ecmstrategies.weebly.com · Web viewby Robert Marzano. Throughout the training, participants...

Classroom Management Issues Toolkit

This toolkit was created by teachers and academic coaches in SCCPSS over the course of two school years—2008-2012. The contributors to this document all attended a locally provided training based on the book Classroom Management that Works by Robert Marzano. Throughout the training, participants generated solutions to common classroom management issues as they learned more and more about the research foundations of effective classroom management. The following table of contents shows the topics dealt with in this toolkit. Each topic has two parts: a description of the common classroom management issue and a list of possible strategies teachers can use to address this common issue.

Table of ContentsClassroom Management Topics

1. Aggressive Students2. Defiance3. Disrespect4. Diverse Learners5. Excessive Talking6. Home/Parental Support7. Instructional Issues8. Learner Engagement & Student Motivation9. Management of Space and Materials 10. Off-Task Behaviors—Disruptive 11. Off-Task Behaviors—Non-Disruptive12. Support from School Personnel13. Teacher Mental Set 14. Teacher-Student Relationships 15. Time Management16. Tattling 17. Transitions

In addition to the many resources available for teachers in our district, it is hoped that this locally-produced guide will benefit teachers as well. Each time a Classroom Management that Works training is held, this toolkit will be updated as needed. For further information on Classroom Management, contact the Professional Learning Department at 912-395-5573.

Issue #1: Aggressive Students

Students are physically & verbally aggressive.Students solve conflict with fights, violence,

hitting, punching, yelling, pushing, spitting, throwing things at each other, cursing, etc.

~ 9/5/12

Classroom Management Issues ToolkitBullyingStudent exhibits anger towards self and others.Students come to school upset about things that

happen at home.Students throw tantrum because they didn’t get

what they wanted.

Tools to Try- Analyze implementation of rules and

procedures.o Extra warning time before transitions

- Modify the learning environment.o Assigned seatingo Separate and supervise students who fighto Play calming background musico Change seats

- Improve student-teacher relationships.o Firmly, calmly, and promptly confront the

behavioro Ignore the aggressor’s behavior; comfort the

victim; seek medical help immediately, if warranted

o Talk to both studentso Work on building rapport with students so

they will be more receptive to listening during stressful situations

o Give students time to calm down and talk (i.e., I can see you are upset right now. Why don’t we talk about this in a few minutes when you’ve had a chance to calm down?)

o Redirect minor aggressive behaviorso Class meeting to discuss conflictso Offer choices to reduce academic frustrationo Talk one on one o Analyze equity of learning opportunities in

the room in order to ensure that it does not appear that some students are treated more favorably than others

- Examine Mental Set.o Increase monitoringo Giving limit-setting signals before

consequences (1-2-3)- Analyze/Modify instructional practice.

o Always have back-up work so off-task time is minimized

o Have meaningful anchor activities for when work is finished.

o Use appropriate pace for lessonso Analyze student frustration level in regards to

rigor of the work and provide scaffolding supports as necessary

- Use as opportunity to teach social skills.o Positive role play of how to appropriately

express anger and frustration

o Teach anger management strategieso Use personalized checklist to help student

become more self-aware of frustrationo Character education/ anti-bullying curriculumo Dialogue Journal-to help students process

their emotionso Time Out

Separate students immediately before it escalates

Time out in another class to cool off Preplan escape valve for student with

chronic issues managing anger (go to a buddy/teacher)

Create a safe place/meltdown spot in the classroom

- Use positive reinforcers (rewards).o Group or Individual Contingency Plan/Goal

Setting Marble jar Reward chart with stickers Ticket or point system

o Group Contingency Plan w/points & goalso Behavior contract

- Use negative reinforcer (consequence).o Detentiono Direct Cost

Late lunch Card turning Loss of privilege

o Physically restrain students only if you are trained to do so; otherwise, remove other students and call for assistance

- Consult with support people- Parental notification- Home-School contracts- Daily behavior log signed by teacher & parent - Office referral- Conference with administrators- Note on behavior log; refer for RtI- If SpEd, check for BIP & FBA- Utilize SST meeting with teaching team,

student, and parent- Peer mediation- Campus police/SRO- Refer students for counseling in anger

management- Consult colleagues who work with aggressive

students for other strategies- Social worker referral

Issue #2: DefianceStudents don’t accept consequences I give.Students refuse to follow my directions.Students tell me I can’t make them do anything.Students get angry and have a tantrum if I

don’t choose them every time; students won’t accept my authority.

~ 9/5/12


Tools to Try- Analyze implementation of rules &

procedureso Refer to classroom rules when giving

corrections & reminderso Clear rules, strictly and consistently enforcedo Assign classroom jobs (calling roll, passing

out papers, etc.) so all students have a purpose in the classroom community

o Improve structure of routineso Be specific with what they did & should doo Visual reminders of procedures

- Modify the learning environment.o Stand while instructingo Assigned seating to split up “hot spots”o Seat changeso Move around the room frequentlyo Proximity to studentso Visual representation of behavior (stop light,

move card or clip for limit setting, etc.)- Examine Mental Set.

o Be more conscious of when they are pressing your buttons

o Ignore negative behavior judiciouslyo Learn to let the little things go.o Use limit setting techniques.o Self-assess flexibility.

