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Robert Ivey
I communicate my rules and expectations from day one. Throughout the senester, I review them with my students. Like Mr. Wall told me in my interview, "it is an alternative school". You have to be very creative and adapt to many different learners. Each day, I begin normally with a headline news clip or video showing the subject matter and every single day, the assignments we are doing are always on the board. I try to learn as much about the

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From the very first day of class My Expectations, Procedures, and Consequences are communicated clearly. This information is very detailed and very simply stated. There are No Grey Areas!!!
I begin each semester with a "Get-to-Know" Activity. These questions provide me with a wealth of information. Not only do I get a peek into their personalities, I also find out info about their families, their dreams,  their likes and dislikes. I use these questions to find ways to bond with the students.
One-on-One or as a whole group, we go over the questions. We laugh and share. It's a great way to bond with the students and for them to help form a tighter unit.
Throughout each day I try to model the behaviors that I expect the students to exhibit. I also remind and/or redirect them when necessary. I take the time to discuss topics that are weighing on the students' minds. We use common courtesies in my classroom and pick up after ourselves. Everyone is responsible for his/her own desk, chromebook, folder, work, etc.
Students' work is placed in their folders for them and listed on the board.  They know to begin this as soon as the bell rings. Due dates are also listed.
I constantly Encourage my students to try their Best and Be The Best they can be. We celebrate achievements and try to correct any mistakes. The Golden Rule is ALWAYS enforced. And independence is Encouraged!!! Consistency, Humor, Flexibility, Forgiveness, and Respect are necessities in my classroom! Also, a little fib once in awhile doesn't hurt! ;)

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1. Communicate my expectations,  procedures, and consequences the first day of class.
2. Begin class immediately  with CNN Student News, warm up or both before starting work on their assignment.
3. Use chrome books and other rewards as incentive to complete their assignment.
4. Have assignments on the board for the students to see, and monitor their progress.
5. Use MIRs and Office Referrals when necessary.
6.Monitor students progress by moving around the classroom.
7. Work with students that have questions about their assignment.
8. Willing to be flexible and try another approach.
9. Encourage students to be their best.
10. Develop relationship with my students.

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1. Communicate expectations the first day.
2. Begin class immediately, usually with a current events discussion
3. Use music/computer time as an incentive to work and complete assignments.
4.Lots of positive recognition. "That's an awesome job Johnny." "You're talented in that ..." "I love your effort on that..."
5. 3 strike policy for minor behavioral issues.
strike 1: "Johnny was that really necessary? You know that's unacceptable."
strike 2: "Johnny, we've already had this discussion once. You know what I expect. Next time will result in ..."
strike 3: "Johnny, you're out of here." Usually ISS with an MIR.
6. Contact parent/guardian.
7. Use candy/free time as positive reinforcement.
8. Attempt to build positive relationships with each student.

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In my classroom I have steps related to how I manage my classroom.  Students already know expectations, so I have to make sure I don't keep giving warnings and forget to document and  follow through on consequences.

Warning: Student  name on large easel pad
second time: check beside name which equals  silent lunch
third time: 2 checks which equals adding an MIR
fourth time: three checks and ISS or Office referral depending on the issue.

An office referral can be used at any time for a severe event.  Names are writtten on the easel pad so students can not erase them if my attention is somewhere else

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My syllabus contains my classroom behavior expectations and discipline policy. This is read and signed by the student and is sent home to be signed and returned by the parent or guardian( for a homework grade). These  expectations have to be taught and retaught and MODELED.
My students know that I care and that is why that I try to establish a connection with each of them.
My students know that they can go out in the hall to deescalate or to journal or draw in the cubicle. A new strategy that I have tried this year is to have a large puzzle set up at a back table...this has been very successful.
Greeting the students at the door each class period with a smile is important.Each and every day is a NEW day with a clean slate.

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In my classroom I have steps related to how I manage my classroom. They include:
!.  On day 1 we go over my expectations and classroom procedures. I explain where things are in my room, how to get materials needed to complete assignments, procedures for exiting the room, procedures for using the computers, and where to look for assignments and how to ask for assistance.
2. I remind students who are not demonstrating proper classroom procedures what they should be doing and give them opportunity to correct themselves.
3. Should an inappropriate behavior continue, I will...
a)  change the seating arrangement of the student to the desk beside me.
b) conference with the student in private, either via google chat, message on Crostini program to their computer, or calling student into hallway for privacy.
c) writing an MIR and sending student to ISS to give them some distance and prevent escalation.
4. I will make phone calls to parents for behaviors that persist, but are not severe enough to be sent out. Every MIR is followed by a phone call or contact of some kind.
5. My last resort is to call for an escort and write an office referral.

It is my intention to keep my students in my class, so I make every effort to allow the student to correct their inappropriate behavior and complete their assignments in class.

I try to keep a bucket of candy on my desk. Everyone gets a piece, but I will often award extra pieces for those who are following the procedures, especially if there are a few who are refusing to do as asked.

I give a ticket for Phoenix Pride whenever I can to reinforce great effort on the part of a student, especially students who have not really participated before and now are experiencing success.

I try to cut off class 5 to 8 minutes early for students to have some free time before the next class and to reward them PBIS stamps and to give any information needed for the next day, lesson, etc.

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Listed below are some notes about classroom management strategies utilized in my classroom.  (There are other things that I may have left out.)  Also, above anything, I let them know I care.:

1) Expectations/consequences are clearly established and are implemented fairly and consistently.

2)  Daily procedures and expectations/consequences are reviewed with students at least the first 5 days of class and also with new students when they are enrolled in my classes.

3)  Expectations are posted in Google Classroom in case they need to review.

