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New Teacher - SCHOOL STARTER KIT - Need To Know

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4 Part System for Getting to Know Your Students

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4 Part System for Getting to Know Your Students

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https://www.cultofpedagogy.com/relationship-building/

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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21 Ways to Get Your Students Moving During Learning Center Time

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It turns out that you were straight-up brilliant all of those times you had your students do jumping jacks to get their wiggles out. Because while you have always known that your kids learn better when they move, researchers are just starting to explore the impact of movement on brain development.

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My cousin Barbara bought me milkshakes. Starting in first grade, for every 6-week report card that was all "A's," she took me to the local Dairy Treet in our small south Texas town and treated me to a chocolate milkshake. She did eventually admit to project fatigue, but she never waivered and held to her 25 cents commitment until a few years later when she drove off to college. By that time, however, the rewards for success had been deeply ingrained in me, albeit associated with high cholesterol, carbohydrate-laden chocolate milkshakes. This is called "positive reinforcement."

I began thinking about positive reinforcement the other day when I was at the grocery store, filling the list my wife had given me as I left for work that morning. As I turned the corner into the frozen food aisle, I came upon a frazzled mother yelling at her three-year-old to sit still in the grocery cart. The mother's face was flush, her hair in disarray, and she appeared near tears. The three-year-old just stared at her blankly, with absolutely no idea as to what was going on.

Although our discussions in this blog usually focus on "high-risk" children, along the way I will take a few detours to discuss some basic concepts that all parents need to understand. One of the most important of these concepts is discipline.

When it comes to discipline, parents traditionally use two basic tools to manage their children's behaviors: reinforcement and punishment. Reinforcement takes place when something the child likes, such as a sticker, is offered to the child to increase the frequency of an appropriate behavior (e.g., sitting still in the grocery cart). When the desired behavior occurs the reinforcer (sticker) must follow it. Reinforcers cover everything from privileges, attention, praise, power, and choices to material items (including milkshakes).

Punishment is used to decrease the occurrence of an inappropriate or undesirable behavior. When a child is making noises at the dinner table, the parent may reprimand her in an attempt to stop or decrease the behavior. If the child stops making noises after the reprimand, then the reprimand is an effective punishment. Time outs, verbal reprimands, and extra homework are all examples of punishment.

Within the reinforcement/punishment model, there are two aspects: (1) positive and (2) negative. Positive means you've given something in response to a behavior, while negative means you've taken something away. So let's look at positive and negative reinforcement and punishment.

Positive reinforcementPositive reinforcement occurs when a reward or privilege is given following an appropriate behavior, thus increasing the frequency of the behavior. Let's say Jamal is having trouble finishing his homework. Because Jamal is interested in his baseball card collection, his mother works out an agreement with him in which Jamal earns points for every homework assignment he turns in on time. His mother exchanges the points for money that Jamal can use to purchase baseball cards. Jamal completes his homework on time. Positive reinforcement has occurred because the frequency of the appropriate behavior has increased in response to the presence of the reinforcer.

Negative reinforcementNegative reinforcement occurs when an event or object the child dislikes is removed after the child demonstrates the appropriate behavior. For example, Tom never seems to complete class assignments, even though his teacher knows he is capable of doing the work. The teacher stands near Tom's desk, prompting him to complete the work. Tom does not like the teacher's frequent prompts, but he begins completing his work; in turn, the teacher walks away and leaves him alone. Tom continues to finish his work to avoid future prompting. Negative reinforcement has occurred because the frequency of the appropriate behavior increased in response to the removal of the unwanted prompt.

Positive punishment Positive punishment occurs when an undesirable requirement or condition is introduced to the child to reduce the occurrence of an inappropriate behavior. Eric is playing around and not listening to the coach during practice. The coach tells him to do 50 push-ups. Positive punishment has occurred because the coach seeks to decrease the frequency of the behavior through the presence of the punishment.

Negative punishmentNegative punishment occurs when a desirable event or object is removed after instances of unwanted behavior, resulting in a decrease in the behavior. Removing privileges, the most common use of negative punishment, can be effective in the short term for reducing misbehavior. Tamara continually talks to her friends during class, despite frequent reminders to stop. The teacher punishes her by not allowing her to go outside during recess. Negative punishment has occurred because the teacher is attempting to decrease an undesirable behavior by removing a desired event or response.

