By integrating Responsive Classroom teaching practices into everything they do, teachers change their classroom climate. And when all teachers in a school use the Responsive Classroom approach, the very culture of the school is trans-formed into one of caring, respect, rigorous learning, and joyful growth. Bergmann and Sams point out that the flipped classroom approach is student-c. Practice Principles, for excellence in teaching and learning, the Pedagogical Model which describes what effective teaching looks like in the classroom and helps teachers apply the Practice Principles, and the High Impact Teaching Strategies that outline 10 instructional practices that reliably increase student learning.
Teaching Methods, Strategies, Objectives 4. Description of Course Materials 5. Efforts to Improve Teaching 6.
Student Evaluations 7. Products of Teaching 8. Teaching Goals: Short- and Long-term 9. Understanding University Teaching and Learning 7. A Model for the Study of Classroom Teaching. Michael Dunkin and Bruce Biddle , based on an earlier formula-tion by Harold Mitzel , proposed a four-variable model to help edu-cational researchers better understand the complex aspects of classroom instruction see Figure 1.
Teaching and Teachers A first step in the study of the sociology of the classroom is to examine the perceptions that participants hold in the education environment. Teaching means changing the behavior of the learner 2. Teaching requires a 3 way communication.
The most effective way to learn a topic is to teach it to someone. Teaching is the movin. Finally, you will learn teacher-tested ideas for structuring the classroom environment and for conducting daily classroom business. The kid-friendly jokes in this book are great for classroom or home use.
Encourage students to create a joke a day for your classroom and create a book that they can take home at the end of the year. Inspiration, humor, and kid-friendly fun are a sure-fire recipe for student success. Teachers using classroom audio report less repeating of instructions is necessary and fewer reminders are needed. A general guidebook, Using Taking Sides in the Classroom, which discusses methods and techniques for integrating the pro-con approach into any classroom setting, is also available.
Google Classroom is a web-based learning tool that teachers use to post assignments, communicate with students, and provide feedback on student work. This guide will provide an overview of Google classroom and introduce you to …. Feel free to click on the screenshots below to see the full-sized versions. Set up your class in Google Classroom 1.
Go to: classroom. As friends and colleagues, for example, we expect consideration and respect from one another. As neighbors we share expectations about such things as noise and how and where we park our cars. Generally we try to observe other rules of common courtesy. In many situations, the societal rules for our interactions with one another are unspoken.
Whether spoken or unspoken, one easy way to think about overall expectations for behavior is the golden rule: Do unto others as you would have them do unto you. Rules and procedures for general classroom behavior deal with the broad areas of respect and courtesy as well as more specific issues, such as listening to the teacher or to classmates who are speaking, and being in the assigned seat when class begins.
In some classrooms, teachers involve students in establishing overall class rules for conduct. Involving students helps to build their buy-in and responsibility for the overall environment of the classroom.
Recommendations for Classroom Practice Establishing rules and shared expectations for general conduct helps to lay a solid foundation for effective classroom management. These reminders, which students can easily refer to throughout the day, help students adhere to shared rules. Writing a Class Pledge or Promise Many effective teachers involve students in writing a class pledge or promise.
This strategy helps create a shared sense of responsibility for the classroom, respect for self and others, and an overall culture of learning. Asking students to sign the pledge further reinforces student buy-in and responsibility. We understand that everyone makes mistakes, that we stand up for ourselves and others, and that when someone asks us to stop, we stop. This is who we are even when no one is watching. My School Pledge I pledge today to do my best In reading, math, and all of the rest.
I promise to obey the rules In my class and in my school. I am here to learn all I can, To try my best and be all I am. Establishing Overall Classroom Rules and Procedures In addition to—or in place of—a class pledge or promise, some teachers establish a few briefly worded rules for general classroom behavior. In general, classroom rules, such as those in Figure 1. Many teachers engage their students in establishing overall classroom rules and procedures.
For example, you might facilitate a discussion at the beginning of the year about when it is appropriate and not appropriate for students to leave their seats, emphasizing the importance of demonstrating politeness and respect for others. Such a discussion typically involves identifying expected behaviors and procedures for using the pencil sharpener, getting resources and materials from central places in the room, returning materials to shelves, and conferring with other students sitting across the room.
Although there are, of course, some common overall rules that elementary and secondary teachers should establish, rules also vary depending on the age and grade level of students. For example, many elementary school teachers assign specific seats for their students at the beginning of the year.
