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1st Source- How to develop high expectations teaching

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1st Source- How to develop high expectations teaching

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This link is resourceful because it has lists of actions that teachers should take. It also has a list of low expection actions vs high expectation. This will aid me in planning for a positive learning classroom environment.

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This source lists 13 examples on having high expectations from our students. This link has many positive SEL forward ideas that will be easy to implement in my future classroom. It also tells you how and gives great examples for the 13 examples it provides

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13 Ways to Set High Expectations in the Classroom

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High Expectations are key to being an effective teacher. This post provides a definition and 13 strategies. My top strategy is #1 which any teacher can use right away.

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3rd Source- What does it mean to have high expectations for your students.

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3rd Source- What does it mean to have high expectations for your students.

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This source goes into detail about why it is important to have high expectations for our students. It has a few examples and an informational video explaining how high expectations cause others to see themselves and others. It has links for other teacher related ideas.

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The term high expectations is now synonymous with Carol Dweck and her work on Growth Mindset. Your students will live up ( or down!) to your expectations. Student achievement is strongly affected by what the teacher expects of them and this has been demonstrated by many educational researchers. The first and most famous experiment is known as the Pygmalion effect.

Researchers, Robert Rosenthal and Lenore Jacobson conducted an experiment at a primary school where all the students sat an intelligence test. The experimenters then gave the 18 teachers the names of the students who scored in the top 20%, telling them that this meant they showed exceptional potential and would achieve high results within the year. Unbeknownst to the teachers, these students were randomly selected and the testing showed no such prediction. When all students were tested again 8 months later, the so-called 'gifted' students performed significantly higher than the rest.

Rosenthal and Jacobson referred to this as the Pygmalion Effect.

Robert Marzano found that when we have high expectations of students we act differently. We call on them more often, wait longer for their answers, and give them more opportunities to succeed.

For more on the Art and Science and a 4 - step process for high expectations for students, read here

Carol Dweck in her book, Mindset: How You Can Achieve Your Potential tells of a researcher by the name of Falko Rheinberg, who studied how students' academic achievement and progress is influenced by the teachers' mindset about intellectual ability.

What he found was that when teachers believe that ability is fixed, the students end the year at the same level as when they began the year i.e. if students were in the bottom group at the beginning of the year, then they were in the bottom group at the end of the year.

When teachers taught with a growth mindset, it didn't matter where the students began, all students progressed and developed to a much higher degree.

There was much more movement between ability groups as students learned and improved.

It is more helpful to ask,

'How can I teach these students this content?'

Early in my career I taught a boy who was repeating Kindergarten because at the end of a year of school he still could not read his name or even the word 'I'.

At the end of another year of schooling in my class, he could still not read. I often think about him and how there must have been something different that I could have done. Perhaps he had decided that he would never be able to learn to read because of his experiences. I cannot help thinking that more of a growth mindset on my part would have made a difference.
Further Reading:
Why fair does not necessarily mean the same and why logical consequences are important for learning
Dealing With Varying Student Needs
How To Set High Expectations For Students

1. Convey Confidence In Your Students

Let students know that you believe in them and speak positively about students to other staff.

If you know the task is particularly difficult, tell the students, but also let them know that you are sure they will do well if they work hard.

Develop rapport with students through non-verbal signals such as smiling and nodding to give encouragement.
Further teaching resources: Non Verbal Ways To Manage Student Behaviour How To Improve Student And Teacher Wellbeing At The Same Time
2. Give Opportunities To Contribute

When students are given a chance to voice their opinions and learning in a validating atmosphere they learn better and achieve higher results.
7 Secrets To Getting The Most From Your Students What About Student Voice?
3. Give Specific Feedback

Individualised feedback (not simply 'good job') has one of the highest effect sizes on student achievement (according to many educational researchers), allowing students to use the feedback to improve.

4. Provide High Levels Of Support

For students to achieve their potential they need:

1. Positive relationships with caring adults;

2. Additional and varied teaching;

3. Varied modes of presentation;

4. To be explicitly taught how to access assistance; and

5. Consistent, specific feedback.

Further teaching resources: Dealing With Varying Student Needs 8 Simple Ways To Differentiate The Curriculum For Your Students
How To Engage Students Not Contain Students

5. Use The Goldilocks Principle

This means providing tasks that are not too easy, not too hard, but just right!

For students to be motivated they need to feel that the task is achievable, but not so easy that it doesn't challenge them.

It is about finding the ideal level of work that will stimulate the desire for learning without disheartening the student.
Further teaching resources: How To Motivate Your Students 10 Ways To Deal With A Student Who Won't Engage
Do you set high expectations for your students?

Do they respond?

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what does it mean to have high expectations for your students

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What Does It Mean To Have High Expectations For Your Students

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Your students will live up (or down!) to your expectations. Student achievement is strongly affected by what the teacher expects of them and this has been demonstrated by many educational researchers. The first and most famous experiment is known as the Pygmalion effect.

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4th Source- Ten strategies for Creating a Classroom Culture of High Expectation.

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4th Source- Ten strategies for Creating a Classroom Culture of High Expectation.

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This is another great source that goes into detail on how to create a classroom culture with high expectations. It has strategies to implement in your classroom and supports as well. I found this to be detail and very helpful. I will definitely be using this in my future classroom.

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1st Source. 20 Student Engagement Strategies for a Captivating Classroom.. 

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1st Source. 20 Student Engagement Strategies for a Captivating Classroom.. 

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This source gives 20 strategies for classroom participation!! It gives you a strategy and then how to implement it. This website does require a membership but does offer free support links that anyone can read and use in their classroom. All of the strategies are evidence based, and what we have been learning so far. They support SEL!!!

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When student engagement is going downhill, we often find ourselves reaching for the prop box.

We pull out random videos, time-sucking resources, overly complex activities... anything to get and keep attention. But even these can't compete with our students' pen tricks, doodling, and discussions of what happened at recess. And there's a simple reason why:

Our students aren't engaged by things. They're engaged by us. That's why the best (and easiest) ways to increase student engagement come from you.

We compiled 20 essential strategies that generate lasting engagement, without the flashy props and hours of post-school prep.

Let the countdown begin!

20. Connect learning to the real world

We've all heard it before: "When am I ever going to use this?" Answer this question and you'll engage students with content that they know is relevant to life beyond school. Use anecdotes, case studies, and real-life examples from outside the classroom to root your teaching in "the real world".

19. Engage with your students' interests

Find out what already engages your students and build it into the learning process.

Using mathematics as an example, you could have students chart their performance in a video game over the week. You might even get your budding social media influencers to calculate a projected number of Instagram followers.

Learning what excites your students does more than just engage them. You'll build strong relationships and rapport, too.

18. Fill "dead time"

"Dead time" is any point in a lesson where students are left without something to do. You might be handing out a worksheet, getting a presentation set up, or waiting interminably for a YouTube video to load. These are brief windows that leave just enough time for students to tune out, after which time it can be very difficult to get them back.

Fill these blank spaces with low-order activities to hold students' attention. These should be quick, easy, and require minimal follow-up. For example:

Think Pair Share: students reflect on something, discuss with a partner, and then share with the rest of the class once everyone is ready

Quickwrite: write down three questions or points that have been raised by the lesson so far

What I know already: if you're just about to dive into new content, ask students to identify three things they already know about the subject and jot them down as bullet points.

17. Use group work and collaboration

Collaborating with small groups gives students a welcome break from solo bookwork. They'll benefit from each other's perspectives and the ability to express their ideas.

Use your judgment and knowledge of who works well together when organizing group work. Engineering the groups might avoid troublesome partnerships, while allowing students to work with friends might generate the buzz you need for more productive activity.

16. Encourage students to present and share work regularly

Giving students a regular opportunity to share their thoughts and demonstrate learning in front of their peers drives engagement in two ways:

it makes students accountable

it lets them hear from someone other than their teacher.

If your students quiver in fear at the thought of speaking in front of the class, combine presentations with group work. A few ideas:

Have students present in groups after a group task.

Let students share each other's work within smaller groups before asking them to choose one piece to share with the rest of the class.

Let students read or present their work while sitting down. It avoids the pressure of having to "stand and deliver".

Ask for one contribution from each group after discussion, with each group nominating a "spokesperson".

Above all else, make presenting and sharing a regular part of class activity. Your class will become an equitable and engaging space that echoes with the voice of every student, not just your own!

15. Give your students a say

If you don't know how to engage your students, let them tell you! Give your students a say in classroom activity by:

providing a choice of different activities (e.g. group work or solo)

seeking student input for assessment design (e.g. students can choose a final product, provided it meets the criteria)

periodic check-ins to monitor the pace of delivery (e.g. "do we need to go over this a bit more slowly or are we feeling pretty confident?").

Giving students a choice also fosters their sense of ownership over their learning. They'll move from passive consumers to active learners with a stake in classroom activity.

14. Use mixed media

Present learning content in a variety of mediums, including video, audio, and digital resources. Using such tech-rich resources is engaging for two reasons. It's a welcome change from the stacks of paper our students are usually saddled with, and it establishes a direct and relevant connection with the digital world they inhabit.

13. Get your students moving

If your students struggle to sit still for an entire lesson, get them moving. All that pent-up energy can be channelled into a learning activity that puts them on their feet. Try the following.

Have students come to the front and brainstorm together on the whiteboard.

Have students rotate through different stations around the room over the course of an activity.

Have students split into groups or arrange themselves in different areas of the room.

Take a stand: have students move to a particular area of the room to indicate their thoughts on an issue (e.g. "everyone who thinks x, move to the right side of the room; if you think y, stand on the left").

Movement works equally well to engage sluggish or weary students. A quick bit of physical activity will leave them more alert for the next phase of learning.

12. Read the room

If you're steadily losing students to doodling, off-topic chatter, and the pervasive "need to tear and ball up little pieces of paper", it's time to shake things up.

Cut the activity short if it's dragging, clarify instructions if there's confusion, or switch to a more student-centered activity for greater engagement.

Remember: it's impossible to have every student engaged 100% of the time. The next best thing we can do is to notice disengagement and respond to it quickly.

