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This app is a great way to communicate with students and parents alike.

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Adoption and usage

Simple, effective, and surprisingly easy to use

With nearly 30 million users in 80% of US schools, the numbers speak for themselves: students, families, and educators love using Remind.

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Remind | Communication Platform for Education

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Remind is a communication platform that reaches students and families where they are and supports learning wherever it happens. Millions of educators, students, and parents use Remind to connect with the people and resources that help them teach and learn.

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The image attached is my ideal layout for an elementary classroom, specifically a primary classroom. What I enjoy the most is having the huge rug in the middle of the classroom to sit and discuss lessons or group activities. Younger children have a difficult time focusing and sitting in one place throughout the day, and I believe the change in scenery, sitting with their classmates makes them feel more involved. I believe it is very important that children are placed in groups, ideally of fours so we can easily participate in centers and transfer from station to station with ease. This style is actually known as "Feng Shui" and key components of this style are utilizing the Bagua map, paying attention to elements, placing tables in an octagon shape, and making comfort a priority. As you can see in the back of the classroom there is a U-shaped table that is great for pulling groups. There are two whiteboards you cannot see on either side of the teacher's desks that give plenty of room to provide schedules and daily activities. On the walls, I believe it is very important to have your classroom schedules and time, along with a number system for your students for their backpack hooks, laptops, and mailboxes to correlate and create a routine. Of course, bright colors are key for young students, making the walls exciting but not too distracting. This works for my classroom and I would like to continue using this in the future.

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We will go over classroom rules and expectations the first day.

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My classroom will have a library where they feel comfortable to read and learn throughout the year.

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Each student will have their own computer to use throughout the year. They will be numbered according to their mailbox/backpack hook number.

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Not the exact layout I want, the first picture is more accurate. This layout is important because it shows the grouping of desks and the rainbow rug for group activities.

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It is important to have mailboxes in your classroom to transition students quickly from activity to activity. It is an easy place to distribute and put things away so backpacks are not opened constantly.

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Educational posters are very important to have in a learning environment, they can be referred to daily for help on basic information that we will use throughout the year.

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This is a bird of view of what I am generally looking for. It is not exactly how I would arrange things, the first picture I posted was most accurate. This is a very close second.

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A classroom should be a safe and healthy environment for both the students and the teacher. Neither benefit when working in chaos. I personally feel as if I am a rule setter, I do not feel that coming up with rules in the classroom would be beneficial for myself and students at such a young age. It is also important to discuss the consequences when breaking a rule. Having a reliable system keeps students in check, and they can even potentially receive rewards for good behavior.

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Welcome students in and make
sure they feel safe and
comfortable. Show them where
their backpacks and mailboxes
are, and show them their number
which assigns their belongings.
Students will have their names
printed on their seats but we will
begin on the rainbow rug.

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Introduce myself and plan an
activity that they can introduce
themselves to the class. I can tell a bit about myself such
as my family, pets, and I can
create my own “All About Me”
Bag.

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The students can have the first
week to bring in a brown paper
bag with a few items that include
things they are interested in or
passionate about, which tells their
class about themselves.

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Establishing a relationship with
each student to ensure they are
comfortable with me but also feel
safe in how they express
themselves. Let them know there belongings are safe in the classroom and I am always available to talk.

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Establish routine ASAP. The quicker
we find our stride with our daily
schedule the more comfortable
the students will feel with our
day-to-day activities.

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Rotate groups during centers to
ensure that everyone gets to have
a rapport with the other students.
I think it is essential that the
students work among themselves
and the better they can
communicate with each other, the more successful they will be.

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Share and read a book to the
class about the first day of school.
We can talk and discuss how to
make someone feel comfortable,
especially on the first day. We can
then draw a picture showing how
they would like their “Perfect First Day".

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Make sure the students want to
come back. The first day is tough
for everyone, including teachers.
Go over a few fun things your
class will be doing tomorrow and
this week.

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As an elementary student, this is a great way of giving children warnings. Children will be informed at the beginning of the year that a card change will also mean a note home to their parents.

begining

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The most important rules in my classroom are:

Be Kind to Others

Following Directions The First Time

Listen When Others Are Speaking

Raise Your Hand Before You Speak

Keep Hands, Feet, Objects To Yourself

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Character Traits are something I plan to implement in the classroom. Being in elementary school, it is so important to teach children how to be a great citizen and behave in the classroom, and in life.

