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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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The phrase "classroom procedures" may sound routine, but its impact is anything but ordinary. For every teacher, these procedures are the compass that guides the ship through the waters of a school day, ensuring a smooth and purposeful journey.

But what exactly are these classroom procedures, and why are they a fundamental cornerstone of effective teaching? How can they transform a chaotic classroom into a well-oiled learning machine?

In this guide, we'll demystify the world of classroom procedures, presenting you with 40+ indispensable practices that will not only streamline your teaching experience but also empower your students to excel. Whether you're a seasoned educator seeking to refine your methods or a new teacher looking for guidance, these classroom procedures hold the key to a more organized and successful classroom.

Why Setting Classroom Procedures is Important

The driver of an effective classroom isn't just the teacher's knowledge or students' enthusiasm; it's the artful orchestration with the goal of creating a positive learning environment. Setting classroom procedures is an essential skill for any educator, as it holds the key to a well-structured and purposeful learning environment.

Now, let's pinpoint five key reasons that underscore the importance of setting classroom procedures. These reasons not only validate the significance of these procedures but also highlight their transformative power in the educational landscape:

🌱 Establishing a Culture of Respect

Classroom procedures create a structured environment that fosters mutual respect between teachers and students, cultivating an atmosphere where everyone feels valued.

⏳ Optimizing Learning Time

By minimizing disruptions and streamlining transitions, classroom procedures ensure that every moment of instructional time is used effectively, maximizing the learning experience.

✊🏻 Empowering Student Responsibility

When students understand and follow procedures, they gain a sense of ownership over their actions and learning journey, promoting independence and accountability.

😮‍💨 Alleviating Educator Stress

Well-defined procedures reduce stress for teachers by providing clear guidelines and order in the classroom, allowing educators to focus on teaching and student engagement.

🎓 Enhancing Classroom Efficiency

Setting procedures enhances the overall efficiency of classroom operations, making daily tasks smoother and more manageable for both educators and students.

40+ Examples of Classroom Procedures You Should Employ ASAP

Setting the Tone for a Positive Classroom Environment

Creating a Welcoming Classroom Setup
The physical environment plays a pivotal role in setting a positive tone. Crafting a welcoming classroom setup involves thoughtfully arranging the space to encourage student engagement and interaction. This encompasses factors such as seating arrangements that facilitate discussions, utilizing bulletin boards to showcase achievements, and providing comfortable learning spaces. An inviting environment enhances the overall learning experience, making students feel more at ease and ready to participate actively.

Beginning of the School Day Procedures

Attendance Taking
Taking attendance is a crucial start to the school day. Efficiently recording who is present or absent sets the groundwork for daily tracking and helps identify any attendance trends.

Transitions and Movement Procedures

Moving Between Classes
Smooth transitions between classes are vital classroom procedures. Establish clear guidelines for moving between classes, such as designated routes and expected behavior in hallways. This ensures students arrive promptly and ready for the next lesson, minimizing disruptions and maximizing learning time.

Here is how you canuse a PowerPoint timer to facilitate classroom transitions.

Handling Classroom Disruptions
Classroom disruptions can derail the learning process. Implement procedures for addressing disruptions promptly and effectively. This may include signals for quieting the class, addressing behavioral issues, or seeking assistance from a school administrator when necessary. Consistency in handling disruptions promotes a respectful and focused learning environment.

Classroom and Behavioral Management Procedures

Reward and Consequence Systems
Implementing a reward and consequence system is another crucial classroom procedure. It offers students incentives for positive behavior while addressing undesirable conduct with appropriate consequences. Reward systems, such as praise, feedbacks, small incentives, or a points-based approach, encourage students to follow the rules. Simultaneously, a well-defined consequence system, such as time-outs or loss of privileges, provides a structured response to behavior that disrupts the learning environment.

You can even implement aleaderboard to track behavioral progress in the classroom.

Handling Conflicts and Discipline

Conflict resolution and discipline procedures are essential components of classroom management. Teach students how to address conflicts constructively, emphasizing communication, empathy, and problem-solving skills. When discipline is necessary, follow a consistent procedure that includes clear warnings, documentation, and parent communication. Handling conflicts and discipline in a fair and transparent manner fosters a classroom where students feel safe and respected.

Read here fora comprehensive guide to Classroom Conflict Resolution for teachers.

Instructional Procedures

Lesson Planning and Preparation
Effective lesson planning and preparation are critical classroom procedures. This involves carefully designing lessons that align with curriculum objectives, setting clear learning goals, and selecting appropriate instructional materials. Teachers should also consider different learning styles and abilities when planning to ensure that all students can access and engage with the content.

Try theseAI lesson plan generators to streamline your curriculum planning and have more time to focus on engaging with the students.

Encouraging Student Participation
Encouraging student participation is a classroom procedure that promotes active learning. It involves strategies to engage all students, such as asking open-ended questions, facilitating group discussions, and involving students in hands-on activities. Encouraging participation not only fosters a dynamic learning environment but also empowers students to take ownership of their education and develop critical thinking skills.

Homework and Assignment Procedures

1. Grading and Providing Feedback
Grading and feedback procedures are crucial for assessing student performance and providing opportunities for improvement. Develop a consistent grading system, including rubrics or criteria, or use automatic grading, to evaluate assignments objectively. Timely and constructive feedback, whether written or verbal, guides students in understanding their strengths and areas for growth. Encourage students to review their graded assignments and seek clarification on feedback to enhance their learning.

2. Addressing Late or Missing Assignments
Addressing late or missing assignments is part of maintaining classroom procedures related to homework. Establish a policy for handling late submissions, including consequences and opportunities for makeup work. Communicate this policy clearly to students and ensure it is consistently applied. When students consistently struggle with assignments, consider providing additional support or resources to help them meet expectations.

Assessment and Testing Procedures

Preparing for Tests and Quizzes
Effective test and quiz preparation procedures are essential for student success. Teachers should guide students on how to study efficiently, including organizing study materials, creating study guides, and managing time effectively. Encourage active learning strategies, such as summarizing content or teaching the material to others, to enhance comprehension and retention.

Here are thedifferent types of quizzes and assessments you can run with your students using ClassPoint, and how to set up a quiz effortlessly in PowerPoint.

1. Test-Taking Strategies
Test-taking strategies are valuable classroom procedures that empower students to perform well during assessments. Teach students techniques such as reading directions carefully, pacing themselves, and managing test anxiety. Additionally, discuss strategies for approaching different question types, like multiple-choice, short answer, or essay questions. Providing students with practice tests or sample questions can further enhance their test-taking skills.

2. Grading and Returning Assessments
Grading and assessment feedback procedures play a critical role in student learning. Develop a transparent grading system, including criteria and rubrics, to evaluate assessments objectively. Timely feedback on assessments helps students understand their strengths and areas for improvement. Additionally, consider reviewing common errors or misconceptions with the class to reinforce key concepts.

Technology and Device Procedures

Using Technology in the Classroom
Classroom procedures related to technology are vital in today's educational landscape. Educators should establish guidelines for the use of technology and AI tools during lessons, including when and how devices should be used, and the purpose of their use. Encourage responsible and purposeful use of technology to enhance learning outcomes.

Read thisAI in Education guide to equip yourself with everything you need to know about the use of AI in schools and how you can better prepare your students for the future of AI technology in education.

1. Digital Citizenship Guidelines
Teaching digital citizenship is an important classroom procedure. It involves educating students about responsible and ethical online behavior. Set clear expectations for online communication, respecting others' digital work, and safeguarding personal information. These guidelines help students navigate the digital world safely and responsibly.

2. Troubleshooting Technical Issues
Technical issues can arise unexpectedly. Classroom procedures should include troubleshooting steps for common technical problems. Teachers and students should be familiar with basic problem-solving techniques, such as checking connections, restarting devices, or seeking technical support. Swiftly addressing technical issues minimizes disruptions to the learning process.