- Improve student-teacher relationships.o Make extra effort to build individual

relationships with students who exhibit defiant tendencies.

o Build trust with all students.o Make eye contact without verbally

addressing their actions. o Acknowledge students’ abilities in making

choices and express confidence their ability to make choices that will help be positive.

o Emphasize your willingness to support them in choices that will help them learn. Keep the focus on learning.

o Stop instruction to get back on track only if absolutely necessary

- Use as opportunity to teach social skillso Behavior logs to raise student self-

awarenesso Personalized behavior chart to document

target behavior and communicate progresso Ignore negative behavior/temper tantrumso Teach turn-taking

ABC order Schedule on a calendar Popsicle sticks with names Go by groups

Students choose Use a turn taking device: spinner,

dice, etc. Assign #s to students and call in that

order ABC order by first names and switch Pick student who is following

directions Make a list on board for turns

- Use positive reinforcers (rewards).o Set individual behavior goals/contractso Behavior plano Group contingencies

Moving clips up Reward cards/treats Stickers Rewards Treats Extra recess Earn free time

- Use negative reinforcer (consequence).o Be VERY fair in administration of

consequenceso Direct cost

Deprive of rewards Student gives up something they like

(i.e., recess)o Time out/Isolation

in classroom silent lunch refocus chair by self with another team/teachers/grade level

o Detention w/conferencing Lunch with teacher Afterschool

- Consult with support people o Phone call/Note homeo Ongoing communication with home via

progress report or contracto Call administratorso Social worker-if problem seems more

environmentally basedo Counselor-for group or individual

counseling sessions on oppositional behavior, working with authority, etc.

o Office referral

Issue #3: DisrespectfulnessStudents are disrespectful to each other.

o Name callingo Putting down each other’s clothes, family, etc.o Tattling

Kids argue with each otherKids have a bad attitude about working with each

otherStudents are back talking or argumentative

~ 9/5/12

Classroom Management Issues ToolkitStudents are so mean to each otherStudents do not respect each other’s personal

space.


procedures.o Reteach and/or restate expectationso Practice the appropriate behavior until it is a

routine- Modify the learning environment.

o Assign seats/modify seatso Separate studentso Reorganize roomo Use masking tape or other concrete

measures to differentiate student spaces from one another

- Improve student-teacher relationships.o Assert yourself—confront inappropriate

behavior and connect it to the class ruleso One on one conferenceso Nip arguments in the bud and avoid being

drawn into a power struggleo Ask students in conflict to air grievances in

writing and respond to each student separately before bringing them together

- Examine Mental Set.o Planned Ignoring-Don’t respondo Set limits and follow through on them

promptlyo Examine teacher use of humor and sarcasm

- Use as opportunity to teach social skills.o Do a skit to show and discuss errors in

showing respect to one anothero Initiate team building activities o Teach empathy and toleranceo Utilize conflict resolution techniqueso Role play positive interactionso Brainstorm & practice using respectful wordso Model appropriate behavior and expectationso Teach self-respect and class unity by building

a classroom community of learnerso Operationalize the concept of respect by

having students brainstorm using a T-chart: what respect looks like and sounds like

o Show respect for them—model ito Use more cooperative learning activities for

instruction so they can practice and apply social skills

o Have a talking stick or some other object which has to be passed in order to have a turn to speak, especially when working with students in conflict

o Conduct a classroom meeting to reflect and problem solve

o Teach students to monitor and self-correct by using a weekly/daily/hourly behavior sheet with checkmarks—be sure to notice and celebrate progress

o Have kids talk it out with each other while teacher facilitates (i.e., I felt ____ when you did _________)

- Use positive reinforcers (rewards).o Praise students who are doing the right thingo Use tangible reinforcers

Stickers Treats (immediate gratification) Rewards (short & long term)

o Weekly daily charts with goal setting- Use negative reinforcer (consequence).

o Use a contract and administer negative reinforcers if contract is not upheld

o Give detentiono Loss of privilegeso Verbal reprimando Card flipso Time out in another class

- Consult with support people o Parent contact o Daily Behavior Log that parents and teacher

signo Counseling/Coachingo Peer groups with counseloro Peer mentoringo RtI-monitor & document behaviorso Contact student’s mentor/coach

Issue #4: Diverse Learners I am struggling with managing groups of

students who are very diverse academically, socially, mentally, and/or emotionally.

Some classes are multi-grade levels or there are inclusion students who can’t keep up.

I have students with varied special needs: ADD, ADHD, ODD, Bi-polar, etc.Most of my kids are special needs and I have no

help.

