. You can find copies in the class library.

Entrees (You must do all)

Read one of the following books provided by the teacher:

Any Amelia Bedelia book

Butterflies in My Stomach and Other School Hazards

Reach for the Stars and Other Advice for Life's Journey

You Are What You Eat and Other Mealtime Hazards

Make a list of all of the idioms in the book and write their meaning.

Side Dishes (Select at least two)

Write an idiom you have heard used in your life and explain what it means. Draw a picture of what the main character of the story you read might do if he or she heard it.

Select an idiom from the bulletin board or one that you have heard used and add it to the story you read. Write at least 6 sentences.

With a partner, create a short skit using an idiom from the bulletin board or one that you have heard used.

Learn more about idioms from other cultures.

Read I'm Not Hanging Noodles on Your Ears and Other Intriguing Idioms From Around the World

Use the bookmarks on the computer to visit several Websites that illustrate idioms from other cultures.

RAFT
Teachers can offer students product choices by using a RAFT (role, audience, format, topic). Each column specifies the role the student will adopt, the audience he will address, the format of the work, and the topic to be addressed. Sometimes, students are asked to choose a row, and sometimes they are asked to make a selection from each column. In other instances, the teacher may assign students a row that matches their readiness levels. Typically, RAFTs can be completed in a relatively short amount of time and can be assigned as classwork or homework.
Example
A fourth-grade social studies class is studying the colonization of America. The teacher creates the following RAFT for this unit.

Tip

Teachers often find Bloom's taxonomy helpful when differentiating product based on student readiness.

Bloom's taxonomy identifies six levels of learning, from the most basic (i.e., recalling facts) to the most complex (i.e., evaluating information). For instance, when she creates a tiered assignment, the teacher often develops three levels of activities. For the lowest level, she might develop activities that assess students' knowledge and comprehension; for the middle group, she might assess their ability to apply and analyze information; for the high group, she might require them to synthesize and evaluate the information. The tables below present the hierarchy of six levels of learning. For each level of learning, the table provides verbs teachers often use when designing product assignments or test questions.

Knowledge

identify, list, arrange, define, describe, label, match, order

Comprehension

classify, summarize, predict, locate, discuss

Application

compute, demonstrate, show, solve, write

Analysis

compare, contrast, experiment, model, separate

Synthesis

arrange, combine, formulate, revise, propose

Evaluation

argue, defend, justify, appraise

Remembering

identify, list

Understanding

categorize, summarize, compare, explain, give examples, predict

Applying

perform lab test, solve a math problem, write an essay using correct grammar and punctuation

Analyzing

differentiate, draw conclusions, organize

Evaluating

determine, judge, critique, test

Creating

generate, plan, construct, design

For Your Information

Differentiating product contrasts with how teachers in a traditional classroom typically assess their students' knowledge-administering a written test at the end of a unit of study. Teachers in a traditional classroom often assume that a written test is an accurate indication of what their students have learned. However, issues such as a student's ability to read and comprehend text sometimes interfere with accurately assessing what the student knows. Although they should continue to administer written tests, teachers should redesign or build their tests so that they are differentiated.

When they create written tests to use in a differentiated classroom, teachers should keep a number of factors in mind:

Using a variety of question types. In addition to using traditional question types (see table below), teachers should include nontraditional question types such as analogies, demonstrations, drawings, and real-world applications. This allows teachers to determine which students have mastered the content or skill. Different students perform better on certain types of question types than on others, so having a variety of question types maximizes the probability that each student will have the opportunity to demonstrate his or her knowledge. Teachers should also use a combination of forced-choice items (e.g., matching, multiple choice) and constructed response items (e.g., create a timeline, write a short essay).

Write in simple language and use as few words as possible.

Avoid negatives (e.g., Which of these is not an example of an insect?).

Make sure the construction of the stem or answers does not give the answer away (e.g., The stem ends with "an" and only one answer begins with a vowel).

Write the definitions on the left and list the words on the right so that students read a definition and then scan the list of words instead of vice versa.

Keep all matching items on the same page.

Include no more than eight items.

Note: This type of question is good for struggling readers because it requires minimal reading.

Provide answer blanks and adequate space for written responses.

Understand that students' handwriting is often difficult to decipher.

Write sentences so that the blanks are near the end to minimize issues with reading comprehension.

Provide adequate space for the students to label.

Understand that students' handwriting is often difficult to decipher.

Note: This type of question works well for literature, history, science, and math.

Grade only the content being tested and not the students' writing skills (e.g., grammar, punctuation); an exception is the spelling of content area vocabulary.

Allow students to convey their knowledge in the most efficient manner (e.g., bulleted items, diagrams). Requiring them to write complete sentences may impede their ability to fully demonstrate their knowledge.

Teachers may want to avoid true/ false questions because they often involve the use of negatives, which are difficult for many students (e.g., Plants do not need sunlight to produce chlorophyll). Additionally, this test format is typically a difficult one for struggling readers and for students who experience test anxiety.

Provide a "T" and "F" for true/ false questions for the student to circle. This avoids the misinterpretation of a student's illegible written T's and F's. It also prevents students with handwriting challenges from tiring during the tests when they are required to write out "true" and "false."

Preteaching test-related vocabulary. Teachers should preteach unfamiliar words or phrases included in test items such as "compare" or "contrast."

Making the format efficient for students. This allows students to demonstrate their knowledge without having to spend time and energy navigating the layout of the test.

Highlighting key words. When words such as four, most, least, and excluding are highlighted, students are less likely to forget the criteria while formulating their answers.

Making test items straightforward. The test items should assess the students' knowledge of the content or skill. Items that include negatives or require overly complicated logic interfere with students' ability to accurately demonstrate their knowledge.

Specifying the criteria for constructed response items. Items that require the students to formulate responses (e.g., essays, short answers) should specify the criteria (e.g., length of essay, number of examples).

