Myers 3rd Grade Science- 5 Classroom Management Strategies by Christine Jackson https://padlet.com/camyers11/fwatq2y02zc Angelo State University en-us 2018-09-23 18:56:59 UTC 2018-09-23 21:35:52 UTC hello@padlet.com Incorporating Movement into the Classroom camyers11 https://padlet.com/camyers11/fwatq2y02zc/wish/284784690 Incorporating movement into the classroom is a great classroom management strategy as classroom behavior improves when active learning is present (McCaughey, 2018). Studies have shown that students who are more active throughout the school day are able to focus better, have faster cognitive processing, and have better memory retention (Abdelbary, 2017). 
 
Incorporating movement into the classroom is as easy as including a three minute brain break as a transition between topics or subjects. Websites such as gonoodle.com offer three to five minute long videos that allow students to get up and move. Additionally, I am able to utilize the “su, hu, pu” collaboration strategy in my third-grade science classroom. During “su, hu, pu”, my students stand up, put their hands up, walk around the room, and then pair up. This allows them to get up and moving, and it allows for them to work with someone they may not normally work with. However, when incorporating movement into the classroom, teachers will need to be aware of any physical disabilities a student may have and accommodate accordingly (Action for Healthy Kids, n.d.).

References

Abdelbary, M. (2017). Learning in motion: Bringing movement back into the classroom. Retrieved from https://www.edweek.org/tm/articles/2017/08/08/learning-in-motion-bring-movement-back-to.html
 
Action for Healthy Kids. (n.d.). Including all children. Retrieved from http://www.actionforhealthykids.org/what-we-do/programs/game-on/about-game-on/850-children-disabilities
 
McCaughey, K. (2018). The moveable class: How to class-manage for more active and healthful lessons. Retrieved from https://americanenglish.state.gov/files/ae/resource_files/etf_56_1_pg02-13.pdf
]]> 2018-09-23 18:58:36 UTC https://padlet.com/camyers11/fwatq2y02zc/wish/284784690 Building Positive Student-Teacher Relationships camyers11 https://padlet.com/camyers11/fwatq2y02zc/wish/284784733 Building positive student-teacher relationships is important for classroom management. In order for “children to care about their place in the school community, they must have had the experience of feeling cared for and cared about” (Brown, 2016, p. 5). Students who act out may not have developed a positive student-teacher relationship (Scott, 2017). Additionally, students will feel more secure at school “when they can see, in your eyes and body language, and hear in your voice that you are genuinely happy to see them” (Scott, 2017, p. 28).
 
In my third-grade classroom, I am able to build positive student-teacher relationships by addressing each student individually in the morning. I can also ask them individual questions, such as how they are or about their soccer game the night before. Additionally, I am able to keep a positive attitude throughout the day and give my students high-fives as they leave my classroom. Overall, it is important for me to be positive and supportive, as “the teacher who models a positive attitude, is supportive of students and their efforts, and approaches behavior in appropriate ways will usually find that the class mirrors that image” (Gordon, 2001, p. 23). 
 
References
 
Brown, P. M. (2016). Student discipline: A prosocial perspective. Lanham: Rowman & Littlefield Publishers.
 
Gordon, D. G. (2001). Classroom Management. Music Educators Journal, 88(2), 17.
 
Scott, M. (2017). Even on your worst day you can be a student's best hope. Alexandria, Virginia: ASCD.
]]> 2018-09-23 18:58:53 UTC https://padlet.com/camyers11/fwatq2y02zc/wish/284784733 Creating a Calming Corner camyers11 https://padlet.com/camyers11/fwatq2y02zc/wish/284784743 Having a classroom calming corner is another great behavior management strategy. A calming corner provides students with the opportunity to walk away from a situation and take time to feel less overwhelmed, and this may help prevent meltdowns or major behavioral issues (Watson Institute, 2018). Giving students time away to think, away from a negative or upsetting situation, is important. Students must learn to “reflect on their emotional reactions and mindsets and use emotions in ways that are constructive, not destructive” (Pinto, 2013, p. 90). 
 
