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Creates an Environment of Respect and Rapport 

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Creates an Environment of Respect and Rapport 

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Respect is a number one priority in my classroom. It is imperative students are taught to be respectful from the first day of class.
Class rules are posted around the room.
Ice breakers are used to open communication with EVERYONE throughout the day.
Conversations around respect for one another are common in my classroom

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Students have open access to anything they need in order to complete their tasks. From a sharpened pencil to a tablet to be used on an assignment, students should feel they have everything they need. Once the student feels prepared they will be more comfortable completing the tasks at hand.

High expectations are held, but with those expectations comes the needed support.

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The learning process can be very intimidating for some students. Maybe they have struggled in previous courses, doubted their intellectual abilities or had a hard time concentrating in cla ss. Regardless of their reason for struggling, every student deserves the chance to be in a positive learning environment.

Creating a culture of learning in the classroom can require some work up front, but once that environment is established, teachers will see nothing but joy and success from their students. To help teachers create culture of learning, we have put together seven tips for teachers to foster a culture of learning in the classroom.

1. Establish high expectations. Expectations help shape both social and academic aspects within a classroom. Students will rise to the expectations a teacher that he or she creates. Studies have even shown that when teachers have a higher expectation, students tend to rise to these expectations and learn more throughout the year. A Harvard professor named Robert Rosenthal performed a study on the subject. He found that teachers who had high expectations tended to give students more time to answer questions, more specific feedback and more approval.

2. Encourage students to have positive interactions with each other. It is important for students to be supportive of one another and to not tolerate bullying. When students are supportive and willing to help others, the class environment will be one of collectiveness, ease and positivity. Good Samaritan Day can be used to educate students how to stand up against bullying.

3. Give students a voice during class. It is important for students to feel empowered in the classroom. This means they need to feel comfortable disagreeing with what someone said and being able to respectfully voice their opinion. Teaching students the art of a cordial debate and to communicate disagreements successfully will be crucial not only in a classroom, but as they continue to grow and enter the professional world. Teaching them non-verbal communication skills is part of this as well, we have a list of positive listening postures here, and what not to do here that will make you laugh.

4. Make the classroom a safe place to fail. This is invaluable. Failure is what oftentimes delays people from following their dreams or halts them from ever starting. One of my favorite expressions is "Fail stands for first attempt in learning". It is very important for teachers to help students understand that failure is not the end of the world. It is a part of the learning process that everyone goes through. John Shufeldt talks here about the extreme failures he has faced on his journey to success. Failure is not the end, failure is the beginning of a road to success.

5. Model how students can learn. This includes not only learning, but setting goals as well. Goals are a big part of learning and students need to know how to set and manage goals. Even teaching in college, I was surprised at how many students didn't know different ways of learning and how each class can be a different learning process. It can be fun for students to go through the learning process with a teacher. Teachers can do discovery lessons with their students to help students learn how to take charge of the own learning and foster curiosity.

6. Give feedback often. By providing feedback to students, they are able to see if they are on track or if they need to make adjustments in their learning. Students can gain confidence quicker when teachers give them more feedback because they will learn to not second guess themselves as much. When students are not doing something right, it is important for teachers to also be careful of how to word their feedback. Some students are very sensitive to negative feedback and will become closed off.

7. Don't celebrate just grades, but accomplishments too. Even though school is on a grading system, life isn't. Sometimes the student who struggle the most, show the most improvement, increasing their grade with every assignment. This can be huge for a student, even if their grade is still not the best. Or, maybe there is a student who has been really shy, but has been speaking up more in class. Victories for every student may be different, but it is important to recognize them so that students will gain more confidence and continue to grow.

We hope these seven steps will help you create a culture of learning in your classroom. Has there been another technique that you have found helpful in your classroom? Please add to the list by commenting below. And as always, share with your teacher friends!

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7 Powerful Tips for Creating a Culture of Learning in the Classroom

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The learning process can be very intimidating for some students. Maybe they have struggled in previous courses, doubted their intellectual abilities or had a hard time concentrating in class. Regardless of their reason for struggling, every student deserves the chance to be in a positive learning environment.

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Routines are established from the beginning of the year. My students are made aware what is expected of them from the first day. They will witness routines in the classroom which help with not only academics, but behavioral awareness as well. We have fun in my classroom, but the students know when it is time to get serious based on out routines. Some rules are posted throughout my room, but many are said through poems and songs.

