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1. Explain Norms.
2. I make sure they follow them.
3. I reinforce positive behaviors.

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PTT
Claridad en Reglas y procedimientos
Conexión maestro-alumno(a)

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1. Learning the student's names as soon as possible, what nickname they prefer, and making sure to pronounce their chosen name correctly.

2. Apologizing when I am wrong, rewarding out-of-the-box thinking, asking for permission to share information about them/their academic work to others (adults/other classes)

3. Have a backup plan for the backup plan and allow the kids grace. We all mess up.

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1) Clear Rules and Procedures since day 1, posters set at the front of the class during all school year.
2) Write on the board the expected outcome to fulfill on that day.
3) Constant reminders to students to follow procedures.

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1. Share agenda for the day with time frames at the beginning of the class

2. Set clear expectations on Day 1, constant reminders

3. Silly little rewards for good performance / class celebrations (you might be surprised how much HS students like stickers!)

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1.- Rutinas y procedimientos
2.- Ver el lado positivo de las cosas
3.- Consistencia y congruencia

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- Get to know the students in a genuine way.
- Have the time to listen to them and ask them later about the topic they talked to you.
- Have a daily reminder: All my students have a great potential.

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1. Spend quality of time creating strong relationships first where precedures and expectations are included.
2. Set up the classroom environment for success.
3. Be specific when identifying a problem behavior.

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1. Positive teacher-student relationship.
2. Cellphones away. Laptop closed. PTT on the board.
3. Greet them, ask them about their day, check ins.

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Ivan Martinez - Top 3 Classroom management!

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Ivan Martinez - Top 3 Classroom management!

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1- Student - Teacher Relationship 🦺
2- Anticipate to Action 🙅🏻‍♂️
3- Active Students 🏃🏻‍♂️

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Greeting them by name
Knowing students’ strengths and weaknesses
Using their strengths and interests to work on the skills they need to work on

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1.Phones at the door
2. Students are greeted, I ask how was the weekend...or hoe the day is going.
3.I give instructions for the day
4. At the end there is a wrap up and expectations for future classes. Deadlines are reminded.

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1. Having a Bellringer/PTT that activates previous learning and is simple to do, which gets students on-task

2. Practicing test-mode routines and expectations repeatedly

3. Greeting my students at the door and developing a strategy to have everything pre-prepared for the coming class

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Seating chart.
Agenda of day always visible with time frames and the use of a timer.
Assess and give feedback on day's work before the end of class. Even if it is only my signature of how much work they accomplish that day.

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1. Start the year with a lot of team building activities that get them up and moving, able to talk.
2. Classroom philosophy is like a lab... we are allowed to make mistakes. Learn from them and try again.

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1- Describe the misuses or misbehavior before they happen and how they can prevent those actions
2- Have my expectations clear and repeat them every day
3- Ask them to turn their body to my when I’m giving instruction.

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- Like the quotation said, full classroom engagement is the best way to prevent off task behavior. Low barrier entry tasks, relevant instruction, and lots of time for student activity are key here. If a classroom has positive momentum, it is more difficult to be off task
-When a student is off task, I often set the class to working on something and I address the student one on one and quietly to discover what's up. For instance, if a student is  sleepy, there might be a very justified reason why this is the case.
-Physical proximity is also key for a student who is starting to get off task

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1.  Proximity to students/Circulating the Room
2. Assigned groups for seating charts, with defined roles for students within
3. A consistent attention getter/grabber

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1. well-established entry routine - greet students at door and have task ready on the whiteboard
2. seating charts and intentional grouping
3. one-on-one check-ins throughout class

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Modeling learning
Listening
Share With students

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Asking my students how are they
Bell ringer and exit ticket
Keep away cellphones

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1- Class/group contract agreed upon and signed by everyone.
2- Non verbal (bell, lights, music, etc) to regain attention and set time limits.
3- Individual and group greetings (adult/ student; student/student) at the start of each class.

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1. Make their birthday important, even if they don't have class with me (relationship building)
2. Captivating journal prompts for bell ringer
3. Give random rewards for desired behavior (stickers, hershey's kiss etc)

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constantly reminder about the rules and process

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Having high expectations of my students and letting them know that I believe in them and  they can do it!
Have extension activities ready for students who have met the expectations.
Clear set of rules in the classroom that are to be followed at all times - made with them together with the consequences if rules are not met.

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Mindset ready to learn.

Respect the time.