In my third-grade classroom, I have a desk in the back corner of the room with a glitter jar and age-appropriate breathing exercises. Students know that when they feel upset or angry, they are allowed to go to the calming corner for 2 minutes. They must use the sand timer provided at the desk. Calming corners may also include rugs, pillows, and headphones (Watson Institute, 2018). This strategy can be used with all students, and may be particularly useful when helping students who often have meltdowns.  

References

Pinto, L. E. (2013). From discipline to culturally responsive engagement: 45 classroom management strategies. Thousand Oaks, CA: Corwin.
 
Watson Institute. (2018). The classroom calming corner. Retrieved from https://www.thewatsoninstitute.org/watson-life-resources/situation/classroom-calming-corner/
]]> 2018-09-23 18:59:00 UTC https://padlet.com/camyers11/fwatq2y02zc/wish/284784743 Utilizing Clear and Effective Transitions camyers11 https://padlet.com/camyers11/fwatq2y02zc/wish/284784756 Utilizing clear and effective transitions in the classroom allows teachers to minimize disruptions and maximize instructional time. Establishing “rules and procedures for transitions and interruptions is an important aspect of classroom management” (Association for Supervision and Curriculum Development, 2005, p. 1). When transitioning in the classroom, the teacher should secure the students’ attention, explain the procedure, give the students a signal to start, initiate the transition, and observe the transition to ensure it went smoothly (Finley, 2017).
 
There are many great examples of transitions within the classroom. When students do not want to stop what they are doing, the teacher can use websites such as online-stopwatch.com or timer-tab.com so that students can keep track of how much time they have left (Finley, 2017). Additionally, teachers are able to use songs during transitions or allow children to have jobs when a transition takes place (Finley, 2017). In my third-grade science class, I use a countdown to transition from the warm-up to class. I tell my students, “we are starting science class in five…four…three…”. My students know that by “one” they must have their desks cleared and be ready to start class. This transition strategy works well with my diverse group of students, and specifically helps my student with autism spectrum disorder know when we are about to change activities. 
 
Association for Supervision and Curriculum Development. (2005). Module 3: Transitions and interruptions. Retrieved from http://www.ascd.org/publications/books/105012/chapters/Module-3@-Transitions-and-Interruptions.aspx
 
Finley, T. (2017). Mastering classroom transitions. Retrieved from https://www.edutopia.org/article/mastering-transitions-todd-finley
]]> 2018-09-23 18:59:11 UTC https://padlet.com/camyers11/fwatq2y02zc/wish/284784756 Providing Continuous Positive Reinforcement camyers11 https://padlet.com/camyers11/fwatq2y02zc/wish/284784813 Providing consistent positive reinforcement is a great behavior management strategy, as teachers who provide a greater amount of verbal praise will often experience less disruptive behaviors in the classroom (Reinke, Herman, & Stormont, 2012). Research has shown that “elementary schoolteachers provide much more negative than positive feedback to their students. When provided, positive feedback is associated with good academic performance” (McClowry et al., 2013, p. 284). 
 
In my third-grade classroom, I am able to use my schools “tiger bucks” reward system. When I see a student who is on-task or being kind, I am able to provide immediate positive reinforcement by providing a tiger buck. Additionally, I will also encourage my students with verbal affirmation throughout the day. If I see a student doing a great job, I am able to thank them for their hard work. 

References:
 
McClowry, S., Rodriguez, E., Tamis-LeMonda, C., Spellmann, M., Carlson, A., & Snow, D. (2013). Teacher/student interactions and classroom behavior: The role of student temperament and gender. Journal Of Research In Childhood Education, 27(3), 283-301.
 
Reinke, W. M., Herman, K. C., & Stormont, M. (2013). Classroom-level positive behavior supports in schools implementing SW-PBIS: Identifying areas for enhancement. Retrieved from https://files.eric.ed.gov/fulltext/ED540773.pdf
]]> 2018-09-23 18:59:22 UTC https://padlet.com/camyers11/fwatq2y02zc/wish/284784813