eee ae

Un

Turn classroom chaos into student achievement—overnight!

2N0 EDITION

CLASSROOM
repel
RO O K
Sarah F. Jondahl & Oretha F. Ferguson Pla
and a host of other very effective teachers ore
 Digitized by the Internet Archive
in 2022 with funding from
Kahle/Austin Foundation

https://archive.org/details/classroommanagem0000wong
 DEDICATION

Dedicated to teachers who...

can’t wait for the bell to ring to start each day and
are organized and ready, so students know what to do;

delight in a challenge and

have the expectation that every child is capable of success;

honor students with dignity and respect and

expect the same in return;

are patient with works-in-progress and

care about the outcome;

have a never-give-up attitude and

a whole briefcase full of instructional techniques;
want to be the difference in students’ lives and
ARE the difference in theirs.
ORETHA-F. FERGUSON

They Quietly Walked in and Got to Work

On the first day of school, I stood at my classroom door to welcome my students. I observed
them as they quietly walked in the room, sat down, and began their opening assignment.

Meanwhile, | watched as another teacher’s class was in total chaos. As the teacher tried to quiet
them to begin class, I thought, ‘What a waste of
time!’

Later in the week, the other teacher came to me and commented that my students were ‘always
so good!’

I explained to the teacher that it is not the students who are good; it’s the procedures that have
proven themselves. Procedures help me manage my class so that I can be an effective teacher.

Oretha F. Ferguson ® Fort Smith, Arkansas

Oretha is a co-author and 2010 Teacher-of-the-Year for her school district.

She conducts technology workshops and is a master of classroom organization.

THE Classroom Management Book

 SARAH F. JONDAHL

Everything Is in Place
Right at the Beginning of the School Year

& & My classroom management plan is shared with my students on the first day of school, and I
refer to this plan consistently. The students know what to do in the classroom, as well as how
! expect them to act and to treat one another. They know how things work in our classroom
because of the management plan and the procedures that are in place right at the beginning of
the school year.

I do not have any major behavior problems with my students. Most importantly, | always get
high academic results from my students. |s

Sarah F. Jondahl ®= Brentwood, California

®
0 Ssiec ie

Sarah is a co-author and her classroom management plan was the “Aha”
moment for the Wongs as they visited her classroom when she was a first-year
teacher. She is a 2014 Teacher-of-the-Year for her school.
ACKNOWLEDGMENTS

Acknowledgments
This book would not be possible without the contributions from the hundreds of educators who willing share with the
profession. Grateful acknowledgment is made to these people and institutions for the permission to include their pictures,
classrooms, ideas, and work in this book.

Bill Acuff Steve Geiman Shelly Pilie

Ed Aguiles Cindy Gerhart Pam Powell
Judy Akins Blake Germaine Lucy Quezada
Bernie Alidor David Ginsburg Sarah Ragan
Dave Allen Grand Heights Early Childhood Mike Reed
Stacey Allred Center Rhiannon Richards
Loreta Anderson Susan Green Greg Risner
Catherine Bailey Diana Greenhouse Robert Vela High School
Susan Bailey Jeff Gulle Ashley Robertson
Brie Barber Thomas Guskey Kathryn Roe
Robin Barlak Brandy Hackett Eryka Rogers
Debra Beebe Allie Hahn Karen Rogers
Marcie Belt Phillip Hale Jancsi Roney
Shoshana Berkovic Stacey Hanson Noah Roseman
Briget Betterton Jim Heintz Wanda Rougeau
Cristina Bianchi Stacy Hennessee Charles Russell
Alicia Blankenship Angela Hiracheta Maria Sacco
Danielle Blonar Jenn Hopper St. Joseph Academy
Holly Bonessi Tena Hubble St. Rose Elementary School
Melissa Boone Becky Hughes Elmo Sanchez
Wanda Bradford Elizabeth Janice Heather Sansom
Brockton High School Hilton Jay Kim Schulte
Amanda Brooks Laurie Jay Terri Schultz
Janifer Brown Jacqueline Johnson Kim Scroggin
Monica Burns Sarah Jondahl Edna Serna-Gonzalez
Marco Campos Stephen Jones Chelonnda Seroyer
Patricia Candies Alex Kajitani Dan Seufert
Laura Candler Laura Keelen Virginia Sherman
Christine Chang Candi Kempton Sisseton Middle School
Kazim Cicek Rose Kerr Jeff Smith
Kimberly Clayton Mary Lacombe Staten Island School of Civic
Darrell Cluck Joanne Ladewig Leadership
Grace Ann Coburn Tiffany Landrum Stephanie Stoebe
Maureen Conley Suzanne Laughrea Kevin Stoltzfus
Ayesa Contreras Shirley Lee Susan Szachowicz
Angela Coombs Nikki LeRose Cathy Terrell
Marie Coppolaro Mark Lewis Ronda Thomas
Pamela Cruishank Linda Lippman Renee Tomita
Judith Darling Sally Lutz Megan Toujouse
Jamie Davis Marist School Carolyn Twohill
Marie DeNardo Kristy Mascarella Merlyna Valentine
Jessica Dillard Jessica McLean Kathy Vohland
Shannon Dipple Tammy Meyer Whitney Weigold
Richard Dubé Christy Mitchell Jeanette Weinberg
Melissa Dunbar-Crisp Crystal Moore Peter Wells
Jon Eaton Kara Moore Marya Wesner )
Liz Eaton Sue Moore Karen Whitney
Peggy Ervin LaMoine Motz Nile Wilson
Phyllis Fassio Holland Myers Kristen Wiss
John Faure National Violent Intruder Cindy Wong
Beth Featherston Preparedness Solutions Kaleena Wong
Oretha Ferguson Margarita Navarro Beverly Woolery
Sarina Fornabaio Teri Norris

Lave Pere
Bethany Fryer Kasey Oetting
Cindy Gaerhardt Shannon Page
Christopher Gagliardi Janene Palumbo
Andrea Gehweiler Janelle Papazian
THE Classroom Management Book
Harry K. Wong

Rosemary T. Wong

and

Sarah F. Jondahl

Oretha F. Ferguson

with contributions by

Stacey Allred
Robin Barlak

Laura Candler

Jeff Gulle

Karen Rogers

Chelonnda Seroyer

and a host of other very effective teachers

HARRY K. WONG PUBLICATIONS, INC.

www.HarryWong.com

This book is printed on environmentally friendly paper. Join us in making a choice to save the planet
AUTHORS

The Authors
They are all teachers and exemplary classroom managers.

Harry K. Wong High School, California

Rosemary T. Wong Elementary and Middle School, California
Sarah F. Jondahl Elementary School, California
Oretha F. Ferguson High School, Arkansas
Stacey L. Allred Special Ed and College Instructor, Indiana
Robin Barlak Special Education, Ohio
Laura Candler Elementary School, North Carolina
Jeff Gulle Middle School, Kentucky
Karen Rogers High School, Kansas
Chelonnda Seroyer High School, Alabama

At home, many students do not know what problem, what struggle is going to hit their family next. When
at-risk students walk into my classroom and discover that there is a procedure, a ‘how to’ handbook of sorts
for nearly any issue that could arise, they are at ease. For some of these students, this type of orderly and
smoothly running classroom is the first experience at a life without chaos.

Copyright © 2018 by Harry K. Wong Publications, Inc.

All rights reserved. No part of this publication or any related materials referenced herein may be stored in a retrieval system,
transmitted, reproduced in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, or be the
basis for any derivative works, without the prior agreement and written permission of the publisher.

ISBN: 978-0-9764233-9-3
Library of Congress Control Number: 2018907896

(oal4iout2 lIlO79'S"7.6.5. 43°25

Printed in Canada by TC Transcontinental Printing

Graphics Partner: Mark Van Slyke, Zebra Graphics, San Francisco, California

Harry K. Wong Publications, Inc.

943 North Shoreline Boulevard
Mountain View, CA 94043-1932

T: 650-965-7896
F: 650-965-7890
|: www.HarryWong.com

Cover QR Code: Listen to a special message from Harry and Rosemary.

 THE GREATEST GIFT

The Greatest Gift

I read this book many times growing up in our very
humble home in Kenner, Louisiana. I wanted to travel, see
the world, and help people.

One day, my Riverdale High School principal, Mrs.

Dorothy Donnelly, called me out of Sophomore Honors
Biology to come to her office.

In the course of the conversation, she asked what I wanted

to do with my life. I told her I wanted to be a stewardess.
She looked me straight in the eyes and said, “My dear,
you can do better than that.”
To this day, I can still see myself sitting in her office. I was wearing a little, purple,
plaid skirt, green blouse, and matching plaid tie. Her words still echo in my head.

She was the very first adult in my life to ever share with me that I had potential.
This book sits in my home office as a reminder that I am living my dream—I travel the
world and help people. Please understand, I am not putting down flight attendants.
Every time I get on an airplane, and it is quite a bit, Iwant the most effective flight
attendants there are because I am putting my life in their hands.

What I am sharing with you is that the greatest gift we can give children is belief in
their power and ability as an individual, their importance without regard to their race,
gender, background, or heritage, their dignity as a person with potential.

Right now, I invite each of you to rise to your potential and live your dream and be the
teacher you were meant to be—a very effective teacher.

Rosemary T. Wong = Mountain View, California

GETTING-READY

™ Ready for
Getting Ready
Getting the Most
forthe Important CarcerbaaYou
ast peril ronEver
You Could
HHaeHave.
The purpose of THE Classroom Management Book
Prerequisite Reading
is to provide you with the skills to effectively
THE Classroom Management Book is an extension manage a classroom that produces
of THE First Days of School: How to Be an Effective student learning and achievement.
Teacher. Classroom management is one of three
characteristics of an effective teacher. It is not a “quick fix” for discipline problems in the
classroom. It is for turning classroom chaos, lack of
To understand the research behind how classroom organization, and squandering of teaching time into
management relates to the development of an effective student achievement.
teacher requires prior reading of THE First Days of
School with an emphasis on the information in the unit THE Classroom Management Book has four parts:
on Classroom Management. = PROLOGUE: provides the background to the
importance of classroom management
= PREPARATION: tells how to prepare for the first
WONG & WONG day or any day of the school year

THE——_ = PROCEDURES: teaches in-depth, fifty procedures

FIRST DAYS used to create a consistent learning environment
_OF SCHOOL
— AN EFFECTIVE T ae
= PLANS: shows six plans used by practicing
INCLUDES DVD teachers for their first days of school
Spread throughout the book are stories of teachers,

pmsCeO
WE TEACH YOU TO PLAN SO YOU CAN PLAN TO TEACH
RSE ERAN caecnoeneccanosesee
tonneIoSONOOESRITN of |
principals, parents, and administrators who have put
the concept of a classroom management plan into
consistent practice.

There are forty QR (Quick Response) ons

THE First Days of School is a must-read to help you fully Codes scattered on pages that lead you : :
understand the part that Classroom Management plays in to additional information, PowerPoint .
your journey to become an effective teacher. presentations, rubrics, and ideas to help oye
you develop a classroom management plan.
Making the Most of This Book
The Contents page lists all of the procedures taught
For more than twenty years, hundreds of thousands in the book. Look through the list and find one or
of teachers have successfully implemented the two procedures to use in your classroom. Teach and
concepts in THE First Days ofSchool, and they have rehearse those procedures until they become mastery
shared their techniques with us. THE Classroom for your students. Continue to reinforce the procedures
Management Book is a compilation of those ideas. just taught and introduce two more. Repeat the process.
It provides the details of what to do and how to do it, You will notice a difference in your students anda
so you and your students can be successful. difference in yourself using this technique.
 GETTING READY

The Complement to This Book This online course was previously known as
Classroom Management with Harry and Rosemary
THE Classroom Management Book is the companion
Wong and based on THE First Days of School. The
book for the eLearning course THE Classroom course has been redesigned and aligned with THE
Management Course. The course is offered at Classroom Management Book. The outcome of the
www.EffectiveTeaching.com. course remains the same—upon completion you will
have created a binder with plans that will help you
effectively manage a classroom to maximize learning.

Asa result of taking this online course, my teaching career has been saved.
Virginia Sherman = Baltimore, Maryland

I thought that after teaching for eighteen years, I wouldn’t find anything useful in the
course, but boy was I wrong. I loved it and learned as much as a first-year teacher.
Edna Serna-Gonzalez = Harlingen, Texas

I can’t tell you how much the e-course served me. Procedures are in place,
expectations are high, and the environment is safe, comfortable, and fun for the AN
children. It is a learning classroom.
Steptien Jones = Auckland, New Zealand

Be
CONTENTS

DoCHICEACLON opin cos eben ssn hace ca cashes cove cau zh Fasoucocoetvc se vuus la huls of Ssenahg secon nme amet neeY RGM bet gen Sc ee |
They Quietly Walked in atid Got to, WOT <..cnciccc.-ceccsscssecccnec salient
esacrsecanscyseneseenstarsva tee taretetceeeeceaace
rstancysceedsblige= oot il
Everything Is in Place Right at the Beginning of the School Yeatl..............c.ccccssssesssesssecssesssesssecssersnecnenntecnecnseens iil
ACKMOWIEASMENES wiesesvisisaisocssssseevecesiasarscioser ssovieyolueseseteea¥
ueriatseCinta akekaabaseesioy ee
o7peapenegacanara reneane ecseteendn iV
TVS AUT IONS oo ooes sda vicccszaceusvancos nnannsendessivasniccas Ubi Gate oc ledaccd eastset heORs ec eRe ee Oe ree teeee vi
Thre Greatest Gittsiccccses a scessdecss eset scicey aces cusscsheczsc sede cv aus Mee crake ov ee ea vii
Getting Ready for the Most Important Career You Could Ever Have ..........cesessssssisesseesseesseessecsnecnneennneenneen viii

PROLOGUE: Classroom Management Defined

The Effective and: SUCCESSFUL TACHIOT vcciscasccccseccecechecatsnnsacestttsussoaransanece
tetoeeweeterasenee cee eee 2
EY Get It Right: from thie Starttsicess ccs docvcsccesssccaccsscenecserantesccevcarsocantesecser
atevecetoteree eretraationeects ease easee eae eee 4
Definition of Classroom: Managemennit cciscctesccscecccececscecsecsceonccseetvessacnetneterceet omer eva oe nee ee 3)
DO: The First Five: Minutes iccicccssic gts icdisciccs isc consecacaizeasostecee ed cteeocecreaezes tatens eer eee eee i
Difference Between Classroom Management and DISCIPIINE........ ccc ceceseestestesessesseeseestesessessteseeseesesesseeseeseeseees 8
The: Worst Four-Letter: Word vissssisssssssssssicassasceiescsccssvaiscisestucccetutacesstesth easetlseUseerReDn Eyarea este neeeee 10
The Key to SUCCESS IS CONSISTENCY s.isc.issseéscssessesscascescstorescecosrpuceatesewee tacnsoel antase uate crouse Reon te Ad
oO Special Needs'Students Thrive on Consistency... ceenteeaneeeetcer eee ee 12
The: Needifora: [rusting Environment sssess coscsscsccijsde ccs custense eee nese eee eet ne tee 13
o. Every Student Made Progress. Every. Singte. One.cinaccutennutntcccn aera ee 14

PREPARATION: Before the First Day of School

Prepare.Before SchooliBegins ijcceccecvncsenueceote wen caee otc ree oye ee 16
Oo A: Complete First-Day Script: GCecklstyicccccic.cceccssscassscssrscssecsvecsvcnv
csrmoraines a aeanette ee eee eee PY)
The:Need fora. Classroom’ Management Planitia oe ne ene oe ee ee 24
Creating:a- Classroom Management. Plan Aci sinac. catiatrt en e eee ee 26
Go Thanks for the Peace ssssscvcsccrassrectiidsescaazetesccescusss
esrcorse teemeets atenaniea tates ees emt cee 29
Presenting: Your Classroom Management Plans. ccx.cse eee eee 30
Creating.a Plan in’ Power Poittisscccssecsccmponcrsnscateene eee eae eee SIF
Gy ‘From Warrior to Effective Teache i. cssiccccccssasencssactesitasanti eaetente tae ee 46
How'to Teach:a' Procedures: Aah einen ee ee 47
Ol The Class Proceeded Without:iMes...2.cscice.iiectheeesitesateeei ete rene tee ee ee 52
How to Start the First Day and Every Day .is..i.0c.c.12 csv eee on ee eee mee 53
EI) It'S Un Te Bag ao ccc.scsctssacctbosrccssesenosedsvacsrbdoas
Goaisciievoscesteleeetens teatsSeee ang ee nee Sif,

PROCEDURES: For the First Day of School

12> The Start of Class ROUtine icsciiicncssiciessssctessesc qa er ee assssrctessetvee 60
2. WING Agere sro. ecceccisctoptacecencs2hplahsccii casaan eee oinievsactinenenstanicee 64
O) The Freedom to Produce Results ..5.:.c00) .40ccdaccaaeee ee ee ee 69
3 - An Opening Assignment isicisssscinc lacescecsovicsceccas
daeleastone ee aren tsossssccesss
e s 70
ED Bellringer Times Three say.ssisscs.csvcssieeseessesecsies tecoco eee eaean saccectgnessccstses iio
4 = Taking Attendance sscsssscessscsscssssseosnsssacseccusci eeeeese eee te eee nnsonssassassstaectessuven 76
O 130 Students and No Time Wasted .....c.c..2scseecs accep eee 81
SD — Dismissing the Class::...:c.c:ccissssssiscssccstsaseasvsssccusscbstsinpnveciees/ssis@rulseee
tp Rene are nena 82
0 A Safe Dismissal or a Tragic OMe? s.scicsscccs eee ssaste ee asssraseeson 86
 CONTENTS

PROCEDURES: For Students

6r-Collecting:Nofes and: FOrmnSss acc acco ee eee ee ee aot dine, eR aR: gts 88
aie Clean Upithe Classroom Glatterssscyareerteree sti ae ete ee es, 90
eo ClASSLOOM Tal GINeSS fet. xt shee 8 eee me te ee er Net alt neat Re eon rn ie og te jc 92
OR POSEI FOIE [ecteea cok opts Ne en ene oe eye re ae a nr eee ee Pe ne 96
Sas SAITZiMe: PROMS WOMK <ses35s,cacivasstua late sn or cceeeeev ie tes Peet al ee ee ETD 100
NSFP OFA GAG IN SS creek see? astcsetsy Ses access seceeTA ae eter ANN ete nvr oe aes Aen Me nee RO 104
e-Districts Wide Consistency:cincseuite daca enn pa epee Re ne ee 107
EU finished Class Assignments sisicccsitiassazs dtocseetin cick cceascabeess beat prea eee ee ne a Ee. 108

PROCEDURES: For the Classroom

IZ EMeOrgency Preparedness iiss. ccs Scecsaseisd Ais tap aaeeneee eeeeS ee N R S 12
Be SULVIVING a SCnDOLAGCTIVE ShOOten.0<-....c.ccacartn ee ee ee ee ee eee 116
TS = GOtting Students” ATS TiO evscsovas cas seos ihc ses eweeecoiicea ccc ecpc oh asec caah Tee 118
Eh eYour Attention Pleasescc.diccin in pawtegonceet ee eis ee ieee ae eee 121
ee A LASSEOOMN <)ONS! by raya casachicas ascot ps aa ails chess dere ue Ean ne me ie 122
Ned =VOASSEOOMAF TONG FALE SINE oo csendctecetesracccsns eso ah fein veh ccc cece eee 126
E Jeaching Procedures.Becomes Routines. nkciieccscc cree ee ee 129
DO ESATINTOOI I EVCEMS ce ctesicnsc scare ude evens cccssec tems scat cede vee Tarver eee ree ee gO 130
aye Replacing Dullor Broken Pencils. seco eee icc ee ee tte eee 134
RS = MOCDINEMOESKS OEM Y ase ees cas ae eg sans ocscs asda ck dass saps echt eo ek 138
B tEvervtning Has a Place and a Purpose nses oe a...c rise reer an eee ca ee eee 141
19> Collecting and, RetUMNINe PADELS 3. ccrejsccccccsse, avnstasecsceetcecs cc archon de occ eager eectrcaecis ee ae ne 142
ZO CIASSFOORT TTA SITIONS so. seicscos clcs snsecsetousserssvtntsascueereebesncibasetts
Gta Meememe ee Oe comet, ae 146
21 - Keeping Students.on Task .......::c:chccecscteseten Sa caucansdashcstgbt cbs os ce etes glee Race ca Pere ee 150
BE TONG AS TO: KOVss escics ios cise uczzspsnossssscastssedautenseuesceags)acacascucs
cncascasanstovesantersaettand Sama aoe eae + etnaane Rainer ee sy
2 FAT ASENLTA VV OTI:EAUAY scsi ois dos cceo caves kee avec bahauc tay hese eee vczesk tn Sp Repro ee ae 154
Ey Creating a Learns ZOMG sca icccscieen eee trast asacaae seam eee eee ate eee 157
23 MISSING ASSISMINICME MIP ssres oes cceenctccee cada eagcocort tere ccatsacha hes cacssc race Reco core eer 158
r= Taily COSINE IMOSSALE civic as coyencsvnzetessassacgucsSot keds ec vasuade 2lv'o sos vanevass ae tta 9 occ peat ae ree eens 162
Be Communication On a Weekly Bass cs.deecoscSscsncasscs curser isis tev eee ee sae eet er eee 165
25 = Guideline Infraction NOtiCe ic. 4:..cacesanrttiencecnatairrasasacoteeeee te tei eae meee eo nee 166
GO Preparation and Gonsistency Are Key—A Mother s AGVICe 27-2sc) occ tower ct rece cn cote 169
ZO eEMOGAIIS MCCTINES ic ca iecc ni aseeterccisso abosentamneseassmaarscssssm ee Mee eee ee ee ee 170
O Preparation and Consistency Are Key—A Daughter’s Refection nc cessessssecsseecnseesteecnessneerseeesns ies:

PROCEDURES: For Instruction

De AGTEN ON BYETS T ey|(ay Oe ee ES Eee POR, am SABE RE. ei cree eM er saa oF ia 174
toma EG Pa VALTA Toyo ps131WO ee ee ene eRe FONE PRUNE EET Amare eran en cere oe bene 179
2 es VOL KANG Aiea OU Stersechevscarck seccssacsevspusxssasttoatervacundrana te towouraiectantesstaveaptinnatrastabcre
een ane enn ee 180
FO) PAIN COT al caCLIN ime ate RN slays cid, Faas y aio ecg foaee ders anppecaneamnad eee, Ga esove ae ee eh are aS Sta 184
ES umBENE ACES TLC XS OK ees aso oe eee dents ecceeaeh a raed ig a Aegean ee ones ad eee 188
SDE APAACHR INgil AGS MULINNIG os voye byes evecare aossad chantscabencstczncgnc seiscpseaacaden a coh seet castesvcs esoscrass coo pee eco cree ae 192
EMS AS SOG AIT CLIOON LedCOTGANLG Ses vescesescaciscsevts tativv aud voeacteasee suratcannes veo dhs gee trae ues eee ee aes tee ee 194
tS mem ARATN CARLOS teem Cir, antes caiies hase ula lce aedcagesctoceiseas tes Roane ets Eo et nnastgansQeth cortabaevnte aah aA ne cate COE 196
Mee MAE MTSEONT LULA AM COTM eee res chao seek crm nn Fein cate caeaataats ote cess esncs oes peecvaavs vor ats verre neauaauuame Seer teaacercrasd 200

a
CONTENTS

PROCEDURES: For Instruction (continued)

e7tecege essedeedeecslersseecsseds cesate?
34 = Cultivating Social SKINS... cac.cssssrctessascssccsssercsecs rtaes tee
vestsusesdvussan ee sca 204
O Simple Procedures, Plus Courtesy cscccccssccssccczccnsseesccssspsnsnersessbqatecusdiead s<bcteebaentsar
tasertage Me aeeinneereraeeetee a eereareneree 207

PROCEDURES: For the Special Needs Classroom

M The Special Needs. Classr ooin ccciic.sc. sieccasersscssscevceccuccccencenssnazesvapenseeysdteae tetacesessssesccter
erst tian etanea se eeeeceeee 208
B35 = larch, Wa Shrigyossissccestcedccessayctzces cou cad sess vss nssisrespjanenuvesstnceeoeesow e erosgsee it Le Ae: A nen cease ee ee 214
BE = Srpachke THe siessicacsessansovsccderiesuc devsiaseaseaneversonspevedasleansardlanazs duacevistnalss coda eters ack bea eee epee eae Resta nee tes acer eee 216
S37. = Walking to ANOther LOCATION cs cucsiczeesaces cossssssoscvsc
abeouiandencasseeescehdesceey garters eee stsecapedsnes
eee ome ee 220
BE Every thine dimilt's: ba ce ie csxciscs oe desaarsitescoadeede eee cata sven ee eee 22a
BS = Handling Student Am xiery ovcsicccesecsc eeessnes Cteotesesobese eeeeeseaa cree essscessoncssvss
sacraosnsacsve Seeeo 224
DO Effective Behavior Management Strate gies. s.ccscssscccsusccxcessecseesetrsccscstesseetrirssccssenueestcenetear-aecte ceret
neteareereete ceca:221

PROCEDURES: For Teachers

39:= New Student Orientation wicccs scacsecsrssae sccsRrecescoc
cpsnstoocnato euuacsTaaeaaee oneseststesieues
ee ere 228
AQ) = The: Aniesrry: StU Omit: ssstesssssessessezsvasssssievivassstussuesas dustearoatenes saraebasssugezidsstesSbecthav tsaedos
ecb tosteeie ies Damien eee 232
A 52 The: Death of a: Stud emt sscetsscsss sasczesesssiesncsccces ccs snvanchs ies aetna suas cuppa cand eae ee 236
EV, In Téars:the:Class. Procee de siscascdescc eleven ssessisscadc
tate eeee mee me astissies 209.
A2<—: The-Deathiof a Pare tssssscssszxseieescescsssacantcvsscv SEoesSea evedses
extoststecs ceaneast hsteaesecooareREsssisanaysanventhe 240
A3— Substitute Teacher Handbook ssgccscssissciatslocscssemenct tae ee ee inteaancsests
ee 242
EL Fhe Substitute. TachOvies accscavecsdesvessssteecectevins sev esesseaseactnanervate rs tesaes eee tea aE 247
AANA TE CHIC HANNO eyes gi geag ten ceva has Aca fae ve Ab a ec EA ee 248
AD =\Parent=VOlUlnt@ ers ciccess.tccxscascgcSseciccs vaeczexivaucncecucss iasxsnaochsnceinadeadhsteasanemuhin acer Bet ete arcade ae eee 250
The Foundation of Effective Teaching cicccccc. ccc drscescnprani cen astacievarec
ee ee ee eee ee ee 203
AB '= ClaSSroOm: VISITONS siveatecesectr cats a testes sisHaWWesas apeeed coevexvevtadasnin
scicascsseucda ee ecgi 254
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 PROLOGUE « CONTENTS

PROLOGUE.
Classroom Management Defined

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PROLOGUE : CLASSROOM MANAGEMENT DEFINED

ti The Effective and Successful Teacher a

—
The single greatest effect on student achievement is
the effectiveness of the teacher.

Research on Effective Teachers The words of the researchers may be slightly different,
but they all consistently emphasize the same thing:
ffectiveness is achieved by employing effective
practices. Thomas Good and Jere Brophy 1. It is the teacher that makes the difference. The
have spent more than thirty years observing more effective the teacher, the more effective
classrooms and the techniques teachers use the practices of the teacher, the more students
to produce achievement and learning. They will learn.
observed teachers regardless of grade level, subjects 2. Classroom management is an essential element
taught, the diversity of the school population, or of student achievement.
the structure of the school. Their book, Looking in
Classrooms, spans several editions over thirty years Three Characteristics of
and consistently concludes that effective teachers
Effective Teachers
have the following three characteristics:
Decades of research have identified and defined the
1. They are good classroom managers.
three characteristics of effective teachers. THE First
2. They can instruct for student learning. Days of School was written to explain and implement
3. They have positive expectations for student these three characteristics:
success.
1. Classroom Management
In 2008, thirty years after Good and Brophy’s seminal The practices and procedures that a teacher uses
research, Robert Pianta of the University of Virginia to maintain an environment in which instruction
reported his observations of 1,000 schools. He said and learning can occur.
the same thing. There are three critical factors of 2. Lesson Mastery
effective teachers: How well a teacher provides instruction so
1. Organizational support students will comprehend and master a concept
or skill to a level of proficiency as determined by
2. Instructional support
the lesson objective and assessment.
3. Emotional support?
3. Positive Expectations :
In the same year, the Mental Health Center at UCLA What the teacher believes will or will not happen
reported the three barriers that prevent at-risk student and its influence on the achievement and success
learning: of students.

1. Management component Classroom Management creates the foundation for

2. Instructional component an effective and successful classroom. It is invisible
when performed at its best. It is apparent when it is
3. Enabling component?
missing from classrooms.
 THE soA eld taeAND SUCCESSFUL TEACHER

People Create Results

The quality of a school cannot exceed the quality of
i See Results
its teachers. Effective teachers and principals create
effective schools. Programs and fads do not create Having procedures andfollowing them each and
effectiveness. People create effectiveness. every day, while being as consistent as humanly
When teachers are effective, student achievement will possible, really makes my class run smoothly
increase. John Goodlad, while at UCLA, reported and myjob a lot easier.
looking at forty years of educational fads, programs, and As
innovations and did not find a single one that increased IAMS Ue UA ANeNe SATANNG) ESF 21 Eo
student achievement. His findings bear repeating: My students are learning.
The only factor that increased student achievement
was the effectiveness of a teacher.

1 Good, Thomas and Jere Brophy. (2007). Looking in Classrooms. Needham, Mass.: Allyn & Bacon,
pp. 313-314.

- Pianta, Robert. (2008). Classroom Assessment Scoring Guide (CLASS). “Neither Art nor Accident.’
Harvard Education Letter.

3 National Center for Mental Health, UCLA. (2008). Framework for Systematic Transformation of
Student and Learning Supports.

if] 1 «))
An effective teacher is key Read how effectiveness relates to
for student success. lr The Four Stages of Teaching.

QR Codes
[a] ‘{a] There are forty QR Codes scattered throughout THE Classroom Management Book. The codes will take
you to our website, www.EffectiveTeaching.com, and the information stored there.
A QR Code, Quick Response Code, has information coded in a pattern. This is a sample of what to look for
io ‘ throughout the book. When you see the code, scan it to access the additional information mentioned in
the code. Much of this material, such as videos, PowerPoint presentations, or downloadable templates, is not possible
to present on a printed page.
Access the information in the QR Code in two ways:
1. Installa QR Code scanner onto a mobile device. The scanner is free in any App store. Download the scanner
compatible with your device. Once the scanner is in place, scan the code in the book and be taken directly to
the information.
2. Goto THE Classroom Management Book page on our website, www.EffectiveTeaching.com. Click the “QR Codes”
tab to be taken to active links for each code.
On page 300 is a list of all QR Codes referenced in the book.

YWUq|q]q]!AV ZX! MA“7/X!q7}q}eEAMTMVqZZ TZ/“/_e1/]a aia

PROLOGUE = CLASSROOM MANAGEMENT DEFINED

Get It Right from the Start

Two weeks after school began, we received an email from Amanda Bivens
of Dyersburg, Tennessee. She wrote again at the end of her first year of
teaching and at the end of her second year of teaching. In her fifth year, she
wrote that her colleagues voted her Teacher-of-the-Year.

wy
UII III
MM //,

| was about to begin as a terrified, brand new teacher and had no idea how to start school when the Wongs
came to my school district to present at a preschool inservice.

When they showed a PowerPoint presentation used by a teacher to explain his classroom management plan
(page 46), | was so enthralled that | immediately began to write mine in my head. | went home to work on my plan and
finished it at midnight.

The next day—eight hours later—my first day of school went like clockwork. The day went absolutely flawlessly. It was
an awesome day.

At the end of her first year of teaching, Amanda writes:

My first year ended, and | am so thankful for that first day when | had my students practice our classroom procedures
(pages 60-207).

| never had to waste time repeating what they should be doing or reprimanding them for bad behavior.

It allowed me to be everything I wanted to be as a teacher and create an environment where students could just learn.
| simply taught and enjoyed my students.

At the end of her second year of teaching, Amanda writes:

| just completed my second year of teaching and what a fantastic year | had.

For the second year in a row, | had students leaving my classroom in joyful tears—and these are fifth graders.

My state test scores came back, and my class had the highest test scores in the school. »
| am only saying this to encourage teachers to get it right the first day and then enjoy the rest of the school year.

How to get it right the first and every day is the entire purpose of THE Classroom Management Book.

TTT
4 "a ; ‘ = iit

THE Classroom Management B okey

 DEFINITION OF CLASSROOM MANAGEMENT

a Definition of Classroom Management mi

Classroom management consists of

the practices and procedures a teacher uses to maintain
the environment in which instruction and learning can take place.

The Definition Sanford’s Research

he research definition of classroom management Julie P. Sanford, University of Texas, in 1984
goes back more than forty years. All the major observed and noted the difference between effective
authors on classroom management, such as classroom managers and ineffective classroom
Carolyn Evertson, Classroom Management for managers. Effective classroom managers had
Elementary Teachers and Classroom Management classroom procedures. The students took their seats
for Middle and High School Teachers, and Robert immediately upon entering the room and began by
Marzano, Classroom Management That Works, quote the copying the objectives and assignments for the day
original research as we do in THE First Days ofSchool: from the chalkboard, while the teacher quietly handled
administrative chores.
“Classroom management constitutes the
provisions and procedures necessary to Effective teachers had procedures that governed
establish and maintain an environment in students with regard to talking, participation in oral
which instruction and learning can occur.” lessons and discussion, getting out of their seats,
Daniel L. Duke, editor of “Classroom Management.”
checking or turning in work, what to do when work was
(Among the 1978 Yearbooks of the National Society finished early, and ending the class.
for the Study of Education)
At the beginning of the school year, the effective
classroom managers clearly explained their classroom
Kounin’s Research
organizational procedures and expectations and then
The original research on classroom management followed their presentations with review and reminders
can be traced to the work of Jacob Kounin in 1970 of procedures and expectations in subsequent weeks.
when he observed forty-nine first- and second-grade In all classes, the teachers gave clear, simple directions
classrooms. From his research, Kounin summarized and were noted as excellent in structuring transitions.
that good classroom management is based on the
Students were kept apprised of time left for an
behavior of teachers—what the teachers do—not the
activity and were forewarned of upcoming transitions.
behavior of students.
Teachers brought one activity to an end before
Kounin concluded that it is the teacher’s behavior that beginning another. They also told students what
produces high student engagement, reduces student materials would be needed for an activity and had
misbehavior, and maximizes instructional time. students get materials ready before beginning the
lesson. When students were assigned to work in pairs
Evi 2») or groups, procedures governed how students were to
a Read how to implement Kounin’s six behaviors work with each other.
i) £ of good classroom managers.
PROLOGUE =: CLASSROOM MANAGEMENT DEFINED

These teachers’ manner in conducting class was respectful of each other; they exhibit self-discipline;
task-oriented, businesslike, and congenial. they remain on task. All materials are ready and
organized; the furniture is arranged for productive
In contrast, Sanford described the classrooms of work; a calm and positive climate prevails.
the ineffective classroom managers as having no
procedures. There were no procedures established for
beginning and ending the period, student talk during
group work, getting help from the teacher, or what to
do when work was finished.

