The document discusses effective classroom management strategies, including establishing clear rules and expectations for student behavior, consistently enforcing rules with words and actions, and using logical consequences to address misbehavior. Some specific strategies mentioned are having students practice rules during recess if not mastered, limiting choices to enforce limits respectfully, and ensuring consequences are immediate, consistent, proportional and respectful to change behavior.

1. Classroom Management Establishing and maintaining standards for student behavior

4. 1.Seat Work: Ms. Atkins has a class rule that students enter the class quietly, take the materials out of their back pack that they need, and begin working on a daily ‘seat work’ assignment immediately. Matt enters the class, throws his back pack loudly on the desk, turns to his neighbor and starts talking. Ms Atkins notices the behavior and says “ We enter like this.” She models the behavior and Matt turns toward the front of the class. What do you predict will happen next? What are the next steps should Ms. Atkins take?

5. 2. Mr. Larson notices some of his students have been bringing Ipods and pictures to class and listening to music and passing pictures around and talking. The teacher says, “Mia, what did I say about your ipod and pictures?. Now put it away, please.” He lets it pass with just a warning. What do you predict will happen next? What next steps should Mr. Larson take?

6. Creating Accountability Friday Folders – Send home work each Friday Fun Friday – PAT for students who finish weekly work Makeup Sessions for Missed Work The Classroom Rental Center

7. Recess Academy – Teachers hold ‘recess academy’ for students in order for students to practice a behavioral rule that they have not mastered. So, a student who does not remember to raise his hand before speaking would be assigned to come to ‘recess academy’. During the academy time the student would practice raising his hand in a variety of situations. When the student masters the skill he is able to leave.

8. Why didn’t Nate cooperate? Nate disrupts Continues talking Continues talking Continues talking Disruption continues Continues to argue and debate Protests Teacher ignores misbehavior Gives unclear directions Warns; gives more unclear directions – appeals for cooperation Repeats and reminds; debates – lectures Threatens consequences – Begins to follow through Argues Gives in Issues warning Repeats threat

9. Why doesn’t Jane co operate? What are the next steps? Students disrupt Students deny responsibility; blames Jane Jane continues to disrupt Denies guilt Continues to disrupt Refuses to write sentences Challenges teacher More refusal Investigates Gives stern, disapproving look Intimidates; reprimands Shames (feels angry) Uses more intimidation Taunts; threatens Continues to shaming Sends Jane to hallway Makes Jane write sentences Threatens more consequences

10. Stopping Power Struggles Checking In – “What did you hear me ask me to do?” The Cut Off – “We are finished talking about it.” Cool Down - I think we need some time to cool down. Limited Choices – “You can sit quietly with your friend or you can sit quietly alone. What would you like to do?