11. Scaffold tasks with checkpoints

If you dump all your instructions on students at the start of a lesson before turning them loose with an activity, confusion and disengagement will likely follow.

That's why it's important to scaffold larger tasks by breaking them into achievable steps. Each of these can be separated by brief "checkpoints" of instruction reorienting students and reminding them of what needs to be done next. They also serve as a periodic call to attention when students are liable to go off track.

10. Focus on discovery and inquiry

Sometimes the best thing you can do for engagement is to get out of your students' way.

Let them discover learning for themselves without being spoon-fed. They'll exercise critical and creative thinking, and pursue the lines of inquiry that interest them.

This doesn't mean you should retreat behind the teacher's desk. Observe your students, listen to them, and talk to them about what they're thinking. Be their guide as opposed to their instructor.

9. Ask good questions

Ask good questions of your students and you'll drive rich, engaging discussions that are open to everyone.

Good questions should be:

open-ended: to avoid "yes/no" answers

equitable: open to answers of varying depth and complexity

legitimate: asked because you want to hear students' thoughts and opinions, not because you're fishing for a correct answer.

When students answer a question, engage with their response. Even if it's incorrect or misinformed, recognize their effort and use it to refine the question further (e.g. "you're on the right track, but could we also think about...").

8. Allow for think time

It's gratifying to see hands shoot up as soon as you ask a question, but letting your students think it over has two benefits. It leads to more considered responses that drive engaging discussions, and it also makes the conversation accessible to those who don't have an instant answer.

After you ask a question, insist on a twenty-second pause and give students an opportunity to extend their standard responses further. For example, you might ask "See if you can explain how you came to your answer, too". You'll receive better answers and start to notice some new hands going up.

7. Shake things up

Predictability is safe, but it can get boring. Mix up your staple teaching strategies with new and novel activities from time to time. Talk to other teachers for ideas. In addition to engagement, you'll also be giving your students an example of what it means to take a risk and try something new.

Experimenting with some new parts of the teacher toolkit also makes it easier to differentiate your instruction. A new activity or delivery method might be the trick to engaging that student who has been a tough nut to crack all year.

6. Give brain breaks

Periodically give students a breather with brain breaks. These are short activities that allow students to stretch their legs before returning to work feeling focused. You can find a list of 20 brain breaks at Mind Bloom.

Meritopia in Mathletics is gamified learning at its best and keeps students engaged! When students earn enough points in Mathletics, they get the perfect brain break in Meritopia by discovering new lands and unlocking characters.

5. Be personable

Relationships and rapport are pillars of lasting engagement, and you can't have either without being personable. This means getting to know your students and letting them get to know you.

While enthusiasm for the learning content might ebb and flow, your smile, laughter, and conversation will engage students every time they walk through your classroom door.

4. Encourage friendly competition

Use in-class games, quizzes, or gamified learning programs to engage students with friendly competition. For example, Live Mathletics (a feature in Mathletics) allows students to test their mathematical skills by competing in 60-second quizzes against peers in their class or around the globe in real time.

"Friendly" is the keyword here. Make sure competitive activities are low stakes and put the emphasis on learning instead of winning.

3. Start lessons with introductory hooks

Engage students from the outset of your lesson with an introductory hook. This could be anything that piques interest, establishes relevance, or inspires curiosity in the subject of the lesson, for example:

a personal anecdote connected to the subject

a brain teaser or challenge question

a historical example

a multimedia source.

Keep your hooks short and segue them directly into an overview of the learning goal. It's an effective opening that engages while setting students up for the main instructional component.

2. Laugh together

Weaving humour throughout your lesson lightens the mood and makes for a more fun experience. Laugh with your students, and don't be afraid to let them laugh at you from time to time!

1. Gamify learning

Games are the most powerful source of engagement for students outside of class, and they're equally effective at driving engagement in learning. Transform activities into games by including levels of difficulty, rewards, and competitive elements. You can read more about gamifying learning here.

You don't have to invest hours in creating rules and drawing up game boards, either. Gamified learning programs can do the work for you. The learning programs in the 3P suite, for example, provide a host of student-friendly games for mathematics, literacy, and science. All you have to do is select the appropriate curriculum and grant your students access.

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20 Student Engagement Strategies for a Captivating Classroom

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Here's our list of the best student engagement strategies to help you create an engaging classroom and better connect with students.

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This website have great games for students. You do need a membership which can be provided from the school. These strategies listed are different from the other sources. These combine cognitive, emotional and behavioral. This will aid me in planning for future classroom. Having these resources available can make life easier as a new teacher. This source is tried and tested and most strategies work.

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All Posts

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Teacher Resources

Teaching Strategies

Glazed eyes. Doodled-over papers. Half-hearted math assignments on rumpled worksheets.

It's pretty easy to spot when student engagement is low in your classroom. So how do you build a classroom filled with positivity, encouragement and excitement for learning?

Good news! There are lots of amazing student engagement strategies you can use to inspire a love of learning in your classroom and build a positive school culture overall.

When students are engaged, research shows they're more likely to follow behavioral expectations, be kind to their peers and succeed academically.

What is student engagement?

Student engagement is when students show up to class excited to learn, participate in learning and demonstrate a positive attitude.

There are three types of student engagement:

Behavioral -- Students behave and don't act out. They bring everything they need during class, follow instructions, work carefully and participate in class discussion.

Emotional -- Students feel like they're a part of the school community and are happy to be there! They greet you with a smile, interact positively with their classmates and look alert during your lessons.

Cognitive -- Also known as intellectual engagement, students are eager to learn and think deeply about the subject matter. They ask challenging questions, and often go above and beyond when completing assignments.

Big-picture engagement is so much more than students who don't fall asleep during geography class. Douglas Willms, director of the Canadian Research Institute for Social Policy at the University of New Brunswick and a member of the US National Academy of Education, defines student engagement as:

The conclusion? Engaged students = lifelong learning students.

Why is student engagement important?

Student engagement is important because it's linked to increased student achievement. Since the 1980s, hundreds of studies have found that when teachers use strategies designed to capture students' attention and actively involve them in the learning process, student achievement soars.

You can lead students to the textbook, but you can't make them read it. Engagement -- behavioral, cognitive and emotional -- is essential for deep, meaningful learning. Willms notes that:

Want to see these results in your classroom? Keep reading to find research-backed strategies for increasing student engagement.

17 Student engagement strategies to use today

Is engagement a "nice-to-have" or a "must have" in your classroom? Let's look at 17 strategies for increasing student engagement.

1. Educational technology

Today's students are surrounded by online distractions. But what if technology could help - instead of hinder - learning?

Educational technology helps students develop necessary 21st century skills while also keeping them engaged and learning.

Here at Prodigy, helping students love learning is our number one priority. Our adaptive math platform turns learning into an adventure, complete with epic quests and amazing rewards.

While students explore Prodigy, they answer curriculum-aligned math questions to complete challenges and earn prizes.

As a teacher, your free Prodigy account lets you easily differentiate content for every student and gives you real-time data about where students are excelling and where they need more practice.
Want to know more? Here are seven fun ways to engage & reward students with Prodigy
Sign up now!

2. Classroom management strategies

In a busy classroom, distractions draw your students' attention away from your lesson and impact their learning.

Classroom management strategies help you build a structured environment where students are encouraged to bring their best selves to the classroom. It might seem counterintuitive, but rules and routines can actually minimize distractions and enhance the learning experience.

While each teacher has their own unique set of strategies, here are a few to get you started:

Create classroom rules that set expectations. Increase student buy-in and let students help you shape the rules! Decide on shared classroom values and create guidelines that reflect them.

Build routines that get students' attention. Give students signals that it's time to face the front, listen to instructions and start learning. When students are focused on you, they're engaged and ready to dive deep into the lesson.

Establish standards for your classroom community. Students are more likely to stay engaged and share their opinions when they know how their classmates will respond. Shut down dismissive or demeaning language, respond to answers neutrally and create a safe environment for questions.

For even more effective classroom management strategies, check out 20 classroom management strategies and techniques.
3. Active learning

Sitting still for a whole lesson can be a bit much for some of your students. Active learning strategies get students engaging with the lesson in different ways.

As a bonus, many active learning techniques encourage students to work with their classmates to discuss a problem, solve an issue or drill down on a new concept. This provides multiple entry points into the lesson and engages student learning.

Some popular active learning activities include:

Three-step interview -- Make groups of three after a lesson. During a 5 to 10-minute interview, the interviewee will quiz their classmate on the lesson they just learned, while the notetaker records the conversation.

Play devil's advocate -- Challenge students to debate and think critically about an issue. When students understand there's more than one side to the story, they're more likely to develop intellectual curiosity and engage with the lesson.

The pause procedure -- While you're teaching, pause every 10 to 15 minutes to give students a chance to discuss their notes with a partner, write questions or compose a quick paragraph about the lesson.

To learn more about active learning and how you can use it in your classroom, read about eight active learning strategies and examples (and get a downloadable list).
4. Blended learning

Blended learning combines online learning tools with traditional classroom methods in several different ways.

In a blended learning classroom, students work to master concepts before they move on, closing learning gaps and building a solid foundation for more advanced work.

A popular blended learning technique is the station rotation method, where students rotate through group activities or learning, individual work and online learning. (Learn more about how you can use Prodigy as part of your station rotation setup!)
For more info on different blended learning models and how you can bring them to your classroom, read our guide on how to implement the six blended learning models.
5. Quick writes

Journaling isn't just for language arts anymore. Having students write down their thoughts and questions is an engaging and insightful practice in the science lab, geography class and beyond.

Before, during or after lessons, challenge students to complete quick writes, where they compose a short paragraph about their thoughts on the lesson or any questions they might have. Writing down their thoughts is a great way to encourage them to think more deeply about the material.

Plus, you'll get to know your students better, understand where they are in their learning journey and build connections with them. Don't have time to mark every entry? Each week, have students pick out their best for you to look at.

Here are some prompts to help you get started:

6. Reciprocal teaching

Not every student loves reading. But reciprocal teaching techniques can increase reading comprehension and get students excited to participate in your language arts lesson!