These teachers had difficulty conducting transitions

from one activity to another. They often did not
bring one activity to an end before giving directions
for another. They gave directions without getting
students’ attention and they seldom forewarned the
class or helped students structure their time.

In essence, Sanford described these teachers as

having no evidence of management with procedures.

SE See SSR

In a well-managed classroom, students can work in multi-areas

Effective teachers have long known how to manage
or on multiple tasks because they know what to do.
classrooms. Good classroom management does not
just happen; effective teachers plan good classroom
management. ires Form the Plan

If you are not managing your classroom, then your The basis of classroom management lies in the
students are managing it for you. procedures that form a management plan to produce
the successful achievement of learning goals.
The effective teacher knows that student achievement
will only occur when the students’ work environment Procedures are the tasks students must do to
is organized and structured, so their potential can be increase their chances for learning and achieving.
nurtured. Their self-confidence must be grown and Procedures are the foundation upon which successful
self-discipline be instilled. Under the guidance of an teaching takes place. Procedures set up students
effective teacher, learning takes place. for achievement. Having procedures simplifies the
students’ task of succeeding in school and creating a
The purpose of effective classroom management positive learning environment.
is to ensure that student engagement leads to a
productive working atmosphere. A routine is a procedure that students do repeatedly
without any prompting or supervision.
A PRODUCTIVE LEARNING ENVIRONMENT )

Watch the students in a well-managed classroom.

Well-Managed Student Productive They are responsible because they know the
Classroom Engagement ee ning procedures and routines that structure the class
Environment and keep it organized. They are working; they are
producing; they are learning and achieving.
In a well-managed classroom, a variety of activities
can occur simultaneously. The students are working And you can go home each day with a smile on
and tuned in to the teacher; they are cooperative and your face!

THE Classroom Management Book

 DEFINITION OF CLASSROOM MANAGEMENT

The First Five Minutes

Effective teachers start class with respect, care, and procedures. Their students
are taught to follow procedures automatically so that class starts immediately and
efficiently. Little instructional time is wasted when starting class becomes a routine.

he bell has rung, and the students are still walking schooling, and one full year of instruction is completely
into the room. They wander around chatting, or lost during a student’s lifetime at school.
texting on their cell phones, or brushing their hair,
And that’s a conservative estimate. Shirley Hord, from
and perhaps exchanging playful punches—which can
the Southwest Educational Development Laboratory in
escalate into an argument, and maybe even a fight.
Texas, discovered that three to seventeen minutes are
At which point, the teacher says, “The bell has run
wasted at the beginning of each class period each school
Would you all please sit down?” No action. wae
year. That is, from the time the first student enters the
“The bell oe to start class. Sit down, please.” classroom until instruction actually begins, wasted time
No action. can range from 9 percent to 32 percent of total class
time, which is up to one-third of school time lost. No
“What’s the matter with this class? The bell has rung! one would tolerate wasting even a fraction of this time
Sit al now!” Some action. The students sit waiting in line at a supermarket or theater. At school,
down. wasted time should be totally unacceptable.

Why? Not because they respect the teacher, but It’s all in how you start. Effective teachers use
because the students have the teacher trained. They vy procedures so that class starts immediately and
know not to sit down until the teacher yells. That’s the efficiently.
signal to sit down. And this is repeated, day after day,
|. The teacher greets students at the door.
period after period, always ending with the same result:
frustration and anger. Students go through their start of class routine.
They sit in their assigned seats.
The teacher then takes attendance and everyone sits
RY They look at the agenda and begin the opening
ak
Sie
around for another two to three minutes, waiting for
assignment.
the task to finish. After five minutes have been wasted,
class starts. Finally. Meanwhile, the teacher is taking attendance or doing
whatever housekeeping tasks are needed. At the end of
If five minutes are wasted per classroom period, this
five minutes, instruction begins.
translates to thirty minutes for a six-period school
day. Multiplying that by a 180-day school year equates Access the QR Code on page 290 to see how teachers
to one month of school learning wasted each year in plan their first five minutes and well into the first two
many school systems. Multiply that by twelve years of weeks of school.
PROLOGUE = CLASSROOM MANAGEMENT DEFINED

. bg

and Discipline a
= Difference Between Classroom Management

Classroom management is NOT discipline;

they are not synonymous terms.

The Difference DISCIPLINE

= Discipline is all about how students behave.
he most misused word in education is
“classroom management.” Many educators = Rules are used to control how students behave.
incorrectly associate classroom management = Discipline plans have rules.
with discipline. Certainly, behavioral events
frequently occur in class, particularly in classrooms CLASSROOM MANAGEMENT
where there is no management plan in place. = Management deals with how students do
Classroom management is all about effective teacher their work.
instruction (what the teacher does) and effective ® Procedures are used to ensure students are
student learning (what the students do). productive and successful.

There is a vast difference between classroom = Classroom management plans

management and classroom discipline. Discipline is have procedures.
behavior management. Fred Jones, in his book Tools These differences may account for why some teachers
for Teaching, calls it discipline management. have problems in their classrooms. More than 80
When you have a discipline problem, percent of behavior problems in the classroom have
you manage the behavior; nothing to do with discipline. They are related
you do not manage the classroom. to classrooms that lack procedures and routines.
Teachers who react to behavior problems often
spend more time trying to find ways to handle the
ee
behavior than they spend teaching. Conversely, the
effective teacher has proactively created a classroom
Not the Same management plan that prevents these problems from
Discipline is behavior management and is discussed occurring in the first place.
in one chapter in THE First Days of School.

Classroom management is organization and is

Classroom Management Is Planned
discussed in two chapters in THE First Days of School. The number one problem in the classroom is
Classroom management is not discipline.
NOT about DISCIPLINE.
Most problems in the classroom are
Classroom management is procedure related; they are not discipline problems.
about ORGANIZATION and CONSISTENCY.
It is much easier—and far more effective—to
monitor and correct procedures than to institute
MMMM tighter discipline.
 DIFF. BETWEEN CLASSROOM MANAGMENT AND DISCIPLINE

Major Differences Between

Discipline and Classroom Management
Rules
Rules are used to control people. Discipline Classroom Management

Although rules are necessary, they create an Is reactive Is proactive

adversarial relationship.
= When rules are broken, there are adverse Is problem-driven Is productivity-driven
consequences.
Has negative consequences Has rewards as increased
= Ideally, rules and policies are meant to be as punishments learning time
guidelines—not dictums set in stone.
Promotes compliance Promotes responsibility

HMM St ops deviant

iant behavior
behavi
Produces predictable
ene

DISCIPLINE
is concerned with how students BEHAVE.
behavior. In most cases, getting students to behave
PROCEDURES entails nothing more than coercing students to
are concerned with how things ARE DONE. comply. Although most teachers do not want to
DISCIPLINE HAS penalties and rewards. coerce students, they do so because they don’t have
a classroom management plan. When students are
PROCEDURES HAVE NO penalties or rewards.
coerced, they are deprived of the opportunity to
When students do something because no procedures grow and become more responsible. Procedures
have been taught, they are erroneously accused of teach students
being “discipline problems” in the classroom. In fact, responsible skills
students can only be responsible for their behavior that serve them
when they know what procedures they are accountable well in school and
for. Thus, effective teachers who have smooth- throughout life.
running classrooms have a classroom management
Procedures
plan in place and teach procedures that become
organize the
routines for students to follow. HEMPFIELD classroom, so the
STRINGS
Discipline, although necessary, does not lead myriad of activities
to learning. It only temporarily stops deviant PROGRAM HANDBOOK that take place can
function smoothly
ee ee in a stress-free
manner. Students
perform better
Ineffective vs. Effective Teachers when they know
Nile Wilson of Landisville, Pennsylvania, what the teacher
Ineffective teachers discipline their students to uses a handbook with procedures so that expects them to do.
control their every action. each player functions as part of ateam.

Effective teachers teach their students how to be

responsible for appropriate procedures.
Bie) 3 9)
Access Nile Wilson’s Orchestra Handbook and
UMM ) learn how she plans for student success.
 PROLOGUE = CLASSROOM MANAGEMENT DEFINED

Sports teams have managers. Apartment buildings

have managers. Stores have managers. Their
responsibilities are all the same:
1. Run an organization smoothly so that the people
Benjamin Franklin reportedly coined the phrase,
and components function as one collaborative unit.
“An ounce of prevention is worth a pound of cure.”
2. Produce a result—win games, provide a service, or This means it is better to have a plan to avoid problems,
produce a profit. rather than trying to fix them once they occur.
Managing a classroom is no different. “Intervention” is an overused term in education. When
1. Run and organize the students so that the a teacher steps in or intervenes to solve a problem, it
is called an intervention. Intervention is akin to doing
classroom functions as one collaborative unit.
damage control and fighting constant brush fires.
2. Produce a result from the students in the form of
improved learning and develop skills and habits A classroom management plan witha series of
that contribute to a productive life procedures that will prevent crises will stop the constant
. intervention needed to fix problems after they happen.
Creating a well-managed classroom with established
With a solid plan, you have an ounce of prevention,
procedures is the priority of a teacher with each new
rather than a pound of intervention!
group of students. Good classroom management does
not just happen; teachers must plan good classroom Fe MUNI) ;
Y YY YY YY yay
management. Y YY YY,

The Worst Four-Letter Word

Designers, architects, buyers, musicians, artists, writers,
and chefs circle the globe looking for ideas. They find
inspiration from anywhere and in everyone and are
smitten by the intellectual perspective they experience.

he signature quality of effective teachers is they have Your attitude and perception will affect what happens in
an unquenchable curiosity and an admiration for what your classroom. It is the old adage, is the glass “half-full
other teachers do, no matter the grade level, subject or half-empty?” It is the difference between positive and
matter, or what country the teacher lives in. They intuitively negative thinking or the hopeful optimist who believes
practice forward-thinking problem-solving. Effective that learning can happen versus the failed attitude of the
teachers are “Aha” people. They are able to stitch together pessimist. With a classroom management plan in place,
ideas from a myriad of resources from around the world. anything CAN happen in your classroom.

Effective teachers are “CAN” people, not “CAN’T” people. The worst four-letter word in the English language is “CAN’T.”

C-|COMPLETELY A-ADMIT N-thatlamNOT T- TRYING*

*courtesy of Melissa Dunbar

Een iO THE Classroom Management Book

 THE KEY TO SUCCESS IS CONSISTENCY

ie The Key to Success Is Consistency

The reason many students fail is that

they do not know what to do.

Classroom Management Creates Procedures Create Consistency

Consistency In an effective classroom, there is no yelling or
screaming to get students to behave and do things.
ffective teachers produce results froma
The students understand how the classroom is
classroom that is predictable, reliable, and
organized. The teacher has a consistent demeanor that
consistent. Stores that are profitable, people who
the students appreciate.
provide good service, and a team that wins all
have consistency. They are dependable and you Consistency in a classroom is created when there
know what to expect. is repetition of actions and tasks—procedures.
Consistency allows students to know beforehand
You may have your favorite hair stylist or sales person.
what to expect and how to perform the classroom
Or, you like a certain toothpaste or cereal. Why? They
procedures. Without the constancy of procedures,
are predictable and dependable. They are consistent.
class time is wasted getting tasks done. From walking
You know the results you come to expect.
into the classroom to exiting the classroom, the more
Students are the same, especially the really young ones all tasks are defined with procedures, the more time
or those who are at-risk. They want a teacher who is you will have to devote to teaching and learning.
dependable, predictable, and reliable. The effective
teacher is a model of consistency.
gett Ghote SHE Get eth ath waar wea weirs %"
Students need to feel that someone is looking out for
and is responsible for their environment, someone
who not only sets limits, but maintains them. School
must be a safe and protected environment, where a
student can come and learn without fear.

The most effective teachers make everyone comfortable,

yet have total control of the classroom. Teachers
achieve this when they have planned for how the
classroom should be managed for student learning
and achievement. The purpose of THE Classroom
Management Book is to help you acquire the
knowledge you need to develop your plan.

Students accept procedures. Just let them

know what the procedure is.
PROLOGUE =: CLASSROOM MANAGEMENT DEFINED

It is important that your students understand Stacy Hennessee teaches in North Carolina and
that classroom procedures are for their benefit. shared his students’ reaction after he implemented
Following procedures eliminates confusion, provides procedures. “They had never seen me smile so much.
predictability, and enables students to focus on Before long, they expected a smile.”
class work—without distractions. With procedures,
The most important quality that must be established
students know exactly what they are getting and in the first weeks of class is CONSISTENCY.
what will be happening. Effective teachers spend
the first weeks together as a class teaching students Students thrive in a safe classroom environment where
to be in control of their own actions in a predictable there are predictable procedures.
classroom environment.

Special Needs Students Thrive on Consistency

Robin Barlak* is a former preschool, special education teacher in Parma,
Ohio. Parents, classroom assistants, and students all know the structure of
the classroom, so the students can focus on learning.

| teach a variety of students with disabilities Classroom procedures are taught in the first days of
@ &% such as Down syndrome, speech and school and constantly practiced. Within a special
language delays, autism, severe behavior education classroom, there are many students with
issues, and large and fine motor delays. In the mornings, individual needs. There are also numerous support staff
the classroom assistants escort the students into the coming and going to meet the needs of the students.
classroom. The students take off their coats and place Physical therapists, speech therapists, occupational
them in their lockers. They then choose an activity therapists, educational assistants, nurses, and sign
center to go to like role-play, carpet, or media table. language interpreters all need to know the classroom
procedures. This allows them to better support the goals
Students are called to go to the bathroom one at a time.
and objectives of each student.
After the bathroom break, students are called in threes
to the art table to complete an art project. The rest of the Students with special needs thrive on the consistent
students are free to go from center to center. structure and routine. Daily procedures and routines
incorporate developmentally-appropriate practices
Later in the day, we have daily circle time. Each student
to meet the individual needs of these students. Daily
has an assigned sitting spot on the carpet. Depending on
procedures and routines also give students security an
each student’s needs, some students will sit in a cube chair,
predictability, so they can focus on learning.
a Rifton chair, or a wiggle cushion. The class first sings the
“Hello, so glad you are here” song, followed by the “Calendar
Song,” and then the “It’s so good to see you!” song.

“With great sadness,we share that Robin has passed away. Her love for the profession and her dedication to her students are
evident in the legacy she leaves behind.

THE Classroom Management Book

 THE NEED FOR A TRUSTING ENVIRONMENT

re “A

- : The Need for a Trusting Environment as

i2
People learn from those they trust.

The Surety of Consistency contrast, those teachers who spent some time explaining
how the classroom was organized so the students knew
tudents must trust you before they will trust
what to do to succeed, had an enjoyable and successful
what you plan to teach. You would only ride in
classroom experience every day. The students trusted a
a car of someone you trust, allow yourself to be
classroom where they knew what was going to happen.
operated on by a doctor you trust, or purchase an
item from a store that you trust. These products
or services are dependable and reliable in their __—=«izsci‘i‘éy._O.OCiC*COéCCCCCOUOUOUOUiCitiéi#NC_OOCOCié(CUiéié#é«zCC.C.WUCOCO24
outcomes. There are no surprises, and you expect
the same result each time. There is consistency. As The Value of Listening
a parent, you would trust your child to the care of an
effective teacher.
Students want to come to a school where there are
no surprises. They trust the learning environment
that has been established. They know what to expect,
and it happens each day. Trust comes from the
surety of consistency.
In the early 1980s, Douglas Brooks observed the concept
of trust when he recorded a series of teachers on their
first day of school. Reviewing the videos, he found that
those teachers, who began the first day of school with a
fun activity or immediately on the subject matter, spent
the rest of the school year chasing after the students. In

There are many ethnicities, such as Native Americans,

Native Alaskans, Asians, and some Latinos, in which
wait-time is part of their culture. They defer to others
Happiness Is Consistency to speak, including adults and parents. They do not
respond well in a classroom with a frenetic teacher
The more consistent I am,
who is doing all of the talking.
the happier my class is. —
Listening is a most effective, persuasive strategy.
The better they perform, the happier I am. Nothing builds a connection and establishes trust
like being heard.

MMMM
PROLOGUE =: CLASSROOM MANAGEMENT DEFINED

Consistency Builds Trust How you communicate your classroom management

plan to your students also communicates your
One of the most important principles you can model competence as a teacher. A classroom management
for your students is to be consistent and predictable. plan conveys that you are caring and competent. The
Many students come from homes where chaos and students can trust that their best interest is at the heart
of all of your decisions.
unpredictability are the norm. Students who may feel
isolated and outcast, long to be on the same page as Teaching is the responsibility you were hired to
their peers. These students long for stability, direction, undertake. Learning is the reason your students
and purpose to their lives. Students will TRUST come to school. The consistency you establish in the
those teachers who provide classrooms that are safe, classroom will be in direct relationship to the amount
consistent, and nurturing, so they can learn, grow, and of trust the students feel and the amount of learning
achieve success. that takes place in your classroom.
The easiest way to earn the trust of your students THE Classroom Management Book will help you
is to help them be successful. Research shows that meet and exceed your purpose in becoming an
providing such an environment for students will effective teacher.
increase their achievement.

Every Student Made Progress. Every. Single. One.

says, “| would be lost without procedures. None of what | teach
would make a difference.”

| n Sarah’s first year, because she was a Title | teacher, From that day forward, there was never any doubt about
the school term started late for her. She watched the what Sarah’s students should be doing. With procedures,
other first-year teachers with interest—she wanted to the class was never lost.
learn from what they did. Unfortunately, every single one
of them struggled on their first day. No Behavior Problems
“Without fail, they engaged their students—not in learning, Sarah proudly shares, “There is zero downtime. My students
but in never-ending battles over pencils, hallway misbehavior, understand | expect them to work hard, but also to enjoy
noise levels, and so on. | decided that would not be me. | had the learning experience. I’ve actually been assigned some
read THE First Days of School in college. That evening, | of the more difficult students in school. | have no behavior»
went home and wrote my First Day of School Script.” problems. These students ask to come to my class. They
don’t know why they want to come, but | do.
When the term started, Sarah explained the purpose of the
procedures, walked students through their responsibilities, “My class is well-managed. Everything is organized, and
and made sure every single class member understood they | am well-prepared. They trust my class.”
would achieve success by working together.
 PREPARATION = CONTENTS

PREPARATION
Before the First Day of School

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Classroom Management begins before the first day of school.
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A classroom management plan creates a safe, positive, and consistent environment
where teaching and learning can take place.
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Have a plan, no matter the form.
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The first day of school is your most important day of the school year. Share your plan
with your students, so they know what to expect during the school year.
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_ The teacher is the presenter, not the PowerPoint slides.
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There is a procedure for how to teach a procedure.
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Teacher greetings create a positive classroom climate and can increase
student engagement.
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PREPARATION © BEFORE THE FIRST DAY OF SCHOOL

bs Prepare Before School Begins

Classroom Management begins

before the first day of school.

Plan and Then Plan Some More If you’ve ever painted a wall, you know that the
preparation work takes longer than the actual painting.
eing prepared is essential—no matter the Poor preparation results in a poor paint job that has to
endeavor. Sports teams have preseason training be redone. Invest time to prepare so that before the
camps, actors have production rehearsals, and bell rings for a new school year, your students are
schools have emergency drills. The effective following procedures as they begin their journey for
teacher plans, and then plans some more. a successful year ahead.
Over-planning is a good thing! The effective teacher Create a classroom environment with a Culture
shares the classroom plan with students, so they of Consistency, so everyone is on the same page.
comprehend their role in the classroom management Consistency streamlines the classroom and allows for
plan and can become responsible for carrying out the maximum use of instructional time.
plan. Students will come to understand the important
role they play in classroom management, too.

Have a Plan

Have a plan, not only for the day, but for the
week and the month and the year, and ten years
from now.

Anticipate. Plan. Anticipate every situation

that could arise.

Plan for every situation that could arise. Don’t

think second by second about what needs to be
done. Have a plan. Follow the plan, and you'll
be surprised how successful you can be.

Most people don’t plan. That’s why it is easy to

beat most folks.

A football coach goes into a game with a game plan.

The game plan is drawn up from the collection of plays
that are found in a play book. A coach does not wait
 PREPARE BEFORE SCHOOL BEGINS

for problems to occur and then thumbs through the 1. Develop a Classroom Management Plan.
play book hoping to find a play that “might” work.
The effective teacher develops a classroom
When to Prepare management plan and has it in place before school
begins. The plan outlines classroom procedures
Preparation for a successful school year takes and ensures the class runs smoothly.
place before the first day of school. A long list of
tasks needs to be defined in your mind. Stress and Procedures describe how things are to be
uncertainty can be lessened if you are organized and done in the classroom. Procedures need to
ready. Lack of planning will result in the following: be taught, rehearsed, and reinforced until they
become routines. (See page 47.) These are some
Wasteful use of time each day of the school year of the procedures to include in your classroom
Teacher frustration and fatigue in the first weeks management plan:
3. Indecision about what to teach during the first = Howto enter the classroom (Procedure 1)
days of school = What to do when the bell rings (Procedure 3)
4. Chaos and confusion in the minds of the students = What to do with homework (Procedure 9)
Imagine walking into a doctor’s office and sitting ina = What to do when a pencil breaks (Procedure 17)
waiting room where the magazines are strewn about = What students do when they finish work early
and on the floor. The bulb is burned out in the old (Procedure 22)
lamp. The phone is ringing incessantly. The music
= How to get the students’ attention
from above repeats the same song over and over...
(Procedure 13)
and over again. The receptionist is idly chatting on
a cell phone, oblivious to anything or anyone in the =m Where to find make-up work (Procedure 8)
room. You don’t even receive a nod of welcome. ® Howto collect papers (Procedure 19)
More than likely, this would be the last time you would s What to do with personal technology
set foot in that doctor’s office—because you have a (Procedure 50)
choice. ® Howto exit the classroom (Procedure 5)
Most students do not have a choice. They are assigned Before school begins, devise a way to distribute and
to a classroom, and they trek from room to room, share your plan on the first day of school.
hoping you will be ready for them.
The saying, “First impressions are lasting
impressions,” rings true. The first day of school is the
most important day of the school year—not a day That’s the Teacher ! Hire
to wing it. Show students you are ready for learning
When | interview prospective new teachers, I
to take place and that you expect them to be ready to
ask, ‘Tell me your classroom management plan.’
learn the moment they enter the classroom.
Ninety-nine percent tell me their discipline plan.
What to Have Ready for the
One percent tell me about procedures. That’s
Start of School
the one I hire.
Your readiness before the first day of school is an
excellent predictor of your effectiveness for the rest
of the school year.
PREPARATION = BEFORE THE FIRST DAY OF SCHOOL

2. Develop a Classroom Discipline Plan. will meet their teachers’ expectations. Outline
your expectations for students and include these
While a well-managed classroom will minimize expectations in a document and post them for
your discipline problems, effective teachers are students to see. Outline what students can expect
proactive and plan to prevent behavioral problems from you.
from occurring in the classroom. A discipline plan
includes these parts: What students can expect from the teacher:

= Classroom rules for students to follow: = Offer quality instruction.

Classroom rules keep student behavior in = Provide extra help.
check. Rules are short, simple, and easy for = Create a positive learning environment.
students to remember. Post classroom rules = Give credit for practice.
prominently so that everyone can see them.
= Give fair grades as evaluation of learning.
Classroom rules carry positive and negative
consequences. = Show respect.

= Rewards that students can work toward:

= Enforce fairness.

A positive consequence is a reward. Class

= Give your best effort each day.
and individual rewards motivate students to
work hard and focus on doing their best.
RESPONSIBILITIES MR. HEINTZ
= Penalties for breaking classroom rules:
MY RESPONSIBILITIES AS YOUR TEACHER
A negative consequence is a penalty. Penalties . To treat you with respect and care as an individual
must be clear and simple. They also need to be . To provide you an orderly classroom environment
easy for the teacher to enforce consistently. . To provide the necessary discipline
. To provide the appropriate motivation
Give each student a copy of the classroom . To teach you the required content
discipline plan. Instruct students to keep this
YOUR RESPONSIBILITIES AS MY STUDENTS
information where they can refer to it easily. 1. To treat me with respect and care as an individual
2. To attend classes regularly
Read the chapter in THE First Days of School that
. To be cooperative and not disruptive
shows how to create a classroom discipline plan. . To study and do your work ( SUCCESS
= EFFORT )
. To learn and master the required content
3. Set Positive Expectations for All Students.

Research shows that teachers who establish Jim Heintz, a high school teacher in Arizona, posts
positive expectations for all students and what the students can expect from him as well as what
he expects from his students.
provide the necessary support to achieve these
expectations have high rates of academic success
in the classroom. What the teacher expects from students:

= Be punctual.
Teachers who expect very little of their students
get very little in return from their students. These = Come to class ready to work and learn.
are the teachers who are consistently frustrated = Bring all necessary books and supplies.
with their students.
= Complete all assignments neatly.
Conversely, teachers who set positive expectations = Follow established classroom procedures.
for their students are rarely disappointed in
® Follow the posted rules.
their students. With clear objectives, students
 PREPARE BEFORE SCHOOL BEGINS

= Keep a positive attitude. Tell parents about the exciting school year ahead
= Listen and pay attention. and invite them to attend Open House.
= Give your best effort each day. Plan to welcome students to the classroom on the
first day of school.
Teachers’ expectations of students greatly
influence students’ achievement in class and, Write your name, room number, and subject
ultimately, achievement throughout their lives. taught on the board.
4. Plan to Welcome Students to Class. Stand at the door and greet students witha
warm smile.
If a class roster is available before school begins,
Check students’ schedules to ensure they are
prepare and send a letter to each student and a
in the right classroom.
separate letter to their parents. Let students and
their parents know that preparations have been Introduce yourself and assure students they
made for a successful year. are in the right place.

In the letter to students, list the items they need

to bring to class on the first day of school. Also,
explain what students can expect to learn on the
first day and during the first week of school.
In the letter to parents, explain you’ve been
preparing for the school year all summer long.
Give parents this information:
= An overview of the year
= Your planning period
= Your contact information
Karen Rogers, a high school
= The school’s contact information teacher in Kansas, has a plan
ready before the start of the
= Theclass website address
first day of school.

5. Prepare a First-Day Script.

Plan what to do and say on the first day of school.

Know exactly what to tell students the moment
class begins. A script includes these parts:

Your name and how it is pronounced

How students are to address you
Your professional experience
How you have worked throughout summer to
prepare for the school year

4 »))
Darrell Cluck of Monroe, Louisiana, greets his students See what Karen Rogers uses to remind herself
on the first day and every day of the school year. what it takes to start the school year successfully.
PREPARATION & BEFORE THE FIRST DAY OF SCHOOL

= How the classroom has been organized 8. Prepare an Agenda.

= The classroom procedures that will allow The agenda is the plan for the day—the outline for
everyone to be successful what will be happening during your time with the
6. Prepare a First-Day Packet. students. An agenda consistently shows what the
class will be learning during their time with you.
Provide an information packet for the students The basic parts of an agenda are the schedule,
to bring to the adults at home to review. The opening assignment, and lesson objective.
information will benefit the adults who are unable (See Procedure 2.) Many teachers also include
to attend Open House. Include this information in the date, homework assignment, and important
the packet: announcements or reminders.
= Introductory cover letter Have a designated location in the room where the
= The classroom rules and consequences agenda will be consistently posted each day so that
students can easily find it and refer to it.
= The homework policy
= Aclass contact list SEAL ew _Zoom Actly __Customi

=e Asupply list 5th Hour Pre-Algebra 8th Grade

= Acknowledgment receipt for return with Tuesday, October 10, 2017
signature et

Keep these signature pages for future reference

and parent-teacher conference discussions.

Prepare Lesson Plans. 1) Bell Work

2) Correct Pg 55
Prepare lesson plans for the first ten days of school. 3) 2-2 Equivalent
Forms of rational
These lessons will differ dramatically from the numbers
4) Assignment: Pg 59,
lessons planned for the remainder of the school year. 7 - 31/ 2-2 Worksheet

Your focus during the first two weeks of school is

to teach procedures and get them established as
2ndPerfodOctiO0lesson2-3-fip, Page 1 =
————

routines in the classroom, so the rest of the year

can be devoted to instruction. Of course there will Every classroom at Sisseton Middle School in South Dakota has
be some instruction of curriculum material, but an agenda posted before the students enter for the period.
the emphasis is to get procedures learned and in
place. 2: Prepare an Opening Assignment.
Prepare extra activities to keep students learning Prepare a short and easy-to-complete opening
during class time. Every moment is important in assignment for the first day of school. Give this
the classroom. assignment to students as they enter the classroom
Your first ten days plan includes these parts: or have the assignment posted as part of the °
agenda. The opening assignment will engage the
= Introducing and discussing the classroom students in learning the moment they enter the
management plan classroom. An opening assignment on the first day
= Teaching, rehearsing, and reinforcing of school demonstrates the following to students:
classroom procedures
= Content related lessons and activities
 PREPARE BEFORE SCHOOL BEGINS

= The teacher is well-organized and prepared i)

De I]c vor ¥
for class.
“ay AYA:
, m
J, Fro SE A/8P¥
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= The students are expected to start work
vs AB AW +2 TSB YY)
Coom
immediately upon entering the classroom.
BS

Whatis the Apropo ate Coolomary unit of

= Every moment together is a learning measure Aor 2 :
opportunity.
A, Hye heialyt at a \enae
= The expectation is set for an opening | Hye Weight KO Lal pupPy
assignment the rest of the school year. 5, the watec in a i Oa:
= 9 {
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10. Organize the Classroom. Kye wits ( i IFA )

ide eer ir)

In preparation for school to begin, organize
the classroom to ensure a productive learning
environment.
At Sisseton Middle | Bellwork for
= Arrange desks so that every student is facing
School, opening Computer Classes
the front of the room and can clearly see you. assignments are
Leave adequate space for students to enter called bellwork. 1. Find your chair.
and exit the room and to walk through the Every classroom has :
the bellwork posted 2. Set your books aside.
classroom aisles with ease.
before the start of 3. Log in to your computer.
m Prepare bulletin boards for the first day of the class period. (Remember this can take a
school. Prepare one bulletin board to display while some days.)
student work. Prepare another bulletin 4. Be prepared to work when
board to introduce curriculum themes with the bell rings.
units and grade level standards. Bulletin 5. Sit quietly and listen for
boards can be motivational as well as directions. —-_—
instructional. Keep the boards colorful, but
not so busy that they become a distraction.
= Post essential information in the classroom.
Procedures
Rules
Expectations
Time Wisely Spent
Emergency information
a Fire exits
Gio If 1had eight hours to cut down a tree,
O Bell schedules
| would spend five hours sharpening my axe.

= Assign seats on the first day of school.

Begin your first day of school with a detailed
plan. Refer to the plan to keep track of the day’s
progress. Be ready for your students, and they
will be ready for you. Together, you and your
students will have a successful school year.

Access more examples of first-day scripts and

put together one before your first day of school.
PREPARATION © BEFORE THE FIRST DAY OF SCHOOL

A Complete First-Day Script Checklist

is a tenth-grade, Intensive Reading, high school teacher in Florida.
She uses a checklist format for her first day of school. As she completes each
item, she checks it off the list.

/ Cheerfully and enthusiastically greet students at the door, making eye contact with each. If names are known,
greet students accordingly.

/ Share personal information, expectations, and educational philosophy.

/ Post a seating chart on the whiteboard for each class period. Instruct students to reference the chart as they
enter the classroom.

/ Place the journals at their desks (arranged in groups of four). Write prompts with explanations/directions
on the whiteboard. This is where the weekly journal entry and the daily bellwork will be found throughout the
school year.

v Take attendance quickly while students complete the opening assignment.

¥ Share with students that they are expected to be in their seats when the bell rings; otherwise, they will be marked
tardy. Late passes are placed in a basket near the door and filed in student portfolios. After the third tardy they
will be issued a referral and sent to the Dean’s office, and detention will be served. Running through the door
when the bell is ringing is not acceptable. The classroom is set up and conducted as a place of professional
business. If the student is tardy or absent, a designated area and bin will house work that was missed.

Vv The first week’s journal prompt will be copied as follows:

Hi, Mrs. Lutz. My name is

My school schedule is
My interests and hobbies are _
| did not do well on the FCAT because |
In this class | hope to learn
My address is i.
My home phone number is
| do/do not have my driver’s license. (circle one)
My favorite class is . Reasons
My least favorite class is . Reasons
 PREPARE BEFORE SCHOOL BEGINS

On the outside of the journal, students write their first and last names/class periods. Journals are to be answered
in complete sentences. Prompts are to be copied word for word from the board. Permanent markers will be
provided with designations and instructions posted in the classroom explaining how to obtain and return them.

Journals are kept in a specific location. How they are to be picked up and returned will be modeled. (Throwing
them into the bin is not acceptable.)

Show the bin for completed homework and in-class assignments.

Share the bulletin board with classroom procedures (not rules), district dress code, class supplies, and syllabus.
There will be a visual of each supply item on the ledge.

