Classroom Management
I believe the principle idea to managing a classroom is to foster a community of learners. Every student deserves a safe and productive learning environment. It is my obligation to help structure and consistently enforce classroom rules. Allowing students to take ownership of their learning carries over into how they take part in the classroom community. When presented with a few guidelines, students should be encouraged to help construct positive rules that benefit everyone within the classroom. As students actively take part in the construction of their own classroom community rules, they are demonstrating that each student is a valued member of the classroom, promoting both respect and responsibility. This should be completed during the first day of class, and expectations should be clear and focused. As a teacher, I will consistently enforce classroom rules. Basic guidelines for classroom rule writing include:
Be respectful.
Be responsible.
Be prepared.
Be in control.
Be respectful.
Be responsible.
Be prepared.
Be in control.
Throughout my time in various classrooms, I have been exposed to several different classroom management techniques. Here are a few techniques that I have been lucky enough to experience:
Spirit Chains
Spirit chains are given to students at the beginning of the year with only a "name bead." Every week without an infraction, students receive a bead or charm that is added to their chains. Students can also receive beads for other things, like prizes from ticket pulls, number of books or minutes read, showing good character, or even accomplishments in music, physical education, or art, etc. Each bead or charm is different in shape and color and represents something different. Students are allowed to wear spirit chains on Fridays.
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Whole Brain Learning & Teaching
Whole brain learning and teaching is a collection of strategies that helps keep students focused on learning and engaged in activities. This interactive instructional format maximizes time spent on authentic learning, lessening transition time, when students tend to lose focus of the concepts. Whole brain learning utilizes verbal cues, hand gestures, and hand signals to keep students actively engaged, and is especially beneficial for kinesthetic and auditory learners, as well as for visual learners.
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Whole Brain Learning Video (Teaching the basics)
Whole Brain Learning Video (Science class in action, grade 3) Whole Brain Learning Video (Math class in action, grade 6) Whole Brain Learning Video (Social Studies class in action, grade 9) |
Marble Jar
Using a marble jar provides visual feedback that rewards the class when they have done something positive. The teacher adds marbles to the jar when students complete a task, such as everyone finishing homework on time. When the jar is full, the class receives a reward. This reinforces delayed gratification, as students must wait until the jar fills before they receive a reward. |
Tickets
Teachers present tickets to students who show good character traits through their actions, such as helping others, being fair, letting others go first, etc. Students place tickets into a drawing where a limited number of tickets are pulled. Students whose names are pulled receive prizes or beads they can add to their spirit chains. |
ClassDojo
ClassDojo is an online software program that provides instant feedback for students. Each student is represented by an icon that can receive an increase of points for desirable behaviors, or a decrease in points for undesirable behaviors. The program can be projected onto the Smart Board as well. Teachers can link parent emails to the software in order to communicate better with parents concerning student behavior. http://www.classdojo.com/ |
HOT Cards
HOT cards are a punch system that keeps track of students returning "Homework On Time." Students receive a punch for each assignment turned in on time. When the cards fill up, the students are rewarded. |