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Check if you are out of control, then correct. Quickly, fast and meaningfully. Why is it important that they do the right thing? Certainly not just because I say so.

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Take every chance to celebrate. Pause and celebrate, write thankful notes, send messages home.

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Rotate Rotate Rotate. Both the students and I will get bored if I only stand in the front of the classroom.

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Repitition and consistency are key. Students may need to be reminded of expectations regularly. I then typically ask for and then rate their ability to follow these expectations.

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You could honestly put so much here. To keep it brief, I use a variety of attention getters. From changing the light color of the room, to a doorbell there are several ways to get my students attention. The idea is that I can match it to the situation. Sometimes a call and response works. Other times I need something silent to bring down the energy in the room.

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When a student misbehaves, I instantly try to identify what the function of said behavior is.  If, as a teacher, I do not understand WHY a student is "misbehaving", I will never get to the root of the problem to truly correct it. A key to understanding the why is understanding the student, which can only happen when you build a relationship with them.

If the misbehavior is something that is harming another student or our classroom emotional safety, I will obviously step in for a swift and private correction. I always document when this happens and loop the grade level admin in as needed (slurs, escalating another student, safety concerns). I document these incidents to make sure I am acting consistently and fairly to all of my students.

I do not power struggle with my students over things that have no impact on the safety (physical and emotional) of my classroom. I let natural consequences do their work for things such as phone use during independent work time.

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Relationships are the backbone of it all, babe! I strive to connect with all of my students by building classroom community through genuine experiences, and viewing students as people first, students second. I tell students that THEY matter first, and their performance in my class with always matter second. I strive to show them this each day by encouraging open communication about our mental health, how we're doing... etc :)

I attend games, plays, concerts, etc to show up for my students, especially when they ask. I often use the daily "Do Now" to ask students how they are, and have a letter box where students can write me letters and I will respond. I find that most negative interactions within a classroom can be solved if that students KNOWS their teacher sees them as valuable and as a person first.

When I have a negative interaction with a student or need to provide discipline in any way, I make a point to contact home or coach etc for something positive within the week. I try to do a TON of positive phone calls home the first month of school so family sees my role as a learning collaborator and not just a "hammer" of rules. I find that positive calls home are truly the backbone of much of what I do :)

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I circulate my classroom often. I do not believe a teacher's place in the classroom is at the front of the room. I often sit down and work with students so I can provide immediate feedback.

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I have a very predictable routine in class. What is not predictable is what we will be doing. :) Students enter class and follow Do-Now instructions. They will know what to do, where to get the supplies, and how much time they have to do it based on a visual timer. This happens every single day, and after the first week they are solid.

Students submit assignments the same way each day as well, and I post how to do this for about the first month of school, and it is clearly labeled.

Students have a form they must fill out if they turn an assignment in late. This is to help me see that thy did the assignment and set aside time to provide feedback to them.

We practice all of these things each day for the first few weeks and students catch on quickly :)

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My classroom is organized so that students have their own student center where they can access anything from school supplies, to food, fidgets, and health products (pads, tampons, bandaids) without needing to ask me.
I have a procedure for beginning class, taking notes, using the restroom, asking for support from teacher or other, and turning in assignments.

My desks are grouped with 4 units per group. I have assigned seats for my underclassmen (they can earn free seating privileges :) ) and my upperclassmen classes are able to pick their own seat. I like having table groups because much of my class is collaborative and needs students to work with others. This also helps me be able to move around the room.

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I try to redirect the behavior and ask why do they think that is an appropriate thing to do and have them think about why I am asking them to stop. This way they stop the behavior but they also understand why its a bad behavior.

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I try and make a connection to every student. The very first assignment is a playbill about themselves. I then go through and make a comment on each that allows us to bond about either something we are both interested in or something I found really cool about them and we talk about it. I try and ask questions when I see them walk into my classroom. I want to build a relationship with each student and this has made a really great manageable classroom because they respect me because they know I have taken an interest in them.