Using authentic assessment. Test students in the same way they were taught. For example, if students have been working on the addition of two-digit numbers using only computation problems, the test should not include word problems.

Adapted in part from Fair Isn't Always Equal: Assessing & Grading in the Differentiated Classroom, by R. Wormeli, 2006.

Teachers are sometimes concerned that if they allow their students to demonstrate their knowledge in ways other than written tests, these students will not be prepared to take standardized tests. Carol Ann Tomlinson discusses why this is not the case (time: 0:49).

Carol Ann Tomlinson, EdD
Professor of Educational Leadership, Foundations, and Policy
The University of Virginia
Charlottesville, VA

Transcript: Carol Ann Tomlinson, EdD

A lot of times, teachers will feel like the standardized test is not going to be differentiated, so I can't differentiate now because they won't be prepared for that test. Teaching is not the test. The test is one moment in a time. You can give kids hints on how to take tests. They can take a couple of dry runs. But to teach them in ways that are ineffective for nine months before the test comes is not likely to benefit them much. What some research suggests to us is that kids do better on standardized tests when the teaching-learning process is a fit for them, even if the standardized test is not in their preferred way of learning. And probably the two reasons for that is that they learn more on the way to the test, and they also develop more confidence as a learner.

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When teachers differentiate product, they assess the same concept or skill for each student at the end of a unit of study; however, teachers offer their students a variety of ways to demonstrate their knowledge (e.g., video, written report).

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Susan Demirsky Allan is Assistant Superintendent for Curriculum and Instruction for the Grosse Pointe (Mich.) Public School System. She works with teachers and administrators developing and implementing curriculum, improving classroom instructional practice, and inducting new teachers into the teaching profession. Allan is an author of Local Realities, Local Adaptations: Problems, Process, and Person in a School's Governance, as well as many articles on grouping practices and gifted education. She has presented at many conferences, served on the boards of national and state organizations, and consulted around the country and internationally.

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Leadership for Differentiating Schools & Classrooms - ASCD

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Try going a week without hearing a call for a massive overhaul of our educational system. Parents, students, educators, bureaucrats, pundits . . . everyone says something must be done. But what? And who should do it? In this environment, school leaders must build bridges for change.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Helping students build relationships with each other is a key to creating an optimal learning environment. Stronger bonds mean students will be less likely to be unkind, to exclude others, to call each other names, or to stand by in the face of mean behavior toward a classmate. The safer students feel, the more learning Read More "
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Building Classroom Community Archives | Responsive Classroom

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Helping students build relationships with each other is a key to creating an optimal learning environment. Stronger bonds mean students will be less likely to be unkind, to exclude others, to call each other names, or to stand by in the face of mean behavior toward a classmate.

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Self-Assessment--Classroom Management  (SACM) TOOL 

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Self-Assessment--Classroom Management  (SACM) TOOL 

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Creating & Implementing Rules and Consequences

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Creating & Implementing Rules and Consequences

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http://teachingasleadership.org/sites/default/files/Related-Readings/CMC_Ch2_2011.pdf

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http://www.nea.org/tools/establishing-classroom-rules.html

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http://www.edpsycinteractive.org/topics/manage/rules.html

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Routines and Procedures to follow in Mrs. Neistadt's Class

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Routines and Procedures to follow in Mrs. Neistadt's class.

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Establishing Effective Classroom Routines and procedures

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Establishing Effective Classroom Routines and procedures

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Designing and establishing classroom routines was not a course that my teachers' colleges offered me.

I think that was a serious omission on their part.

We all know that if students are free to move about as they please, when they please, they will do exactly that. Limiting their choices and restricting their movements do wonders for establishing a conducive learning environment.

The first step in creating classroom routines is to establish optimal traffic flow patterns.

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With the exception of computer labs and science labs, there doesn't seem to be a lot of essential variation from classroom to classroom within the same school. But, the location of the entry door is sometimes in the left corner, the right corner, or even in the middle.

How do you want your kids to enter and exit your classroom?

If you channel them all in one direction, you won't have to worry about them swarming in, knocking stuff off the teacher's desk, and otherwise acting chaotic.

In my case, my classroom door was in the left corner of the room and my desk was located directly across from it. As a result, I determined that students entering the room should immediately turn right, proceed to the back of the room, turn left, continue to the appropriate aisle, and then move forward to their assigned seats.

When exiting the classroom, students would follow the same movement pattern in reverse.

What do you want your kids to accomplish before they enter your classroom?

I think that we would all agree that students should be prepared for learning when they enter your classroom. They should have already visited the restrooms. They should have already had a turn at the water fountain.

But most importantly, they should have made that visit to their lockers to get what they need for your class: textbook, paper, something to write with, and anything else that you require them to bring to your class.

As a language arts teacher, not only did I inform them of what I expected them to bring to my class, I also posted daily reminders on the hallway bulletin board right outside the classroom door.

If you make this clear to your kids from the very beginning, you won't find yourself in the position of having to write hall passes throughout the class period instead of facilitating learning. Unless there is a true emergency, I remind students, no one will be allowed to leave my classroom.

If that sounds a little draconian, remind students that we are in the business of success. Success requires full participation, attention, and sincere effort. The kinds of things that they are likely to learn in the hallway, will not likely contribute to their chances of being successful.

What additional materials will students need after they have gotten to your class, and how will they obtain them?

On Mondays in my class, for example, students know that they need their reading journals for Readers Workshop. Their reading journals are actually file folders containing their written responses to writing prompts, a list of prompts to write about, and the rubric to guide their efforts.

Without these folders, students will have nothing to do during work time. As a result, I keep these file folders in my classroom so that they will not magically disappear in lockers or end up under beds.