Special Circumstances and Emergency Procedures

Learnstrategies to engage with introverted learners and how you can leverage the power of ChatGPT to tailor teaching materials to students with special needs here.

Dealing with Unexpected Situations

Classroom procedures should also cover how to deal with unexpected situations. Whether it's a sudden disruption, a medical incident, or unexpected visitor, having protocols in place helps maintain safety and order. Teachers should communicate procedures to students, so they know how to respond appropriately, and ensure that they have access to necessary resources or contacts for assistance.

End of the School Day and Dismissal Procedures

Dismissal Routines
Dismissal routines are essential for a smooth and organized end to the school day. Establish procedures for how students should pack up their belongings, line up for dismissal, and exit the classroom. Ensure that these routines are communicated clearly to students and consistently enforced. Smooth dismissals help maintain order and safety.

Here ishow you can use a PowerPoint timer to facilitate end-of-day routine.

Effective communication with parents is a valuable classroom procedure, especially at the end of the school day. Teachers should establish communication channels, such as newsletters, emails, or meetings, to keep parents informed about their child's progress, upcoming events, and any specific concerns. Maintaining open lines of communication fosters a strong partnership between teachers and parents in supporting students' education.

Self-paced Study Procedures

Parent-Teacher Communication Procedures

Classroom Cleanup and Organization Procedures

Professional Development and Self-Care Procedures

These classroom procedures work hand-in-hand with classroom management strategies and classroom management styles to create an effective and productive learning environment. If you are new to the teaching scene, these classroom management styles tailored for new teachers may be helpful to you.

How Classroom Procedures Differ for Elementary School, Middle School and High School Teachers

Elementary school classroom procedures:

Are Simpler: Classroom procedures are simpler because younger kids have shorter attention spans and might find abstract concepts a bit tricky to grasp.

Require More Routines: Elementary classrooms have lots of routines, like lining up, raising your hand to talk, and taking bathroom breaks at specific times. These routines help keep everything in order and predictable.

Use More Positive Encouragement: Positive encouragement and reinforcement work well for younger kids to motivate good behaviors and following the rules.

Middle school classroom procedures:

Emphasise on Independence and Responsibility: As you move up to middle school, you're expected to follow the rules and be responsible for your own actions.

Involve Clear Expectations and Communication: Instead of using a lot of rewards and positive reinforcement, middle school students have learned how to follow rules and know what good behaviours entail, so setting clear expectations and having good communication is key to maintaining these positive behaviours.

Involve A Lot More Transitions: The daily routine of middle school students involve more classroom transitions so having established classroom transition routines would help students to move between classes efficiently.

High school classroom procedures:

Involve More Freedom: In high school, teachers should treat students like adults and expect them to be able to manage their time and responsibilities independently rather than setting rules for every single thing.

Emphasise on Communication Skills: Because more freedom is involved, students learn how to better communicate with teachers and voice out when they need help. Classroom procedures should provide students a way to reach out and communicate effectively.

Getting Ready for Adulthood: High school is like a preparation for college and adult life. Procedures should emphasize self-discipline and responsibility because you'll need those skills later on.

Focus on More Complex Work and Problems: High school procedures focus more on how to handle more complicated assignments and problems, like research projects and long-term goals.

Examples of Classroom Procedures for Elementary School, Middle School and High School Teachers

Best Practices in Implementing Classroom Procedures

While classroom procedures are crucial for maintaining order and maximizing learning time, their effectiveness often hinges on how well they are implemented. Here, let's see the best practices that you can employ to ensure that classroom procedures not only run smoothly but also enhance the overall classroom experience. These strategies go beyond rules and regulations, focusing on fostering a positive and productive learning environment.

Lead by Example
Teachers should model the behavior they expect from students. When teachers demonstrate respect, punctuality, and a commitment to the learning process, students are more likely to follow suit.

Conclusion

As we've explored these 40+ essential classroom procedures, it's clear that they are the building blocks of effective teaching and learning. They provide structure, create a sense of safety, and allow teachers to focus on what truly matters-the growth and development of their students. With the right procedures in place, the classroom becomes a place where both teachers and students can succeed and reach their full potential.

By embracing and adapting these procedures to fit your unique teaching style and classroom needs, you ensure that every day in the classroom is an opportunity for growth, teamwork, and inspiration. And if you think these procedures are a handful of tasks to employ - don't sweat! Small steps matter, too! Be sure to slowly build what your classroom needs, one procedure at a time.

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40+ Must-Have Classroom Procedures for All Grade Levels | ClassPoint

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Successful classrooms are not built overnight. Most, if not all, take a handful of strategy testing to work. Fret not! We've laid out a full guide on effective classroom procedures for elementary, middle and high schools you should try out!

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As educators, we all want to help our students develop valuable life-long skills, including the ability to think critically about their own work, truly know themselves and their learning styles, reflect on their individual strengths and challenges, and measure their progress toward goals. We want our students to become autonomous learners who take responsibility for their own learning. We want to help our students develop a growth mindset and build resilience. And we want this to happen with every lesson we teach!

How do we do this? Open-ended questions and structured reflection are strategies we can use to support our students' ability to reflect on academic and social-emotional growth.

Open-Ended Questions

Open-ended questions can stretch students' thinking and prompt reflective contemplation because, crucially, they have no one right or wrong answer; any reasoned and relevant response is acceptable. This key characteristic promotes engagement, encourages self-awareness, and nurtures a sense of community among classmates.

Open-ended questions also prompt students to build on what they already know as a way of exploring new content, which supports the natural way children learn. For this reason, they work well in many situations, such as when introducing a lesson, when coaching a student as they work, or when closing a lesson. They are a powerful way to help students synthesize new information, think critically about their work, and identify new directions in learning.
Tips for asking effective open-ended questions:

Genuinely open up your curiosity.

Clarify exactly what you are asking for.

Use words that encourage cooperation, not competition.

Watch out for pseudo-open-ended questions.

Help students focus on social-emotional learning

How were you a friend today/this week?

How did you follow the classroom rules today/this week?

How did a classmate help you today/this week?

What was a challenge you had today/this week? How did you try to overcome that challenge?

Did you have an opportunity to assert yourself respectfully this week? If so, how?

Help students become more aware of how they learn

What are some ways you figured that out?

How is this strategy helping you?

What class activities helped you learn the most?

What skills or strategies did you use to help you learn this content?

What help did you want from the teacher?

Help students take more responsibility for their learning

Is this what you expected or wanted your work to be?

What did you do to help your learning?

The next time you get to do this activity, what would you do to improve your performance?

Why might learning this skill/content be important?

Help students see growth in their learning

What did you learn today/this week?

What can you do now that you were not able to do last week/month/quarter/year?

How can you show that you met this learning objective?

Structures That Support Reflection

Another strategy we can embed into our lessons to support reflection is the use of specific structures that engage students in thinking about the learning that has occurred. For each structure chosen, we must be intentional in aligning the structure to the goal, developmental needs of students, and the current mood of the class. Through the skillful implementation of structures that support reflection, our students will develop speaking and listening skills, metacognition, and a deeper interaction with the content they learned.

Silent Reflection

Think to Yourself - Pose a focus question and provide a minute or two for students to silently think.

Thumb Gauge - Have students respond to a focus question such as "How well did you follow our class rules while you worked today?" with a thumbs-up, thumbs-sideways, or thumbs-down.

Fist to Five - Have students respond to a question such as "How well did you work independently today?" with a zero (a fist) all the way to a 5 (five fingers).

Journaling - Each student responds in writing to a focus question.

Partner and Small Group Reflection

Partner Chat - Here are some tips for teaching the skills that make for successful partner conversations.

Interactive Learning Structures - Check out this example of an interactive learning structure.

Whole Group Reflection

Around-the-Circle Sharing - For example "I did _______ because_______." Also, consider asking "Who remembers" questions to encourage careful listening.

Simultaneous Display - Sitting in a circle, students hold up or place work on the floor in front of them. Provide a focus, such as having classmates look for new ideas.