Using reciprocal teaching strategies to predict, question, clarify and summarize small chunks of text. Our ELLs are engaged in close reading, sharing thoughts and helping each other understand a Newsela article on the pressures of social media. #ell #closereading #newsela pic.twitter.com/dJiIxy9avJ
- Kirsten (@kirstenmll) October 22, 2019

Reciprocal teaching involves four key parts:

Predicting what is going to happen in the text

Questioning the text and asking questions like who, what, when, where, why and how

Clarifying the text and identifying confusing concepts or unknown words

Summarizing the text and condensing the reading to its most important parts

Reciprocal teaching strategies center around the concept of "I do, we do, you do." First, model how the strategy works in front of the whole class. Then, students practice together in groups. Finally, they practice the technique on their own.
To find out more, read about four reciprocal teaching strategies you can use today!
7. Class participation strategies

If just three or four of your students are answering most of the questions you pose in class, the rest of your students probably aren't staying engaged with the lesson.

Lucky for you, there's lots of simple techniques you can start using today to encourage every student to get involved in your lessons!

Popsicle stick names -- Write every student's name down on a popsicle stick and pop it in a spare mug. When you need answers from the class, just pull out a popsicle stick and ask the relevant student to share.

Think-pair-share -- A classic for a reason, the think-pair-share technique challenges students to think about the answer to a question on their own, pair up with a classmate to discuss, then share their conclusions with the class.

Wait time -- There's nothing worse than asking a question and being met with a room of blank stares. Instead of going to fill the silence with your own answer, just wait. Giving students the space they need to develop an answer will pay off in the long run!

Whip around: Pose a question, then go around the room and ask every student to contribute. If they have the same answer as another student, that's fine! Encourage them to rephrase it in a different way to boost comprehension for the entire class.

8. Flexible seating

Desks aren't always the most comfortable option, especially for students stuck in them all day.

Flexible seating gives students the opportunity to learn in a comfortable, adaptive environment that suits their needs. Reading is always more of a treat when it's on a comfy couch, and students can (quietly) bounce away extra energy on an exercise ball during a social studies class.

Flexible seating options can make the classroom feel more welcoming for even the most reluctant learners.

Flexible seating options can work for any classroom and budget. Try:

Stools

Standing desks

Bean bag chairs

Cushions and mats

Or whatever else your imagination can think of!
For more flexible seating ideas from teachers like you, check out 21 flexible seating ideas for your classroom.
9. Culturally responsive teaching

When students see themselves reflected in lessons and teaching materials, they're more likely to be engaged and empowered to share their perspective.

Bring in guest speakers from the local community -- According to a 2015 study by the Economics of Education Review, students often work harder when they share a background with an educator. Diverse guest speakers can bring context and engagement for students they share a cultural background with!

Pose relevant word problems -- Students get a kick out of seeing their names in a word problem on a test or worksheet. Try linking your questions to student interests or referencing diverse cultures.

Differentiate learning -- Use a learning station strategy to easily differentiate for every student. Students can rotate through stations that include small group instruction, completing a worksheet, group work, creating artwork or whatever else fits the lesson.

Diversify your learning materials -- What voices are speaking in your classroom? Work to find teaching materials about and by under-represented groups to show your whole class the value of diversity.

When students understand the classroom is a place for everyone, they're more likely to speak up, get involved and participate in the learning process.
To learn more about focusing on diversity in your classroom, check out our list of 15 culturally-responsive teaching strategies and examples.
10. Personalized learning

Some students race through math worksheets, others need a little more time. Excelling students might have already grasped the latest concept, while some or even the majority of students will need more instruction and perhaps remediation.

In the face of all this, how do you make sure all levels of learners are staying engaged in your classroom?

According to a study from the Gates Foundation, supplementing math instruction with personalized learning techniques substantially improved students' test scores:

Personalized learning techniques help students stay motivated and engaged in learning and encourage them to practice self-advocacy. Some common personalized learning strategies for student engagement include:

Involving students in academic goal-setting for themselves

Giving students multiple opportunities to show their knowledge, from assessments to journal entries

Using flipped instruction strategies to help students learn at their own pace

For more personalized learning techniques, check out seven personalized learning strategies and examples for your classroom.
11. Cooperative learning

Cooperative learning involves delivering instruction through small groups and encouraging students to work together as they explore new topics and concepts.

The best part of cooperative learning is that it can be as formal or informal as you need and it works across different subjects and grade levels!

Cooperative learning prioritizes:

Positive interdependence -- Students learn that each group member's efforts are important for success

Promotive Interaction -- Students offer encouragement and feedback to other group members

Accountability -- Every student accepts responsibility for fulfilling their role

Soft Skills Instruction -- Students develop interpersonal skills that help them work together effectively

Group Processing -- Students work together to determine how they'll meet their goals

What does this look like in your classroom? Create formal or informal learning groups and ask them to explore problems. Cooperative base groups stay together for most or all of the year and can work together to meet bigger academic goals.
For more information on how to use cooperative learning in your classroom, read all about cooperative learning principles and strategies.
12. Service learning

According to the National Youth Leadership Council, service learning is "a philosophy, pedagogy, and model for community development that is used as an instructional strategy to meet learning goals and/or content standards."

Service learning promotes student engagement through hands-on experience and a student-centered approach to community service.

Plus, one study found service learning increased students' grade-point averages 76% of the time and kept students more engaged with course content.

Not sure where to start with service learning? Try:

Supporting a local animal shelter with a fundraiser

Collecting books for a local library and tracking the results

Running a food drive in the school community and creating relevant marketing materials

Want more ideas? We've put together a teacher's guide to service learning!
13. Inquiry-based learning

Inquiry-based learning allows students to focus on an open question or problem, using evidence-based reasoning and creative problem-solving to come to a solution.

As a teacher, inquiry-based learning helps students move beyond an initial "Why?" and into the realm of critical thinking and understanding.

There are a few different ways to structure an inquiry-based learning project, including:

Confirmation inquiry -- Students get the question, answer and method, and build an investigation into how the method works

Structured inquiry -- Students get an open question and investigation method and use the method to craft an evidence-based conclusion

Guided inquiry -- Students design their own method -- usually in groups -- to reach the conclusion of an open-ended question.

Open inquiry -- Students pose original questions and investigate them. Once they develop their own methods and reach a conclusion, they present their findings for discussion.

To successfully bring inquiry-based learning into your classroom, it has to be intentional and research-backed.
Read about inquiry-based learning definition, benefits and strategies for more ideas on how to structure effective inquiry-based learning projects!
14. Project-based learning

Researchers who analyzed 82 studies found that project-based learning helps create a classroom environment where the majority of students are engaged and excited about learning.

Similar to inquiry-based learning, project-based learning challenges students to work individually or in groups to address an engaging, intricate question related to the curriculum.
The question always:

Stays open-ended, so students can explore where they want

Encourages students to apply skills they've already learned in the classroom

Allows students to develop their own approaches to problem solving and product innovation.

Instead of following teacher-directed instruction, students develop critical thinking and interdisciplinary skills to keep them intellectually engaged in their learning.

Critics of project-based learning point out that it can be difficult to objectively grade assignments and really tie in student learnings to specific curriculum skills. But you know your classroom best, and you know what your students can achieve when presented with a challenge!
To find out more about what project-based learning could look like in your classroom, check out The Definitive Project-Based Learning (PBL) Guide.
15. Brain breaks

Bring brain breaks into your classroom to get students up and moving!

Brain breaks are quick exercises or activities that give students a way to channel some of the extra energy they've stored up. In the middle of your class, pause for a few moments to do something fun and unexpected!

There's no limit to what you can do during a brain break, but here are a few of our favorite ideas:

Sing a quick song

Play a round of silent ball

Do a one-minute drawing about the lesson

Have students line up using specific criteria, like tallest to shortest or by birthdate

Do a quick sun salutation or downward dog to engage students' minds and bodies

Bring an inflatable beach ball to bounce around the room, but don't let it touch the ground

Start a freeze dance party -- play some music and bust a move, but challenge students to freeze in place when you pause the tunes

With so many different ideas, you're sure to find one or two that work for your students.

16. Gamification

What if you could challenge your students to be more engaged? According to a 2011 study, gamification in the classroom is correlated with increased student motivation and engagement.

Gamification involves setting learning and behavior goals, then creating a points system where students can work their way towards the goal and earn a reward.

There are lots of different ways to structure your system, but it doesn't have to be complicated. We recommend using a points system where students earn rewards for:

Attendance

Good behavior

Exceptional kindness

Academic achievement

Every student enjoys rewards and recognition for what they're doing well. In addition to boosting student engagement, gamification can also improve:

Time on task

Classroom behavior

Content delivery and processing

To find more examples of how to use gamification in your classroom, read 5 Easy Steps for Gamification in Education.
17. Interdisciplinary teaching

Interdisciplinary teaching challenges students to make connections between different subjects. Work across different subjects and with colleagues to create assignments that foster creativity and experimentation, while also expanding your students' worldview.

Some common interdisciplinary teaching activities include:

Present students with a news story, then give students a related question to solve on their own or in a group.

Challenge students to plan an exciting vacation! They can develop a budget, research their destination and develop an itinerary.

Go on a field study to a local park or nature reserve and explore poetry, ideas, literature and scientific concepts related to the scenery around them.

For more interdisciplinary teaching ideas, check out ten interdisciplinary teaching activities and get design steps!
Final thoughts about student engagement strategies

Where can student engagement be improved in your classroom? Are there places in your teaching practice where small changes would have a big impact?

Douglas Willms got to the heart of the matter when he noted:

Use techniques that make students active partners in the learning process. When students feel supported and encouraged, there's no telling what they'll be able to accomplish!

Prodigy is a game-based learning platform for students in grades 1-8. Over a million teachers around the world use Prodigy to turn math into an epic adventure and help engage students.

Ready to find out how Prodigy can level up math learning in your classroom? Sign up for your free teacher account today!

Sign up now!

" A long-term disposition towards learning -- viewing learning as fun, seeing it as important, seeing the value of working with and functioning as part of a team, being part of a social institution. To me, those are critically important lifelong skills."