When they enter my classroom on that particular day and they have gotten to the rear of the room, they get their folders from a document holder that I have labeled to match their seat numbers. Document holders are relatively inexpensive and can be purchased in your local office supply store.

Because I have five classes, each numbered slot contains as many as five folders. To prevent them from standing there sorting through folders to find theirs, I color code the folders.

Everyone in my first period class has blue folders. The only blue folder in slot number eight belongs to my first period student, Andrew Garcia. As a result, Andrew is able to select his folder quickly and then proceed to his seat. Time for horseplay is radically minimized.

Boxes of color file folders are slightly more expensive than manila folders, but they are well worth it. Other than blue, I normally use green, red, yellow, and purple. The color doesn't matter so much as long as each member of the class has the same color.

Can you imagine the chaos that would ensue if students had to sort through a big stack of manila file folders to locate their own?

On Tuesdays in my class, students know that they will need their writing journals. Their journals are actually standard composition books that their parents buy for them before the beginning of school. I store these journals in a bookcase at the back of the classroom that is labeled "Writing Journal Library."

Once again, I use color coding. Most composition books have black spines, but there are a few odd variations. I tape large stick-it notes near the bottom of each spine and direct students to write their assigned seat numbers on the notes so that they are visible when approaching the Writing Journal Library. The composition books rest on the shelves like regular books--spines placed vertically in a row, organized by color.

All of my first period students now have a blue file folder and a blue composition book, and they are able to locate them quickly and easily.

As I'm sure you will agree, the pencil sharpener can be the bane of our existence as teachers. If you allow it, the pencil sharpener becomes the social gathering point within the classroom. It can also be a primary location for conflicts. So, it is imperative to include sharpener management as part of your classroom routines.

Unless you are a math teacher, consider requiring students to use ink only. However, ink pens can be a tool for classroom disruption--they get "leaky" or busy fingers somehow find ways to break them open, depositing ink all over fingers, clothing, desks, and the floor.

Now they have an emergency. They have to go to the restroom to clean up. Now you have to summon the custodian.

If you choose to use a pencil sharpener, please consider buying a professional grade sharpener. Not one of those small electriconic things that they issue at the beginning of the school year that never seem to make it through the first grading period.

Professional grade sharpeners are pricey--around $150 or so. But they are well worth it. They are much quieter, much faster, and much more resilient. The one I purchased about five years ago was still going strong when I retired. Plus, I ended up selling it to another teacher for $25.

I require my students as they enter the classroom to use the sharpener once before the beginning of class. The sharpener is located near the Writing Journal Library, so crossing to the other side of the classroom is not necessary. Once they have sharpened their pencils for the first time, they're done--any future sharpening must be accomplished with handheld sharpeners at their desks.

Students have arrived prepared for your class. They have obtained the necessary materials as you have prescribed, and they have sharp pencils. Because they have found their seats and begun the warm-up activity, class begins right at the tardy bell.

There is no need for further movement during class, unless an activity requires it. No one gets up to throw away trash--trash is kept at each desk for deposit in the trash can at the end of class. No one balls up paper in preparation for a visit to the trash can. If they "mess up their paper," they put aside the whole sheet for disposal at the end of class.

Please consider structuring classroom routines for specific activities during the instructional day by using the CHAMPs Management System .

Establishing effective classroom routines for the dismissal of students is crucial. The last thing you probably want is for everyone to jump up at the bell and run out of the classroom.

About three minutes before the final class bell, I call section by section for students to return their materials to their proper locations, deposit trash, and come back to their seats. When the bell does ring, everyone is prepared to go.

Students exit in the reverse order that they entered. Everyone has cleared the room, and I am ready to greet the next group of students.

I begin implementing classroom routines on the second day of school. Normally on the first day of school, it is impossible to accomplish much more than to introduce the first warm-up activity, assign seats, check the roll, and explain the first assignment. Please see the First Day of School page for more details.

But, I reserve the entire second day of school to explain my classroom routines. I demonstrate each routine for them. I step out into the hallway, re-enter the room, and go through it step-by-step. At the end of my demonstration, I quiz them about what they have just observed.

I present this quiz in the form of a simple PowerPoint presentation which I display on the classroom television. There are fifteen multiple-choice questions and five true or false statements. I include a bonus question at the end. I explain that if they get the bonus question correct, it will add 10 points to their scores. If they get it wrong, no points are deducted from their scores.

It's a win, win situation. After all, I explain, we are in the business of success.

Before I advance to the slide that contains the bonus question, I explain that this will require a short answer. Please use three to five complete sentences to express your response.

Bonus Question: Why do you think having classroom routines is important?

After a few minutes of thinking and responding time, I direct students to exchange papers for grading. Then, I display the answers to the quiz. In this way, students have immediate feedback about how well they did. I conclude by explaining what an acceptable answer would be for the bonus question.

Invariably, I get lots of questions from kids about whether the answer that they are looking at on someone else's paper is acceptable. And, almost always, it is.

They get it! They understand the classroom routines, and they know why they are important. They have bought into it.

My classroom routines are in place.

First, I post my CHAMPs Classroom Management signs on the main whiteboard. With that done, I put up signs on almost everything that's left in my classroom.

This is just simply because it makes it easier for kids to find things. There are signs for the Writing Journal Library, the Reading Journals, and even a large sign pointing to where the pencil sharpener is located. There are several more signs throughout the room, but I'll save that for my page on Classroom Design.

I even have directional signs located at strategic points. There is a right-turn indicator that greets students when they first enter the classroom. There is a left-turn sign in the first corner of the room that they encounter, indicating the path of movement.

Several of my colleagues actually tape large arrows on the floor of the classroom to remind students of the path that they are to take.

Everything has been thought out, everything is labeled, and there is no room for confusion.

An important tool that may help you to structure such an organized classroom is 125 Classroom Signs for Structure and Organization . Signs included in this collection are...