Designate two bulletin boards for students. These will include photos, newspaper clippings of student
accomplishments, or any newsworthy information about the students.

The organization of the classroom and how it is run is explained and modeled. For example, in a designated closet,
a numbered shelf is provided per class period for student supplies, materials, and the like.

Distribute papers with syllabus, classroom procedures, and class supply list. Each informational paper will be ona
different piece of brightly colored paper.

Designate an area on the whiteboard for the date, assignments, and how to head a paper.

Explain the word wall and its function.

Point out bins where Hi-liters, rulers, dry-erase markers and erasers, glue, scissors, hole-punches, and
sharpeners are stored. Explain how to properly obtain and replace the supplies.

Identify one person from each group as the runner. This person will obtain necessary items needed for the day’s
work. Items will be listed on the board daily.

If a pen or pencil is needed for the day’s work, students may borrow supplies from Mrs. Lutz only if the student
provides collateral.

Share the I.0.N.U. System (I Observe No Unfriendliness). This system is based upon the book, Likeability Factor,
by Tim Sanders.

Review dismissal procedures. The bell does not necessarily dismiss students; Mrs. Lutz does. Students will not
gather at the door; they will remain in their seats prior to dismissal.

Prior to dismissal, make a quick sweep of the classroom for cleanliness. There should be no paper on the floor, all
items should be properly returned to their rightful place, and desks should be in prearranged positions.

Prepare a substitute folder. Inform students of your expectations if and when a substitute is needed—actually
speaking to the class, giving out instructions for that day.
PREPARATION = BEFORE THE FIRST DAY OF SCHOOL

The Need for a Classroom Management Plan

A classroom management plan creates

a safe, positive, and consistent environment
where teaching and learning can take place.

A Sense of Purpose
classroom management plan brings a sense of
purpose to the classroom. The plan will help
you create a culture of success, consistency, and
academic excellence. You will connect with your
students by being a pillar of stability for them.
Many students lead chaotic lives filled with
unpredictability and insecurity. Students want to
know exactly what will be happening. Students do
not want surprises or disorganization. The reason
many students fail is that they do not know what to
do. Students want a safe, predictable, and nurturing
environment. Students like well-managed classes
because no one yells at them, they know what will be
happening, they know how it will be happening, and Bernie Alidor has his plan ready for the first day of school.
learning takes place.
A classroom that is not well-organized quickly
If you do not have a plan for your classroom, then the
becomes chaotic and unsafe. It lacks a positive
students will plan the classroom for you. Effective
climate. Students figuratively check out of these
teachers spend the first two weeks teaching students to
classrooms. When students abandon the classroom
be in control of their own actions within a predictable
emotionally, they start to create problems for
classroom environment. Effective teachers have a
themselves and others—the teacher included.
classroom management plan, and they work their plan
all year long. In a well-managed classroom, there is less stress
for everyone. You rarely notice the hard work and
Start with a Plan preparation behind a well-managed classroom. The
The effective teacher starts the school year and every plan is invisible as the atmosphere is calm and work
day with a classroom management plan. The plan is is purposeful. That is the classroom of an effective
created from the procedures, techniques, strategies, teacher and what this book will do for you.
and solutions found in this book. Select from
these to help you construct an effective classroom Students Want and Accept Procedures
management plan. The classroom management plan of effective
teachers is filled with procedures—a means of
 THE NEED FOR A CLASSROOM MANAGEMENT PLAN

eliminate confusion, provide predictability, and enable

students to focus on class work—without distractions.

You cannot have responsible students if there are

no procedures they can be responsible for.

Procedures maximize learning time for students.

accomplishing an action. Every time you want

something done, there must be a procedure or a set
of procedures to achieve it. For instance, there must
be a procedure for taking roll, exchanging papers,
registering students on the first day, taking turns
speaking, and moving from task to task. If you don’t
have procedures in place, valuable time that should
be spent learning will be wasted getting tasks done as
there are no procedures in place to get the tasks done.

It is important that your students understand

classroom procedures are for their benefit. Procedures

0.
R ache , W Ws i | Kara Moore, a twenty-two-year-old, new teacher iin
\ F,1 hg

a no orK shop, Sy ga Ohio, had a very successful first year as a teacher.

- UPN our Chairs back Y On her first day, she said, “I was prepared. | hada plan
+5 bo c y ‘ wl, and my students were going to know that | was LEGIT.”
“BF rstee
/ 0 Ke out o bookond ™ Then, one week before school began, her principal
came to her and told her that she was going to teach
a different subject, at a different grade level, ina
different room, and on a different floor.

No problem. She succeeded because she had

arememeiamnaines created a classroom management plan.

Students accept procedures. Just let them Hi Yj YY YYW

know what the procedure is. i//// / MYL

THE Classroom Management Book 25

PREPARATION : BEFORE THE FIRST DAY OF SCHOOL

Students Secretly Crave Procedures them. They demonstrated them. They practiced them.
Once they did this, everything else fell into place.
“Students knew what we expected from the beginning
to the end. The students secretly craved structure
and management.”
Many students come from very challenging home and
life situations. Because their lives are disorganized and
in chaos, they long for a classroom that is organized and
structured. An organized plan will help students lay the
foundation for wise use of classroom time. Learning will
take place in an efficient and timely manner as you will
have time to devote to what you were hired to do—help
Christy Mitchell and Grace Ann Coburn had a
students make progress in their learning.
classroom management class taught by Greg Risner
at the University of North Alabama and succeeded Blueprints are for contractors to build a home
as new teachers because they created a classroom correctly. Agendas are used for meetings to help
management plan as part of their coursework. They everyone stay on course. Maps are used for guidance
were organized and ready for their first job offers. to help you get from one point to another point safely.

Their plans, they say, consisted of procedures, Have your classroom management plan ready
procedures, procedures! They created a procedure for on the first day of school to ensure
everything. They posted the procedures. They taught your class is on course for a successful school year.

se Creating a Classroom Management Plan .

Have a plan,
no matter the form.

Plan with Procedures artists, and electronic engineers who are constantly
tweaking their designs to attract new audiences
Classroom Management Plan consists of a and customers. With each new group of students,
series of practices and procedures that a teacher
your classroom management plan will be tweaked to
uses to maintain an effective environment in increase the chances for student success.
which instruction and learning can occur. It’s
an operational manual for the classroom. It’s a Research shows that sixteen percent of new teachers
step-by-step guide for how to run aclassroom. never make it beyond their first year of teaching and
fifty percent will not make it beyond five years. Yet,
A classroom management plan is a living document effective teachers keep teaching year after year
that changes as needed. Plans grow with need as because they never stop designing and tweaking
situations present themselves in the classroom. their classroom management plans for both teacher
Effective teachers are like fashion designers, graphic and student success.
 CREATING A CLASSROOM MANAGEMENT PLAN

Each day, plan your work and work your plan. way to start off a new school year is to have a detailed
Then, tweak your plan, as necessary plan and script of exactly what will be said and done
each day, year after year. on that first day. My students love my class, and it is
because of the procedures, guidelines, and activities
The Questions to Ask that I have put into place to develop a more effective
approach to teaching.”
Visualize and ask yourself, “What is it that I want
to design that will produce a positive learning CATHY TERRELL’S FIRST DAY PLAN
environment?” Don’t say, “What technology will I
use?” “What program am I going to adopt?” “What At the door—before class:
educational philosophy or ideology will I install?”
= Greet each student at the door.
Instead, ask: = Hand each student a welcome card with
1. “What kind of classroom management plan directions to a seat.
will create a safe, organized, and productive ® Tell child to read and follow the instructions
environment, where I can teach and the written on the board.
students can learn?” = Show students where their folders are located for
2. “What do I want the students to do, soI can each specific hour.
teach and the students can learn?” = Project opening assignment onto the screen with
directions to locate the handout in their folder.
The answers to those questions are the heart of your
classroom management plan. Begin class and welcome students:
Classroom management is not about discipline. = Go over PowerPoint presentation on classroom
It is about how a classroom is organized, so the procedures.
teacher can be an instructor, and the students can
= Have students guess characteristics about me
learn and achieve.
based upon the graphics in slide.
Classroom management plans vary from teacher to = Ask students if any of them have some things in
teacher; however, well-managed classrooms exist common with me.
because effective teachers envision a type of classroom
= Talk about my love for teaching.
they want to create. They know the conditions that
are necessary for a positive learning environment to = Discuss classroom guidelines.
emerge, and they implement a management plan to s Explain procedures for entering the classroom
produce successful student learning. (which they used this morning as they entered)
and refer to poster that reinforces entering
The Start of a Middle School Plan procedure.
= Explain point system for bellwork and show
Cathy Terrell, a stamp sheet example.
Spanish teacher at
Mrs. Terrell’s Prod
= Review schoolwide discipline plan and refer to
El Dorado Middle
poster that lists the rules.
Please enter quie
School in Kansas, says,
pam “Before the first bell = Take photos and explain that this will go on their
“lag rings, my students are “All About Me” paper, so that I can learn their
in their seats, quiet, names, faces, and a little about them.
and working. I have = Explain dismissal procedure and then go through
learned that the best the procedure as the class prepares for dismissal.
PREPARATION =: BEFORE THE FIRST DAY OF SCHOOL

Cathy’s first day plan is just a portion of her classroom When! look back at all I’ve accomplished in my first
management plan. Being organized and ready and school year, it takes my breath away. My students
teaching the plan to her students gains her valuable learned, and I loved every minute of teaching. And it
instructional time throughout the year. all started with having a plan.”
hi At the beginning of her fourth year of teaching,
Teaching Others she was asked to teach the classroom management
How to Pian workshop for all newly-hired teachers in the district.
After five years in the classroom, Diana was appointed
Diana Greenhouse of Joshua,
an assistant principal. She still teaches the classroom
aa Texas, started her first day management workshop for the district. She shares
rae of school in 2005 witha
with new teachers how they can be successful right
classroom management plan,
from the start of their careers.
and at the end of the year,
she said, “What an incredible These are just some of the twenty-eight PowerPoint
school year this has been. slides Diana uses in her classroom management
workshop:

CREATING YOUR
FIRST DAY SCRIPT
PREPARING FOR THE FIRST » Students begin arriving at 7:20

DAY OF SCHOOL »
»
Activity on desk
Name tents
Student list on “clipboard”
* Organize files, arrange, decorate » Ask your parents to confirm afterschool pick-up.....have a form ready for
» Imagine royalty is coming! them to fill-in, such as:

» A place for everything HOW WILL YOUR STUDENT GET HOME?

» Teach readiness by modeling readiness STUDENT PARENT

P
First Day Script

READINESS IS THE Sessa DETERMINANT

IMPORTANT POINTS
TEACHER EFFECTIVENESS TO REMEMBER
ESTABLISHING » Prepare a First Day Script

PROCEDURES » Welcome students, know their names, celebrate the First Day
* Establish procedures that create consistency
« State your expectations
» The first 2-3 weeks of school are critical
B » You are the greatest asset to your school!
» Introduce classroom procedures the first week 4
» State expectations
» Employ procedures that create consistency
» Create a PowerPoint presentation of your procedures
» Have students role-play procedures
» Rehearse as necessary

Effective teachers spend the first two weeks teaching students to be in control of their
own actions ina consistent classroom environment

el 6)
=
fal View all of the PowerPoint slides in Diana 7
i: Greenhouse’s presentation to beginning teachers.
 CREATING A CLASSROOM MANAGEMENT PLAN

Creating a well-managed classroom is the priority Your students will respond to the consistency you
of a teacher the first two weeks of school. This is have planned. Your procedures will become routines
accomplished by establishing procedures for how to for your students. The procedures will become habits
get things done in the classroom. These procedures for your students and will be performed without even
over time are carried out automatically and become thinking about it. You don’t even have to be in the
routines and thus establish a culture of consistency in classroom, and the students will all know what to do
how the classroom is run. It’s like learning to ride a and carry out their routines—the benefit of having a
bicycle. Someone has to teach you how first, but once classroom management plan.
you know and are successful at it, you just hop on the
bike and, without thinking about it, ride away.

Thanks for the Peace

Angela Hiracheta, from Taft, Texas, was miserable her first two years in the classroom.
She was clueless as to what to do to turn around her situation. After learning about having
a plan for success, she is now happier than ever and loving all of the time she has to teach.

During my first and second year, | was completely clueless and going insane! | was SURE teaching was not
for me, and | was surviving aimlessly and hopelessly. | didn’t know how to put my teaching problems into
words as | did not know what was wrong.

Then | learned about creating a classroom management plan with procedures, so there was no room for confusion
WHATSOEVER.

| just ended my third year, and this is the first year | can honestly say | look forward to the next school year!! I’ve learned
to organize myself and my classroom. This would not have been possible if | hadn't created and implemented my
classroom management plan.

| used to look at the future of my teaching career with little confidence in my ability, but now I’m looking forward to
improving my effectiveness even more.

| have much more time now, which | did not have before because | did not have any routines and structures. | even
know my students more now by the mere fact that with routines in place, | can actually take the time not only to teach,
but to get to know my students.

Thanks for the peace I've been waiting for in the teaching profession! | even have time to stay up late on
weekends getting lost in a good book or movie—which was once a rare, rare luxury. ReMy

This is why | have a classroom management plan!

PREPARATION = BEFORE THE FIRST DAY OF SCHOOL

25 ae
*

Ps Presenting Your Classroom Management Plan oe

The first day of school is your most important day of the school year.
Share your plan with your students, so they know
what to expect during the school year.

Presenting Your Plan Procedures Taught Verbally

ou have a plan that is filled with practices In some classes, such as PK-1 and certain special
and procedures to create a successful year education environments, procedures are taught
of learning for your students. Now, it’s time verbally.
to implement the plan. There are numerous
ways to present your plan. How you present
your plan will determine your ability to teach for
understanding and reinforcement.

If your students are young, you may choose to talk

them through your plan. For students who can = | er ae
read, many teachers distribute a hardcopy of their ee ae || a me :
procedures, so the students can follow along during Toh
the explanation. Increasingly, teachers do all three of
the following:

= Introduce the plan with a visual presentation.

= Provide a hardcopy of the plan for each student.
= Post procedure reminders in the classroom.

You will need to determine how best to present your

classroom management plan to your students.

Practice presenting your plan to your students, so you

can deliver it with the confidence that the plan will
work. Know what you have written and how it will be
explained. Be ready for questions of clarification and
lack of understanding. The better prepared you are to
present your plan, the more you will be perceived as Bernie Alidor teaches kindergarten in Pensacola,
knowing what you're doing, as opposed to making it Florida. He uses a method he calls “modified
up as you go along. Your degree of confidence will tell modeling” to teach his students classroom procedures.
students that you have a plan for their success and you Instead ofjust telling his students what the procedure
are ready to teach! is, Bernie first acts out an exaggerated skit of the
wrong way to do the procedure.
 PRESENTING YOUR CLASSROOM MANAGEMENT PLAN

For example, if a child needs to use the restroom, his

procedure instructs students to raise two fingers. He
begins to teach this procedure by jumping up and What Is Management?
down, waving his hands, and yelling, “I got to use the
restroom,” or “I got to use the bathroom,” repeatedly. Management is the act of managing, supervising,
The students typically laugh at his exaggerated acting. guiding, or caring of an organization, program, or
project you have been entrusted with. A teacher is
Then he asks for a better way to ask permission to use entrusted with managing a classroom as a learning
the restroom. At least one student will always come up environment, not disciplining a group of students
with the idea of raising a hand. Bernie simply modifies into compliance.
this with his desired two fingers signal.
For management to be effective, there needs to be
These are the steps to Bernie’s modified modeling: some type of defined plan or system in place. This
is often the downfall of teachers. They have no
= Act out the wrong procedure. plan or system. As a result, their classrooms are
= Ask for class input on a better procedure. haphazard and seem disorganized while students sit
clueless in an ominous environment.
® Model the correct procedure.
Management consists of three major actions:
= Ask individual students to model it.
= Askthe whole class to model it. |. Management Creates a plan. This classroom
management plan becomes the road map for
Bernie continues going through the classroom what work is going to be done.
procedures using this process for most of the day. Of 2. Management Implements the plan. Teaching
course, it takes more than just one day of going over the procedures ensures that everyone knows
procedures for the students to master them all. He what to do.
goes over each procedure every day, again and again,
3. Management Assesses the plan. The results
the first week of school. By the end of the week, most are noted to determine to what degree the
of the students know what to do, when to do it, and how plan is being achieved and if reteaching is
to do each procedure. They also understand that by necessary.
following the procedures, they will be prepared to have
a good day and will be ready to learn. The effective classroom manager takes these three
steps and sequences them into a continuing cycle:
Create, Implement, and Assess. The results of
Procedures Taped to a Desk the assessments become the continuing cycle of
Alicia Blankenship of Katy, Texas, tapes some of her improvement that leads to further enhancement of
procedures on each student’s desk. As the students how well the classroom is managed.
enter the classroom for the first time, the procedures Without a plan, there can be no continuing cycle
are there to guide them. Soon after the start of class, of improvement. Most classroom failings can be
Alicia teaches the procedures to her students. These attributed to the failure to have a plan.
are reinforced until they become routines in the
classroom, so her students will repeat the procedure
without any reminding or prompting.
UMMM
Some of Alicia’s procedures include a HELP card Hands are not wagging, accompanied by voices yelling
inside an envelope pocket. If the student needs her for help. The students keep working. When the
help, the student removes the Help card, places it teacher comes to help, the Help card is placed back
on the outside of the pocket, and continues to work. inside the envelope. Getting help remains a one-on-
The key is to keep students working. one interaction without any disruption of the class.
PREPARATION = BEFORE THE FIRST DAY OF SCHOOL

Teachers who must move from one room to another

can choose to laminate their classroom management
plan. Then, as the students enter the room, they pick
one up and place it on their desk. When class is over,
students return the laminated page to the designated
location.

Sue Moore of Hobart, Indiana, creates graphic

reminders of classroom procedures. She places them
in an acrylic stand on the student tables or around the
classroom to serve as constant reminders of how the
procedures are to be done.

Next to the Help card, Alicia lists several of the most

important procedures for her classroom. They are
posted on every classroom desk as a daily reminder to
her students.
Entering the classroom
Getting the teacher’s attention ie
selr.
Movement in the classroom nt
Getting the class quiet 3. Clean up when finished. NG:

Dismissal
Need a pen or pencil?

Underneath these procedures is an example of the

heading for all papers. She maintains a list of correctly
spelled words students will use in their writing.

Aa Bb Cc Dd Ee Ff Gg Hh Ti Jj Kk LI Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz
Entering the Classroom iglleg|
aneSaag" s Movement Getting the Class Quiet Dismissal Need Pen or Paper?
ention
* Come in without talking, Please remain seated until the * Stop speaking. * Stay in your seat until the * Place a request card in the left
* Sit down quietly. * Raise your hand quietly. teacher requests movement, * Raise your hand. teacher dismisses the class. corner of your desk.
* Get outhomework, if any. * Keep it upsilently. * Face the Teacher. * Moke sure the area around * When you receive theitem, say
* Do the bellwork ® * Be ready to listen. you des eek erode
If the teacher has not come after ? * Walk courteously out of the * Before the end of class, return
Wouare Forde Eval ary notaect eaart one minute, place o help card on your f* classroom. any materials that are to remgin
working when the tardy bel) rings desk and continue working in class to the M.M.
a ea eed SPR IEE —

Paper Heading Most Frequently Used Words

Lydia Rodriguez Class # the you are be by we an if then make two way been long may little back just great right
August 23, 2017 Grade - Period of that as this word when each will them like more could call down part work give name where too

a he his from not can she other so into go my oil did new place very sentence through old
to was they or what said do about some time see than its get sound year after man much any
in for I one all there how out her has number first now come take live thing think before same

32 THE Classroom Management Book

 PRESENTING YOUR CLASSROOM MANAGEMENT PLAN

Sue creates the procedures with visuals and prints up on paper and stored in a cabinet until needed. After
them for inserting in the stands. These are some of the teaching the procedure, she brings out one of the rolled
procedures she has posted around the classroom: procedures to use when she needs to reteach or refresh
the class on a procedure.
Hand-Washing Procedures
Turn on the water. e
eginning
2)
|
=
)

si mpt v Da ck pack
Get 1 squirt of soap. rut Ba¢ k pac Kin Cu by
3} ur |1tendance Clothespin
Wash and rinse hands.
Push button 2 times for paper towel.
Oo Turn off water and put paper towel in
OTS
garbage can. bsbesk Onecent ratio,
al\ Pro ced UVE op- Name Tag a :

Cafeteria Procedures ths Left Tiss: Right ia

Class Leader first Boe. pes
Werk book
Use a quiet voice. ae oe in lj ne AS gare vegans ae holer
os
ed 12. ca lied. o fleen Curse

Keep your table area clean. Ee ene Is.

ee
2, Quietly wait lagelt oars
Stay in your seat. says AAG
Veacher
Raise your hand if you need help.
EO OP aaa ‘
ht side“
ae Mone

Pencil Sharpener Procedures

1. Put pencil in sharpener. Procedures Posted on the Wall

Ze count to 5, Some teachers post important procedures on the
3. Walk back to your table. wall or on a bulletin board to serve as a gentle, daily
reminder to students. If needed, the teacher simply
Morning Procedures points to the procedure to remind the student what to
do in the classroom.
Walk in.
Follow lunch-count procedures.
Put folder in mailbox. ei ere
at| resTable
Say “Hi” to 2 friends.
Sit quietly at your table.
body lane
-feet in the front and on
[= Begin your work job.
DW
C9
ES
Oil
Oy

Pencil Trading Procedures

~sitting kg and tall

1. Put 1 dull pencil in white basket. quiet Focused 4

2. Get 1 sharp pencil from green basket.
3. Walk back to your table.

Procedures Posted on Paper

Jeanette Weinberg teaches in Yorktown, Virginia, and
was named Teacher-of-the-Year after her second year
of teaching. She has her individual procedures rolled
PREPARATION & BEFORE THE FIRST DAY OF SCHOOL

Crayons and Markers Glue Dry Erase

a as 2s Boards
—only on paper -only on paper ~sit safely at the table
~safe sitters and focused friends
-color softly -use them safely at the table -use a small amount (a dot) “use expo markers only
-one at a time “always walk with the pointy —goes only on paper “write and erase softly
-close markers and listen for end down -eyes on your work -cap the marker and clean it
the click -eyes on your work ~close it when you ore done when you are done
-put them back in your pouch -store them in your pouch -store it in your pouch “erase everything on the board

Kristen Wiss posts procedures to remind the students what to do each day in the classroom.

Procedures in Song Alex says his “Routine Rhyme” has dramatically

increased classroom time-on-task and productivity.
Alex Kajitani was one of four National Teacher- Whenever a student is not following procedures,
of-the-Year finalists in 2009. He credits his ability another student will rap the line from “Routine
to help students achieve and learn to his classroom Rhyme,” reminding the off-task student what to do.
management effectiveness. The rap song acts as a form of self-correction for the
Alex is a very students and a time-saving classroom management
effective math tool for Alex.
teacher. He Walking into class one day, he overheard one student
uses rap songs say to another, “Man, we do the same thing in this
to teach math class every day.” With a smirk and a satisfied smile,
concepts.
Alex knew the class had the procedures down cold.
The “math Classroom procedures had become the routine for
raps” work students.
well because
Alex Kajitani at the National Teacher-of-the- they make
Year award ceremony in Washington, DC. math “cool” Procedures in PowerPoint ’

for students. Sarah Jondahl presents her classroom management

Because his students relate to the rap songs, he also plan using a PowerPoint presentation. Sarah teaches
teaches procedures with a rap song he wrote called, for understanding by modeling classroom procedures
“The Routine Rhyme.” with the help of student volunteers during the
Each day the class practices “The Routine Rhyme.” It presentation. This ensures that her students know
takes only a few days for them to memorize it—just like what each procedure looks like and sounds like.
the rap songs.
 PRESENTING YOUR Coen OM sistema de lca PLAN

Welcome to the 3™ Grade!

“The Routine Rhyme”
Mrs. Jondahl’s Class
Aaaaaw, yeah, look at the time,
Time to get started with The Routine Rhyme.
Now | know what to do, each and every day,
Clasoone? More Morning Procedures It’s Kajitani’s class and we'll do it his way.
re you ready to have
* Unpack your backpack, and always take your First bell rings, | calmly walk in;
binder to your desk.
NITITITINITIITIT
ED
* Hang up your backpack and jacket on the hooks.
My teacher at the door with a big ol’ grin.
HOO
OH
ED
TOO* Turn in all home-learning assignments to the tray
Hood
mY
My pencil is sharp; my notebook is out;
e in the correct tray | know the routine and that’s what I’m all about.

y)
“I’m done! Now what?”
Second bell rings, I’m in my seat on time,
* If you have finished an assignment and did your Ready for the day and my IQ is gonna climb.
best, turn it in.
* Check your unfinished work file to make sure Get started on the warm up; homework on my desk,
it is empty.
* Ifyour file is empty, you may read quietly at
Teacher marks it off, and he is impressed.
your desk. - His hand goes up, and the room goes silent;
Nobody talks, yeah, don’t even try it.

My pencil is sharp; my notebook is out;

HHHOS
HHH
HH
HOD
HO
OHOKHHHHK | know the routine and that’s what I’m all about.
Said my pencil is sharp; my notebook is out;
To reinforce her procedures, Sarah summarizes each | know the routine and that’s what I’m all about.
classroom procedure as a text snippet she calls a “blurb.” Warm up, homework, the notes are next;
These blurbs are compiled in a packet and three-hole- Raise my hand to ask a question, if | get perplexed.
punch format for students to keep in their binders. The After the notes, it’s activity time;
first week of school, Sarah’s students retrieve their Yo, |never have to wonder with ‘The Routine Rhyme.’
blurb packets and read through selected procedures
Two minutes left; time to clean up.
before attempting them in class.
Trash on the floor; Yo, pick it up!
LINING UP OUTSIDE First bell rings, Kajitani says, ‘Goodbye.’
When you know the routine, then the time sure flies!
Whenever students are lined up outside before school,
after recess, or after lunch, they are expected to be ‘Cause my pencil is sharp; my notebook is out;
respectful. There will be no fooling around, pushing, or | know the routine and that’s what I’m all about.
getting out of line. They must stand in a single file and Yeah my pencil is sharp; my notebook is out;
wait to be invited into the classroom. | know the routine and that’s what I’m all about.

BELLWORK See you tomorrow!

Alex Kajitani
Each morning, after students have put their attendance
“stars” in the appropriate basket, they are to return
to their desks to do silent bellwork. This will be done
quietly and independently and will be corrected as a
class and collected. During this time, the teacher will BIZ] 7 «))
be taking care of attendance, notes from home, and Rap along with Alex Kajitani’s “The Routine Rhyme”
other administrative tasks. £ and find the procedures in the song.
PREPARATION = BEFORE THE FIRST DAY OF SCHOOL

By reading the procedures, discussing them, and

modeling the “Dos” and “Do Nots” of each procedure,
Sarah’s students thoroughly learn them. These steps
increase the students’ understanding of Sarah’s
expectations for how the classroom will operate during
the school year.

Effective Teachers Adapt

These physical education teachers in Virginia are not
in a traditional classroom. They don’t have access to
show a PowerPoint presentation, a bulletin board, a wall | CS

to post anything, and more than likely are not very good — »> eae Hix

at rap music, but, they are creative and understand they ——e ee ee I Walk i] F
need to get their procedures across to their students. :
So, they post procedures on a flip chart that sits on the
gymnasium floor. When the students come to class, Present your classroom management plan in a style
they are greeted with a welcome message, told to and format that works for your classroom, for your
change into P.E. attire, and then to “Start Walking.” students, for your unique set of circumstances.
Effective teachers do not adopt someone else’s plan
or procedures and then mechanically use the plan. mate 8 ©)
Effective teachers are thinkers; they make their own Sates Sarah's blurbs arc'anfevcelientccrmuattaeres
success from what they adapt. i) = the basic procedures taught in many classrooms.

i Cried Daily
I started in January. I replaced a teacher who never returned from winter break. I walked in, NEVER having
stepped into a classroom—NEVER a student taught.

Chaos! No structure, procedures, or routines. The prior teacher allowed students to do whatever they wanted.
They did yoga on Fridays, drank two-liter sodas, and munched candy and snacks.

My mother, who is a teacher, said that | must have a plan, and she told me how important it is to be prepared.
On myfirst day, | went over my procedures, which I modeled and had them rehearse. The students stared at
me like I was a fool!

! worked on these procedures every day until April, when | finally saw progress. In that time, the students tried
everything. They even signed a petition to fire me and gave it to the principal. I never gave up, and I told them
so, even though | cried daily after school.
Finally, at the end of the school year, some of the most resistant students thanked me and gave me big hugs.
! would not still be teaching today had | not understood procedures.
 CREATING A PLAN IN POWERPOINT |

Creating a Plan in Powerpoint

The presentation should be simple and support what

you want the students to learn. An effective slide
owerPoint is a software program commonly supports what you are presenting. The class will
used by teachers as a visual aid to what is being either read your slides or listen to you. They will not
taught. A PowerPoint file consists of a series of do both. A poorly designed slide with too many words
slides with text, pictures, videos, animations, or and too complex a design will confuse the students,
audio. The slides are shown as a presentation or and they will not pay attention to you.
slideshow with a video projector or some other display
system. As the slides are advanced, information is Slides that are filled with text tend to be read—by you.
revealed. Almost never read your slides word for word. If your
slides are too wordy, you become a drone and your
The purpose of a PowerPoint presentation is not to students will tune you out. Your slides should enhance
show slides. It is to reinforce what you are teaching. your words, while you should always be the main focus.
For this to happen, the slides must effectively help you The slides are not the teacher; you are the teacher.
communicate information or a task.

Greet each other

e am I supposed to sit?

Your
name

Slides with a picture and few words

best communicate your message.

THE Classroom Management Book CPE

PREPARATION = BEFORE THE FIRST DAY OF SCHOOL

Remember when overhead transparencies were the rage? Teachers and speakers would put an entire 8'2” x 11” page
of typed words on the projector screen. Unfortunately, this same manner of communication got carried over to
many PowerPoint presentations of today—slides crammed full of text with hardly any white space.

Homework
i Homework is given nightly as a review of daily lessons. Copy the homework
assignment from the whiteboard. Students are to complete homework 4
according to the directions given by the teacher. Parents are to sign the
4 homework and it is to be returned every day in the homework folder. In
addition to daily homework assignments, students are required to complete :
20 minutes of reading per night Monday thru Friday. Students will also be
E assigned web based homework assignments. These assignments must be
completed as specified by the teacher. Homework is to be stored in the a
é homework binder and will be checked/reviewed daily.

If you miss a home learning assignment, you will get a paper called |
“MISSED HOMEWORK NOTICE’ that has to be signed by your parents. If 4
| you miss 3 home leaming assignments in a nine week period you will get,
a detention, 5 parent conference, and 8 or more will get you a referral.

a —_—— SS

A cluttered slide with minimal white space overwhelms the audience and the message.

The current generation of students does not live in a text-based world. These students are surrounded by media
consisting of colorful images and attention-getting sounds. Think visually when you create your PowerPoint
presentation.

The screen is a visual medium. People look at a television screen and expect to see a picture. They do not expect to
turn on the television to read. View the space on a PowerPoint slide as a visual medium, not as a text-driven page.
Resist cluttering a slide with too many words and distracting graphics.

1. Get to the point—immediately.

2. Highlight, by some means, what is important.
3. Keep it simple.

Sharpening pencils is very disruptive to your learning,

therefore we have a procedure to follow if your pencil
needs sharpening: z :
If your pencil needs sharpening, hold it up in front of you. — — A,B) :
If am in the middle of speaking to you and you do not
need to be writing, please be considerate and wait until it is
appropriate to ask.
I will either tell you to get another pencil, or to wait a little
bit
Once you have permission, you will take your penc iland
place it in the “used” pencil tray and take a “new” pencil
from the tray marked “new,”
Return to your seat quietly.

The slide on the left is a cluttered slide. The slide on the right is an enhanced slide that conveys
the same message.

38 THE Classroom Management Book

 CREATING A PLAN IN POWERPOINT

Point to the Beginning

of the Sentence
When you gesture toward a PowerPoint slide,
point to the beginning of a sentence. Bear in mind
there are many English-language learners in our
classrooms whose native tongues may be written
from right to left.

MM
A picture tells a thousand words and is often more
Characteristics of a Good Slide effective than words in communicating an idea.

A good PowerPoint slide has these qualities: When creating slides, keep in mind that text font sizes
1. Words are kept to a minimum. must not be smaller than thirty points. Ideally, each
slide contains fewer than three or four phrases or
2. Pictures are used to help convey the message.
sentences. Resist the urge to overload your slides with
3. The combination of text and images is a visual bullet points—otherwise known as “death by bullets.”
enhancement of your verbal message.
Filling a slide with too many words detracts from its
purpose as a visual aid. If you have long sentences
on your slides, your students will tend to read ahead of Death by PowerPoint
you instead of listening to you. You will tend to read
off your slides, turning your back to your audience. Committing any of these fatal errors when creating
When this happens, you and your class are out of sync, a PowerPoint presentation will cost you your
and you rob yourself of an opportunity to connect with audience:
your students. |. Complex diagrams
If your intention is to read to your students, do away Dense spreadsheets
with the slide presentation and give them a hardcopy Too many distracting animations
of the information instead. When a slide contains too
Long lists of bullets
much information for an audience to follow easily, it is
no longer a slide. It is a document. Print the document Word-heavy slides
and give it to students instead of putting them through Oak
oN Reading every sentence
an incomprehensible presentation.