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Having consequences for rules is vital when implementing rules. Without letting your students know what their consequences are, they will feel no reason to follow the rules. It is very important to discuss your expectation with your class, regardless of your teaching style/rule preferences.

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When entering the classroom at the beginning of the day, students will be expected to hang up their backpacks, pull out their binders and place them on the shelf with the rest of the class. They will also turn in any homework to the homework bin, and put their water bottles on the shelf as well. They will be allowed to have free time in the mornings before school officially starts once these steps are complete.

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Students will sit together on the rainbow rug while we discuss any new and important information for the day, for example, a fire drill or school pictures.

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When I say, "Class, class?" Students will be expected to stop what they are doing, hold their hands together so they are not distracted, and put their eyes on me. They will say, "Yes, yes?" Voices should be off so we can hear what the teacher is saying.

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Attendance will be taken in the morning while still on the rainbow rug at the beginning of the day. Students will either say here or present when their name is called.

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Students who are buying lunch will simply be asked to get their lunch card out prior to attending lunch. In my school, we eat lunch in our classroom so it is very easy to use the lanyard and bring them back. Each lanyard is associated with the student number.

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In my current school, there is a bathroom for each student in the classroom. I will allow my students to use the bathroom whenever they feel the need to. When experiencing this in my current classroom I have found it does not impact the classroom in a negative way, meaning they do not feel the need to use the restroom during a test or other important activities.

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Water is kept in the classroom with the binders. Students do not need permission to get a drink of water, but the only rule is that we cannot get up from the rainbow rug during a lesson. Students learn to get a drink of water in transition of activities or have the option to get up and sit back down during an assignment.

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Class jobs, for instance line leader and door holders will be predetermined in the beginning of the week by rotating though students fairly. I will incorporate a job list that students will be able to participate in.

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Students will have a table color, and a box with their books needed in the back of the classroom in their table color. When needed, a student from each table will be selected to retrieve and put away the bucket.

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Student will be allowed and encouraged to borrow books from the classroom, with the expectation they will bring them back within the next couple days.

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Communication on all levels are vital to the learning experience, both parents and child.

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Google’s service, offered free of charge, instantly translates words, phrases, and web pages between English and over 100 other languages.

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Read this Newsletter for all the details needed to know about the beginning of our school year!

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We will communicate via email, phone or text primarily.

Phone: 352-567-1234
Email: MrMcCarty@school.com

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We recommend you read with your child for twenty minutes each night together. We will be doing reading counts test.

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Facebook: MrMcCarty/facebook.com
Twitter: @MrMcCarty

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Copy of Clay McCarty - [Template] Connection Plan

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It was discovered on average, 144 minutes per week of instructional time is lost in classrooms because of behavior disruptions.

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Bullying is a major issue, and it is known that managing these behaviors will limit the bullying and bring us closer to puttign it to an end.

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Bullying in primary school - THE EDUCATION HUB

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An introduction to the kinds of behaviours that constitute bullying in primary school-aged children, and some strategies for addressing and preventing them.

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Bullying is a form of youth violence and an adverse childhood experience (ACE). CDC defines bullying as any unwanted aggressive behavior(s) by another youth or group of youths, who are not siblings or current dating partners, that involves an observed or perceived power imbalance, and is repeated multiple times or is highly likely to be repeated. Bullying may inflict harm or distress on the targeted youth including physical, psychological, social, or educational harm. Common types of bullying include:

Physical such as hitting, kicking, and tripping

Verbal including name-calling and teasing

Relational/social such as spreading rumors and leaving out of the group

Damage to property of the victim

Bullying can also occur through technology, which is called electronic bullying or cyberbullying. A young person can be a perpetrator, a victim, or both (also known as "bully/victim"). For more information about bullying definitions please see Bullying Surveillance Among Youths: Uniform Definitions for Public Health and Recommended Data Elements, Version 1 [8.64 MB, 116 Pages, 508] .

Bullying is widespread in the United States. Bullying negatively impacts all youth involved including those who are bullied, those who bully others, and those who witness bullying, known as bystanders.

Bullying is common. About 1 in 5 high school students reported being bullied on school property. More than 1 in 6 high school students reported being bullied electronically in the last year.

Some youth experience bullying more than others. Nearly 40% of high school students who identify as lesbian, gay, or bisexual and about 33% of those who were not sure of their sexual identity experienced bullying at school or electronically in the last year, compared to 22% of heterosexual high school students. About 30% of female high school students experienced bullying at school or electronically in the last year, compared to about 19% of males. Nearly 29% of White high school students experienced bullying at school or electronically in the last year compared to about 19% of Hispanic and 18% of Black high school students.