Classroom Entry Signs (19)

Workshop Model Signs (12)

Weekly Agenda/Common Core Signs (24)

Document Center Signs (31)

Classroom Traffic Flow Signs (5)

Classroom Object Location Signs (36)

Additionally, 68 of these signs will accept your own typing, insuring that what you post on your walls and whiteboards reflects your own unique circumstances.
See complete details here where you may download the Free 12-Sign Sampler , or purchase 125 Classroom Signs for Structure and Organization .

Establishing effective classroom routines requires a considerable amount of thought and effort.

Kids truly respond positively in a structured environment. If you can guide them into the discovery of the importance of classroom routines, and if you can get them to buy into them, you will have greatly enhanced your chances for having a successful school year.

But, if you have never used classroom routines before, please consider doing so. It will be the best time that you ever spent, and it will repay itself over and over again.

Kids truly respond positively in a structured environment. If you can guide them into the discovery of the importance of classroom routines, and if you can get them to buy into them, you will have greatly enhanced your chances for having a successful school year.

Return to Daily Teaching Tools from Class Routines

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Establish Effective Classroom Routines to Guarantee a Successful School Year

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Designing and establishing classroom routines was not a course that my teachers' colleges offered me. I think that was a serious omission on their part. We all know that if students are free to move about as they please, when they please, they will do exactly that.

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Classroom Management Preparing Procedures for the First Day

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Classroom Management Preparing Procedures for the First Day

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Classroom Management Preparing Procedures for the First Day.docx

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New Teachers: Fundamentals of Classroom Management

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Resources for developing routines, fostering classroom community, managing disruptions, and building student relationships.

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9 Strategies for Better Behavior Management

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9 Strategies for Better Behavior Management

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Behavior management is one of the biggest challenges that all teachers face. Some teachers are naturally strong in this area while others have to work hard to be an effective teacher with behavior management. It is crucial to understand that all situations and classes are different. Teachers must quickly figure out what works with a particular group of students.

There is not a single strategy that a teacher can implement to establish better behavior management. Instead, it will take a combination of several strategies to create the desired atmosphere of maximized learning. Veteran teachers often use these simple strategies to maximize the time they have with their students by minimizing the distractions.

It is well documented that the first few days of school are essential in setting the tone for the remainder of the year. I would argue that the first few minutes of those first few days are the most critical. Students are generally well behaved, and attentive in those first few minutes giving you the opportunity to captivate their attention immediately, lay the foundation for acceptable behavior, and dictate the overall tone for the remainder of the year.

Rules and expectations are two different things. Rules are negative in nature and include a list of things a teacher does not want students to do. Expectations are positive in nature and include a list of things that a teacher wants students to do. Both can play a role in effective behavior management in the classroom.

Rules and expectations should be simple and straightforward covering the essential aspects of behavior management. It is essential that they are well written avoiding vagueness and wordiness that can be counterproductive by creating confusion. It is also beneficial to limit how many rules/expectations you establish. It is better to have a few well-written rules and expectations than a hundred that no one can remember.

Expectations should be practiced several times throughout the course of the first few weeks. The key to effective expectations is for them to become a habit. This is done through prioritized repetition at the beginning of the year. Some will see this as a waste of time, but those that put in the time at the beginning of the year will reap the benefits throughout the course of the year. Every expectation should be discussed and practiced until it becomes routine.

It is crucial that teachers establish meaningful, trusting relationships early on in the school year. If a teacher waits until there is an issue to reach out to a parent, then the results may not be positive. Parents must be as aware of your rules and expectations as the students are. There are many ways to establish an open communication line with parents. Teachers must become adept at utilizing these different forms of communication. Begin by making contact with the parents of those students who have a reputation of having behavior problems. Keep the conversation entirely positive in nature. It is likely that this will provide you with credibility as they are probably not used to hearing positive comments about their child.

Do not back down! You must hold a student accountable if they fail to follow a rule or expectation. This is especially true at the beginning of the year. A teacher must get their bluff in early. They can lighten up as the year progresses. This is another vital aspect of setting the tone. Teachers who take the opposite approach will likely have a difficult time with behavior management throughout the year. Most students will respond positively to a structured learning environment, and this begins and ends with consistent accountability.

Never let your students know that you have favorites. Most teachers would argue that they do not have favorites, but the reality is that there are some students that are more endearing than others. It is essential that you are fair and consistent no matter whom the student is. If you give one student three days or detention for talking, give the next student the same punishment. Of course, history can also factor into your classroom discipline decision. If you have disciplined a student several times for the same offense, you can defend giving them a tougher consequence.

Do not jump to conclusions! If a student reports an incident to you, it is necessary to investigate the situation thoroughly before making a decision. This can be time-consuming, but ultimately it makes your decision defendable. Making a snap decision can create an appearance of negligence on your part.

It is equally essential that you remain calm. It is easy to overreact to a situation, especially out of frustration. Do not allow yourself to handle a situation when you are emotional. It will not only diminish your credibility but could make you a target from students looking to capitalize on a weakness.

The majority of discipline issues need to be addressed by the classroom teacher. Consistently sending students to the principal on a discipline referral undermines a teacher's authority with students and sends a message to the principal that you are ineffective in handling classroom management issues. Sending a student to the principal should be reserved for serious discipline infractions or repeated discipline infractions for which nothing else has worked. If you are sending more than five students to the office a year, you likely need to reevaluate your approach to behavior management.

Teachers who are well-liked and respected are less likely to have discipline issues than teachers who are not. These are not qualities that just happen. They are earned over time by giving respect to all students. Once a teacher develops this reputation, their job in this area becomes easier. This type of rapport is built by investing time into building relationships with students that extend outside what happens in your classroom. Taking an interest in what is going on in their lives can be endearing in developing positive teacher-student relationships.