~ 9/5/12



procedures.o Use multi-modal procedure reminders, such

as a picture scheduleo Use buddy system in class so students who

need more frequent reminders can receive them from peers some of the time

- Modify the learning environment.o Clearly delineate personal spaceso Use a checkoff sheet for multi-step

processes for students with poor organizational skills

o Stress balls for students with anxiety/ADHDo Modify seating as appropriate (i.e., exercise

ball)o Allow students to stand during instruction

or pace in the back of the room without disruption

o Have a “calm down” area in classroomo Room arrangement should make movement

feasible.- Improve student-teacher relationships.

o Institute activities for team building and ensure that students are able to discuss similarities and differences among them

o Have especially shy students eat lunch with teacher from time to time

o Create sense of classroom community as a safe place for learning and taking risks

o Demonstrate tolerance and support for all students.

o Avoid singling out students with special needs in any way; encourage team work.

- Examine Mental Set.o Increase efforts for monitoring and withitness

to support students who struggle with learning and to monitor students’ interactions with one another

o Increase efforts to maintain emotional objectivity

Attend training on differentiating instruction

Attend a poverty simulation Understand culturally responsive

pedagogy Do outside reading and research on

students with disabilities which are unfamiliar to you to ensure that all students are appropriately supported while expectations for achievement remain appropriately high

- Analyze/Modify instructional practice.

o Be absolutely certain IEP modifications and accommodations are correctly implemented

o Differentiate instructiono Use variety in teaching/learning styleso Adjust/reduce quantity of work as

appropriateo Pair with responsible studento Generously use variety of grouping styles:

flexible grouping, whole group, small group, partners, cooperative learning, etc.

- Use as opportunity to teach social skills.

o Model appropriate anger management and conflict resolution

o Demonstrate and provide support in organizational strategies

o Directly teach tolerance and anti-bullying concepts

o Clearly define fair as: people being treated in ways that get their needs met rather than people being treated the same

- Consult with support peopleo Communicate with school leaders

(administrators, special education teachers, counselors, etc.) for feedback and guidance

o Seek input from colleagueso Utilize classroom volunteerso Peer tutoringo Consult with Inclusion teacher regularlyo Learn co-teaching models appropriate for

inclusion and with a special education teacher or paraprofessional

o Consult RtI coordinator for students who are struggling, but do not have an IEP

Issue #5: Excessive TalkingMy students will not get quiet. I have to ask

over and over again. I can’t get kids quiet enough for me to teach.

They talk constantly regardless of the activity. They believe they should be allowed to talk

whenever they want.Constant talking, outbursts, laughter, off-task

conversation, talking during instructionStudents won’t be quiet or listen to me

~ 9/5/12

Classroom Management Issues ToolkitStudents don’t know when it is appropriate to

talk and when it isn’t.


procedureso Be very consistent about rule enforcemento Procedure for when you need students’

attention Signal that it’s my turn to talk: Give Me

Five, Take Five, Freeze, Face Me, etc. Choral/Clapping Response to teacher

instead of talking Use a visual/auditory signal Ring bell—choral recitation of stop, look &

listeno Teach about noise level: 6 inch voice, Inside

Voice, Playground Voice, etc.o Teach procedures for appropriate talkingo Review appropriate times when students

are/aren’t allowed talking. Have them act out each scenario

o Role play appropriate behavior- Modify the learning environment

o Change seats o Change the grouping scheme of the classo Be sure there are no spaces where teacher

cannot see to monitor- Improve student-teacher relationships

o Be more consistent and assertive in approacho Class discusses to problem solveo Regroup with the intent of finding ways of

being positive, finding and acknowledging positive behaviors in students and reinforcing that positive

o Ask them to be quieto Redirect the behavior promptlyo Stand/wait for students to be quieto Conference with studentso Give reminders/cues to help them to stay on

tasko Morning Meetingo Popsicle sticks to call on students equitably

- Examine Mental Seto Teacher proximityo Ignore them (if talking isn’t interrupting

learning)o Call their name o Use wittiness/humor when correcting behavioro Determine if expectations for student silence

are excessive, unrealistic, or unreasonable- Modify instructional practices

o Build opportunities in lesson for accountable, academic talk and discussion

o Increase student interest by varying activitieso Use attention grabberso Daily notebook checks

o Participation gradeso Turn in classwork at end of the period/dayo Demos/labs requiring student explanationso Tutoringo Give them work to do togethero Vary the pace of instruction (speed up or

slow down)o Go outside for the learning activityo Communicate without speaking

sign language write notes

o Allowing/encouraging appropriate conversations during lessons

o Reconsider grouping strategies being usedo Design interpersonal lessonso Plan engaging, hands-on learningo Give short, clear directions; don’t keep talking

on and ono Differentiate using videos or technologyo Performance tasks

- Use positive reinforcers (rewards)o Reward good behavior in quiet studentso Praise o I like how ____ is working quietly; I notice that

___ is following the quiet signal, etc.o Sit in fun/comfortable chair o Incentives/Treats o Set classroom goal and tally appropriate

behaviorso 1 minute of social talking when work is done

- Use negative reinforcer (consequence)o Give warning and then state the consequenceo Detention (Afterschool, lunch, or connections) o Silent Luncho Direct cost (i.e., lose time from recess)o Timeout o Note in behavior log

- Consult with support peopleo Parent contact o Inform administrator o Pull in extra support personnel

(paraprofessionals, volunteers, hall monitor, etc.)

o Office referral

Issue #6: Home/Parental Support

I can’t get in touch with parents or get them to come for a conference.

