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"Linguistic Diversity and Classroom Management"

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"Linguistic Diversity and Classroom Management"

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The author began by starting the workshop speaking all Spanish. All the educators in the audience were confused and nervously laughing. Many admitted later they just tuned her out. The point of this was to show educators the feeling that some of their students have every day. It proved that if kids don’t understand you, they won’t pay attention.

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“This reminds us how we need to acknowledge that students’ behavior we interrupt as bored, inattentive, or lazy may very well be simply a natural response to an inability to comprehend classroom input” (336)

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repeated routines with a required action is helpful for learning language

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visual support is essential

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allow students to use their first language in the classroom

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Curran, M. E. (2003). Linguistic Diversity and Classroom Management. Theory Into Practice, 42(4), 334–340. http://www.jstor.org/stable/1477397

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Addressing Work Refusal in the Classroom

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Addressing Work Refusal in the Classroom

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The main focus of this article was telling teachers to try and understand what reasons kids have for refusing work

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“Assignments and activities that students consider irrelevant or uninteresting may 'trigger misbehavior that enables them to avoid these disengaging conditions,' Billingsley writes in her analysis—but adding 'multiple opportunities for responding' that students can choose from, across modalities and at different skill levels, can improve engagement”

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"allow students to present what they’ve learned 'through debates, video reports, demonstrations, or dramatic presentations' (we’d add music, drawing, and coding, too)—not just essays or oral reports"

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Some students are afraid to fail so “to foster a more mistake-friendly classroom. Model your own mistakes, and avoid being overly punitive about errors: Consider policies like dropping each student’s lowest grade, allowing students to retake some assessments, or reducing the amount of work you actively grade”

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ask students to “make a list of all the things that [they] don’t currently learn in school but wish [they] could"

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Importance of boosting purpose and belonging

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Importance of boosting purpose and belonging

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"In one study, Hulleman found that having ninth-grade science students write brief reflections connecting what they learned in class to their personal lives boosted their grades and made them more likely to take science courses again in the future. In class, teachers should 'deliberately and regularly state the purpose of assignments and activities,' Hulleman recommends. Teachers can also connect their lessons to the real-world issues that students care about".

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Leonard, D. (2024). Addressing Work Refusal in the Classroom. Edutopia.

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"Play music: Putting on music during an activity can help keep kids quiet—or dispel disruption once it’s begun to brew.”

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“Offer a polite verbal warning: “Quickly say, ‘In one minute, I’ll need your undivided attention, so please wrap up your conversations,’

“If you give them a warning that there’s going to be a transition, the kids get on board faster and with less protest.”

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“Our audience also reports that randomly breaking into song has a similar effect, if you don’t mind looking a little silly.”

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Leonard, D. (2023). 34 Ways to Quiet A Rambunctious Class. Edutopia.

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“Classroom management concerns have also been found to significantly impact teachers’ stress, burnout, job satisfaction, and intent to leave the profession” (p. 31).

This right here is why I chose this topic for my research this semester. I accepted a long term substitute position in April that made me consider leaving the profession. Some of the behavior I was facing made me question why I chose teaching. I would leave so frustrated and defeated that children wouldn’t listen to me or respect me. It made me question why I would choose a profession that made me angry and upset so frequently.

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-“Kids don’t learn from people they don’t like”

-Seek to understand the kids, start with something simple like an apology

-Teaching kids to say: “I was somebody when I came. I'll be a better somebody when I leave”

-Building students' self esteem is the start to building a positive and well managed classroom

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-“Adults have often let them down so we have to prove ourselves worthy of their trust”

-detentions and time outs don’t work, it’s inaction disguised as action

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Breeze. (2017, December 5). What Can We Do With Disruptive Children? [Video]. YouTube.

