Classroom Management Resources
My discipline philosophy and approach to classroom managementOverall, I believe that taking preventative measures is fundamental. A clear set of classroom expectations, frequently practiced routines, as well as clear and concise directions can eliminate many disciplinary problems.
However, discipline is part of the learning experience. Students must learn to self-assess and self-regulate their own behavior, and by learning these skills they are better able to apply them in a healthy way outside of the classroom. Any discipline should be a direct consequence to an action and directly related to the undesired behavior. |
My 3-Part Behavior Management System
Whole Class:
I like having a marble jar for the whole class, because the noise of marbles or rocks moving from one jar to another is a quick and quiet reminder for students to check their behaviors and make sure they're following directions. Additionally, I like to have a "secret student" who I pick before we line up to move to another location. Students do not know who the secret student is, but if this secret student is being respectful and responsible with their body the entire way, they earn the class a "point" whether it be a line on an asterisk (when they get a certain number of asterisks they earn a reward) or a few marbles in the jar.
Small Group:
For small groups, I tend to use a point system. I will do tally marks, ten frames, coins, or other manipulatives that we use in our math instruction in the class. I have also used colors to make patterns and once they repeated the pattern once with their colors, their group would earn an incentive. With group incentives I will either give them a calm choice time, a fun lunch in the classroom, or (depending on the grade and students) will let them choose one person they'd like in their group when desks get moved.
Individual:
With individual students I have experience using CICO (check in/check out) as well as personalized incentive cards. I have also given students a timer and after a certain amount of time being on task, they earn a few minutes (immediately) of something they are interested in. These are in addition to whole-school incentives, like those slips of paper that students get when they are respectful, responsible, and safe. I also try to keep a handful of self-managers in the classroom. Those are the students who are first-time listeners, they are responsible and respectful even when nobody is watching. These students are able to leave for recess and lunch a few minutes early, without the teacher walking them, and can be given certain tasks that I know they can handle (such as helping other teachers if they need, or errands for the office). The self-manager role is not fixed, so students can earn or lose their self-manager status.
I like having a marble jar for the whole class, because the noise of marbles or rocks moving from one jar to another is a quick and quiet reminder for students to check their behaviors and make sure they're following directions. Additionally, I like to have a "secret student" who I pick before we line up to move to another location. Students do not know who the secret student is, but if this secret student is being respectful and responsible with their body the entire way, they earn the class a "point" whether it be a line on an asterisk (when they get a certain number of asterisks they earn a reward) or a few marbles in the jar.
Small Group:
For small groups, I tend to use a point system. I will do tally marks, ten frames, coins, or other manipulatives that we use in our math instruction in the class. I have also used colors to make patterns and once they repeated the pattern once with their colors, their group would earn an incentive. With group incentives I will either give them a calm choice time, a fun lunch in the classroom, or (depending on the grade and students) will let them choose one person they'd like in their group when desks get moved.
Individual:
With individual students I have experience using CICO (check in/check out) as well as personalized incentive cards. I have also given students a timer and after a certain amount of time being on task, they earn a few minutes (immediately) of something they are interested in. These are in addition to whole-school incentives, like those slips of paper that students get when they are respectful, responsible, and safe. I also try to keep a handful of self-managers in the classroom. Those are the students who are first-time listeners, they are responsible and respectful even when nobody is watching. These students are able to leave for recess and lunch a few minutes early, without the teacher walking them, and can be given certain tasks that I know they can handle (such as helping other teachers if they need, or errands for the office). The self-manager role is not fixed, so students can earn or lose their self-manager status.
Videos
Whole-Brain
Teaching This is something I've been learning more about recently, and think it would be very effective for teaching short, intensive lessons. |
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