Students don’t respect parent’s authority Students don’t bring what they need from home

(supplies, homework, etc.)


procedures.

~ 9/5/12

Classroom Management Issues Toolkito Collect used pencils and allow students to borrow

them; students who can afford their own pencils will bring them and students who can’t afford their own will be more likely to use them responsibly

o Use leftovers from previous yearso Buy golf pencils cheaply and allow students to

check them out using ID badge as collateralo Recycle: Save sheets copied on only one side

and allow students to use blank back side as paper for assignments

- Modify the learning environment.o Provide a bin of items at designated tables for

students to get when they come into classroomo Keep group toolkits available with needed

supplies that can be retrieved as necessary- Improve student-teacher relationships

o Be extremely sensitive about talking to children about their family situations; always affirm their families’ right to make decisions for their home while affirming your own authority to make decisions for the classroom.

o Provide many opportunities for parents to become involved in classroom activities (listen to children read, cut out laminated materials at home, etc.)

o Find out through student interest inventories, parent surveys, information specialist, counselor, etc. the names of adults who live in the home with the student and any extenuating factors which make it difficult for parents to be involved (i.e., work schedules, deployments, homelessness, foster care, incarceration, etc.). Be prepared to work with the legal guardians of students regardless of familial relationship.

o Develop, perfect, and use effective communication approaches (two-way and one-way) including newsletters, email, blogs, planners, phone calls, home visits, etc.

o If students share information with you about their home situation which concerns you, contact your administrator promptly

o When giving materials to take home, avoid careless statements, such as, “Have your mother sign this” unless you know for a fact that the student’s mother is available to do so

o Start meetings on a positive note, even if the parent is angry or yelling

o Find something positive to say about every child; discuss strengths prior to weaknesses

- Examine Mental Seto Buy required supplies if reimbursement is

available from the school or PTAo Solicit donations from churches, community

organizations, business partners, donorschoose.com, etc.

o Be open to alternative meeting times other than assigned conference schedules & give more than 24 hours notice for all meetings

o Understand that many parents are intimidated whenever having to come to school; examine your approaches to eliminate any potential causes for these feelings of intimidation

o Reframe emotional objectivity as needed Lack of needed supplies is not indicative of a

behavior problem; consider it a maturity, organizational, or socio-economic issue which can be adequately addressed through support and teaching, rather than consequences

Communicate acceptance and tolerance of the variety of family constructs students come from in contemporary society; the teacher’s role is not to project values or beliefs onto families, but to work effectively with students from all backgrounds.

Realize that parents who are difficult to contact still care about their children and their children’s education; the master teacher finds ways to meet families where they are at without judging their circumstances or values

- Use as an opportunity to teach social skills.

o Losing supplies frequently can be a sign of irresponsibility, disorganization or immaturity. Provide concrete instructional steps to help students learn to manage materials effectively

- Use positive reinforcers (rewards). o Give supplies for rewards (i.e. Pencils)

- Consult with support peopleo Speak with counselor and/or social worker for

family issues beyond the scope of classroom/school

o Consult with administratorso Talk to other teachers who have the studento Talk to data clerk about correct phone & address

informationo Sent a letter home with all students of a wish list

for supplies; parents who can afford it will be happy to help

o Establish a behavior contract with another adult in the school with whom the student has a good relationship

o Explore opportunities to learn about how to better work with and support students and parents from diverse populations (i.e., poverty, etc.) while still holding students accountable for rigorous learningIssue #7: Instructional Issues

Small group learning and/or cooperative learning doesn’t work for my kids.

I can’t keep my students focused. I’m having difficulty moving away from a lecture

style of teaching


procedures.o Teach and practice group work and

movement procedures prior to implementation

o Set guidelines for work prior to activity

~ 9/5/12

Classroom Management Issues Toolkito Teach and review transition skills prior to

implementing groups- Modify the learning environment.

o Find and organize spaceo Equip small group spaces with needed

supplieso Post procedural reminders for

stations/centers, including computer areaso Ensure that teacher’s line of sight is not

obstructed regardless of grouping strategy- Improve student-teacher relationships.

o Always communicate a clear learning goal, conduct a meaningful work session for students to acquire the new learning, and provide a closing to help students make sense of their learning

o Independent work should be challenging enough to hold students’ interest or give them valuable practice opportunities on the standard involved, yet easy enough to complete independently

o Work for all small groups should be aligned to standards, meaningful to current learning targets, and accountability methods for completion need to be established

o Allow students to make choices in their learning when possible

- Examine Mental Set.o Pace yourself in learning to use grouping

methods effectively; get needed training and mentoring in this area to be able to support student learning

o Collaboratively plan with other teachers who teach the same content to develop more varied and engaging instructional strategies

o Pace teaching adequately to support the developmental level of students you teach.