4)  I am fair and consistent with ALL students.  (Note:  They know what is expected of them.)

5)  Students must go to the restroom before entering class.  I do not let students leave my class for any reason unless it is an EXTREME emergency or it is written in their IEP/Behavior plan.

6) Rewards:  Students can listen to music while working, PBIS tickets, PBIS stamps/signature on form, Candy and Personal Research Time once they have completed all work from the beginning of the semester (with the exception of middle school students.)

7)  Listed below are my research based expectations:  1)  Follow directions quickly, 2) Raise your hand for permission to speak, 3) Raise your hand for permission to get out of your seat, 4) Make wise choices and 5)  Keep your dear teacher happy (by following the rules, not touching my desk, etc....)

8)  Consequences are:   1) warning, 2) loss of PBIS stamp/signature, 3) loss of music/personal research time and 4) MIR with phone call to parent.  ISS only when needed.  Office Referral as the last resort.

9)  All supplies are provided for students (pencils, notebooks, paper.)

10.  Students have a focus question at the beginning of class.

11.  Student assignments are posted to google classroom so they always have something to work on/make up.

12.  No matter what happens, ALL students get a fresh start the next day.

13.  I am sure there are other things I have not written because they come naturally; therefore, I don't even think about them.

Hope these help!

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1. Go over classroom expectations and procedures regularly.
2.  Maintain a schedule in my classroom and write it every day on my board or on paper for those who need it.
3.  Be prepared for class so students can start working immediately.
4. Use a reward system as much as possible and reinforce good behavior.
5.  Still make it clear that if rules are broken, it will be documented and appropriate consequences will be delivered.
6. Build appropriate relationships with students- a little kindness and praising and can a long way.

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Classroom Management Strategies
Working with little ones means that you need to be prepared at ALL TIMES---for every thing!!  For example: having three students in one hour on three different levels, running in different directions or doing three different subjects means you need to be an Octopus--or have a good management system...
1. Do NOT tell the students you will do something and then NOT do it..always come thru no matter what it takes... this will make the classroom run smoother.
2. Each student is expected to walk into the classroom and sit at the "kidney table".  This is where we will go over rules (if needed), our social skills, and begin our groups.
3.Upon entering the classroom the students gain points (or lose points) depending on their behavior. This point system is from Class Dojo. Each student can see when the points are added or taken away. Behaviors can include talking in a calm voice (I have a program called Bouncy Balls--the balls bounce if the students are too loud), helping, using your manners, completing you classroom job, or non-compliance and negative self-talk.
4. Each student is expected to respect their teachers, their peers and themselves within the classroom.
5. We use "I can" statements at all times to allow the students to focus on positive behavior and attitudes. When a students has had a "hiccup" we review with them what could they have changed, how did their behavior (s) make them feel, and what can WE as teachers help them in the future to prevent this.
6. Always praise the students immediately...As adults we like positive feedback from our peers on what we are doing that is good,thoughtful and meaningful. So do our kids..they need it more...We praise, praise, AND praise some more...
7. And the last one...if a student does have a behavior...let it go...don't hold it against them..we never know what they were going thru before they arrived that morning, or what bad dreams they had the night before. We tell them, "I am disappointed in your behavior, BUT I still care about you". This means the world to them..

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Classroom Management Procedures:

1.       Communicate classroom procedures and expectations on the first day of class and systemically teach them throughout the semester

2.       Effectively planned out lessons to foster student engagement from the start of class to the end

3.       Begin class immediately with materials in place and ready to begin instruction

4.        Classroom environment---soft music playing and aroma scent filling the room

5.       ISS used as a “ten minute time out” period. Student then re-enters class and resumes assignment

6.       Computer rewards after students have completed assignments

7.       Develop relationships with students

8. Use MIRs and Office Referrals sparingly
9. Contact parents/guardians

10.       Being flexible and willing to change approach/procedure/rule if it isn’t working

11.       Constantly self-reflecting from day to day and examining my responses, my voice tone, my demeanor, etc. (What could I have done differently to diffuse the situation?)

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After covering/reviewing, have students acknowledge they understand clsrm procedures and what is expected of them. At begin of semester, I give students "adjustment time' to get settled from being out of school. I tell students any time I document (MIR) for behavior, refusing to work on/complete assign, etc and note on MIR "documentation" and a call to the guardian/parent is done during my planning or after 3:00. If I have to make a negative call, I do my best to make a positive call as soon as possible.
Students KNOW I am a rule follower and do not go against the grain just to make them (the student) happy.
I have learned to keep consequences as min as possible (redirection, talking with student, etc) to see if that takes care of the problem/issue. If not, then I inform Admin that this is what I'm trying (to keep them informed) and tell Admin if it doesn't work, we'll go to another level.
I do not send students out of cls to ISS or bounce students UNLESS it's the last resort.
And for the 1st time - I have started rewarding students at the end of cls when they complete assignments - not everyday - and they never know when to expect it.

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In my classroom, I have these steps to ensure behavior is under control. I go over rules the first day they are in my class. I usually give three warnings which might mean moving the student.  I speak to the student one on one when I am moving of if the incident happens more than once. I then call home with the student there so the parent can talk to them immediately.  Then I involve the office if need to and send the student home to finish up their days there.  I know my situation is different but I have not way to do write ups.  I talk to parents at the end of the day if I have not gotten them on the phone while the student is in my classroom.  I give good reports to parents if they have done something wrong the day before but changed the behavior the next day.
I also let students have 5 minutes if they need to get themselves together or they are showing signs of a headache or any kind of sickness. This helps with them getting back up and starting to work.

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In my classroom I have steps related to how I manage my classroom. They include: