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Chapter 8:
The best way to manage a classroom is to manage yourself. What you do and how you handle it can set the stage for your classroom. It is best to be gentle yet firm, not to call out students in front of the class unless absolutely necessary. Another way is to approach problems with genuine concern and empathy rather than ridicule, sarcasm and demeaning words. Students need to know that you care about them and their learning and believe that they can achieve at high levels.

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Chapter 7:
We need to give students clear instruction on everything they do, even how they enter the classroom. There are important steps to follow when implementing procedures.
1. Explain
2. Model
3. Have a few students model or explain
4. Complete in small groups
5. Go over as a whole.
Keep repeating if they do not understand the first time.
Even overexplaining is important because if they do not do it correctly it is harder to correct rather than to have them understand it when you are going over it and not have to correct.

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Chapter 6:
We have to look like we know what we are doing even if we don't know. Having structured plans and a purpose to everything done gives students less time to cause problems. I liked the thanking students for being prepared, it shows that their effort is appreciated. Focusing on how to teach is more important than what to teach. I liked the comparison of the two teachers between Ms. Summers and Ms Jackson. Ms Jackson's classroom is more engaging and allows an environment where learning is easier. Engagement and achievement are greatly related. I liked reading about the tips for the 7th grade math teachers, how they use whiteboards so that they all have to answer. It is really important to show how much you believe in your students.

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Chapter 5: This chapter is all about having a plan for good and bad behavior. Although there is no perfect reaction, it is more important to focus on what to do when students behave rather than focus on what they are doing wrong. There may be different consequences for the same action, depending on how often it has been done or in the manor it has been done. It is best to call the office as little as possible because it gives away our power and ability to correct and manage our students. The goal is to have the students intrinsically motivated and engaged to where they see positive feedback as a reward.

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I believe in the saying "Give respect, get respect". I live by that in all areas of life. If you respect your students, then they will respect you. I will admit that it is sometimes hard to give consequences or feedback to a student and doing it with empathy. I am learning daily how to do that. I was raised with tough love so I give tough love. One thing I can say is that in the classroom, you have to have classroom management skills in order to be successful at teaching any age of students.

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What stood out to me was on p.49 it states remember it is always easier to start out with tight structures and get more lax than do the reverse. I have followed this through both careers now. I have found that starting out tight and disciplined and relaxing a little will help in the long run. It helps get your people to buy in to what you are trying to accomplish.

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On page 49 there are 5 steps to introducing structure in your class. I like all of the steps but sometimes we need a reset and need to go over these steps and expectations throughout the year. When we are not consistent with implementing these things, the children forget and begin to do anything because we have allowed it.

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Lesson planning is not one of my strong points on the secondary level. I was able to help with lesson planning at my other school but I taught 3d to 5th grade multi-cat. I was in charge of all the math. We had a curriculum that I differentiated a lot. I am the Queen at looking like I know what I am doing. Because of my position this year, I am able to contribute to instruction because we know ahead what my part of instruction is. I can craft that part and make it my own when I know ahead of time what I am doing.

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Chapter 5 stuck out to me because I am a disciplinarian. All teachers discipline differently and being in 4 classes, I am seeing that. I have my own way so when I go to all 4 classes of mine, I bring a different flavor and vibe to those classes. I am consistent and I stick to my guns! I also reward positive behavior and have my little ways to praise those students, even ones not on my caseload. That in itself builds relationships within the grade level.

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The main thing from chapter 6 is make sure you have something for down time. This is something I struggled with at the start of the year. I make sure to have something ready if the lesson finishes earlier than anticipated.

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The biggest stand out for me in Chapter 5 was making sure we reward good behavior. We easily can correct the student but do we praise them enough when they follow the rule we have set for them.

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The biggest stand out for me in this chapter was bullet point #2 on Page 27. "Be fair, but also remember that fair does not always mean equal." This stood out to me because so many times students try to argue back that "why did this student get that consequence?" or "it's not fair that I got this consequence, and they did not." I really appreciated reading "... know that you do not have to give the exact same consequence every single time a rule is broken." This ties in with our 5 steps.