- Analyze/Modify instructional practice.o Use differentiated instructiono Develop peer or cross-age tutoring groupso Assign roles for cooperative learning work

and develop interdependent work projects that require participation and accountability for all.

- Use as an opportunity to teach social skills.o Teach students to support each other in their

learning, but establish a clear difference between working together and cheating

- Consult with support peopleo Talk with district level content area

specialists who can provide support for establishing small group learning

o Request a mentor/buddy teacher o Seek out and get permission to attend

professional learning to enlarge your instructional repertoire

Issue #8: Learner Engagement & Motivation

Keeping students actively involved during the whole block is impossible.

My students are unmotivated, apathetic, and lack initiative; they rarely complete work.

Work completed is far below what they are capable of, is sloppy, torn, etc.

Students are sleeping in class. The students won’t participate. They don’t care about their grade or what

happens to them.

Tools to Try- Modify learning environment

~ 9/5/12

Classroom Management Issues Toolkito Consider seat changeso Consider setting up seating in groups so

that students have more opportunity for interactive learning which is far more engaging

- Improve student-teacher relationshipso Determine whether team-building or

community building in the classroom will help students to have more buy-in to learning

o Use results of interest inventory & learning styles inventory to design instruction

o Hold discussions/classroom meetingo Relate activities to their interests &

experienceso Spend more time getting to know students

and letting them get to know youo Have one on one discussiono Get student input on material they would

like to learn more abouto Discussion about long-term goals, grades,

graduationo Focus on student strengths

- Analyze/modify instructional practices.o Always make learning relevant by

connecting it to application to real-world contexts and issues

o Connect content to literature/pop cultureo Utilize interactive and problem based

learning strategieso Incorporate cooperative and collaborative

learning with roles and task accountabilityo Increase multi-modal learning (drama,

games, technology, movement, etc.)o Be sure work is at appropriate level of

challengeo Scaffold learning for students who struggleo Use Menu boards/leveled assignmentso Give warm up (sponge at beginning)o Wrap-up activity @end of class o Increase monitoring of student worko Good lesson planning framed around EQso Differentiated Instructiono Connect/discuss prior knowledgeo Provide opportunities for students to teach

each othero Use multimedia presentations; show short

video clips with guided notetaking sheeto Pace lessons better, time the work; break

the work into manageable partso Use work stations or centerso Develop short activitieso Give points for class participationo Review assignment procedure for clarityo Give students as much choice as possible in

their learning

- Use positive reinforcers (rewards).o Use token economy (i.e., Have a Friday

store; give tickets throughout the week to whoever finishes their work or participates)

o Utilize PBIS “gotcha” tickets - Consult with support people.

o Call parents To congratulate student for work

being done To ask for parental support in

checking for needed supplies, assignments, etc.

To report that work is not doneo Positive note homeo Parent conferenceo Involve your own mentor and ask for an

observation and feedbacko Involve counseloro Involve social workero If SpEd check for BIP and FBAo Refer to SST for RtI, document!o Have role model come by & talko Get mentorso SRO

Issue #9:Management of Space & Materials

I can’t keep all of my own needed resources organized and available for teaching

I don’t have my own space I can’t get copies I need My students aren’t mature enough to use

manipulativesStudents take things from my desk without

permission I don’t have working technology and/or I don’t

know how to work the technology I haveKids play with, throw or break the materials

Tools to Try

~ 9/5/12


- Analyze implementation of rules and procedures.

o Always give students opportunities to explore, touch, handle, and interact with new learning tools, such math manipulatives, prior to using them for instruction

o Emphasize the use of all materials as tools for learning and teach the use of the tool prior to asking students to correctly use it for learning

o Control distribution of materials through use of student captains, calling one group at a time, etc.

o If students have difficulty handling materials appropriately after teacher demonstration, try using less of the material (i.e., instead of a bag of base ten blocks, give much small quantities) or having students work in partners where they take turns using the manipulative and giving each other feedback on how to use it properly

- Modify the learning environment.o Ensure furniture is set up such that there

are no corners of the room out of your eyesight regardless of where you are teaching from

o Have clearly designated teacher space in the classroom

o Arrange teacher desk so students can’t easily go behind it

o Have clearly designated student spaces in the classroom indicated by labels or signs and teach students when/how they can access spaces designated for them

o Lock up supplies that students do not regularly use so that you have exact counts for when you do need them and so that they are not tempted to explore them

o Help students establish spatial boundaries by using furniture, marking tape, labels, and other concrete methods to mark off boundaries as is necessary

o Use cupboard space wisely and clean out after every school year

- Consult with support peopleo Learn the procedure in your school for

putting in a work order for non-functioning technology

o Identify professional learning opportunities to keep current with best practices in using technology in the classroom and incorporate what you learn into your regular classroom pedagogy

o Borrow material/equipment infrequently used from other teachers

o

Issue #10: Off-Task Behaviors (Disruptive)