By adding in structured reflection and the use of open-ended questions, you'll see your students strengthen their ability to think critically about their learning. With time, these practices will be embedded into every lesson, and you'll see your students develop the abilities to examine their own work, know themselves as learners, and better set personal goals.

Written by Kerry O'Grady, Responsive Classroom Consulting Teacher, and Educational Consultant and Coach

Tags: Conversation Skills, Engaging Academics, Sharing

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Stop and Think: Teaching Students to Reflect

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As educators, we all want to help our students develop valuable life-long skills, including the ability to think critically about their own work, truly know themselves and their learning styles, Read More "

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When I went back to school this year, I spent two full days in meetings. After a summer of relaxation and moving to the beat of my own wishes, I was required to sit for hours in a hard plastic chair while my well-intentioned principal droned on about the same information that he had written on the text-heavy slide show he was projecting. Every now and then we got a chance to question and discuss, but for the most part, we sat and listened. And squirmed, and doodled, and tuned out, and wished we were back on the beach. The next day we went to a PD session. The screen was bigger and the presenters were far more engaging, but the chair was just as hard. By mid-morning, I was day dreaming. After each session, many of us wondered about the wisdom of having people who have been off for two months sit still all day. Ironically, however, many of us repeated the same scenario with our students the next week.

WE NEED TO MOVE TO LEARN:

The human body is not designed to sit for long periods of time; yet, that is exactly what it does in school. In Brain Rules (2008) brain researcher John Medina states that "physical activity is cognitive candy" and that "exercise boosts brain power." In fact, study after study points to the same conclusion: learners need to move. But is this research just about kinaesthetic learners? Definitely not, for we all benefit from moving and stretching. It gets the blood flowing, it boosts creativity, and it breaks up the monotony of sitting in those hard old seats!

EASY WAYS TO GET STUDENTS MOVING TO LEARN:

I'm lucky to teach with some creative and inspiring teachers who use lots of active learning in their classes. One physics and math teacher has a trunk full of toys and games that get students moving as they learn about the principles of physics. If you walk by his class on the right day, you might even witness students in egg throwing contests. His most popular game, though, is in his math class, where enthusiastic students play "Sig Fig Says" to learn about significant figures. Another math teacher has a chin up bar hanging from the ceiling so students can take action breaks, and a biology teacher has exercise balls for students to sit on so as to better engage their core. Others have taken students paint-balling to re-enact battles in WWII or the feud between the Montagues and Capulets. The students in these classes clearly have lots of opportunity to move to learn. But do you have to go to great lengths to get your students' bodies and brains moving? Do you have to spend hours thinking up crazy lesson plans and field trips? No, because there are some very simple ideas that you can use every day. Here are some of my favourites:

1. At any point: one of the simplest ways to wake them up is to just have a break in the middle of class. Tell them to stand up and move around for a few minutes. We've all been in long meetings and know full well how welcome a little break to move around would be.

2. When students do group work, tape a piece of chart paper on the wall, so they have to do their work standing up. They don't need the chart paper either; they can stand around their desks and work at any time.

3. If you're comfortable letting them leave the room, send them for a walk 'n talk as they discuss their ideas. Send them in pairs or small groups for a walk around the school, or outside on the school grounds.

4. If students need to answer questions on a text: post them on pieces of chart paper that you will tape up in various locations in your room-use the hallway too, if you can. Students can move around from question to question with their notebooks to answer the questions. They can do this individually or in groups.

5. If you want to review homework or reading of a text: group students and send them to different parts of the classroom. Ask them to stay standing as they discuss the homework or the questions you have posed. Then, you can either have a full class discussion while they are sill standing or after they have returned to their seats. "Taking it to the Wall" is always a great way to get students moving to learn.

6. If you want students to work on vocabulary building: on the top of several pieces of chart paper, write single words or full sentences that contain basic vocabulary. Tape up a number of them throughout your classroom and have students circulate around the room, adding synonyms to the page. If the page has a full sentence, they could suggest a change for any word in the sentence. They can't repeat a word, so as they move around the room, it will get more difficult for them to come up with a synonyms. When they finish, the can debate the "best" words on the sheets.

7. If you need your students to learn or practice skills: set up . Instead of giving them a long handout on how to write an essay or how to include research in their writing, break the process into small steps and have them do an activity at each station. For example, station one might have an exercise that teaches them how to write a thesis statement, station two might be about transitions, etc.

8. If you're working on debating skills: write debatable questions on several pieces of chart paper. You will need one for each side of the topic. (For example: School uniforms should be mandatory and School uniforms should not be mandatory). Ask students to choose a topic and stand by the sheet that represents their views. They can write their reasons on the paper, and then they can take turns having an informal debate.

9. Use either at a group of desks, or using chart paper on the walls, have students discuss issues that could come from the novel they are reading or from current events Give them ten minutes or so at each station and then have them move to the next one. (Along with movement, it's a great way to have them work on speaking skills in a safer environment). Once they've visited each station, you can have a full class discussion.

10. Any time you have students do group work on chart paper, have them do a gallery walk after. You can find out more about that in this post.

Would you like to try some of these ideas but are worried about classroom management? You can get some advice You can also find many of these ideas for moving to learn in my free product at my TpT store. Just click .

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10 Simple Ways to Get Your Students Moving to Learn - Learning in Room 213

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When I went back to school this year, I spent two full days in meetings. After a summer of relaxation and moving to the beat of my own wishes, I was required to sit for hours in a hard plastic chair while my well-intentioned principal droned on about the same information that he had written on the text-heavy slide show he was projecting.

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I know you feel it. Kids are just not as easy to engage these days. In fact, dealing with student apathy is one of our biggest challenges. We can blame it on a lot of things, but that just won't get us anywhere other than worked up and discouraged.
Instead, what can we do about it?

In my experience, the best way to get your kids engaged in what you're offering is to spend time building relationships with them. When students know that you see them and that you care about them, they will want to please you - for the most part. So, spending time building a climate of trust is a key component to ending apathy.
How to do this?
My favourite way is pretty simple: I stand at my door every day before class and make a deliberate attempt to speak to as many kids as I can. Then, when I'm circulating during class time, I'll stop at a desk and talk about not only the work, but students' lives.

Every day, I make a plan to have a chat with at least three different kids and work my way randomly through the class list so no one gets missed. I also build in a lot of activities that build relationships and climate in Room 213. You can grab a list of ones that you can use here.
2. Make it Relevant

Another way to fight apathy is by showing kids why what you want them to do matters - beyond writing a test. No one likes to have their time wasted, and kids are no different.

So, whenever we start something new, I explain to students why learning it is important. I'll show how it links back to what we've already done and explain how they will use it in our classroom. More importantly, I try to make links to real life, so they see the skill as useful beyond school.

For example, when we start persuasion, I ask if they ever get in arguments or try to convince people of their point of view? Then, I ask them if they'd like to get better at getting people to really listen to them - most teens will answer yes to this, of course, and so are ready to really listen to me when I start teaching them strategies.
By the way, I don't use this strategy just to trick them into paying attention: I try to make sure everything we do has some sort of real-life connection or application.
3. Fight Apathy by Focusing on Process

One big reason why kids disengage is because they are frustrated and don't know what they are supposed to do to be successful. If you focus on the process of whatever you are teaching them, you can try to alleviate that. Always plan your lessons so you model and scaffold the steps that lead to success. Break the learning down in small, digestible chunks.

Let's look at close reading as an example: kids don't find literary analysis easy. So, when you start, don't jump right into the essay. Build students up to the point where they are ready to handle it.

Start by teaching them how to close read by modelling your own process and then use gradual release of responsibility to guide them on their way to learning how to do it effectively. Let them work on a challenging passage together and build their confidence before you ask them to do it alone. (Get more ideas about how to do this here).

