The document provides classroom management strategies and tips for teachers, including being firm but fun with students, using simple and respectful language when redirecting students, establishing clear routines and procedures, finding ways to get students' attention without yelling, building relationships with challenging students, and maintaining consistency in expectations and consequences. It also offers specific techniques for attention getters, transitions, and developing a democratic classroom where student voice is included.

1. CLASSROOM MANAGEMENT
BASIC STRATEGIES

2. BE FIRM AND FUN
Be equal parts firm and
fun. When appropriate be
silly, joke around, have
fun, sing, dance and play
games, but when needed
be direct, firm and deliver
the message that needs
to be delivered to keep
students safe and
learning.

3. SAY IT STRAIGHT, SIMPLE AND WITH A SMILE
 When those moments come when your students
need redirection say what you need to
say respectfully and directly. “Rony, eyes this way.”
or “Mira, please walk.” Never, ever, EVER yell. If
you yell, you’ve already lost them and it will take a
very long time to get them back.

4. IT’S ALL ABOUT SYSTEMS
Coaching football is all about systems. Running a
classroom is no different. The less students depend on
you to know what to do, when to do it, and how to do
it the better. Before the school year starts sit down and
mentally go through a whole day. Think of each and every
routine that is needed. How do you want your students to
enter the class? What is their morning routine? What is the
procedure for coming to the carpet? What is the system for
going to the bathroom? Map out each procedure that is
needed and the specific steps within each procedure.
Then decide when and how to introduce the
procedures. What systems do students need to know right
away? Which ones can wait until the second day of school
or later in the week? Once you know what routines you
want and when you want to introduce them, remember the
three magic words of developing procedures: Rehearse.
Remind. Redo.

5. COLLECT BEFORE YOU DIRECT.
Have a strategy for getting your students’
attention when you need to speak to them. Do
not talk over them. Ensure you are giving them a
clear signal that they need to be listening and
make sure you are giving them enough time to
wrap up their current conversation and transfer
their attention over to you. Often the best ways to
do so is with a different sound or frequency.
Trying to get their attention by talking when they
are all talking is tricky. But if you whisper, play
simon says, ring a chime, play a short song,
sing a direction, clap a rhythm or play an
instrument it makes it easier for students to
actually hear that you are trying to get their
attention. It might take 2, 3, 4 or more tries,
but stick with it until you have everyone
‘collected’.

6. WIN OVER YOUR ‘BACK POCKET’ KIDS.
Every class has one or two (or three… or
four) students that you need to get on your
side right away. These are the students
who often need the most love and
attention and can either end up being a
teachers best ally or their biggest
challenge. Identify these students as soon
as possible and make sure you make a
connection with them right away. Give
them extra responsibilities. Ask for
their help with something. Tell them all
the wonderful things you have heard
about them from their previous teacher.
Put in the love and attention early on so
their charisma and social influence
becomes a productive force in your
classroom.

7. CONSISTENCY AND FOLLOW THROUGH
Mean what you say. Every single time.
To every single student. It is very
behaviourally confusing for students
when they are redirected for something
one day but not the next. And even
more behaviourally confusing when
some students receive redirections for
doing the same thing that other
students ‘get away with’. If you have
classroom expectations, be consistent
and follow through. Students need to
know that when you say something
you mean it. Every time. For
everyone.

8. TIME IS HARD. MUSIC IS EASY. (AND MORE
FUN!)
Conceptualizing and self-monitoring chunks
of time is quite hard. “I’m going to give
you 2 minutes to (get ready for PE, pack
your bag, tidy up the classroom)” is
setting yourself up for disappointment.
Choose a song that is 2 minutes long
and have your students set the goal to
have their task finished by the end of the
song. The more you use the same song,
the more the students will know when it is
half over or almost done

9. CLASSROOM TIPS

11. Simon says – Simon says is a great
quick-and-easy body break that
allows students to stand up, jump
around, reach for the sky, touch your
toes and sit back down. It’s also a
great way to shape listening
behaviours: “Simon says sit criss-
cross”, “Simon say hands in your lap”,
“Simon says eyes on the speaker”.
Sharing a video.

13. ATTENTION GETTERS
Train students and hang or stick poster on the walls of the
classroom.

14. If you can hear my voice – you never need to go louder
than a whisper! You start out by whispering a direction, “If
you can hear my voice touch your shoulders” only a few
students will hear at first, so then you do it again with
something different, “If you can hear my voice touch your
head”, when you know you have a few students that are
participating make sure the next instruction is sound-
related, “If you can hear my voice clap three times” or “If
you can hear my voice say cha-cha-cha”. This gets the
attention of the other students, but does not require you to
raise your voice!

15. Make it rain – The first few times you do it,
structure it like follow the leader – the students copy
exactly what you do when you do it. After your class
has done it a few times, all you will need to do it
start rubbing your hands together to signal the
beginning of the rainstorm and the class will join in.
This is really effective because it allows students to
get out some energy with the clapping and
stomping, but then brings the energy right back
down to a calm atmosphere. ( Video)

18. -
Strategy to
make
students
aware of
their
expected
voice level
thus foster
self-
regulation.
NOISE-O-METER

19. USE OF SIGN LANGUAGE
Washroom – if students
needed to go to the
washroom, all they had to
do make a ‘W’ with their
fingers and I could either
give them a thumbs up if
they had permission, or
thumbs down if it wasn’t a
good time and they had to
wait a moment or two.