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I circulate my classroom. Many assignments are in groups for performances. I give them 15 minutes to begin without me and then I go to each group and get a progress report as well as give insight, notes, and suggestions. I then write those notes down and see how well they incorporated that when they do their performance.

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I have a routine for every class. I told them how we will start each day and what we will discuss and then I do the same at the end. An example of this is one of the goals for my Advanced Drama class was to learn about more musicals and plays. So every week I choose a play and musical and we discuss them. I play the soundtrack from the musical during passing periods and then we read parts of the play in the first 5 minutes of class. This gets them excited at the beginning of class and allows them time to get situated for class and be focused.

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I typically have open seating. In drama I find that being able to sit wherever is needed because it allows for a sense of comfort and security because many times we do things that are uncomfortable and having a safety net is essential. I give them a clear outline of units and what will be discussed in each unit. When we begin getting into rehearsals and performance, a very clear and detailed schedule is made. This allows students to see what is coming and understand what is expected.

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I will make a point to correct a student (or section of students) and then specifically note how, "it is so great when we are all ready to play together as a group! Trombones, you were ready to play all together last time and you sounded wayyyy better! Thank you for contributing the good sounds I know you can produce."

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I like to connect with my students in order to help them be motivated in my classes. I was always a student who needed to have a sense that the teacher cared about them in order to try in the class, so I get how many students respond similarly to this. I have noted that classes who feel more connected to each other as well do better things musically.

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I like to think that I am very good at formative assessment in my band classrooms. Over the years of playing my instrument and teaching, I have grown strong listening skills and am also growing in my skills to read facial expressions & body language as students play their instruments. I will listen, give timely and specific feedback, try the same segment of music, and give them another comment of feedback.

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I do a very similar routine every day that my students have been introduced to and now see it as predictable. I put the google slides for the day on the board so they can plan ahead for the class period and get their materials in order. Sometimes I will mix it up a little for variety but not in a way that might hinder class.

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I arrange my room by section of instrument. That way they can hear each other well and also sit by people who are playing similar parts. (tubas sit by the trombones because they have a lower sound and often play similar rhythms)
I also sit younger students by upperclassmen. This helps with classroom management and helping the less experienced musicians soak up the wisdom of the upperclassmen.

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I am not shy to correct student misbehavior, but I also make sure that the student(s) understand that mistakes are a significant part of life, and that they are the best learning opportunities. I do my best to remain calm, and to keep corrections brief and without lasting consequences.

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I care for my students as human beings first, and students second. I am genuinely interested in their passions, and do my best to keep tabs on their lives so that I can have meaningful interactions that help build a solid foundation from which we can build on together.

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I take any chance I can to circulate the room while the students are working alone or in their pods. I use this time to silently observe, probe the students for additional understanding, and to address any considerable misconceptions. This is done in a very friendly manner, with the goal of being as little intimidating as possible.

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My classes are made up of mostly juniors and seniors. On the first day, I had a discussion with them that in a year or two, they would be expected to be contributing members of society. As such, I told them that I would treat them like adults in my classroom, so that they would be better prepared for the next phase of life. The students have so far responded well to these higher expectations and responsibilities. Might not work with younger students...

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The desks in my room are arranged in pods (4 desks per pods). Above each pod I have a hanging number that I use to address the pod as a team. As the year goes on, the teams start to get competitive with one another, giving each team member all the more motivation to pay attention and follow along with the lesson.

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I use a 1, 2, 3, system. The first time a student is partaking in an unwanted action, I give them a subtle 1 and make it clear to them that myself or someone else in the classroom doesn't like that behavior. If the behavior continues, the student is moved and gets a 2 and a 1 on 1 conversation. A 3rd time warrants a refocus form that is sent home for a parent to sign. This system works very well and makes a lot of sense in my mind and the mind of little students.

