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For classroom management, I like to use "Teacher vs. Students." It is something that I use daily, using some basic rules and a small area on my whiteboard. My class and I established the rules. the class is a team against me and I against them. This really helps them buy into it. For example, one of my rules with this strategy is "If a student has their head down on their desk, I get a point." You can customize your rules to what each class struggles with. If I see something that a student is breaking one of the established rules I put a tally on the board. Now, the students can make points as well. If they are respectful, if they do a task the first time being asked, if they catch a mistake I made, etc. They get a point. My points double their points, beings I am only one person. Now for rewards and consequences. If they win by 3 points they get to wrap up 2 minutes early. If they win by 4 points they get a piece of candy as they leave the classroom. If I win by 3 points, they stay after class 1 minute. I enjoy this because students become leaders, advocating for themselves when students are misbehaving.

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My favorite classroom management tip is using whole-brain! I love the call and response and using the students' "mirrors". 

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My favorite classroom management tip is using whole-brain! I love the call and response and using the students' "mirrors". 

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They hold up their hands when I say "Mirrors Up!" and then repeat what I say after I say it. It's usually our expectations for my classroom lessons, but sometimes the definition of an important Social-Emotional word like empathy or compassion :)

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I work in an ED setting so many of my students are working on behaviors as well as Social skills. We have charts for individual students. When they are having positive behaviors (ex: going to/participating in class, using their words, and interacting with others) they receive points. (Note: we discussed what it looks like to have positive behavior. )
Each item in the store is based off of what the students wanted. With the students points, they can save up for something larger, or they can use their points on smaller items. I found that finding items that they are interested in motivates them to have positive behavior and work towards their goals.

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Something that works well for me is a simple point system. I created a small section on my board just for my Third Grade
Social Skills group to earn stars during their time with me. Whenever I catch them doing something they are supposed to (raising their hand, taking turns, walking in my room, sitting, etc.) I give them a star. 4 stars means they get five-minutes of free-time on Friday, and 5 stars means they get ten-minutes of free-time on Friday. If it were a younger group, I would make it more of an immediate reward. With my older group it works to see the progress throughout the week.

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**REPOST** My favorite classroom management tip is using whole-brain! I love the call and response and using the students' "mirrors". They hold up their hands when I say "Mirrors Up!" and then repeat what I say after I say it. It's usually our expectations for my classroom lessons, but sometimes the definition of an important Social-Emotional word like empathy or compassion :) 

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**REPOST** My favorite classroom management tip is using whole-brain! I love the call and response and using the students' "mirrors". They hold up their hands when I say "Mirrors Up!" and then repeat what I say after I say it. It's usually our expectations for my classroom lessons, but sometimes the definition of an important Social-Emotional word like empathy or compassion :) 

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Classroom management is a difficult thing to establish when you are only in the classroom for 30 minutes every other week (k-5) and 45 minutes once a month (6-8). Points or rewards would get lost in the shuffle of the different classrooms. So, after watching how all the different teachers manage their rooms, I blended the listening skills from Second Step into 4 things I expect for all students. At the beginning of all my lessons, I have them tell me what their 4 jobs are with corresponding actions.
1. Eyes watching 2. Ears Listening 3. Mouths Quiet 4. Body still.
They recite that back to me at the beginning of every lesson, and then during the lesson, all I need to do is either say "what job are you not doing right now" or look at them and do the gesture. This has been working well for me so far, and I have even gotten the teachers to use the gestures with them as well. I do that for K-3.
With the other grades, we talk about the 4 jobs too, but how that relates to respect. With that, I have a rule of you waste my time/ I waste your time. If they are not showing me respect, I stop and wait. If they take 2 minutes, I keep them 2 minutes. I have 4-6 at the end of the day, so it works really well for them, and 7-8 get marked tardy if they are late for their next class. While these are working well for me, I am always looking for better ways to use classroom management!

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For classroom management, I utilized a positive behavior point system during my small groups. As students enter my room, I have the table set up with little plastic cups at each spot. Once they have sat and started morning work, I give them one pom pom (these are seasonal, so right now they are Halloween erasers). The goal is to earn 5 pom poms by the time work is done (10 minutes prior to the end of class time. We have free time for 5 minutes so they must earn 5 to get that time). If the student doesn't have 5 pom poms by that time, he or she will remain at the table and finish his or her work. Once finished, he or she can use the remaining time for free time. They have free time on the carpet or at my table where they are able to play games, draw or color, and just chat with one another. I will give them a 2 minute warning to begin cleaning things up.
When I give students their pom poms, I will say "you are earning a pom pom for ____" and put a pom pom in their cup. If students aren't following our rules, I will take one away by taking it out of the cup and putting it on the table next to it. They need to earn it back within 2 or 3 minutes to keep motivated. Every student is earning at least 5 and getting free time that last 5 minutes of class. Some may get more depending on their effort and work completion!

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I teach students with moderate to severe intellectual disabilities and I have found that various types of non-verbal communication have really helped with my classroom management. This means something a little different for each of my students since their abilities can vary so much. For my non-verbal students, I originally paired ASL with directive words and now, I can simply do the sign to redirect so I can keep working with another student without a significant interruption. For others, this means having a visual schedule that they can always reference. And for some with reoccurring behaviors, I have paired actions with a redirection so now I typically only have to do the action and they will know how to adjust their behavior. Many of my students struggle with language comprehension so I have found this strategy to be a big time and energy saver when it comes to classroom management.

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I am a resource room teacher in the special education department at my school. I have 5 students in my room who I work with. There are 3 paras in my room as well to help out. All 5 of my students are on the autism spectrum disorder at varying degrees of severity. To help with classroom management, we use visual schedules with the students. Four of my students have vertical visual schedules that have pictures that are Velcro on there. After they do the task, they take the picture off to show that they have finished. They put the picture in a bag. They then look at the next picture on the list to know what they do next and what station they need to go to. This has helped with behaviors and transitions in our room. One of our students is higher functioning so his schedule is just on a sheet of paper with a clipboard that he checks off once he is done.

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A classroom management strategy that I have observed is a reward system called Classroom Economy. The students can earn money everyday for attendance, handing things in and answers bonus questions, etc. The students simply log the amount that they earn each day. At the same time, they have to pay the teacher when they have missing work, are tardy and other negative behaviors. The teacher must sign off each time a balance gets something taken from a student. Once students have enough "money" they can buy small items such as pencils or prizes, but they can also pool their money together with classmates for a class reward. I have not started this in my classroom yet, but I want to. I believe that it can help encourage positive habits, and also develop a sense of community.