These are the four forms of discipline. However, the only one that works is positive reinforcement. That's why I always tell parents to "catch 'em being good!" Let me say that again. Negative reinforcement or any kind of punishment simply does not work to change your child's long-term behavior. You may argue with me, you may send me contrary opinions via email, but I stand by my statement. The only thing that works is positive reinforcement. If the mother at the grocery store had complimented her child for sitting so nicely in the grocery cart rather than waiting until the child was beginning to squirm, the confrontation probably could have been avoided.

Of course, the trick is that the most important form of positive reinforcement is grounded in the relationship between parent and child. A parent's smile works even better than a chocolate milkshake.

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My cousin Barbara bought me milkshakes. Starting in first grade, for every 6-week report card that was all "A's," she took me to the local Dairy Treet in our small south Texas town and treated me to a chocolate milkshake.

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Boston 24/7 with Principal McAfee (With Captions)

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Listen to my interview with Michael Linsin ( transcript):

Sponsored by Write About and Peergrade
In my first few years of teaching, student talking was like popcorn.
I gave the class instructions for some kind of work; let's say journal writing. And for a few seconds, they did it. Things were quiet. Then, like that first kernel of popcorn, one student said she didn't know what to write, so I walked over to her desk to help her. While we talked, two more raised their hands-two more pops-and said they were stuck, too. I signaled to them that I'd be over in a minute, but in the meantime, someone else was closing his journal, finished already. Another pop. The two who were stuck asked him what he wrote about.

The room needs to stay quiet so we can concentrate, I told them.

Someone else had a question. Another pop. I squatted by her desk, and behind me, a conversation started between two others. Pop pop. Another journal closed while a different hand went up.

Okay people, I said, this time louder. Let's keep it down. And with rascally smiles, they turned back to their journals to pretend to write some more. At this point, it had turned into a game.

Someone needed to sharpen their pencil. Pop. Someone else decided to race them over to the sharpener. Pop. In a matter of seconds, the whole room had erupted, a huge hysterical bowl of popcorn, exploding all around me, and I couldn't find my way out.

And then I yelled.

If this sounds anything like you, you're not alone. I hear it from teachers all the time. One of the things they don't teach us in our education courses is just how freaking much students talk, and how hard it can be to quiet them down in order to get anything accomplished.

To find solutions to this problem, I went to Michael Linsin, the creator of Smart Classroom Management and my go-to person for all classroom management needs. Last year, he taught us how to set up a clear, simple classroom management plan. Now he's going to help us understand the causes of excessive talking, what you should be able to realistically expect from students, and how you can fix the problem.

First, two quick caveats.

One: I believe students need to talk. People need to talk. So if you're shooting for a classroom environment where students sit silently and do rote seat work all day long, where they never have an opportunity to talk to their peers, where they never get out of their seats, and where the work is not engaging, you are going to have problems.

Two: A big part of good classroom management is building good relationships with your students. If you haven't taken the time to get to know them as individuals, if you mispronounce their names, if you regularly use sarcasm or make them feel stupid for asking questions, then they aren't going to want to behave well for you. And that's a different problem.

So this post is based on the assumption that you're planning engaging lessons and you have a decent relationship with your students. Without those two, these solutions might kind of work, but you're still probably not going to love your job.

Why It's Happening

Before you can solve this problem, you have to understand its cause. According to Linsin, excessive talking-talking that occurs during independent work time or direct instruction-happens for two reasons.

Reason 1: They don't believe you mean it.

Despite the fact that you specifically tell students not to talk, deep down they don't believe you mean it. "Or they don't care," Linsin says.

"At some point," he explains, "Your authority has faded. If you're able to teach to a quiet classroom in the beginning of the year and now you're not able to, or if it happened right off the bat, then somehow at some point, the students' respect for you and for the process, for the classroom, and your authority has faded."

So even if they hear you, even if they understand that you want quiet at a certain time, they don't believe anything negative will happen if they ignore your request. If they come to you with this behavior, it's likely that it has just been part of their conditioning.