When you do assign an essay or a project, break it into steps and make those steps a part of your classroom activities, so you can be there to facilitate your students' learning. In my experience, when students can clearly see their target and the path they need to take to get there, they are far more likely to come along for the ride. A perfect way to do this is with learning stations - they slow kids down and focus them on the process every time.
4. Make Sure It's "Just Right"

Vygotsky calls it the Zone of Proximal Development; others call it The Goldilocks' Principle because it's the place where students find their work is "just right." It's not too easy that they find it boring, and it's not too difficult that they can't do it without guidance and scaffolding from the teacher.

Often, student apathy is because the work in just not "right."

When the students find themselves in the zone, they feel like they can be successful, and the task is challenging enough to make it engaging. So, if the majority of your class is disengaged, it could be that the task is either too easy or too difficult.

Take a step back and reflect if you're giving them something that doesn't challenge them enough to make it interesting. Or if you've provided enough guidance to help them to do something that makes them stretch a bit. This is something that happens naturally when you put a focus on the process.
5. Add Movement and Variety

Variety is the spice of life and it will spice up your class too. Even if you have an amazing and engaging way to run your classes, if every class is the same, it will get a little stale. So will a class that has the kids sitting passively for the whole period. Instead, aim to have a variety of activities in your class, ones that have the students actively engaged in an activity, rather than just listening.
Giving students a chance to move at some point during the class will go a long way toward waking them up. We don't "move" in every one of my classes. But I do try to make it happen as often as I can - even if I just get the kids to stand up halfway through class for a stretch. It's hard to sit still for a whole period, plus moving helps us learn.

You can find ten simple ways to get your students moving to learn here.
Always ask: Is it apathy or something else?

"I don't care" can be a mask for a lot of other things, like fear of failure. Like I said above, when kids get frustrated - or bored - they disengage. If you've built in some of the first four strategies, you may take care of some of the boredom and frustration, but if a kid is really disengaged, it may be time to investigate further. An after class chat about how you can help is most likely in order to see if you can get to the bottom of what is happening. And, I find that when you get a chance to speak to kids one-on-one, away from the audience, they are much more likely to open up about what's bothering them. I hope you found something in here to help you fight apathy in you classroom. And if you want one simple strategy to boost engagement,
read this.

If you'd like more help with engaging your students, you can check out my digital course, Creating a Climate for Learning.

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Are you tired of dealing with student apathy? Room 213 has lots of strategies to get your students engaged in the learning process.

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Making the Mini Lesson Meaningful | Mandy’s Tips for Teachers

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The mini lesson can be hard to manage. Keep the mini lesson short and meaningful with these tips and tricks!

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Dare I say it...it is almost time to head back to school. We have three more weeks before we go back. I cannot believe how fast the summer has gone. I swear it was just May last week!

No matter how long I teach, I still get nervous before school starts. I have those "teacher nightmares" where I dream that I forget to set up my classroom, or I have a class that won't listen to anything I have to say. Does this happen to you? In order to take some of the pressure off, I like to print off this list of Must Teach Procedures for the First Week of School. It just gives me a reference of things that I need to make sure that I teach and go over during the first couple of days.

As we know, the first week of school is ALL ABOUT procedures!! Taking the time at the beginning of the year to teach the procedures for how your classroom will run, will save you SO much time later on. Your students need to know the procedures and expectations for everything. There have been years where I have made the mistake of thinking that they knew what to do in certain situations, but I quickly learned the importance of going over every little thing. I like to keep this checklist handy during the first couple weeks of school to make sure that I don't miss anything.

I love having the quick checklist to check off when I have taught that particular procedure. I probably won't check it off of the list until we have gone over it for a couple of days, and I am confident that my students know it.

Join my Email Family and get this FREEBIE.

Want to make your first week back to school even easier? Check out my First Week of First Grade packet. This includes EVERYTHING you would need for a successful first week of school.

What are teachers saying about this?

"There.are.no.words. Really...this is a wonderful resource tailor made for first grade teachers. This is so going to help me train my firsties in procedures. Thank you so much for sharing your ideas and work! :)" -Susan

"One of my top 3 favorite TPT purchases ever! You thought of everything and I absolutely love how effortless this made my first week of lesson plans with my new first grade!"

"This was an absolute time-saver! So happy with this purchase. After being at home with my daughter for 3 years, coming back into the classroom was a little bit of a challenge as I needed some reminders here and there and this set was so awesome. Thank you!!!!"

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Procedures for the 1st Week of School - Fun in First

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This list of must teach procedures for the first week of school is a lifesaver for all elementary teacher. The checklist is perfect for back to school.

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Students have to figure out HOW the teacher grouped them (hair color, height, shirt color, etc)

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Students have to figure out HOW the teacher grouped them (hair color, height, shirt color, etc)

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Chunking information-breaking it down into manageable units and scaffolding it with activities-makes learning more accessible.

There's no debating that technology has changed, and continues to change, the ways we teach and learn. It allows for the immediate download of information and has inundated our lives. But despite this increased access, students still need quality processing time to understand manageable chunks of information and to fully comprehend it at a higher level.

Teachers, too, are grappling with larger volumes of information; sometimes, it feels like the amount of academic content we are expected to teach increases every year. But the amount of time we have to teach does not. So how do we keep teaching large amounts of content, at high levels, without having more instructional time?

One process that I have found useful is chunking, the breaking down of content into subunits. This strategy is tried-and-true, but to make it new and even more effective, I pair it with processing-time activities to allow students space to acquire and understand advanced content. Here's how.

Chunking Content in the Classroom

To effectively chunk curricular information and ensure that students have time to digest and process it, be intentional about incorporating wait time (i.e., processing time) into lecture-based classes or direct instruction.

But processing time is not just about verbal participation. Instead, when inserted during direct instruction, it allows all students to process the content to which they were just exposed and to make sense of and digest it before encountering additional volumes of information.

Processing time can take many forms. For example, you might ask students to complete a short writing task in which they explain the information that you just taught, but in their own words. Or they might use the time to exchange and compare their understandings with a peer, or to complete content-based puzzles or other manipulatives.

Games and activities that allow students to talk and move around the room invoke multiple learning modalities and better engage all learners, providing them with multiple ways to make meaning of the curricular content.

To that end, I have found that puzzles, especially, can be a great way for students to process information while also building important and transferable problem-solving and persistence skills. In today's world of immediacy, students are not always used to taking time to work toward and find a solution. But content-based puzzles often require intense focus for an extended period of time-a trying and retrying of problem-solving strategies. When you pair students to work on these types of puzzles, students also build collaboration skills and work together for a common goal-necessary in work and life contexts far beyond the classroom.

Station rotations are another great way to allow students of all ages to move around the classroom and to spend intentional time processing small chunks of instructional content.

Stations can comprise a paragraph-writing prompt, a math or science problem that needs to be solved, or even historical or societal issues that students contemplate alone or together. In my classroom, I use this approach for all sorts of content-from writing and naming compound formulas, to stoichiometry problems, to small lab activities.

Processing time is built into these practices. They allow students to move on to the next station on their own time. In your teaching, make sure to point out to students that they shouldn't leave a station until they understand its content-perhaps writing a summary of their understanding in a notebook or sharing it verbally with a peer.

Peer Sharing

Pairing students for sharing activities is another way to support processing time. In pairs, every student participates, and nonparticipation is easily detected and corrected. You can pair quieter students with someone they know and trust.

Whole class discussions sometimes devolve into scenarios where only a few students participate, or all students try to participate at the same time. But when students are paired, every voice has time and space to be heard, which can feel more inclusive and welcoming, especially to students who are not always willing to participate.

Aiding Knowledge Acquisition

When we take these types of intentional instructional approaches and prioritize processing time in the classroom, especially in moments when our teaching relies on direct instruction, we allow students more freedom to acquire knowledge-and to truly understand that knowledge before they're forced to move on. Such an approach can help prevent content gaps and can support differentiated instruction for all learners, making space for students to find multiple ways into their understanding of our lessons.

As educators, we often discuss wait time, but we do not use it as effectively as we could. Chunking content and using processing activities in the classroom allows us to create on-ramps to more challenging content. These scaffolds lead to deeper student understandings and ready learners for even more content, making teaching and learning more meaningful and efficient-critical in an information-heavy era.