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Cramer, E. D., & Bennett, K. D. (2015). Implementing culturally responsive positive behavior interventions and supports in middle school classrooms. Middle School Journal, 46(3), 18–24. http://www.jstor.org/stable/24342147

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Curran, M. E. (2003). Linguistic Diversity and Classroom Management. Theory Into Practice, 42(4), 334–340. http://www.jstor.org/stable/1477397

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Emmer, E. T., Evertson, C. M., & Anderson, L. M. (1980). Effective Classroom Management at the Beginning of the School Year. The Elementary School Journal, 80(5), 219–231. http://www.jstor.org/stable/1001461

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Evans, K. R., Lester, J. N., & Anfara, V. A. (2013). Restorative justice in education: What we know so far. Middle School Journal, 44(5), 57–63. http://www.jstor.org/stable/41982325

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Fisher, D., Frey, N., Smith, D. (2015). Better than Carrots or Sticks: Restorative Practices for Positive Classroom Management. ASCD.

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Leonard, D. (2024). Addressing Work Refusal in the Classroom. Edutopia.

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Leonard, D. (2023). 34 Ways to Quiet A Rambunctious Class. Edutopia.

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Martin, N. K., Schafer, N. J., McClowry, S., Emmer, E. T., Brekelmans, M., Mainhard, T., & Wubbels, T. (2016). Expanding the Definition of Classroom Management: Recurring Themes and New Conceptualizations. The Journal of Classroom Interaction, 51(1), 31–41. http://www.jstor.org/stable/26174348

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McGlyn, K., & Kelly, J. (2018). Engineering a classroom that works for all: Classroom management tips for students with learning differences. Science Scope, 42(1), 16–20. http://www.jstor.org/stable/44843509

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Nelmes. (2019, August 23). No such thing as naughty-Why we need to rethink challenging behavior. [Video]. YouTube.

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Pierson. (2013, May 3). Every Kid Needs A Champion [Video]. YouTube. https://www.youtube.com/watch?v=SFnMTHhKdkw

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Schellenberg, R., & Grothaus, T. (2011). Using Culturally Competent Responsive Services to Improve Student Achievement and Behavior. Professional School Counseling, 14(3), 222–230. http://www.jstor.org/stable/42732901

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Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based Practices in Classroom Management: Considerations for Research to Practice. Education and Treatment of Children, 31(3), 351–380. http://www.jstor.org/stable/42899983

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Weinstein, C., Curran, M., & Tomlinson-Clarke, S. (2003). Culturally Responsive Classroom Management: Awareness into Action. Theory Into Practice, 42(4), 269–276. http://www.jstor.org/stable/1477388

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Wong. (1997). How to be an Effective Teacher: The First Days of School. Harry K. Wong Publications, Inc.

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(2023). What it Takes to Manage a middle school ELA classroom. ELA Core Plans.

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“Behavior is a form of communication and what they are communicating is their unmet needs”

“Children don’t walk into a room saying I’m abused or a plaque that says I’m anxious” (No Such Thing as Naughty). Their emotional needs are harder to detect but so essential.

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Adult connection is best mental health support a child can receive

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"Knowing about the people in students lives will give teachers insight as to the important adults to involve in the education process, as well as whom to seek support from when the student is in need” (p. 21). Families should be involved in the classroom.

“Educators should emphasize, in a positive manner, the people, holidays, and events of the culture of the student body throughout the entire school year…teachers can include the accomplishments of multiple civil rights leaders” (p. 21). Teachers can and should make curriculum relevant to each student.

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“The overarching goal is teaching appropriate and helpful behaviors rather than simply suppressing problem behaviors”.

“Teachers can develop the rules and expectations with the students’ input, discuss with students why certain rules must be present, provide them with rationale, and clearly state and post rules containing no ambiguity” (p. 22). This can be done through modeling and roleplaying.

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"Culturally Responsive Classroom Management: Awareness Into Action"

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"Culturally Responsive Classroom Management: Awareness Into Action"

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“We must learn, for example, about our students family backgrounds, their previous educational experiences, their culture’s norms for interpersonal relationships, their parents’ expectations for discipline, and the ways their cultures treat time and space” (p. 270).

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"Restorative Justice in Education: What we Know so Far"

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"Restorative Justice in Education: What we Know so Far"

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-“Zero tolerance is about social control, while RJ is about social engagement” (p. 57)

-Examples of restorative justice include, “victim-offender mediation or reconciliation, restorative conferences for resolving conflict, and peacemaking circles” (p. 58).