"Because so many teachers struggle with this problem," Linsin explains, "many after a while kind of throw up their hands and just decide they're going to talk over students, they're going to do their best to keep things as quiet as possible during independent work time, so the students come to you (from) classrooms where the teacher asked them to be quiet but doesn't really follow up on it."

Reason 2: They don't understand what "no talking" means.

This one is going to be harder for teachers to believe, but bear with us here: "No talking" may not mean exactly the same thing in different contexts, and if your students are talking more than you want them to, there's a good chance you're working with different definitions.

"When they come to your classroom," Linsin explains, "and they've had teacher after teacher say the same thing, yet continue to allow it to happen in the classroom, then students think, Well, he or she just means we need to kind of keep our voices down, or We're mostly quiet, but if we have important things to say to a neighbor, then we're allowed to do that. And so they're confused as to what the definition of 'quiet' really is."

In many cases, Linsin notes, the problem is likely being caused by a combination of both of these reasons. But notice that neither reason is a blanket statement about students being disrespectful. This is why I like Linsin's approach: He puts control for classroom management in the teacher's hands, rather than placing blame on the student. That's not to say that you won't have disrespectful students, but shifting the blame to them means you have no power over the situation. Blaming the students simply isn't a useful way to address the problem.

"When students are not doing something that you've previously taught them how to do," Linsin says, "whether it's talking or entering the classroom, and they don't do it well, even though the students are responsible for their behavior, when most of the class is not doing what you ask, it's on you. It's about you. There's some disconnect there, there's something they're not understanding."

What You Should Be Able to Expect

Some teachers might wonder whether it's reasonable to expect students to be quiet at all, especially if they are younger. Linsin says yes without hesitation. "You should absolutely expect, no matter where you're teaching or what grade level, that the students are able to sit quietly while you're giving instruction or directions, and they should be able to sit quietly and work during independent work times."

Should there also be times when talking is permitted? "Absolutely," Linsin says. "It's really important to give students an opportunity to express themselves, to get up and move around, to work in groups and pairs and discuss. Classrooms should be vibrant and interesting, exciting places, and so I'm all for getting students up and moving and having fun. Those things just make classroom management stronger, and they free you to ask anything of your students, including silence."

The Solution

If you came here looking for a few tricks to end excessive talking, the bad news is that you won't find anything clever or earth-shattering. The good news is that the solution is pretty simple, and it requires no behavior charts, tokens, or Jolly Ranchers.

Step 1: Define expectations in explicit detail.

"The fix," Linsin says, "is to define, in detail, exactly what you want during independent work time and when you're teaching a directed lesson."

If you believe you've already done this, and it hasn't worked, the issue is probably lack of detail in your explanation. Linsin says you need to go far deeper than what most teachers probably do.

"So you may bring a desk or a table up in front of your classroom, sit down, and pretend to be a student. You may have other students acting as models also. Show students how you expect them to behave while you're giving instruction, and then how you expect them to behave when they're doing independent work."

"It's also important to include what not to do," he adds. "So you'll model those exact behaviors that you're seeing, those exact talking behaviors, whether it's side-talking or standing up and whispering to someone, or whatever your classroom looks like. Even if it's chaotic, whatever that chaos looks like exactly, you want the students to be able to see themselves in your modeling and what isn't okay."

Step 2: Have students practice.

Once you've modeled the desired behavior, have students practice it, just like you'd have them practice any skill you're teaching.

Linsin gives an example of what this might look like. You'd start by saying, "'I'm going to give you 60 seconds, and I want you to show me what good listening looks like, and no talking. So let's pretend I'm standing and giving you a lesson. I want to know what that looks like.' And then you'll stand and maybe you'll cross your arms and put your hand under your chin, and you'll watch them."

Keep this instruction light, he says. Keep it fun. "You'll stare at them and you'll walk around the room, and you'll watch one of them, and you'll nod your head and say, 'Mmhmm, okay, that looks good. Mmhmm. Chin up a little higher!' It's okay to have fun with it. None of this is a punishment. It's just good teaching. Whether you're teaching how to find a topic sentence or how you want your students to line up before recess, it's all teaching. So it's okay to have fun with it. It's okay for them to laugh at some of the things you say or to see themselves in the behaviors, which they love, by the way, especially if you exaggerate it and have some fun with it."

