CLASSROOM MANAGEMENT STRATEGIES Use firm, fair, consistent discipline. Praise good behaviour.

Create a positive psychological environment among all members of the class. You will know immediately if a student is doing something unacceptable and use a frown or shake of the head. If the misbehaviour continues, privately tell the student exactly what behaviour you expect and the consequences. Be sure to follow through with the discipline strategy. Make sure every student is busy at the work of learning and the teacher is enthusiastic and inspiring. Respect. Make sure everyone knows he or she is respected. Be consistent with all students and deal with any problems right away. Establish a presence in the classroom and use proximity to control any challenging student. To get the attention of the entire class, stand at the front of room, do not speak and raise your hand. Everyone will be quiet very quickly. Expect positive behaviour during every class and keep lessons lively and interesting. A positive atmosphere is essential in Primary-Junior classroom. Students know that they are expected to make good choices as members of the class. A reward system (such as Pizza Party) is used throughout the year. The students vote on child-directed ideas for the rewards and the teacher ensures that all children win at various times throughout the year. A contract could be used at times. The contract talks about respect and responsibility. Contracts are written in a positive manner and focus on why it is important to be respectful or responsible. Parents are called regularly to report on challenging behaviour as well as positive behaviour.

TEN WAYS TO TAKE CHARGE OF THE CLASS 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. From the first class meeting onward, establish that you control the class. Be prepared. Stay organized. Keep expectations for your class high. Smile at your class. Call parents or guardians often. Establish acceptable noise level every day. Plan activities around your students attention spans Keep students busy all class period. Stay on your feet and monitor Be clear that you expect your students to do their work well.

Thompson, J. G. (2002). First-year teachers survival kit. Mississauga, ON: John Wiley & Sons Inc.

CLASSROOM ATMOSPHERE

Continuously survey classroom Move around Keep students in line of sight do not stand with back to your class Avoid negative comments Stop and wait for attention of students Use good classroom management strategies proximity look pause gesture students name Think why students misbehave Ignore minor behaviours Be consistent Establish clear routines (use schools code of behaviour) Meet needs of all students Dont have students sit and wait too long Plan transition from one experience to next Use all types of grouping and have clear instructions for process Evaluate group activities Model and role-play for appropriate social skills Promote appropriate behaviour in positive ways Teach students strategies to control behaviour Involve parents Consult educational and resource personnel Monitor students inside and outside classroom

Creating the dynamic classroom: A handbook for teachers. Schwartz, S. & Pollishuk, M. Toronto, ON: Pearson Education Canada Inc.

Books on Classroom Management

Borba, M., (2003). No more misbehavin: 38 difficult behaviors and how to stop them. San Francisco: Jossey-Bass. Coloroso, B. (2001). Kids are worth it. CAN: Penguin Levin, J., Nolan, J., & Kerr, J., & Elliott, A. (2005) Principles of classroom management. Toronto, ON: Pearson Education Canada Inc. Mendlec, A. (2001). Connecting with students. Association for Curriculum Development. Nelsen, J., Lott, L., & Glenn, S. (2000). Positive discipline in the classroom. NY: Three Rivers Press. Phelan, T., & Schonour, S.J. (2004). 1-2-3 Magic for teachers: effective classroom discipline - pre-k through grade 8. ILL: Parent Magic Inc. Rominger, L., Packard Laughrea, S., & Elkin, N. (2001). Your first year as a high school teacher. New York: Three River Press Schwartz, S., & Pollishuke, M. Creating the dynamic classroom. Toronto, ON: Pearson Education Canada Inc. Thompson, J. G. (2002). First-year teachers survival kit. Mississauga, ON: John Wiley & Sons Inc. Wheeler, J., & Rickey, D. (2000) Behavior management. Upper Sadddle River, NJ: Prentice Hall Wright, D. (2000). Managing behaviour in the classroom. Heinemann.

Classroom Management Through Early Intervention

Because teachers everywhere are eager to find painless ways to maintain classrooms free of misbehaviour and mayhem, there are thousands of Web sites that address the subject. Here are a few you may want to explore to learn more about how to prevent problems through early intervention. www.behavioradvisor.com www.proteacher.com/ www.masterteacher.com www.educators2000.com www.youthchg.com www.classroom-management.com www.angelfire.com/ky2/socialskills www.disciplinehelp.com www.edusmile.com www.inspiringteachers.com

Teacher Checklist Is your classroom a happy learning experience? 1. Am I projecting an image that tells the students that I am here to build rather than to destroy him as a person? Do I let the student know that I am aware of and interested in him as a unique person? Do I convey my expectations and confidence that the student can accomplish work, can learn and is competent? Do I provide well-defined standards of values, demands for competence, and guidance toward solutions to problems? In working with parents, do I enhance the academic expectations and evaluations which they hold of their childrens ability? By my behaviour, do I serve as a model of authenticity for the student? Do I take every opportunity to establish a high degree of private of semi-private communication with my students? Do I distinguish between students classroom mistakes and their personal failure? Do I avoid unfair and ruthless competition in the classroom? Do I learn the name of each student as soon as possible, and do I use that name often? Do I share my feelings with my students? Do I practice courtesy with my students? Do I arrange some time when I can talk quietly alone with each student? Do I spread my attention around and include each student, keeping special watch for the student who may need extra attention? Do I notice and comment favourably on the things that are important to students? Do I show students who return from being absent that I am happy to have them back in class and that they were missed? Do I remember to see small disciplinary problems as understandable, and not as personal insults? Do I avoid having favourites and victims? Do I have, and do my students have, a clear idea of what is and what is not acceptable in my class? Within my limits, is there room for students to be active and natural? Do I usually make it through the day without punishing students? Do I permit my students some opportunity to make mistakes without penalty? Do I make generally positive comments on written work? Do I give extra support and encouragement to slower students? Do I take special opportunities to praise students for their successes?

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