Bullying is a frequent discipline problem. Nearly 14% of public schools report that bullying is a discipline problem occurring daily or at least once a week.

Reports of bullying are highest in middle schools (28%) followed by high schools (16%), combined schools (12%), and primary schools (9%).

Reports of cyberbullying are highest in middle schools (33%) followed by high schools (30%), combined schools (20%), and primary schools (5%).

Bullying can result in physical injury, social and emotional distress, self-harm, and even death. It also increases the risk for depression, anxiety, sleep difficulties, lower academic achievement, and dropping out of school. Youth who bully others are at increased risk for substance misuse, academic problems, and experiencing violence later in adolescence and adulthood. Youth who bully others and are bullied themselves suffer the most serious consequences and are at greater risk for mental health and behavioral problems.

Bullying is preventable. There are many factors that may increase or decrease the risk for perpetrating or experiencing bullying. To prevent bullying, we must understand and address the factors that put people at risk for or protect them from violence. CDC developed, Youth Violence Prevention Resource for Action [4 MB, 64 Pages] , to help communities take advantage of the best available evidence to prevent youth violence. This resource is also Cdc-pdf available in Spanish [3.89 MB, 68 Pages, 508] and can be used as a tool in efforts to impact individual behaviors as well as the relationship, family, school, community, and societal risk and protective factors for violence. The approaches in this resource, particularly universal school-based programs that strengthen youths' skills and modify the physical and social environment, have been shown to reduce violence and bullying or key risk factors.

Different types of violence are connected and often share root causes. Bullying is linked to other forms of violence through shared risk and protective factors. Addressing and preventing one form of violence may have an impact on preventing other forms of violence.

See Youth Violence Resources for articles, publications, data sources, and prevention resources for bullying.

1. Gladden RM, Vivolo-Kantor AM, Hamburger ME, Lumpkin CD. Bullying surveillance among youths: Uniform definitions for public health and recommended data elements, Version 1.0. Atlanta, GA; National Center for Injury Prevention and Control, Centers for Disease Control and Prevention and U.S. Department of Education; 2013. Available from https://www.cdc.gov/violenceprevention/pdf/bullying-definitionsfinal-a.pdf.

2. Centers for Disease Control and Prevention. Youth risk behavior surveillance-United States, 2019. Morbidity and Mortality Weekly Report-Surveillance
Summaries 2020; 69(SS1). Available fromhttps://www.cdc.gov/healthyyouth/data/yrbs/pdf/2019/su6901-H.pdf

3. Diliberti, M., Jackson, M., Correa, S., and Padgett, Z. (2019). Crime, Violence, Discipline, and Safety in U.S. Public Schools: Findings From the School Survey on Crime and Safety: 2017-18 (NCES 2019-061). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubsearch.

4. Farrington D, Baldry A. Individual risk factors for school bullying. Journal of Aggression, Conflict and Peace Research 2010; 2(1):4-16. Available from https://doi.org/10.5042/jacpr.2010.0001.

5. David-Ferdon, C., Vivolo-Kantor, A. M., Dahlberg, L. L., Marshall, K. J., Rainford, N. & Hall, J. E. (2016). Youth Violence Prevention Resource for Action: A Compilation of the Best Available Evidence. Atlanta, GA: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention. Note: The title of this document was changed in July 2023 to align with other Prevention Resources being developed by CDC's Injury Center. The document was previously cited as "A Comprehensive Technical Package for the Prevention of Youth Violence and Associated Risk Behaviors."

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Adolescents & adults often unaware teens experience dating violence

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This link provides eighteen ways to communicate with families in a positive way.

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Nurturing the home-school connection is key to the success of any classroom, but especially important in classrooms that include students with and without disabilities. Partnering with parents will give you unique insights into your students' gifts, strengths, and needs-and help you create workable solutions to a student's learning challenges.

Today's post gives you 18 great suggestions (adapted from Brookes books by top education experts) on how to create and maintain strong partnerships with your students' families.

1. Send a back-to-school letter.

Before the beginning of the school year, send home a friendly letter to parents. Begin with a positive statement that conveys excitement about the year ahead, introduce your class expectations, relate any important information parents need to know (the date of Back-to-School Night, what information will be posted online and when), and provide your contact information (be sure to specify when they can call you). If you co-teach, the letter should be from both teachers and include contact information for both of you.