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Teachers can support students' processing time in the classroom by chunking content-breaking it down into manageable pieces.

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Teaching Students Error Analysis: A Pathway to Critical Thinking - Learning-Focused

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Last year, I visited classrooms with April Shackleford, the principal of Lucama Elementary, recently recognized as a Blue Ribbon School. We walked into a 4th-grade math classroom, and the first thing I noticed were students working in pairs and discussing math problems. As we walked around the classroom, it became clear that students were working…

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Helping Students Reflect on Learning - Davidson-Davie Community College

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Helping Students Reflect on Learning As the end of the semester approaches, students are no doubt looking forward to a bit of a break and the sense of accomplishment that […]

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Written by Alison Smith

It might be one of the best parts of being a teacher - getting the chance to celebrate student success and provide them with positive feedback for a job well done.
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Why is it important to give students positive feedback and celebrate their successes?

The researchers tell us that celebrating student success in the classroom doesn't just make our kids feel good. It significantly impacts their memory, learning, motivation, and other cognitive functions. When students receive positive feedback for something that they have done, it is essentially a signal to their brain saying 'do it again'.

Celebrating success is an essential element of every classroom. It is the driver behind student motivation, self-esteem, and creating a positive classroom culture. There are many ways that teachers and principals can motivate students by celebrating their achievements and providing positive reinforcement.

How to Celebrate Student Success

Read on to find out how you can celebrate student success in your classroom ... and a few watch-outs to keep in mind.

Celebrate With a Class High-Five

Celebrating student success and building relationships go hand in hand.

A quick way to encourage class morale and to raise the profile of even the quietest member of your class is to encourage class high-fives to celebrate student success - or class elbow bumps, air high fives, etc. in these times of social distancing.

Encourage every student in the class to acknowledge the success of an individual by giving him or her a well-deserved high-five. For as little disruption as possible, this works most effectively at the end of the lesson or at the end of the day as students leave the room.

Be mindful of students with additional needs who may not enjoy this experience.

Call Home

There are all too many times when we have to draw a deep breath and pick up the phone to call a parent about a problem in the classroom. But calling home to tell parents something good about their child? We don't get to do that nearly as much ... and yet it's much, much more fun.

Just a tip: Grab some tissues.

If there's one way to make parents tear up, it's to give them a call to tell them how well their child is doing. It makes parents feel proud. But most importantly it makes students feel proud of themselves and of each other.

Don't forget to be mindful of cultural differences and sensitive family dynamics. You may also need to give busy working parents a heads-up via email before you make the call.

Celebration Tunnels

Is there anything more uplifting than running through a human tunnel? Celebration tunnels have to be my all-time favorite way to celebrate student success - no teaching resources required.

Kids love it, and let's face it, adults love it too. Check out how much fun we had celebrating in the Teach Starter office!

Celebrate Life Skills

As teachers, it can be easy to fall into the trap of celebrating student achievement based solely on academics. But not only can that create a fixed mindset, it often leaves students who don't make the honor roll left out.

Watching out for ways to ensure you celebrate all kinds of success is an important part of building a positive classroom culture. One perfect place to celebrate student success that's not about the letter or number at the top of the paper is in the areas of personal and social capability.

I'm a big fan of hanging this using little clothespins along with badges that show off successes in communicating, working collaboratively, and more. Hanging displays help to keep surfaces free, are effective eye-catchers, and they also act as daily reminders for you and your class.

Here's how...

1. Create a name tag for each student..

2. Attach a length of string (one for each student) to the wall using mounting putty.

3. Provide a container of mini clothespins.

4. Help your students to hang up their badges (we printed these personal and social capability badges) on their string when they are awarded.

Send Postcards and Letters Home

Kids love mail. Heck, WE love mail (except bills ... sigh). Sending home letters or even just a postcard in the mail is a great way to make students feel good and also incorporate their family members into celebrating their classroom successes.

Why is receiving a postcard or letter in the mail so magical? Letter writing takes time, shows a deep level of care, and makes the receiver feel valued. The extra effort of writing a letter goes a long way in making your students feel special, appreciated, and proud of themselves. Letters are timeless treasures that make memories.

It's easy to make postcards on your own - to create a personalized design, why not layer up images of your student's artwork? For a next-level surprise, why not send the postcards before a break so that they are received while your all out of the classroom?

For quick and easy letter templates, take a look at our growing collection of Positive Parent Notes that can be adapted to meet your needs. If you want to keep things simple, you could use an award from our Certificates and Awards collection and send that home too.

Buddy Awards

Students tend to look up to their buddies and see them as role models. So, it makes perfect sense to ask buddies to help celebrate student success by presenting student awards.

We are all familiar with buddy systems. A buddy system is where a child gets paired with another child, usually one that is older. A buddy system can help students to feel valued and supported, teach important social skills and create a caring culture in the school.

You'll find that awards and certificates given by class buddies have a whole new meaning and value. So, simply choose one or two students each week to receive a buddy award.

Pick your favorite design and theme from our huge range of Certificates and Awards. I love our bright and bold Let's Celebrate - Award Certificate and Let's Celebrate - Student Badges.

Celebration Envelopes

Celebration Envelopes are a great way to recognize student success and to develop peer relationships. This fun activity is particularly suitable for the upper elementary grades and encourages students to think about the strengths of others.

This activity works well in small groups as well as a whole class activity. Here's how it works:

1. Provide each student with an envelope and a blank piece of paper inside.

2. Ask your students to write their name on the envelope and to gather in a circle.

3. Instruct your students to pass their envelope to the person on their right.

4. Ask your students to read the name on the envelope and to think of a strength that they recognize in this person.

5. Encourage students to write this strength on the piece of paper.

6. Students continue to pass the envelopes around the circle and to record the strengths of their peers.

7. The process is complete when all envelopes have been returned to their owner.

Plan a Principal Class Visit

There is huge power in asking your school principal to visit your classroom to celebrate student success. Book in some time in their schedule and ask your school principal to drop by.

During your principal's visit, be sure to give him or her a tour of your wonderful classroom. Showcase the amazing achievements that your students are making. Most importantly, don't forget to share how you have been celebrating student success in your classroom.

You might even provide him or her with one or two individual awards to present. I like to make sure that there is a badge for everyone so that no one goes home empty-handed.

Find a badge that your students will love in our huge collection of Star Student Badges.

Set up a Student Success Wow Wall

A great way to celebrate student success is to create a "Wow Work" wall where students can proudly put their work on display. What's more, you can encourage classroom visitors to check it out!

Check out this eye-catching example of a Wow Work Wall by @the.colourful.teacher.

How often do you provide students with an opportunity to celebrate their accomplishments?

I hope that this blog inspires you to create more time and space to celebrate students' success. Which idea are you going to try first?

Share your celebrations on Instagram #teachstarterus

Banner image via shutterstock/comeback media
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9 Creative Ways to Celebrate Student Success in Your Classroom | Teach Starter

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Written by Alison Smith It might be one of the best parts of being a teacher - getting the chance to celebrate student success and provide them with positive feedback for a job well done. Make your classroom buzz! Subscribe to Teach Starter and access thousands of curriculum-aligned resources and digital learning tools.

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New teachers—and experienced ones too—can find ideas here on how to stop disruptive behavior before it begins.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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When Virginia's Prince William County school district switched to standards-based grading nearly a decade ago, middle school social studies teacher Erin Merrill wanted an easier way to keep track of her students' mastery of the specific standards tested on the year-end state standardized assessment.

Merrill also wanted to empower her students to take ownership of their learning. Her solution: giving students a data notebook to track their progress.

Standards-based grading is the practice of aligning graded tasks with clearly stated learning targets drawn from the state standards. Students still earn a score of 0 to 100 on graded assignments, but teachers' gradebooks must list which standards are being assessed with each assignment. Students also have multiple attempts to master the standards, with grades on assignments that demonstrate higher mastery replacing earlier grades.