The Sign Strategy: Students are often put in an awkward position when a classmate tries to talk to them during these quiet times. They want to follow your guidelines, but they also don't want to be rude to a classmate. Agree on some kind of physical sign they can give each other at these times. "It can be a scissors or peace sign or whatever's culturally acceptable wherever you teach. And all they do is just hold the sign up, and the sign means, 'I'm really sorry, but I have to listen to the lesson,' or 'I'm really sorry, but I have to do my work.' And you can tell them that if they give the sign and that student who sees the sign turns and gets back to work, you will not enforce a consequence, because they're showing responsible behavior."

Step 3: Teach the consequences.

"Walk them through the exact steps that would happen if they turn and talk to a neighbor, for example," Linsin says. "The exact steps a misbehaving student would take from your initial warning to contacting parents or whatever your consequences look like."

In order to do this, you have to know what your consequences are. Spend some time making sure you're clear on that. If you need help, read our post on creating a classroom management plan.

Step 4: Do it for real.

Once students have been taught your expectations and have practiced exactly what they look like, it's time to apply it in a real lesson. "Have a directed lesson ready," Linsin advises, "to have them prove to you they can do it in practice."

If you've taught the expectations in detail, students should do a good job, but if they don't, you need to enforce your consequences exactly as you described. "You almost hope during that first wonderful lesson, that one student maybe turns, and so the class can see that you're holding them accountable."

If enforcing your consequences is difficult for you-and for many teachers, it will be-read Linsin's post on why teachers struggle to consistently enforce consequences.

Step 5: Continue to define expectations in small chunks.

This last step is crucial. From this point forward, keep telling students what is expected of them before every switch in classroom activity. When you are about to do group work, let students know that talking within the group is okay. If you then switch to independent work, remind them that absolute quiet will be expected. Briefly describe what that will look like, even spelling out what not to do if that fits the activity.

Taking time to do this might seem unnecessary, but being clear ahead of time will prevent problems. "Anytime you can give a reminder before misbehavior," Linsin says, "it's a good thing. Anytime you give a reminder after you see misbehavior, it's a bad thing. You should be holding students accountable, but be preemptive whenever you can."

Learn More from Michael Linsin
The Happy Teacher Habits
(Links to this book are Amazon Affiliate links, which means I get a small commission on purchases you make through my links at no additional cost to you.)

There's more where this came from.
Join my mailing list and get weekly tips, tools, and inspiration-in quick, bite-sized packages-all geared toward making your teaching more effective and fun. You'll get access to my members-only library of free downloads, including 20 Ways to Cut Your Grading Time in Half the e-booklet that has helped thousands of teachers save time on grading. Come on in!!

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What they don't teach us in education courses is just how freaking much students talk, and how hard it can be to quiet them down. Help is on the way.

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Make Time for Learning: Management of Non-Instructional Duties

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If you're like most teachers, two or three difficult students take up most of your time.

On the days when they're absent, or pulled from your class, everything goes smoothly.

Teaching is more fun. You're more relaxed. And you can cruise through your lessons without interruption.

Hooray!

But when they're sitting in class, which seems like all the time, they can make you want to pull your hair out.

Unfortunately, the frustrations you feel dealing with difficult students can cause you to make mistakes.

The following is a list of 7 rules-all don'ts-that will help you avoid the most common pitfalls, and turn your most difficult students into valued members of your classroom.
Rule #1: Don't question.
It's normal for teachers to force explanations from difficult students as a form of accountability. But asking why and demanding a response from them almost always ends in resentment. And angry students who dislike their teacher never improve their classroom behavior.
Rule #2: Don't argue.
When you argue with difficult students, it puts them on equal footing with you, creating a "your word against theirs" situation. This negates the effects of accountability. It also opens the floodgates: everybody will be arguing with you.

Rule #3: Don't lecture, scold, or yell.