2. Ask for their preferences.

Before choosing a home-school communication option, check with parents and specifically ask them how they'd prefer to communicate. Some parents will prefer written communication, while others will opt to talk face to face or over the phone. Also, discuss how frequently parents would like to communicate with you or other school team members, and decide on a rough schedule that's manageable and feasible for everyone.

3. Determine their priorities.

Ask parents at the beginning of the year what their highest priorities are for their child. For some families, it may be helping the child improve in a specific academic area; for others, it may be supporting positive behavior or development of friendships. Assessing parents' priorities and communicating these priorities to all team members are key to the home-school partnership.

4. Keep a communication notebook.

Notebooks that go back and forth between home and school are a popular home-school communication option. They're a simple, reliable way to keep parents informed about what's going on at school and provide educators with the invaluable parent perspective. To make the most of this option, be sure that entries are all signed or initialed by both the teacher and parent, and keep the book in a consistent, convenient place, like the student's backpack or a pouch on the back of the student's wheelchair.

Electronic communication can sometimes have advantages over low-tech options like notebooks; for example, you can easily supplement your notes with photos and video, and electronic platforms are available to both teachers and parents at any time. Consider free and low-cost options like journaling apps and blogs, which can be easily adapted for use as a communication book. Or stay in touch through email or text messaging, if the parent is more comfortable with those options. (You might even consider a hybrid approach-use a simple communication notebook but supplement some entries with emailed photos or video.)

Try setting aside 15 to 20 minutes each week or every other week to call parents for a friendly update. It's amazing how much you can accomplish in that small, manageable amount of time. Not only do personal calls to parents build bridges between school and home and foster trust, they also give you a chance to talk through concerns and brainstorm solutions.

7. Be the bearer of good news.

When you're trying to juggle a hectic schedule, it can be tempting to communicate with parents only when a child's had a challenge or a difficult day. Be sure to use your communication platforms to share good news, too, so parents can celebrate their child's accomplishments and positive actions. Every now and then, send an email or text or make a quick phone call to update parents on their child's achievements and share which ideas and strategies have been working well.

If parents are comfortable with home visits, you might want to try setting one up. A trip to a student's home can be a great way to get to know families and set up a partnership with them in an environment where they're comfortable. And seeing your students in their own homes can give you invaluable insights into their social-emotional development and preferred communication styles. (If you can't visit homes, another option is to spend some time in the communities where your students live and get a feel for their everyday environment.)

9. Use student learning logs.

For students who can write or type, a daily learning log is a good way to keep parents informed about what's happening in school. Students can take a few minutes each day to update the log and reflect on the day's activities and lessons. This provides an excellent opportunity for the student to actively participate in home-school communication (and it's an extra chance to practice literacy and communication skills). For students who don't communicate via the written word, a classmate might provide support with this task (by taking dictation, for example).

10. Share solution-building.

Solutions to a family's concerns should be discussed collaboratively by the parents and the teacher, and possibly a few other members of the educational team. After you come up with several workable solutions, review them with parents and ask which one they're most comfortable with. Encourage the parents to choose which option to try, so they leave feeling empowered with a clear plan of action.

11. Offer language choices for diverse families.

When working with families who are culturally diverse, offer them a choice of language for communication, both at school and between home. If your school doesn't have easy access to translators, consider recruiting a local university student to translate in his or her area of study or native language, having a parent or relative fluent in English translate for a parent who is not fluent, and using pictures, graphs, and organizational charts to aid your communication.

During a team meeting, do you ever hear statements like these? "He's currently in a 12-1-1 and could move to consult if the one-to-one follows along. Could the O.T. do push-in in that setting? His fine motor skills need a lot of work." Jargon might come easily to education professionals, but it can create a barrier for parents and cause confusion and frustration during meetings with them. Minimize use of jargon during sit-downs with parents, and use clear and direct language that puts them at ease and welcomes their participation.

13. Show families you value their child.

The way you talk about students has a big impact on the success of your partnership with families. Parents want to know that you see their child's best qualities, so be sure to communicate your optimism about the child and praise his or her positive traits. For example, pointing out a child's great sense of humor or helpful nature lets parents know that you see and care about their child as a person, and that can go a long way toward gaining the parent's respect and trust.

14. Make parents part of the classroom community.

Invite parents into the classroom for special activities so they can take part in your community. You might invite them to whole-class debates, classroom performances, presentations, or art gallery walks.