Technology rules are very clear and fit to prevent misuse.

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Jon Konen
School Principal

How can Finland students, touted as one of the highest-ranking OECD (Organization for Economic Cooperation and Development) countries in education, score as high as they do on the PISA (Programming for International Student Assessment) data when they are in school 400 hours less than students in America? This is answered with a multitude of retorts, but easily stated Finland educators believe, "Less is more!" American students spend roughly 1,080 hours a year with a teacher "doing school." Much of America's educational philosophy has been "More is better." In fact, there are many schools adding hours and days into their current school calendars. What can we learn from the Finnish education system? A lot!

Classroom routines and procedures are the backbone of a classroom. Without it, chaos reigns and increased student behaviors are visible, as well as decreasing or stagnant academic scores. When effective routines and procedures are put in place, students are more successful in all areas, specifically academic and socio/emotional learning.

Charlotte Danielson's teacher evaluation model does not necessarily state we need to overhaul our American educational approach. What she does create is a need to use the already delineated time in a more purposeful and productive manner. The following six questions will support the transition of a teacher going from "proficient" to "exemplary."

#1 - What Routines and Procedures Are in the Classroom?

Effective classroom teachers think of the smallest procedures and routines to make their students successful, and yet they teach their students to take initiative and be problem solvers. They understand there is a fine balance between over-teaching an abundance of routines and procedures, as well as teaching enough of them to save time, ensure safety, and expect academic progress by all students. When these students continue having problems with a specific area of the classroom, they propose a new routine or procedure to their teacher and peers. They are constantly striving for a more effective and efficient learning environment.

Exemplary teachers have routines and procedures in the classroom that have been taught much the same way as the academic content. These teachers continue to teach them to mastery throughout the school year. They even use a clock to determine efficiency as well as effectiveness. If they see a bottleneck procedure or traffic-jam routine, they empower students to make suggestions to change it. Exemplary teachers understand that when they empower, they are gradually releasing responsibility and ownership back to the students. They believe that independent problem-solvers are in charge of their own education and teachers are merely there to facilitate this transfer of responsibility and ownership.

Here is a list of common routines and procedures from the Scholastic article that is 15 years old, but still quite relevant, " 30 Classroom Procedures to Head Off Behavior Problems" by Bonnie P. Murray (2002©)

#2 - How Well Do the Students Know the Routines and Procedures in the Classroom?

After a procedure or routine has been taught, it must be reviewed, modeled, and revisited routinely. Exemplary teachers empower the students to support in making the decisions when these need to be reviewed. Students police themselves but do so respectfully and with kindness. When a student chooses to not follow a routine or procedure and another student has tried to support, a procedure is in place to inform the classroom teacher, "Mr. Johnson, we were working on lining up, but we are still not as efficient as we could be. Can you support us?" Tattling can be eliminated and replaced with reporting. A tattling student would have stated, "I asked Jimmy to get in line, but he said 'No,' Mr. Johnson." This form of tattling sets a student up to be defensive and pits students against each other, which could create a toxic environment.

The exemplary teacher understands it is them ultimately that determines the success of routines, procedures, and solving any issue of student reporting failures. Rules should not be confused with routines and procedures. Rules carry out the spirit of the classroom, while routines and procedures create the structure of the learning environment pertaining to management of materials, learning structures, and safety measures.

A classroom that "runs itself" is touted as one that knows the classroom routines to the point that they are automatic and can be taught to other students and even guest teachers (substitutes). Observation of such a class is fun to watch as students work seamlessly at the job or task assigned. Students know how to support each other in making sure every student gets what they need. When a problem arises, other students support in "going to solution," rather than spending time on the problem or solely letting the teacher deal with the situation. Exemplary teachers do not place blame on students who cannot handle this learning environment, they merely think with a growth mindset, "They are not ready....yet!"

Exemplary teachers spend a lot of time up front teaching, modeling language and actions, using students to role-play, and making visual posters or charts when teaching procedures or routines. These teachers know that these may change as a need arises. They allow students to support the editing of the routines and procedures. Master teachers understand that the better these are taught the more time students will get in the end.