" Students who are highly engaged and are effective learners are most likely to be proficient in mathematics and students who hold positive dispositions towards schools and learning, who attend school regularly and who have positive self-beliefs about mathematics."

"There is a back and forth process as children are going through school in which they develop social skills and motivation; that begets academic achievement and academic achievement begets more motivation and social skills. Engagement and learning go hand-in-hand."

"My students are very engaged and beg me to play Prodigy!I have seen one of my lowest students at the beginning of the year start to shine in math because he was doing Prodigy for at least 20 minutes every day."

Kelli Gardner, 1st Grade teacher, Minnesota

Sign up now!

Using reciprocal teaching strategies to predict, question, clarify and summarize small chunks of text. Our ELLs are engaged in close reading, sharing thoughts and helping each other understand a Newsela article on the pressures of social media. #ell #closereading #newsela pic.twitter.com/dJiIxy9avJ
- Kirsten (@kirstenmll) October 22, 2019

"Students attending [school using personalized learning] made gains in math and reading over the last two years that are significantly greater than a virtual control group made up of similar students selected from comparable schools."

Cooperative learning prioritizes:

The question always:

"Engagement requires that students know they've been heard, that their voice matters."

Sign up now!

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17 Best Student Engagement Strategies [Teachers Swear By!]

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A sure-fire list of the 17 best student engagement strategies that will get your class excited about learning that you can start using today!

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3rd Source- Active Participation Strategies

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3rd Source- Active Participation Strategies

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This is from a school district near me for new teachers! This provides 36 strategies!! It gives many ideas on how to achieve each of the 36 strategies. Most of the things on this list are SEL strategies and some of them are new to me which I will definitely use. I am glad a school district posted this because I have not seen something like this from my school.

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Active participation is the consistent engagement of the minds of all students with that which is to be learned.

The following strategies must utilize the key attribute that every student must show their signal, card, slate, etc. at the same time. The teacher says "1, 2, 3 show" or has students signal with their eyes closed. Remember to:

I. Quick Strategies to check student's understanding during any point in the lesson:

II. Strategies for Teacher/Student Actions (these may take prior preparation for materials):

9. Movement or Spectrum

teacher poses a question and then asks and labels two ends with "strongly agree" or "strongly disagree"

students stand up and move to rank their opinions on a continuum and are ready to provide justification for their placement

students stand up or sit down in agreement or disagreement to a provided statement

students nod or shake their head to indicate agreement or disagreement

students turn to their neighbor and discuss the item when prompted by the teacher

students star or highlight information according to teacher direction

teacher provides feedback

III. Strategies for Closure or End of Unit Assessment:

23. Outcome Statements

teacher gives the following prompts

1. I now understand...

2. I would like to know more about . . .

3. I need more help with . . .

4. I could teach someone else to . . .

teacher collects their written responses or does a think-pair-share

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Active participation is the consistent engagement of the minds of all students with that which is to be learned. The following strategies must utilize the key attribute that every student must show their signal, card, slate, etc. at the same time. The teacher says "1, 2, 3 show" or has students signal with their eyes closed.

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This website is a great resource for planning, activities, themes and PBL strategies and much more. You can choose a grade and find resources like choice boards, assessments and worksheets. You need to signup and membership is required if you want to download stuff. I found the Science lessons to be very helpful since I feel like I will have a harder time teaching science or being creative in Science.

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Establish and maintain positive classroom behavior in your students. This article will help teachers determine the most effective behavior methods for their classroom.

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This website is great for many different resources. You need membership to join. It does have posts sharing strategies and ideas for classroom behavior and SEL strategies.

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https://www.kickboardforschools.com/images/uploads/news-and-blog/4-Positive-Classroom-Rules-that-Improve-Student-Behavior.jpg
One year during summer PD our Dean of Culture told us that rules are meant to keep students safe and save time; she was emphasizing the value of the school wide routines we were rolling out that school year. I had never heard rules described in that way before, and for me it was the simplest, most effective way to understand the value of school rules.

One year during summer PD our Dean of Culture told us that rules are meant to keep students safe and save time; she was emphasizing the value of the school wide routines we were rolling out that school year. I had never heard rules described in that way before, and for me it was the simplest, most effective way to understand the value of school rules. That year when my class and I discussed rules and expectations I shared that same idea of rules saving time and keeping us safe. Throughout the year when my students needed a reminder we would do a call and response to remind us about the value of rules. As adults we know why students need rules but students must also understand the "why" behind them.

Teachers should have a vision of the rules that they want to govern their classroom. There are a few things to consider when you are creating rules for you classroom:

Keep the list short, about 3-5 rules.

Positively frame all rules. Focusing on the positive results of a behavior rather than the negative will set the tone in your classroom.

Make the rules general. Keep your rules broad enough to encompass a few ideas.

Create rules that are easy to remember.

Here is a list of 4 rules that can improve student behavior.

We are safe.

I often make this the first rule in my classroom because it is really the most important. While school is a place to learn the ultimate goal is for us to learn in a safe, calm environment. This broadly stated rule sets the tone for some specific issues that can come up in the classroom throughout the school year. The idea of being safe includes physical and emotional safety.

Although the rule is stated broadly it is a good idea to discuss specific examples of being safe and being unsafe both physically and emotionally. Some specific issues that this rule covers includes:

Hitting, pushing, fighting

Using class materials safely i.e chairs, scissors, manipulatives etc.

Following safety procedures i.e. fire drill, lockdowns

Bullying

We are respectful.

This rule discusses how students are expected to interact with each other, how students are expected to interact with the teacher, and how students are expected to interact with the classroom. Some specific issues that this rule covers includes:

Using kind words

Listening to other teachers and staff in the school

Listening to your peers

Having a respectful tone

Treating the classroom and school materials nicely

Respecting personal space and peoples personal requests

We follow directions the first time.

This rule can apply to almost anything that happens in the classroom. I like this rule because it emphasizes listening the first time a direction is given. This rule focuses on being responsive to a direction immediately. It is very useful when you are establishing routines and expectations and when giving directions for classroom assignments and activities. Some specific issues that this rule covers include:

Directions for any assignment or activity during class

Safety procedures

Class routines and transitions

We work hard and try our best.

This rule addresses student work and work ethic on assignments or any challenges, behavioral or academic, that the student might be having. Some specific issues that this rule covers includes:

Preparedness

Effort on classwork and homework

Work completion

Organization

Self management of behavior/ self reflection of action

To establish classroom rules consider role-playing rules; give students a chance to act out examples and non examples of each class rule. It is a fun activity and concrete way to review rules at the start of the school year. In addition to having classroom rules, social and emotional learning (SEL) can allow students to develop empathy and the social and emotional competencies of self-awareness, self-management, social awareness, relationship skills, and responsible decision making. With positive class rules and SEL teachers can improve student behavior.

Here at Kickboard we have seen school culture transform because of effective implementations of PBIS. We also have the tools and resources to support your school team as they begin to implement PBIS as a way to promote positive school culture. to learn more about how Kickboard can support PBIS in your school.

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4 Positive Classroom Rules that Improve Student Behavior

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https://www.kickboardforschools.com/images/uploads/news-and-blog/4-Positive-Classroom-Rules-that-Improve-Student-Behavior.jpg One year during summer PD our Dean of Culture told us that rules are meant to keep students safe and save time; she was emphasizing the value of the school wide routines we were rolling out that school year.

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This lists the roles and responsibilities of students. This website has a philosophical approach and has many other ideas. You also need a membership for this website. They focus on positive behavior and how it makes everyone feel good.

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Does the success of a classroom solely depend on the teacher? Not necessarily. In fact, students play an integral role in shaping and managing a positive learning environment.

In this article, let's delve into specific roles that your students can undertake within the framework of effective classroom management, as well as some guiding tips on how to nurture these responsibilities effectively.

What Are the Roles of Students in Effective Classroom Management?

Effective classroom management is a shared responsibility between teachers and students. While teachers play a significant role in setting the tone and creating a conducive learning environment, students also have important roles to play in maintaining that environment. Here are some key roles that students can play in effective classroom management:

Being Inquisitive

In education, we tend to value a student's ability to answer teachers' questions. But it may be more important to gauge their ability to ask their own great questions-and more critically, their willingness to do so.

Make your students feel comfortable enough to (respectfully) ask all sorts of questions that nurture their curiosity.

How does the saying go, "There's no such thing as a stupid question?"

Go a step further, let your students share their desired classroom norms.

Remember, when students are invited to provide input in classroom rules, not only do they feel seen and heard but they're also more likely to hold each other accountable.

For a teacher, that could mean fewer teacher-to-student directives and more peer-to-peer course correction.

Taking Initiative as Active Participants

Students should come to school ready to participate.

Why does this matter? Full academic engagement maximizes the opportunity for learning and sets the tone for the entire classroom.

This includes but is not limited to:

Students should always acknowledge that they are a part of a learning community. Each person is responsible for taking ownership of their actions in a way that values building safe and positive classrooms.

As the teacher, you can create these opportunities by:

Inviting students to come up with ideas for homework related to the topics

Letting students share their different approaches and thinking processes for solving problems

Facilitating problem-based learning, splitting the class into small groups to come up with solutions to issues

Other Responsibilities

Naming student roles and responsibilities should begin when students first arrive in the learning environment.

So be open to students having more ideas about roles and responsibilities they would like to own.

Inviting students to be strategic partners in their learning affirms their roles in the classroom, thus, building their confidence.

Here's a list of eight additional duties students should perform in the classroom environment:

Obey the teachers

Maintain discipline in the class

Keep the school neat and tidy

Be helpful by clearing their materials after a class

Abide by the rules of the school

Participate in the activities organized in the school

Co-operate with the teachers

Decorate their classrooms with charts, posters, etc.

Yes, students play a crucial role in managing their schools and classrooms but it doesn't quite start there.

Ultimately, managing others starts with managing self. Our unit "Managing Yourself Responsibly" provides the foundational skills necessary for students to become effective self-managers.