15. Be there for after-school events.

Support your students' communities, too! Attend a community event or activity that the family is involved in, such as a craft fair, a charity walk, a play, or pageant. This communicates support and shows families that your interest doesn't stop when the dismissal bell rings.

16. Encourage volunteers.

Welcome parents as volunteers and suggest classroom jobs for them that suit their personalities and talents. One parent might enjoy reading to the class or teaching students about a particular area of expertise, while another parent might prefer to prep materials for an activity or type up the class newsletter.

Lead some activities outside of school to strengthen the home-school connection and get families up to speed with what you're working on. One fun idea is a quarterly game night. Start a math-games night or a language-arts game night every quarter to teach families about the games you use during your lessons. Encourage parents to use the games at home with their children.

18. Survey the situation.

Gather parent input periodically so you can see what did and didn't work. Once or twice a year, give parents a simple survey to complete and ask them key questions about their perceptions of their child's educational services. This is a great way to keep the home-school dialogue going, ensure that parent are partners in developing their child's education plan, and target specific areas for improvement.

What would you add to this list? Do you have a favorite strategy for reaching out to parents and forming strong partnerships with them? Add your home-school connection tips in the comments below!

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18 Ways to Connect and Communicate with Families - Brookes Blog

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Nurturing the home-school connection is key to the success of any classroom, but especially important in classrooms that include students with and without disabilities. Partnering with parents will give you unique insights into your students' gifts, strengths, and needs-and help you create workable solutions to a student's learning challenges.

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The following link provides a variety of teaching strategies to assist in family connections.

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When thinking about how to nurture a sense of community within your program, it's important to consider how you might create an environment where families feel comfortable and encouraged to build relationships with other families. This supports the building of a broader community. All too often, parents and caregivers see one another only in passing during morning and afternoon transitions, which doesn't give them time to truly connect. Below are a few ways you can engage family members in adult interactions.
Parenting Knowledge Sessions
Consider inviting professionals from the local community to come in and share information with your families in a workshop setting. Professions and topics might include the following:

Chef/nutritionist to discuss healthy and balanced meal preparation

School counselor to discuss modeling and supporting stress management in young children

Librarian to highlight and share new children's books and to demonstrate effective read-aloud strategies when sharing books with children at home

Principal/kindergarten teacher to discuss navigating upcoming transitions

Book Club
This is a great way for adults to model engagement with literacy and learning. Invite family members to join your staff in participating in an ongoing book club. Consider kicking off the club with a book like A Parent's Guide to Preschool from the collection of Teaching Strategies® guides for families. This fairly short guide is filled with information that answers to many of the questions families often have about what their children are doing and learning during the preschool day. Having a group discussion about the information in the guide enables teachers and families to share thoughts and ideas while building stronger partnerships. As time goes on and families become active participants in the book club, encourage them to suggest future titles or topics.
Snip and Chat
Sometimes adults just want to have fun! In my program, many family members shared that "Snip and Chat" was one of their favorite evenings at our center. Every year in October, we invited adult family members to join us for a social event where they could get to know the other adults in their child's classroom community while helping teachers with classroom tasks. Leading up to the event, teachers pulled together a list of tasks and materials that could benefit from an extra set of hands, such as creating game cards, laminating and cutting out photographs, tracing patterns for children's cutting experiences, and organizing and cutting out flannel stories. Moms, dads, grandmas, uncles, and other adults in children's lives enjoy getting to know other adults in the community and feel good about being able to contribute to classroom resources and materials. Don't forget to ask everyone to bring adult-sized scissors!

Program's experience different successes and roadblocks when it comes to family involvement. It's important to remember that getting away for an evening is not always an easy task for a primary caregiver. If your program guidelines allow it, consider offering off-hours child care during evening events to eliminate the hassle of families needing to find a babysitter. Your events may also be more successful if you first survey families to find out what times and days of the week work best for these kinds of get-togethers. Maybe Saturday mornings work well for your families, or perhaps a majority are available to come an hour before pick-up to meet before dismissal. Each program and class is different.

Regardless of the schedule that works best for your community, provide ample notice for these optional events, send reminders home, and always make sure to have information, literature, or resources from the events available to share with family members who are not able to attend. It's important that every family has the opportunity to feel connected.

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3 Ideas for Increasing Family Involvement in Early Childhood Education

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When thinking about how to nurture a sense of community within your program, it's important to consider how you might create an environment where families feel comfortable and encouraged to build relationships with other families. This supports the building of a broader community.