Teachers who score at the unsatisfactory or basic levels on Charlotte Danielson's model may feel spending time on teaching procedures and routines is a waste of instructional time or even deem it is not important. Many of these low scoring teachers feel they should have been taught these procedures and routines in the past grades or classrooms. They also blur the lines between routine, procedures, and rules. This is confusing for students. Teachers in these classrooms will not get as much curriculum covered or have students score as high as they could if they had well established procedures and routines.

If you love observing great instruction by stepping into a classroom where students have mastered a set of procedures and routines you know it is pure art! Observing what the teacher is doing while students manage their own learning environment can be revealing. Many of us wonder how a teacher can have so much time to support students individually, work on classroom projects, celebrate students, and more. It starts with students mastering procedures and routines.

#3 - Do Students Know the Difference Between Rules, Procedures and Routines?

One of the most indistinct educational practices we see across classrooms is the belief that rules, procedures, and routines are all the same. Students are confused and break more "rules" when they do not follow a procedure or routine. Rules should be devised to carry out the spirit of the classroom or school. Procedures and routines are created for students to use to access learning or to get a specific need met.

Here are some examples of rules that carry out the spirit of the classroom:

The biggest difference between rules, procedures, and routines is what educators do when one of these are not followed by students. A student that does not follow a procedure or routine must be re-taught, not punished, nor have consequences. They simply must do it again, and again, and again. A teacher must be creative with a student that continues to struggle with a routine or procedure. If it becomes a pattern over time, then they may be breaking one of the rules of the classroom purposely. All behavior is a chance for us to teach and reteach. Exemplary teachers understand that there are two celebrations coming whenever a routine or procedure is re-taught: 1) student ownership of his or her actions, and 2) the student doing the correct thing. For example, a student running down the hallway. They must go back and do it again for safety. They should not be punished for breaking a procedure.

When a rule is broken an educator has a chance to reteach what the spirit of the classroom looks like, feels like, and sounds like. Many teachers will argue what consequences should come next. This is where teaching philosophy and the school's philosophy play a role in determining what happens next. From Lee Cantor's Assertive Discipline, to the new push for restorative justice, educators must be on the same page. When consequences are given, it is best to track if the duration, frequency, or intensity decrease. If at least one of these facets are not decreased, educators must review their effectiveness with teaching the rules of the classroom and school.

#4 - How Can an Educator Transition from a Teacher-Managed Classroom to An "Empowered" Student-Managed Classroom?

"Don't sweat the small stuff," is a famous line referring to people being able to see the big picture. Unfortunately, what can be argued as the small stuff in an education environment, such as routines and procedures, is quite possibly the most important aspect of a teacher's classroom. Teachers who do not put effort into the smallest of details within a classroom find that all this "small stuff" will eat them and the students a live. The small stuff mounts up and becomes the "big stuff" tearing down the classroom culture and learning environment.

Agency can be arguably the latest educational jargon that has the most meaning in what educators are trying to accomplish in the classrooms. Agency is the ability for students to take over their own learning progress by advocating for themselves.

Master teachers create the sense of agency in their students in several different ways. One way to create a strong sense of agency is to empower students. You have to ask yourself, "What can be turned over to the students to manage?" The more educational processes educators can turn over to students, the stronger the learning. These teachers have verbal cues for students who know exactly what to do. For example, a teacher states that students will be doing a 5-minute quick write. A multitude of procedures and routines go into place and students are ready to start in less than 30 seconds. One student from each group gets out of their desk pod. They walk across the room to get a notecard for the rest of their group members. All students pull out their pencil and put a heading on the notecard. When they are done with that, they put their eyes on the teacher who is ready to read the prompt for the 5-minute quick write. The teacher knows when he or she can start the five minutes when all eyes are on the teacher.

All of this has been practiced for this specific assessment. Within 5:30, all students have completed a formative five-minute writing assessment. An observer does not even realize all the procedures and routines that just occurred. An exemplary teacher understands that all this has to be modeled, practiced, reviewed, and celebrated!

Another educational term that has become prominent is the "gradual release of responsibility." This is the concept that teachers transfer the responsible of a task, assignment, procedure, or routine over to the students. When students are able to do something independently, and do it well, than the task is considered to have been mastered. Teachers then raise the level of complexity, whether this is a routine, procedure, or even an education goal. Here is a diagram that visually describes this gradual release of responsibility from the Daily 5 learning structure. It can be used as a philosophical structure across the school and it closely matches Charlotte Danielson's scoring rubric for Domain 2:

#5 - How Can a Teacher Maximize Starts, Transitions, and Ending Time Segments?