Number of Words to Use MMM

Use as few words as possible. In fact, a single word or Be selective. Do not put too much information on
phrase may suffice. each slide. Three or four bullets with a short phrase
Consider allowing the pictures on your slides to will suffice. In the slide, “Our Morning Routine,”
convey a visual narrative. The “Sit” slide, for instance, students will tend to read the procedure instead of
can be used very effectively by the teacher to convey a listening to the teacher. The teacher is clueless as to
classroom procedure. whether students comprehend the procedure.
PREPARATION = BEFORE THE FIRST DAY OF SCHOOL

Rick Altman, author of Why Most PowerPoint

Presentations SUCK, favors showing all the bullets on
a slide at once. However, be very careful to limit the
Our Morning Routine
number of bullets used on a single slide—and keep
Se A
Enter the classroom quietly and sentences or phrases brief.
find your seat (with your name tag).
Immediately take out the homework materials from the night
before, which are listed on the whiteboard, and have your
homework out and ready to be checked. i...
Quietly begin the morning bellwork. (Do this in your yellow
spiral notebooks.)
If you complete your bellwork, you may get your group book
basket and silently read. Say It First
During bellwork your group will be excused to put your
backpacks in your cubbies and complete the attendance/
lunch chart.
Remember, you are the teacher. You are the
presenter. Show the slide after you introduce what
you have to Say first.
The same information can be shared in an easier-to- Say it First.
digest format. Each bullet corresponds to one step in Show it Next.
a procedure. The teacher uses the information on the
This way, when the students see the slide, they will
slide to support the teaching of the procedure.
have heard you introduce the slide. Then, when the
slide is shown, you can elaborate on the subject or
rehearse the procedure.

Our Morning Routine

YMeeeeaeee/]@qunq|YMX]q!q|qVc
e Enter quietly.
Employ Actual Photos
e Take out homework materials. PowerPoint is visual software, so you may opt to use
only graphics in your presentations and allow your
e Begin bellwork.
pictures to convey the message.

e Complete the attendance/lunch chart. It is helpful to use photos to show students exactly what
a procedure looks like, and tell them what it means.

Isolate the Text

Rather than crowd a slide with lengthy bullets or
numbered points, consider using animation to reveal
bullet points one at a time.

There are two schools of thought on the animation

of bullet points. Some presenters say, “Reveal all
the bullets at the same time—let your audience see
the whole forest.” These presenters like to refer to
previous bullets to show relationships, just as the trees
in a forest form a relationship.

Other presenters say, “Reveal the bullets one at a time, “Backpacks and jackets are kept in a designated location in the
so the audience is focused on the point you are making.” classroom. Below each hook is a piece of tape with your name.”
 CREATING A PLAN IN POWERPOINT

Use good lighting when taking your pictures.

Avoid shadows on faces or on the main subject of
the picture.

If the picture seems too dark or light, you may be

able to improve it by selecting the picture and then
clicking the “Brightness” and “Contrast” buttons on
the Picture Toolbar.

If your photo is too big for the slide after inserting it

“Put papers in the slot for your period.”
into PowerPoint, resize it to fit the slide by dragging
one of the corner handles. Do not resize it with the
side handles; this will change the aspect ratio and
The best visual source for your presentations exists distort the picture.
right in your own classroom. Take pictures of
your classroom and insert them in your slides. Your Use the “Crop” button to remove any unnecessary
students will enjoy recognizing their schoolmates and background. Once the picture is cropped, you can
their classroom, and you project a sense of credibility enlarge it and focus on your subject. It's OK to use
when you can talk about your students and the success the side handles when cropping, but be careful;this
; actually removes part of the photo—rather than
you have achieved together.
resizing it.
Ran ior CHORE dan . gf, sllale
DALASI UU ali VOIU!

Design is not about decoration or ornamentation. It

is about making communication as effectively as ne Ne SM aiSaloe mn
possible. This means ensuring that your message is
clear and easy to understand—especially to the many Procedure 5:
English-language learners in our classrooms.
| Name and Number On Your Work
It is ineffective to overload a slide. Clutter is
confusing. Allowing for whitespace gives the audience 1) Name and Number are
visual breathing room and helps provide contrast. | on the table.

Two excellent background and color schemes are black

2) Write your Name and
on white, or white on black. The dramatic contrast
Number on your work.
between black and white helps the audience focus on the
point you’re making. Keep in mind, however, that colors |
set moods. Black is foreboding, while white is uplifting. 3) Start on your work.
Red is alarming, blue is tranquil, and green is neutral. Hl

It’s important to remember that it is not your slide’s eae ean Se

background or color that determines its effectiveness.
Rather, it is how well and simply your slide
communicates your message to your audience.
PREPARATION = BEFORE THE FIRST DAY OF SCHOOL

When preparing your slides, choose color schemes that

appeal to the grade level you teach—young children
like bright, exciting colors. You might also pick colors Advancing Your Slideshow
that reflect your personality or various themes. For
instance, a physical education teacher used the school A wireless presenter is a remote
colors for his presentation to a high school class. unit that allows you to change
slides from anywhere in the
classroom. They are available
in several brands through online
retailers. The device allows you
My Pet Peeve to walk around the room, engage the students, and
change slides seamlessly.
“My pet peeve is the folks who put their logo on every
slide,” says Nancy Duarte, author of Slide:ology. Changing slides can be a distraction if you are not
familiar with how to use a wireless presenter device.
At conferences, some teachers put their names on
every slide and even include a copyright symbol. It = You constantly turn away from the audience
is egocentric to put your name on every slide. The to advance a slide. This causes students to
students know who you are—or, we hope they do. switch their focus from the presentation to
Putting a name or a copyright symbol on every slide watching what you are doing.
adds clutter. Put the information on the title slide = You search for the button or icon to move to
and the ending slide if you feel the need to include it the next slide.
in your slideshow.
= You disrupt the connection you've made with
students to focus on the software program.
MM Professional speakers have a video monitor set
up between them and the audience, so they can
Don’t Over-Animate focus their attention on the audience. Position
your computer screen similarly. Keep it between
There is a feature in PowerPoint called animation.
you and your class, or position it to the side where
This allows the presenter to draw attention by moving
you can see it from the corner of your eye. Know
words, revealing key ideas, and adding sound and
your presentation and do not use your computer
video to the slideshow. screen as acrutch. If you are not familiar with your
Don’t over-animate. It’s tempting to make slides that presentation, take the time to rehearse it.
flutter like a bird or soar like a rocket. Every change to During presentations, advance your slides by
a presentation is a distraction. Autistic students and clicking discreetly on the wireless presenter. Keep
students with ADHD become agitated and hyper when the wireless presenter in your hand so that you can
there is too much animation on a slide. operate the controls without looking at the device.
Stay focused on your students, and they will stay
It is all right to
focused on you. ’
= emphasize a word or phrase in a different color.
= adda picture or a video clip to a slide. MMM
®™ isolate bullets—one to a slide—to enhance
audience understanding. = does not add value to the content or serve a
purpose.
Don’t become the teacher who wants to show off your
proficiency with PowerPoint. You know you are using = distracts the students from your message.
animation inappropriately when the animation = startles the students.
 CREATING A PLAN IN POWERPOINT

Putting Concepts Before After

into Practice
When I Need to Get Your Attention
Stephanie Stoebe, 2012 Texas
Teacher-of-the-Year, teaches in
Round Rock, Texas, and uses
® J Say: 1, 2, 3, eyes on me

® You Say: 1, 2, eyes on you

., 2i
i
* I Say:

* I, 2, 3, eyes on me
a PowerPoint presentation to | will always give this

share her procedures with her prompt from the center of

the classroom.
students. As effective teachers ® All attention will be on me You Say:
do, she is constantly looking for because I have something
important to say! * I, 2, eyes on you
ways to improve her skills, so she
has a greater influence on her
students. Stephanie reworked
her PowerPoint presentation after Entering the Classroom Entering the Classroom
some pointers from us. She says,
@ Greet me at the door! J
“T am much happier with it. It is am happy to see you today!
® Greet...
cleaner and simpler for the kids!” Go to your seat and get
your journal out from
under your desk.
® Seat...
These are some of her “Before”
and “After” slides.
® Respond to the writing
® Respond...
prompt on the board. BEHIND tl

® When finished, you may

Creating effective PowerPoint read silently.

presentations will help you add

impact to your words.
Working in Groups

# 1 like tor us to work in groups! Together

we are smarter.

4 If Lam with asmall group

and cannot be ® Red = ask yourself
Please work independently.
® Yellow = ask a peer
% Lf [haveayellow cup at my table, that
means you may ask a peer for assistance
® Green = ask me
+ If have agi «my table, you may
come as ance

Got Supplies? Got Pencil?

% There are two containers at the frone of
One is for sharpened pencils
‘or dull.

* Ifyou nced
apencil, or a sharper pencil
gain my attention by raising your hand & No pencil?
and pointing to the pencil bin at the
front of the class
® Dull pencil?
% ‘Twill give you a thumbs up to proceed.

% Switch out your dull pencil fora ® Found a pencil?

sharpened one

% Ifyou should find an extra pencil in the

hallway or floor, please donate it!

9 »))
View another example of a PowerPoint
presentation that has been shared with us.
PREPARATION = BEFORE THE FIRST DAY OF SCHOOL

There are five basic parts to include in your first day of : F ;

school PowerPoint presentation. Prepare at least one 2. Provide general information about
slide for each of the parts. the class.

1. Identify yourself and welcome students with

positive expectations.
Tse Provide general information about the class. What will be doing
3. Explain what a procedure is. ' Gs idalts yea r? RANE ;
4. Prepare one slide for each procedure. | Ve & Mesa fEN
5. End with a slide that expresses your positive :
expectations.

1. Identify yourself and welcome students

with positive expectations.
Nh a Fa ES Ee Ss 2

SSD

Welcome to Mrs. Nelson’s

3rd grade classroom
SE

ey

where you will

go on new Adventures
and make new Discoveries
every day.
(
Se
=
A routine and nota rule
:
Procedures help us have an
| efficient and orderly classroom,
so learning can take place.

THE Classroom Management Book. y,

i
. a -
=o
 CREATING A PLAN IN POWERPOINT

5. Conclude with a slide that expresses your

positive expectations.

4. Prepare one slide for each procedure. | Remember. a

I truly believe in your

Name, Date, Class, and Period potential and I want you
Vv First and Last Name to believe in it, too!
Conor Jackson
May 18, 2018 <—_
“Spanish 3) ~Month Date, Year
Class and Period Have an awesome year!
Ms. Batley

The PowerPoint Helped ME!

My PowerPoint set the tone with the students
and let them know that I was very sincere and
professional about the manner in which our
classroom would run.

The PowerPoint helped ME to organize myself,

as I knew exactly what | needed to do to prepare
for my first days of school. It kept me focused
as I would go through each slide and make a
1. Heading on paper check list of everything that I needed to do to
2. Right basket implement my plan.

Having my plan and procedures helped us all get

offtoa good and strong start with no surprises.
Students actually love the structure of knowing
exactly what to do when they walk through the
door each morning.

zl] 10 ©)
Et See how Karen Rogers checks for understanding
f= after she introduces her classroom management pian.
PREPARATION =: BEFORE THE FIRST DAY OF SCHOOL

'azim says, “| had never heard the words ‘classroom After

management’ or the concept of ‘procedures,” during
Classroom Procedures
his training to become a teacher. Fortunately, just for Mr. Cicek’s Room

SROOM
Charter ‘School
Chosal peake Science Point Public
before the start of his fourth year of teaching, he sawa
flyer advertising a seminar on “How to Be an Effective EDURE
and Successful Teacher.” It was free, so he figured, ForMr.CICEK's room.
Dove Science Academy, Tulsa, OK

what did he have to lose; after all, he was losing the

battle in the classroom.

During the seminar, Kazim had his Aha moment while

Be WHY DOWE HAVE a
he listened to us talk about classroom management. ee PROCEDURES? a g. Why do we have procedures?

My We use a We follow We key ina

f A procedure is the way that we do things. combination to certain steps phone number
To do things right, we have to follow some open a lock. to do origami. to place a call.
Kazim went home and took four days to create a i
simple procedures, for example
+ To open your locker, you have to select your
= combination as directed by the lock
PowerPoint presentation of his classroom management i
|
manufacturer
* To cook a delicious meal, you need to follow the
steps in the recipe
plan. He based his plan on the examples he had seen t + To place a call on your phone, you need to cial
the number in the right order.
So, to be successful in learning, you need
at the seminar and was ready to present his plan on the to follow some simple procedures.

first day of school.

His classroom management plan saved his teaching Be ENTRANCE

career. Today, Kazim is a happy and successful educator \
Make sure you have
Make sure you have all = class materials.
with more than ten years of teaching experience. necessary materials for the
class.
Enter quietly.
Go directly to your
Walk in quietly. assigned seat. |
Get ready for your
Go directly to your assigned
We’ve shown Kazim’s classroom management plan to seat.
work,

Get ready for your work.

educators around the world. It is, arguably, the most
copied PowerPoint presentation on Earth.

HAVE A WONDERFUL,
Several years later, at our urging, Kazim modified his ENJOYABLE YEAR!
original slides to reduce the number of words and added
pictures of his students.

His before and after slides contain the same information.

They were redesigned to take the students’ focus off of
MR, CICEK, Have a Wonderful, Enjoyable Year!
the slide and put the students’ attention on the teacher. — Mr. Cicek

46 THE Ciassroom Management Book

 HOW TO TEACH A PROCEDURE

i How to Teach a Procedure

There is a procedure for how to teach a procedure.

Procedures Must Be Practiced We often hear from teachers, “I tell my students what
to do. I tell them over and over again, and my students
n effective teacher has a classroom just will not do what I ask them.”
management plan filled with procedures and
routines. A well-managed, smooth-running The solution is simple:
class depends on the teacher’s ability to teach Procedures must be rehearsed.
procedures. Procedures create an efficient and To prepare for an emergency, for instance, it is not
orderly classroom so that learning can take place. sufficient just to tell students what to do. The class
needs to practice the procedure. That is why we have
fire drills, lock down drills, and tornado drills.

Tornado Drill Procedures —

g beep indicates a tornado drill.

om quickly and quietly in single file.

+ Walk on the left side of the hallway to Stairwell C.

¢ Walk down the left side of Stairwell C to the

™ lower level of the North Hallway.

=e ° Walk down North Hallway until a teacher tells

you to Stop.

* Sit quietly in tornado safety position.

The students of Nikki LeRose, a preservice teacher in Fort Wayne,

|
IY
VIVIVIVIVIV
Indiana, show how they feel about procedures.
Fire Drill Procedures
Create a safe, orderly, and productive classroom with A series of short beeps indicate a fire drill

these steps: » Quickly and quietly exit the room in single file.

1. Develop a set of procedures for * Walk on the left side of the hallway to
Stairwell C
every classroom activity.
Walk down the steps on the left side.
2. Use the three-step method for teaching
a procedure. Exit the building.

3. Practice the procedures until they Meet in the parking lot.

become routines. * Stand quietly with the class

and wait for instructions.
If it is so simple to teach students classroom
procedures—as the examples and personal stories in Oretha Ferguson briefs her students with her PowerPoint
this book will attest—why are some teachers still so presentation of emergency procedures before the students
frustrated in the classroom? walk through the steps and practice them.
PREPARATION =: BEFORE THE FIRST DAY OF SCHOOL

Telling a student what to do is insufficient. This is

the same reason why some parents cannot get their
children to do what they are told, no matter how often Difference
they repeat themselves. These parents do not realize
what experienced coaches and music teachers know. In theory, there is no difference between theory
and practice. In practice, there is.
All procedures must be practiced.
Many entertainers dream of performing at Carnegie
Hall. When students ask, “How do you get to Carnegie
Hall?” the music teachers’ mantra is always the same—
“Practice, practice, practice.” Telling students what to
do repeatedly doesn’t work. The Three Steps to Teaching
Ask any coach or music teacher about their methods. Classroom Procedures
Instead of telling their protégés what to do, the coach
Most teachers who fail at teaching procedures do so
will run the plays and the music teacher will rehearse the
songs over and over. After a game or concert, the coach because they merely tell the procedure to the class. To
and the music teacher immediately return to practicing. teach something to someone, you model, explain, show
examples, allow for discussion and questions, ask for
Some coaches and music teachers have teams that play a demonstration of an understanding of the teaching,
better and choruses that sing better than others. Some and assess the demonstration for learning.
coaches and music teachers are able to work with
average players and singers to produce award-winning There is a procedure for teaching a procedure. All
teams and choirs. How do they do this? They practice, procedures can be implemented in three easy steps.
practice, practice.... Most importantly, teach the procedure step-by-step.
Teach, rehearse, and reinforce are the three steps
Similarly, some teachers have beautifully managed used to teach every procedure shared in this book.
classrooms because they know how to teach and
practice procedures. It is no surprise to learn that
these teachers also inspire their students to achieve
extraordinary results. Classroom success lies in how
you teach procedures.
State, explain, model, and
ee
essert—“‘=‘R demonstrate the procedure.

The Heart of THE First Days of School

Some say that the chapters on Classroom Management
are the heart of THE First Days of School. These
chapters have proved extremely helpful to teachers. Students rehearse and practice the »
Much of THE Classroom Management Book has procedure under your supervision.
been written with these chapters in mind.

To fully understand the background to procedures and

the process of teaching them, please read the unit on
Classroom Management in THE First Days of School.

MMMM Reteach, rehearse, practice, and-reinforce the

procedure until it becomes a habit—a routine.
 HOW TO TEACH A PROCEDURE

How Effective Teachers Use

the Three-Step Approach
The Facets of Practice
Explain and model the
Ch ae procedure for the class. Perfect Practice Makes Perfect.
Sloppy Practice Makes Slop.
Consider asking several
And, No Practice Makes Nothing.
students to role play the procedure. Show a video of
a past class following the procedure. Some teachers
create skits for selected procedures. MMMM
Students need to see what the procedure looks like or
As you observe
how it sounds. Some students need to experience how
REINFORCE students practicing the
a procedure feels when it is being done correctly. Talk
procedures, keep an eye
out loud while demonstrating and modeling the steps
out for students who look lost or who are not following
for each procedure.
directions. Verbally coach these students and
Never assume your students know what you want them physically demonstrate what you would like them to
to do, or that they can “figure it out” on their own. do. Guide students with prompts and encouragement.
Allow time for discussion, questions, and clarification. Avoid showing frustration if some students cannot
learn a procedure on the first try. Some students will
Break students into small need more coaching than others. Effective teachers are
REHEARSE groups to practice with patient and understand the need to teach and reteach
each other. This is called a procedure for reinforcement.
guided practice. Then have them practice on their
own. This is called independent practice. As students Acknowledge students that are following the steps
practice the procedure, observe them in action. This of the procedure. Encourage a student who follows
is how you determine if they can do it correctly. a procedure by specifically affirming the action or
deed, rather than by dispensing a generic word of
Do not ask questions. To avoid embarrassment, some affirmation. Tell the student specifically what he or
students will not respond to questions such as, “Is there she did well. Say, "Marvin, I see you know where to put
anyone who does not know what to do?” or, “Are there your book bag when you come to class," rather than
any questions?” "Good job, Marvin.”

If a procedure is not done correctly, there is no

consequence. Remember, a procedure is not a rule.
You simply do what the good coaches and great
music teachers do—run the play or sing the song
again. As an effective teacher, you rehearse the
procedure again, and again.

Learning a procedure is similar to learning a skill,

and some students need a great deal of practice to
be able to use a skill accurately and automatically.
There will be students who have problems with
following directions: organizing, sequencing, listening,
and focusing. For these students, keep them practicing
until they are able to demonstrate they can do the
procedure correctly.
PREPARATION : BEFORE THE FIRST DAY OF SCHOOL

Ree
ee eae rrrr—<“i—COOr—s—swCCCCCiC
es
Procedures
The Effective Teacher
Plan for success
Our DVD series, The Effective Teacher, shows how the Rehearse and reinforce
three-step technique is used to teach the procedure Organize before students arrive
for passing in papers. It can be seen in “Part 4: Costs nothing to do
Procedures and Routines.” Extra time gained for teaching and learning
Don’t wait until next year; do it now

MMM U make a difference in students’ lives

Rehearse some more
Experience a class that hums with learning
lf Students Don’t Follow Procedures Success is yours because procedures work!

MM
This is where most teachers fail in establishing
procedures in the classroom. They only tell students
what to do, and they do not practice the remaining
two steps (rehearse and reinforce) to teaching a
procedure.
Then, if rehearsing and reinforcing do not result in the
procedure, you have two choices:

1. Change the steps in the procedure and reteach.

2. Change the procedure to a rule.

By changing the procedure to a rule, you will need to

create a consequence if the rule is not followed. Use
So, what if you teach a procedure and your students do
this sparingly, if at all, as you will spend your time in
not follow the procedure? What if your students blurt
confrontations and monitoring compliance, rather
out their comments in class instead of waiting for their
than being engaged in positive endeavors with your
turn to speak?
students.
The most common solution to this problem is
Emphasize that the purpose of having classroom
All procedures must be rehearsed. procedures is to ensure that everyone knows what to
do. Students do not like surprises or being left in the
dark. Having procedures creates a bright, safe, and
consistent learning environment.
Practice
If you have a student who refuses to follow a
What we do best or most perfectly is what we have procedure, do not escalate the situation by raising
most thoroughly learned by the longest practice. your voice. Be calm and patient.

Remind the student that a procedure is not a rule.

There is no punishment if a procedure is not followed.
Ask the student, “Do you have a part-time job? Tell me
 HOW TO TEACH A PROCEDURE

one thing you do at your job. Are there procedures in If lockers are not used at your school, ask the student,
place to get the job done correctly?” “Have you ever placed a phone call? What do you have
If the student does not have a part-time job, ask the to do in order to reach the person you are calling?”
student to tell you the procedure for opening a locker. Use the student’s response to point out that procedures
are not orders—they are steps used to accomplish a task.
Discipline is confrontational. Procedures are non-
confrontational and allow you to put your energy
into creating opportunities for students to learn and
achieve.

opeac 11 »)
or Read this simple dialog to understand the
words to use when teaching a procedure.

and acknowledge what the student did,” and “confirm

How to Praise the deed.” (See THE First Days of School for more
A very caring special education teacher with several information on how to “Praise the Deed and Encourage
autistic students could not figure out what was happening the Student.” This is the work of Barbara Coloroso and
in her classroom. She thought she was delivering praise more recently of Carol Dweck.)
by telling the student, “Good job!” However, each time
she praised a student, every student in class would
When you affirm a deed, the student knows that you
are talking specifically about a task or action. You are
chime in saying, “Good job, good job, good job.” It took
affirming an accomplishment or encouraging appropriate
the teacher “forever” to calm down the class and get
behavior.
everyone back on task.

Do not issue generalized, complimentary praises that “Angela, you spelled all the words correctly. | know you
carry no specific personal meaning, such as “nice work,” can do it again.” End with a smile, make eye contact
“great kid,” or “good job.” When students hear this, they with the student, and wait for confirmation. When you
have no idea who the teacher is referring to. receive the student’s confirmation say, “Thank you!” and, if
appropriate, pat the student on the back or give a high-five.
There is a more effective way to acknowledge that the
student is on the right track. Throughout this book, “Class, thank you for walking behind each other and for
you will see such phrases as “specific praise,” “thank not disturbing the other classrooms.”

YY eq@qT| MMqu!!! | | MH {! {#@! X@_ LL

PREPARATION : BEFORE THE FIRST DAY OF SCHOOL

Procedures have worked for me and have When the office was notified, there was concern and
made me look good with my students, their distress. The principal went to my classroom with
parents, my administrators, and peers. One the student. He told me when he entered the room,
night | was ill. | called for a sub and stayed home the next the students were seated and working on the current
day. The next day, my students came to first period and grammar lesson with the student leader working it on the
there was no sub. overhead. The principal asked the student for the sub
plans and started to leave the room.
The students took out their daily work and began working.
When most had finished, one student went to the front, The student leader then said, “Mr. Principal, could | have
used the “lesson key” and led the class through the the plans back? | haven't finished teaching yet.”
answers. He then looked at the agenda for the schedule
Procedures and organization have empowered my
and had everyone take out their grammar homework. He
students and me. Everyone knows what to do. |, also,
used that key and went over the homework with them.
have no referral problems since I've been using
After twenty minutes into the period, they still didn’t have procedures.
a teacher. The self-appointed leader wrote out a pass for
another student and sent him to the office to check on
the teacher situation.

BZ THE Classroom Management Book

 HOW TO START THE FIRST DAY AND EVERY DAY

How to Start the First Day and Every Day

Your smile, your handshake, your warm greeting

may be the only positive interaction a student has all
our classroom management plan is ready. Your
day long. Let it come from you. As you greet your
PowerPoint presentation has been created. Your
students each day, you connect with them. You show
seating assignments are done. You stand with
that you care that they are in your classroom.
eager anticipation, and a few butterflies, waiting
for the school year to begin. You will have seven Extending a greeting and being greeted is a life skill.
to seventeen seconds to make an impression on your You are greeted when you visit someone’s home,
students. What you do and how you do it will be the arrive at a business, board an airplane, enter a place
first thoughts your students will have of you. of worship, sign in at the doctor’s office, or just see a
friend. A greeting is the natural prelude for what is to
Stand at the ent h
tance of your classroom and greet eac come. It sets the stage for what will follow.
student. Put a smile on your face, extend your hand in
greeting, and say, “Welcome, I’m so glad you’re here!”
Say it with sincerity. Say it with confidence. Say it,
each and every day of the school year.

THROUGH THESE HALLS WAL T.

GREATEST STUDENTS AND KTEACHERS
IN THE WORLD

This sign in the entry at Robert Vela High School

in Edinburg, Texas, greets the students.

The welcome students receive as they enter the school

a. . building and enter your classroom will set the tone of
= i yt hii anticipation for the day and for the year.

ee : yp ame Ne { — - In schools where students are greeted, discipline

This is the doorway ofhigh school teacher Karen Rogers
and bullying are diminished,; and more importantly,
as she welcomes students to her classroom. students are on task and doing their classroom work.

THE Classroom Management Book 53

PREPARATION = BEFORE THE FIRST DAY OF SCHOOL

Greeter Leaders TheBelief to Succeed

At the Staten Island School of Civic Leadership in Brockton High School has 4,200 students and is the
New York, when the K-2 students reach their classroom largest high school in Massachusetts and one ofthe
door, they find a teacher and a student waiting to greet largest in the nation. The campus has nine buildings
them. and is the size of an aircraft carrier, yet the students
feel comfortable at this high school because they are
welcomed each morning.

eeting¢ Students
R. Allan Allday, University of Kentucky, did two
studies based on the door greeter technique he read
in THE First Days of School:

|. Effects of teacher greeting on student

on-task behavior'
2. Effects of teacher greeting to increase
speed to on-task engagement?
The students are greeted by a classmate and In both studies, observers clocked a select group of
their teacher each day.
students over a period of time in a class period to
Loreta Anderson, one of the kindergarten teachers, see if they were on task or off task.
explains that at the beginning of every school year, the In the classroom where the teacher greeted the
primary teachers look for students who would like to students at the door, there was an increase in
be "Greeter Leaders" for the month. The teachers model student engagement from 45 percent to 72 percent.
the “greeter leader procedure” for the children. They This was recorded when the students worked on the
teach the procedure with the teacher shaking hands assignment and presented no discipline problems.
with the greeter leaders and welcoming them to school.
In the second study, students got on task faster
The children then demonstrate the procedure back to
when they were greeted at the door, in comparison
the teacher, so that they can check for understanding
to the control class that was not greeted.
and tweaking during the first days of school.
Allan Allday says that in the classroom management
Then, they guide two students to stand by the
class he teaches at the university, his primary focus
classroom door and offer their right hand to shake the is on changing teacher behavior, because teacher
hand of each classmate while saying, “Good Morning,” behavior (the hardest behavior to change in a
as the classmates enter the classroom. classroom) impacts student behavior.
The student being greeted responds, “Good Morning,”
in return. "Journal of Applied Behavior Analysis, 2007, 40, 317-320.

2 Journal of Applied Behavior Analysis, 2011, 44, 393-396.

This routine is established early and continues
throughout the school year with new "greeter leaders"
rotating each month. UU
s et ie

c THE Boon Management Book —;

 HOW TO START THE FIRST DAY AND EVERY DAY

Necessary to Each Other

When we seek connection, we restore the world
to wholeness. Our seemingly separate lives
become meaningful as we discover how truly
necessary we are to each other.

Susan Szachowicz, principal, and Charles Russell, teacher, stand

ready to greet students as they enter the building to begin their day.

Susan Szachowicz, the principal, together with a When you greet someone heartily with a warm smile
and a friendly salutation,
teacher, greets the students each morning as they
all is well in that person’s world,
come through one of the four entrances to the
if only for a fleeting moment.
school. She has been doing this every day for years
and has watched the school, declared by the Boston The person feels a sense of validation,
Globe as one of the worst performing academic high that their existence in the universe has
schools with a 33 percent dropout rate, transform to been acknowledged and recorded.
a nationally-celebrated high school with a graduation
That they are known.
rate of 97 percent.

At one time, Brockton had a culture that believed that

every student had a right to fail, and fail they did.
Today, there is a culture of consistency that says every
student has a right to succeed. And, that message is
delivered to the students each day they walk through
the doors of the school and are greeted.

Darrell Cluck is a middle school teacher in Monroe,

Louisiana, and he welcomes each of his students to his
classroom by saying, “Welcome to our class. Welcome
to your future.” He also has student door greeters on
a rotating basis stand with him to extend a greeting
to their classmates. Discipline is not a problem in his
classroom. His classroom is happy and friendly and
filled with smiling students who know they are in a
safe class where they can interact and learn together in
an atmosphere of trust and respect. Darrell enthusiastically welcomes his students each day.

THE Classroom Management Book 55

PREPARATION : BEFORE THE FIRST DAY OF SCHOOL

Every Classroom, Every Day i...

i
At A. B. Combs school in Raleigh, North Carolina, a
student, along with the teacher, greet each student at
The Impact of Social Media
the door. Once a week, a different student is selected to Social media has removed the physical element from
be the greeter, and they are all taught how to greet, how making connections. With texting, tweeting, pinning,
to shake hands, and how to respond. At A. B. Combs, blogging, and liking, student interactions are with
there is a culture of consistency, as greeting each other a screen and not with a body capable of empathy,
is practiced in every classroom every day, year after comfort, care, and concern—for them.
year. A. B. Combs was once the lowest-performing The most important aspect of being an effective and
school in the district. Today, it is known for academic successful teacher is with daily connections that show
excellence and personal leadership. And it begins with the students you can help them learn and succeed.
welcoming students every day in every classroom.

MMM
on time and scrambles to organize yourself and your
lessons while the students are left staring and waiting
and waiting for you to begin the class? Your frenzy has
just set the tone for what is to follow.

Or, are you the teacher who is organized and ready

with activities and lessons to engage the students in
learning the moment they enter the classroom, who is
a model of caring, calm, and stability as you welcome
students into the class? Your constancy has just set
A greeting says, “I’m glad you're here.” the tone for what is to follow.

You may be the first stable adult your students will

Your Impact have at this point in their journey.
There are students who must leave home without You may be their beacon for a brighter tomorrow.
breakfast, who tolerate family discord, traverse past
neighborhood gangs, endure bullying on the sidewalk 12 »)
or on the bus, and enter school through metal detectors. Students want to know who you are and
Are you the teacher who barely makes it to school the answers to these seven questions.

Connect Every Day

While it's important to connect with students, you must do so in the context and confines of the classroom.
Effective teachers do this by having at least one meaningful interaction with every student every class period.
And they do it in the normal flow of teaching and learning.
 HOW TO START THE FIRST DAY AND EVERY DAY

ach desk is ready for the student’s first day of school. WELCOME TO YOUR NEW CLASSROOM!
The student’s name and assigned number are written THE ITEMS IN THIS BAG HAVE SPECIAL MEANINGS.
1on the bus secured to the center of the desk. (This is ENJOY!
the name and number the students will use as name and
The cotton ball reminds you that this room is full of kind
number go on all papers. With papers in numerical order,
words and warm feelings.
Kim can quickly see whose work is missing.)
The sticker reminds you that we will all stick together and
The birthday cake die-cut is used to graph the birthdays help each other this year.
for a math activity to teach graphing and to see who has The rubber band reminds you to hug someone.
birthdays and when. The penny reminds you that you are valuable and special.

The folder on each desk with the name and number _ The star reminds you to shine and always try your best!
is where all completed assignments are placed each The tissue reminds you to help dry someone’s tears.
day. (After the start of the school year, they will learn The toothpick reminds you to pick out the good qualities
the procedure of putting papers in baskets by the in your classmates and in yourself.
teacher's desk.) The bandage reminds you to heal hurt feelings in your
friends and in yourself.
The “Guess Who’ is a folded paper that will be used as a The gold thread reminds you that friendship ties our
get-acquainted activity. (The students are to write three hearts together.
clues about themselves—hobbies, activities over the
The eraser reminds you that everyone makes mistakes
summer, sports, family, pets, movies, books—and then and that is okay.
write their name under the paper. The papers are placed
The Life Saver reminds you that you can come to me if
in a basket, each student picks and reads one to the
you need someone to talk to.
class, and the rest of the students try to guess who it is.)
WE ARE GOING TO HAVE A GREAT YEAR!
The yellow “Give Me Five” is the procedure for coming
to attention. (See THE First Days of School for more LOVE,
information on this procedure.) MRS. SCROGGIN

The Welcome Bag has II items that are symbolic of how The items in the paper bag are taken out and discussed
they will be treated and how they are to treat each other. on the first day of school. A connection is forged with
Along with the items is a sheet of paper that gives the students as Kim lets them know they can count on her
meaning behind each item. and each other.