At the secondary level, however, teachers frequently let students sit where they choose as long as their seating choice does not interfere with their learning. Allowing students to choose their own place in the classroom is a sign of respect for their maturity.
Students also appreciate this approach, which helps build their support for rules and procedures set by the teacher. In addition to general rules for classroom behavior, some teachers create graphics or posters that emphasize the importance of character or specific personal characteristics, such as honesty, integrity, or respect, as shown in Figure 1.
Figure 1. A year full of learning while we become friends. Our friendship will grow with each passing day. Be safe. Be kind. Be polite. Classroom Rules 2nd Grade 1. Listen carefully. Follow directions. Work quietly. Do not disturb others who are working. Respect others. Be kind with your words and actions. Respect school and personal property. Work and play safely.
Classroom Rules 3rd Grade 1. Respect one another at all times. Maintain eye contact when communicating with others or when someone—a teacher or a classmate—is speaking. Remember: Only one person speaks at a time. Making Our Classroom a Place for Learning 1.
Be kind and respectful to others and yourself. Listen when others are speaking. Use your manners and be safe. Keep your hands and mean words to yourself. Have fun. Our Basic Rights 1. Respect others—when someone is speaking, listen. Keep hands, feet, objects, and unkind remarks to yourself. Bring required materials to class.
Be in your seat when the bell rings. Raise your hand. Remember the rules we set for leaving your seat or leaving the classroom: Maintain respect and quiet, think before you act, and minimize disruptions to the learning process. All students have the right to be treated with respect.
All teachers have the right to be treated with respect. Everyone has the right to feel safe in the teaching and learning environment. Used consistently, this approach catches on and the room becomes quiet more quickly. This technique is a respectful way to bring a large group to order without raising voices. In addition to broad rules for conduct, many teachers also set rules for more specific behaviors, such as listening, or for bully-proofing the classroom.
As with other rules, you should post these in a visible place in the classroom and consider adding symbols or drawings to make them easier for students to remember, as shown in Figures 1. For general classroom procedures, you can establish simple gestures or symbols to communicate basic messages in the classroom.
Students raise their hands as they stop talking and look at you. Put your hands over your ears to signal that group work has become too noisy, or quietly walk over and flick the overhead lights on and off.
A student holds up a book or a pencil to signal that he needs help—for example, during study time. One common situation in which the raisedhand technique can be used is the school assembly. The principal raises her hand to quiet Figure 1. Be s till. Hands o 2. M uth 1. Lis ten. We will not bully other students. We will help others who are being bullied by speaking out and by getting adult help. We will use extra effort to include all students in activities at our school.
If someone is being bullied, step in and help! Speak up or walk away. Maintain a good sense of humor and keep the situation light! Stay away from negative situations. At the same time, take responsibility for your own actions.
You can do this in a variety of ways. Module 2 Beginning and Ending the Period or the Day One way to get the most instructional time out of the day or class period is to establish rules and procedures for how you begin and end your time with students. Beginning and ending well—and consistently—sets the tone for the classroom and helps students know what to expect.
It is one way that you can reinforce a sense of structure and consistency and communicate that the classroom is a place for learning. Many sponge activities are designed to help students review their prior learning or activate background knowledge as they learn something new.
Many online and print resources provide ideas for sponge activities. Depending on Recommendations for Classroom Practice Like other rules and procedures, the specific ways in which teachers start and end the day or period vary. Regardless of the specific routines established, however, whether at an elementary school, middle school, or high school, classroom management is enhanced when teachers establish routines that communicate order and learning at the same time.
The sponge activities are as varied as teachers themselves. However, the activities must be meaningful and tied to specific learning goals for students. Figure 2. Establishing Shared Activities That Reinforce Class Unity Many teachers, particularly teachers of elementary students, begin the day with activities that establish and reinforce a sense of community and unity among students.
This might also be the time to recognize particular achievements of the class as a whole or to announce class activities, such as a family potluck or an upcoming schoolwide science fair. Ending with Activities That Reinforce Learning and Discipline Like activities for beginning the day or the class period, ending activities—when used consistently—help establish the classroom as a predictable environment for learning.
There are a variety of ways to end the day or period, such as homework assignments, answering questions, reflecting on learning, or reminding students about putting away supplies.
Teachers of young students, in particular, can use the time to reinforce good habits, such as cleaning up after oneself and storing materials in their proper place. Teachers also frequently use this time to review homework assignments. To reinforce good study habits, you might create a list of brief homework reminders or guidelines, such as those shown in Figure 2. Choose a quiet study place. Read and follow all directions. Do your work neatly and carefully. Ask for help if you need it, but do the work yourself.
One common approach is to ask students to do a reflection writing activity in a journal, for example about what they learned that day, then pair up and share what they wrote. One way to extend this process is to ask the pair to write key points they learned that day on a note card and turn it in to you. Students also might jot down questions or short notes about things they found confusing or unclear, or something they would like to learn about in more depth.
Using the restroom. Going to the library, computer center, or resource room. Moving from one class to another or from one learning center to another. Going outside for recess. The list of things that can and do interrupt time for learning is long. Regardless of the grade level, every teacher needs to deal with certain interruptions and transitions—both within the classroom and from the classroom to other areas of the school or school grounds.
For students who have difficulty focusing, such interruptions can be especially distracting and translate into even less learning time if not managed well. Because many students appear to have difficulties with attention and focus, the need to effectively manage interruptions is pressing. Establishing Rules and Procedures for Recurring Situations A useful strategy for transitions and interruptions is to establish rules and procedures for recurring situations, such as completing one classroom activity and beginning another, using the bathroom, and leaving the classroom for lunch.
By creating rules and procedures, sharing these with students, making sure they understand them, and asking for their feedback when appropriate , you can prevent unnecessary delays and problems.
In some situations, the rules students must follow might be very specific, such as the bathroom rules listed in Figure 3. Similarly, you may find that students need a great deal of structure when moving from one learning center to the next. Figure 3. Rules and procedures can be very simple and straightforward—perhaps as simple as a particular comment you make or a signal you give just before a break in the learning process. No talking in the bathroom. You have only three minutes for bathroom time.
Go to the bathroom only during group bathroom breaks, recess, or independent work time. We promise to follow the bathroom rules. Each student in the class signs the list. Now we will find out which center to go to next. One way to ensure that students automatically know and recall what to do is to give them opportunities to practice routines and to take time to reinforce expected behaviors. In fact, the point of fire and disaster drills is to make routines automatic, which is critically important if a true disaster situation were to arise.
The same can be said for other, less urgent situations. One effective strategy, particularly at the beginning of the year, is to role-play various situations. This can be a useful process for many things that occur in the classroom, from tardiness to unexpected classroom visitors. One secondary teacher, for example, asks students to practice being in their seats before the bell rings to work on the sponge activity written on the board.
They also practice what to do and how to act if they arrive late to class. Role playing these types of situations can be effective but also lighthearted. For example, in addition to asking students to practice positive, workable behaviors when arriving to class, this teacher asks a student to volunteer to demonstrate arriving in a way that does not help create a useful learning environment.
Talking about how to act and how not to act is useful, but seeing the behaviors in action makes them more real. Engaging Students as Leaders During Transitions and Interruptions One way to ease transition times and build student buy-in is to have students take leadership roles.
For example, you might assign a student—or ask for a student to volunteer—to serve as the line leader as the class lines up to go to recess, walks quietly down the hall, and walks outside to the playground. Another student might be the class leader for lunch breaks. Students also might serve in other roles, such as classroom greeter for expected visitors; in this case, the student would quietly meet the visitor at the classroom door, welcome him or her, and show the visitor to an appropriate seat.
Student leadership roles such as these can be rotated from day to day or week to week to give more students an opportunity to share responsibility for the management of the classroom. A chart like the one shown in Figure 3.
Recess Line Leader Monday Tuesday Wednesday Thursday Friday Lunch Leader Leader of the Pledge Technology Director Mail Deliverer Module 4 Use of Materials and Equipment Another possible area for rules and procedures is the use of materials and equipment, such as books, desks, and storage areas, as well as the care and handling of specialty materials and equipment.
Many teachers also set a few simple rules for materials that students should bring to class each day. Figure 4. The advantage of this approach is that it supports the learning process and, at the secondary level, is one less reason for students to go to their lockers during the day. The disadvantage is that students may forget to return the materials they borrowed. Establishing Rules and Procedures for Specialty Materials and Equipment Most classrooms have materials and equipment that require special or careful handling.
For example, many classrooms have one or more computers, software, and perhaps a printer; others have maps, globes, scales, and other specialty equipment; and art and science classes are filled with special supplies and tools.
Given the diverse array of classroom resources and equipment, this section does not include detailed suggestions for rules and procedures regarding the handling and storage of specific items. You yourself must identify the items that need special handling, set appropriate rules, and ensure that students understand them. For other materials and equipment, such as chemicals or specialized art equipment, more detailed rules and procedures may be in order. By working with their peers, students can learn to express themselves clearly, to listen, to compromise, to value others, and to take leadership roles.