Chronic disruption and off task behaviorStudents are constantly out of their seatsDisruptive behaviors that interrupt instruction

o Random noises, calling out, complainingPlaying around in line through the buildingPlaying with each other or their electronicsStudents turn lights on and off


procedures.o Review rules o Review the student handbooko Confirm understanding of rules & procedureso Discuss rules & procedureso Model/practice expected behaviors

~ 9/5/12

Classroom Management Issues Toolkito Develop a procedure if the occurrence

happens during a particular time of day or subject area

o Ask: “What should you be doing right now?” or “What’s the procedure for that?”

- Consider physical arrangement of room.o Move student desko Rearrange seating or classroomo Seat students separatelyo Divide class into sections or teamso Change the instigator’s seat

- Use as opportunity to teach social skills.o Teach students to practice self-monitoringo Morning meeting timeo Setting personal goals the students chooseo Student conferences o Self-check systemo Individual behavior plan/contracto Coach the student in making better choiceso Small group activitieso Self assessment & discussiono Assist with organizational skills

- Analyze instructional practices.o Check to see that students understand how

to do their worko Allow more frequent movement, 2-3 minute

exercise breako Make lesson meaningful and as fun as

possible o Handouts/written assignmento Engage students throughout entire time!o Make task for a gradeo Always have assignments or activityo Use props or puppetso Keep them busyo Give more frequent breakso Allow students to choose some aspect of their

learning- Improve student-teacher relationships.

o Learn student goalso Try and get the root of the problemo Stop teaching-make eye contacto Stop instruction/line and wait silently for

complianceo Monitor closelyo Don’t let up; stay on themo Stand tall near lighto Ask the talkers to repeat what you have just

saido Planned ignoring; ignore rude behavior so as

not to give them an audience

o Choose the offenders to do other things to keep them from influencing the rest of the class

o Make student a special helper- Use positive reinforcers (rewards).

o Give them a free draw timeo Incentiveso Monitor & collect behavior data, then reward

students with no marks o Use motivators/incentives o Token economy reward system o Teams & team rewards pulls in strugglers

- Use negative reinforcer (consequence). o Redirectiono Verbal warningo 5 card system of consequences to set limits

on misbehavioro Take away privilegeso Work during playtime/free time/recesso Try a pattern interruptiono Remove student to designated time-out o Direct Cost-Take away privilegeso Proximity control

- Consult with support people.o Parents contactso Get mentorso Admin conferenceo Get assistance from SROo Talk to other teachers

who have these students so you can learn their strategies

whose classroom management you admire

o Office referralo Get additional adults to work with students

(coach, PE teacher, custodian, media specialist, etc)

Issue #11: Off-Task Behaviors (Non-Disruptive)

Students don’t do work.o Doing artworko Daydreamingo Roaming the classo Pencil tappingo Inattentiveness

Students won’t get started working. I can’t maintain my students’ attention

throughout the lesson. One child is always dying for my attention. My students don’t stay focused.

~ 9/5/12


Tools to Try- Modify the learning environment.

o Move highly distractible students to seats away from doors and windows

o Place kids near the front of the room/instructional area

o Work in centerso Change groups

- Improve student-teacher relationships.o If you are uncertain whether the behavior is

intentional or not, confront the student and remind of the rules or redirect as appropriate

o Talk to student privately or conference with parent to discuss what usually best helps the student to stay focused.

- Analyze/Modify instructional practice.o Use differentiated instructiono Frequently vary activitieso Use anchor activities and choice boardso Keep students busy working on different

assignmentso Institute guidelines for what to do when

student finish earlyo Meaningful activities that keep them

engagedo Analyze instructional pacing; pick up the

pace or slow it down- Use as opportunity to teach social

skills.o Arrange a private signal with students to

cue them and raise self-awareness of when they go off task

o Teach self-monitoring through the use of a chart at the student’s desk; set goals for improvement and recognize progress

o For students who want constant attention, arrange specific, brief times when you will talk with them individually but make the boundaries clear and set fewer and fewer “appointments” as time goes on

o For students who want constant attention because of learned helplessness, require them to do part of the assignment or simply get their paper headed before you will speak with them. Continue to increase the requirement of what work or attempts they will do independently prior to being able to speak with you

- Use positive reinforcers (rewards).o Set class, team, or individual goals, monitor

progress, and reward success

Issue #12: Support from School Personnel

I have unsupportive administrators. I write up students but they are sent back. I have repeat offenders that get no follow-

through. I have IEP students who can’t be suspended and

know that I can’t put them out of class. I’m not getting the support I need from parents administrators inclusion teachers paraprofessional

not addressed by administrators


procedures.- Modify the learning environment.

