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Taking the time to learn about a students background, will help both parties. You will understand the why behind their behavior and they will feel seen and heard.

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I try to train my students to be quiet from the moment I step on the podium. When I am off the podium, it is okay for them to talk.

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I try to train my students to be quiet from the moment I step on the podium. When I am off the podium, it is okay for them to talk.

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Learning a student's trauma response and triggers can greatly enhance how you can discipline them. Forming a good teacher-student relationship is key.

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I use the strategy of saying the students name quickly or maybe even use body language to redirect students if they are being disruptive.  Building some type of relationships helps as well to know triggers and the like.

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As the article says, small attention getters can be an effective way to manage a small behavior problem. For example, instead of picking a battle with a student talking during instruction, I quickly say their name and then move on with my lesson.

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I have found that it is important to have a private conversation with students who are struggling with behavior. Kids want to be heard and understood. I remind my students that sometimes good kids make mistakes, it's just important that we learn from those mistakes.

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School is not about compliance. We need to help our students grow and they have to feel comfortable to do that.

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School is not about compliance. We need to help our students grow and they have to feel comfortable to do that.

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We need to remember while building our relationships that it is a teacher-student relationship. It is a place of authority, but you show your consequence through love and not out of a moment of being angry. Show them that you are doing what is best for the classroom. Students cannot learn in a disruptive environment. Set and stick with the rules and consequences.

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Its important to be in control of the situation in the classroom, and a major part of that is being in control of our own emotions. We need to make sure that when we give consequences we do so because it fits the behavior and not because we are merely mad in the moment.

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I work to have a room with mutual respect. When students push the boundaries, I have a rapport with them already, so a private conversation after class where we can discuss consequences of their actions and why they are choosing those actions usually works.

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Choosing compassion over knee-jerk punitive approaches builds relationships & does a better job of improving engagement and behavior in the long term.

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BY allowing the students to understand that there has to be a consequence and allowing them to choose either between 2 options or set a series of consequences at the beginning of the term, the students have ownership of the classroom management and usually don't want to receive the consequences they have set forth.

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Need to show our students compassion. If we build relationships first then we can usually see growth. We need to look at the individual students differently then just the same.

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While relationships with students is extremely important, they must also understand that you are not their friend and that when they fall short in doing something, you will be there to redirect and guide them onto the right path.

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When a student starts in with I have the right to do such and such, I remind that they do, but they must also be willing to accept whatever the consequence for doing that would be. The reminder of action-reaction goes a long way.

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Respect is key. Kindness is a close second. Give grace...however,set clear expectations and maintain those. Hold students and self acccountable.

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Discipline can not be based on consequences along. You must build relationships with your students as part of your management plan to avoid behavior disturbances. When issues arise use the knowledge you have obtained about that student to respond accordingly. 

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Discipline can not be based on consequences along. You must build relationships with your students as part of your management plan to avoid behavior disturbances. When issues arise use the knowledge you have obtained about that student to respond accordingly. 

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C. Thomas -Compassion is the most important piece in managing a classroom. I like the idea of seeing "sub-titles" when children are acting out and determining what is really going on with the student also.  

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C. Thomas -Compassion is the most important piece in managing a classroom. I like the idea of seeing "sub-titles" when children are acting out and determining what is really going on with the student also.  

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The "why" of a student's misbehavior is important to consider. Compassion goes a long way in building a relationship with students.

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Students can all bring some type of trauma to the classroom and it is important how we respond and manage the classroom they are in in order to help reduce more trauma and work to engage a learning brain. There are a multitude of ways to discipline a student in the classroom but knowing the students and what they respond to that will better aid in management. By knowing them, you then learn what works to keep them engaged and what works to redirect them in order to get back on task.

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I learned that is not one size fits all and you need to make sure you are learning the child and meeting their needs.

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A. Perkey, I build relationships through humor because it is important to laugh for our soul. I tell stories and listen to theirs because the world does not have enough story tellers. I listen to them when they show give me sign they want to open up. I also say I am sorry when I am wrong and embrace mistakes because they need a visual of this in their life.  I discipline but never without getting to know them first. 

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A. Perkey, I build relationships through humor because it is important to laugh for our soul. I tell stories and listen to theirs because the world does not have enough story tellers. I listen to them when they show give me sign they want to open up. I also say I am sorry when I am wrong and embrace mistakes because they need a visual of this in their life.  I discipline but never without getting to know them first. 

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It is important for students to understand the need for classroom management and class rules.  Teachers needs to understand that a "it's my way or the highway" mentality just doesn't work anymore.  Students needs to be a part of the rule development process.  They need to know why things are a certain way.  With this understanding, students will be more willing to follow the rules.

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Classroom management is extremely important, but it's not something that is the same from class to class. Students are not all the same and neither should our approach to deal with discipline. Handling the discipline issue in private is important, and I make sure that I address the discipline and not the student.

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Everything is about the relationships and the knowledge of your student.

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Classroom management is important; however, it is unachievable without a positive relationship with the child. Since we only with the child when they are in class, the only picture we have of their home life is what they are comfortable sharing with us, so a positive relationship is definitely key to understanding the children individually and collectively, which in turn supports the ability to manage the classroom positively, and effectively.

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It is important to learn your students as quickly as possible. This will help provide a comforting environment for learning.

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Siek- I believe in learning my students quickly, so that I can look for the meaning behind actions "on the fly." I like the idea of "reading their subtitle." Classroom management is all about relationships and consistency.