Lecturing, scolding, and yelling will cause all students to dislike you, but when you direct your diatribe toward one particular student, it can be especially damaging. Creating friction between you and your most challenging students virtually guarantees that their behavior will worsen.
Rule #4: Don't give false praise.
Teachers often shower difficult students with praise for doing what is minimally expected. But because these students can look around at their fellow classmates and know that it's a sham, false praise doesn't work. Instead, give only meaningful, heartfelt praise based on true accomplishment.
Rule #5: Don't hold a grudge.
"Every day is a new day" should be your mantra with difficult students. They need to know that they have a clean slate to start each day-and so do you. To that end, say hello, smile, and let them know you're happy to see them first thing every morning.
Rule #6: Don't lose your cool.
When you let students get under your skin and you lose emotional control, even if it's just a sigh and an eye roll, you become less effective. Your likeability drops. Classroom tension rises. And when difficult students discover they can push your buttons, they'll try as often as they can.
Rule #7: Don't ignore misbehavior.
Given that there is an audience of other students, ignoring misbehavior will not make it go away. It will only make it worse. Instead, follow your classroom management plan as it's written. If a difficult student breaks a rule, no matter how trivial, enforce it immediately.
It's About Relationships
What if the two or three (or more) difficult students in your classroom admired you? What if they looked up to you, respected you, trusted you, and liked being in your company?

What if they embraced whatever you had to say to them?

Your success in helping them change their behavior would go through the roof, and you'd have peace in your classroom. The fact is, everything hinges on your ability to build relationships with your students.

Your classroom management plan merely nudges them in the right direction. Done correctly, it gets students to look inward, to self-evaluate, and to feel the weight of their transgressions. But by itself, it can only do so much.

It's your relationship with your students that makes the greatest difference.

When you build trusting rapport with them, which anyone can do, you then possess a tidal wave of influence that can change their behavior, improve their academic performance, and profoundly impact their lives.

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 7 Rules Of Handling Difficult Students - Smart Classroom Management

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If you're like most teachers, two or three difficult students take up most of your time. On the days when they're absent, or pulled from your class, everything goes smoothly. Teaching is more fun. You're more relaxed. And you can cruise through your lessons without interruption. Hooray!

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Make Time for Learning: Management of Materials and Supplies

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Effective teachers are prepared with all materials and supplies needed before beginning a lesson. Distributing materials and supplies can take a significant amount of time if a plan has not been made. Teachers should always prepare materials ahead of time and create a storage place for frequently used materials.

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Make Time for Learning: Supervision of Volunteers and Paraprofessionals

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Make Time for Learning: Management of Transitions

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Getting to Know Students Information Sheets

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Getting to Know Students Information Sheets

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PBIS World | A Complete Tier 1 Through Tier 3 Positive Behavior Interventions & Supports System

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PBIS World is in no way affiliated, associated, or connected with any other website, entity, organization, or federal, state, local, or other government agency, department, program, policy, organization, or initiative.

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If I Knew Then:  A Letter to Me on My First Day

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If I Knew Then:  A Letter to Me on My First Day

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If I Knew Then: A Letter to Me on My First Day Teaching

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Everyone needs a Champion

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Rita Pierson, a teacher for 40 years, once heard a colleague say, “They don’t pay me to like the kids.” Her response: “Kids don’t learn from people they don’t like.’” A rousing call to educators to believe in their students and actually connect with them on a real, human, personal level.

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Create your Kahoots here.

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Kahoot! | Learning games | Make learning awesome!

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Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Super Plan "KK approved"

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Backward Design ****

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Lesson Planning GANAG

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Early Childhood plan

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Great for math and science
1.
http://enhancinged.wgbh.org/research/eeeee.html
2.
https://s-media-cache-ak0.pinimg.com/736x/84/89/db/8489db4e8a24610a9c2f82061f99dc93--science-fun-science-classroom.jpg

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4Cs

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Let's face it, even the best teachers get sick or have something come up where they must miss school. The key is to be prepared before that day comes, and I suggest creating a well-designed substitute pack to keep your classroom on track and in order.

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Guided Reading

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Handout_Instructional strategies for Student Engagement (1)

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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EdReflect Novice Teacher Support Guide Final (2) (1)

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Smart Card

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State Board of Education | Arkansas Department of Education

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State Board of Education | Arkansas Department of Education

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Traditionally 4 Year Degree Trained Teachers

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Traditionally 4 Year Degree Trained Teachers

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Like many first-year teachers, Luisana Regidor has a lot on her mind. There are lesson plans to write and papers to grade as well as a dozen other things: evaluations, observations, fundraisers, class trips. It's overwhelming.