~ 9/5/12


- Improve student-teacher relationships.- Examine Mental Set.- Analyze/Modify instructional practice.- Use as an opportunity to teach social

skills.- Use positive reinforcers (rewards).- Use negative reinforcer (consequence).- Consult with support people

- Talk with administrators- Contact parents- Ask for intervention/assistance from

counselor- Find out what kind of learner they are;

give assignments that allow them to work in their element.

- Collaborate with grade level/subject area/team colleagues to generate solutions

- Hold in class during connections/exploratory classes

- Lunch detention- Involve SRO- Mentoring- After school for “Milk and Cookies”- Get additional management

professional learning- Contact a higher –up, such as downtown

admin- ask for administrator to observe- ask for district help- consult your professional organization- Maintain excellent records-document

everything,- clear expectations for paraprofessionals- debriefing at end of day- get specific input from paraprofessional

when creating lessons- consult team members about your

concerns and ask for their suggestions- admin not just observe but involved on

all levels

Issue #13: Teacher Mental SetI have trouble staying positive with my

students.I end up yelling or losing my temper.I get aggravated by all the interruptions

daily, along with kids moving into or out of the class or school and having to start all over with them.

I’m overwhelmed.I have too many students and can’t handle

the many things each child needs.


procedures.o Re-teach rules and procedure with each

new studento Don’t be afraid to make a new plano Use a rope for lining upo Give students who struggle with behaviors

chores to do ~ 9/5/12


- Analyze application of Mental Set principles.o Read professional learning bookso Have realistic expectations of yourself, your

administrators, students, and their parentso Maintain a sense of humor and perspectiveo Count to 10o Start each day new; learn from mistakeso Try to nip problems in the budo Don’t take it personallyo Definitely avoid responding negatively to

negative o Prioritize the needs that will give you the

most ”bang for your buck”o Understand and accept your own limits;

learning to teach well is a career-long endeavor

- Improve student-teacher relationships.o Get to know students better so you can

better understand and meet their needsoConsult with support people.

o Talk to my principalo Work with a mentor/coacho Home visitso Call parentso Check guidelines on limits for number of

SpEd students in a classo ASK SOMEBODY you trust!!! Don’t try to go

it alone, because you will burn out. Issue #14: Teacher-Student Relationships

I have difficulty following through with consequences and being consistent with enforcing rules and procedures

I want to create a more work-oriented environment with a positive tone

My students have “ganged up” against me There are groups/factions that play off of each

other and ringleaders who get everyone rile up. I’m not sure that the tone I’m using is

appropriate I have trouble staying firm and consistent while

remaining flexible for individuals.


procedures.o Structureo Write out a plan of expectations &

consequences, post it, and refer to it frequently

- Modify the learning environment.o Separate groupso Use assigned seating to break up cliques

~ 9/5/12


- Improve student-teacher relationships.o Work harder at getting to know student

leaders and build relationships with themo Empower, but do not embarrass ringleadero Give individual responsibilitieso Utilize a job chart and trade student jobs

regularly so all students take an investment in the effective running of the classroom

o Ask to be observed for feedback on the ways you communicate assertiveness and cooperation to students

o Incorporate team building activities and be sure to regularly mix students up in groups they would not normally gravitate towards

o Pay attention to students and give “I notice” statements whenever you see anything different about them; do not praise, but simply identify the thing you have noticed. When done regularly, students come to understand the connections between you and them

o Take 5 minutes each day to talk privately with 5 different students. Make note of which students you have talked with and be sure to speak privately with every student. Check in with them on events in their life, learning progress, or to thank them for a specific contribution to the learning in class. Once all students have had a private conference with you, begin a second round of conferencing so that all students regularly have a brief amount of time to talk privately with you

o Classroom meeting to discuss concerns students have; take notes and work towards developing a solution

- Examine Mental Set.o Video tape self/others and carefully observe

the interactions between students and teacher, both verbally and non-verbally

o Work to raise awareness of your habits, tone, and word usage, particularly with diversity issues

o Improve proximity & withitnesso Write reflection at end of day in journal; focus

on cause and effect relationships for student behavior

o Examine your internal beliefs; students can pick up on teacher lack of confidence, especially when a teacher is indecisive. When you communicate with certainty that you can handle the class, they believe it

o Avoid taking student behaviors personally; reframe your thinking to analyze what behaviors students need to learn in order to be more successful in school

o Avoid getting upset or displaying negative emotions; handle necessary corrections with a calm and firm disposition

o Be more aware of response style- Analyze/Modify instructional practice.

o Plan reality-type (relevant) lessons, use current events

o Use interactive, cooperative, and collaborative learning more frequently and be sure to incorporate accountable assignments which require students to work together interdependently

- Use positive reinforcers (rewards).o Positive reinforcement for students

demonstrating pro-social behaviorso Set goals and use behavior contract to

monitor - Use negative reinforcer (consequence).