THE Classroom Management Book 57

PROCEDURES =: CONTENTS

wi PROCEDURES
PROCEDURES: For the First Day of School
4 =e The:Start Of: Glass PROUtINC ere ere NTE TEE ara Ree ea 60
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PROCEDURES: For Students

6° Collecting Notes ard FOrinis siciss.sii ca ceesnties ties sarsce ecseeessaylack aes ateasner tis Go et aS ee eee oe er ere 88
ElieClean.Up theiClassroom: Clutter srcsctaniisncsccssssscsscccassceeattecasccentoeere
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ELE District=Wide: Corsist ery merce saccscssicaes seraeesae sai cco sassssscsend eau cuastases toe tots a AER ae Pa Noe eee 107
Ad c= UNTNISHER:ClASS ASSISIUICINES oes eco eval et ear ace Lo ric a eee Moet oe OT 108

PROCEDURES: For the Classroom

122) Emergency Preparedness: .5tein ee ee ar sccec eccrine
de ee 112
El’ Surviving'a SCHoolActiveiShootetenc:cccrccncsstorcscssscssctarecsnesteres
cassuerte cee cea eee ne eee 116
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El>Your Attention; Pleaseiiy nance firnccn ctl eee hesvercaoats a ae Cer ert Ee ESTE eT nr eae ee 121
14. ClassrooiniJobs ick osetia yaaa ee ee eater oene eee 122
15*-»Classroom Phone Ringing 2 ee Sere ee eg ee 126
Els Teaching Procedures Becomes Routine 232.5 foc cue eee rcs 129
16+; Bathroom Breaks ix. isnsssducc iter cinco ne Me ieuctiaal pede een ee 130
17 = Replacing Dull or Broken: Pencils... tosses ons sccteasstecarintnss cer tq ente aos oe 134
18:- Keeping Desks Orderly 22.55. tcc wa sdciscclh heen asian ie ee 138
&. Everything Has'a Place and a Purpose sic.c. a) cesta ee eee 141
19. - Collecting and Returning Papers orsesc.csccsccvcssoscessescsoccvssassnicrsancs
otanealisnnenen te denea eee = eee 142
20 = Classroom Trarrsithonns -..cis...s:cisesicsssscosssstsesesssesorecvsisieeencesedieensesidnccrcctetae
eaeee Re ee 146»
21-= Keeping Students On Task ..sisi..ieicdhsassasbutiesnensaveea
caccssnsssnssserttanceteetis tasseeoeene oeset cee 150
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22.-=, Finishing Work Baty. ..f:.ccciscessssscssascccccoosnsenoncscossgsvasise
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Me gueee ie eee eestne one oe 157
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PESOS te ee Ee ee 158
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SU ee 162
O Communication on a Weekly Basis....::cscssccsczssovcssiscssanctsesstes
eeeeeee nee ecco ee ae 165
25 - Guideline Infraction Notice
166
 PROCEDURES s CONTENTS

PROCEDURES
PROCEDURES: For the Classroom (continued)
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O Preparation and Consistency Are Key—A Daughter’s Reflection .......c.ccccssssssssssssssssussssssssccsssssssssssessssssssnsssssessesesssessssssee 173

PROCEDURES: For Instruction

21 =ECIASS DISCUSSIONS yur oeseed a racstosstias oA pes rte ea, kd ein oe se ee 174
Bam RN TAMIA UNG ANN WVOP coe o peece teachin oh caaat SCA IME fasta nepu cca a cee EAE 179
28 EV OF KEE ITD COURS iret et ene, rap eemeetre s ce eeenr < Pier nee eee as 180
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30 PRES E ACUINE At LO XTIOOK 2.5. -5 cessation icosesstnssnnssaands et Seeecenat mean ck OE eA eae ce ear erm 188
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Ele Simple|Procedures: PIGS: GOuUrtesy...cicctreetsccccsee acces ee ee Ee ee re er eee 207

PROCEDURES: For the Special Needs Classroom

ie Mhe:Special: Needs: ClasSro Once occ eee ee aT Ae Ton or 208
35 ee EATING WASTE oes, Sec hesa tears Wie aacsarasecspssecpt at ois renee ores TERR TTT RE RESORT ere 214
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ENRETIOChVe BelaVIOr Management ott at O gles vaxcpicpcscnsiccittnsaeacs-tss
omy ec ae eee eee ee eee 227

PROCEDURES: For Teachers

39 SINGW SELIOHIE CT Me rata th OS 16e5.cossssectsvs seasons tease vonet oaats.tar aeons as ace ea eee 228
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 THE PROCEDURE ©

The Start of Class Routine

By establishing a morning or class routine, students will assume ownership of their learning. Students who
know what to do in the classroom produce results; results produce learning and achievement.

2.Empty Knapsack or bag.

3, Fut runners of inside shoes on.
y, Walk into the classroom quietly,

5; Have )) sharpened pencils and

necessary books ready,

THE SOLUTION ‘i
he beginning of class routine sets the tone and pace for the rest of the period or school day.
Successfully completing a routine the first few moments of class time will determine how productive
the day will be.

This procedure provides these opportunities:

1. Students given responsibilities from the moment they enter the classroom
2. Students waste little instructional time by following a consistent routine
3. Teacher’s time freed to welcome students as they enter the classroom
 THE START OF CLASS ROUTINE - |

a
# a ae ee te ee , a = Hand in completed homework.
a 7 = . *
: HF A 5 KGROUND es ® Read the agenda for the day.
CAE : ME A BAT ae BE = Begin the bellwork assignment.

routine is a process or action that is done Nile Wilson has her students follow a start of class
automatically with no prompting. A morning routine in her high school orchestra class.
routine is what students do on their own to
OUR ORCHESTRA CLASS ROUTINE
prepare for class to start. Start each class or day
with a routine in place so that learning can begin the ® Quickly retrieve your instrument, music folder,
first minute of the school day. The bell does not begin and pencil.
the class. The teacher does not begin the class. The m Bein your seat when the tardy bell rings.
students begin the class on their own by doing their
= Follow the warm-up routine led by the warm-up
routine. This process becomes as automatic as looking
monitor.
behind before pulling out of a parking space.
= Tune your instrument according to the
Preparing for the start of class is just as important as guidelines.
preparing plans for the daily lesson. Students do not
= Participate in solfége exercises.
need down time at the beginning of class—students
are ready to learn the moment they step into the = Wait for further instructions from your director.
classroom. The effective teacher has a deliberate
plan for beginning each class or period. The teacher
sets the pace for the day’s learning and gets students
working even before the bell rings. TUNING ETIQUETTE

1. Sit properly and observe proper

posture.

2. Do not talk.

3. Follow the tuning procedure as led

by your director or concertmaster.

| 4. Always use the tip of your bow and

play mp when you tune your strings.
stablish a morning or class routine. Routines lend op 5. Stop the bow after every stroke
structure to our daily lives. Use some examples to ie ; and listen to the pitch that you are
= tuning.
show how routines are a part of our lives. Musicians
6. Play only the strings that are
and athletes warm up before playing or working out. currently being tuned.

Warming up prevents injury, helps focus on the task

ahead, and leads to a better performance.
Similarly, effective teachers establish a routine to Legere
prepare students for the school day or class period. ai eeout of turn, es eel
Le
" 8. If your strings are extreamly out-of-
In an elementary classroom, this is a typical morning tune, use pizzicato to get close to the
correct pitch, then fine tune using
routine: your bow.

= 9. If you are still out-of-tune by the end

= Enter the classroom quietly. a of the tuning procedure, raise your
hand to ask your director for help.
= Remove coat orjacket and hang it up.
= Empty backpack or book bag. Nile aeining routine te
= Get two sharpened pencils, textbooks, and always posted to remind
the students how to start
materials ready.
y each class period.
PROCEDURES =: FOR THE FIRST DAY OF SCHOOL

Introduce students to the concept of the morning or Model what the morning routine looks like and how it
class routine. Discuss why people stretch before starting sounds. Have student volunteers model the morning
a workout, musicians tune their instruments before routine and ask them to identify each step as they do it.
playing, or chefs chop and prepare food before cooking.
Have the entire class exit the classroom. Step-by-
Teach students that every morning or class, they should
step, walk the class through the morning routine.
follow the class routine to start work immediately.
Acknowledge students who are following the
If they forget what the routine is, a copy is posted. procedure correctly and redirect those students who
Show students where they will find the daily routine are not.
when entering the classroom.

Good Morning
proce
0y “G ood Mornin)
: v
: s7 2Place our backpacks
?
and lunch bex in yo The next day, greet your students at the door and
remind them about the morning routine so they can
put it into practice. It is helpful to have the morning
routine posted outside the classroom door until it
becomes a routine for the students.
If the students fail to follow the morning routine,
rehearse the steps with the class again so they will be
and answer it
your Beliwork successful the following day. Repeat the process until
v 7- Deliver box when
in the com the routine is followed.
you Finish.

The students in Ayesa Contreras’ classroom in

Cozumel, Mexico, go through seven items each
morning in preparation for the start of learning.

Teaching Independence .

Mygreatest responsibility is to empower the students to become as independent as possible. Once the students
are able to perform the getting started’ routine on their own, that allows me to work individually with students
who might need extra help with lessons from the previous day.
 THE START OF CLASS ROUTINE - |

Morning Opening Procedure

lama first-grade teacher in Central Islip, New York. As soon as my students enter my classroom they begin
their morning opening procedures. The students empty their backpacks. Traveling folders are emptied of
notes, lunch money, etc., and placed in a basket under the mailboxes. Notes are placed in my note basket.

Lunch money, snack money, or milk money is placed in the appropriate basket. If children have loose money
they place it in an envelope, seal it, write their name on the envelope, and place it in the correct basket. All
lunches and snacks are placed on the back counter.

Backpacks are placed in large plastic bins under the coat hooks. Coat hooks are marked with the children’s
names. The children should not have to return to their backpacks until the end of the day if they have
followed these procedures.

Once they are unpacked, children pick up their morning work. This is usually a page with simple directions so
the students can work independently. They are allowed to ask their tablemates for assistance and they can work
together quietly on this work. Ifthey complete the assignment they can quietly read a book while they are waiting
for us to go over the morning work.

While the students are doing all of the above, | am taking attendance silently. I send the attendance down to
the main office with the helper of the day. The helper also picks up the snack milk at this time.

The helper of the day picks an assistantfor the day. The helper of the day does everything in my classroom for
that day—runs errands, leads the line, does the calendar, reads the morning message, leads the phonics drill,
and many other tasks for the day. Helpers are chosen on a rotating basis, alphabetically by last name. This
alleviates the time-consuming task of creating job charts and rotating jobs on a regular basis.

Also during this time the principal comes over the intercom. The students stop what they are doing and stand
and recite the Pledge of Allegiance. The school rules are also recited at this time. When we created our
classroom rules, they were very similar to the school rules. The children are able to recite the school rules,
which are reinforced on a daily basis.

I can’t stress enough how important procedures and routines are. Many people do not believe that young
children can follow procedures and routines. My classroom is proof that it works. This is something | stress
to parents and caregivers at Meet-the-Teacher Night. All of their children are capable of following procedures
and routines in the classroom, as well as at home.
 THE PROCEDURE

The Agenda
Posting an agenda allows students to know what to expect throughout the day. It prevents any surprises, which
can easily distract different types of learners. It helps students and teachers to stay focused and on task and to
transition smoothly to the next activity.

MR. CULLE
WEDNESDAY, FEBRUARY 28

DO NOW TODAY’S SCHEDULE

On a piece of paper to be . DO NOW assignment.
submitted...
. Discussion/Review of DO
1. Please identify 3 Ancient NOW assignment.
Roman Emperors that we
have learned about so far. - Republic/Empire Venn
diagram (as a class)
. For each emperor, describe
the impact his actions had . Use material on U.S.
on the Roman Empire. government to compare to
Rome.

TODAY'S OBJECTIVE
COMPARE and CONTRAST the governments of the Roman Republic,
the Roman Empire, and the modern United States.

THE SOLUTION
ou can get students on task the moment they enter the classroom. Post an agenda that lets students know
the sequence of events for the day. It tells students what will happen, at what time it will happen, and why
it will happen.

This procedure eliminates these problems:

1. Students wandering around the classroom because there is nothing to do

2. Students asking, “What are we doing today?”
3. Students transitioning poorly between activities
 THE AGENDA - 2

THE BACKGROUND
help keep the teacher and students on task, while
facilitating transitions from one activity to the next.
If there is no posted agenda, schedule or program,
students will enter the classroom and wander around
he most important detail for the teacher to
aimlessly until the teacher announces, “The bell has
establish at the start of school is CONSISTENCY.
rung. It is time to sit down and be quiet.” Students
Students do not welcome surprises or embrace
quickly learn that all the teacher wants them to do is
disorganization. Post a daily agenda where everyone
to “sit down and be quiet.” Soon the students will ask,
can see it. Students will know exactly what will be
“What are we doing today?”
happening throughout class—what they are to do, when
they are to do it, and the purpose or focus of the lesson. When creating a daily agenda, you may choose not
to include the start and end times for each subject
In the business world, employees start work without or activity. Otherwise, students will watch the clock
prompting from their supervisors. Employees are able and continually remind you it is time to start the
to start work because they know what to do. next activity. However, there are some instances
An agenda includes the day’s schedule, an opening when posting the times may be helpful. These
assignment, and a lesson objective so students are include special classes or events students must
clear about what they are to learn, when they are attend at specific times, such as library time, school
to learn it, and why they are learning it. Students performances, and general assemblies.
become responsible for starting the class or period
when an agenda is posted.

1. An agenda enables students to be self-starters

who are on task the moment they enter the
classroom
Gd Sere, MEL,
@y ie 55 Journal ip
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their own learning, so they don’t ask, “What are & 4 xMath _ xh _ Meeting ee

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routines and consistency. A daily agenda lists the
day’s subjects and activities in chronological order. “OD Dismissal
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Posting the daily agenda allows the teacher and
Journaling and silent reading are common opening activities
students to refer to it throughout the day. This will
used by teachers to engage the students in learning.
PROCEDURES : FOR THE FIRST DAY OF SCHOOL

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These sample agendas are from different grade levels, but they all have three parts in
common: 1) a schedule for the period or day, 2) an opening assignment for students to ~*
work on as soon as they enter the classroom, and 3) an objective for the day’s lesson.
 THE AGENDA - 2

Modify your agenda with the date, period, class, or

whatever else the students need for understanding
what will be happening during their time with you.

Students can assist and be a part of the agenda

routine. In elementary schools, at the end of the day
the student with the classroom job of “board monitor” Show the students samples of meeting agendas,
wipes the day’s agenda off the board. graduation programs, theater playbills, or anything
that illustrates a sequence of events. Use these
After the students leave, refer to the next day’s lesson samples to explain there will be a similar agenda
plans and post the next day’s agenda. posted in the classroom each day so students know
In a high school classroom, the “white board what to expect.
technician” can replace the agenda on the existing Show the students how to read the agenda. Tell them
white board template. to glance at the schedule first, look at what learning is
going to take place with each objective, and then begin
the opening assignment.

THE PROCEDURE STEPS Tell students that the day’s schedule and lesson
objective will be explained in detail after the opening
assignment is completed. The students’ first activity
ost a daily agenda on the first day of school and
each day in the classroom will always be to complete
each day thereafter. Designate a consistent
the opening assignment.
classroom location for posting the agenda for the
day or class period and post it consistently in the When it is time to explain the agenda, read each
same location each day. Teach students to check the subject area or activity in the order that it will occur
designated location for the agenda the minute they during the day. Highlight any special or unusual
enter the classroom. events so students know to expect something new.

A staff meeting was held for a student who was being expelled because he had
been in trouble all year. The principal turned to the student and asked, “What
could we as teachers have done to make your year here a success? We feel
we have failed because you have failed. What could we have done differently?” : 2 Our.
2, Cimpersena| Se
The student looked at the teachers and said, “If you had all been like Mrs.
Butler, | think | could have made it. : Vocabulary Fevi@uo

3S. Closer
“| know everyone thinks she is strict, but | never got into trouble in her class.
| knew exactly what to do from the minute | entered her room. She always starts LO=4 Understand atareyr and
with a daily quiz. There is a schedule, and she makes it very clear that we are to Col)Sheu ne es :
get right down to business—just like at my part-time job. If all my classes were
organized in the same way, I'd always have known what was expected.”

Yj Wf i ff, Spi ff SSL SSS SS MLL } Aff,Uy

Yi,LS fff
Uhf, iffy /,
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YY YjYf f MYLIST Lf) Uy YY Yy(47.

THE Classroom Management Book 67

PROCEDURES = FOR THE FIRST DAY OF SCHOOL

Agendas Are a Part of Life

Why is an agenda posted in the classroom each
Assemble students at the door to practice entering the day? If students ask this question, explain that
agendas with schedules, opening assignments, and
classroom. Instruct students to begin their start of
objectives play a crucial part in our daily lives—
class routine. In all probability, the routine will say to
whether or not we are conscious of them.
look for the agenda. Regardless, check the agenda and
pay attention to the schedule, objective, and opening Agendas: Meetings have agendas; sporting events
assignment. have agendas.

Emphasize that the agenda will be posted before they

enter the classroom and inform them that it will be
in the same location each day. Remind students that
there is no need to ask, “What are we doing next?”
Students can simply refer to the agenda. Atlanta DL 1684 10:30 PM
Boston MYST BG 472 9:10PM = On Time
Ask students to look at the agenda and then to start Las Vegas — =O} WN 2473 8:35PM Now 9:55PM
on the opening assignment. Check that students are Los Angeles J ~=~—COUWN SoU2365 9:35 PM Now 10:00PM

doing the opening assignment. New York-JFK "JGtGtUG@™ 86 17410:29PM On Time

Ontario SO} WN so350 9:30PM ~—— On Time
Phoenix © =O} OWN 3240 8:55PM Now 9:40PM
Portland SG) WN 1062 9:35 PM Now 10:20PM
Reno/Tahoe =O} WN 906 8:25 PM Begin Boarding
San Diego WN S171 9:25PM Now 10:15PM

Schedules: Airports have estimated flight arrival

Refer to the agenda and lesson objective during the
and departure times displayed on monitors;
period or throughout the day.
television programs are scheduled in regular time
In the first week of school, draw students’ attention to slots; movie theatres list the show times of movies;
the agenda just before signaling a transition from one and doctors have scheduled appointments.
activity to the next. This reinforces that the classroom Opening Assignments: Employees start working
is being run on an agenda, and that there are no the moment they arrive at their workplace; actors
surprises in the classroom—only consistency and start working when the curtain goes up; and every
routines. musician plays when the conductor gives the
downbeat.
Point out that even if the teacher is absent, students
will be able to explain to the substitute teacher what Objective: In a court of law, the purpose of the case
needs to be done. They do this by referring to the day’s being tried is stated at the beginning of the trial; ;
posted agenda. before boarding an airplane the flight’s destination
is always clearly stated.
 THE AGENDA - 2

In tennis, you are allowed two serves for each point. will determine your success or failure for the rest of the
If your first serve is less than perfect, you are allowed school year. Knowing how to structure a successful first
one more serve to make it right. day of school will set the stage for an effective classroom
and a successful school year.
In track and field, if you come out of the starting blocks
before the race begins, a false-start alert is sounded Similarly, how students start the day or class period will
and the runners return to their starting blocks to start determine how effective the remainder of the day will be.
all over again. Knowing how to structure a successful start to each day
of the school year will set the tone for a productive work
In teaching, however, you get only one shot at the first
day—every day.
day of school. What you do on the first day of school

rom the second students walk into the room, they have Shannon has created procedures that allow her
a morning routine to accomplish. They unpack their bags, classroom to run efficiently, free from chaos, and give her
turn in homework, sign up for lunch, turn in Teacher the freedom to produce results.
Mail, sharpen their pencils, and get straight to reading.
This routine is consistent every single day.
“From the moment students walk through the door,
they know | expect results. More importantly, they “Every moment counts,” says Shannon, “so every moment
know what results | want because | have left nothing to is defined by a procedure.”
chance. They have been taught how to work towards my
In addition to having time to produce results for her
expectations,” says Shannon.
students, Shannon has time to host a website at
A typical day could begin with a math bellwork assignment. www.k5chalkbox.com where she shares insights from
Students who finish early can work on a challenge her more than 20 years in the classroom.
problem. There is no wasted time in Shannon's classroom.

THE Classroom Management Book 69

 THE PROCEDURE

A sign of a well-managed classroom is when students enter and start work immediately—without prompting
from the teacher. Posting a daily, opening assignment encourages students to fall into the routine of working,
from the first minute of the school day.

THE SOLUTION
osting an opening assignment for the start of class means students are on task from the first ’
minute they enter the classroom. An opening assignment gets students to work before the bell
has rung.

1. Classroom time maximized

2. Students responsible for starting the learning for the day or class period
3. An atmosphere of learning established for the rest of the school day or class period

70 THE Classroom Management Book

 AN OPENING ASSIGNMENT - 3

THE BACKGROUND
very minute of the school day needs to be used
Welcome Work
effectively. Students are more productive if they . Welcome work is awesome
_ because when | walk in |
have an assignment to work on as soon as they step _ always look on the board and
into the classroom each day. This sets the tone for the know what to do. Whether
class period or the day—the students are there to work it is division, multiplication,
and learn. subtraction, or addition |
always, always know that
An opening assignment is short and manageable for —welcome work is always
students to work on independently—without requiring _ on the board when |
come in the door.
further explanation or assistance. These are some
ideas for opening assignments:

= Completing a project that was started

the day before Welcome Work Is Awesome
m Keyboard drills Jenn Hopper of Pollok, Texas, calls her opening
= Handwriting practice assignment “Welcome Work.” One day the
Welcome Work assignment for the students was to
= A daily math review
tell the teacher what Welcome Work was.
= A daily oral language page
Fourth-grade student, Jessica, says it is awesome
= A journal prompt
because Welcome Work...
= Asilent reading assignment
|. is always posted on the board, and
m A research activity
2. she always knows what to do.
The opening assignment is not busy work. The task Students will recognize and accept consistency
is a review of curriculum material, the application of a when it is part of the classroom culture.
concept, an extension of a previous lesson, or a mind-
engaging activity. Opening assignments are brief and
generally take about five to ten minutes to complete. MM
The opening assignment is posted before the Opening assignments are commonly referred to as
students enter the classroom and is posted in the bellwork, bell work, or Bellwork. Choose a term that
same location every day. Finding the assignment is works best for you and your students.
not a guessing game. Establish consistency by having
the assignment waiting for the students and placing it ® Bellwork = Morning Work
in the same location each day. ® Bell work = Warm Ups
= Bell Activity = DoNow
® Bell Ringer = Opener
= Prime Time = Mind Matters
= Get Going Activity = Sponge Activity
® DOL (Daily Oral = Write Now
Language)

.
PROCEDURES «= FOR THE FIRST DAY OF SCHOOL

Opening assignments are not graded. Grading Classroom time lost is never regained. Imagine
generates anxiety—something you do not want to spending the first five minutes of class taking
create for your students at the start of the day. attendance, collecting homework, answering questions,
and just settling in for the school day. Over the course
of a year in a self-contained classroom, three days of
instructional time are lost—forever.
Apply this same concept to a junior or high school setting
with five periods per day. Over the course of a year, one
month of instructional time is lost—never to be regained.

Every second counts in the school day. Engaging

the students in learning the moment they enter your
classroom maximizes the time you have to teach.

THE PROCEDURE STEPS —

ach day, before the students enter the classroom,
post the opening assignment in the same location.
A daily opening assignment is posted for students to Students will know where to look for it so they can
work on the moment they enter the classroom. begin their day. Teach the procedure for the opening
assignments on the first day of school.

The Most Dramatic Effect on My Teaching

Perhaps the most significant practice with the most dramatic effect on my teaching was the ‘bellwork.’
It impacted my classes in many positive ways. I never had problems with students coming late or coming into
the class in a disruptive manner.

! had the role of Learning Leader at my school and shared how effective my daily procedures had created
consistency in my classroom. Many of the teachers on my science team implemented daily bellwork and some
of the other procedures that I used.

After seventeen years teaching and now four years as Assistant Principal at my current school, I have seen
‘bellwork’ in senior high science classrooms expand into many schools across the system.
 AN OPENING ASSIGNMENT - 3

As students enter the classroom, tell them where they Observe and comment on how students are working
can find their first opening assignment. Have students on their opening assignments. Thank the class each
locate their seats and start to work immediately on the day for following the procedure.
assignment.
If a student is struggling to follow the procedure,
Tell students that the opening assignment is done work individually with the student. Walk the student
independently and that all of the directions needed through the steps of how to begin the opening
to complete the assignment are posted with the assignment procedure. Ask the student the next day
assignment. if your help is needed to follow the procedure or is the
student able to follow the procedure independently.
Once students have had a few minutes to work on their
Keep working with the student until independence is
opening assignment, explain that a new assignment
achieved.
will be posted at the same location each time they
come to class.

Depending on directions, students will either turn in

the completed assignment or keep it at their desks to Bellwork at the End of the Day
review as a class.
When one third of your class departs thirty minutes
before the rest of the class at the end of the day,
how do you capitalize on that lost time?

Elizabeth Janice of Temperance, Michigan, does the

opening assignment at the end of the day, instead of
at the start of the day.
As students work on their first opening assignment,
She says, “Il use bellwork in reverse order. The
praise them for following the procedure correctly. students who stay with me at the end of the day
On the second day of school, as students enter the start on their opening assignment for the next
classroom, remind them beforehand to find the morning. The children who leave early take their
bellwork assignments home to prepare for the next
opening assignment as soon as they are seated and to
day in class.
start work immediately.
“Without this procedure, | would be cheating my
Commend students who are following the correct
students out of thirty minutes of learning time each day.”
procedure, while observing and redirecting other
students if necessary.
TMM
PROCEDURES =: FOR THE FIRST DAY OF SCHOOL

Bellwork Reduces Behavior Problems

As a Behavioral ESE teacher, I try to keep every day as routine as
possible to ensure my students with the stability and predictability
they require.

I begin each day by standing at my classroom door to greet each of

my students. I welcome them into the classroom, and remind them
their “Bellwork” is on their desk. By already having their bellwork on
their desk, it sets the momentum for the day. While my students are
busy working on their bellwork, I have the opportunity to conference
with any student who is having difficulties at home or with school.
I have found keeping my students engaged on a defined task, from
the time they enter the classroom, reduces behavior problems and
overall produces a more productive day.

Blake Germaine = Sebring, Florida

#
 AN OPENING ASSIGNMENT - 3

he students in Richard Dubé’s class begin each class period with 2. WnUTe PoZZLs oe Be Day
three. activities. ; In less than
;
ten minutes his students have worked
: :
MTT ISTHE FUNCTION
OF THE CREATIVE PERSON HEART IKATE Ac RON TW
on literacy, reviewed curriculum content, and revved up their brains Bdpearcusaeda mele aoiends) KNOWN LONER AGAINST
for the day. The activities are completed in this order: ae ee TRANEL AMULET SANDY
*CLAMING ENTHUSINGM BACKED APATHY HIRED FILLY
1. Quote diePE CLOSET FACTORY MAGENTA,
Upon arrival, students turn to an open spot in their notebooks (left-hand ee eee aa Wurer Db Tus ABOVE2
. . . Vegi fon AEST)

page for student-created material) and write about the daily quote posted ne Oradea rani
4 - . — DALE CALNEGIE WORDS Ne I ;

on the board. These requirements for completing these tasks are taught
in the few weeks of school, until they become routines for the students.
Measurement Warm Up
Must be three to five complete sentences 3/23
Cannot be IDK (I don’t know) or IDU (I don’t understand)
statements . What is the base SI unit for distance?

Can be, “I think this quote means that...” ee We bese oi Wor ieee?
. What is the base SI unit for density?
Can be, “I agree with this quote because...”
. Density refers to the relationship
Can be, “I disagree with this quote because...” between an object’s and
Can be, “Il am uncertain regarding this quote because...” its
Can be, “I think this is a metaphor for...” . Fresh water has a density of
Can be, “I am not sure | understand but | think it means that...” gram
|cubic centimeter.
Can be, “I think this relates to this class because...”

2. Warm-Up Exercise
After finishing the quote response, students move to the Warm-Up exercise showing on the screen.

Answers are checked as part of class discussion and students self-correct their answers. Students keep the Warm-Up
exercises in their binders, filed in the appropriate section.

3. Two-Minute Puzzle of the Day

The final activity in the opening assignment sequence is a two-minute puzzle. These are logic, word, number, or visual
puzzles. The solution is given as part of class discussion. Students keep the puzzle filed in their binders.

While completing the Bellringer tasks, student voices are

quiet, “inside voices” with a respectful tone. Blas ] 13)
; Care

THE Classroom Management Book 15

 THE PROCEDURE

Taking Attendance
Students of any age can be responsible for completing a task, provided the task is taught to them. Teaching
students the task of counting themselves present for learning gives you time to greet students at the door
without reducing instructional time.

/ \Mn pos tae

( JraveS

THE SOLUTION
nstructional time is not used for any administrative tasks at the start of the day. Taking attendance, lunch
count, and checking homework can be accomplished as the students prepare for learning. Non-verbal
methods are more efficient than the traditional roll call and allow learning to begin without delay.
This procedure resolves issues and promotes these opportunities:
1. Streamlines the process of taking the attendance and other opening tasks
2. Allows the teacher to maximize learning time
3. Cultivates responsibility in students
 TAKING ATTENDANCE - 4

THE BACKGROUND
he typical scenario of a classroom, where the
teacher calls out each student’s name and waits
for a response, is a familiar one—and a misuse
of instructional time. The school day is a busy one,
with a myriad of routine administrative tasks. When
teachers streamline the administrative tasks, they can
focus on the most important goal—teaching. Reach
that goal by establishing a procedure to give students
the responsibility of being a part of taking their own
attendance.

The methods to take attendance are many. Often,

other information is gathered as part of the attendance
procedure. The goal of this procedure is to streamline
all administrative tasks so no instructional time is
used. Modify it to fit your classroom situation, so you
and your students can benefit from a task that takes
care of itself in a short amount of time.

THE PROCEDURE STEPS

school of
Lunch iam

his is the procedure Sarah Jondahl uses in her

classroom to take attendance and to get a lunch
count. Young students thrive when given an
important responsibility.
To help students learn to take their own attendance
and lunch count, make a name card for each student. On the first day of school, take attendance and
Write the child’s name on a card with VELCRO” lunch count in the traditional way and teach the new
attached to the back. Mount the VELCRO®-backed procedure, so students can assume this responsibility
name cards on a fabric-covered bulletin board, or on the next time they enter the classroom.
the students’ cubbies.
Include in the classroom job roster the task of
Prepare two baskets, one labeled Home Lunch, and the reposting the VELCRO® name cards to the board at the
second labeled School Lunch—or any variation that fits end of the day.
your situation.
Once students learn this procedure, the teacher’s time
Place the baskets on a counter, desk, or bookshelf. is clear to greet the children in the morning, answer
These baskets will stay in this location each day of the questions, check for notes from home, complete the
school year. attendance count, and so on.

THE Classroom Management Book TE

PROCEDURES =: FOR THE FIRST DAY OF SCHOOL

Check-In Station
Provide each student with a pattern, such as a
sport’s ball, animal, fruit, or star. Allow the students
1. After taking attendance and lunch counts in the to personalize the pattern. Laminate the pattern,
traditional way, tell the class this is the last time punch a hole in the top, and hang it on a bulletin
you will be doing that job. From now on, it will board with a push pin.
be their responsibility. Explain the importance of
accurate daily attendance and lunch counts. Divide the bulletin board into sections for lunch
options. As part of the opening routine, when the
2. Point out the location where all the students’ students enter the classroom, they are to take their
name cards are posted. Show how the name cards pattern and move it to the proper section. Ata
can easily be removed by pulling on the VELCRO® glance, you can take the attendance and complete a
backs. quick lunch count.

3. Show students where the two lunch baskets are

kept in the classroom. UE
4. Tell the class that this procedure is their first
responsibility when they enter the classroom in the
morning. Upon entering the classroom, they must
=™ remove their name card;
m™ place their name card in the correct
lunch basket; Select a few students to demonstrate this procedure.
= goto their desks; and Line them up outside the classroom door and have
them walk in as if they are just arriving to class. Ask
= start the opening assignment.
them to find their appropriate name cards, remove
5. Explain that once everyone is seated, the students them, and place them in the correct lunch basket.
whose name cards are left on the VELCRO® board
Remind them, as they continue on to their seats, that
will be marked absent for the day. Then show
they are to begin their opening assignment.
how the lunch count will be taken by counting the
number of cards in the School Lunch basket. Once they are seated, demonstrate how you will take
roll and lunch counts for the day.
6. Tell students they are to handle only their own
cards and not their friend’s card. Explain that it Compliment students who do this procedure correctly
is OK to remind friends if they forget to check in by telling them what they did to follow the procedure
when entering the classroom. But, friends must be as instructed.
responsible for moving their own name card to the .

appropriate basket. Rotate the practice group of students until everyone

has had a chance to remove their name card from the
7. Assign a student the task of reposting the board and place it in the appropriate basket.
VELCRO*® name cards to the board at the end of
the day.
 TAKING ATTENDANCE - 4

When desks are assigned to students and there

Remind students at the end of the school day what the is consistency in who occupies that seat, taking
procedure is for entering the classroom each morning. attendance can be done at a glance.

The next morning, as you greet students entering An empty seat equates to aname. Three empty
the classroom, remind groups of students about their seats says that three students are absent—the
name cards. three students who sit in those seats consistently
each day.
Do not threaten punishment or give a consequence for
A laminated seating chart for each group of students
forgetting this procedure. If you see a name card still
makes the attendance taking task easy as marks are
posted and see the student is in class, quietly walk up
made on the chart and can be later transferred to a
to the student and say, “What’s the procedure for taking
permanent record keeping system.
attendance and lunch count?” Watch as the student
goes up and moves the name card to the appropriate
basket. As the rest of the class works on their opening
assignment, affirm with a silent thumbs-up or a wink of
the eye that the task was completed correctly.

Christopher Gagliardi teaches mathematics at Brockton

High School in Massachusetts. Each class period begins
in the same way, every day:

|. There is an opening assignment posted on

the screen.
2. Students put their homework in the upper right
corner of their desk.
3. Chris walks around the room and checks off the
homework, simultaneously taking attendance and
making a connecting comment to each student.

Chris has accomplished three tasks all in a few minutes at

the beginning of class. While students are at work, he has
taken attendance, checked for homework, and connected
personally with each student.

THE Classroom Management Book 79

PROCEDURES ! FOR THE FIRST DAY OF SCHOOL

Carolyn Twohill, a former principal at Hendricks Elementary School in Tucson, Arizona, started a procedure where
students put their lunches in a class basket when they come to school. Peter Wells, the next principal, carried on
the culture of consistency that had been built.

ESE
a
I
LT

Two students from each class are assigned on a weekly The students go to the class basket and take out their
basis to be lunch monitors. Just before lunch time, these lunch. There is a teacher watching the procedure,
two students take the basket to a designated location in which takes but a few minutes.
the hallway. Their baskets join others in the hallway.
At the end of lunch time, lunch boxes are returned
When the bell rings for lunch, there is no mad scramble to the class basket, and the class monitors return the
in class to find and fight for “My Lunch.” basket to the classroom.