A classroom full of engaged students is less likely to become a behavior issue, than a classroom full of bored students. Teachers must create dynamic lessons that are both interactive and engaging. Most behavior issues originate out of frustration or boredom. Great teachers are able to eliminate both of these issues through creative teaching. The teacher must be fun, passionate, and enthusiastic while differentiating lessons to meet individual needs in the classroom.

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9 Strategies for Better Behavior Management

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Behavior management is one of the biggest challenges that all teachers face. Some teachers are naturally strong in this area while others have to work hard to be an effective teacher with behavior management. It is crucial to understand that all situations and classes are different.

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By Nicole Miner

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As educators, we are always looking for management strategies to try in the classroom. Note I said "strategies" -- not "solutions."

Many Edutopia bloggers have written about strategies and ideas for classroom management. I've also written a blog on PBL management strategies, but many of those same strategies can be used in non-PBL contexts.

When picking strategies, we have to know that because they are strategies, some may not work. But we can still build our toolkit so that we have something to try in any context.

However, there is a larger, more important issue to consider before venturing into management strategies to solve a problem in the classroom: engagement! I hinted at this in my PBL management post, but the best strategy for management issues is engaging curriculum and instruction. When I experience frequent management issues in my classroom, I first look to myself: "What is my role in creating this situation? Why are my students not engaged?" I ask.

It is crucial to focus on engagement rather than management. In fact, Daniel Pink articulates this point when he talks about the workforce. It still rings true: "Management is good if you want compliance, but if you want engagement, self-directed is better."

Here, Pink is talking about the three things that are needed for engagement, but they still hold true when we think about our classrooms and what we are asking of our students.

Autonomy

If you want your students to be engaged, facilitate self-directed activities and learning models. In PBL models, students are encouraged to take ownership of their work, but you can create self-direction through flipping the classroom, differentiating instruction and other best practices. Create spaces in your classroom where students direct their own learning. Use goal setting sheets, logs, reflection, and planning forms so you can hold students accountable to the learning, while still allowing autonomy.

Mastery

Our students like getting better at stuff. This "stuff" is skills, knowledge of content, and the like. Obviously, we have important content our students need to master, but we have to let students see the process of improvement. To engage students in mastery, we have to create rubrics that show the progress from novice to master. We can also create quality indicators for those objectives that students can understand, and we have to reward students for their work with performance and public celebration.

Purpose

Students need to find purpose in their work, and teachers need to create authentic contexts, tasks, and audiences for their students to display their work. Create units or projects that have an authentic purpose and audience. Students may or may not do things for me the teacher, but when experts are part of the process and product, they will engage in the work because it matters. Have students create products that have real impact. Use principles of the flat classroom to collaborate with classrooms across the world to solve problems together. The possibilities for purposeful work are endless.

Engage Students in the Classroom

As you start your new school year, find ways to create spaces where students have autonomy, pursue mastery, and engage in tasks that have meaning. Start small at first, because as it may be challenging for you as the teacher, it may be the same for students. Often, students are disempowered in their learning and do not have the opportunity to engage in these three strategies for engagement.

Empower your students by focusing on engagement, and the management issues will dissipate.

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From Management to Engagement | Edutopia

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As educators, we are always looking for management strategies to try in the classroom. Note I said "strategies" -- not "solutions." Many Edutopia bloggers have written about strategies and ideas for classroom management. I've also written a blog on PBL management strategies, but many of those same strategies can be used in non-PBL contexts.

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Students who are confrontational or non-compliant frequently have poor academic skills, a low sense of self-efficacy as learners, and a very negative attitude toward school (Sprick, et al., 2002). Misbehavior often stems from academic deficits. Educators who work with these behaviorally challenging learners, however, often make the mistake of overlooking simple academic strategies that have been shown to shape student behavior in powerful and positive ways (Penno et al., 2000). Here are ten research-based ideas on academic management that no teacher of difficult-to-manage students should be without!

1. Be sure that assigned work is not too easy and not too difficult. It is surprising how often classroom behavior problems occur simply because students find the assigned work too difficult or too easy (Gettinger & Seibert, 2002). When assignments are too simple, the student may become bored and distracted. When work is too hard, the student is likely to feel frustrated and upset because he or she cannot complete the assignment. As a significant mismatch between the assignment and the student's abilities can trigger misbehavior, teachers should inventory each student's academic skills and adjust assignments as needed to ensure that the student is appropriately challenged but not overwhelmed by the work.

2. Offer frequent opportunities for choice. Teachers who allow students a degree of choice in structuring their learning activities typically have fewer behavior problems in their classrooms than teachers who do not. (Kern et al., 2002). Providing choices gives students a sense of autonomy and voice in their learning. It should also be remembered that no teacher could possibly anticipate each student's idiosyncratic learning needs in every situation. If students are offered choice in structuring their academic activities, however, they will frequently select those options that make their learning easier and more manageable. In sum, students who exercise academic choice are more likely to be active, motivated managers of their own learning and less likely to simply act out due to frustration or boredom.

As an example of choice at the group level, an instructor may let the entire class vote on which of two lessons they would prefer to have presented that day. Choice can be incorporated into individual assignments too. In independent seatwork, for example, a student might be allowed to choose which of several short assignments to do first, the books or other research materials to be used, the response format (e.g., writing a short essay, preparing an oral report), etc. One efficient way to promote choice in the classroom is for the teacher to create a master menu of options that students can select from in various learning situations. An instructor, for example, may teach the class that during any independent assignment, students will always have a chance to (1) choose from at least 2 assignment options, (2) sit where they want in the classroom, and (3) select a peer-buddy to check their work. Student choice then becomes integrated seamlessly into the classroom routine.