For group work to be most useful, however, teachers should establish a foundation of rules and procedures and reinforce them throughout the year. Who forgot to push their chairs in?
When he says the magic word, students move. During the week, students accumulate points; those with the most points by Wednesday of each week get to play the classroom game for example, Bingo that day during free time. You might put a list of preassigned groups on an overhead image or post it on the wall. Recommendations for Classroom Practice Setting and reinforcing expectations for group work can greatly contribute to a better managed classroom. One teacher, for example, seats students in pairs in four rows, each row beginning at the front of the room and ending in the back.
To illustrate, assume each row comprises four pairs of students. The advantage to this approach is that it minimizes classroom disruption; the teacher also can easily monitor and maintain groups by weaving between the rows.
Figure 5. Cooperative Group Rules 1. Take turns talking quietly. Help each other when asked. Stay together until everyone is finished. Talk about how you worked well together and how you might improve. Setting Expectations for Group Behavior and Focus Another area worth attending to is expectations for how students will interact as they work together. These expectations can be written specifically for group work, like those in Figure 5.
Either way, developing a few straightforward guidelines helps create a culture of mutual respect. High school or upper middle school teachers, in particular, might also write objectives for behavior and then give students feedback about behavior when they provide feedback on academic objectives.
For example, a teacher and a student might determine that the student needs support during group work in dealing with students who express differing opinions. For example, if the learning format is direct instruction, students might rate themselves on particular behavioral objectives using the selfassessment scale shown in Figure 5.
If the learning format is working with a partner, students might use the self-assessment scale shown in Figure 5. Figures 5. Maintain eye contact with the person speaking a classmate or the teacher. Raise your hand when you wish to ask a question or make a comment.
Be open-minded about comments and questions from peers. Stay focused on the learning activity. If you have thoughts that are not related to the learning activity, notice them, but then put them aside until the class period is over.
This behavior is known as bracketing. Self-Assessment Rate your performance on the behavioral objectives. Note that the scale ranges from 1 not there yet to 4 I behaved at top performance. Briefly describe why you think the rating is an accurate assessment of your behavior. Then discuss your self-assessment with your teacher.
Stay on task. Use 6-inch voices. Make sure that everyone participates. One person should not dominate the conversation or take charge of completing the task on his or her own. Use a quiet voice. If group roles have been assigned, support one another in your assigned roles. For example, assist the leader, timekeeper, recorder, and reporter by cooperating and participating in the group task.
Be open-minded. Raise hand to get permission to talk with teacher or classmates. Contribute to a quiet atmosphere for learning. Maintain focus on the task at hand. Avoid side conversations. Another key to effective group work is to make sure students are clear about the purpose of working in groups.
Students and teachers alike will find that students bring their differing strengths, perspectives, and personalities to the role of group leader. This approach can be as valuable to those students who are not serving as group leaders as it is to those who are.
By observing how different students handle this responsibility, students will see that there is more than one way to be an effective leader and perhaps be inspired to take on a leadership role themselves.
Similarly, students need opportunities to work alone, whether writing, reading, completing assignments, taking tests, or simply thinking about how to approach a specific task. The common denominator of seat work and teacher-led activities is that, generally speaking, students remain in their seats.
You might also offer some kind of reward for additional work that students complete beyond what is required. Figures 6. One way to do this is to set up a creative, fun, and engaging classroom library where students can go whenever they have completed the primary task of the day.
Quick Polls. Setting Expectations for Students Working in Their Seats One obvious expectation while students are working in their seats is that noise be minimized.
OK, and Annie and Nicholas. Select readers and information-presenters during group discussions with a variation on drawing straws. Using colored magic markers, color code one end of a set of Popsicle sticks—one color for readers, another color for information presenters.
The advantage of this approach is that the randomness of the selection process keeps students involved in both the discussion and their role as presenters. Student Assistants. Ask students to come up and point to correct answers on an overhead image.
The advantage of this approach is that students typically are eager to do this, and it allows you to conduct a discussion from some place other than the front of the room. Should you approach rules and procedures differently with this class? If so, why and how? If not, why not? But now you need to find ways to reinforce these expectations and develop student buy-in. What are some of the things you might do? What is one strategy you might use to get them on task immediately?