In a Prussian and Horace Mann educational system, which entailed many starts and stops, students were treated much as if they were in a factory in the Industrial Age. Grade levels are accompanied by an age level, and not what a student is ready for in their learning progression. Personalized learning is breaking the walls down of this constraint. While educators must still teach in this 19 th century educational system, they have to become masters at transitions. From the time students enter the school building, until they are dismissed at the end of the day, there are at least 50 transitions that students and adults manage.

Exemplary teachers understand how students enter the school in the morning can determine their success for the rest of the day. An exemplary teacher stands, watches students as they enter, and talks with them in the hallways. They are continually "taking the temperature" of difficult students before they even enter the classroom. They understand that the first words said to these students can make or break the student's day. The teacher is always thinking about proactive words that match routines for all students as they enter. These teachers have something for all students to do as they enter the classroom, they maximize the time as soon as the first bell rings until the last bell.

There are many transitions in a well-planned lesson or activity, as well as a change between different subjects of study. How a teacher starts instruction sets the tone for the entire instructional time segment. The teacher may change the learning structure, the type of task, or materials, and the transition between these changes has already been planned. The teacher understands what procedures need to be practiced or taught.

The exemplary teacher understands that all transitions take time and they are always striving for them to be quick and efficient. They time these changes and decide how long each type of change should take. It if does not meet a given goal, they teach, model, practice, and celebrate when it is achieved. A change within a lesson might take less time when the students stay at their desk. There is a difference in time as compared to a change where students must get out of their desk to get materials. Exemplary teachers take into account the different types of transitions and students support each other to make sure it happens successfully.

Recess transitions are essential. What a teacher does before the students leave the classroom determines how they exit, how they enter the hallway, and how they exit to the playground. Exemplary teachers understand these small procedures, when practiced, save more time for instruction, as well as more time for students at recess. In the same manner, the exemplary teacher understands that instructional time begins when the bell rings. The teacher times how fast students line up outside, enter the school, and enter the classroom. They know how long it should take to go from playing at recess to learning in the classroom. The exemplary teacher takes action when the goal is not met by practicing, modeling, and providing motivation. Students know these procedures and support each other in making it happen each day.

Much like recess transitions, students each day attend a special period (PE, Library, Counseling, Music, Art, etc...). The exemplary teacher understands how long each of these transitions should take and set goals with students at the beginning of the year to ascertain these goals. They practice when these goals are not met. Students understand and help determine these goals for the classroom. They give advice on how best to meet these goals. These transitions are practiced in much the same manner, even when going to or coming from lunch.

Lastly, master teachers are efficient at transitions to end a lesson, task, or dismissal. These teachers understand that every learning segment must have some type of closure, and sets students up for the transition to the next thing. Students are part of the closure procedures and understand the teacher may collect some type of formative data to determine the success of the prior learning segment. They know that when a task ends, they are proactive to think ahead about what they want the students to do next. Students understand that their personal feedback will help determine the success of the previous task. They know they will either completing a quantitative self-assessment pertaining to the task, or offering qualitative feedback. These master teachers understand that how students leave the classroom at the end of the day is vital to communication they have with their parents or guardians. Master teachers communicate important information before students leave. They understand that the best time for students to remember something is at the beginning of a lesson, and the second best time is at the very end, according to Denny McLaughlin of the High Trust Philosophy.

#6 - How Can Student Self-Assessment Play a Role in the Exemplary Teacher's Classroom Procedures?

Setting goals for routines and procedures may seem ridiculous, but master teachers understand that they are the backbone of the classroom. The stronger they are the more time teachers have for content, as well as the level of respect and kindness among the students. Goal setting and self-assessment can occur with individual, groups, or even the whole class. These goals can be visually displayed for all students. Much like classrooms tracking the number of minutes of sustained stamina of reading in the Daily 5 reading structure, teachers can use this strategy to strengthen other procedures and routines. There is a balance between how many of these routines and procedures are practiced specifically at any one time.