Mrs. Young

SSUES SERN RSS SI LEY

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80 THE Classroom Management Book

 TAKING ATTENDANCE - 4

ecky has an Attendance Board with the name of each

student on a musical note. As students enter the
classroom, they go directly to the Attendance Board
and remove their name (and only their name) and place
it in the appropriate envelope next to the board. From Absent
there, they get their instruments and music out of their
lockers and get ready for rehearsal to begin.
Nee RU cS pO Ne

Pranyous

I’m Here — Now What Do | Do?

Read the board in the hall
BEFORE you come into the Band Room
Take down YOUR name
and put it in the appropriate folder
C
Creu SN

) Check the board

for the order for the day
Be ready das - |
to start rehearsal at 7:50 ,

Once the bell rings indicating it’s time for class to begin, Names are then placed in envelopes marked absent,
Becky quickly goes over any announcements and begins forgot, or tardy, and the envelopes are placed on
warm ups while her Senior Drum Major takes down any Becky’s desk.
names that are still on the Attendance Board. The student
A student returns all musical notes to the Attendance
scans the room to see if those students are indeed absent,
Board at the end of the day.
forgot to take their name down, or arrived late.

THE Classroom Management Book 8

 THE PROCEDURE
Dismissing the Class
Implementing a two-minute dismissal procedure ensures the classroom is clean, orderly, and ready for the next
group of students. The procedure also prevents students from disregarding the teacher and rushing out the
door the moment the bell rings. A dismissal procedure sends students out of class in a positive state of mind.

STOP! LOOK!
*

A11111111117111111144

check these items:

11s my desk clean ?
12 Is my desk area clean ?
3. Do I have my homework?

THE SOLUTION
he bell does not dismiss the class. The teacher dismisses the class. When a procedure is in place for °
dismissing the class, learning time is maximized, the classroom is in order, and students exit the classroom
with a teacher-led cue.

This procedure solves these issues:

1. Learning time lost while students wait to exit

2. Students gathering at the exit waiting for dismissal
3. The classroom left in disarray
 DISMISSING THE CLASS - 5

~THEBACKGROUND SCENARIO 3

The end of the day is near. The teacher just keeps on

teaching until the bell rings, trying to eke out every
second of learning for the students.
n secondary classrooms, more than 100 students
come in and out daily, and they all use the same When the bell rings, the students scurry to pack up
materials. Activity areas, classroom supplies, and and exit quickly to catch their ride for the journey
furniture must be kept orderly. Allowing a minute or home. The classroom is a sea of scattered chairs—
two of clean-up time at the end of class, followed by a some on desks, others on the floor, crumbled paper
simple dismissal procedure, leaves the classroom in on the floor, and books that should have gone home
order for the next group of students. for study left on desks. Back at the teacher’s desk is
a reminder for students that should have gone home
In elementary classrooms, leaving the room in with them. The students exited the classroom without
disarray will set a precedent that someone else will the reminder and without the books needed for
be responsible for cleaning up after them. Bringing homework. The teacher is left to ready the class for the
closure to the end of the day and preparing for a new next morning.

"THE PROCEDURE STEPS

day are all a part of a dismissal procedure.
Without a dismissal procedure the following scenarios
can occur.
SCENARIO 1

Everyone is working away, time slips by, and suddenly ntroduce this procedure on the first day of school, so
the bell rings. Students start scrambling. The teacher students will follow the procedure upon exiting at the
is caught off guard. end of class.
Before the teacher has a chance to say anything, one
student is out the door and others follow. The teacher wn oe Day Poneae jures
weakly dismisses the rest of the class. They grab their
things and exit in a hurry, leaving the teacher with a for leacher i Stack Chairs

big mess and only a few minutes to prepare for the r awa textbook ~- O_ at back of FOOn j

next group of students. t kin

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The teacher has completed instruction, students have

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And correct books ato line Up
cleaned up, but there is still a minute or two left in class.
eae at desk ‘ read “theju Ue S

Although students know they are to be seated, one or G Jeacher. will

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two stand up. Then, they start inching slowly toward ff De Gee Dac
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the door. If they are not stopped at this point, they will
eventually huddle around the door, poke each other,
and creep into the hallway. A mad dash ensues at the
sound of the bell.
PROCEDURES ! FOR THE FIRST DAY OF SCHOOL

Introduce students to your dismissal procedure. Tell students that they are going to rehearse the final
A simple dismissal procedure could be like this: two minutes of the class period. This is the time to
prepare for dismissal. Display the steps for students
1. Make sure your area is neat.
to see as they prepare for dismissal. Go through each
2. Stay seated until there is a signal to exit. step, one at a time, and have the students do it before
3. Push in your chair as you leave. moving on the next step. As students go through each
step, check for understanding and correct if needed.
Tell the students what the procedure will be at the end
of class. = Desk is neat and orderly.
We have procedures in this classroom. Most = Work areas are clean and free of loose papers
teachers in this school have procedures. Teachers and litter.
may have the same procedures for getting = Homework is noted.
something done, but we may do them a little ® Books and belongings are gathered at your seat
differently. ready for removal from the classroom.
There is our class’s dismissal procedure. The bell = Exit the classroom when I say, “Have a nice day.”
does not dismiss the class. I or whoever is the = Place your chair on top of your desk as you leave.
teacher will dismiss the class.
Announce there are two minutes of time remaining.
Two minutes before the end of the period, I will let Tell students to begin cleaning their desks and follow
you know that it is time to put away your materials, the steps leading up to leaving the classroom.
clean up, and get ready to leave.
Walk around the classroom and make verbal
When the bell rings, please do a final check that observations:
you have all of your personal belongings, your
homework assignment, and any materials you need = This table is clean!
to complete your homework. Please pick up any = This row is free from litter and is ready to go!
garbage or papers near your desk.
= Thank you for remembering to copy your
There will only be a brief delay until I say, ‘Have a homework.
nice day.’ = Whose jacket is this hanging on the hook?
When I say ‘Have a nice day,’ you are dismissed. Correct and instruct as you move around the classroom,
Please take your belongings, put your chair on top of making sure that the classroom is clean, all belongings
your desk, and exit the classroom. are gathered, and the room is ready for the next day
or class.
Thank you.
Rehearse the procedure before the end of the period
or day, so the students can be successful with the
procedure on the first day of school.
 DISMISSING THE CLASS - 5

Once the class is in tip-top shape and students are

at their seats with their belongings, ask students,
“When the bell rings, what do you do?” Walk students
through the dismissal procedure steps. Let them exit
the classroom as if they were being dismissed.

Invite the students back into the classroom and let Remind students that the point of the dismissal
them know how well they carried out the dismissal procedure is to maintain a safe and organized
procedure. Rehearse the procedure, again, if necessary. environment that prevents crowding around the door
while waiting for the end of class. This procedure also
At the end of class, give students the two-minute ensures students will not exit the classroom in a hurry,
notice. Remind them of what they need to do. leaving a mess behind for others to clean up.
When the bell rings, impatient students may still As students are waiting for your verbal cue to dismiss
leave before you have given the signal. Be ready to them, invite them to look around the classroom and
intercede. note how clean and orderly it is. Tell them you would
like to it look like this every day when they leave.
= Gently but firmly stop the students from leaving.
Thank them for following the procedure every day.
= Say, “Please return to your seats and wait for me
to dismiss the class. I want to see you follow the The best results are achieved when the teacher calmly
dismissal procedure perfectly. Thank you.” and consistently follows and reinforces the class
dismissal procedure all year long.
= Stay calm, smile, and be assertive—even when
faced with loud sighs and eye-rolling expressions.
—rrr—“——ti—O—C—O.C—Cr~C—«—S:«=CiCNi‘CNNONAANSYCNCCiCCdsiNC;dsCiétCsi

Daily Closing Message

The Ease of the Path Consider using a Daily Closing Message to bring
closure to the class prior to dismissal. The message
The longer I follow the right path, is a review of what has been done and learned
the easier it becomes. during the class period. See Procedure 24 for the
Daily Closing Message procedure.

MM
PROCEDURES = FOR THE FIRST DAY OF SCHOOL

t Grand Heights Early Childhood Center in Artesia,

New Mexico, it takes only ten minutes for 400
kindergarten students to either be picked up or be
placed on a bus after school.

|. Each classroom teacher buddies up with the neighbor

teacher. Both teachers are responsible for each
other’s classes.

2. Bus students have their bus number written ona

piece of wide masking tape wrapped around one of
their backpack straps.

Bus § 6. Buddy teachers ensure students are lined up in the

lo in appropriate line by checking the number on the

masking tape.

7. As the buses arrive, students are directed to the

appropriate exit gate to board their bus.

This procedure takes the staff working in cooperation

3. When the dismissal bell rings, students move into the
to make it run smoothly, but it is a quick, safe dismissal
classroom from which they will be taken to either the
bringing a calm conclusion to the day.
parent pick-up area or the bus area.
As principal of an elementary school in Sayreville, New
4. Pick-up students are escorted to the gym/cafeteria.
Jersey, Ed Aguiles restructures the first day of school to
5. Bus students are taken to the bus area and forma allow each teacher more time at the beginning of the day
line behind their bus number painted on the ground. to present and teach their classroom management plan.

86 THE Classroom Management Book

 DISMISSING THE CLASS - 5

Then at the end of the day, the students are dismissed 10. As bus numbers are called out in the cafeteria, the
thirty minutes early, and they gather in the gymnasium or two teachers assigned to each bus number escort
cafeteria where he and the vice-principal teach, rehearse, their students to the bus pickup area.
and reinforce the school dismissal procedure.
11. Once all dismissal procedures have been completed
|. During the first two days of school, classes are for the day, all student dismissal lists are turned in to
dismissed thirty minutes early so that the schoolwide the front office.
dismissal procedure can be practiced by all students 12. Lists are reviewed to ensure all students are
and faculty. accounted for. If not, administration takes
appropriate action to locate these students.
2. Students are placed into three dismissal categories
and released according to their groups. It takes ten minutes to dismiss 1,000 students and get
= Bus them home safely.

= Parent pick-up (walkers) Tiffany, a fifth-grader in Detroit, Michigan, died on May

= Before and after school care (BASC) 21, 2010. Tiffany was heading home when she boarded
the school bus, took her seat, and then leaned out of
3. Parents or guardians send a note to school on each
the window to wave to a friend. As the bus pulled away,
day they change the dismissal category of their
Tiffany’s head struck a tree, and she died in the arms of
student.
her younger brother.
4. Lists are compiled each day, placing the student in
Tiffany’s death was totally inexcusable. There were
the appropriate dismissal category.
no procedures in place to safely transport the students
5. Bus students receive a bus tag with their name and home. The school, in response to her death, cut down
bus number at the beginning of the school year. ’ the tree. It wasn’t until a year later that schoolwide
procedures were put in place, so students could get
6. Upon daily dismissal, walkers are dismissed first. home safely.
They proceed to the front office, where adults sign
out their children from the office
staff.

7. BASC students walk to the cafeteria

where the three staff members who
run the program check off each
student from their attendance list.

8. Bus students walk to the cafeteria

and stand at their bus line number,
which is posted on the cafeteria wall.
Teachers are assigned to each bus
number to take roll.

9. As buses arrive into their assigned

area in the parking lot, teachers with
walkie-talkies communicate this to
teachers in the cafeteria area.
 1) THE PROCEDURE

Having a designated spot for everything limits clutter and helps to keep the classroom organized. A simple
procedure prevents important correspondence from being misplaced and helps the teacher become more
efficient with paperwork from home.

THE SOLUTION
eep a basket or box labeled “Notes from Home” on your desk. Instruct students to put all notes, forms, and
messages from home in the basket. Incorporate collecting these items along with taking attendance and
lunch count, so it is accomplished in the first few minutes of a day or period.

1. Losing important notes from home

2. Not responding to an urgent note in a timely manner

88 THE Classroom Management Book

 COLLECTING NOTES AND FORMS - 6

_ THE BACKGROUND
5. Tell them that homework, projects, and reports are
not to be placed in this box. The basket is for notes
and forms, not school work.

he key to a neat and organized classroom is having

a designated spot for everything. A box, basket, or
bin labeled “Notes from Home,” reminds students
this is the only area where important correspondence
should be placed. The busy teacher can tell at a glance
if there are key notes from parents that must be read Distribute cards with appropriate words on it for items
immediately. The box is not for school academic that go in the box and those that don’t go in the box.
work. Items such as homework, reports, tests, and For instance, include cards that read, “Book Orders,”
projects are collected separately. “Note from Mom,” “Book Report,” “Homework,” “Field
Trip Form,” etc.

THE PROCEDURE STEPS

reate a box, basket, or bin with a sign that reads,
“Notes from Home,” “All Forms Here,” “Special
Notes,” or whatever you choose it to be. Make a list
of items that go in the basket and attach the list where
students can easily refer to it. You’ll need to choose
the items that belong in the basket.
m Absence excuse = Lunch money
w ; Nore enon Mom [etong Sur
= Permission slip = Written note from
= Fundraiser form a parent or guardian

Ask students to line up as if entering the classroom.

Tell them to put the appropriate cards into the Notes
from Home box. Instruct the students to hold on to
those cards that do not go into the box.

Go through each card in the Notes from Home box

1. Show students the “Notes from Home” box on and ask for confirmation of whether the card does or
your desk. does not belong in the box. Use the same process for
2. Explain that this is where they turn in all the cards students did not place in the box. Does it or
correspondence from home. doesn’t it belong in the box? Explain why the cards fit
or do not fit the criteria.
3. Run through your list of permissible items with the
students, and show them where they can find this Redistribute the cards and go through the process
list if they need to refer to it. again until all cards have been sorted correctly.
4, Instruct students to place items in the Notes from
The day before a form is due, remind students that all
Home box the first time they enter the classroom.
correspondence from home should go into the Notes from
Home basket as they enter the classroom the next day.
PROCEDURES ! FOR STUDENTS

The next day, remind students as you greet them at the

door to place the form in the box.

Margarita Navarro of Boca Raton, Florida, teaches

art classes where the students sit at tables of
four. She has student helpers collect all work. The
student helper is the one sitting at the north corner
of each table. After collecting the work at the table,
The first time a student has a note from a parent and
the helper walks it to a collection box.
places it in the basket, thank the student for following
the correct procedure. Using this system, Margarita has cut the number
of students roaming around the classroom. She
Share with the students that you just received a note
has also observed that it takes less time to collect
from home and explain how easy it is for you to spot
papers. The student helpers feel important as part
the an
note in the basket.
es Explain how it allows you to of the plan to streamline processes in the classroom,
Shy ade respond to their Parents concerns: SIE this giving Margarita more time to teach and the students
reinforcement as many times as needed to establish more time to be engaged in their projects.
the procedure as a routine.

isit Eryka’s classroom,

and you will see how
organized she is. The
organization spills over
to her students as they
organize themselves each
day for learning.

90 THE Classroom Management Book

 COLLECTING NOTES AND FORMS - 6
eeeeee eee eee

Jessica Dillard of
Valdosta, Georgia, has her
own system to organize
classroom and student
materials. To prevent
clutter during class time,
Jessica places cloth bags
over the back of each
chair for the students
to place their books and
materials.

She has her classroom

materials organized, so
she can find them, and
the students can find
them, too.

Sarina Fornabaio teaches science

in Brooklyn, New York. After a
challenging start in her first
months of teaching, she installed a
management system that included
organizing her classroom. She says
teaching is now so much fun for her
students and for herself!

Keep your desk free of clutter by storing Once everything is organized, devoting
papers in files to be acted upon later. Label just ten minutes at the end of each day
four files: is to putting things away will keep it that
(Grade Distribute way the rest of the school year.

2. Distribute At the end of the school year, look at

3. Copy the boxes, the files, and the containers
ee that you did not touch during the
4. File ss
year. Ask yourself, “What’s the worst
During the day, place papers in the proper: possible thing that would happen if |
file so that at the end of the day, you won't don’t have this?” If you can live with
have a pile of papers to fumble through as the results, toss it. Bring closure to the
you look for what you need. Your desktop school year, and toss the clutter as you
stays free of papers. start to collect for the next school year.

THE Classroom Management Book 9I

 THE PROCEDURE

Late students know what to do to report their tardiness and where to look for the daily schedule and opening
assignment to get into the flow of the day—without asking for your help. You and the class will continue on task
with the daily schedule and without distraction.

THE SOLUTION
hen a student arrives late to school, it is disruptive to the entire class. Witha :
procedure in place, students know to quietly enter the classroom and get on task
without distracting others.

1. Atardy student disrupting class

2. Documenting the number of “tardies” for each student
3. Getting the tardy student on task

92 THE Classroom Management Book

 CLASSROOM TARDINESS - 7

Eat & : Ge = i ai a a = te
filed and brought out for parent-teacher discussions
if necessary.
De Nira aes AG Be ai “a a ; 5 ’

tudents are easily distracted and will often look up

from their work when the classroom door opens.
When a student is tardy, there is no need to stop
- THE PROCEDURE STEPS
the flow of the lesson, brief the student about the class stablish a place for students to put tardy slips when
work, and try to get everyone back on task. they enter the classroom. Put the box, folder, or
basket near the door, so students can deposit the
With a consistent morning schedule and a posted
slip before taking their seats.
bellwork assignment, tardy students can easily get
into the flow of the day without disturbing others.
In Chelonnda Seroyer’s high school classroom, if
students are tardy to class, they must place their excuse
in the tardy slip basket on her desk, have a seat, and
immediately begin working on the opening assignment
for the day. 1. Tell the students the school’s policy for when they
Class is never stopped for a student who is tardy. arrive late. If they are expected to report to the
This eliminates any discussion about why they are late, office first, or come directly to your class, let them
where they were, who made them late, or why it wasn’t know this.
“really” their fault. Her students know that if they 2. Tell students that when they are tardy, they should
were in another teacher’s classroom, they must bring enter the class quietly.
Chelonnda a slip from that teacher.
3. Ifthe student has a tardy slip from the office,
Many schools mandate that teachers track and designate a place for students to put the slip of
document how often a student is tardy. Excessive paper. There is no need for the student to wave it
tardiness affects a student negatively and needs to be to get your attention or otherwise disrupt the class.
discussed with parents. Because schools have varying
tardy policies, it is important to 4. Instruct the tardy students to go directly to their
tables or desks, check the agenda posted in the
= find out the school’s definition of tardiness, classroom, and get to work.
= share the school’s policy with students, and
® share the school’s policy with students’ families.
For instance, if the student enters the classroom eight
minutes after the bell rings—instead of going to the
office—is the student considered tardy? How should
the teacher mark the student’s attendance? How long Model the correct procedure for what students should
after the start of class is the student considered tardy? do when they are late. Ask a few students to pretend
Many schools have the tardy student check in at the they are late, and then show the class the correct
office first. The student then brings a tardy slip to procedure. Acknowledge and affirm students for
class. This tardy slip lets the teacher know that the doing the correct procedure and rehearse it with more
attendance has been changed in the office. It also students as necessary.
provides the teacher with documentation that can be
PROCEDURES =: FOR STUDENTS

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Remind students that they should not disrupt the

class when they are late—you may be in the middle of
teaching, or their classmates will be busy working. It
is important that they quickly and quietly submit their
tardy slip, go to their seat, and start working.

Acknowledge students with a positive non-verbal

gesture when they follow the procedure during the
school year.

The teacher keeps on teaching, and the class

stays on task when a tardy student arrives.

Little Wasted Time Wanda Bradford, a principal in Bakersfield, California,

has helped her teachers establish this consistency
Think about your school. with a poem. She reports, “We start each day with a
, structured opening. Each teacher has a daily opening,
Imagine... o
and the students start the day on task.
The students walk into a class,
sit down, and immediately get to work. Eaciiday Deeiie Wiese
when students come fo class.
No one tells them what to do; And without a lot of chatting,
they know where to find the assignment. they start the day on task.

They go to their next class, With assignments clearly posted

sit down, and get to work. students need not be told,
to quiet down and get to work
On to the next class. while the teacher takes the roll.
The next class. And the next.
- If dailyroutines are followed
When this becomes the prevailing culture of the e e
less wasted time is spent.
school, grade level after grade level, year after year, Classe en corny .
students know what to do no matter the time they ; v
: with great class management.
enter the classroom. Consistency allows you to keep
teaching, and the student becomes responsible for Research has been proven
catching up with the instruction. But, that’s easy achievement gains will rise,
because the student knows where to look for the when effective teachers start the day
information needed to quickly get on task. with time that’s maximized.
 CLASSROOM TARDINESS - 7

Schoolwide Tardy Policy and Procedure The supervisory teacher writes a tardy pass for the
student. Upon receiving a third tardy in a single
Implementing a schoolwide procedure—a culture of quarter, the student will be notified of the following
consistency—for tardiness, makes it easy for all staff consequences:
members to consistently enforce the policy. Students
= The fourth and fifth tardies will result in an hour
understand that a schoolwide policy means all teachers
of detention per tardy.
will treat tardiness in the same way.
= The sixth and seventh tardies will result in a
Many times, a school tardy procedure is simply a set of two-hour detention per tardy.
guidelines listed in the student handbook. Enforcement
of the policy is left up to individual teachers. This = After the seventh tardy, the student will be
produces inconsistent results. issued an office referral.

A schoolwide policy for treating tardiness reinforces a Students must serve detentions by the end of the next
available detention date. Students who fail to serve
sense of fairness among students, but all teachers must
detention in a timely manner will be referred to a school
follow it consistently.
administrator.
The schoolwide tardy policy at a large suburban high
Teachers are not permitted to excuse a student to
school in the Midwest begins with a “one-minute bell”
another class. The student will be considered tardy
and gives the students a warning.
regardless of the excuse given. This ensures all
On the last tone of the “start class bell,” students must teachers’ instructional time is respected.
have crossed the plane of the classroom door. If they
Students will be recorded as absent if they arrive
have not done so, they are tardy, and they must get a
ten minutes or later after the “start class bell” has rung.
pass at one of the designated tardy table stations. Tardy
students who do not have a tardy pass are not admitted Staff members must work together for a schoolwide
to class. procedure to work. When staff members are consistent
and supportive of each other, students become much
At the tardy table stations, teachers on supervision
more receptive to procedures.
duty write passes for students. They record tardy data
using a spreadsheet on a laptop. This information is The procedure for recording and giving consequences
immediately uploaded into the school’s attendance- for tardiness is well-defined. There is no ambiguity
tracking system. This allows the teacher to see how about the procedure and no reason for a student to
many tardies the student has accumulated. debate with the teacher about the procedure.

Only one person enters data, but anyone who views it With a schoolwide policy in place, students make the
can see how many tardies a student has for the purpose extra effort to be on time for class, and classroom
of writing passes. instructional time is not spent on administrative tasks.
 THE PROCEDURE

Absent Folder
An Absent Folder provides students with a consistent system for getting back on track with learning.
Students will know what work was missed, where it can be found, where it has to go once completed,
and when it has to be returned.

THE SOLUTION
n Absent Folder is used to collect, in one place, all the work a student misses while absent. The student
. ° .)
knows where to go to get the work they missed while they were away from the classroom. Another alternative
is to provide absent students access to missed work through the Internet.
This procedure resolves these problems:

Collecting assignments for absent students

Finding missed work from absent students
Separating missed work from new work
NST
ey
yoy Returning missed work from absent students
 ABSENT FOLDER - 8

with the classroom number, your name, and the words

THE BACKGROUND “Absent Folder.” Use these special folders to store

assignments for absent students.

oing back to a previous day to locate an absent

student’s work is not an effective use of your time.
An Absent Folder procedure assigns the absent
student’s seat partner the responsibility of collecting
an extra copy of all work passed out and placing it in
the Absent Folder. When the absent student returns, Explain to students that when their seat partner
there will be no confusion as to where the student can is absent, the partner who is present retrieves
locate the missed assignments. an Absent Folder from the basket and places it
Students can also use the Internet for daily access to on their partner’s desk. Throughout the day, as
missed work. They can access the assignments any assignments are handed out, it is the partner’s
time and any place. Listing the assignments in one responsibility to collect an extra copy and put it
place saves the time involved with repeating the same inside the Absent Folder. The Absent Folder will
directions for multiple absences. contain a copy of every piece of work that was
handed out on the days the student was absent.

Ask students to keep the papers in the folder in

order, laying each assignment under the last page
in the folder.

Tell students that the Absent Folder must stay

on their partner’s desk until the partner returns
to school or a family member picks it up. When
students return to school, they know they will find
all missed work in a special folder on their desks.

Tell students that only missed work belongs in

the folder. Any new work on the day the student
returns to class does not go in the folder. The
folder is only for work handed out when they are
absent. This keeps new work separate from
missed work.
Posting assignments on the Internet gives
students access to the work any time. on Assign a due date for all missed work inside the
Absent Folder. When all of the work is completed,
ask students to return it to you in the same Absent

THE PROCEDURE STEPS Folder. You will know that anything inside the
folder is work from a previous day, apart from
current work that the rest of the class turns in.
ecause a student’s absence is unpredictable, it’s
important to establish a procedure for handling
missed assignments from Day One. Keep a basket
in the front of the classroom with a few special,
brightly-colored pocket folders. Label the folders

THE Classroom Management Book 97

PROCEDURES ! FOR STUDENTS

Students will need to role-play this procedure. Pick

We all meiyjidigeeeer eeplore & what to one pair to take turns playing the absent student and
do to der eae ten the responsible partner. Ask the absent student to
stand in the doorway, so he can see what’s going on
in class. Tell the class, “Let’s pretend Jason is absent
today. What should his seat partner, Jerome, do?”
Wait for the class to reply.
Wait for Jerome to go to the front of the class to pick
out an Absent Folder and place it on Jason’s desk.
Announce, “I’m handing out some homework now,”
and pass worksheets across the row. Everyone in class
Procedures when you are absent should be paying attention as Jerome takes two copies
—one for himself, and an extra one for his absent
e When you return from being absent, buddy. Remind the class that the extra copy should be
you will find a folder on your desk with placed in the Absent Folder immediately—so there’s
all of your make up work. no chance of it getting lost. If Jerome stumbles with
the procedure, have his classmates prompt him on the
e You will have the number of days you correct procedure.
were absent to make up your work.
Have Jason step into class. Announce to the class,
“Jason’s returned to school today,” and ask him,
e Return your work in the absent folder. “Where do you go to find copies of the work you
missed while you were absent?”

Everyone should see how easy it is for Jason to walk

confidently to his desk, pick up the Absent Folder, and
say, “All the work I missed is in here.”

Ask Jason, “What do you need to do with it?”

Jason should respond, “Do the work, put it back in this

folder, and return it to you in three days.”

After a successful rehearsal, have Jason and Jerome

switch roles so that the class gets to see the correct
procedure played out again. Or choose another pair to
role-play the procedure.
Depending on your grade level, you may have to
repeat this process several times before students feel
confident about what to do.
How students retrieve the work missed during an
absence is part of your classroom management plan.
 ABSENT FOLDER - 8

Tell students that this is a buddy system. Seat partners

Create a web page to post the work and
look out for each other by ensuring that all work
assignments of your class or classes. Wiki is an
missed during an absence is neatly gathered in the
easy web tool to use to create your web page.
Absent Folder.
Your class web page allows students who are absent
In the first month of school, every time a student to obtain make-up work before they even return to
is absent, gently remind the class of the correct class. It also allows students in class to check that
procedure for using the Absent Folder. they have completed all assignments.

The procedure helps build class camaraderie because A class web page shows parents what students are
students appreciate having a buddy system they can learning in class. Updates can be made daily to
rely on. reflect the work that was done in class. Updates can
also be made at the beginning of each week to show
what students will be working on in the week ahead.

Accommodation needs to be made for students

without Internet access at home. Displaying the
web page on aclass computer gives students
access to the information. They may choose to
copy the information in their notebooks or do a print
screen. These students are still responsible for
locating their missed assignments.

Remind students that it is their responsibility to

check the class web page and complete all missed
assignments within the allotted time.

Names are written with water-based markers on folders with

make-up work. Absent students check the basket upon return to
class. The folder is returned to the teacher with the completed
YM Vf; Wy YY SH

make-up work inside.

THE Classroom Management Book 99

 THE PROCEDURE

Maintaining an organized folder or binder makes it quick and easy for students to locate homework and refer
to assignment responsibilities. Students who are organized use time wisely from the moment they enter the
classroom and at home.

Addition Worksher

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THE SOLUTION
“Homework” or “Home-Learning Folder” and “Weekly Assignment Sheet” will help keep students,
organized. They are effective communication tools between school and home, keeping parents in the loop
on a daily basis as to what students are learning.

1. Teaches students how to be organized with their homework

2. Eliminates time wasted searching for homework papers
3. Keeps the home informed on school assignments

100 THE Classroom Management Book

 ORGANIZING HOMEWORK - 9

THE BACKGROUND
eachers use an assortment of materials to help
organize their students—folders, spiral notebooks, 1. Ask students to put their Home-Learning Folder
binders, portfolios, calendars, and electronic on their desks and open it, so the two pockets are
devices. The organizational tool can hold anything showing.
from class and school policies and procedures
to discipline rules, school and class handouts, Ask students to point to the Out pocket of the
schedules, classroom notes, activities, tests, projects, folder. Tell students to put their homework in the
assignments, and homework. Out pocket of the Home-Learning Folder. This is
work that is done outside of the classroom.
Equip students with tools to become organized
and stay organized. A homework organizer and Ask students to create their Home-Learning
assignment sheet will become indispensable to a Assignments page. Students write one week’s
student’s daily routine. worth of assignments on this page. The listing
consists of the name of the assignment, when it
is due, and a means for marking it as completed.

THE PROCEDSTE
URPSE Allow students time at the end of each lesson,
period, or day to check that all assignments are
written on the page.

rganizing the homework folder will depend on Put the Home-Learning Assignments page in the
the method used. If you are using a folder, use Out pocket of the folder. Tell students all work
two-pocket folders of various colors, one for goes behind the assignments page in the pocket.
each student. Label the cover of the folder with the
When students are ready to do their homework,
student’s name, room number, and “Home-Learning
they open the folder, check the assignments page,
Folder.”
and look for the work to do.
Open the folder and label the two inside pockets with
Ask students to point to the In side of their folders.
pairs of words such as “In” and “Out” or “Done” and
This is where work goes after it is done.
BLO Do.”
As students complete their homework, tell them
The work to be done is put in the right side marked
to place the finished work on the In side and check
“Out,” for work to be done outside of the classroom.
off the task on their Home-Learning Assignments
The completed homework is put in the left side
page.
marked “In,” for work to be turned in the next day.
Tell students to put the folder in their backpack
and when they get home, the homework will be in
the folder.

Remind students to take the Home-Learning

Folder home each day and to bring it back to
school each day.
PROCEDURES : FOR STUDENTS

Check each student’s folder for correct placement

of the worksheet behind the assignments page, as
well as listing of the task and the due date on the
assignments page.

Tell students to take their homework folders out at

home and work on their Out assignments.

As each assignment is completed, place a checkmark

under the Done column on the assignments page and
put the completed work in the In pocket.

Tell students that when all the homework is done, to

put the homework folder in their backpack and place it
by the door, ready to take to school the next day.

An assignments page lets students keep track of work to do and

when it has been done. Some teachers ask adults to initial the
page signifying they have reviewed the work completed at home.

At the end of as many days as necessary, conduct a

homework check. Ask students to put their homework
folders on their desks and open it to the pockets. Walk
around and check that students have their folders and
their work placed properly. Acknowledge students
Ask students to take a single sheet of lined paper
who bring their completed homework back to school in
and label it with “Done,” “Assignments,” and
the In pocket of their folders.
“Due.” Remind students that this paper keeps all
homework assignments in one location for easy On subsequent days, conduct spot checks, as needed,
reference. Together as a class, have students place while saying goodbye to students.
the assignments page in the Out side of their folder.

Write an assignment task and the due date on the

board. Ask students to copy the task and the due
date on their assignments page. Add additional
assignments to the page throughout the day. Each
At the start of each week, host a Trashing Ceremony.
time an assignment is added to the board, ask students
Students who have completed all of the homework
to get out their folders and copy it to their assignments
from the previous week are invited to grandly rip,
paper. tear, crumple, and toss the page into the recycling
The assignments page typically lasts a week before bin. This symbolizes a successful week of learning

being replaced with a fresh sheet. Tell students to and the start of a fresh, new week.
make another sheet if they need more space and add A new assignments page is created to replace the
it to the existing one for the current week. trashed copy. Students put this in their homework
When the first homework worksheet = given) remind folder utpreparation for the assignments of the week.
students to place the paper behind the assignments
page in their folder. YY, OM q@q!qTenV]qMMd

102 THE Classroom Management Book

 ORGANIZING HOMEWORK - 9

Home-Learning for Secondary Students Tweaking the Process

In a secondary classroom, you may opt to have students My Homework Binder procedure has evolved
keep an organized three-ring binder. Prepare a model
over the years. | had to figure out the most
binder to share with the students. Ask each student to
effective way for students to get homework
bring to class a three-ring binder. Provide binders to those
students who are unable to bring one to class. between school and home, as well as to
keep parents updated on daily assignments.

I started by giving my students a two-pocket

folder, but these fell apart quickly. Since
they are smaller than binders, the folders
got lost easily. Assignments were constantly
damaged from being carelessly stuffed into
the folder pockets.

I also tried giving large manila envelopes

to each student. Students would use these
to carry their work to and from home each
day; but students and parents were unable
to find work quickly and easily in these
envelopes.

Now I have a binder with a divider system.

One of these dividers is Homework.
Homework can easily be located, completed,
Students in Oretha Ferguson’s classes keep an and turned in when it is placed behind the
organized binder that includes a tab for Homework. dividerin theipbinders.

Determine how the binder is organized for your class.

For instance, students in an English class may have these
divider pages:

Homework
Daily Grammar Bellwork
Vocabulary
Writing Journal
Notes

No matter the method used to keep track of assignments,

the procedure needs to be taught, rehearsed, and
reinforced to help students keep track of the work to be
done outside of the classroom. Em] 15 ep)
=

This is a Homework Checklist to help

YWIIII|/@q_MMMMMMMMMMMMMaxx&z OF * students establish a consistent routine.
 THE PROCEDURE

Paper Headings
A consistent paper heading helps students remember to include the important details you require for assignment
identification. You will receive far fewer mystery papers and will spend less time identifying the mystery authors.