What are some strategies you might use to practice this routine and to ease the transition? One of your closest friends, a first-year high school teacher, wants your advice about setting rules and procedures.
What should you tell him? And how might the expectations you set for your students differ from those he might set for his students? Not at all 0 1 2 3 To a great extent 4 I ensure that students are aware of and clear about the rules and procedures for our classroom.
Not at all 0 1 2 3 To a great extent 4 I ensure that students understand the reasons and rationale behind the rules and procedures established for our classroom. Not at all 0 1 2 3 To a great extent 4 The rules and procedures I have established contribute to a better managed and more effective learning environment in the classroom. Not at all 0 1 2 3 To a great extent 4 The strategies I use to reinforce rules and procedures are effective. Both sets are contained within, and driven by, the building-level management system, which allows teachers to individualize rules, procedures, consequences, and rewards for the special needs of their own classrooms.
Applied properly, the interplay between rules and procedures on the one hand and discipline, consequences, and rewards on the other can foster the development of positive relationships between students and teachers and create a productive learning environment in the classroom.
Although the term discipline brings to mind strategies for punishing students, in fact, Marzano makes a strong case that disciplinary interventions should involve a balance of both positive and negative consequences.
In other words, an appropriate disciplinary program involves strategies for both reinforcing positive behavior and dealing with inappropriate and disruptive behavior. Throughout these modules, therefore, you will find that some of the examples we offer are not clear-cut examples of a single approach; rather, they exemplify the point that teachers tailor and mix their strategies as needed, drawing on a variety of approaches. What do you do to acknowledge inappropriate student behavior?
In what circumstances? Why do you think it worked? Module 7 Te a c h e r R e a c t i o n Teacher reaction includes the verbal and physical reactions that indicate to students that a behavior is appropriate or inappropriate. These reactions consist of a variety of verbal and nonverbal cues and signals that you can use to forewarn students about inappropriate behavior or to recognize or follow up on either appropriate or inappropriate behavior.
Class meetings, at which you gather students at the front of the room to set the stage for the upcoming lesson or unit, are good places to establish, practice, and rehearse cues and signals that will be used throughout the next stage of learning. If appropriate, you may also need to explain the rationale behind the specific cues and signals you will be using. In general, nonverbal cues alone are more effective at the secondary level, because secondary students have much more experience with, and are more attuned to, subtle forms of communication.
The following strategies include both verbal and nonverbal reactions. Short Verbal Cues or Questions. The Pregnant Pause. At both the elementary and secondary levels, one of the most effective nonverbal cues is the pregnant pause.
When you observe a recurring disruptive behavior, you simply stop teaching, creating an uncomfortable silence. This strategy directs all attention in the room toward the offending student; the silence and obvious interruption to the flow of instruction can be a powerful motivator for a student to stop misbehaving.
Moving to the Front of the Room and Stopping Instruction. If the entire class is engaged in off-task, disruptive behavior or the level of talking and disruption is getting out of hand, you might simply move to the front of the room, stand silently, and make eye contact with individual students around the room.
Eye Contact. When a student is behaving inappropriately or breaking a class rule, simply making eye contact with the student is often enough to stop the behavior. At times, you might find that you can continue speaking with others or to the class as a whole. Subtle Gestures.
Sometimes all it takes to stop inappropriate behavior is a subtle gesture such as putting your finger to your lips or slightly shaking your head. In these cases, you may need to do very little to signal to the student that the behavior should stop immediately. Heading Students Off. Thus, the inappropriate behavior is headed off before the student ever gets a chance to exhibit it. Reactions That Reinforce Appropriate Behavior Verbal and nonverbal reactions are also effective ways to reinforce appropriate and productive student behavior.
As with reactions to inappropriate behavior, you can use these alone or together, depending on the situation. Short Verbal Affirmations. Smiles, Winks, and Other Signals. Nonverbal cues can effectively signal positive feedback. Students look forward to these signs of approval. Middle and high school students, some of whom are uncomfortable with verbal praise, especially appreciate these silent, anonymous cues. Catching Students Being Good. You can use this strategy seamlessly during instruction, seat work, lab work, or group work.
A prime opportunity to use this strategy is whenever you are circulating around the classroom. This strategy is situational, so it is important to take advantage of instances that provide a moment of semi-privacy with an individual student or a group of students. Module 8 Ta n g i b l e R e w a r d s This module deals with strategies that you can use to provide students with concrete symbols or tokens for appropriate behavior.