Master teachers develop rubrics, checklists, and scoring guides for students to track their own role in meeting high expectations when participating in routines and procedures. Here is an example of a teacher-student created rubric for transitioning between subjects in an elementary classroom:

3 points = I was able to transition before the allotted time, all materials were put away/taken out, and I did it on my own

2 points = I was able to transition before the allotted time, but I needed student support

1 point = I was able to transition after the allotted time, and I needed teacher support

0 point = I was not able to transition in the allotted time, and I would not let the teacher nor other students support me

By setting these type of rubrics or scoring guides up with students, teachers give them the power to take control of their own responsibilities. If they score below a specific number, maybe a "2" above, you can have a one-on-one meeting with the student to support them in getting to the coveted "3" level. This data can be collected quickly and used in conferences with students and parents. The ability for a student to take ownership in helping create the procedures and routines, as well as scoring themselves accordingly against a rubric is a powerful tool. Students are then empowered to make the correct decisions.
(Charlotte Danielson Model: Domain 2 Component C)
MORE ROCK MY EVALUATION RELATED READINGS:

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Managing Classroom Procedures | Teacher.org

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Jon Konen School Principal How can Finland students, touted as one of the highest-ranking OECD (Organization for Economic Cooperation and Development) countries in education, score as high as they do on the PISA (Programming for International Student Assessment) data when they are in school 400 hours less than students in America?

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I am strict in my classroom when it comes to behavior. I set high standards for respect, and it is monitored closely. Apps such as Class Dojo can be used to communicate beahoror with parents. I feel this piece of technology is widely beneficial to keep constant communication. If parents are unable to communicate via internet, I make sure to follow up by phone, email, notes sent home, etc.

Behavior is also traced within the room. I have reward systems in place for both the class as a while and for each individual student. I believe it is important to have systems for both. Students should learn how to work together as a team, and also be praised/punished individually.

Recognition is used everyday in my classroom

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One of the qualities that will get you hired faster than anything else is the ability to manage a classroom full of students. Administrators shy away from hiring new teachers that have a difficult time managing students. The amount of time an administrator must put into teaching and training a new teacher to manage student behavior can be time consuming, thus, not a hiring possibility. Administrators may hire a new teacher as a "project" if they are still developing in this area. Again, the amount of time administrators have to train new teachers has been minimized with duties and responsibilities. If they have a new teacher that can manage a classroom versus one that cannot, these decisions are no-brainers in the hiring process.

There are some qualities that set proficient classroom managers apart from those that are developing. As you dig into learning more about these proficient teachers, you will find the exemplary classroom managers transfer the management back to their students. Management of students is the primary component to a prosperous academic environment.

Here are seven questions you can tackle in order to go from being a proficient teacher to one that is exemplary!

1 - What Types of Classroom Rules Have You Created That Support Student Learning?

Clear and succinct rules can be easy to write and post in your classroom. Teaching them and re-teaching them is the difficult task. Every student is different and a teacher must find the best instructional strategies in order to teach them. Students must buy into the rules and follow them. Students should participate in upholding them, offering revisions, and supporting other students in the learning environment.

There are multitude of philosophies that have given educators guidance in creating a productive and academic classroom. To adhere to one philosophy over another is an impossible solution. The ability to combine and mix philosophies, as well as tips, tricks, techniques, and strategies set exemplary teachers apart from others.

Depending on the time period, what has been socially acceptable has changed. We must understand, also, that what is socially acceptable in one region of the country may not be in another. For example, as of April 2017, 15 states allow corporal punishment (according to an online article from North Carolina Public Radio). In addition, seven states also allow school districts to make this decision on their own, but do not delineate this in their state administrative rules or laws. Altogether, 22 states allow corporal punishment as a means of classroom and school management. Students in one school in North Carolina, with parent permission, can chose paddling by the principal instead of in-school suspension or out-of-school suspension. You fill find a majority of these states are located in the southeast portion of the United States. That leaves 28 states that prohibit this strategy; this number has been decreasing in the last decade.

According to Charlotte Danielson's Framework for Teaching Evaluation Instrument (2013©) the following qualities are found in the best classrooms:

Orderly, business-like, and productive; not authoritarian atmosphere

Clear standards of conduct

Respectful and dignity is upheld

Positive student behavior is modeled and celebrated;

Proactive behavior approaches

Discipline in private and teacher subtly and silently monitors student behavior

Here are a few discipline philosophies and strategies that meet most of these qualities and will give you a solid background in classroom management:

1. Positive Discipline - Dr. Jane Nelson

2. CHAMPS: Safe and Civil Schools - Randy Sprick

3. Love and Logic - Jim Fay and Dr. Foster Cline

4. High Trust - Denny McLaughlin

5. Precision Commands - Utah Students at Risk

6. Classroom Management that Works - Robert Marzano

7. Kagan Cooperative Learning - Dr. Spencer Kagan

When developing a clear set of rules a strong classroom management plan takes bits and pieces from research, and other teachers and mentors. You must also take in account what works best for your personality, and what works with the students in front of you. Developing a set of rules is vital to your success. Rules are different then procedures and routines. Rules are the spirit of the classroom, while routines and procedures support students getting what they need on a daily basis. Rules have a consequence, while routines and procedures, when not followed, require more practice.

