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https://goo.gl/forms/eYLYOctWcfg7F6AF3

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How to handle issues with the child who had issues at recess and are bringing that anger or frustration back into the classroom. When I wasn’t on duty or know first hand. Or the person who was on duty didn’t handle.
RESPONSE
I suggest deescalating the child by allowing her/him to talk to you in a one-on-one setting as soon as you can without losing teaching time. Listen to the student's perspective of what took place. Provide general feedback on the choices the student made. Try to identify something the student did well, if possible, and celebrate that behavior. Avoid any responses that could agitate the student more. Allow the student some time to calm down before reentering the learning environment. Feel free to take additional steps depending on the details of the story and your relationship with the student.

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How to find the right balance between acknowledging a student's personal life and handling issues in the classroom.
RESPONSE
If this is referencing issues that a student may be burdened by and spilling over into their learning, there is no way for the teacher to balance it. Kids do not typically have the coping skills to balance it either.  As a teacher, your job is to build a relationship with the student and help by providing the resources to deal with their personal circumstances. Do what you can to support this student within the scope of the situation, your relationship, and your comfort level. The situation may need to be escalated to the social worker or counselor if necessary. The student's personal well being is essential to their academic success.

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How do you start the years, expectations but yet start building the relationships.
RESPONSE
Balance the expectations with getting to know you activities. You should be learning about the students, and they should be learning about you. Begin your non-contingent interactions immediately.

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How do you implement restorative practices in your classroom?
RESPONSE
Students should be required to assess what occurred in the classroom. That reflection should include a personal assessment, as well as a face-to-face discussion with you and possibly any peers directly impacted by the behavior. That discussion should identify the how/why the behavior is a distraction to the learning environment and how others were impacted. Most importantly to be discussed is the appropriate behavior. This should all be a part of your behavior plan protocol.

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What are some strategies to keep your whole-class classroom management under control while dealing with behavior of a specific child?
RESPONSE
Always handle distracting behaviors at a time when you  can give the rest of the class something to do while you step out in the hall to deal with the student. You should only take this time away from teaching, if the behavior is preventing you from teaching and the students from learning.

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How do handle working with other teachers and staff who handle behavior management differently than you

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How do handle working with other teachers and staff who handle behavior management differently than you

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RESPONSE WAS PROVIDED WITHIN THE SESSION

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How do you handle a child who cannot handle own anger and lashes out on others verbally and physically?
RESPONSE
Physical aggression is a high-level behavior and is managed best through addressing the low-level behaviors before they escalate. Additionally, if the student has an IEP with a behavior plan, you should follow the plan.
If the verbal aggression began as a low-level comment, it should be addressed based on the level of distraction. Can you still teach? Can the student who is acting out still learn?
Can the class still learn? If yes, keep teaching, and decide if it is a push aside or walk away situation.
If the verbal aggression is distracting from the learning, and you answered no to any of the questions, you must address the behavior with your protocol and consequences for low-level behaviors.

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How can you balance your own style and your administration's expectation of classroom management?

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How can you balance your own style and your administration's expectation of classroom management?

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RESPONSE
I need more details about the differences. What are the aspects of your style that does not mesh well with the administration's expectations?

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How do you handle physical aggression from students?

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How do you handle physical aggression from students?

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RESPONSE
Physical aggression is a high-level behavior and is managed best through addressing the low-level behaviors before they escalate. Additionally, if the student has an IEP with a behavior plan, you should follow the plan.

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How to handle late or missing assignments, especially with chronically absent students 

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How to handle late or missing assignments, especially with chronically absent students 

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RESPONSE
If you school or district does not have a policy, the typical policy is one extra day per absence, but I would recommend providing an extension on that time depending on the amount of days missed and the learning the student missed. You must also consider providing an additional plan to help the student get back on track by meeting with the student outside the class time, as well as chunking the work with separate due dates because the student could be overwhelmed by the workload. Additionally, modify the workload without compromising the integrity of the assessment of the learning when you can.

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How to establish positive relationships with parents in the beginning of the school year
RESPONSE
See the note titled
Parent Connection

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What are some strategies to help with hard-to-manage behaviors?
RESPONSE
You must follow the steps taught in the Teach Smarter session for low-level behaviors.
Build relationships through non-contingent interactions.
Teach all students how to behave in your classroom until mastery.
Issue consequences as soon as possible.
This will minimize low-level misbehavior in your classroom, and help prevent escalation to those high-level misbehaviors.

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How can I minizmize the mob mentality? One acts out and the class goes nuts! 

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How can I minizmize the mob mentality? One acts out and the class goes nuts! 

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RESPONSE
Explicitly teaching the entire class how to behave in your classroom will minimize this from occurring. You must teach the behaviors you want to see; you must practice with them until they reach mastery, and you must reteach when needed. When students have mastered it, this means they are aware of what is expected, and they have made a choice to accept the consequence. This means you must be prepared to issue a consequence for students who do not follow the expectations. Immediate consequences will deter others from joining the crowd.
#3.Behaviors can be changed.
#4. Good behavior must be systematically taught.
#5. Good discipline is timely.

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How can I not take “acting out” so personally?

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How can I not take “acting out” so personally?

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RESPONSE
Understand that the student is not doing the behavior because of you in most situations. You have to develop an authentic compassion for the struggles the students are facing that result in a resistance to learning and your guidance. You must learn to love the students, and that love will lead to more patience with their behaviors, even when they are directed toward you. They want you to care enough to address their behaviors when necessary, and allow them the opportunity to do something different the next time. Ultimately, you will have to teach them how to behave.

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When should teachers contact parents? Ideas on systems to do so would be great!
RESPONSE
Parents should be contacted at the beginning of the year in an effort to build relationships with them before the need to inform them of disruptive behavior. Positive calls are key. I would suggest getting those calls out of the way within the first two weeks. Introduce yourself, your class, and ask them one question about the student.  Emails are acceptable if you are unable to call all of your parents, but hearing your voice goes a long way. Now you have established a foundation to call when you need to inform them of disruptive behavior. I suggest informing parents of any behavior you have addressed beyond a warning. Essentially, if a consequence was issued, the parent should be notified.