As with teacher reactions, you can also withhold these tokens in response to inappropriate behavior. It is important to explain the meaning of the tokens along with the rationale behind using them.
Another critical point about tangible rewards is to continually monitor your use of them to ensure that students do not view them as a bribe or a form of coercion, but rather as a healthy motivator. An easy way to reward positive behavior is to give students points for behaving well.
For example, one 3rd grade teacher assigns a point to each student who is on task and engaged in learning during a lesson. Each student can receive several points in a day. The top three students receive a treat at the end of the week.
Each week, the process begins again. Students whose behavior is disruptive or inappropriate are told to change their light to yellow warning , red loss of recess , or blue loss of recess and a note home. Students who maintain a green light for the week receive a sticker. Friday Fun Club. These systems provide both positive and negative rewards for behavior, as the following examples show. Class Posters. Class posters also can serve as concrete symbols of productive behavior. Way to Go! The poster lists class teams and team activities that lead toward specific learning goals.
Achieving a learning goal advances the team down the field. Using such posters can also reinforce a positive classroom culture. For instance, this teacher has posted a large set of hands cut from construction paper on which students can tape thank-you messages to other students. Tokens and other tangible rewards are gradually replaced or used in tandem with more intrinsic, symbolic rewards. Also, secondary tangible rewards are generally delayed rather than immediate.
Verbal Praise and Critique. One middle school teacher uses verbal praise and critique almost exclusively while having students keep track of on- and off-task behavior on weekly charts that they keep at their desks and fill out daily. Each week, the teacher monitors what students write on these charts and then reviews them periodically with students.
The charts are reinforced by homework-free weekends for positive behavior or a hierarchy of consequences for negative behavior. The token in this example is the behavior chart itself. The use of certificates to recognize both excellent behavior such as responsibility or trustworthiness and academic achievement such as being named to the honor roll or the National Honor Society is another option.
The value of this kind of reward is that it can be successfully used by individual teachers, teams of teachers, specialized support teachers, elective teachers, grade-level teams, and the school or district as a whole. Using this system is also an excellent way to increase parental involvement in the school and parental awareness of what is being taught.
Reward Field Trips. Another tangible reward commonly used at the secondary level is the reward field trip. Individual schools set the criteria for participation in the field trip. At one middle school, having three discipline referrals in the second semester is grounds for disqualification from this event; another school requires a minimum GPA for participation. Although criteria vary from school to school, this effort is supported by district administrators and parents alike.
Module 9 Direct Cost Direct-cost strategies involve negative consequences for student behavior rather than positive consequences. More specifically, they involve an explicit and direct consequence for inappropriate behavior; generally, they are immediately applied once a behavior has progressed beyond a point where nonverbal and verbal interventions can be effective. Directcost strategies usually consist of mild punishments and are used at all grade levels.
However, the hierarchy of direct-cost measures can range from a brief time-out to expulsion from school, and these measures are generally applied and validated by classroom, building, and district rules and policies. Direct-cost strategies should be age appropriate, properly applied, clearly communicated, and consistent with required behaviors.
Direct Cost—Elementary Level Elementary-level teachers typically can use direct-cost strategies more effectively in the classroom than can secondary teachers. Here we review two main strategies for the elementary level—isolation time-out and overcorrection—although these can be adapted for use at the secondary level as well.
Isolation Time-Out. One teacher, for example, has set aside a seat in the corner of the room for this purpose. Warning 2. Time-out seat 3. Go to office A school or grade-level team might also set aside an area outside of the classroom for timeout situations.
Another useful strategy is overcorrection. This approach involves engaging the student in an activity that overcompensates for the misbehavior. In other words, the student must help return the object or environment to a condition that is better than it was before.
One advantage of this approach is that it helps the student to practice a positive behavior. This shift can lead to a significant increase in defiant, insubordinate, and challenging behaviors that younger students generally do not display.
Purpose of a Classroom Management Plan The purpose of having a classroom management plan is centered on the idea of keeping up with classroom standards both for teachers and students. Mutual interactions tend to generate negative results if there is no management plan followed.
Every detail of steps, rules, and guidelines set forth in a classroom management plan should be observed in order to regulate student behavior and encourage rightful implementation. To serve its purpose best, a classroom management plan template in Excel could deliver classroom management strategies effectively. One may also generate a strategic plan template with relevant information to carry out management policies. Teacher Classroom Management Plan schools. The main goal is to get organized in classroom operations though there may be different means to achieve it.
Activity Planning — Prepare different activities that are designed to address your objectives best.
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