Best practice is to have a few rules that students know and they can recite. When students break a rule, the behavior is labeled, and it is connected back to one of the devised classroom rules. If a teacher has too many rules, it may be hard to incorporate and implement. Understand that you should not mix procedures and routines with your classroom rules. Keep these separate so students understand the differences; confusion and a breakdown of positive classroom culture can occur when consequences and punishments are given when procedures and routines are not followed.

Exemplary teachers create solid rules that carry out the spirit of the classroom. Students support these rules. They are even encouraged and given the words to support others in the classroom when they are not followed. The teacher specifically models words, phrases, and even non-verbal signals in order for students to support with the optimal learning environment. When this breaks down, teachers reteach, model, and practice empowering the students. A sense of agency is created where students are empowered to take on their own learning, as well as supporting the students around them, too.

2 - Is Your Student Behavior Entirely Appropriate?

The culture and behavior of your students in your classroom is in direct correlation...what you permit, you allow. Some teachers may allow different levels of conversations while learning is going on, while some teachers incorporate many conversations into the learning through structures. The best class managers build in the opportunities for students to talk, move, and express themselves as they interact with the content. An exemplary teacher understands that the behaviors the classroom exudes at that moment may need to be changed, adapted, or enhanced.

A classroom that is chatty one day may need more talk time in the learning structures. For example, a teacher may include more Kagan Learning structures that gets students up and talking to each other. Harnessing their talkativeness is an art that exemplary teachers benefit upon when changing instructional decisions.

Exemplary teachers understand that they should take ownership of a student's behavior outside of the walls of their classroom. They are the main influencers in making sure each student is doing their job in other places: library, hallway, lunchroom, and even recess. They work with students in all areas and know that they need to team with other staff members in order for their students to be successful. These exemplary teachers share ideas, strategies, and team around students who have behavior difficulties. Teachers at the developmental or basic level only worry about the behaviors in their classroom. This can be difficult in order to cause true change in unwanted behavior.

Behavior Intervention Plans (BIP), a tool of a tiered behavior system or Response to Intervention (RtI), can be developed and implemented. Setting a goal that includes positive and negative rewards is a great place to start with students. The classroom teacher should start a Tier I plan before a Tier II plan is developed. A Tier II plan may include other professionals in the building supporting the classroom teacher and the student. After data is collected and interventions have been implemented for a set time, a student that is not successful may be referred back to the school's behavior team for Tier III support plan. Special education testing, working with the school's psychologist, or even mental health professionals may the next step for a Tier III BIP.

I found South Bend Community School Corporation Special Education Services illustrates the basic components to a Tier II or III behavior intervention plan:

Description of Targeted Behaviors

Hypothesis of Observed Behaviors

Setting Measurable Goals

Creating Objectives to Meet Goals

Environmental Strategies

School Setting

Routines

Curriculum and Instruction Modifications and Accommodations

Positive Behavior Interventions

Socio/Emotional Strategies

Self-regulatory Strategies

Coping Skills

Communication Skills

Negative Behavior Interventions

Redirection and De-escalation

Consequences

Crisis Management

Evaluation of Data

Determination of Intervention Success

Changing Frequency, Duration, or Intensity of Behaviors

Making Next Step Decisions

3 - Do Students Play a Part in the Creation and Revision of the Classroom Rules?

Authoritarian classrooms have teachers that demand respect instead of earning it. Understandably, power and control are difficult to give up in a classroom. Exemplary teachers understand that empowering students to lead includes having them take an active role in classroom management. Yes, the teacher is the only adult in the classroom that will hand out immediate consequences when rules are broken. These teachers understand that students can help themselves and their peers in the learning process where the learning environment is safe. Classroom environments like this should be the expectation, not an acceptation.