3. Select high-interest or functional learning activities. Kids are more motivated to learn when their instructional activities are linked to a topic of high interest (Kern et al., 2002). A teacher who discovers that her math group of 7th-graders loves NASCAR racing, for example, may be able to create engaging math problems based on car-racing statistics. Students may also be energized to participate in academic activities if they believe that these activities will give them functional skills that they value (Miller et al., 2003). One instructor assigned to work with a special-education classroom of high school boys with serious behavior problems related that she had great difficulty managing the class-until she realized that each of them wanted to learn to drive. So the teacher brought in copies of the state driver's education manual and that became the instructional text. The students were much better behaved because they were now motivated learners working toward the pragmatic real-world goal of learning to drive (R. Sarsfield, personal communication).

4. Instruct students at a brisk pace. A myth of remedial education is that special-needs students must be taught at a slower, less demanding pace than their general-education peers (Heward, 2003). In fact, a slow pace of instruction can actually cause significant behavior problems, because students become bored and distracted. Teacher-led instruction should be delivered at a sufficiently brisk pace to hold student attention. An important additional benefit of a brisk instructional pace is that students cover more academic material more quickly, accelerating their learning (Heward, 2003).

5. Structure lessons to require active student involvement. Here is a powerful concept in behavior management: it is very difficult for students to be actively engaged in academics and to misbehave at the same time! When teachers require that students participate in lessons rather than sit as passive listeners, they increase the odds that these students will become caught up in the flow of the activity and not drift off into misbehavior (Heward, 2003). Students can be encouraged to be active learning participants in many ways. A teacher, for example, may call out questions and have the class give the answer in unison ('choral responding'); pose a question, give the class 'think time', and then draw a name from a hat to select a student to give the answer; or direct students working independently on a practice problem to 'think aloud' as they work through the steps of the problem. Students who have lots of opportunities to actively respond and receive teacher feedback also demonstrate substantial learning gains (Heward, 1994).

6. Incorporate cooperative-learning opportunities into instruction. Traditional teacher lecture is frequently associated with high rates of student misbehavior. There is evidence, though, that when students are given well-structured assignments and placed into work-pairs or cooperative learning groups, behavior problems typically diminish (Beyda et al., 2002).Even positive teacher practices can be more effective when used in cooperative-learning settings. If students are working in pairs or small groups, teacher feedback given to one group or individual does not interrupt learning for the other groups.

7. Give frequent teacher feedback and encouragement. Praise and other positive interactions between teacher and student serve an important instructional function, because these exchanges regularly remind the student of the classroom behavioral and academic expectations and give the student clear evidence that he or she is capable of achieving those expectations (Mayer, 2000).

Unfortunately, in most classrooms, educators tend to deliver many more reprimands than they do praise statements. This imbalance is understandable: after all, teachers are under pressure to devote most of their class time to deliver high-quality instruction and tend to interrupt that instruction only when forced to deal with disruptive behavior. A high rate of reprimands and low rate of praise, however, can have several negative effects. First, if teachers do not regularly praise and encourage students who act appropriately, those positive student behaviors may whither away through lack of recognition. Second, students will probably find a steady diet of reprimands to be punishing and might eventually respond by withdrawing from participation or even avoiding the class altogether. A goal for teachers should be to engage in at least 3 to 4 positive interactions with the student for each reprimand given (Sprick, et al., 2002). Positive interactions might include focused, specific praise, non-verbal exchanges (e.g., smile or 'thumbs-up' from across the room), or even an encouraging note written on the student's homework assignment. These positive interactions are brief and can often be delivered in the midst of instruction.

8. Provide correct models during independent work. In virtually every classroom, students are expected to work independently on assignments. Independent seatwork can be a prime trigger, though, for serious student misbehavior (DuPaul & Stoner, 2002). One modest instructional adjustment that can significantly reduce problem behaviors is to supply students with several correctly completed models (work examples) to use as a reference (Miller et al., 2003). A math instructor teaching quadratic equations, for example, might provide 4 models in which all steps in solving the equation are solved. Students could refer to these models as needed when completing their own worksheets of similar algebra problems. Or an English/Language Arts teacher who assigns his class to compose a letter to their U.S. Senator might allow them to refer to three 'model' letters while they write.

9. Be consistent in managing the academic setting. Picture this (not-uncommon) scenario: A teacher complains that her students routinely yell out answers without following the classroom rule of first raising their hand to be recognized. She invites an observer into the classroom to offer her some ideas for reducing the number of call-outs. The observer quickly discovers that the teacher often ignores students who have raised their hand and instead accepts answers that are blurted out. Because she is inconsistent in enforcing her classroom rules, the teacher is actually contributing to student misbehavior!

As a group, students with challenging behaviors are more likely than their peers to become confused by inconsistent classroom routines. Teachers can hold down the level of problem behaviors by teaching clear expectations for academic behaviors and then consistently following through in enforcing those expectations (Sprick et al., 2002). Classrooms run more smoothly when students are first taught routines for common learning activities--such as participating in class discussion, turning in homework, breaking into cooperative learning groups, and handing out work materials-and then the teacher consistently enforces those same routines by praising students who follow them, reviewing those routines periodically, and reteaching them as needed.

10. Target interventions to coincide closely with 'point of performance'. Skilled teachers employ many strategies to shape or manage challenging student behaviors. For instance, a teacher may give a 'pre-correction' (reminder about appropriate behaviors) to a student who is about to leave the room to attend a school assembly, award a 'good behavior' raffle-ticket to a student who displayed exemplary behavior in the hallway, or allow a student to collect a reward that she had earned for being on time to class for the whole week.

It is generally a good idea for teachers who work with a challenging students to target their behavioral and academic intervention strategies to coincide as closely as possible with that student's 'point of performance' (the time that the student engages in the behavior that the teacher is attempting to influence) (DuPaul & Stoner, 2002). So a teacher is likely to be more successful in getting a student to take his crayons to afternoon art class if that teacher reminds the student just as the class is lining up for art than if she were to remind him at the start of the day. A student reward will have a greater impact if it is given near the time in which it was earned than if it is awarded after a two-week delay. Teacher interventions tend to gain in effectiveness as they are linked more closely in time to the students' points of performance that they are meant to influence.