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Each day, I greet each student with and handshake and say, "Good morning ____" and they respond, "Good morning, Mrs. Parker" before they even enter the classroom. This establishes the fact that I see them and they are worthy of saying good morning to every single day. It also provides me with an opportunity to get a gauge on how each student is feeling that day.

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I like to sit and observe my classroom sometimes during silent work/read time. I think it's important that students know that I see them working hard and that I am in tuned to what they are doing. I like to switch up the location of where I sit and observe as well so I can gain different perspectives of the classroom.

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We have school-wide rules that cover every behavior. Students must be safe, respectful, and responsible at all times. This makes it easy to refer to rules because almost everything can be covered under those three categories. It is important to model being safe, respectful, and responsible as teachers because children tend to do what we DO more than they do what we SAY.

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I use clips of songs for my transition. Students must get from subject A to subject B by putting away their supplies for A and getting out supplies for B by the time the song ends. On a normal day, students will transition from one subject to another in less than 2 minutes. It works wonderfully.

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Respond Fluently - When student/s misbehave I correct their behavior calmly. I will find an opportune time to talk with student/s and utilize restorative practices through strengthening relationships that foster a supportive community.

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Non-contingent Attention - Everyday I greet students using their name before they enter the classroom. I have also made plans to meet with students during lunch time to build a stronger relationship with all my students. Then make adjustments if needed when student/s seem like they need a positive interaction.

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I will subtly redirect attention when students start to get off track. Then I will directly ask students what they are doing and if that is what we are supposed to do. And if there are multiple students or the class is getting out of hand I quiet down the whole class and thoroughly restate what is expected and appropriate classroom behavior and circulate during work to make sure procedures are being followed.

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I work very closely one on one when students are struggling to grasp a movement or technique and provide constant praise on what they are doing well with encouragement on what they can try to be more effective. I work diligently with every single student so that they know I care about the success of every single one of them.

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Active Supervision - Since I'm utilizing flexible seating I will often circulate the classroom to observe/monitor student behavior and give student/s immediate feed back on their productivity in relation to my expectations.

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Lesson Plans - I have created lesson plans for major classroom activities expectations through modeling and practicing where students gather for whole group instruction and how to use flexible seating during independent work. Next, I will plan a lesson for cooperative group learning and small group instruction with the teacher.

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Valerie Swanson
I tell them how an action or behavior makes me feel or how it affects the class plan. We have great students. They are usually quick to apologize and make positive changes.

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Physical Arrangement - I have implemented flexible seating into my classroom so students can choose where they want/need to sit to become an engaged learner.

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Valerie Swanson
We play games every day to master curriculum and new vocabulary

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Valerie Swanson
My goal is to stay standing the whole day. It sounds silly, but it ensures I am moving between students and groups to engage with every single student

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Valerie Swanson
We review classroom expectations each day the first week of class using the syllabus, activities, and discussion. Together, we set a specific day assignments are due each week. This semester, it was established all assignments are always due by Sunday at 11:59 PM. This avoids confusion for the students.

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Valerie Swanson
I send out a weekly outline/update for students with chapter objectives, activities, and assignments so they know what to expect each week.

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In PE I am constantly moving around and hopping into the game with my students to test their comprehension and skill of what we are playing. It allows me to know if they are getting the concepts and helps when breaking down the class into teams or groups.

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I have been taking wellness walk with my students outside to the track. My students now know that we do not leave the classroom until everyone is silent and if anyone talks in the hall before we get outside the privilege is taken away.

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In my health class when class discussion is getting out of hand I stand front and center and clap my hands twice and then the students repeat and look and listen to me.

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Be consistent and fair with all matters of discipline

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Give each class a point value on a scale of 1-5 based on how they did they day, reward the class with the most points at the end of the semester/year

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Give frequent opportunities for formative assessment during rehearsals

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Don't waver on classroom expectations. Always follow through with consequences that follow your disciplinary process.