& first Name Last Name Month Day, Year

Reriod Number Hesiqnme ot

Nate Dec. 2, 2016

eriod 3 Character Study

THE SOLUTION
osting an example of a paper heading for students to follow will result in consistent information on every
paper and reinforces for students the importance of identifying their work. When a paper heading procedure
is in place, students are less likely to omit their names from an assignment.

This procedure resolves these problems:

1. Missing names and other important information on assignments

2. Wasting time trying to identify mystery papers with no identification
 PAPER HEADINGS - 10

THE BACKGROUND
Decide on the placement of the heading on the
student’s paper. Headings are usually at the top left or
right side of the paper. Determine whether you want it
to start in the top margin or on the first line. Whatever
ith the multitude of subjects taught and the placement you choose, the heading needs to be ina
many students that teachers encounter each day, consistent format, with a consistent heading location
a procedure for identifying papers is helpful for for every assignment.
teachers to keep track of student work. A consistent
format can be used on a classwide, grade-level-wide, ..........,...
.
or schoolwide basis. Putting a heading on work
becomes a natural part of any assignment and Make It S-T-A-N-D
eliminates the scribbling of a name and date ina
random location on a piece of paper. Many secondary teachers use S-T-A-N-D as an
acronym for heading a paper:

-THEPROCEDURE STEPS — S - Subject and class period

T - Teacher

A - Assignment
reate a sign showing how to head all papers. Create
N - Name
a sample of what a paper heading should look
like with the requested information in the right D - Date
locations on the paper. Post these samples in the front
of the classroom. Include the information you want
put on each student’s paper:

= Student’s name = Subject

= Student’s number @ Period
= Date = Assignment title

1. Before the very first assignment is given, model the

correct procedure for writing paper headings.
Subject 2. Show students the premade poster at the front of
Date the classroom. Explain that students can refer to it
as a reminder of the correct procedure for writing
paper headings.
3. Point out where each part of the heading goes on
the piece of paper.
4. Have students take out a blank piece of paper to
practice writing the heading.
5. Ask students to write one piece of information at a
time on their papers.

Sarah Jondahl created a poster to remind her

students of the paper heading for all of their work.
PROCEDURES : FOR STUDENTS

6. Walk the room and check that the information has Continue to model this procedure to individuals as
been placed in the correct location on the paper needed and at small-group or whole-group instruction
and that the information is what it should be. settings. Acknowledge students who are following the
7. Announce the next piece of information to write procedure.
as part of the paper heading.
8. After each direction of what to write, check for
—rti‘iOOCOCOCONOCOCOCO:UO;CU;izCUiC‘C(‘SCONC(N(YCNOC
accuracy.
9. Ask students to help and check each other’s Name Check
papers for accuracy. If papers are still being turned in without headings,
10. Continue the process until all parts of the heading simply say “Name Check” in a neutral tone before
are on the paper. the papers are turned in. For a particular student
who consistently leaves a name off the paper
11. Practice writing the heading again, checking for
heading, a quick, verbal “Name Check” serves as a
accuracy each time.
prompt to check that the heading has been done.

Ask students to place a checkmark next to their

names as confirmation during the name check. Or,
look for a visual confirmation from students with a
MLA Paper Heading @) thumb up, pencil up, or hand up, and respond with a
thumb-up to cement the procedure.
Jane Smith

OOS
HOD
poodeO
ef = Mrs. Seroyer MMM
90
= = English 11/12: 34 Period

9 August 2016

oeooee
Oooo With practice, the procedure for writing paper
headings will quickly become a routine. If the
Chelonnda Seroyer’s students use a modified MLA
format to head their papers. She wants students to procedure is forgotten, remind students to refer to the
include their unique number on every paper. poster at the front of the class.

For some students, an example of the proper paper

heading—a paper taped to the desk—aids those who
are slow to catch on to the procedure. With the correct
format in close proximity, it’s easier for students to
mimic this procedure.

When handing out the first class assignment, practice

the correct procedure for writing paper headings.
Walk students through each step of the procedure
again. As the class is doing this, walk around the room
and check for accuracy. If a student is not following
the procedure, stop and gently redirect the student.
 PAPER HEADINGS - 10

District-Wide Consistency
A ssignment The schools of the Flowing Wells Unified School District in Tucson,
HEADING Arizona, have adopted a culture of consistency for the headings students put
on papers. In this K-12 district, the expectation is in place in all classrooms
that a paper heading is used on all papers.

very teacher in the Flowing Wells

schools requires a heading for all papers.
However, the format of the heading is left
up to the individual teacher.

A progressive component list for paper

headings has been agreed upon and is in
place in all of the classrooms throughout the Brie Barber, Third-Grade teacher
school district.

= Kindergarten
Students write their first names and
the first and last names by the end of
the year
= {st-2nd grade
Students write their first and last
names and the date
= 3rd-G6th grade Whitney Weigold, Ashley Robertson,
Second-Grade teacher High school teacher
Students write their full names, date,
and assignment
Oo
= Junior High and High School
ott
Students write their full names, date, t ebro 4 ee
: ; = Vs
assignment, and class/subject SCLEINC e

Many of the teachers customize the paper Cc iy Wie\ a,

. ; De Nie AN 2
headings with a student number. Teachers
assign students a unique class number and Bridget Betterton, Sixth-Grade teacher
then require the number to be part of the
paper heading. Assigning each student a The progressive plan is in place, simply because it makes sense, but
number aids in collecting papers, putting teachers are not required to adhere to it. As long as the teacher is
papers in order to record scores, and calling teaching students to include headings on papers, it is acceptable to
on students to assist in the classroom. customize the heading routine.
 Il THE PROCEDURE

A simple-to-manage system for unfinished class assignments helps students stay on top of their work.
The practice also allows the teacher to keep track of unfinished class assignments.

THE SOLUTION
ime often runs out for some students to complete assignments in class. A File Crate
system or a “Work In Progress” (WIP) folder can be used to manage these unfinished
class assignments.

1. Unfinished assignments being misplaced or lost

2. Time wasted trying to locate unfinished assignments
3. Students not being held accountable for their assignments

108 THE Classroom Management Book

 UNFINISHED CLASS ASSIGNMENTS - II

THE BACKGROUND THE PROCEDURE STEPS

tudents tend to keep unfinished class assignments lace a File Crate at the front of the classroom.
inside their desks. This can quickly result in a Create a hanging file for each student in class.
mess. A central spot, where students can keep and Arrange files in a logical order, so students can
find their unfinished assignments, helps everyone stay quickly and easily locate their files.
organized. You are able to keep track of who needs to
finish assignments, and students have no excuse for
misplacing their work or submitting crumpled papers.
Beth Featherston of Monroe, Louisiana, uses a Work
In Progress Folder. When time is up and students
have not completed an assignment, the work goes in
their WIP folder until the student can return to work 1. Show the class the File Crate and explain that each
on the assignment. student has a personal hanging file. Students are
to keep any unfinished classroom work in their
Students check their personal WIP Folder, kept in files, but should have no more than three pieces of
their desk, every day before leaving. Work in the incomplete assignments inside at any given time.
folder is taken home as homework and returned the
next day to class. 2. Remind students that it is their responsibility
to stay caught up on assignments, and that they
should regularly check their files.

' 3. Tell students that all work in the folder is due

the next school day. If there are more than three
ork assignments in a student’s file, they must use
time at recess to get the work done. Otherwise,
the unfinished work becomes homework due the
next day.

4. Emphasize that everyone in class begins each day

with a clean file folder.

HO ae
Introduce the File Crate system along with the first
class assignment. When it is time to transition to
another activity, tell students to stop working. Ask
who has not completed the assignment.
Ask those students to demonstrate how to use the File
Sarah Jondahl uses a File Crate system for students
Crate system.
to keep their unfinished work. Folders are arranged in
numerical order based on each student’s unique number.

THE Classroom Management Book 109

 =

PROCEDURES ! FOR STUDENTS

Call on students by groups to walk their assignment

up to the File Crate. Instruct students, one at a time,
to locate their individual files. Remind students to be
careful to place their work in the correct file.

Acknowledge students who file their papers in the

correct folder. Assist students who are taking too At the end of each assignment, remind students to put
much time to file the papers. Explain the organization their unfinished work in the File Crate.
of the files in the crate and help the students find Remind students that it is their responsibility to
their folders. complete the work and return it to class the next day.
Tell them to use any available class time during the
school day to work on their assignments.

Check the File Crate at the end of the day for any
papers still in folders.

Remind students of their responsibility to collect the

papers and for completing the work.

Shelly Pilie of St. Rose, Louisiana, gives students a Work In

Progress folder. They are told to keep the folder at their desks.

The students not only put their incomplete assignments in it,

but also keep several tasks in the folder to do if they finish
early and need to wait for the rest of the class.
| % Work In
Students are responsible for gathering their incomplete At Progress
assignments to take home and returning the work completed
the next day.

YY
YL JM MM
LY
Yj YY y,
VLUy

110 THE Classroom Management Book

 UNFINISHED CLASS ASSIGNMENTS - II

| Am So Excited to Go to School Each Morning

I began teaching fresh out of college. I was twenty-one years old, single, and had no clue as to what I was getting
into. | began as a high school teacher, teaching three classes of consumer math and two classes of Algebra II.

! went through a year of TOTAL chaos! I gave serious thought to not returning in the fall. I had no order in my
classroom. | posted classroom rules but did not place much emphasis on them.

The next three years were no better. Last year was awful! Pregnant with my second child, I found myself sick
and put to bed thirty-one weeks into my pregnancy. My students suffered greatly.

When I was able to return part time, |found there was NO organization in my classroom. Needless to say,
when my students completed the semester, | truly believed I was a
failure as a teacher.

I was not looking forward to returning in August... until | heard you speak to our county teachers at a
preschool meeting. I decided to make some major changes in my classroom structure. It wasn’t too difficult to
improve, since I had no structure at all.

I never knew what the one simple thing was that was missing from my classroom—until that teacher
workshop session in August.

I went home that night and started writing. By the time I was finished, everything I expected of my students
was written out and ready to be distributed on the first day of class. I spent the first two days of school doing
nothing but discussing and practicing my policies and procedures. Then, I used the second week of school to
reinforce my classroom procedures.

Iam having a wonderful year! My students follow my policies and procedures without any gripes. The greatest
thing is that my students are really learning this year! They walk in the door and stay on task for ninety
minutes every day. Myfirst block students are even in class before the first bell—they do not wait until the
second bell anymore.

We were ona testing schedule last week, and my students were disappointed that they would not be in class.
Can you believe students being disappointed about missing Algebra II? | am totally sold on procedures and
routines. They work! You saved my career as a teacher.

lam SO excited about going to school each morning and teaching my students!
 12 THE PROCEDURE

Ensuring the physical safety of the students is one of your major responsibilities. Everyone being prepared
is the best defense in the face of adversity.

pelle So) PO Ili a,” a ES reba

THE SOLUTION
eing prepared to manage and direct students in an emergency is critical and saves lives. Having a special
transition activity ready to implement after practice has taken place eases students back into the flowof the
classroom with minimal wasted time.

1. Prepares students and teachers to deal with a crisis

2. Eliminates confusion and panic during an emergency
3. Allows the teacher to resume instruction upon returning to the classroom

4 THE Classroom Management Book

 EMERGENCY PREPAREDNESS - 12

—THEBACKGROUND Keep the binder in an easily accessible location and

make sure the students and any substitute teachers
know where it is kept.

2. Post a school map with the highlighted

ornadoes, earthquakes, fires, bomb threats, and
evacuation route.
intruders are emergencies that could happen at
Posting the map on the classroom door, or near it,
your school—yes—even at your school. These
for quick and easy reference can be a lifesaver for
incidents unexpectedly interrupt the calm and security
students and teachers.
of your classroom environment. When you're prepared
for anything, nothing fazes you or your students.

Students tend to be indifferent or become too excited

when something occurs that is out of the ordinary—like
a fire alarm going off. This excitement or indifference
Class Roster
is likely to manifest itself as panic in a real emergency. Laurie Jay of Saskatoon, Canada, has her class
Students need to know how to respond swiftly and roster attached with Velcro® by the door jamb. The
safely in a crisis. students are taught that the last person leaving the
room is to take the class roster with them. Class
Having a frank discussion with them about the value attendance is taken with this list at the designated
of staying clear-headed and alert will remind them assembly point. Any time there is a drill, this
of the importance of respecting and adhering to procedure is practiced.
emergency procedures.

- THE PROCEDURE STEPS — ee

dae

2/3 aiSaday
hen every moment could be the difference
between life and death, preparation is vital for
the safety of everyone. Students need to be able
to respond to an emergency situation with calm and Beor Guest Teacher
assuredness that they know what to do. Please tokethis sheet
orth You foc ottendance.
1. Prepare an Emergency Evacuation Binder.
Thank you!
2. Post a school map with the highlighted
evacuation route.
3. Prepare a transition activity to help students
return to learning mode after a drill.

1. Prepare an Emergency Evacuation Binder.

Domo IL
Prepare a binder that contains this basic information:

= Emergency procedures
ciel
eae a bE lial
=
®
Map with highlighted evacuation route
Class rosters
fe.
_HoerPNER.
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® Required administrative procedures
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PROCEDURES : FOR THE CLASSROOM

Prepare a transition activity to help students = Students must keep to the right-hand side of
return to learning mode after a drill. hallways and stairs.
Prior to an emergency drill, consider how the class = Students are to stay ina single file.
is to transition back into learning mode. After the
= Students are to keep moving and are not to
excitement and activity of a drill, how can you help
wait for friends in other classes.
students settle down and get back to work quickly?
= Students must remain quiet and listen for
These are some ways to get students to focus back directions from adults.
on learning:
Students need to know this essential information:
= Class Meeting
® Which route to take
Hold a class meeting to discuss the events
that just happened. Point out what went right O If stairwells or hallways are numbered or
and how students can improve. Ask students named, ensure students are familiar with
what they noticed and for reeommendations these designations.
for improvement. O If cardinal directions are used in
instructions, ensure students are
= Journal Activity
orientated and know how to distinguish
Show a writing prompt and ask students to
between north, south, east, and west.
respond in their journals.
= Where to assemble
= Word Wall
O Ifastudent gets separated from the
Keep a list of interesting words for students to
class, the student will know where to
define and use in sentences, provide antonyms
rejoin the class.
and synonyms for, and so on.
Assign one student and a backup for these tasks:
= Resume Lesson
Pick up from where the lesson was disrupted. = Lead the class out of the room in an
emergency.
= Be responsible for switching off the lights,
shutting the door, and taking responsibility
for being the last individual to leave the class.
Teach students to line up in class order at the
assembly area. If you use a class number system,
Discuss the dangers of an actual emergency
then students are already familiar with which
with students. Emphasize the importance of an
students come before and after them. This allows
emergency drill procedure and how it saves lives.
you to walk down the line of students at the
Teach students the evacuation procedure as assembly area and quickly determine whether all
prescribed by your school. Explain the purpose of students are present by calling off numbers instead
each step so that students understand why they are of names.
being asked to do something in a certain way. This
Once attendance is taken and a clear signal is
ensures student cooperation. given, walk students back to class. Upon returning
Use a school map to show students the evacuation to class, immediately launch into the prepared
route. Ensure all students know how they are to transition activity. Resume the day’s lesson once
evacuate. Include these detailed instructions, as the class focus is back on learning.
necessary.
 EMERGENCY PREPAREDNESS - 1!2

7. Tell students that although this is only a practice, occasion as an opportunity for another classwide
in a real emergency situation, they must carry emergency evacuation rehearsal.
out the steps, so they will be safe and their
classmates will be secure. We all know how serious Emphasize to students that although an emergency
emergency preparedness is when a disaster or drill may seem like a waste of time, knowing what to
other dangerous event occurs. You cannot afford do during a crisis can save lives. Also, explain that just
to waste time reviewing directions in a real life- because there is a practice drill, this does not mean the
threatening situation. rest of the period is lost. The transition activity helps
students refocus on learning and allows the teacher
to resume the day’s lesson.
Students cooperate more readily when they
understand the purpose of emergency preparedness is
to save lives.

After explaining the procedure, take class time to walk

students through the procedure:
= Lead students down the correct side of the Bring Confidence and Calm
hallway, stairwell, and exit door.
In the aftermath of the many tragedies schools have
= Show students where they are to meet during experienced the past few years, additional safety
a drill. precautions have been put in place. Some schools
m Have students line up in class order. keep their outside doors barred during school hours;
classroom doors are locked, and the student nearest
= Take attendance. the door asks, “Who is it,” when there is a knock on
=m Walk students back to the classroom. the door.
= Commend students for following the procedure. Others outfit classroom doors with pull-down shades
= Launch immediately into a transition activity. and require students to move in pairs. Some schools
practice a drill each month—fire drills, intruder drills,
bomb drills, tornado drills, and earthquake drills.

By teaching, rehearsing, and reinforcing what to do

in an emergency, you help students stay calm and
remain safe.

Present drill information to students in an age-

Talk to students about what you observed during the appropriate context, so the procedure does not
procedure—what was done well, and what can be done unduly frighten young children. The level to which
better. Repeat the drill until all students understand students can execute the emergency preparedness
what they are to do in an emergency. plan with confidence and calm will ready them for
what to do should a catastrophe strike.
Do a dry-run of the emergency evacuation procedure
at the start of some marked interval—the first day
of the month, quarter, or term. Responding to an UMMM
emergency situation should become a routine for you
and your students.
16 »)
If a new student joins the class, review the emergency Check your emergency preparedness
procedures with the student, and consider using this information against what others do.
PROCEDURES ! FOR THE CLASSROOM

ar too often, the sounds of screams and gunfire ringing campus during school hours would constitute truancy
through hallways and echoing between classrooms has and truancy is not permissible. Reducing truancy is a
become commonplace in schools. Despite countless laudatory goal, but saving lives is paramount. A crisis
hours of media coverage, innumerable expressions of situation is not the time to prioritize school rules.
surprise, anger, and grief by government officials, and
The procedure should be simple:
demands by concerned citizens, students are far from
Run Away from Gunfire.
safe in schools.
In many schools, active shooter drills are conducted
Sadly, in most cases, inadequate procedures, training, and
mid-period. A part of the drill is locking and barricading
drills have left school staff ill-prepared to prevent attacks
classroom doors. Designated personnel check the doors
or protect students. Police will respond when called but
and declare the exercise a success. However, the training
are often only able to intercede after substantial casualties
and conditioning accomplished by this drill is valuable
have already been inflicted. The greatest predictor of
only if an active shooter appears on campus mid-period.
surviving an active shooter attack in school is what staff
It does not take other times or other circumstances into
and students are trained to do before police arrive.
consideration.
At one high school in a progressive, well-funded school
Evidence of this was at a school where the shooter pulled
district, administrators were asked what students had
been instructed to do if a shooter was rampaging on a fire alarm to cause teachers and students to leave
their classrooms so they could be shot in the hallways.
campus. They answered that students should go into
classrooms and lock the doors. Because students and teachers had no other training,
they instinctively tried to run back into their classrooms,
When asked what students should do if the doors are which they could not enter or secure quickly enough, and
all locked and they find themselves in the same area as so became easy targets for the shooter.
the shooter, administrators said students should lie on
the ground and cover their heads with their hands. This The administrators were asked what students should do
would make students fixed targets and is obviously a if they are outside on school grounds and a shooter is
completely inadequate and dangerous procedure. inside, roaming the school buildings. They advised that
students should run toward the classrooms and find a
Administrators were questioned why students would room to lockdown. The administrators admitted that this
not be told to run off campus, away from the shooter, to plan meant students would run toward, rather than away
a safe location. The answer: that to allow students off from, danger and gunfire.

116 THE Classroom Management Book

 EMERGENCY PREPAREDNESS - [2

Ask yourself these tough questions about the procedures

in place at your school in the terrifying event of an active
shooter. The answers could be the difference between
life and death.

Do they prescribe running away, evading, and

escaping as important and viable options? If not,
they should. Moving away from danger is, in most
cases, the most logical and safest action to take.

Do they say to lockdown in places that cannot

realistically be secured against an intruder? Never
consider a place safe that cannot be truly secured.

Do the procedures prepare for actual and different

situations? Simplistic drills dictating a single
response action will cause more chaos and danger,
rather than safety and escape. Routinely consider the options available in any
Surviving an Active Shooter given situation at any given moment.

Learn how and practice locking down the

Report suspicious people or circumstances. Many
classroom with available resources. Stack chairs,
attacks have been stopped by people who trusted
desks, and furniture to barricade; use belts, ties,
their instincts and reported their observations.
and electrical cords to secure; push rulers, erasers,
Follow through to make sure your concerns have
markers, and books into doorjambs to block.
been addressed.
Assume loud, unexpected noises are gunfire—until
Know the escape route options, not just for the
informed otherwise. Take rapid action to evade or
classroom or school but in any public gathering
secure. Don’t waste precious seconds waiting for
space—theaters, shopping centers, supermarkets,
an announcement.
stadiums, places of worship, playgrounds, museums,
convention halls, meeting rooms. Practice the Break a window to escape or open the door that
escape routes, if possible. At the very least visualize says, “Don’t Open Alarm Wi!l Sound.” Flee first and
how you would exit the space. worry about the damage later.

If in danger, do whatever is needed to survive.

Never give up. Continue to resist. Maintain the will
to survive.

Finally, treat everyone with kindness and respect.

More than one active shooter has spared the life
of someone because the person was nice to the
shooter in the past.

The National Violent Intruder Preparedness Solutions

team (www.nationalvips.com) offers assessments,
training, and other services to keep schools safe places
for learning.

THE Classroom Management Book 117

 THE PROCEDURE

Getting Students’ Attention

Teaching students a predetermined signal for coming to attention saves time and prevents yelling, begging,
and pleading at students to get their attention.

TLE S SIRS TESEE LEA IET PAUSE TETTES UAT STI

eee eet

Getting Your Attention

The teacher will say, “Ladies and gentlemen, thank
you for listening,” “Listen up,” or “Are you ready?”
In some cases, teacher will also raise a finger.
When you hear (or see) this signal, please stop what you
are doing and listen for instructions.

The class noise level

must be silent.

THE SOLUTION
consistent method of getting your students’ attention minimizes classroom confusion and brings amelevated
noise level down quickly. The students’ dignity is kept intact because they are not demeaned into coming to
attention. The teacher’s dignity is kept intact because the cue is delivered in a professional, caring manner.
This procedure provides these opportunities:

1. Remaining calm while the class comes to attention

2. Using a consistent signal so anyone can bring the class to attention
3. Wasting little time while the class comes to attention
 GETTING STUDENTS’ ATTENTION - 13

THE BACKGROUND
oo often, getting the class’ attention is a battle of
wills. With your patience wearing thin, you raise Introduce the attention signal. If you are using a
your voice, hoping to drown out your students’ verbal command, explain to students that when they
noise in order to get their attention. hear the teacher announce, “Everyone, please listen
It makes no difference which signal you use to get up,” they must do three things:
your students’ attention; just have a signal and teach 1. Immediately stop what they are doing.
the procedure to follow the signal. It can be as calm
2. Look at the teacher.
and simple as, “May I have your attention, please?”
3. Listen for instruction.
Students respond well to simple verbal commands
such as, “Please listen up,” clapping, ringing chimes, If you are using a non-verbal command, show the
or issuing a visual command such as a raised hand. students what the signal is and ask them to follow the
same three steps.
Teach students the signal to come to attention. Give
the signal with confidence and the expectation of
quiet. Wait for silence. Once the classroom is quiet,
thank students, and then proceed with instruction. Deliver, Then Wait
Depending on your classroom environment, you may
Once I saw my principal quiet an entire
need more than one method for bringing the class to
attention. Whatever the signal, use it exclusively for auditorium of students without a microphone.
achieving this purpose. I was so impressed! The principal told me,
‘When you want to get the students’ attention,
Teach others who work with your students about your stand firmly, and ask for their attention in a
technique and encourage them to use it whenever they
strong, commanding voice—then wait.’
work with your students and require their undivided
attention. That was a revelation for me. It is a simple

_THE PROCEDURE STEPS

thing, but it took twelve years for me to really
get it. | wouldn’t ask for attention firmly
enough, or I wouldn’t wait long enough, so
I would end up talking over them.
elect a signal that you can deliver with confidence Once | chose to deliver the cue with firm
and that students associate as a simple request to conviction, and waited, I got it—and got results
come to attention. This signal will vary according
consistently.
to students’ grade level and subject area. A simple
way to quiet a class and get students’ attention is
to announce, “May I have your attention, please,” or
“Everyone, (boys and girls, class), please listen up.”

17
“Give Me Five,” made famous by Cindy Wong,
is a classic technique used across grade levels.
PROCEDURES : FOR THE CLASSROOM

Mike Reed of New Jersey teaches middle school

and uses sign language to communicate with his
Lead the class in practicing the procedure. Invite them students. Many teachers have discovered that
to turn and talk to their neighbors. At an appropriate the less they speak, the more the class gets done.
time, give the cue with a clear, assured tone, “Everyone, Students sign to the teachers with letters for their
listen up.” Verbally lead the class through the basic needs—“B” for bathroom, “W” for water
steps and ask them to stop what they are doing, get fountain, “H” for help, and “S” for pencil sharpener.
themselves into a position where they can see you, and The teacher responds with a simple nod, or a sign
then listen for your instruction. “Y” for yes or “N” for no.

When students are slow to respond, assist them with LSAT

guidance on how to practice the procedure correctly.

Thank those students who follow the procedure.

Practice again, with some students out of their seats.

Deliver the cue again, but this time, do not lead them
through the steps. Monitor the students and correct
those who need assistance. Wait for the students’
attention. This is the key to the procedure’s success.
Do not speak again until the class is completely silent
and all eyes are on you.
Students flash their needs with a Band anH
If students are taking too long to quiet down, remind

q
to communicate silently in the classroom.
them of the procedure and why it is important for
everyone to follow it.
|
held in the air tells me
Rehearse again until you observe the students properly IS that you have a question
following the procedure.
s held in the air mean
Use the next opportunity—when students are doing
you need to leave your seat
group work—to practice this procedure again.
s held in the air lets me
know that you need my help

i mean you need to

: use the bathroom, get a drink, go to
: your hock orEOStonetnurse

Thank the class for coming to attention so quickly. At

the end of the day, remind them how well they followed The consistency in his classroom and school
this procedure. Let them know this is the procedure prompted his inclusion teacher to comment after his
you will use every day when you want their attention. recent absence that she had never seen a class act
that well in all her twenty-five years as a teacher.

MMM
ttf {/ ,

120 THE Classroom Management Book

 GETTING STUDENTS’ ATTENTION - 13

How do you know when

____| need your attention?
® Iwill ring the bell on my desk once to let you
know to look up at me because | need your
attention.
® If the noise level is inappropriate, | will ring the
bell two times.

<?

When the teacher Beverly Woolery is director of an award-winning alternative

says, “SALAME,” the certification program, the Educator Preparation Institute
students recognize (EPI), at Polk State College in Winter Haven, Florida.
what this word
means and carry out Beverly uses a procedure called “Yakety Yak,” a call and
the action. response technique, for getting the participants’ attention.
She poses her hands in a yakking/talking gesture.
top And Look At |. Beverly gives the hand signal for “Yakety Yak” and
says “Yakety Yak” at the same time.
Participants turn and face her.

At assemblies, the Participants give the hand signal for “Back on

leader of the assembly Track,” extend both arms toward the teacher with
holds up a stuffed pointer finger extended, and say “Back on track” at
animal of the school’s the same time.
mascot—in the story 4. When everyone is quiet and facing Beverly, she has
shared, it was a lion. everyone’s attention.
The group looks at the
lion and lets out one
big roar. Then the mascot is taken away and the group is
quiet and focused on the leader.

The simplicity of a “please” and “thank you” are

sometimes all it takes to bring the class to attention.
Confidently say, in a questioning voice, “Please?” and
wait for the students to respond by coming to attention.
After the students have come to attention, reply, “Thank
you,” and continue explaining the purpose of calling the
group to attention.

THE Classroom Management Book I2|

 14 THE PROCEDURE

Jobs give students a sense of responsibility and ownership of their home away from home—the classroom.

THE SOLUTION
)
hen each student is in charge of completing a job, everyone takes ownership of the classroom.
This instills responsibility, discipline, teamwork, and a sense of pride in their class and contributes to
establishing a positive learning environment.

1. Doing the daily tasks necessary to keep the classroom clean

2. Ensuring that housekeeping is not done by the teacher
3. Encouraging responsibility and teamwork among students

122 THE Classroom Management Book

 CLASSROOM JOBS - 14

THE BACKGROUND
ntroduce the class to the concept of classroom jobs by
reading the book, Miss Malarkey Doesn’t Live in Room
10. After reading the story, discuss with the class
that you don’t live in the classroom. You have a home
outside of the classroom and will need everyone’s help
to get their classroom home ready for learning each
day. Each member of the classroom will contribute
to getting the classroom ready with a job. It will take
teamwork, responsibility, and accountability to get
daily tasks and jobs done, so the room will be ready—
beginning with the very first week of school.

A Job Wheel is a tool you can use as part of a fair and

transparent method for assigning tasks. The Job
Wheel rotates jobs weekly, so students can take turns
carrying out different tasks. The Job Wheel makes it easy to assign classroom tasks.

THEPROCEDURE STEPS —
ach classroom is unique. Your classroom job list will In the primary classroom, there is ample opportunity
differ from your colleagues’ lists. Some tasks are to have a job for every student every week. In the
daily routines, and some tasks are done once a week. secondary classroom, ensure that students have a job
You will need to create the job list for your class. at least once a month. No job is too small for the list.

= Teacher assistant ® Lunch runner ® Tally keeper

= Homework keeper = Gardener = Desk checker
= Substitute assistant ® Pencil sharpener = Cubby checker
= Pledge leader = Window opener = Sweater monitor
® Flag holder = Window closer = Tech assistant
= Attendance monitor ® Book monitor = Date changer
= Paper passer ® Board cleaner = New student greeter
= Paper collector = Library books monitor ® Pet tender
= Line leader = Lights monitor ® Trash monitor
=™ Morning Meeting leader ' & Supplies monitor = Playground equipment monitor
PROCEDURES =: FOR THE CLASSROOM

Every task is important to a smooth-running classroom.

Create a Job Wheel with all the classroom jobs listed: Students will locate their names to find out which jobs
they are responsible for that week. At the end of each
Cut out a large circle on tag board. week, move the clothes pins clockwise to the next job.
2. Divide the circle as you would a giant pie, with a
wedge for each job. Post a Job List on the class notice board where
students can quickly and easily reference it.
3. Label each wedge with a job title.
Write each student’s name on a clothes pin and Name of the job
then clip each pin to a job wedge. Description of the job
What time of day the job is done
How often the job is done

1. Discuss with the class how a clean, inviting

classroom is more welcoming and conducive to
learning than a dirty, disorganized one. Tell them
that everyone in the classroom will be working as a
team to keep the classroom ready for learning.

124 THE Classroom Management Book

 CLASSROOM JOBS - 14

Build housekeeping time into the daily schedule.

Most jobs are done at the end of the period or day. Be
consistent with the time students are assigned to carry
out their classroom jobs.

Students may need gentle reminders to start their jobs,

check the Job Wheel, or refer to the Job List in the first
Danielle Blonar’s student job chart is a “Flutter of Helpers.” week of school, but these will soon become routine.
Her students are responsible for their specific job for one
week. If a student is absent, the Substitute helper does the
absent student's job for that day. — rt—“—™—OO—)MUa ”—“FKXYXE—<iS~s~sé—™sé~é—s—sésé‘—~—™

2. Announce that each student will have a specific job S.0.S. Time
for a certain length of time.
S.0.S. or “Super Organized Students” time is typically
3. Introduce the Job List, describing what needs held during the final 10 minutes of the school day.
to be done and when it should be completed. The entire class participates in the time, whether
Explain that every student plays an equal role they are doing a classroom helper job or organizing
in maintaining a clean and inviting classroom themselves and getting ready to leave for the day.
environment.
S.0.S. time is recognized by students as a time to
4. Show the class the Job Wheel. Explain how to read help the classroom, the teacher, and themselves.
the Job Wheel and how the job responsibilities are When the teacher announces it is S.0.S. time, the
rotated each week. students spring into action by organizing their
classroom and themselves.
5. Read each student’s name and the job that the
student will be responsible for in the first week.
Ask each student to verbalize the details of the job
assignment. Clarify as needed.
8-O.$
Super Organized Students

‘e,
e Take Out your binder.
e Do your Classroom jop.
eCheck to see that your
Role play and have students practice their different
homework is in your binder.
jobs, one at atime. Ask the class if the job has been
ePaCk Up your backpack.
performed correctly. Remind them that one day, they
e Sit at your desk quietly
will be doing the same job.
Waiting for dismissal.
Tell students the Job Wheel and Job List are available
for them to check their responsibilities.
Thank students for doing a good job during practice.
=
 Phone
CR,

With a set procedure for answering the classroom telephone, the pencher can stay focused on working
with students, rather than taking the call immediately and disrupting the flow of the lesson.

THE SOLUTION
™ "he teacher is not always able to answer the classroom phone when it rings. Establisha
procedure so students know who should answer the phone, what to say to the caller, and
the appropriate noise level in the classroom.

| learning and resolves these issues:

1. Who should answer the phone if the teacher is busy

2. The need for reduced noise level in the classroom when there is a phone call
 CLASSROOM PHONE RINGING - [5

Let students know you will always answer the

TH E BAC KG RO 1ND phone unless you are working with students. This
procedure is for the times when you are not able to
answer the phone.
hen the phone rings in the middle of teaching
a lesson or helping students, it is disruptive.
Stopping to answer the phone is equally
disruptive. Establishing a procedure lets students know
how a phone call will be handled, so it will have little
impact on the learning taking place in the classroom.
1. Tell students that when the classroom phone rings,
they are to lower their voices to a whisper if they

THE PROCEDURE STEPS 2.

ere talking
The student closest to the phone answers it.
Students are not to race to the phone—it is not a
eep a supply of paper and pencils by the classroom competition
phone for anyone to use when taking a message.
Put a small sign next to the phone, along with the 3. Instruct the students to answer the phone with this
appropriate voice prompt you want students to use. prompt, “Room , student speaking.”
4. After the caller identifies himself or herself and
Room ___, student speaking. gives the message, instruct the student to tell
Just a minute, please. Let me tell the teacher. the caller, “Just a minute, please. Let me tell the
teacher.”
The teacher is coming to talk to you.
g 4 5. The student goes to the teacher and passes the
The teacher will call you back at the end of the message forward.
class time. May I ask who is calling, please? 6. Depending on the message, you can ask the
student to tell the caller, “The teacher is coming to
talk to you,” “The teacher will call you back at the
end of the class time,” or, “May I ask who is calling,
please?”
7. The student will write the number on the
notepaper by the phone and deliver it to the
teacher.