The data notebook Merrill uses with her students is a four-page tracker that has the 14 civics and economics standards that 8th grade students in Virginia are expected to learn by the end of the year. For example, students should be able to demonstrate knowledge of the foundations of American constitutional government by identifying the purposes for the U.S. Constitution stated in its preamble, and identifying the procedures for amending the document.

With the tracker, students have different ways to visualize their progress. One way is by noting next to each standard whether they failed, passed, or mastered it based on their grades on summative assessments on which each question is connected to a specific standard. Students can also visualize their progress by filling in their scores on charts.

"Not only are the students seeing the value of it and appreciating the use of it," Merrill said, "but I am seeing success in the actual test scores and I think that's a win-win for everybody."

In an interview with Education Week, Merrill discussed how she came up with the data notebook and how it's affected student performance. This interview has been edited for brevity and clarity.

How are you assessing your students' mastery of different standards?

I try to do a balance of things in my classroom: My students get a lot of creative-based projects so that they can have more authentic experiences. But there are always standards-based unit tests at the end. I use a variety of tools, but lately I've been using [online testing platform] Edulastic a lot because it has a test interface that's exactly like TestNav [the online testing platform Virginia uses for state standardized testing]. So I can have my students practice a lot of the things that they're going to be doing [during the standardized test].

I've also found it really helpful for my students to be successful at the end of the year if they know what they're going to be learning. It goes beyond just putting a target on the board, which is something that a lot of teachers are required to do, but we find a lot of students don't get a lot out of that. My students receive a data notebook that has all of their standards of learning that they're going to be required to learn, written in kid-friendly language. Then as we go through every unit assessment, the students will calculate their percentage of mastery for each strand and have a visual of what areas they need to retest on, because the idea of a good standards-based assessment is that you don't retest maybe all 30-40 questions of a unit test. If a student mastered five out of the six things that you're testing them on, they should only need to retest in one area, so we do that.

I have the data notebook to help give them a visual and make sure that they're keeping track. My students tell me they really like seeing what they have to learn, which isn't something they're given in a lot of classes, and they like having that visual of how they're doing, especially growing over the course of the year. I use that when we get ready for SOL [Standards of Learning assessment] review, so that I can target it individually to the students' needs, instead of having to again spend four, five, or six weeks recovering everything we did for the year.

What led you to create a data notebook for your students?

We started being trained on standards-based grading, I think, around 2017. That was really a trigger for me to rethink what I was asking the students to do and how I was grading it. My whole thing is that I should not have to keep track of 80 students' progress. I mean, I should know how they're doing, but the students themselves need to start taking accountability so that they have a say in their education. Being an 8th grade teacher, it's such a great age to start building their independence, so that when they get to those advanced high school classes, and then possibly onto college, then they are able to self-advocate more, and they have experience looking at their own learning and seeing if they need to retest or what they need to study.

Have you seen a change in students' academic performance?

The first year that I tried this it was actually my professional goal, so it was something that I tracked throughout the year and wrote up for my report. I asked the students three times during the year: How prepared did they feel for the end-of-the-year standardized test if they had to take it tomorrow? What score range do they think they would earn? How well did they feel that they understood what they were supposed to be learning? How did they feel about the data notebooks themselves?

On a scale of 1 to 5, the average rating was a 4.3 on being prepared for the SOL. No one said that they felt like they were going to fail. Two-thirds of the students thought they were going to get a solid "pass" or an "advanced." The average rating for whether they understood what they needed to learn was a 4. And overwhelmingly the students said they love seeing how they've done using the data notebook. About 25 percent of the students added that they wished that other classes did this, too.

Since I have implemented the data notebooks, I have had a 100 percent pass rate on the SOL.

Do you have a student success story you'd like to share?

I had a student who struggled academically and had never passed a Standards of Learning test in Virginia and came to my class sort of, 'OK, I'm in a social studies class. That's whatever.' She wasn't particularly thrilled. She didn't hate the subject, but she was there. I guess she just sort of clicked with what I did. Her confidence soared. Her engagement in the class was higher because she knew, 'Here is proof that I am succeeding in what I'm learning. I am eager to try out more questions in class and take more risks to see if I understand it before the test.' She passed her first SOL with me.

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This Teacher Has Students Track Their Own Progress in Class, and It's Paying Off

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Middle school teacher Erin Merrill gives her students the responsibility of tracking their mastery.

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by TeachThought Staff

Student-centered teaching is teaching designed for the student.

This means that planning often begins with the student in mind as opposed to a school policy or curriculum artifact, for example. Done well, it can disarm some of the more intimidating parts of academia, while also shortening the distance between the student and understanding.

Put another way, student-centered teaching is teaching that is 'aware' of students and their needs above and beyond anything else. It places students at the center of the learning process.

This isn't as simple as it sounds, especially without shifting one's mindset towards that approach. We recently shared 32 Research-Based Instructional Strategies. The following infographic via Mia MacMeekin provides additional tools (in the form of strategies) that can help create a learning environment that can, depending on the context, more approachable, friendly, or familiar to students in your classroom.
See Also 28 Critical Thinking Question Stems & Response Cards
Let us know in the comments which are your favorites, or any good ones you think it might have missed.
28 Student-Centered Instructional Methods

28 Student-Centered Instructional Strategies

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Executed well, student-centered instructional methods can disarm some of the more intimidating parts of academia.

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You've probably heard of-and maybe used-learning stations in your classroom. With stations, teachers set up activities around their rooms, then have students rotate from station to station, performing each task. They are a wonderful way to provide variety and engagement in your classroom.

There's only one real downside to stations-they take a LOT of time to set up. And because we're all short on time, we may not use stations as often as we could.

So today I'm proposing a watered-down version of stations that keeps the movement, interactivity and variety while minimizing the prep work. I'm calling these "Chat Stations," discussion prompts that students visit just like stations, but instead of performing a complex task, they just have a quick discussion. Chat Stations are incredibly flexible: They can be used for test reviews, ethical debates, exploring new material, even analyzing literature.

On top of their flexibility as a cooperative learning tool, Chat Stations can also dramatically improve whole-class discussions. Because students have fully explored each issue in the less-threatening Chat Station setting, they will be better prepared to participate in a larger class discussion next. And as we explored in a previous post, we need to do more to engage our less talkative students. Chat Stations offer another way to get them more involved.

Here's a video demonstrating how Chat Stations work:

The more traditional kinds of stations-where students perform more complex or hands-on work-are still the gold standard for student engagement, but Chat Stations can be a great strategy for those times when you haven't been able to prepare a "real" station. They still get students up and moving and breathe new life into your content. And there's really no limit to how challenging your questions can be.

I'm pretty sure I haven't invented anything new here, so if you're doing something like this and have a tip or suggestion to add, please comment below. If you try this for the first time, please share your experiences with us. ♦

Stay in touch.
Join my mailing list and never miss another post. You'll get weekly tips, tools, and inspiration - in quick, bite-sized packages - all geared toward making your teaching more effective and joyful. To thank you, I'll send you a free copy of my new e-booklet, 20 Ways to Cut Your Grading Time in Half. I look forward to getting to know you better!

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Students Sitting Around Too Much? Try Chat Stations.

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Your new favorite teaching strategy: This pared-down version of learning stations keeps the movement, interactivity and variety while minimizing the prep work.

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Ideas for Motivating Specific Types of Students by A Peach for the Teach

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A 4-Part System for Getting to Know Your Students | Cult of Pedagogy

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Relationship building is key to good teaching. This system will help you quickly get to know students and benefit from those connections all year long.

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Character Cards (laminated in colored bins)

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Character Cards (laminated in colored bins)

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In today's fast-paced and diverse educational landscape, K-12 educators are faced with the challenge of not only imparting knowledge but also fostering a positive learning environment that addresses discipline problems in the classroom.

We hope to provide practical advice to help you handle discipline issues in the classroom effectively and proactively. With our 10 tips for proactive classroom management and discipline, you'll be equipped with actionable strategies to create an environment of success for both you and your students.