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COLD CALLING
During general classroom instruction ask academic level appropriate questions to students to ensurw they are on task and listening.

ASSIGNED SEATS
To build community and prevent disruptions, assign seats in classroom for students to develop relationships with students thet may not interact with, as well as separate students who are more disruptive together.

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1. "I do, we do, you do" (having it posted which one we're doing)
2. Clear and consistent entry routine (what, where, why, and for how long)
3. Meaningful and open relationships

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- "Phone Jail"
- Check in to be ready for the day
- Check for understanding
- Develop agreements & commitments at the beginning of the year
- Routine: taking attendance with a "question of the day"

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Bell ringer or PTT
Engaging learning- always have a clear and meaningful why
Clear instructions and procedures

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1. T-S: ask questions and validate thoughts and feelings (particularly those “non-conforming” …
2. T-S: identify their aspirations, strengths and interests and help them find ways to potentialize them
3. Mental Set: Believing all students are leaders, just need to help them find where.

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Steve McDonald

PTT: Journal/Reflections
Randomized Seating Plans: Flippity
Building Strong Connections

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1. Progressive consequences with restorative opportunities.
2. Holding myself accountable to the same class rules (modeling).
3. Positive redirection.

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1. No down time - students always have something of value to be doing and are well aware of what they should be doing.
2. Having clear and well-established procedures from day 1.
3. React fairly and consistently (ie: from student to student and from month to month) when students do not follow the desired behaviors.

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1. Be calm and explain your expectations in clam voice.
2. Develop strong student-teacher relationships. ( This is a must).
3. Model the behaviors , teach, re-teach the expected behaviors.

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1. Put one finger up if you hear my voice -- in  a normal voice. Wait for everyone's attn.

2. Procedures for beginning and end of class: Binders, in seat, no bathroom first 10 mins, last 10 mins.

3. Making way around the room and giving a neutral-positive signal if off task. Touch on shoulder, check-in, hand on desk. Connecting instead of correcting.

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1. Talk about...
2. Positive environment
3. Model behaviers

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1. Have materials ready in advance.
2. Have agenda posted on whiteboard..
3. Include LLO's on the agenda AND the presentation for easy referal.

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1. Establish rules and procedures.
2. Create relationships with students.
3. Instructions/steps to follow always visible.

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1. Set routines
2. Clear expectations
3. Visible plan / objective
4. Needed Materials before entering classroom

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1 Greet students by the door
2 Have Do/Now work ready set
3 Prepare procedures about the respectful usage of computers in classes

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WarmUp/Do Now

Assigned Seats

Three before me, and changing activities throughout class.

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Prime Time Task
Immediate Feedback
Closure
Exit Ticket
Digital Evaluations

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1, 2, 3 eyes on the speaker.
Non-verbal silent sign
Seating chart.

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1. Know your students! Establish rapport.
2. Walk around, move while teaching or while students work.
3. Agenda every day on the board for structure

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1. Visual and firm procedures
2. Guided sharing time
3. One-on-one time

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Have a visible timer for all activities. 

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Have a visible timer for all activities. 

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Music is powerful. Create an age appropriate playlist for eat activity to create the atmosphere you want.

Have your daily agenda posted in the classroom.

Kris-Anne C210

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When I meet new students I always try to ask them how they are on what scale of feelings (if they wanna share the why that’s great) because if their not emotionally there then their learning won’t be at its full potential.

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Assign seats
Establish routines early on
Walk around the class room when presenting to avoid side conversations

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Teacher-student relationships
Rules and procedures
Disciplinary interventions

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Connection: get the student to feel safe so they can trust me and follow my lead.

Agreements: co constructed (privacy, respect especially for small groups and sharing )

Consistency: follow through , make sure the student knows what to expect from
Me. Steady presence .

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1. Class check ins at the beginning to get to know students and build community
2. Shifting activities every 15-20 minutes, so that students stay active
3. Intentional grouping depending on activity

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2 pick up you hand
3 respect every time

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Positive phone calls/emails , student input in lesson activities, peace/reconciliation circles

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-Learn students’ names super fast (preferred pronouns and nicknames).
-Providing low stakes ways for everybody to interact at least once during the class.
-Activities that involve play / not “serious” discussions

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1. Seating charts
2. Bell ringer
3. Agenda of the day

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-use of music (entering the classroom, cues, time, transitions, etc.)
-navigating disruptive behavior by holding positively framed conversations
-PBIS (acknowledging positive behaviors)

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1. Bell ringer
2. Safe environment
3. Clear expectations.

