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I have viewed many different videos and articles regarding classroom management methods and their importance. Teachers featured on Teacher Toolkits verbalized the importance of classroom management. Proper classroom management is important to help increase student learning via effective engagement strategies. It also is important to ensure fewer behavioral issues through clear classroom expectations and consistent enforcement of the rules. Proper classroom management is also important so that the teacher does not become burnt out. If a classroom is not well managed not only is the learning experience chaotic for the students but the classroom can become taxing on the teacher resulting in subpar instruction from the loss of motivation. If something can be noted as not an effective strategy in your classroom, re-examine, re-evaluate, and transition, trying another method for the benefit of both the students and the teacher.
https://www.lizs-early-learning-spot.com/classroom-management-and-new-teacher-anxiety/
https://www.universalclass.com/articles/self-help/understanding-classroom-management.htm
https://www.edutopia.org/article/5-principles-outstanding-classroom-management
https://www.educationworld.com/a_curr/curr155.shtml
https://www.reference.com/world-view/classroom-management-important-9d6e281aa255499

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Teacher: Class
Class: Yes
The teacher will repeat "class" in a variety of different tones and numerical variations. The class will respond by replicating the word "yes" the same amount of times, and in the same tone.
This attention signal will be important to help grab the attention of the entire class. This way important information can be conveyed, it can also be a way to start a transition from collaborative activities to a more focused instructional type lesson.
http://www.theteachertoolkit.com/index.php/tool/attention-signal

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Steps to creating and implementing a procedure:
1. Write out expectations

For each procedure, students must know what to do and how to do it correctly. The teacher must explicitly describe each step of the procedure.
2. Prepare visuals

It is very helpful to create a visual to aid in the explanation of a procedure.
3. Teach procedures

Using the prepared visual, take time to specifically teach each procedure or activity. Explain what the students should do, how they should move, who they should be talking to, and any other details they are expected to know.
4. Practice procedures

In addition to the teacher’s explanation, students need a chance to actually practice the procedure.
5. Monitor and assess

Within the first few days after teaching the procedure, be sure to monitor the students and assess how well they are meeting the procedural expectations. Implement a class-wide motivation system like Fill-in-the-Blank, 100 Squares, or Marble Jar to reinforce your procedure.
6. Re-teach

After assessing the students’ performance of the procedure, it may be necessary to re-teach the procedure or provide reminders as to how it should be executed properly.
I like the acronym CHAMPS. It helps set up the class for success in learning but also in reaching their class reward by knowing what behavior is expected for whatever the current activity is. I think a chart is very smart for when it comes to children at the elementary level. If done in a secondary setting I believe the acronym on the side of the board, as shown in the video,  would work best considering older children can become complacent. Writing it out while narrating it to the class it will also hold them accountable to pay attention at the beginning of the class for their behavior. There is no "I didn't know" if you reiterate daily at the beginning of class what they will be doing and what behavior you will be expecting.
https://www.theteachertoolkit.com/index.php/tool/teach

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With the Marble Jar, teachers can frequently and easily reward desired behavior. Use the Marble Jar at any time during a lesson to encourage desirable behaviors, such as:
• A thoughtful response to a question
• Raising hand before speaking
• Quickly, independently, and quietly beginning the assignment or task
• Responding to attention signal in a set time frame
My variation would be to have two jars. A large jar and a medium-sized jar. The medium-sized jar would be for the weekly goal. An example of a weekly reward would be no homework, extra snack, or extra recess.
The large jar would be the goal for that 9 weeks. If the big goal is met the kids could have something like a pizza or popcorn party, or maybe watch a few episodes of a voted on age-appropriate show.
The student responsible for an individual effort marble drop could make the decision on which jar they want their marble to go to.
Another option could be that the class can either decide to "cash out" their full jar at the end of the week or they could "transfer funds" to the large jar to work towards their 9-week goal for the big reward.
This is a positive behavior management tool that could help students visualize the impact their behavior and effort have. With both goals, weekly and 9-week goals, they can see both the localized impact and the long-term.
http://www.theteachertoolkit.com/index.php/tool/marble-jar-rewards-system

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Student Engagement 1/2 - Talking Chips - Kagan Strategy

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Student Engagement 1/2 - Talking Chips - Kagan Strategy

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Steps:
1. Students sit in a team of four and each student is given a certain number of chips
2. Any student with a chip may talk one at a time using complete sentences
3. Each student takes turns talking
Each time they finished talking they must place one chip in the center of the table
4. Once their chips are gone they may no longer talk for that round.
Note: Students must use all their chips
Purpose:
Allows all students to participate in the discussion while listening to others
Students can share information with one another
Provides structured oral language development for students to practice speaking

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Student Engagement 2/2 - Popsicle Sticks - Teacher Toolkit

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Student Engagement 2/2 - Popsicle Sticks - Teacher Toolkit

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Use Popsicle Sticks at any point in the lesson to increase the engagement of all students and to show you value each person in the classroom.
Use the sticks to:

Ask interest questions before introducing new material to tap into prior knowledge

Randomly call on students to gauge understanding during or after a lesson

Assign groups or tasks

Decide who will receive a special privilege

Purpose:
This discussion technique ensures that all students have an equal opportunity to participate and share their responses in class. The randomness of drawing a student’s name using the Popsicle Sticks method also helps with classroom management.
This tool utilization could help end the unintentional pattern of calling on the same students, ones who always have their hands up and the ones who you can tell aren't paying attention. By using the popsicle stick method those children that are in between won't be getting left out and it can cause students to be more vigilant because their popsicle stick could get picked at random.
http://www.theteachertoolkit.com/index.php/tool/popsicle