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In this article there are eight ways to manage student behavior that seem to prove extremely beneficial.

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Teachers must balance a great deal in the classroom on a daily basis. In addition to giving lessons, grading, giving students assistance, and doing administrative tasks, teachers must manage student behavior.

Without appropriate consideration for behavior management, classrooms can become unruly and chaotic. This creates an environment that isn't conducive to learning or academic performance.

Interestingly, a significant amount of classroom misbehavior can be attributed to a mismanaged classroom environment. Besides hampering learning for other students, a chaotic classroom can mask the needs of students with a genuine requirement for additional support. Student behavior management strategies are something that teachers must plan for and execute consistently.

Eight Student Behavior Management Strategies

Just as teachers plan out their lessons and physical room layout, they should also spend time defining the student behavior management strategies that they will use during the school year. This sets the class up with the right expectations and provides boundaries for easily identifying when a student's behavior should be considered an outlier. Here are eight strategies that teachers can incorporate into their classrooms to establish guidelines and promote appropriate behavior.
1. Engage the Class in Setting Behavior Expectations
As teachers begin the new school year, there may be anxiety around establishing and enforcing what students feel are arbitrary rules. Instead of a dictatorship, consider adding elements of self-determination to classroom expectations.

By allowing the entire class to participate in setting behavior expectations, students feel greater ownership over the set of rules they live under. Students are also more likely to hold one another accountable.

This method can be particularly effective with older students, especially high schoolers. These students already have an inclination to dismiss what they see as arbitrary authority, but have a desire to gain control over their day-to-day responsibilities.
2. Provide Immediate But Subtle Corrections
When issues arise in the classroom, they should be addressed immediately. However, stopping the entire class to make a correction is counterintuitive to the purpose of establishing a set of rules-it pulls students away from the lessons and interrupts their focus.

Whenever possible, teachers should choose non-verbal cues to indicate a demonstrated behavior is out of bounds. These kinds of subtle cues prevent drawing additional attention to the disruptive student. If attention is what the student is seeking, leaning down to speak directly to them in a low voice effectively signals that class is not the appropriate time for such actions.

If the behavior continues, direct intervention should be done privately. This lessens the impact on others and minimizes embarrassment to the student in question.
3. Model and Promote Positive Behaviors
Modeling the behaviors you want to see in the classroom gives students an example to imitate, as well as clarifies exactly how they are expected to behave. Illustrate positive behaviors you'd like to see, such as looking a student in the eye when they are speaking or allowing them to finish statements and thoughts without interruption.

In addition to modeling positive behaviors, consider immediately rewarding a student who exhibits the actions you want to promote. Any number of rewards can be used, but for full effect, teachers should explain clearly why the student is receiving the recognition.
4. Provide Time to Transition
Task switching can be challenging for students of almost any age. This is especially true if the tasks are very different, such as going from physical education to math or from self-directed learning to a lecture.

Without transition time, some students may become frustrated. These students may need extra time to mentally let go of the previous lesson before moving on to the next. That frustration could manifest as acting out. Consider incorporating cues that transitions are coming, and follow that with time to settle in and a gradual introduction of the next subject or task.
5. Encourage Advanced Learners
Students all learn at different rates, and even the same student can progress at varying speeds depending on the subject. When teachers focus on those struggling with a subject, advanced learners can get bored, which can result in poor behaviors.

For students who cover a subject quickly, give them the opportunity to work ahead on a specific topic or offer them advanced work on the subject. These same students can later present what they have learned to the class. It becomes a self-feeding cycle, where other students will be encouraged to work ahead, instead of doing the minimum required of them and becoming disruptive.
6. Engage Parents with Positive Communication Opportunities
Parents typically fear a call from their child's teacher, as rarely does a call from school signal good news.

Flip the script on communication with parents by reaching out to them to offer praise for their student. A note or a phone call discussing an insightful answer or a kind gesture will build rapport with parents. They are also likely to share the notice with their child, creating a positive cycle between home and school.
7. Use Technology Tools to Track and Analyze Classroom and Individual Behaviors
When a classroom is mostly controlled, behavioral anomalies stand out. If one student acts out regularly or frequently, that may signal a need for additional support.