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Seating arrangements

Getting to know students and classroom dynamic

Consistency

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Keeping students accountable in my English class by expecting everyone to share a “gem” in their writing. (It can be one sentence). Keeps them on task, promotes community and builds self confidence as writers.

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Organized and clear spaces for everything
Classroom jobs
Seating charts

Karla Vasquez

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use visual cues
Positive feedback

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Motivación
Mini lección con objetivos (modelar)
Escuchar a los estudiantes

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1 - It may sound simple, but a bathroom procedure is key!

2 - A bell ringer that is on paper! No laptops at the beginning of class. They’re too tempted by distraction.

3 - The first 5 minutes of class are everything!

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Greetings students
Have clear and precise instructions
Be attentive to students all the time

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1. Have an agenda projected everyday so students know what to expect from the class
2. No laptops open when an instruction are given
3. Noise level according to the activity

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- model behavior/language
- build strong relationships
- set clear expectations

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Have objective and outcome on the board to reduce confusion

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Involving students to produce the rules and procedures of our classroom.

No cell phones or electronics unless indicated

I work my best the first week to make connections with my students

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1.  Consistency in routines/expectations
2.  Showing unconditional positive regard
3. Humanizing mistakes while trying to minimize them.

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1. Seating charts
2. Start up activity
3. Teacher-student relationship

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1) Generally care about the kids. They can tell. When you like them and root for them, they tend to like you back. "It's harder to be mean to someone you like as a person."
2) Routines/clear expectations
3) Be available for the students to work one on one. Often a student says they won't do something because it's less embarrassing for them than to say "I can't do something" in front of their classmates.

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1. Seat organization with numbers and symbols (these easily facilitate partner & group work!)

2. Clear "student supply zone" in the classroom so students know where to get necessary things without needing to 'ask permission' --> allows for more classroom ownership

3. Equity sticks for calling on students (only AFTER they have had individual and partner discussion time) for varied voices and opinions in the classroom

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1. PTT always ready at the board.
2. Cellphones away.
3. Computer in taco mode when someone is speaking
Martha

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- Start every day with a warm up activity
- Clear instructions for the day
- Model new procedures (ex: new lab technique)

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1. Always show respect no matter what.
2. Modeling behavior.
3. Talk to them about what they need to work to be better.

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1. Leader of the week
2. Relationships with students
3. Try to have fun

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1. Intentional Groupings
2. Exit Routine- picking up trash, standing behind pushed in chair before being dismissed by name/table (Thanks Zennhya!)
3. Clear instructions and expectations

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- Changing where I am in the classroom (intentionally teaching/standing in different places)
-Teaching bell to bell
-having opportunities for extension and remediation built in

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- relationships with students
- reliable routines
- expectations for groupwork

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1. Know the student: what their interests, hobbies etc are outside the classroom
2. Remove the distractor: cellphones at the door
3. Structure the class so students know what to expect

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- Building/encouraging peer empathy and support of each others strengths
- using daily to-do / to-complete list before leaving class.
- making notes on what to follow up on to let students know I will follow through even on the small comments.

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- Agenda for the day written on the board, specifying how much time we will be taking for each activity; including if laptop will be used or not
-Cell phone station: non-negotiable
-Physical space ready: desks in lines / groups, whatever I need for that day.

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1. Student-teacher relationship
2. Positive environment
3. Model behaviour

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Systems for transition time

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1. Be prepared for class.
2. Have clear instructions and expectations
3. Model the behaviors I want my students to folllw

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Ask student to repeat directions

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The cellphone organizer by the door

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1. Mind Set - ready to learn brain!
2. Engaging and active learning.
3. Strong relationships with my students.

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1. Establish relationships with students so they respect you and want to listen.
2. Create rules and procedures and follow through every time
3. Seating charts

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1. Greeting students by the door.
2. Having clear procedures that are practiced until mastered.
3. Having clear guidelines with logical consequences that are enforced continuously.

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Beginning Activities-Brief activities, questions, prompts to get students settled and introduce the day’s learning target. They can be distributed to students as they enter class and while you are greeting them at the door. Jill

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1. know my students as learners
2. seating charts
3. Lots of opportunity to talk

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1. Class character
2. Strong student-teacher relationship
3. Rewards for good behavior

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Have a bell ringer that does NOT involve using your computer. Pen and paper is best at this point!