Shaping students' behaviors to respect their own resources - time, energy, possessions, money, talents, thoughts, actions, and feelings - not only mitigates student misbehavior but also builds a supportive classroom community.
"My own niece is a pre-schooler in a Positive Action class and she's become a keen observer of human behavior. When she sees something wrong going on, she doesn't hesitate to announce, 'That's not a Positive Action!'" - Kim Loop
What Are the Strategies of Classroom Management for Positive Student Behavior?

Apart from student participation, effective classroom management strategies involve organization and fostering good working relationships.

The truth is finding the right classroom strategies can be challenging since students in each class are unique.

But here are two classroom management tips to get you started:

Implementing Technology In the Classroom

Integrating technology into your learning routine is an excellent way to actively encourage student engagement.

Consider introducing interactive online games like Prodigy for students to learn Math faster and in a fun way.

These educational games provide a platform for students to perfect their processing skills and build their character.

How you may ask?

By engaging them in a game module where they solve questions and puzzles as well as nurturing a healthy competitive spirit by battling with their peers.

Not only that but also some educational games include a leader board where teachers can consistently track student performance and their level of engagement.

Additional dashboards also help teachers to develop assignments for students and pinpoint topics where individual students are struggling.

Visualization is a great technique to process all the information covered in class because students are more likely to retain even tiny details.

This strategy also helps slow learners in class visualize the ongoing lesson in a clear, simple, and systematic way.

So also go ahead and make use of tools that effectively help students to grasp information through visual memory like:

Reward and Recognition

When dealing with disruptive behavior in the classroom it's very easy to focus on students displaying negative behavior.

However, the way you correct students for one type of negative behavior may encourage them to reform it on the spot.

For example, instead of, "Stop rocking on your chair Claire!" say "Thank you Claire for sitting nicely on your chair."

Furthermore, adopting a positive mindset and highlighting students behaving obediently can be an effective way to encourage others to model similar behavior.

Praising students who excel and celebrating their hard work reinforces these positive actions.

This has an even bigger impact on learners with lower academic abilities as it stimulates them to develop their unique approach to thriving academically.

In fact, rewarding those who put extra effort into their work can have a ripple effect. By creating a positive working model, students are motivated to try their best in all other class activities.

Favorable rewards may include:

Bottom line: Effective classroom management calls for a combination of teaching strategies to tap into each student's learning ability.
"At a Positive Action school, I could count on receiving respect and attention from students, teachers, and administrators; I knew that the students would do their best in their writing and their behavior. Our results were always amazing, our performance programs inspiring. So many students produced stellar work that I began to track the difference between 'ordinary' schools and Positive Action schools." - Dorothy Solomon
What Is the Best Classroom Management Style for Student Learning?

The best mix of classroom management styles is highly contingent on the ability of the classroom manager to create an ideal classroom environment.

And this is where our Whole School Reform Model comes in.

By addressing the school's entire ecosystem-school, family, and community-Positive Action's curriculum includes topics that create an inviting learning atmosphere.

Say goodbye to discipline problems and hello to student-driven behavior change.
"In second grade, I started fights with anyone who tried to challenge me. Fourth grade is where I changed my life around. I felt like I wasn't being threatened. I felt safe. I made new friends and didn't care to fight. I realized I'm great at science, math, and of course, PE. It's a lot more fun to be in class, not the office. By sixth grade, I was the Positive Action Sumo and felt like the little ones looked up to me. I took lead in different activities like reading groups and motivating my class at PE." - Jason. G

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Roles & Responsibilities of Students in Classroom Management

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Explore the key roles of students in classroom management: active participation, discipline, cooperation with teachers, and more.

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This lists as transitions but it has many strategies and example for students positive behavior. It gives to examples, one you should do with following PBIS and the other without. It starts with routines, procedures, transitions and creating a positive environment.

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This website has lots of podcasts, blogs and videos. These are created by educators with passion for teaching teachers. I found a lot of their videos on organizational procedures for instruction. You can probably find a video on anything education related! Since it is videos, I find it more useful to listen instead of reading.

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Each one of our made-from-scratch videos has been created to help you become a better teacher. We look at instruction and assessment strategies, classroom management, technology, presentation and design. Every effort is made to make each concept clear and simple.

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This website has amazing organizational procedures with Pictures!!!! This website has tons of information for teachers especially SEL related classroom procedures. There are printable, SEL resources for students, and helping students transition back to school after remote learning. Membership is required for a lot of things.

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This is one of our favorite classroom procedures because it's easy and cuts back on a big problem. "The no-name papers will disappear," says Kristin B.W.

Learn more: Free Highlight Your Name Poster at Teachers Pay Teachers

12. Greet every student at the door

"They behave better when they feel cared about," says Debra M. Don't we all?

13. Use a visual timer

A Time Timer or visual timer shows how much time is left in an activity, letting students answer the "how much time do we have" question on their own.

Buy it: Visual Timer at Amazon

14. Streamline hall passes

Having a hall pass that works for your class will make your day infinitely easier as students will know if they can leave your class, and other teachers will know the students are permitted to move around the school.

Learn more: Paintbrush Hall Pass/Create Art With Me and Hall Pass Ideas

15. Stamp your feedback

Get a set of self-inking stamps that you can use to give feedback on student work. Or for students who are working on completing work independently or improving behavior, use rubber stamps that address common concerns as well as data tracking for students with IEPs.

Buy it: Rubber Stamps at Mrs. D's Corner

16. Get their attention

Having a selection of attention-getters that you can alternate, depending on your and your students' moods, will help you direct students throughout the day.

17. Set up a cell phone charging station

It's important to establish classroom procedures for cell phones from the beginning. Having a cell phone charging station solves the problem of students checking their phones during instruction. Set up the expectation that students store phones in the station so there's no back-and-forth about how much charge they have (their phones charging is not the point).

Learn more: Tips and Tricks for Managing Cell Phones in Class

18. Prep task boxes to keep kids busy

Having a set of boxes with coloring sheets, worksheets, extra practice, and games that students can play quietly or independently gives students a way to stay busy and learning while other students are finishing work.

Learn more: Swoop Into Kindergarten

19. Assign classroom jobs

Assign class jobs so that every aspect of the day is taken care of, and so students have ownership over what happens in your room during the day. Set up a way to rotate the jobs each week, and once students have their preferred jobs, keep tabs on who is doing what so it feels fair.

Learn more: Big List of Classroom Jobs

20. Have students apply for class jobs

Once students know what the class jobs are, have them apply for a job to have for the semester or year. You'll have consistency from week to week, and students will get the experience of applying and managing their responsibilities.

Learn more: Free Student Job Application at Teachers Pay Teachers

21. Communicate with cups

Provide students with a set of green, yellow, and red cups. As they work, they start with the green cup on top. If they feel like they need help, they switch the cup to yellow. And if they are totally stuck, they put the red cup on top. You can respond to the red cups first.

Learn more: Ingenious Ways To Use Solo Cups/K Teacher Tiff

22. Make bulletin boards work for you

Interactive bulletin boards can help you collect exit tickets, give you information about what students think about a question, and provide a fun procedure for students to complete each day.

Learn more: Our Favorite Interactive Bulletin Boards

23. Tighten your exit ticket procedures

Create a predictable way to collect exit tickets so students can spend their time showing what they know instead of figuring out how to pass it in.

Learn more: Exit Ticket Ideas

24. Be strategic with seating

A Double E, Pairs, Four Square-these are all ways to arrange your classroom. Your classroom routines and procedures will go much smoother if the class is set up to facilitate everything from passing papers in and out to lining up and finding groups and partners to work with.

Learn more: Student Desk Arrangement Ideas/Lucky Little Learners

25. Organize classroom procedures around a theme

Who says your theme can't incorporate procedures? Choose a classroom theme and get creative. If your theme is "Under the Sea," have seashells on the wall where students can post exit tickets, an octopus cell phone charging station, and a paper return tray decorated like a coral reef.

Learn more: Our Favorite Classroom Theme Ideas

26. Sort students into groups creatively

If students are going to be working together at all, you'll save time by having a quick procedure to move them from whole group to pairs or teams. One idea: Use pairs of cards to have students match up with their partner. Another idea: While students are seated, place a colored button (one color per group) on each desk. Then, have students stand and find the people who have the same-color button. After they're finished, have students return the buttons to a jar up front. You can use buttons or any other materials (colored sticks, tiles, etc).

Learn more: Clever Ways To Put Students Into Groups

27. Simplify grading

For informal assessments, let students know if they did or did not meet the assignment expectations. This is easier on you and gives students a quick update that they don't have to calculate (7/10) or respond to (letter grades).

Learn more: Creative Ways To Check for Understanding

28. Make transitions magical

As students move from place to place in the room, use a "magic" wand and turn them all into snowflakes, unicorns, or yetis. Get silly with it, and as students get more familiar with this procedure, put them in charge of the magic wand.

Buy it: Magic Wand at Amazon

29. Post a visual schedule

A visual schedule outlining your classroom procedures is a great way to help students know what's coming next. And for students who process visual information easier than auditory, it's helpful to be able to see the schedule and refer to it throughout the day. An individual visual schedule for a student with autism or processing needs can help them move throughout the day as well.

Learn more: Free Visual Schedule Templates

30. Bring nonverbal reminders wherever you go

Hang nonverbal reminders around your neck/lanyard and use them to prompt students to follow procedures, anywhere you go.

Buy it: Pictoral Communication Cards at Twinkl

31. Buzz in answers

Once students are in groups, have them use answer buzzers to chime in. It reduces noise and calling out.

Buy it: Light and Sound Buzzers at Amazon

For more teacher tips, tricks, and ideas, be sure to sign up for our free newsletters to find out when they're posted!

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31 Must-Teach Classroom Procedures and Routines

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These seriously cut your stress. We've compiled the best classroom procedures and routine ideas from our community and around the web.

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This website have many ideas and strategies for classroom management. This is run by an educator who gives ideas and shares strategies across the USA. She has links you can click for more ideas. You can signup to get more stuff. It also has SEL strategies.

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I've talked a lot about classroom management because it is so crucial to having an organized classroom. You can spend lots of time planning out your classroom management plans, but if you have no strategy on how to implement those plans then what good do they do? In this post, I share how to implement classroom management procedures in your classroom.