Leveraging technology specifically designed for behavioral tracking to identify students who have a difficult time following rules or are frequently disruptive can be helpful in both getting the student help and in identifying a root cause. Tracked data can offer insight into specific times or activities that present challenges, for instance. Getting additional assistance for these students will be easier too, with a clear and accurate record of the incidents.
8. Use Non-verbal Cues to Refocus Students
As mentioned above, verbal cues can create unwanted attention and disrupt lesson flow. Non-verbal cues, on the other hand, can be effective in clarifying to students their behavior is unacceptable, without breaking the classroom's rhythm.

Cues such as pointing to the lesson in front of a student or simply standing next to a group that is speaking out of turn can refocus them on the task at hand without drawing undue attention to the behavior or appearing to promote it in any way.

Student behavior management strategies don't necessarily mean ruling a classroom with an iron fist. Instead, classroom level behavior management should provide a set of expectations and allow for appropriate corrections within the context of the learning environment. In addition, building positive relationships and improving communication with families and students outside of the classroom can help drive positive behaviors while on campus. The added benefit of a well-managed classroom is that it makes it easier to spot students who are in need of greater support and get the ball rolling on acquiring those interventions for them in a timely manner.
ScholarChip offers a solution called Alternative Behavior Educator (ABE). This innovative program enables school leaders to identify, monitor, and improve student behavior throughout a student's career, while giving administrators and teachers powerful data-driven reports that quickly flag at-risk students, help monitor and chronicle progress, and support decision-making tasks. ​The ScholarChip system incorporates the complete spectrum of behavior and integrates student rewards, interventions, and tracking with PowerSchool®, Infinite Campus, and other popular SIS platforms. To learn how ScholarChip can help keep your schools safer and more secure, learn more about the many solutions ScholarChip provides, or to get free recommendations, feel free to chat with one of our specialists today!

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8 Student Behavior Management Strategies for In and Out of the Classroom

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Teachers must balance a great deal in the classroom on a daily basis. In addition to giving lessons, grading, giving students assistance, and doing administrative tasks, teachers must manage student behavior. Without appropriate consideration for behavior management, classrooms can become unruly and chaotic. This creates an environment that isn't conducive to learning or academic performance.

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The following is a list of supplies that are needed, along with the list for students to bring on their first day.

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Support for Students with Behavioral Needs

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Support for Students with Behavioral Needs

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Support for Students with Behavioral Disorders | Accredited Schools Online

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Children with diagnosed behavioral disorders require specialized support to succeed. Parents and educators can use this guide to learn more about behavior disorders and gain actionable advice and tips from experts.

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Support for Students with Behavioral Disorders

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After distance-learning for over a year due to the COVID-19 pandemic, students have understandably faced challenges adjusting back to in-person instruction in 2021. The burden of these challenges, however, has largely fallen on classroom teachers - even though administrators can do their part by implementing school-wide behavior management strategies.

But as students spend the majority of their time with school teachers, individual classroom management remains an important piece of the solution. Tackling classroom management can be overwhelming, so here are 15 classroom management strategies to help and inspire you.

Getting Started with Classroom Behavior Management

1. Decide, set up, and acknowledge your classroom expectations.

Different classrooms, students, and grade levels have varying needs, so reflecting on and deciding what will work best for you and your class is important. Clearly communicate the rules and procedures you decide to put in place to students so your entire class is on the same page. To make your expectations tangible to students, consider using learning contracts, like an etiquette handout or lab safety contract, which students can sign and keep on hand throughout the school year.

2. Teach (and reteach) your students about behavior.

Students all come from different backgrounds, so take the time to teach and explain the behaviors expected in your classroom. This way, all of your students will have a good foundation for how to behave in class.

However, don't despair if your class begins misbehaving at some point. Since behavior is learned, use the opportunity to review, refresh, and reteach your class about the positive behavior you'd like to see. This can be taught in an entertaining way through a fun game like behavior bingo.

3. Display your classroom rules and procedures for reference.

Make your classroom decor fun and functional by hanging up posters like these, which showcase your classroom procedures to help students remember them. Having information - like how to ask to use the restroom - readily available and on display will not only remind students what they need to do, but also make the information accessible to classroom visitors and any transfer students.

4. Get students invested in your classroom management strategies.

Student involvement can lead to increased trust and participation. If you have room to be flexible, give your class choices where possible and ask for feedback on rules and processes. You can also further involve your students by creating different class jobs that students can rotate through, like line leader, homework collector, and announcement reader. This not only takes tasks off your plate, but it also teaches students responsibility and makes them more aware of classroom procedure.