References

Beyda, S.D., Zentall, S.S., & Ferko, D.J.K. (2002). The relationship between teacher practices and the task-appropriate and social behavior of students with behavioral disorders. Behavioral Disorders, 27, 236-255.

DuPaul, G.J., & Stoner, G. (2002). Interventions for attention problems. In M. Shinn, H.M. Walker, & G. Stoner (Eds.) Interventions for academic and behavioral problems II: Preventive and remedial approaches (pp. 913-938). Bethesda, MD: National Association of School Psychologists.

Gettinger, M., & Seibert, J.K. (2002). Best practices in increasing academic learning time. In A. Thomas (Ed.), Best practices in school psychology IV: Volume I (4th ed., pp. 773-787). Bethesda, MD: National Association of School Psychologists.

Heward, W.L. (1994). Three 'low-tech' strategies for increasing the frequency of active student response during group instruction. In R.Gardner III, D.M.Sainato, J.O.Cooper, T.E.Heron, W.L.Heward, J.Eshleman, & T.A.Grossi (Eds.), Behavior analysis in education: Focus on measurably superior instruction (pp. 283-320). Monterey, CA: Brooks/Cole.

Heward, W.L. (2003). Ten faulty notions about teaching and learning that hinder the effectiveness of special education. Journal of Special Education, 36, 186-205.

Kern, L., Bambara, L., & Fogt, J. (2002). Class-wide curricular modifications to improve the behavior of students with emotional or behavioral disorders. Behavioral Disorders, 27, 317-326.

Mayer, G.R. (2000). Classroom management: A California resource guide. Los Angeles, CA: Los Angeles County Office of Education and California Department of Education.

Miller, K.A., Gunter, P.L., Venn, M.J., Hummel, J., & Wiley, L.P. (2003). Effects of curricular and materials modifications on academic performance and task engagement of three students with emotional or behavioral disorders. Behavioral Disorder, 28, 130-149.

Penno, D.A., Frank, A.R., & Wacker, D.P. (2000). Instructional accommodations for adolescent students with severe emotional or behavioral disorders. Behavioral Disorders, 25, 325-343.

Sprick, R.S., Borgmeier, C., & Nolet, V. (2002). Prevention and management of behavior problems in secondary schools. In M. Shinn, H.M. Walker, & G. Stoner (Eds.) Interventions for academic and behavioral problems II: Preventive and remedial approaches (pp. 373-401). Bethesda, MD: National Association of School Psychologists.

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Reducing Problem Behaviors Through Good Academic Management: 10 Strategies

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Students who are confrontational or non-compliant frequently have poor academic skills, a low sense of self-efficacy as learners, and a very negative attitude toward school (Sprick, et al., 2002). Misbehavior often stems from academic deficits.

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Have you ever been in the middle of teaching a class, glanced at your students, and caught them staring into space? Just when you think you've created the perfect lesson plan or engaging activity, you may find that your students are unfocused and out to lunch. Yet it's essential that you find ways to keep your classes interesting so your students can absorb and retain the information that you present.

For decades, educators have been trying new teaching strategies to keep their students on their toes and get them excited about learning. Although some strategies have failed, others have been found to be quite effective. Explore 10 teacher-tested ways to keep your class interesting so your students will stay engaged all the time.

1. Incorporate Mystery Into Your Lessons

Learning may be the most fun for your students when they don't know what to expect. Try to incorporate a sense of surprise and mystery into your lessons. When you're about to unveil a new lesson, give students a new clue each day up until the last day before the start of the lesson. This is a fun way to make your lesson mysterious, and you may find that your students are actually looking forward to finding out what they'll be learning about next.

2. Don't Repeat Classroom Material

It's appropriate and essential to review classroom material, but try not to repeat it verbatim because this can make it less interesting for students. The next time you need to review material, try playing a review game during which you present the information in a way that's different from the first time you taught the students. The 3-2-1 strategy is a fun way to review and not repeat material. For this activity, students draw a pyramid in their notebooks and write down three things they learned, two things they thought were interesting, and one question they still have.

3. Create Classroom Games

Whether you're 5 or 25, playing a game can be fun. Games are also a great way to keep lessons interesting. If your students need to remember their spelling words, conduct a spelling bee-a contest in which participants are eliminated when they misspell a word. Or if the students need to practice math, have a math bee, which is similar to a spelling bee, but with math problems or facts instead of spelling words. Games make learning fun, and games in class are a prescription for happy kids.

4. Give Your Students Choices

One strategy that teachers have found to be effective is offering their students the ability to make their own choices when it comes to learning. Choice can be a powerful motivator because it helps to foster student interest and independence. The next time you're planning an activity, try making a choice board. Print out a tic-tac-toe board and write down nine different tasks for students to complete. The goal is for each student to choose three tasks in a row.

5. Use Technology

Technology is a great way to keep your lessons interesting. Children love electronics, so try incorporating it into your overall teaching strategy. Instead of standing in front of the room and lecturing, try using a Smartboard interactive display. Expand your cooperative learning activity lessons by connecting to a classroom in another city or country via videoconferencing. Use technology in a variety of ways, and you'll see the interest level in your classroom increase by leaps and bounds.

6. Don't Take Teaching so Seriously

Being an effective teacher is an important job, but that doesn't mean that you have to remain serious in class at all times. Try to loosen up a bit and acknowledge that your students may have different interests and learning styles than your own. It's OK to laugh at yourself at times and to have some fun. You may find that your students are more interested when you're a little more relaxed.