20. Drink – same thing for a drink of water, but a ‘D’
instead of a ‘W’
“Me too” – so instead of having 20+ students
always yelling out “me too” they would just snap their
fingers, teacher can wink or a thumbs up is great
way to non-verbally acknowledge the students
snapping their “me too.

21. • Why not invite student voice into your decision
making?
• Why not share problems of teaching, learning and
everything in between with your students?
• Why not turn the questions we have as teachers
into collaborative inquiries with your class?
• Why not trust your students to have creative,
brilliant solutions that you maybe haven’t thought
of?
• Why not get rid of “secret teacher business”
altogether?
• Why not trust students to tackle the problems we
grapple with as adults?
DEMOCRATIC CLASSROOM

22.  “How should I set up my classroom?”
 “How can I welcome a new student coming part way
through the year?”
 “How can I have my students show what they’ve
learned about ______ ?”
 “How can I get my students attention?”
 “What should the timeline be for this project?”
 “How can I be a better teacher?”
Magic answer : ASK YOUR STUDENTS.
They say two heads are better than one, so surely 20+
heads are way better than one!

23. AN ARTICLE OF COORDINATOR SHARING HER
THOUGHTS.
As adult-learners we too do similar acts like child
learners, noticing this will hopefully make us .patient
 We talk while someone is talking
 We forget to clean up after ourselves
 We opt to not participate
 We forget to bring things
 We need more time
 We take a long time to wrap up a conversation
 We take a long time to transition
 We choose to work with our friends

24. LET’S TWIST OUR THINKING
 I used to think…
 Explain my expectations.
 Establish rules.
 Know everyone’s names.
 Arrange seats to minimalise
talking.
 Talk about homework.
 Tell them what they’ll be
learning.
 Make sure they listen.
 Get students working right
away.
 Show a firm hand.
 Now I think…
 Ask about their
expectations.
 Create an essential
agreement.
 Know everyone’s story.
 Arrange learning spaces
to encourage collaboration.
 Talk about learning.
 Ensure they know that
they own their learning.
 Make sure I listen.
 Show you’re a part of
the learning community.
 Laugh…

25. CONNECTING WITH STUDENT
 Smile at them – a simple act that makes a big
difference..
 Say hello and goodbye : make it a practice to get
responses.
 Ask questions and care about the answer – go
beyond learning students’ names and start learning
their stories. How was your weekend? How is your
family? How was your day? This year let us ask
questions, not just to ask, but to really listen and care
about the answer. It has been amazing to learn about
students’ lives outside of school.

26. • Inquire into their interest: acknowledge their interest and ask
them questions about it to show you are interested in them.
• Care for them – Check difference
between caring about students and caring for students. Actively
seek opportunities to care for students. Whether that means picking
up something they dropped, holding a door open for them, helping
them carry a heavy backpack or teaching them how to to tie their
shoe. Small, simple acts of kindness can go a long way to
show you care.
• Take their problems seriously –. How upset would you be if
your money was stolen out of your purse? Could you focus on your
job if you and your best friend were in a fight? This year lets try to
empathize more with students when they are looking for help
solving their problems – both big and small.
.

27. • Have a sense of humor
• Play with them – This is the jackpot. Whether it is
playing tic-tac-toe, who can reach my hand when I
wear high heels, stella-ella-ola, solve the riddle, a
moon walking contest or rock-paper-scissors playing
with students is the best way to build genuine
relationships with them.
• What’s best for students?
plan keeping our student’s wellbeing at the heart
of everything we do.

28. THINK
So where do you start? My advice, is to
sit down and think about your teaching
day. What parts of your day are taking up
a lot of learning time? What parts of your
day require a lot of ‘discipline’? What
parts of your day drive you nuts? These
are often clues that a procedure is
missing!
CAN WE PLAN!!!

29. "Routines are the backbone of daily classroom life. They facilitate
teaching and learning…. Routines don’t just make your life
easier, they save valuable classroom time. And what’s most
important, efficient routines make it easier for students to learn
and achieve more."
•Create classroom Procedures and Policies
•Having a checklist
•Modeled practiced and reinforced Session
•Classroom Discipline Plan- Positive
Consequences/Negative Consequences
•Weekly behaviour log
[Sit in your gradewise groups, create your own classroom procedure.
Gather points (criteria)for behaviour assessment.]

30. PLAN

31. Central idea:
Behavior and
Discipline
Why am I choosingtodothis?
How am I planning to do this?
What will success look like for me?
NAME:
Mypurposeis...
To create disciplined
successful lovable
students.

32. TEACHERS

35. WEEKLY BEHAVIOUR REPORT
Performance review of your child’s social and work behaviour in the class.
Student Name: Date:
A check() indicates area of concern/
improvement needed
CONDUCT M T W TH F COMMENTS
Appreciates work and environment
Shows commitment in work and is
consistent
Shows confidence in learning and
activities
Is cooperative in work and play
Has creative ideas and solves
problems
Shows curiosity or interests in
learning new things
Exhibits understanding and caring.
Enjoys learning and puts effort
Acts independently and makes right
choices
Acts honestly and has fair behaviour
Respects others and property
Accepts and respects differences in
opinion.
Parents Signature:
-----------------------------------------
(Please review the area of concern and return this form next Monday)

38. These are the
resources which I
have shared. Do you
have anything to
Add-On !!