5. Find fun ways to reinforce positive classroom behavior.

Learning how to behave can be a fun aspect of your classroom. Rewarding individuals who behave well with raffle tickets, a small prize, or even the ability to perform a coveted task will encourage students to implement what you've taught. Explain aloud why a student is being rewarded so the rest of the class knows how they can also achieve a prize. If all of your students are consistently behaving well, consider giving the whole class a prize like a mini party.

Embrace Predictability through Classroom Management Strategies

1. Create consistency with classroom routines.

The repetitive nature of routines ensures students know what to do when they enter your class and gives them an opportunity to learn and improve over time. Creating an easy-to-follow routine not only takes some of the guesswork out of your students' days but also yours.

2. Post your class schedule for students to see.

When students know what to expect, they're more likely to oblige. Incorporate posting your daily schedule into your classroom management strategy so students know what's on deck and can prepare themselves. If your plan ends up needing to be changed, be transparent with your students about why and take the moment to emphasize the importance of being flexible when needed.

3. Preview exciting lesson plans and materials.

Take a play from an English teacher's book, and use a strong hook in your lesson introduction. Add some creativity to this preview to pique your students' interests and capture their attention. For example, you could preview a geometry lesson about shapes by saying, "Today we'll learn how a circle is really just a fancy oval."

4. Practice transitions with students.

Similar to having a classroom routine, practicing lesson and class transitions gives students an opportunity to learn, understand, and improve the way they change from one activity to another. Rehearse one or two transitions consistently to allow for the habit to take shape.

Use Smart Classroom Management to Correct Disruptive Behavior

1. Explore creative solutions to prevent disruptive behavior before it begins.

Sometimes disruptions are opportunities to implement new class procedures. Your students may be an energetic bunch, are easily riled up before a test or are still full of energy after recess. Adding an activity like a two minute shake-out to your transition into a test or out of recess could be a creative way to defuse this energy.

2. Be positive as you redirect students' behavior.

At times, a gentle nudge in the right direction is all a student needs to get back on task. Maintain neutral body language and an even tone of voice while redirecting your student's attention so your student feels encouraged, not punished.

3. Give appropriately-sized consequences.

While it's important to correct behaviors before they escalate, it's equally important to ensure the consequence matches the action. This smart classroom management technique helps build trust with students because it shows your dedication to fairness.

4. Create an easy-to-reference behavior intervention plan for students who need extra support.

From time to time, students may need more support in learning positive behavior. This support may involve multiple educators at your school and require coming up with a detailed plan. Using a straightforward template for your student's behavior intervention plan can help keep everyone on the same page with ease and give your student the consistent support they need.

5. Address classroom behavior with individual students instead of the whole class.

While there are certainly frustrating times where it feels like the whole class is acting out, there is usually at least a student or two who stays on task. Keep these students as your allies in setting an example of positive classroom behavior by correcting individual students' behavior instead of reprimanding the class at large. If you do need to address the whole class, try using positive narration instead. This allows you to acknowledge on-task students' positive behavior and to motivate disruptive students to change their course.

6. Kindly acknowledge when a disruption has affected student learning.

Disruptive students can have an impact on the whole class, especially when their behavior calls for a larger intervention like being sent out of the room. To get students back on track to learning, acknowledge the impact of the situation before moving on with your lesson. A simple, "That was challenging to do, but I hope it gives [student] the time and space they need to think on their behavior," can go a long way in helping the rest of your students process their reactions and continue learning.

With these classroom management strategies, your students can begin re-learning positive classroom behavior and adjusting back to in-person instruction. Remember that this takes time, so be as kind to yourself in this process as you would be to your students. And if you need more resources to assist with your classroom management strategies, check out more classroom behavior management materials on TpT for inspiration.

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Smart Classroom Management Strategies for Student Behavior

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After distance-learning for over a year due to the COVID-19 pandemic, students have understandably faced challenges adjusting back to in-person instruction in 2021. The burden of these challenges, however, has largely fallen on classroom teachers - even though administrators can do their part by implementing school-wide behavior management strategies.

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Supporting Students Experiencing Childhood Trauma: Tips for Parents and Educators

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Supporting Students Experiencing Childhood Trauma: Tips for Parents and Educators

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National Association of School Psychologists (NASP)

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Supporting Students Experiencing Childhood Trauma: Tips for Parents and Educators

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Children spend a significant portion of their childhood in school under the care and guidance of school personnel. As such, schools have a responsibility to help children feel supported and safe.