o Use consequences for defiant behavior- Consult with support people

o Document and refer to RtI as neededo Utilize the school resource officer for any

actual gang-like behaviors or bullyingo Consult with administratorso Consult with other teacherso Immediate and ongoing parent contact

Issue #15: Time ManagementMy schedule leaves students with a lot of down

time:o waiting for kids to comeback from or finish

breakfasto at dismissal students have to put chairs up on

desks and have nowhere to sit and nothing to do for several minutes or more

Instructional time issues:o fast workers are not engagedo students dawdleo students pretend to finish so they can go on

to other activitieso some kids work fast and others work slow


procedures.o Vary when I call kids to put chairs upo After chairs are up, do an end-of-the-day

carpet circle activity.o Ask students who come in late to finish work

as homeworko Have an opening practice activity that

students do not have to make upo Let last 2 kids in room put chairs up or do it

after they leave

~ 9/5/12

Classroom Management Issues Toolkito Play music at dismissalo Make it a game or do a game o Slow workers finish at recesso Kids who finish play games; if the others get

finished before we’re done, they can join in too

o Kids who do work in a timely way get entered into a drawing for a prize

o Reduce the amount of work required for students who legitimately take longer

o Have alternate enrichment activities for early finishers

o Peer tutoring—quick finishers help slow finishers

o Finish early read AR book to get pointso Computer timeo Differentiateo Utilize anchor activities

- Analyze Mental Set.o Increase personal flexibility; acknowledge

that some students need more time and/or practice and find ways to incorporate this as you see the need for it existing

Issue #16: TattlingStudents are constantly coming up to report

each other’s behavior to meStudents ask me to mediate their argumentsStudents try to get each other into trouble


procedures.o Tell students to write it down and put it in the

tattle box; assure them that you will investigate issues of serious misconduct

o Read the book bad case of tattle tongueo Use the peace rose (Montessori practice) to

help students verbalize and settle conflictso Have stuffed animal—tell the animal the

tattle, not the teachero Set limits “If you’re not hurt, you don’t need

to tell”- Use as an opportunity to teach social

skills.o Use a hand signal (T for timeout) ask student

if what they are going to say is a tattle tale—if they say yes, remind them that the procedure is no tattling; if they say no, but it is a tattle tale, explain the difference and refuse to acknowledge the tale

o Teach a social skills lesson on tattling vs okay tells (i.e., bullying)

Issue #17: TransitionsTransitions from one classroom or activity to

another are a disaster!My students waste time transitioning between

work times or subjects. I have trouble getting students to settle down

after switching classes or after lunch.My students play around when they enter the

classroom.Dismissal time is the worst—I can’t get them

organized to leave in an orderly fashion.


procedureso Develop and teach routines for transitionso Practice transitioningo Role play transitions pointing out

appropriate/inappropriate ways to transitiono Make sure transition procedure is simpleo Transition small groups at a time instead of

the whole classo Create specific route for students to travelo Reorganize groupso Try to change the scheduleo Go to seats and put head downo Use a timer; give students 10 seconds to

move from one table to anothero Utilize students to help with materials

~ 9/5/12

Classroom Management Issues Toolkito Explain why brief and safe transitions are

neededo Make expectations clear by posting charts

that show what happens in the transition or what centers they go to

o Line up by alphabet or number- Use signals to guide transitions

o Special noises (xylophone timer, chime, clicker, hand clapper, etc.)

o Classroom charts for transitions. Utilize before transition; have students read & review

o Play soft musico Take turns; i.e., “if you are wearing…”o Daily agenda; announce the next item on

the listo Post materials or page numbers on the

board so students can prepare for the transition ahead of time

o Use timero Have a student describe the correct

procedure for transition immediately prior to the transition

- Create specific beginning/end of the day/period procedures

o Post agenda daily so students know what they are doing a daily basis

o Morning work/journal (command & procedures)

o Have students sing, chant, or recite during regular transitions-by the time the song is done, the transition should be complete

o Starter assignments (warm-up, bell ringer)o What to do when I’m through (puzzles

sheets, etc.)o Exit ticketo Have students recite times tables or other

learned material as they line upo If SPED, warn in advance of changes to

routine, especially with kids who have autistic tendencies

o Have pad and pencil, checklist, or spreadsheet; write down names of students having difficulty with transitions and conference privately or develop special signals with them

-Examine Mental Seto Stay calm; do not flick lights, shout, or

show signs of anger or frustrationo Stand back and observe the transition

without making any changes to determine what/who is contributing to the breakdown in the transition

-Use positive reinforcers (rewards)

o Competition between groups o Give students responsibility o Make it a gameo Acknowledge those doing it well o Incentives—extra recess time, computer

time, etco Immediate treat for ones following

directions-Use negative reinforcer (consequence)

o Send kids back to seat or make them try again

o Overcorrectiono Use direct cost/logical consequences

~ 9/5/12

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