"Last Wednesday, I left here and I got in my car and I just cried," says Regidor, who teaches U.S. history at Schurz High School in Chicago. "Everything was hitting me at once."

Regidor, 31, says other teachers warned her that the first year could be rough, but in September she was full of ideas and energy.

"Then, six weeks in, it happened," says Regidor. "Last Wednesday, I definitely felt like I should probably throw in the towel and do something else."

Regidor isn't alone in that feeling or its timing. One in 10 teachers will leave the classroom by the end of their first year, and teachers are particularly vulnerable in October and November.

Ellen Moir, CEO of the New Teacher Center, which runs mentor programs in roughly 200 districts nationwide, has decades of anecdotes to show that October hits hard. She even has a name for this time of year: The Disillusionment Phase.

"As they get six or seven weeks into school, they realize how tough it is to be a really good teacher," says Moir. "They need someone saying, 'You are not horrible. You are not a fraud.' "

First-year teachers who have someone they see as a mentor are more likely to stick it out. So, what about the new teachers who feel like they are out there on their own, with nothing more than a pat on the back and their own good intentions?

For them, veteran teacher Roxanna Elden has developed a free " disillusionment power pack." After one week, more than 1,000 people have signed up to receive a month of motivating emails sent every few days from Elden, an English teacher at Hialeah High School near Miami who has been teaching for more than a decade.

Her goal: get new teachers to Thanksgiving break.

"The aim is to say what I always wish someone had said to me in a meeting," says Elden, 36, who has also written an advice book for teachers called See Me After Class. She added that she hopes the emails, which allow teachers to write back, will create a safe place for those who might not have one.

"Lots of jobs are hard," says Elden, "but with teachers, it's like, 'Wow, I'm hurting kids because I'm as bad as I am.' You have these exaggerated thoughts like, 'Well, what if I break my leg? I'd get three weeks off.' "

The emails are a combination of personal stories and advice. One includes a photograph of a journal entry she wrote during her first year. Below it, Elden writes, "The students from this class are in their 20's now. I'm friends with many of them on Facebook, and they don't seem to have been permanently scarred by the mistakes."

Elden's worst day of her first fall in the classroom happened in late October. Her students were acting up, so she assigned them a long list of math problems even though she knew homework shouldn't be given as a punishment. Later she realized it was Halloween and that she had most likely only ruined the night for the kids who would do the homework - the ones who had been behaving anyway. It was the last straw: She broke down crying in her car.

Elden's emails alone might not make the difference if a teacher is seriously considering quitting. The more comprehensive a mentoring program, the more likely a new teacher is to stick around, says University of Pennsylvania professor Richard Ingersoll. But the emails might nudge a struggling teacher to seek more help elsewhere.

Back in Chicago, Regidor has been reaching out for support - to her mom, who is a principal at another school, and to the experienced teachers on her team.

"I look at them, and I go, 'Oh, they're still here,' " Regidor says. Despite the tough days, she stresses that she loves her students, her school and her job.

"You want to be that amazing teacher from Day 1, but you have to recognize it takes time," she says. "It'll get better."

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Hey, New Teacher, Don't Quit. It Will Get Better

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Like many first-year teachers, Luisana Regidor has a lot on her mind. There are lesson plans to write and papers to grade as well as a dozen other things: evaluations, observations, fundraisers, class trips. It's overwhelming. "Last Wednesday, I left here and I got in my car and I just cried," says Regidor, who teaches U.S.

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ASCD EDge - Let's Make a D.O.K.! A Game Show Analogy to Depth of Knowledge

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Rita Pierson: Teaching Tips (Win-Win Conversations)

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Mr. President

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Testing for this year.

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ACT Aspire - Exceptional College & Career Readiness

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School Assessment Solutions | ACT Aspire - Exceptional College & Career Readiness

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ACT Aspire provides an array of features and functions that can be scaled for state-wide implementations, individual districts, associations of schools or individual schools.

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Mentoring Checklist 2018-19

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Create a new spreadsheet and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Sheets to edit Excel files. Free from Google.