-“One of the underlying assumptions of RJ is that behaviors are precipitated by unmet needs”

“Zehr (2002) indicated that there are three pillars of human need: autonomy, order, and relatedness. When these needs are not met, students may go to extremes to meet those needs” (p. 58).

-Restorative justice is about making things right and having accountability for those you have wronged or harmed in any way.

-“The effectiveness of a restitution plan is contingent on the offender developing and being responsible for the plan, rather than having that plan imposed on them by an authority figure. In this way, the restitution becomes not only a way of repairing harm but also an opportunity to learn” (p. 59).

-Restorative justice focuses on relationships not rules.

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"Engineering a Classroom That Works for all: Classroom Management Tips for Students with Learning Disabilities"

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"Engineering a Classroom That Works for all: Classroom Management Tips for Students with Learning Disabilities"

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-“It is important when creating classroom rules to phrase them in a positive manner, reinforcing what you want students to do rather than stating what they are not allowed to do” (p. 19).

-Repeat directions

-“Predictable routines and procedures in the classroom allow students to focus on what they are learning that day, rather than trying to figure out what is going on around them” (p. 16).

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“Effective Classroom Management at the Beginning of the School Year”

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“Effective Classroom Management at the Beginning of the School Year”

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This journal presented a research study that involved researchers observing a selection of teachers for weeks. The teachers were then put into categories, well managed or effective managed teachers and poorly managed teachers. The study found that highly rated teachers spent the first weeks of schools going over classroom procedures and expectations. There was no rush and they spent a lot of time with expectations and classroom guidelines. The rules should also be specific. Some of the newer teachers jumped into content more quickly, which proved to be less effective. The higher rated teachers used rewards for appropriate behavior. When they did begin with a lesson, they made sure the first activity was enjoyable for students. Higher rated teachers also stopped inappropriate behavior promptly.

Going along with the main idea that inappropriate behavior needs to be stopped right away, consequences must be given. The study found that when consequences weren’t given, teachers faced problems. In fact, “as a consequence of the lack of follow through on the warnings, some children tended to push the limits, causing more problems” (Emmer, Evertson, Anderson, 1980, p. 226).

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"Expanding the Definition of Classroom Management: Recurring Themes and New Conceptualizations"

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"Expanding the Definition of Classroom Management: Recurring Themes and New Conceptualizations"

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-“Teachers' actions can be informed by understanding how temperament or personality influences the behavior of students. Rather than applying the same behavioral management strategies to all students, temperament-based classroom management assists teachers in tailoring their actions to match a student’s temperament” (p. 35).

-“Temperament is also a social processing system through which children view and interact with the world, thus altering the responses of others and contributing toward their own development” (p. 35).

-Teachers should recognize the temperaments of students and then act accordingly so they don’t make situations worse.

-Teachers should modify their behaviors based on student characteristics.

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-a well managed classroom is task oriented and predictable

-teachers need to have their classroom ready every single day

-send a letter home to parents and to students before school begins

-visit homes before school begins

“Your very first priority when the class starts is to get the students to work” (p. 121)

-Don’t roll call right away , start the class with an assignment immediately

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-Make sure rules are specific, instead of be respectful use “keep your hands, feet, and objects to yourself” (p. 145)

-Make sure consequences are logical

-Example: if a student walks in noisily, the logical consequence is to have them walk in again and the illogical consequence is the teacher ignoring the behavior

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-When you need to call home because of bad behavior, make a plan with the student first, a behavior plan, call and say something like, “Mrs. Watson, I am calling to see if I can enlist the cooperation of the adults at home, working together with the school, to see if we can encourage Will to follow through with what he would be responsible for doing” (p. 163).

-How to quiet a class can be ringing a bell and standing up with your hand raised

practice this several times with students and ensure they’re freezing, getting quiet, turning and facing you and paying attention , rehearse it and reinforce it.

-”Students should pass their papers across the rows, not up the rows” (p. 189). It’s too disruptive passing them up.

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-separate the deed from the doer and work to change the deed

-If a student is misbehaving you should talk to them in a gentle manner. For example by saying: "your school work is fantastic I’m surprised you talk to people that way. Did you know words can hurt?" (p. 110).

