# data[].attributes.custom_properties.WEsBdZrY
Modelling behaviours whether it’s when doing tasks/assignments or socialization. 

# data[].attributes.custom_properties.WEsBdZrY
In kindergarten/senior-kindergarten the focus was on redirecting unwanted behaviours. If a student was not interacting properly with a centre they would be moved. If a student was repeatedly not listening we would have a conversation with them and have them sit out for 5-10 minutes (the timer was visible and they could see the time passing) depending on their actions. At carpet time when the kids were not listening I would acknowledge the ones who were e.g., "I like the way _ is sitting" and this often worked very well. Also, it is important to build relationships because it will help you understand why certain students are acting out, sometimes they just are not being challenged enough and are bored. I also learned the value in choosing my battles!

# data[].attributes.custom_properties.WEsBdZrY
Creating a Classroom Economy that provides each student with their own role and responsibility in the classroom. A few examples include: being in charge of putting away everyone's computers at the end of the day in their locked charging box, creating a Spotify playlist of songs liked by students to be played each morning, designating who gets certain assistive seating options daily, handing out the table cadies of writing supplies each morning, etc. Also, at the beginning of each month, the students received a certain amount of "Saltzies" (the name of their currency, named after their teacher) and had to pay rent for certain items. They were also held accountable for their actions when being disrespectful, handed in homework late, etc. This was implemented through the possibility of losing Saltzies with the hope of reinforcing respect and accountability. 

# data[].attributes.headline
Nawi – For students are struggling (socio-emotionally) they have an option to ask to sit a sensory station (something tactile, ear cancelling headphones, etc.) or sit in the hallway (where they can be seen). They must have a way of communicating this, not just storm off. Reinforce that students have  choices, but keep them limited 

# data[].attributes.subject
Nawi – For students are struggling (socio-emotionally) they have an option to ask to sit a sensory station (something tactile, ear cancelling headphones, etc.) or sit in the hallway (where they can be seen). They must have a way of communicating this, not just storm off. Reinforce that students have  choices, but keep them limited 

# data[].attributes.headline
Jessica: keeping expectations consistent and re-stating them throughout teaching and when behavioural issues arise. 

# data[].attributes.subject
Jessica: keeping expectations consistent and re-stating them throughout teaching and when behavioural issues arise. 

# data[].attributes.custom_properties.WEsBdZrY
For Kindergarten classrooms, make sure the indoor activities are engaging and there are a wide variety of activities. If the kids are not interested in the activities, they will start walking or running around the classroom. 

# data[].attributes.custom_properties.WEsBdZrY
Clapping in a pattern to catch their attention and seeing if the kids pick up on it

# data[].attributes.headline
Danky- During circle time on the carpet if there's students not paying attention, I'd say "I like how "x" student is sitting nicely and paying attention, and the ones who aren't paying attention would hear that and then start to sit nicely and pay attention. 

# data[].attributes.subject
Danky- During circle time on the carpet if there's students not paying attention, I'd say "I like how "x" student is sitting nicely and paying attention, and the ones who aren't paying attention would hear that and then start to sit nicely and pay attention. 

# data[].attributes.custom_properties.WEsBdZrY
Following a routine is a great classroom management strategy. For example, having a visual schedule posted in the classroom can allow students to know and expect what is coming next. 

# data[].attributes.custom_properties.WEsBdZrY
Address students who are presenting positive behaviour such as "I like how XYZ has lined up quietly, thank you XYZ" which often caught the attention of other students who then followed suit.

# data[].attributes.headline
Noor - using rhymes such as "hands on top and that means stop", clapping, or using a bell.

# data[].attributes.subject
Noor - using rhymes such as "hands on top and that means stop", clapping, or using a bell.

# data[].attributes.custom_properties.WEsBdZrY
We did “bucket filling” so when a student held up one of the previously determined expectations, they would get a Pom Pom in their bucket. When they got 5 Pom poms they got a prize. If they did something that went against expectations, a Pom Pom would be taken out 

# data[].attributes.custom_properties.WEsBdZrY
if students are talking during a lessons sometimes if you just stop talking and wait and look in their direction they often get the hint and chime back in

# data[].attributes.custom_properties.WEsBdZrY
Set a time limit during assignments/tasks. My strategy is to bring a timer to the classroom. I divided each lesson into several units and let the children know ahead. Besides that, I remind students every one or two minutes before so they have a better preparation of the following lesson.

# data[].attributes.custom_properties.WEsBdZrY
Build strong relationships with students from Day 1 & create a classroom alliance that can be made together with students to refer to throughout the year

# data[].attributes.custom_properties.WEsBdZrY
Walking around in class and being in close proximity to students which not only increased engagement but also reduced disruptive behaviours.

# data[].attributes.custom_properties.WEsBdZrY
When a student is struggling or is upset, going up to them and asking "what can i do for you right now, that will make you feel better?"

# data[].attributes.headline
Inderdeep: Calls for attention such as "123, eyes on me"

# data[].attributes.subject
Inderdeep: Calls for attention such as "123, eyes on me"

# data[].attributes.custom_properties.WEsBdZrY
When leaving the classroom and getting ready for either going home or to another class. If the students are chatty have them go back to their desks and then call them one by one to line up.

# data[].attributes.custom_properties.WEsBdZrY
I found setting the expectations for the day at the beginning of the day (during morning message time) really helped. ie, talking about what behaviour is expected when we do XYZ, then circling back to our expectations when things got disruptive.