This post may contain affiliate links which won't change your price but will share some commission. You can read more in my disclosure policy.

A common misconception, when it comes to classroom management, is that it all has to be set up on day one. This list shares some great ideas of procedures you need to be sure to have in your classroom.

It is important that you start the year with a well-thought-out plan, and implement it accordingly.
But it is also important that you adjust management plans as needed, throughout the year.
And the most important thing is that you implement classroom management procedures with an intentional and step-by-step process.

How to Implement Classroom Management Procedures Step by Step

During the first day and week of school, I spent the majority of my time discussing procedures. The important thing I did was make my students a part of that discussion versus telling them how things worked in my classroom.

Even if it is not the first week of school, you should still implement classroom management procedures in this same format. This works great for the first day of school, returning after a long weekend, the first day of a new semester or after a holiday.

1. Carpet Time

When I am ready to discuss classroom management procedures with my kids, I call them to the carpet. That's the first step. Before I call them to the carpet, we talk about how we come to the carpet. Then we practice. If they don't do it correctly, we go back and try again.

Once we make it to the carpet (successfully), we are ready to discuss.

2. Discuss Ideal Expectations

If we are talking about walking in line, I ask my students to think about how we get in line, walk in a line, all the things with being in line. I have them put their hands on their head to show me they are thinking.

After about twenty seconds, they turn to their shoulder partner and do a quick Timed Pair Share about what it means to walk in line. Now, all students are engaged in the discussion instead of just one. (YAY Kagan Cooperative Learning!)

3. Create an Anchor Chart

Once the kids have shared, we write down those ideas on an anchor chart. I typically pull popsicle sticks with student's roster numbers on them. I write down what they share (most of the time).
Related: How to Organize Anchor Charts
4. Practice the Procedure

The next step is to practice. If it is the first week of school (or I am having to review procedures mid-year), we practice it three times- correct, incorrect, and correct again.

This way the class sees what the procedure looks like to be used correctly as well as incorrectly. This is also a great opportunity to have students who struggle with procedures come up and practice the correct way to do it, showing you that they do know how to follow the procedure!

5. Repeat Practice as Needed

Once the class has practiced multiple times, they are ready to use the procedure during the school day. If there ever comes a time when the procedure isn't being practiced correctly, we take some time to do Recess Academy and practice until we get it correct. (More on that below!)

Discipline in the Classroom

A few weeks back I was coaching a First-Year Teacher and she asked me about discipline. This isn't the first time I have been asked about discipline so it shouldn't have been that hard for me to answer. But I had to take a minute to think about my discipline practice.

I told her a few strategies but honestly thought, wait...how do I handle discipline?

Now that I've had a few days to reflect on that question, I realize that my "discipline" plan was hard to pinpoint because it didn't really look like typical discipline (i.e.- moving a clip, sending to the office...don't get me wrong, I definitely sent kids to the office but it wasn't a regular thing. Except for one year, hah!)

Here is how I disciplined my students:

Redirection

For most students, a simple redirection was enough to get them back on track. Kids are kids, they are going to talk and misbehave.

I tried to make my redirections discreet by simply walking near the kid, whispering to them if necessary, or by finding a student near them and thank them for something specific.

If one kid was talking, then I found a kid near them who was working quietly and thanked them for staying focused and on task.

Recess Academy

If the discipline needed to be applied to the whole group, I used Recess Academy which is an idea from the book Setting Limits in the Classroom. The idea of Recess Academy is to be intentional about matching a consequence to a behavior during recess.

A common issue in my class was talking while working or talking in line. So I would give the students a warning- "I notice we keep talking in line, show me that we can walk in line quietly or we can practice at Recess Academy."

If they continue talking, then at recess time I would tell them it is recess time but we need to do Recess Academy. (If you tell them there will be Recess Academy, stick to it. Even if they improve. You must hold them accountable so they know you mean what you say.)

"So (and here is where I would repeat the whole, 5-step process we just talked about) let's chat about lining up expectations."

Kids would share the expectations with each other and to the whole group. Then we would practice two or three times.

I did not ever tell my class "you owe me a minute" each time they were not following directions. Some years classes would never have recess if I did that.

Plus, recess is really important to kids' developmental growth and learning, so taking it away is not an option for me.

Challenging Student Behaviors

If a student continued acting out or misbehaving, then they got put on an individual behavior plan that rewarded them for the positive choices they made instead of disciplining them every time they made a mistake.
You can read more about that process in this blog post on managing challenging students.

In Conclusion,

No matter what behavior management plan you use in your classroom, the steps listed above can help you implement classroom management procedures anytime throughout the year.

Here's a quick recap of the steps:

1. Call students to the carpet

2. Discuss the procedure

3. Add to the anchor chart

4. Practice the procedure

5. Repeat as necessary

Quick Links

Here's a quick recap of links I shared + some extra resources to help you with your classroom management.

In my ebook, The Simply Organized Classroom, I write even more about Classroom Management routines and how you can implement them in your classroom. As well as ideas of plans you can use in your classroom. Grab your copy here.

If you are looking for additional support when it comes to Classroom Management, then check out the free training offered by Linda Kardamis from Teach 4 the Heart. She has a ton of free and paid courses all around Classroom Management.

Related Posts

Until next time,

If you found this post useful, simply click the "Pin It" button and pin it to one of your boards so you have it and other teachers can find it!

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How to Implement Classroom Management Procedures ·

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I've talked a lot about classroom management because it is so crucial to having an organized classroom. You can spend lots of time planning out your classroom management plans , but if you have no strategy on how to implement those plans then what good do they do?

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This website gives ideas for young learners and how to transition without any problems. It is hard for young kids to transition between lessons and some might have behavioral issues. This source provides a lot of ways to fix it. They also list preventative strategies for parents and teachers.

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At pickup time, Teresa approaches her daughter's preschool teacher, Ms. Ann. Teresa would like some advice on how she can get her daughter, Lily, to transition more easily between daily activities. The previous evening, Lily had a tantrum at the end of library story time; she wanted to stay at the library longer, looking at picture books, but it was time to go home for dinner. Ms. Ann listens to Teresa and struggles to come up with concrete ideas for making outings such as these smoother for everyone.

Transitions are when children move from one activity to another. Everyday transitions include arriving at an educational setting from home, moving from dinner to playtime, finishing playtime and cleaning up, brushing teeth and then taking a bath, and going from bath time to bedtime. Transitions can be difficult for some parents, particularly when taking their young children out into the community (such as Teresa's struggles with Lily at the library), picking them up from educational settings, or moving between activities and routines at home. For some children, transitions may be frustrating or may provoke anxiety, and they may lead to challenging behaviors. In this article, we adopt the definition of "challenging behavior" provided by the Center on Social and Emotional Foundations for Early Learning (2013):

Any repeated pattern of behavior that interferes with learning or engagement in pro-social interactions with peers and adults.

Behaviors that are not responsive to the use of developmentally appropriate guidance procedures.

Prolonged tantrums, physical and verbal aggression, disruptive vocal and motor behavior (e.g., screaming, stereotypy), property destruction, self-injury, noncompliance, and withdrawal.

When young children engage in persistent challenging behavior, parents might look to their children's teachers for advice. The purpose of this article is to highlight strategies that early childhood educators can share with families in an effort to prevent challenging behavior during routine activities both inside and outside the home. We start with a discussion of why transitions may be difficult and when frustrations are most likely to occur. We then focus on the importance of early childhood professionals being knowledgeable about transition issues and offer suggestions and guidance for family members. Finally, we share strategies parents can use prior to and during transitions to prevent challenging behaviors, as well as skills children can be taught to help make transitions easier.

Understanding the difficulty of transitions

Difficulty with transitions can occur for a number of reasons, such as when children are tired, hungry, confused, or not ready to end an activity. Difficulty with transitions is also common when children have communication delays, limited social and emotional skills, or intellectual disabilities (Hemmeter, Ostrosky, & Corso 2012). By considering children's needs and abilities and planning accordingly, parents can avoid problems at transition times. For example, instead of racing from one errand to another on a Saturday morning, parents might plan a 20-minute break to play with their children between stops. Early childhood educators can encourage parents to put themselves in their children's shoes and look at the world from their vantage points as they consider how to show their children what to do ("Leo, put the washcloth like this to scrub your legs."); how to keep their children busy ("Alex, while we wait for the server to bring our food, why don't we look at these books we brought along?"); and how to prepare their children for what comes next ("Jade, after we go to the bank, we will stop by the park for some crackers and juice and play on the slide for a bit.").

Ideally, educators will customize these strategies as they get to know each family. Many parents struggle with transitions throughout a child's early years, so sharing strategies that might prevent challenging behaviors during these times is an important task for early childhood educators. While some beginning educators report that they do not view parents as equal partners in family-centered practices and that working with parents can be difficult (Bezdek, Summers, & Turnbull 2010), parents often look to professionals for suggestions about how to address particular issues. Additionally, recommended practices in early childhood special education highlight the important role that parents play as partners in their children's learning and development (Division for Early Childhood of the Council for Exceptional Children 2014).

To be supportive-and to improve transitions at the beginning and end of each school day-early childhood educators should devote time to developing strategies to share with parents on successfully navigating transitions at home and in the community. "Given that challenging behavior has an impact on children as well as families, understanding challenging behavior in the context of families is critical" (Tyrrell, Freeman, & Chambers 2006, 30). For example, educators might collaborate with parents in deciding what strategy to try first to tackle a difficult transition. A teacher might say to a parent, "It seems Jack does better during long periods of waiting when he knows what will happen next and when he has something to play with. You mentioned that he often has a tantrum when you are both waiting at the bus stop for your third grader to come home. How do you think Jack would react if you brought a toy along, played a guessing game with him, or sang some songs?"

Transform wait time into fun learning time. For example, when standing in line, play I Spy to find objects that are a particular color.

Helping with transitions

There are several things that can be done to make potentially difficult transition times easier for parents and children. First, preventative strategies reduce the likelihood that transitions will be difficult or that challenging behaviors will occur. Second, early childhood educators and parents can work together to determine how to teach children the skills needed to make transition times successful. Finally, there are specific individualized strategies that can be used when a transition becomes difficult or when a child's behavior escalates. These topics are discussed in the following sections.

Preventative strategies

Early childhood educators may share ideas with parents about how to create smooth transitions at home, thereby decreasing the likelihood of challenging behaviors occurring. While these ideas should be adapted to meet the needs of individual children, general strategies (Artman-Meeker & Kinder 2014) to share with family members include

Looking carefully at a family's schedule, routines, and transitions. Help families think about (1) whether there are transitions or parts of routines that may not be necessary or that could be changed; (2) if their daily schedule could be more consistent, making it easier for children to predict the day; and (3) what strategies they could use to signal to their children that a transition is coming. For example, some families put a child-friendly schedule (with pictures to represent activities) on the refrigerator.

Planning ahead. Have materials and activities on hand to transform wait time into fun learning time. For example, when standing in a long line at a store or when driving in the car, play I Spy to find objects that are a particular color or begin with a specific sound. Have quiet toys to use while waiting, such as word puzzles, books, or crayons and a coloring book.

Having materials ready. Gather all necessary items for the next activity before signaling a transition to your child. For example, have the bath ready, shoes gathered, or apples out for snack time prior to calling a child to the activity.

Using music, songs, or predictable noises to signal transitions. A routine cleanup song can be used when it is time to pick up toys. Set a timer to indicate that playtime is ending and soon it will be time to clean up for dinner.

Using visual cues. Mini-schedules posted near transition locations provide visual prompts for the next transition or schedule change. For instance, picture cues near the front door might contain photos of a coat, hat, and boots to prompt a child to get ready to go outside.

Turning transition times into games. Create a song and dance or engage in pretend play about what a child is going to do next. For example, children can be encouraged to "fly" to the sink like superheroes to brush their teeth.

The main goal of preventative strategies is to help children understand adults' expectations for transitions so that challenging behavior is less likely to occur (Hemmeter et al. 2008).

Skills to teach

While preventative strategies are helpful, over time children need to learn to regulate their emotions and behaviors so that transitions are no longer difficult. Educators can provide parents with suggestions for specific skills to teach children. Even if parents have consistent, predictable routines in place and children know what is expected during transitions, challenging behavior may occur when a child does not have the necessary skills to complete the tasks someone is asking of her. It is important to collaborate with parents so that children develop specific skills needed during problematic transitions. Consider the following:

Ask parents to think about difficult transitions throughout the day, and encourage them to consider if their children have the necessary skills for understanding directions and moving to the next activity when a transition is signaled. For example, a parent may ask, "Does my child know how to brush his teeth independently, or does he need assistance?" "What might I do, or what skills might I teach my child, to assist her in getting dressed? In cleaning up before bedtime?"

Suggest that parents practice skills with their children, and provide descriptive feedback on how their children use those skills. For example, a child may be able to put his coat on but might not know how to zip or button it. Parents can (1) provide descriptive feedback once the child puts on his coat ("You put your coat on all by yourself!"); (2) show the child how to zip or button the coat and encourage him to help ("I know the zipper can be hard, so how about I hold the bottom of your coat and then help you zip it?" [Meadan et al. 2013]);
(3) provide praise or descriptive feedback once essential tasks have been completed and add a cue for the transition to begin ("I like that you put on your hat and gloves all by yourself after we zipped your coat! I can tell you are ready to go to the store now!"); and (4) give feedback once the child makes the transition ("You did a great job getting into your car seat. Now we can go to the pet store.").

Encourage parents to teach their children a variety of emotion words so they can express their feelings. Sometimes children have an easier time making difficult transitions when they are able to communicate their desires and emotions. For example, when a child is upset about leaving the park, an adult can label this emotion by saying, "It looks like you are upset about leaving the park. Are you upset? Would you like to tell me why you are upset about leaving?" After pausing to see if the child responds, the parent could continue, "I am upset about leaving the park. I like playing here with you. We need to go now because it's dinnertime. If the weather is nice tomorrow, we can come back."

Brainstorm with parents some strategies for teaching children problem solving skills so they learn to come up with alternative solutions to situations that arise. For example, a parent might ask a child, "What do you want to quietly play with while we take grandpa to the doctor's office?" Such questions help children consider variables like, "This toy makes music, so I can't bring it." Another useful strategy is a four-step problem solving process (CSEFEL 2013), in which parents ask their children to consider the following: (1) What is the problem?; (2) Think, think, think of some solutions; (3) What would happen if we tried the solution? Would it be fair? Would it be safe? How would everyone feel?; and (4) Give the solution a try! Through this process, children learn to problem solve with guidance and support.

Encourage parents to use "First . . ., then . . ." statements to communicate their expectations and to help children learn to wait patiently for preferred activities. For instance, a parent might say, "First you need to put the books on the shelf, and then you can play outside."

Individualized strategies

Even with preventative strategies in place and efforts made to teach new skills, there will still be times when transitions are challenging for some children. By learning about the specific situations that remain difficult, early childhood educators can provide parents with individualized suggestions. For example, if a child regularly has trouble with the transition from school to the car during pickup time, a teacher might give the child clear directions in the presence of the parent, describing to the child exactly what behaviors she expects to see as they walk to the car ("Shannon, I need to see walking feet and gentle hands as we walk to the car with Mom."). Early childhood educators also might model transition behaviors for the child while the parent is present ("Shannon, watch me walk to the cubbies, take out your backpack, and help you put it on to go home.").

Preventative strategies and new skills might not work well if parents have a hard time remaining warm and supportive when their children act out. The importance of remaining calm during difficult transitions cannot be overemphasized. Educators can offer suggestions to parents about how to develop their own cooldown strategies during stressful times (such as counting to 10 and visualizing a calming place). Educators can also help parents learn to redirect their children as a way to defuse a difficult transition. For example, as Cameron begins fussing about not wanting to take off his new snow boots, Ms. Annette might say, "We got some new fish in the fish tank today; we'll go check them out as soon as your boots are off."

Supporting parents

Some parents may seek support from educators or ask questions about a particular incident or transition, while other parents may have difficulty with multiple transitions. It is critical that educators consider which strategies best meet parents' unique needs. While educators should model for parents when opportunities arise, educators should also plan for less stressful learning opportunities during which they problem solve with parents. Some suggestions for sharing ideas with parents follow.

Parent workshops

Parent workshops can provide wonderful learning opportunities on creating successful transitions, while also allowing parents to see that they are not alone. During group workshops, early educators can cover topics such as preventative strategies, how to teach children the necessary skills to be successful during transitions, and how to manage challenging behavior during transitions (for example, see CSEFEL Parent Training Modules at http://csefel.vanderbilt.edu/resources/training_modules.html). During parent workshops, educators can demonstrate strategies for parents, role-play, and share information regarding how school transitions are structured. Videos of difficult transitions could be used as a foundation for collaboratively developing solutions. (For example, a video showing a transition using a timer can be found at vimeo.com/194715303, while a video depicting transition cues can be viewed at vimeo.com/194715224. For even more video examples, visit https://bit.ly/2JDYBz2.)

The importance of remaining calm during difficult transitions cannot be overemphasized.

Home communication

Proactively communicating with parents about transitions is another strategy that early childhood educators can use to maintain positive connections between school and home. For example, a monthly newsletter with transition tips can be sent home to parents, or weekly transition ideas can be inserted into a classroom newsletter. Additionally, communication logs can be created for individual children. These logs go between home and school as a method of sharing information with parents who would like support or suggestions for specific transitions. This provides an opportunity for educators and parents to learn about which strategies are successful at school and home, generate ideas for individual children, and examine challenges that continue to occur.

Observations and modeling

If children are struggling with transition times, parents can observe educators modeling strategies during classroom transitions. Some parents may benefit from paying attention to the expectations and directions teachers provide and then watching how their children react during the transition. This sort of modeling could be done while a parent is volunteering in the classroom, on a field trip with the class, or attending a parent night. Additionally, some parents might benefit from educators coaching them as they learn new strategies for supporting their children during difficult transitions. This might involve educators sharing detailed information on steps to follow when preparing for a transition, as well as performance-based feedback on what worked well and what a parent might do differently next time.

Conclusion

When early childhood educators and family members collaborate to support children who struggle with transitions, everyone benefits. Teachers and parents should communicate about their difficulties with transitions to determine possible solutions, like Ms. Ann does with Teresa in this closing vignette.

A few days after Teresa asks Ms. Ann for help making transitions easier for Lily, Ms. Ann shares a few strategies she uses in the classroom when challenging behaviors arise. She suggests three strategies: trying "First ..., then ..." statements to establish expectations, modeling emotion words so Lily can talk about her feelings, and helping Lily think about what might make her feel better.

Teresa thanks Ms. Ann and decides to try these strategies at the library that evening. "First we will go to story time at the library, then we will drive home to eat dinner," Teresa says to Lily as they get ready to go to the library. After story time, Teresa reminds Lily that it is time to go home for dinner. Lily starts to become upset, and Teresa worries that she's going to have another tantrum. Remembering Ms. Ann's advice, she asks, "Are you sad we have to leave the library? Can you tell me why you're sad?" Lily says she wants more story time. Teresa asks her if she would like to do story time at home. She explains that they can borrow the same book that they just heard during story time and read it over and over at home. Lily nods enthusiastically. Together, they take the book to the library checkout desk, calm and happy.

Transition Resources

Routines and schedules

From the TACSEI Backpack Connection Series:

From ZERO TO THREE:

Encouragement for successful transitions

From The Center on the Social and Emotional Foundations for Early Learning:

References

Artman-Meeker, K., & K. Kinder. 2014. "Moving Right Along: Planning Transitions to Prevent Challenging Behavior." Front Porch Series Broadcast Calls. Head Start Early Childhood Learning & Knowledge Center, The National Center on Quality Teaching and Learning. Video. https://eclkc.ohs.acf.hhs.gov/video/planning-transitions-prevent-challen....

Bezdek, J., J.A. Summers, & A. Turnbull. 2010. "Professionals' Attitudes on Partnering with Families of Children and Youth with Disabilities." Education and Training in Autism and Developmental Disabilities 45 (3): 356-65.