The ultimate goal for educators should be creating a classroom that is full of students who understand the concept of agency. They are willing to do whatever it takes to learn. They take responsibility in their learning and the learning of others in their classroom. They understand that negative and unwanted behaviors can affect their learning. Exemplary teachers empower these students to be the first intervention in making sure they are getting their needs met in learning.

For example, if a student is talking while a peer is trying to read, that reading student may show the non-verbal quiet sign to the offending student. The offending student then understands and quickly corrects their own behavior. The classroom teacher may not even know that this occurs, but can be proud that it was handled in a respectful and kind manner. This transfer of responsibility to the students is difficult to attain, but teachers should be empowering students to be independent with the gradual release of responsibility.

4 - What Verbal and Nonverbal Cues Do You Use to Curb Small Behavioral Problems?

The use of cueing is the number one proactive classroom management tool a student can use in the classroom. What teachers say and do ultimately determines how students react. Exemplary teachers understand they may not be able to stop all behaviors, but know that if it is predictable, they can put strategies and techniques into action to prevent many of them from occurring.

Verbal cueing is the most recognized behavior strategy for teachers. Picking and choosing the correct words to use when there is misbehavior or unwanted behavior is an art form. Not only does the teacher have to think about using respectful language that keeps a student's dignity intact, they must also think about how they will continue teaching. The teacher has to take into account many factors: the student who is being corrected, if this is common or uncommon behavior for this student, what has worked in the past for this student, and whether it is something that can be ignored and handled at later time. At any one time, a master teacher makes roughly 1,500 educational decisions daily. A teacher's philosophy of classroom management plays a role in the words they choose to correct behavior.

Here are some verbal cue sentence starters that teachers can use when working with students:

Non-verbal cues can be just as powerful as verbal cues. For example, the exemplary teacher can move towards a talkative student and the mere presence changes the student's behavior. The teacher can keep teaching, and the students understand the teacher is giving them a nonverbal cue to quiet down. There are many non-verbal cues that can be taught to students, and can be used by both students and teachers. Here are a few:

Finger Over the Lips - used to quiet someone in order to hear

Pushing Your Hand Palm Down - used to have someone sit down or get lower for visibility

Two Hands Down - used to slow someone down for safety

Twirling Your Two Fingers - used to make someone turn around to focus better

Shaking Wrist - used to access the bathroom by a student

"W" in Sign Language - used to access the water fountain by a student

Raising Your Hand Palm Up - used to have students stand up or get higher

Lowering Your Hand Palm Down - used to have students sit down or get lower

Eye Contact or Stare With Eyebrow Raised - used to extinguish an unwanted behavior

Touch to The Shoulder - used to quiet or stop an unwanted behavior

Proximity - used to quiet or stop an unwanted behavior

High 5, Hand Shake, Fist Bump - used to celebrate a student

5 - Do Students Support Each Other with Classroom Management?

The key difference in a well-managed classroom is how well students support each other with learning, and more specifically, with classroom management. Creating a culture where students will take care of most of the classroom behavior themselves may seem impossible to imagine. Exemplary teachers can do just that. They have taught verbal and nonverbal cues so well that students are expected to help stop any unwanted behaviors first.

Can a student in your classroom turn to another student, give them a non-verbal cue (putting a finger over their lips), and be able to quiet another student? The offending student then thinks about their job, quiets down, and the classroom teacher may not even know that this was done! Students can also use their words to be the first line of defense before they go to the teacher for support. Teachers model words and actions that students can use to support their learning.

Many times when a student tries to address someone else's behavior, the offending student makes a comment or continues to do the behavior. In an exemplary teacher's classroom, students feel safe and comfortable enough to discuss or stop another student's unwanted behavior with words or non-verbal cues. In a proficient classroom, the teacher is the primary person who solves these types of behavior problems.

6 - What Proactive Actions Can a Teacher Take to Prevent Behavior Problems?

There are many strategies, techniques, tips, and tricks that teachers can use to prevent behavior problems. Remember, if a behavior is predictable, it can be prevented in some fashion. The following are my top five strategies that will give you some ideas to use in unwanted behavior prevention:

1. Build Relationships - Students have a hard time causing a behavior problem for a teacher or staff member they like. Spend time getting to your know your students, their likes, and what makes them tick. Treat your relationships like a proverbial bank account...before you can withdraw, you must have something deposited. Research Jim Fay's philosophy called, Love and Logic!