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Siek- I believe in learning my students quickly, so that I can look for the meaning behind actions "on the fly." I like the idea of "reading their subtitle." Classroom management is all about relationships and consistency.

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I have made a point to build relationships with my students this year, and the results have really paid off. I can confront a student about behavior with an even tone and they understand that I'm redirecting them because I care about them. 

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I have made a point to build relationships with my students this year, and the results have really paid off. I can confront a student about behavior with an even tone and they understand that I'm redirecting them because I care about them. 

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You MUST learn your students. The quicker, the better. Relationships are EVERYTHING when it comes to any part of teaching. Try and have quiet conversations and quick but firm redirection. Not every strategy will work for every student. You have to learn them to figure out how they work and to come up with a mutual understanding of the expections. 

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You MUST learn your students. The quicker, the better. Relationships are EVERYTHING when it comes to any part of teaching. Try and have quiet conversations and quick but firm redirection. Not every strategy will work for every student. You have to learn them to figure out how they work and to come up with a mutual understanding of the expections. 

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It is important to make a redirection quickly, then move on. I try to make a point to get to know my students enough to have conversations with them when they seem upset or seem to be having a bad day. 

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It is important to make a redirection quickly, then move on. I try to make a point to get to know my students enough to have conversations with them when they seem upset or seem to be having a bad day. 

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I learned that there is no size that fits all.

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Classroom management begins with building relationships and a safe classroom community. It is essential for teachers to understand why students behave a certain way.  Getting to know your students and building trust is the best way to overcome obstacles.

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Understanding why a student misbehaves is extremely important when determining consequences. Often times students have been traumatized and are allowing their survival brain to lead their decisions. Building relationships with students and disciplining with compassion is the key to classroom management. What works for one student may not work for another. Get to know your students and what works for each one.

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Building trust by being consistent and fair in the students eyes is key.  They need to know the expectations and they need to know that I am going to be fair and consistent when I do need to issue a consequence.  Also being willing to listen to them is vital.

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CLassroom management should always be rooted in compassion, which means there are varying levels of dealing with situations. Not everything is a serious issue to dwell on, which will hopefully keep students feeling safe and cared for even if they have received gentle correction. I loved the "drive-by" method mentioned where you correct a student but move on so quickly there's no time for "rebuttal."

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Classroom discipline is impossible without a relationship. Students respond so much better to correction from someone they trust. It also helps to explain the purpose for rules. Students don't do well when they don't understand the reasoning behind rules.

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Building relationships with the student and their family is of utmost importance. Secondly, clear and consistent expectations and set routines make a difference. 

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Building relationships with the student and their family is of utmost importance. Secondly, clear and consistent expectations and set routines make a difference. 

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Classroom management starts with building strong relationships with your students. Once that relationship is there, students want to please and want to keep working because they care.

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Spending time talking with students whenever the time presents is invaluable. The classrooms where the students are most successful are where they have opportunity to express themselves for a few minutes sharing each day... it's a routine they expect and hold me to. They enjoy hearing about each other's victories and struggles (and new pets!)

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Classroom management is so important in the classroom. After years of experience, I have learned that building a relationship with your students is the most important step. Once that is in place, being consistent and structured is also very important. Incorporating PBIS on top of the other things I mentioned has worked wonders!

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My class uses a money system in which they earn money to deposit into an account. They earn money to use in the classroom store on Fridays. Also, we use positive verbal praise a lot for students who are following directions to model for others.  K Goolsby

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My class uses a money system in which they earn money to deposit into an account. They earn money to use in the classroom store on Fridays. Also, we use positive verbal praise a lot for students who are following directions to model for others.  K Goolsby

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In my classroom, I see that collaborative activities work well such as  table discussions and think pair share. These activities learn how to respect and talk amongst themselves and to build community.

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Be sure to make connections with your students first! Don't be quick to judge a situation as pure disrespect; talk to the student and attempt to discover the "why" of their actions.

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There is always a reason for the misbehavior and frequently not the obvious reason of disrespect. Good teachers will look deeper and be compassionate.

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There is always a reason for the misbehavior and frequently not the obvious reason of disrespect. Good teachers will look deeper and be compassionate.

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Building relationships is the most important aspect of teaching.  Also, figuring out the why behind the behavior is imperative. 

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Building relationships is the most important aspect of teaching.  Also, figuring out the why behind the behavior is imperative. 

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BUILDING RELATIONSHIPS AT THE BEGINNING OF THE YEAR! Also, using more rewards than consequences help.

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The relationship component usually works best from the beginning of school. Most of the time, we can build a mutual respect that way and need very few discipline techniques.

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The relationship component usually works best from the beginning of school. Most of the time, we can build a mutual respect that way and need very few discipline techniques.

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I always tell my students that we will have a conversation before a consequence. Sometimes allowing a student to voice his/her thoughts/emotions can be a great way to connect with him/her and to avoid a future negative situation.

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I always tell my students that we will have a conversation before a consequence. Sometimes allowing a student to voice his/her thoughts/emotions can be a great way to connect with him/her and to avoid a future negative situation.

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You should try to look for the goldfish under the shark fin (what is the underlying reason for the behavior) as well as addressing it.

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You should try to look for the goldfish under the shark fin (what is the underlying reason for the behavior) as well as addressing it.

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It is important to have compassion for all of your students instead of reacting to their behavior. 

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It is important to have compassion for all of your students instead of reacting to their behavior. 

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Avoiding confrontation is a big key. Students will think that you are out to get them or that you don't like them.