Center on the Social and Emotional Foundations for Early Learning. 2013. "Module 3a, Individualized Intensive Interventions: Determining the Meaning of Challenging Behavior." http://csefel.vanderbilt.edu/resources/training_preschool.html.

Division for Early Childhood of the Council for Exceptional Children. 2014. "DEC Recommended Practices in Early Intervention/Early Childhood Special Education." www.dec-sped.org/recommendedpractices.

Hemmeter, M.L., M.M. Ostrosky, K.M. Artman, & K.A. Kinder. 2008. "Moving Right Along . . . Planning Transitions to Prevent Challenging Behavior." Young Children 63 (3): 18-25.

Hemmeter, M.L., M.M. Ostrosky, & R.M. Corso. 2012. "Preventing and Addressing Challenging Behavior: Common Questions and Practical Strategies." Young Exceptional Children 15 (2): 32-46.

Meadan H., M.M. Ostrosky, R.M. Santos, & M.R. Snodgrass. 2013. "How Can I Help? Prompting Procedures to Support Children's Learning." Young Exceptional Children 16 (4): 31-39.

Tyrrell A.L., R. Freeman, & C.R. Chambers. 2006. "Family Perceptions of Challenging Behavior: Strategies for Providing Effective Supports." In Young Exceptional Children Monograph Series No. 8: Supporting Social Emotional Development in Young Children, eds. E.M. Horn & H. Jones, 29-41. Missoula, MT: Division for Early Childhood of the Council for Exceptional Children.

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Reducing Challenging Behaviors during Transitions: Strategies for Early Childhood Educators to Share with Parents

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The purpose of this article is to highlight strategies that early childhood educators can share with families in an effort to prevent challenging behavior during transitions both inside and outside the home.

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This website lists 5 ideas on transitioning. He gives examples on how to carry them. He provides links to his strategies with great information. His website also sells class management books for low cost. They have over 600 articles covering every classroom management

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Transitions are among the most perilous times of the day.

The frenetic movement, the close interaction, the loud voices and sense of freedom . . .

All conspire to increase the likelihood of misbehavior.

Transitions can also waste precious learning time, bring tension and excitability to the classroom, and make it difficult to settle students back into a state of attentiveness.

It's a rare week that we don't hear from at least one teacher requesting help in this area.

A common complaint is that every transition is different and therefore can't be replicated like an everyday routine. A transition to literature circles, for example, may look very different from a transition to independent reading or to dismissal.

But here's the thing: Where students are going, or coming from, isn't the transition.

The transition is the space between. It's the sliver of time between each lesson or activity, which can be replicated. And herein lies the secret to perfect transitions.

If you standardize these brief moments, if you do the exact same thing regardless of where you're transitioning to or coming from, they'll be predictably smooth every time.

Here's how in five simple steps:
1. Signal for attention.
When it's time to wrap up an activity and transition to something new, the first step is to signal for your students' attention. You can use a chime or bell if you wish, but I recommend a simple, "Can I have your attention, please."
2. Use "In a moment."
After waiting until every eye is on you, begin your directions with the words, "In a moment." What this does is keep your students from moving on, mentally or otherwise, until you finish speaking. It signals to them that you have more to say.

Example: "In a moment, we're going to begin a vocabulary lesson."
3. Give your directions.
During this step you'll provide the precise details. You'll explain as plainly as possible what you want them to do in order to be prepared for the next activity.

Example: "When I say 'go,' you're going to put away your science materials, clean off your desk, and meet me on the rug quietly."

Note: "When I say go" is another strategy that encourages listening and keeps students from moving until you give your signal.
4. Use your "Go" signal.
After asking if there is anyone who doesn't know what to do, give your "go" signal. The word 'go' is an action word that will immediately propel your students toward whatever objective you set for them.
5. Observe.
Your only job now is to observe and verify that your directions are being carried out. Resist the urge to offer reminders or encouragement or otherwise interrupt them during the transition.

If you're unhappy with what you see, then send them back to do it over again.
Building A Bridge
So many classrooms get bogged down during transitions. Students become restless and distracted, misbehavior increases, and teachers find themselves stressed-out, raising their voice, and waiting on students in order to begin the next lesson.

The chief reason for this is a lack of standardization. The space between is a turbulent river students must find their own way across.

To make transitions efficient and devoid of misbehavior, you must build your students a bridge. You must build them a bridge they can count on by following the exact same steps, in the exact same way, using the exact same verbal cues and prompts.

In this way, it doesn't matter where you're transitioning from or where you're going, your students will always know what's expected of them.

Now it's important to note that each of the steps above must be taught, modeled, and practiced like you would any other routine. You're essentially stringing together several mini-routines into a single, uniform transition you can depend on multiple times a day.

You're setting your students up for success by constructing a surefooted span over troubled water, a trestle to carry them seamlessly from one learning experience to the next.

So lay your deck. Hoist your railings. Bind your struts and bracing.

And you'll have perfect transitions every time.

If you haven't done so already, please join us. It's free! Click here and begin receiving classroom management articles like this one in your email box every week.

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The Secret To Perfect Transitions In 5 Simple Steps

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Transitions are among the most perilous times of the day. The frenetic movement, the close interaction, the loud voices and sense of freedom . . . All conspire to increase the likelihood of misbehavior. Transitions can also waste precious learning time, bring tension and excitability to the classroom, and make it difficult to settle students back into a state of attentiveness.

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This website provides transitioning strategies with sources. It gives great example and links a video. It has reading resources and science resources as well. It incorporates a lot of SEL strategies.

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Effective transitions are critical for effective classroom management, successful learners, and happy teachers. Time loss, and attention loss, during transitions can be a major factor in student learning. It can be a major hurdle that separates high-growth classes from low-growth classes. Here are a few tips to give your students a sense of urgency and mental focus during transitions.

In this post, you will find:

Why effective transitions are important for classroom management and instructional effectiveness.

A Simple Transition Tip

Video on "Tight Transitions"

Ideas to Master Effective Transitions

Let's start with why effective transitions are so important.

Why Are Transitions Important?

These are times when noise levels increase, academic engagement is absent, and movement is present. It's the perfect recipe for disasters or regaining mental focus. It all depends on your use of routine and effective transitions.

Transition Time = No Learning, which is good for the brain.

Smooth transitions = Increased learning time.

Time = A teacher's most valuable resource.

Bad Transitions = Unfocused learners, loss of time.

Chaotic Transitions = Unhealthy class climate.

There's a lot at stake here. So let's look at the simplest tip that I can give you. It also has a huge impact on classroom management!

Transition Tip: Time Limits & Countdowns

Save time during transitions by using time limits and countdowns.

During any transition, give time limits. 10 seconds, 20 seconds, 60 seconds...whatever you think is appropriate for an effective transition, and then make it a bit shorter. The students will move much faster with a little time pressure.

Be sure to remind students of the intervals as they pass. It looks this:

"Okay students, clear off your desks and take out your writing notebooks. You have 30 seconds."

Students start the transition.

Teacher gives the interval, "20 seconds left."

Students hurry up and then, "10 seconds left."

In the final stretch, use a countdown, "5, 4, 3..."

It really is as simple as that! If you want to boost the effectiveness of this transition tip, try a few classroom management ninja techniques.

Add music. Experiment with calm, energetic, instrumental, and other types to see which is best for your class climate.

Add choral response. When giving directions, use a routine choral response such as:

Teacher: Hey, hey, young scholars!

Class: Hey, hey, cool teacher!

Then give the directions.

Add team points. Motivate teams by giving group points to the quickest and quietest groups.

Let's ninja-proof classroom management with these Effective Transition techniques! Click To Tweet

Tight Transitions

This is a strategy in the Teach Like A Champion book (Amazon link).

To do this, teachers must break down procedures and map out the one right way to do them. One effective way to do this is to scaffold the transitions, teaching procedures step-by-step. It may seem like a waste of time or something for their homeroom teachers to do, but it is an investment and one that can pay off for months or years to come, depending on how long you teach.

This is about the social and emotional health of the class. Teachers must break down procedures and map out the one right way to do them. Click To Tweet

Mastering Classroom Transitions

Let's wrap up with a few ideas and tips from Todd Finley. You can read more in the full article at Edutopia.

He offers an interesting fact about the loss of time during transitions:

Botched transitions are not only embarrassing, they're lost time. If you save 15 minutes a day through more efficient transitions, that will result in 45 extra hours of instructional time per year. Therefore, shifting students from one task to the next is worth getting right.

-Todd Finley

And here are a few tips for transitions:

Secure students' attention.

Explain the procedure.

Prepare kids for the signal to start.

Initiate the transition.

Observe.

Sometimes transitions are just plain difficult. Here are a few questions that can help with reflection:

1. Where my directions vague?

2. Did I have too many steps in the directions?

3. Was it a routine transition, or was it new?

4. How can I make this transition a habit, a routine?

5. Did I use a signal? The same signal as always?

6. Did I have their attention when we started the transition?

7. When did the transition get off-track? Who caused it? What caused it?

Botched transitions are not only embarrassing, they're lost time. If you save 15 min/day through more efficient transitions, that will result in 45 extra hours of instructional time per year! @finleyt Click To Tweet

Effective Classroom Structures with Transitions

I hope this quick-read helps with building effective transitions into your class structure. Also, you can use the timers and tools to help with effective transitions: Class Dojo (for points, music, and timers), Online Stopwatch (fun timers for projection), Egg Timer (a simple timer for transitions).

If you enjoyed these effective transition tips, please consider sharing this article with a friend or colleague using the share buttons. And now, it's your turn. What tips do you have for transitions and classroom management? What questions do you have? Leave a comment below the related articles or Tweet Matt here.

Hey, Matt I just read your article on Effective Transitions! Click To Tweet

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Effective Transitions, Classroom Management - TeamTom Education

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Effective transitions are critical for effective classroom management, successful learners, and happy teachers. Time loss, and attention loss, during transitions can be a major factor in student learning. It can be a major hurdle that separates high-growth classes from low-growth classes. Here are a few tips to give your students a sense of urgency and mental focus during transitions.