2. Front Loading - Letting students know ahead of time of everything they are going to be doing helps them in a myriad of ways: all transitions, subject changes, answering a question, working with a partner, etc... By front loading expectations, students have time to adjust to a change.

3. Active Participation, Learning Structures, and Other Engagement Strategies - The best preventative behavior strategy is powerful engaging instruction. By adding in active participation techniques (research Pérsida Himmele and William Himmele's, Total Participation Techniques), multiple learning structures (research Kagan Cooperative Learning), and adding in engagement strategies (research Dave Burgess's, Teach Like a Pirate, or Robert Marzano's, The Highly Engaged Classroom, or Marcia Tate's, Worksheets Don't Grow Dendrites), you can infuse movement and total classroom participation techniques that keep students engaged and lessen classroom behaviors.

4. Teach Routines, Procedures, and Rules Differently - If students know and understand the rules of the classroom, as well as knowing the routines and procedures learning is more likely to occur by a majority of the students. Students seek a clear set of boundaries that continually defined and refined. When they are clearly established and celebrated by both students and teachers, behaviors lessen.

5. Keep a Growth Mindset and Find Mentors - If you think you know everything, you will have a student that changes that! We must be learners and understand that we must ask for support from others. No matter how many years of experience you have, finding someone else to give advice, ideas, and support is invaluable to our growth mindset (research Carol Dweck's, Mindset).

7 - How Extensive Is Your Proverbial "Toolbox" of Classroom Management Techniques and Strategies?

Experience plays a role in determining the size of your classroom management "toolbox." A new teacher can read and watch videos of classroom management techniques, but nothing is as valuable as in-class experiences. There are many factors in classroom management. If a teacher works with a high number of behaviorally challenged students, one intense explosive student, or several smaller behaviors in a large classroom, the tools you use determine your success as well as the rest of the students in the classroom. As every teacher will find out, one student can affect the learning of the 30 other students in the classroom. Exemplary teachers are constantly expanding their knowledge by reading, watching videos, working with mentors and colleagues to better themselves. They understand that one strategy is not going to work for all students. They also understand that trauma and anxiety play a role in what strategies they chose to use with individual students. Exemplary teachers offer grace when it is needed, as well as knowing when they need to push a student further or harder to reach their potential.

When a teacher works in a tiered behavior system (see response to question #2 above), they use different levels of behavior strategies and plans. Tier I students should consist of 80% or more of the students in the classroom. The classroom established rules with reinforcement are enough to manage these students. The next 10-15% of students, Tier II, need more support from the classroom teacher. The teacher may implement a classroom behavior plan, and they may even involve another specialist or behavior team to support them. The behavior team may build a Behavior Intervention Plan (BIP). Lastly, a Tier III student needs extensive support through this behavior team, and possibly an Individual Education Plan (IEP) that addresses behavior goals.

Trauma crosses all cultures as well as all economic levels. Exemplary teachers continue to research about the best practices that support students with trauma. They understand that every student is unique and the plan they devise together with the student and family addresses the needs for the student's success. A great resource is Kristin Souers and Pete Hall's book, Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom.

Exemplary teachers continue to implement strategies and techniques. They let their students in on these strategies and never keep their moves secret. They get buy-in from students and transfer the power of their best and most effective tools to their students. The true test is when a guest teacher comes into the classroom. Will the classroom continue in much of the same manner with a guest teacher? When observed, students are supporting each other and taking care of their learning. Agency is visible in the classroom of an exempt teacher. Students even celebrate each other when things go well.

MORE ROCK MY EVALUATION RELATED READINGS:

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One of the qualities that will get you hired faster than anything else is the ability to manage a classroom full of students. Administrators shy away from hiring new teachers that have a difficult time managing students.

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It is important to me for my classroom to be clutter free. Less is more when it comes to posters and charts covering the walls. I want my students to have a sense of pride while in my classroom.

My room is clean and organized, but also has enough supplies, games, activities, and book that can be rotated out throughout the year.

I try to incorporate everything in my classroom to work together.

This years classroom theme is outterspace. The decorations set the tone for the room. They need to be age appropriate  and not distracting. My reward system always matches the class theme to keep the students interested.

We also learn how to care for plants and pets in this kindergarten room. It teachers the students responsibly while also giving them different experiences.