-Ask students what’s motivating their unpleasant behavior and talk about how you can restore the harm caused by the actions.

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Restorative plans include:

-Acknowledging behavior

-Apologizing

-Expressing repentance

-Committing to not repeat the offense

-Offering to make amends

The idea that behavior is a form of communication.

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-Have your students monitor long and short term goals on a weekly basis. Goals include attendance , sleep, nutrition, participation, etc.

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“Students are trying to tell us something with their actions that they may not have the words to say another way. In essence, students engage in problematic behavior either to get something or to avoid something” (pg. 29).

Acknowledge students feelings and refuse to take student outbursts personally, keep our egos out of it as teachers

-To help understand student behavior you can give a student sample survey to all your students that includes the question :

“Is there anything happening in your life outside of school and that affects your work and behavior in class?” (74)

-One explanation for disruptive behavior is incomprehension of instruction. When spoken to, one student said:

“I’d rather be bad than stupid” (51)

Some students who are disruptive just need more instructional support.

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"Social-emotional Learning is Essential to Classroom Management"

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"Social-emotional Learning is Essential to Classroom Management"

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“When all adults in the school community use the same strategies, children experience predictability in the quality of interactions throughout the school day, which promotes their understanding and use of appropriate behavior” (p. 21).

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"What it Takes to Manage a Middle School ELA Classroom"

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"What it Takes to Manage a Middle School ELA Classroom"

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“My students hang on every word…and that storytelling.. that letting them get a glimpse of Mrs. Temple outside in the real world, helps them to warm up to me, to like me, to see me as a regular human and not just a teacher.  And you know how it is, when you share a story, their hands go up, and they want to share their own.  My advice is to allow this from time to time.  I know we’re busy.  I know we have standards, and I know that kids want to get us off topic to waste time, but if you will allow this every once in a while,  your classroom climate will become more positive and your room will become more of a fun place to be”.

“Praise them!  Praise them individually and as a class.  You will see a huge difference.  Say things like 'I am so lucky that I get to teach you guys.'  or 'My job is the best because I get to hang out with all of you!'".

“At the beginning of the year, have your students address an envelope to themselves, or a postcard if you want to get fancy.  Then, spend some time within the first months of school writing a letter to each kid.  This takes time, but it is such a personal gesture that will go a long way in building relationships.  Brag on things that you’ve noticed about them, even those kids who may seem to be giving problems".

“Another way that you can build relationships is to ask your students a question as they enter your classroom.  We all know that we should greet them at the door.  Why not greet them with a question that will help you get to know them?  One fun thing you can try, even if it’s just once a week is a 'would you rather question'.  Ask each kid the question as they come in and get their response.  Then, when you start class, you can repeat the question, tell them your answer and have them stand up to show who answered what.  This would only take seconds, and if you want to only do it once a week, you could call it 'Would You Rather Wednesdays'.  If you don’t want to use would you rather questions, you could just ask regular 'get to know you questions' like Do you have siblings?  Dogs or cats? What’s your favorite candy?".

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"Evidence-based Practices in Classroom Management: Considerations for Research to Practice"

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"Evidence-based Practices in Classroom Management: Considerations for Research to Practice"

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“Increasing the rate of opportunities to respond has a positive effect on both student achievement and behavior”. It gives kids an outlet to talk, communicate, and get energy out. Examples include:

Erase boards: the teacher asks a question, students write their answer down on the white board and hold boards up for teacher to read.

“Guided notes take advantage of one of the most consistent and important findings in recent educational research: students who make frequent, relevant responses during a lesson learn more than students who are passive observers” (p. 360).

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Evidence-based Practices in Classroom Management: Considerations for Research to Practice

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Evidence-based Practices in Classroom Management: Considerations for Research to Practice

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“Active supervision is characterized by a teacher moving, looking around, interacting with students, correcting any errors made by students (i.e., behavior that is inconsistent with expectations), and providing reinforcement for behavior that is consistent with expectations” (p. 358).

“Increase the amount of space in a classroom” (p. 358)

“Error corrections or reprimands that were loud in tone were less effective than quiet or discreet corrections” (p. 365)