So, let's dive into the first tip-establishing clear expectations and rules.

1. Establishing Clear Expectations and Rules

Communicating expectations from day one sets the tone for a well-managed classroom. Clearly outline behavioral and academic expectations, and display them in a visible location for easy reference.

This ensures students understand the guidelines and helps maintain a consistent learning environment.Involving students in rule-setting fosters a sense of ownership and responsibility for their learning environment. Collaborate with your class to develop a set of rules, and encourage students to contribute their ideas.

This process promotes buy-in from students and makes them more likely to adhere to the rules they helped create. Consistently enforcing rules and expectations is essential for maintaining a structured and supportive classroom atmosphere.

Be firm yet fair when addressing rule violations, and ensure consequences are consistently applied to all students.

2. Building Positive Relationships with Students

Greeting students at the door is a simple yet effective way to establish a positive connection with them. This small gesture can make students feel welcome and valued, setting a positive tone for the day. Moreover, it provides an opportunity to gauge their mood and address any concerns before they enter the classroom.

Showing interest in students' lives outside of the classroom can foster a sense of belonging and create a supportive environment. By engaging in conversations about their hobbies, interests, or personal experiences, educators can better understand their students and create a strong rapport.

Encouraging open communication is essential in building trust and demonstrating that their opinions and feelings matter. Create opportunities for students to share their thoughts, ideas, and concerns in a safe and respectful space, which will contribute to a positive classroom atmosphere.

3. Creating an Engaging and Inclusive Classroom Environment

Offering a variety of instructional strategies and activities is crucial for maintaining student engagement and meeting diverse learning needs.

Teachers can use different teaching methods, such as direct instruction, project-based learning, and inquiry-based learning, to cater to different learning styles and preferences.

This approach helps students stay focused and motivated, reducing the likelihood of discipline issues.

Encouraging collaboration and group work promotes a sense of community and belonging within the classroom. By working together, students learn valuable social skills, such as communication, cooperation, and problem-solving, which contribute to a positive classroom environment.

Providing opportunities for student choice, such as allowing them to select topics for projects or choose from various assignment options, empowers students and increases their investment in the learning process. Also, adapting lessons for students with disabilities as outlined in their individualized education plans is essential to creating an accommodating and inclusive environment.

4. Promoting Respect and Responsibility

To promote respect and responsibility within the classroom, teachers should model respectful behavior towards their students and fellow educators. By demonstrating active listening, using polite language, and showing empathy, teachers set a positive example for students to follow. Encouraging students to engage in acts of kindness and respect towards their peers can also help create a more supportive and harmonious learning environment.

In addition to modeling respectful behavior, teaching social-emotional skills is essential for fostering a sense of responsibility among students. These skills, which include self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, help students navigate the complexities of the classroom and their personal lives. Encouraging students to take responsibility for their actions, whether it's completing assignments or owning up to mistakes, further reinforces the importance of responsibility in their academic and personal growth.

5. Implementing Effective Classroom Procedures

Establishing routines for common tasks is essential for maintaining order and predictability in the classroom. Develop procedures for activities such as distributing materials, turning in assignments, and transitioning between activities. Clearly explain and demonstrate these routines to students, and review them periodically to ensure they are well understood and followed.

Teaching and practicing transitions can make a significant difference in minimizing disruptions and maximizing instructional time. Break down each transition into simple steps and model the expected behavior. Incorporate short, structured activities between lessons to help students refocus and prepare for the next task.

Providing clear directions and expectations for group work helps keep students on track and engaged while working collaboratively. Assign roles, set time limits, and establish guidelines for group discussions to facilitate smooth and productive group work experiences.

6. Using Positive Reinforcement and Motivation

Offering praise and recognition for positive behavior is a powerful way to encourage students to continue making good choices. Be specific in your praise, highlighting the particular behavior or action that you want to reinforce. This helps students understand exactly what they did well and motivates them to repeat those behaviors in the future.

Implementing a classroom reward system can also promote positive behavior and a supportive learning environment. Choose rewards that are meaningful and attainable for your students, and make sure the system is transparent and fair.

Additionally, focus on nurturing intrinsic motivation by helping students understand the value of their learning and the personal satisfaction that comes from achieving goals and overcoming challenges. Encourage self-reflection and goal-setting to foster a growth mindset and a lifelong love of learning.

7. Responding to Misbehavior in a Timely and Appropriate Manner

Addressing discipline problems in the classroom as they occur is crucial for maintaining a positive learning environment. Timely intervention helps prevent small issues from escalating and sends a clear message that disruptive behavior is not tolerated.

When responding to misbehavior, it's essential to offer private redirection and reteaching, preserving the student's dignity and reinforcing the desired behavior.

Applying logical consequences for misbehavior is another effective strategy for handling discipline in the classroom. Consequences should be fair, consistent, and directly related to the offense, helping students to understand the impact of their actions. This approach not only promotes accountability but also encourages students to make better choices in the future.

8. Encouraging Parent/Guardian Involvement and Support

Establishing a strong connection with parents and guardians can be instrumental in preventing and addressing discipline issues in the classroom.

Regular communication helps create a partnership between educators and families, ensuring that everyone is informed about the student's progress and behavior. This can be achieved through a variety of methods, such as newsletters, emails, phone calls, or parent-teacher conferences.

Inviting parents and guardians to participate in classroom activities can also foster a sense of community and support.

This involvement can range from volunteering during special events to assisting with ongoing projects or assignments.

Collaborating with parents and guardians on behavior management strategies can strengthen consistency between home and school environments, ultimately promoting positive behavior and reducing discipline problems. By maintaining open lines of communication and working together, educators and families can better support students in reaching their full potential.

9. Supporting Students with Special Needs and Behavior Challenges

To effectively support students with special needs and behavior challenges, it is important to differentiate instruction and provide tailored support. This includes modifying lesson plans and activities to accommodate various learning styles and abilities, integrating assistive technology, and providing additional resources as needed.

Collaborate closely with special education professionals and support staff, such as school psychologists, counselors, and resource teachers, to ensure all students receive the necessary assistance and accommodations.

Implementing individualized behavior plans can also positively impact students with special needs and behavior challenges. These plans outline specific goals, strategies, and supports to address a student's unique needs and should be developed in collaboration with the student, their parents or guardians, and relevant professionals.

Regularly review and adjust these plans to ensure they remain effective and relevant to the student's progress and needs. By providing targeted support and fostering an inclusive learning environment, you can help all students reach their full potential.

10. Engaging in Continuous Professional Development

Participating in professional learning communities allows educators to collaborate with colleagues, share experiences, and learn new strategies for proactive classroom management.

These communities can be found within your own school or district, or even online, providing opportunities to connect with educators from diverse backgrounds and perspectives. Engaging in these discussions can help you refine your classroom management skills and discover innovative methods for promoting a positive learning environment.

Attending workshops and conferences on classroom management is another way to stay up-to-date on the latest research and best practices. These events often feature expert speakers and provide hands-on training sessions, giving you the opportunity to learn new techniques and strategies that can be immediately implemented in your classroom.

Conferences can serve as valuable networking opportunities, connecting you with other professionals who share your passion for effective teaching and discipline.

Reflecting on personal practice and seeking feedback is essential for continuous improvement in classroom management. By regularly evaluating your own strengths and areas for growth, you can identify targeted strategies for enhancing your skills. Reach out to colleagues, mentors, or administrators for constructive feedback and suggestions, as they may offer valuable insights and recommendations.

Embracing a growth mindset and being open to change can help you adapt your classroom management approach to better meet the unique needs of your students, ultimately fostering their success.

Conclusion

As educators, we understand that proactive classroom management and discipline are crucial in creating a positive learning environment that fosters student success. By implementing these tips, you are taking steps towards effectively managing behavior, preventing discipline issues, and promoting a healthy and engaging classroom experience for all students.