7. Make Your Lessons Interactive

In a traditional classroom, the teacher stands in front of the room and lectures to the students as the students listen and take notes. Unfortunately, this is not the most effective way to hold students' interest. Make learning interactive by creating hands-on lessons that involve students every step of the way. Try using the Jigsaw cooperative learning activity in which each student is responsible for his or her own part of a group activity. Or try a hands-on science experiment. When you involve students and make your lessons interactive, your class becomes more interesting.

8. Relate Material to Your Students' Lives

Try to create a real-world connection to what your students are learning. This will give them a better understanding of why they need to learn what you're teaching. If they're constantly asking you why they need to learn something and you're always answering with "because," you will soon lose credibility. Instead, try giving them a real answer such as, "You're learning about money because in the real world, you'll need to know how to buy food and pay your bills." By giving a straightforward answer, you're helping them make a connection between what they're learning in class and how they'll use this information in the future.

9. Flip Your Lessons

The flipped classroom has been gaining in popularity since the term "flipped" entered the broader education world in 2012. When it was first presented, the idea that students could learn new information at home and then come to school and use class time for critical thinking activities and reinforcement of concepts was unique. However, many teachers are using this strategy and achieving positive results. Students in a flipped classroom are able to work at their own pace (which is great for differentiated learning) and engage with their peers in a more interactive, meaningful way when they're in the classroom. Try using the flipped teaching strategy for your next lesson and observe the depth of your students' engagement.

10. Think Outside the Box

Lesson plans don't have to include worksheets or lectures during which students sit and take notes time and again. Try thinking outside the box and plan a lesson that's completely out of the ordinary. Invite a guest speaker, go on a field trip, or take learning outdoors. When you try something new and different, there's a good chance that your students will respond positively. When planning a lesson, try collaborating with another teacher or taking your students on a virtual field trip. Learning that engages students is the most effective. Your students will find it more interesting to learn when you present the material to them in a variety of creative ways.

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Have you ever been in the middle of teaching a class, glanced at your students, and caught them staring into space? Just when you think you've created the perfect lesson plan or engaging activity, you may find that your students are unfocused and out to lunch.

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Building a Sense of Urgency in the Classroom

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Former teacher and current high school principal offers examples for how setting the tone and pace, solid preparation, and active learning can create a motivating sense of urgency for students.

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Transitions are among the most perilous times of the day.

The frenetic movement, the close interaction, the loud voices and sense of freedom . . .

All conspire to increase the likelihood of misbehavior.

Transitions can also waste precious learning time, bring tension and excitability to the classroom, and make it difficult to settle students back into a state of attentiveness.

It's a rare week that we don't hear from at least one teacher requesting help in this area.

A common complaint is that every transition is different and therefore can't be replicated like an everyday routine. A transition to literature circles, for example, may look very different from a transition to independent reading or to dismissal.

But here's the thing: Where students are going, or coming from, isn't the transition.

The transition is the space between. It's the sliver of time between each lesson or activity, which can be replicated. And herein lies the secret to perfect transitions.

If you standardize these brief moments, if you do the exact same thing regardless of where you're transitioning to or coming from, they'll be predictably smooth every time.

Here's how in five simple steps:
1. Signal for attention.
When it's time to wrap up an activity and transition to something new, the first step is to signal for your students' attention. You can use a chime or bell if you wish, but I recommend a simple, "Can I have your attention, please."
2. Use "In a moment."
After waiting until every eye is on you, begin your directions with the words, "In a moment." What this does is keep your students from moving on, mentally or otherwise, until you finish speaking. It signals to them that you have more to say.

Example: "In a moment, we're going to begin a vocabulary lesson."
3. Give your directions.
During this step you'll provide the precise details. You'll explain as plainly as possible what you want them to do in order to be prepared for the next activity.

Example: "When I say 'go,' you're going to put away your science materials, clean off your desk, and meet me on the rug quietly."

Note: "When I say go" is another strategy that encourages listening and keeps students from moving until you give your signal.
4. Use your "Go" signal.
After asking if there is anyone who doesn't know what to do, give your "go" signal. The word 'go' is an action word that will immediately propel your students toward whatever objective you set for them.
5. Observe.
Your only job now is to observe and verify that your directions are being carried out. Resist the urge to offer reminders or encouragement or otherwise interrupt them during the transition.

If you're unhappy with what you see, then send them back to do it over again.
Building A Bridge
So many classrooms get bogged down during transitions. Students become restless and distracted, misbehavior increases, and teachers find themselves stressed-out, raising their voice, and waiting on students in order to begin the next lesson.

The chief reason for this is a lack of standardization. The space between is a turbulent river students must find their own way across.

To make transitions efficient and devoid of misbehavior, you must build your students a bridge. You must build them a bridge they can count on by following the exact same steps, in the exact same way, using the exact same verbal cues and prompts.

In this way, it doesn't matter where you're transitioning from or where you're going, your students will always know what's expected of them.

Now it's important to note that each of the steps above must be taught, modeled, and practiced like you would any other routine. You're essentially stringing together several mini-routines into a single, uniform transition you can depend on multiple times a day.

You're setting your students up for success by constructing a surefooted span over troubled water, a trestle to carry them seamlessly from one learning experience to the next.

So lay your deck. Hoist your railings. Bind your struts and bracing.

And you'll have perfect transitions every time.

If you haven't done so already, please join us. It's free! Click here and begin receiving classroom management articles like this one in your email box every week.

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The Secret To Perfect Transitions In 5 Simple Steps

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Transitions are among the most perilous times of the day. The frenetic movement, the close interaction, the loud voices and sense of freedom . . . All conspire to increase the likelihood of misbehavior. Transitions can also waste precious learning time, bring tension and excitability to the classroom, and make it difficult to settle students back into a state of attentiveness.

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http://www.teachhub.com/classroom-management-without-rules-consequences

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https://www.weareteachers.com/logical-consequences-in-the-classroom-2/