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Make sure the classroom itself is always set up for success with all necessary materials and tools.

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I develop and implement behavior intervention plans when necessary with a student displaying chronic misbehavior. To do this, I work closely with the school counselor, the dean of students, and the principal through the MTSS program. While I have my own system of implementing behavior management in my classroom, chronic misbehavior is something that my school asks us to document and work with other staff to help turn around. In the classroom and as a school, we use RISE, similar to CHAMPS, and implement it within MTSS student behavior management. MTSS management varies between specific students to better meet their extreme behavioral needs. For correction of general misbehavior that is not extreme or chronic, I use positive reinforcement and student based reflections that do not disturb the pacing of my teaching yet provide intervention that is quick, consistent, and only affects the specific student who is need of correction.

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I have "Smile Tickets" to motivate class wide motivation in sticking to the routine of our schedule efficiently, safely, and positively.  These tickets are raffle tickets and I give them to those that are showing the above as well as showing kindness, responsibility, inclusivity, and empathy. All students have opportunity to collect these and at the end of every month they can use them to bid in auctioned prizes (like fun pencils, fun erasers, and privileges such as working on an activity independently, etc.) Students are aware of what these tickets mean and they are aware that it is their responsibility to keep them safe. They are very motivated by these and I already see students showing the above attributes for themselves- in an intrinsic way- which is awesome. The whole class celebrates each other as they receive tickets and has not become a competition as I make it a point to congratulate our teammates when they are given a spotlight of positive recognition!

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I circulate the room frequently to observe student understanding and check in with individual students to advance their thinking or provide intervention on how to get their thinking on a subject started. By doing this, students are aware that they have me for support. It also allows me to check myself when I teach (adjust pacing, clarify things, etc.) Lastly, doing this allows me to check in with students on their behavior in a more private way. This involves uplifting students who are showing positive behavior and making sure those who are not can work with me on turning their negative behavior around.

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I have used the first two weeks of school to set firm boundaries, rules, and expectations. When setting these in the first few weeks, I have allowed students to implement and experience all cogs in the machine that is classroom management through various activities that are whole body, hands on, indpendent, and group based. It was important to me that they also understood this management to be found outside of my room and within the whole school. So, I worked with my teammates to create activities that the whole grade level can work together on to express their understanding of school wide rules, expectations, etc. In doing this, they got to see commonalities between what I have in place in my room and what the school has in place as a building. By letting all students in the grade level work together, they were able to teach each other and solidify understanding.

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My schedule provides one way of structure and organization in the classroom as it is  consistent. Students are always aware of our transitions and what the transitions lead to. They also can have a sense of comfort in looking at our schedule as it is consistent in providing a break of some sort throughout the day that stays the same. For instance, they never have to worry about whether they are getting snack or a brain break, as it can always be seen as happening at the same time every day. This is the same for all of our academic studies.

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I correct student misbehavior consistently using nonverbal communication as often as possible, but an appropriate voice when necessary.

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I aim for the 3 - 1 ratio of positive to negative feedback and have classroom and individual incentives to motivate students to participate.

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I regularly scan and reflect on what is going well and what needs to be improved with procedures so that we can continue to always better our routines and transitions.

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I have our classroom expectations posted and we have reviewed them daily. I taught lessons to make each expectation clear and explicit.

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I have created an attention getter with an auditory and visual signal that kids understand and respond to.

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Synthia
Calmly correct student misbehavior and redirect them to activities

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Synthia
Interact in a friendly manner with every student in the targeted language

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Synthia
Monitor students behavior and work while observing friendly

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Synthia
Repeated explanations on classroom activities expectations

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Synthia
Room relatively easy to navigate in order to provide support

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Use effective and meaningful feedback

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Circulate classroom to promote and maintain engagement

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Be consistent with rules

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Structure desk arrangement for easy access to for all students