, we are dedicated to providing educators with the tools, strategies, and mindset shifts necessary to improve teacher well-being and student success. We invite you to explore our professional development workshops to further enhance your classroom management techniques and create an even more impactful learning experience for your students.

Together, let's transform our classrooms into thriving spaces where students can flourish and achieve their full potential. Join us today in our mission to empower educators and elevate the educational experience for all.

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10 Tips for Proactive Classroom Management and Discipline | Strobel Education

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Explore 10 useful tips for proactive classroom management and discipline at Strobel Education. Create a positive and focused learning environment with these strategies.

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The Early Career Framework states that teachers should learn that... Flexibly grouping pupils within a class to provide more tailored support can be effective, but care should be taken to monitor its impact on engagement and motivation, particularly for low attaining pupils.

Flexible grouping is a data-driven teaching practice. With this practice, you put students into temporary groups to work together for only as long as is needed for them to develop an identified skill or to complete a learning activity. The groups can be heterogeneous (made up of varying skill levels) or homogeneous (made up of the same skill level). The groups change often based on the learning objective and students' needs or interests.

Flexible grouping uses a mix of heterogeneous groups (made up of students with varying skill levels) and homogeneous groups (made up of students with similar skill level) to help students achieve a learning goal. The size of the groups can vary - from two or three students in a small group to up to six students in a larger group.

Students work together, often with the guidance of a teacher, only for the length of time necessary for them to develop an identified skill or to complete a learning activity. That makes it different from static groups that don't change based on students' needs, acquisition of skills, or knowledge.

A key component of flexible grouping is that while all students are working toward the same learning goal, the work addresses students' varying learning needs. The work is engaging and important for all students, but the task or how they show what they've learned may look different for each group.

Flexible grouping is a powerful and effective practice for improving learning. It allows your students to get the right support, in the right way, at the right time.

Flexible grouping is a highly effective strategy for creating an inclusive classroom culture that honours learner variability. Use data to put students into small groups for instruction. Your groups should change frequently in response to the lesson outcome and student needs. Students can be grouped at the same skill level or with varying skill levels.

Flexible grouping will be a key classroom practice when you return to in-person learning. Flexible grouping can support accelerated learning and address foundational skill needs. It also increases your students' engagement and supports their social-emotional needs.

1.) Random - Group students randomly by pulling sticks or using an app to pick. I frequently use this in the classroom when I want groups of equal size and want students to branch out a little bit beyond their peers.

2.) Homogeneous - Group students based on similar academic achievement levels. For instance, the same reading level or math scores. Though some educators frown on this, it is still beneficial. I think the only time it's NOT beneficial is when you repeatedly do it every time you group students.

3.) Heterogeneous - Group students based on differences. For instance, I try to look through my class list and decide who are my leaders. Then I sort them out each "leading" their own group.

4.) Interest - Group students based on their similar interests. Students are typically more motivated when they share common interests in a topic.

5.) Learning Style - Group students based on their multiple intelligences. If they are linguistic, put them with other linguistic learners. If they are kinaesthetic, then put them together. Like learn from like.

6.) Knowledge of a Topic - this one sounds a lot like learning based on interests. To some degree it is- but sometimes we have a lot of knowledge and understanding of something without really having an interest. Students with likeness in knowledge can share information with one another which confirms their understanding and builds self-confidence.

7.) Skill or Strategy - When you are grouping students similar to their skill or strategy, you can fill in any gaps or enrich students who need it most.

8.) Student Choice - Let the students group themselves. We have all heard that choice leads to success. But maybe have a few rules... You need to have someone new in your group this time, or something similar.

Instructional Grouping is defined as one where the learning of educational material is evident. A classroom has been grouped when the one large group of students assigned to that classroom is divided into a set of smaller groups for some portion of the time they are in the classroom. While in operation, each small group is recognized and treated as a separate and distinct social entity by the teacher and the students in the classroom. To be considered instructional, the activities carried out by students in a small group must include learning of educational material.

Instructional grouping is used:

To assure that all students learn

To increase engagement in learning

To teach students how to work with others

To facilitate social interaction between students

To motivate students

To improve students' self-confidence

To teach students how to work in a variety of ways

Instructional groups should be used for specific instructional purposes. They should not be

the only mode of instruction in a classroom or subject matter area.

Teacher presentation of new information and skills should be done in a total-class, direct

instruction setting. Instructional groups should be used for review, drill and practice

activities or for expanded investigation of subject areas.

Use of long-term ability groups based on student ability should be reduced.

Pull-out instruction of students based on academic ability should not occur.

If long- or short-term ability groups are used, instruction should be monitored to assure that the quality of instruction and the learning climate is consistent across all the groups.

[Further reading recommendations are indicated with an asterisk.]

*Davis, P., Florian, L., Ainscow, M., Dyson, A., Farrell, P., Hick, P., Rouse, M. (2004) Teaching Strategies and Approaches for Pupils with Special Educational Needs: A Scoping Study. Accessible from: http://dera.ioe.ac.uk/6059/1/RR516.pdf.

Deunk, M. I., Smale-Jacobse, A. E., de Boer, H., Doolaard, S., & Bosker, R. J. (2018) Effective differentiation Practices: A systematic review and meta-analysis of studies on the cognitive effects of differentiation practices in primary education. Educational Research Review, 24(February), 31-54. https://doi.org/10.1016/j.edurev.2018.02.002.

*Education Endowment Foundation (2018) Sutton Trust-Education Endowment Foundation Teaching and Learning Toolkit: Accessible from: https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit [retrieved 10 October 2018].

Hattie, J. (2009) Visible learning: a synthesis of over 800 meta-analyses relating to achievement. London: Routledge.

Kriegbaum, K., Becker, N., & Spinath, B. (2018) The Relative Importance of Intelligence and Motivation as Predictors of School Achievement: A meta-analysis. Educational Research Review. https://doi.org/10.1016/j.edurev.2018.10.001.

*OECD (2015) Pisa 2015 Result: Policies and Practices for Successful Schools. Accessible from: https://doi.org/10.1787/9789264267510-en.

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008) Learning Styles: Concepts and Evidence. Psychological Science in the Public Interest, 9 (3).

Sisk, V. F., Burgoyne, A. P., Sun, J., Butler, J. L., & Macnamara, B. N. (2018) To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses. Psychological Science, 29(4), 549-571. https://doi.org/10.1177/0956797617739704.

Speckesser, S., Runge, J., Foliano, F., Bursnall, M., Hudson-Sharp, N., Rolfe, H. & Anders, J. (2018) Embedding Formative Assessment: Evaluation Report. [Online] Accessible from: https://educationendowmentfoundation.org.uk/public/files/EFA_evaluation_report.pdf [retrieved 10 October 2018]. 36

Steenbergen-Hu, S., Makel, M. C., & Olszewski-Kubilius, P. (2016) What One Hundred Years of Research Says About the Effects of Ability Grouping and Acceleration on K-12 Students Academic Achievement: Findings of Two Second-Order MetaAnalyses. Review of Educational Research (Vol. 86). https://doi.org/10.3102/0034654316675417.

Tereshchenko, A., Francis, B., Archer, L., Hodgen, J., Mazenod, A., Taylor, B., Travers, M. C. (2018) Learners' attitudes to mixed-attainment grouping: examining the views of students of high, middle and low attainment. Research Papers in Education, 1522, 1-20. https://doi.org/10.1080/02671522.2018.1452962.

Willingham, D. T. (2010) The Myth of Learning Styles, Change, 42(5), 32-35.

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The Early Career Framework states that teachers should learn that... Flexibly grouping pupils within a class to provide more tailored support can be effective, but care should be taken to monitor its impact on engagement and motivation, particularly for low attaining pupils.

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4 group work strategies to ensure every student pulls their weight

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Everyone has experienced social loafing, even if you don’t know the term. Social loafing is reduced individual effort on a group task. Classic studies of social loafing find that people pull less on a rope and clap more slowly and quietly when they are led to believe there are other people pulling or clapping, than … Continued