The +eacher- will call you

back. at the end of
. uethe + ciass time.
ask. who's an
y t

Write the voice prompts on the board for the students

to follow along as they rehearse answering the phone
with you.

Model the procedure for a student answering the

classroom phone using the script.
Students are reminded how to respond to a call should the
telephone ring during class time.

THE Classroom Management Book 127

PROCEDURES = FOR THE CLASSROOM

Ask the class to read the voice prompts aloud as you

pretend to be a caller.

Ask a few students to play “telephone” and practice Script for Entering a Classroom
the exchange.
Remind the class that when they hear the classroom
phone ring, they should continue to work, but to lower Gol Del Morning,
their collective voices to a whisper. loamm ‘Alex
Alex Chan
Chai
sak to MrHolland |

“$0?
When the first call comes through that you are unable
to answer, stop what you are doing and focus your
attention on the student answering the phone.

After the call is done, share with the entire class how Help students identify themselves before the
the procedure was performed correctly or incorrectly. classroom door is opened for them. A standard
Reference what the student did well and highlight message posted outside of the classroom door,
what needs to be improved the next time the classroom helps students relay the information you need to
phone rings. know before the student enters.

MM

Students Live Up to Expectations*

I teach classes of Pre-AP and regular English, and | love to display the work of my regular students with the
work of my Pre-AP students. The difference in the quality of work cannot be distinguished because I have the
same expectations for all my students.

My colleagues often ask, ‘Is this the work of your Pre-AP students?’ I

!am so proud when! reply, ‘No, this project was done by my regular English students.’

Students live up to your expectations. Set the same standards for all students.

*Read the classic research on expectations in THE First Days of School.

 CLASSROOM PHONE RINGING - [5

Teaching Procedures Becomes Routine

If you are reading this story now, you are almost one-third through the heart of
the book—the Procedures. However, THE Classroom Management Book
is not a novel. You probably have not read it in sequence from beginning to end.

HE Classroom Management Book was written with Every procedure in this book repeats the same three
the same flow as its companion book, THE First Days steps to teaching a procedure:
of School. \It was not meant to be read in sequence
= Teach
from cover to cover. It is meant to be used more like a
= Rehearse
vehicle’s owner’s manual. You will be able to turn toa
= Reinforce
section to solve a problem, learn a new technique, or
have an Aha. Master the three steps to teaching a procedure, until the
process becomes routine for you. Each step to teaching
Every recipe in a pressure cooker cookbook repeats the
a procedure helps to make that procedure a routine for
same warning: “Open the lid carefully, tilting the lid to
students. When procedures become routines, your time
release the steam away from your face.”
-is spent focused more on the learning that takes place in
Every hot beverage from a retail outlet carries the same the classroom and less focused on the management of
warning: “This beverage is hot and can burn you.” your classroom. Procedures give you time to teach.

THE Classroom Management Book 129

 THEPROCEDURE

Bathroom Breaks
Classroom time is reserved for learning. Recesses and breaks are reserved for taking care of personal needs.
Because emergencies do occur, a procedure is needed to minimize classroom disruptions.

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THE SOLUTION
onstantly giving permission to students who need to use the bathroom during class time can interrupt the
flow of your lesson. Keeping track of how often students leave class for the bathroom is also a waste of time.
Make it a student responsibility. Use a pass system to monitor bathroom use.

This procedure provides these opportunities:

1. Manages students’ use of the bathroom during class time

2. Prevents instructional time from being interrupted by students leaving the classroom
3. Encourages students to take care of personal needs during recess or breaks
 BATHROOM BREAKS - I6

SLEEPS SS IIAEE ETI FELIS TSN HG 5 EEL SSS a

THE BACKGROUND
ttending to personal requests from students, like
asking permission to use the bathroom, does not aN
ere
Ree
Wer
Bae

have to interrupt the flow of your lesson. Using a

class pocket chart gives students the responsibility of ES
PS

managing their own needs.

The class pocket chart is hung in the classroom. Each
student is assigned a pocket, labeled with the student’s
class number or name. Inside each pocket, place a set
number of bathroom passes.
SP LS

The number can be calculated based on students’ ages Students identified by their class ee hove
and how many days of school exist in the month. For their own pocket of bathroom passes for the month.
instance, in regular school months, a student may be
given four bathroom passes.
However, for shorter school months due to holidays
and vacations, a student may only receive two
THE PROCEDURE STEPS
bathroom passes.
tf
f)reate a file of the bathroom passes using a table in
These passes are the students’ temporary tickets out Microsoft Word or a similar program. Once the file
the door for brief bathroom breaks. /is created, it can be updated easily if necessary and
printed each month.
EOE AUER II LIB LANE
TE I I EAE SB RARE

Secure a chart with pockets. Label each pocket with

Bath: room Pass for Grant & the student’s name or unique number.

Print, cut, and organize the month’s supply of

Bathroom Pass for
Room
Grant
12
bathroom passes and place the appropriate number of
Mrs. jondahl passes for the month in the student’s corresponding
|
\
pocket. This monthly task can be assigned to an aide
Bathroom Pass for Grant &
Room 12 | or classroom helper.
Mrs. Jondahi

Ease students’ minds on the first day of school by

B‘athroom :
Pass for Grane E teaching them the procedure for bathroom breaks.
i] Room 12 \)
Mrs. Jondahi ie

SWEPT DN ATARI
aNDAS ERG ST IE USES A BEATE IOS AI ITE
REDEEM SEL DE IE RES

The bathroom pass has the student's Patience

name and your class information on it.
Have patience.
All things are difficult before they become easy.
PROCEDURES : FOR THE CLASSROOM

11. Bathroom passes last for a month. If a student

runs out of passes before the month is over, they
must ask for permission to leave the classroom at
an appropriate time during the lesson. Schedule
a time to hold a conference with the student to
Show students the bathroom pass pocket chart. check if there is a physical problem that needs
Explain that each student has a pocket labeled attention and to make recommendations for better
with the student’s unique number or name. management of their bathroom needs.

Tell the class that at the beginning of each month, 12. If students have passes left over in the month,
everyone will be given the same number of passes. they can be saved toward earning a special activity.
These passes are their temporary tickets out the For instance, six passes could be rewarded with a
door if they need to use the bathroom during class ticket to a special movie shown during lunch time.
time. Select an incentive that’s appropriate for your
students. Incentives encourage students to use the
Remove a set of bathroom passes from a student’s bathroom during recess, breaks, or lunch instead
pocket. Point out that each of the passes has the of during class time. Students are responsible for
student’s name on one half, and that students can saving their unused passes.
only use their own pass—not their classmate’s.
13. Tell students that upon returning to class from
Point out that they must keep the pass with them the bathroom, they are to immediately go to their
when they are excused to use the bathroom. seats and resume the lesson. They are responsible
for any missed learning.
Teach students that when they need to use the
bathroom, they should remove the pass from the 14. The name portion of the bathroom pass you keep
wall pocket. can be put on your desk as a reminder of who is
Quietly bring it to the teacher. not in the classroom if an emergency arises.

If it is a suitable moment during class for the 15. Limit the number of students to one boy and one
student to leave and use the bathroom, you will girl leaving the classroom with bathroom passes
at any given time.
tear the pass in half, keep the name portion, and
then give the student the Bathroom Pass half.
Tearing the pass signals that the student may
leave the room.
If it is not a suitable time for the student to leave,
you will hand the pass back to the student. The
student then returns the pass to the pocket and
Model how students are to use the bathroom pass to
waits until a suitable time arrives. Exceptions are
request a bathroom break. Go to a pocket and yetrieve
made if the student has an emergency.
a pass. Talk aloud as you demonstrate the steps of
Explain that the procedure means there are getting the pass, taking it to the teacher, and waiting
minimal disruptions to the class learning time. to see if permission has been granted to leave the
classroom for the bathroom.
LG; Students can go for bathroom breaks as long as
they have passes left in their pockets. Select a student to demonstrate the steps. Remind the
class that when approaching the teacher with a pass,
they should be quiet and careful not to interrupt the
lesson or their classmates.
 BATHROOM BREAKS - 16

Students quickly get the idea of how the bathroom

pass procedure works and when it is considered a Pencil in the air.
suitable time to use the pass. They dislike having
| have to sharpen my pencil.
their passes handed back to them and will avoid
approaching the teacher in the middle of a lesson
or while the teacher is helping another student. | have to use the bathroom.
Students also grasp how important it is to use the
bathroom during recess, breaks, or lunch. Having
an incentive motivates everyone to try and save Be quiet. Silent signal.
their passes.

| need water. I’m thirsty.

AtAlain L. Locke Elementary School in New York City,

the entire school uses the same procedure for asking to
use the bathroom. There are signs posted throughout
Some students will need to practice this procedure the school that serve as reminders to the students.
before they learn to be sufficiently quiet and discrete
about seeking permission to go to the bathroom. If a student forgets the procedure, select a student
Thank each student for remembering the procedure to assist in helping the student recall the correct
and following it properly. procedure.

The Best One So Far

Over many years of teaching, | tried different procedures for managing bathroom breaks in my classroom.
I tried wall passes—one for the girls’ bathroom and one for the boys’ bathroom. | tried a log-out and log-in
sheet by the door, where students had to record the time they left the room and the time they returned. | tried
individual bathroom pages, which students kept in their desks and brought to me to initial before leaving
the room.

All of these methods worked to some degree, but were never very effective at encouraging students to use the
bathroom during recess.

However, using the wall pocket with the passes in the pockets ready to use has encouraged students to use the
bathroom during recess because they know that unused passes can be saved for classroom incentives. In nine
years of experimentation, this procedure has worked best of all the ones I have tried. It has been so successful
in my classroom.
 THE PROCEDURE

Replacing Dull or Broken Pencils

There is no need to disrupt instructional time when a dull or broken pencil can be quickly and quietly
replaced without disturbing the rest of the class.

Pencil

THE SOLUTION
here is no need for long lines at the pencil sharpener or to lecture students on personal responsibility
and the importance of bringing enough sharpened pencils to class. Do not get upset and do not waste
learning time.

This procedure allows students to resume work quickly with a fresh pencil and solves these issues:

1. Lessons being disrupted by students sharpening pencils

2. Students not being able to locate a sharp pencil when needed
3. Dull or broken pencils piling up inside students’ desks
 REPLACING DULL OR BROKEN PENCILS - 17

THE BACKGROUND
ull and broken pencils are a fact of life, but there is If students prefer to use their own pencils and
no need for students to wave their broken pencils want to sharpen them during class time, they are
in the air, saying, “I broke my pencil! I need a new encouraged to bring personal pencil sharpeners
pencil!” This disrupts other students, throws the class to class.
off task, and wastes learning time. Provide each student with a Ziploc-type bag to store
Some teachers allow students to use the class pencil the sharpener. Tell students the bag must be sealed
sharpener. The problem with this solution is the at all times. The bag can be opened when a student
needs to sharpen a pencil, but the pencil must
resulting disturbance of grinding wood and lead
be sharpened within the bag so that shavings fall
throughout the day.
directly inside it. The bag can then be sealed and
Students also tend to talk to one another while stored until there is an appropriate time to empty
awaiting their turn—adding more distractions to the the shavings.
classroom.
As the pun goes, “Writing with a broken pencil is
A simple procedure ensures students can get pointless.” Provide multiple ways for students to
replacements and resume work quickly without stay on point in class!
disrupting the class.

THE PROCEDURE STEPS

stablish a pencil station at the back or sides of the
classroom. Locating the station in the front of the
room can easily distract students, while classmates
continually walking up to the station can cause others
to lose focus and stray off task.

Place two cans at the pencil station. Label one can

“Used Pencils” and the other can “New Pencils.”

The Used Pencils can is a handy place for students to

turn in dull or broken pencils. The New Pencils can
contains sharpened pencils for students.

Students often keep handheld pencil sharpeners at Sharpened pencils are placed in the
their desks. These can lead to a mess of dropped New Pencils can, ready for use.
pencil shavings in and around a student’s desk. The
sharpener can also be a distraction during class.

THE Classroom Management Book 135

PROCEDURES =: FOR THE CLASSROOM

REHEARSE
1. Show students the pencil station and point out the Select a few students to demonstrate the procedure for
two pencil cans. Tell students that if a pencil is exchanging a dull pencil for a sharpened one.
dull or broken and a replacement is needed, they
Make positive comments and gentle corrections while
are to hold the used pencil slightly above their
students are demonstrating the procedure. Say things
head. Students must remain quiet and not wave
like, “Thank you for not disturbing others while you
the pencil in the air.
exchanged pencils.” The students are encouraged to
2. Tell students that you will acknowledge the repeat the same action the next time a pencil is in need
student’s pencil signal. A no shake of the head of replacement.
means the student must wait to exchange the pencil.
A yes nod of the head means the student has
permission to exchange the pencil for a new one.

3. Tell students to walk quietly to the pencil station, No Pencil Dilemma

place the dull pencil in the Used Pencils can, and
Students who are unprepared for class can be given
take a fresh pencil from the New Pencils can.
or loaned a pencil. Students can borrow a pencil from
Students are to quietly walk back to their seat and
the New Pencils can. At the end of the class period
resume working.
or close of the school day, students who borrowed a
4. Announce that all students will take turns acting pencil should return it to the Used Pencils can.
as the pencil monitor. At an appropriate time,
typically at the end of the period or day, the monitor
will help sharpen pencils from the Used Pencils
MM
can and replace them in the New Pencils can.

Pencils Ready to Go
Remind students that the objective of this procedure is
As part of an end-of-day procedure, some
to minimize disruptions to the lesson and to the class
elementary teachers have students put a sharpened
pencil in their mail cubby and retrieve it upon
while making available to the students the tools they
entering class the next morning. With their pencils
need to do their work.
sharpened, students are ready to work as soon as It is their responsibility to bring their writing ;
they enter the classroom the next day. instruments to class each day and to have them ready
to use. However, if they forget to bring a pencil to
YY YYW /

YY YY YY. class, or if during the class period they need a new

pencil, they must follow the procedure for getting one.

18 ©)
Learn more about how praising a deed is more
effective than complimenting the student.
 REPLACING meiner OR BROKEN PENCILS - fe

It Is Tragic to Lose Something

I feel like I have so much to share with educators and
teachers about what my experience on “Survivor” in 2009
has given me asa leader. How many of us really know eae
what it is like when a child comes to school starving and
we ask them to perform academically? Well, I know now!
How many educators know what it is like when a child
who has nothing loses their pencil? In the past, I would
always just give them another pencil, hug them, and move
on. Now, I truly know what it is like to have nothing and
lose something. It is shattering.

This is just an example of how my experiences have

changed me as a leader.

Debra “Debbie” S. Beebe = Auburn, Alabama

“Survivor” Tocantins, Brazil Bs
 18 THE PROCEDURE

Provide students with tools to keep their desks organized. A simple, one-minute procedure for
keeping their workspaces orderly shows them it is not the onerous task they imagined it to be.

THE SOLUTION |
tudents who get into the habit of straightening their desks take pride in their workspace. They are also
likely to carry these organizational skills over to other aspects of their lives. Once-a-week wipe-downs and
one-minute cleaning periods during the day will keep the workspace neat and ready for learning.

1. Workspaces kept clutter-free and orderly

2. Students able to quickly find their materials

138 THE Classroom Management Book

 KEEPING DESKS ORDERLY - [8

THE BACKGROUND
tudents can often be seen rummaging through
their desks for supplies, unloading half the contents Duplicate copies of the organized desk model and
of their desks before finding the needed item, distribute it to the students. Talk them through
and finally chucking everything back in their desks the organized desk on the sheet. Emphasize that
again. This process creates a mess and is distracting keeping an organized desk reduces the frustration
to other students; it also has a tendency to become of trying to locate things.
habitual. Students repeat the routine of rummaging
Explain that an organized desk saves everyone
through their desks multiple times during the school
time during a busy school day because there is no
day. While these students struggle to get ready to
need to wait while classmates fumble for misplaced
learn, organized students are sitting and waiting,
textbooks, papers, or pencils.
squandering learning time.
Tell students that if they take one minute to
quickly organize their desks throughout the day,

THE PROCEDURE STEPS they will find it much easier to keep their desks
neat, than if they keep it messy all day and try to
clean up just before the last bell.

reate a model of Distribute the labeled folders, and explain the

what an organized purpose of each.
desk looks like. Distribute the Tool Pouch and explain what goes in
Take a picture of the bag. Tell students it is to remain closed unless
this model desk and they are retrieving an item.
print a copy of the Explain that cleanliness is a priority in class, and that
picture on a sheet of every Monday morning, each student will receive a
paper. Annotate the wet wipe for a quick wipe-down of their desks.
sheet with arrows
Explain that all unwanted papers from their desks
pointing to specific
go into the garbage.
parts of the desk and
accompanying instructions. For instance, all loose
sheets of paper belong in the binder; all pencils and
pens belong in the Tool Pouch; all hard cover books,
including all workbooks, must be kept together.
Provide students with various labeled folders, such as
Homework folder or Graded Papers folder, to prevent
loose sheets from cluttering up desks.

Provide students with a Tool Pouch or invite students

to bring one from home. This can be as simple as a
Ziploc bag or plastic box. All of the required supplies—
crayons, scissors, glue sticks, pencils and so on—go in
this container.

THE Classroom Management Book 139

PROCEDURES : FOR THE CLASSROOM

When all the desks are organized, distribute a wet

OR DESH CLE : wipe to each student to clean their desktops. Tell them
4. REMOVE lL SCHOOL SUPPLIES FROM DESK. to dispose of the wet wipe along with any unwanted
2. ARRANGE NOTEBOOKS AND BNDERS ON ONE MALE. papers as they exit the classroom.
3, PRINCE TEXTBOOKS, PENCILS, ERASERS AND GLE
ON THE OTHER HALF.
# LOOSE SWEETS NEED TO BE PUT \N THE
APPROPRIATE BINDER OR DISCARDED NTE
The Amazing Mr. Frog
RECYCLE PAPER BIN
NEEDS TO BE ORGANIZED NW THIS. MANNER
5S. DESK Our class mascot is a frog. After the students
QT THE END OF EACH DAY.
have left for the day, I select a desk for the ‘most
organized desk’ designation. | place a stuffed
Post a chart that leads the class in how to organize their desks.
toy bullfrog, The Amazing Mr. Frog, on that
student’s desk. The students are eager to come
to class the next morning to see whose desk has
been selected.

The Amazing Mr. Frog remains in the classroom

for the day and then leaps to another desk after
Immediately after explaining the procedure, distribute the students leave for the day. The students
wet wipes to a few students and have them model
enjoy being recognized for keeping their work
wiping down their desks. Then, distribute wet wipes
space neat and clean.
to everyone else in class and have them do the same.
Observe students and redirect them as needed.
Ask students to refer to the model of an organized desk
before taking a minute to get organized. Set a timer to
count down the minute. Remind students of what goes
into each folder and the Tool Pouch.
Walk around the classroom as students are organizing
their desks, and validate the students who are doing
a good job. At the end of the minute, tell students
they may not have managed to get their desk entirely
organized in the allotted time, but you can already see
Ideally, one of the classroom jobs is the role of a
a positive difference. Desk Wizard. (See Procedure 14.) During the last few
minutes of the school day or class period, the Desk
Remind students that they can take a minute to Wizard’s job is to take a quick peek inside students’
organize their desks whenever they have a little down desks. If the Desk Wizard sees a disorganized desk,
time—while the teacher is handing out papers, for he or she gently taps the student on the shoulder to
instance, or if they finish a class assignment early. remind the student to tidy the desk.
Allow students another minute to complete the job As you work with students at their desks, commend
while you continue to monitor their progress. them on how well their desks are organized.
If any students are struggling to organize their desks, If a student needs extra help in organizing, invite that
ask a classmate to help those who need an extra hand student to meet you after class when you can help the
in following the model. student learn to become better-organized.
 KEEPING DESKS ORDERLY - 18

My students have a homework folder and a clutter boxes for crayons and supplies. As | strolled
graded paper folder (to be signed by parents through a store, | saw a money bag! This was the answer
weekly). These folders and notebooks to my noise problem. The bag costs about $2.00. It
eliminate the paper clutter that is often found ina easily holds the required small box of crayons, scissors,
student’s desk. | can quickly look in at a desk as | scan glue stick, pencils, and erasers. Now the students have a
the class to check for messes. | make neatness a priority “tool pouch” that will last several years.
at the beginning of the year and then as needed. On
| always suggest that parents keep a tool pouch at home
Monday morning students get a wet wipe and clean their
for homework activities. Using a procedure to have the
desk top and inside, to begin the week with a positive
students keep up with the necessary tools is
note, a clean desk.
important for success. This technique cuts
| think the greatest aid to the clean desk is the pencil down clutter.
pouch. Many years ago, | grew very tired of the noisy

People Expect Procedures

People expect procedures for everything they do in life: going to the movies, waiting in line to be served at a
restaurant, using guidelines in the workplace, etc. Teaching children the procedures they need to follow in
class gives them life skills and makes teaching less stressful.

When procedures are in place, the teacher can focus on teaching. Students know automatically what needs to
be done. They know when and how to do it because you have taught them until they get it right.

THE Classroom Management Book 141

 THE PROCEDURE

Collecting and Returning Papers

Seating students in a predetermined order will assist in the process of collecting and returning papers.
As students master the procedure, less instructional time is wasted on the process.

THE SOLUTION
istributing and collecting papers can be a simple task. It should not be a major undertaking
that interrupts instructional time. When students know how to handle papers, instructional
time is not squandered.
This procedure solves these issues:

1. Collecting and returning papers quickly and easily

2. Keeping papers in order for scoring, recording, and returning
 COLLECTING AND RETURNING PAPERS - 19

THE BACKGROUND THE PROCEDURE STEPS

his is a request for a common task repeated many rrange the classroom desks in columns and rows.
times in a school day, “Pass the papers, please.” Assign students to seats with a predetermined
As routine as the process is, for many teachers the order—either alphabetical or with a class number.
task is a burden. Regardless of your class size or the Seat students in order across the rows, so papers will
number of assignments per week, you are handling be in order when collected.
thousands of pieces of papers each year with a
potential enormous amount of instructional time lost.

Instruct students to pass their papers across the rows,

# of # of # of reed Paper not up columns. Problems arise when papers are
passed up columns:
Students Assignments
The teacher cannot see what is happening behind
each student’s back. Papers are waved and backs
25 5 125 F125 4,500
of students are poked as the papers are passed up
150 Z 300 2,700 10,800 the column.

There are usually more students seated in a

Some teachers have column than across a row. The more students
students place homework there are handling papers, the more time it takes,
papers in a basket or which detracts from instructional time.
tray as students enter Thus, passing papers up columns takes longer and
the room. This does not may result in greater class disruption.
waste instructional time,
but it leads to more work
for the teacher because
the papers are in random
order for recording scores
or returning papers. Teachers who use this method of
managing papers usually
1. walk around the room and distribute individual
papers as students sit and wait;
2. return the papers to the trays and ask the students
to find their paper as they exit the room—leading to
chaos; or

3. ask students to return the papers to their

classmates—creating distractions and unnecessary
chatter as papers are returned one by one. Papers are collected much easier and faster when they
are passed across the rows rather than up a column.
None of these methods are effective for the student—or
the teacher, Yet, walk into most classrooms and on the
teacher’s desk are baskets filled with papers.

THE Classroom Management Book 143

PROCEDURES : FOR THE CLASSROOM

2. The next student places his or her paper on top

of the paper received, then places the stack of
If papers are picked up in order, then returning the papers on the desk of the person sitting at the
papers follows the same order. Piles of papers are set next adjacent column. This procedure is repeated
on each end desk, so the students can pass them across until the papers arrive on the desk of the left or
the row to its rightful owner. rightmost student’s desk.

When desks are grouped, students give their papers 3. Emphasize the importance of paying attention
to one person within the group. The teacher or a while papers are being passed, so there is no
designated student collects the papers from each group. confusion or papers dropped.
Once reviewed, the papers are returned to the groups
and distributed to classmates by the designated student. 4. Ask students in all rows to follow the same
procedure—passing papers across the row, from
column to column, until all papers reach the end of
the row.

5. Ask the student sitting in the last seat of the last

row to pass the collected papers to the student
Many elementary classrooms assign cubbies sitting in front of him or her. That student places
or trays, one to each student. The classroom the stack of collected papers on top of the papers
Postmaster delivers papers to the cubbies on behalf received until all the papers reach the student
of the teacher. Students retrieve their papers at an sitting in the front seat of the column. The stack is
appointed time, usually as they are packing up to now in alphabetical or numerical order.
go home.
6. Retrieve the stack of papers that are now in your
Yyyy / Yi Yff predetermined order from the student in the front
Wiis / f/f
cram Wa row corner.

: “oferquso 6
| Protopage:¢
“3 ferqusonsn
Raul
1. Show students how to place their paper on top
of the stack before laying the stack on the desk
of the student sitting next to them. Ask the left or
rightmost student (depending on which way you
choose to pass papers—to the left or to the right)
in each row to place the paper on the desk of the
student sitting at the desk in the adjacent column.
To prevent students from flicking papers as they
are passed, do not allow papers to pass from hand
to hand.

oFey 19 2)

With a big smile, the teacher collects the class's papers.

144 THE Classroom Management Book

 COLLECTING AND RETURNING PAPERS - 19

sitting in the rightmost seat. That student keeps his

or her paper—conveniently located at the top of the
stack—and places the remaining papers on the desk
of the student to his or her left. The second student
keeps his or her paper—also conveniently at the top—
Ask students to head a piece of paper, following the and places the remaining papers on the desk of the
format for heading papers. (See Procedure 10.) student to the left. This process repeats until the final
paper arrives on the desk of the leftmost student.
Review the passing sequence before collecting these
papers by asking some questions and eliciting hand Practice collecting and returning papers until you feel
signals as a reply. Demonstrate what the hand signal comfortable that the students understand the process.
should look like when responding to the questions.

1. Which direction are you going to pass the papers?

2. Where are you going to put your paper on the

stack—on top or underneath?

3. What direction do the stacks get passed for me to

collect them? Tell students that this procedure will be used each time
papers are collected or returned.
Ask students to pass in their papers according to the
procedure. As students pass their papers from desk to Walk to the side of the room the first few times you
desk, monitor the process. Correct or redirect students collect or return papers and scan the rows to ensure
when necessary. Commend students who are following students are following the procedure correctly.
the procedure correctly.
As the students strive to complete the task without
Tell the students you are now going to return their error, challenge them to accomplish the movement
papers to them. Remind them how to select their of paper more efficiently. Time how long it takes
paper from the top of the stack and to check their students to collect or return papers and chart their
names on the paper to make sure they have taken only progress. Challenge each class to outshine the other
their piece of paper. If there are five students in each classes you teach by taking the least amount of time to
row, give the first five papers in the stack to the student collect or return their papers.

Passing in Papers for Collection

12

bLdbids
bLids
bLidvd 29 LEVIS+399
LLEdLs 28 27 26 25

Pass papers across the rows putting each paper on top before putting it on the desk to the right. Once all papers are to the far right, pass
the stacks of papers up the column of desks, putting each new stack on top. All papers are in order when they reach the desktop of seat 1.
 20 THE PROCEDURE

Class time lost by students in chaos can be avoided when students know how to move easily
from one activity to the next.

THE SOLUTION
»

eamless classroom transitions allow for the uninterrupted flow of learning throughout the school day. Learning
time is wasted when students have no direction for ending one task and beginning another. A transition cue
guides students through a defined process so that time is used efficiently in the classroom.

1. Students transitioning seamlessly between activities inside and outside of the classroom
2. Learning time used efficiently for classroom transitions
3. Student and teacher preparation of materials

146 THE Classroom Management Book

 CLASSROOM TRANSITIONS - 20

THE
BACKGROUND
Announce a transition at least two minutes before it
occurs. This is especially important for autistic and
ADHD students.

transition is a bridge connecting one activity to

the next throughout the school day. Transition is
difficult for some students to handle because it
requires students to do three things at once.
THE PROCEDURE STEPS
1. Close one task. he key to a smooth transition is clarity and
simplicity of instructions. Keep it short, simple, and
2. Prepare for the next task.
easy to do.
3. Refocus on the next task.
1. Plan smooth transitions within the classroom.
When a class of students can make these transitions
2. Prepare lesson materials ahead of time.
seamlessly, more time can be spent working and
learning, instead of constantly struggling to get back 1. Plan Smooth Transitions Within the Classroom.
on task. Plan the transition cues you will use in your classroom
to move students from one activity to the next.
Refrain from announcing an instant transition.

Transition in Three
When it is time to transition from one lesson to the next ‘want them to be after the transition takes place by
or move from one area to the next, announce to the class, posting what they should be doing at the end of the
“One.” Let them know that the time is approaching to transition.
move on to the next activity. Announce, “In two minutes,
When the transition
| will say, ‘Two, Change.” This serves as a warning to
begins, do not
students that a transition is about to happen.
talk during the
After two minutes, say, “Two, Change. Please put away transition time.
your work and get ready for the next lesson.” /, Get out t Q Talking distracts
Nistor, oo the students’ ability
After one minute, say, “Three, Refocus.” Give students
to switch properly.
the direction to begin a new task, like turning to a page
J Tom ty p 420 eery, | If directions are
in a book, numbering a sheet of paper, or assembling
constantly being
into groups.
Diotta. with queshan & given, then your
In three calm minutes, students are led through the transition instructions
transition process.
ae oN Tw
are not short, simple,
and easy to do.
Visual learners like to see what is going to happen after
the transition takes place. Write on the board the activity Watch carefully, and if someone is not shifting properly,
that will take place after the transition. .Remember, give a firm smile and a hand signal or point to the
you are asking students to process multiple steps in directions on the board. Help students get to where you
performing the transition. Help them get to where you want them to be at the end of the transition.
PROCEDURES = FOR THE CLASSROOM

Introduce students to the transition cues you’ve When students know how much time they will be given
created. There is no single, right transition cue. Select to work on an activity and are given a warning before
one that will be easy to use, keeping in mind that there the transition, it allows them to manage their work time
are many transitions throughout the school day. These better. They are also less likely to panic and more likely to
are some common transition cues: transition from one activity to the next with ease. Provide
students with fun transition cues, so they remember what
= Playing music = Ahand-clap rhythm
they are listening for and can enjoy these transitions.
= Ringing a bell ® A verbal countdown
= Flashing color cues = A visual countdown 2. Prepare Lesson Materials Ahead of Time.
Organize lesson materials ahead of time, so you can
Select the most appropriate transition cues for the efficiently distribute supplies, and students are able to
class and use them consistently. retrieve needed supplies and start work quickly. Your
Tell students they will always be told how much method of distribution will depend on the size of the
time they will have to work on an activity. Students class, the room arrangement, and the materials being
should also be given a Time Remaining warning to distributed.
bring closure to their work. A warning gives students
a chance to tie up loose ends in a calm manner before
the end time is called. An abrupt end to an activity
causes panic and rushes students to find an ending
point for their work.

At the beginning of an activity, announce how much

work time students will have and how they should 1. Explain to the class the purpose of transition time.
transition to the next activity. 2. Tell them what cue you will be using to signal it is
time to stop one activity and get ready for the next.
You will have ten minutes to work on this math
page with your seat partner. I will give you SC
r——“‘i_
esi aaes=i‘—OsO_
a one-minute warning before time to the last
problem you are working on. Brain Break
When the ten minutes are up, you will hear this A Brain Break allows students to take a brief pause
song play (play the beginning of the song, so from working before getting back on task. Bodies
students know what to listen for). welcome this pause to refresh, and it gives youa
moment to get ready for the next lesson. Students
At the start of the song, I expect you to quietly can use this time to
pass your math pages for collection and to
pull out your Literature Circle books. The song get a drink of water;
lasts for three minutes, so you must start your sharpen a pencil;

transition from math to reading as soon as you talk productively with another student; or
stretch. »
hear the song begin.
Practice by setting a timer for one minute. When
There is no need to rush, since three minutes is
the timer beeps, students are to stop what they are
plenty oftime for you to pass your math page
doing, complete tasks like sharpening pencils, and
and to take out your Literature Circle books.
return to their seats immediately. Do a countdown
Again, I expect you to do this quietly so that we for students to indicate the seconds remaining for
can all enjoy the song while it is playing. them to sit and begin the next activity.

Thank you. You may begin.

MMM
 ssepipeateycnae TRANSITIONS - ay

3. Let them know how much time they will have

between activities.
4, Provide a visual checklist of steps for students to Transitions for Preschoolers
follow to accomplish the transition successfully.
Transitions guide children gently through the day
5. Demonstrate how you would like to see the and help children move smoothly from one area of
students transition. Let them know what step you the room to another.
are doing and explain how the steps flow smoothly.
Teach the students your transition cues:

= Flash the lights.

= Clap your hands.
= Play music or sing a song.

Most importantly, move to the area where you would

like the children to gather and begin the task or talk
Ask students to pretend they are working on a class quietly. The children will quickly come to where you
assignment. Tell them your cue for a transition. are to see what you are doing.
Verbally pace the steps you’ve outlined as they do the
step. Lead them and correct them through each step.
MMMM
Ask students for understanding and readiness to
transition on their own.

Ask students to pretend they’re working on an

assignment again and give them the cue for transition. Singing Jingles
Tell them this time they are to do the transition I always greet my students and others who pass by
themselves. Watch and correct students with a hand in the hall as they come into class. It sets the tone
signal or point to the directions on the board as
for the period and builds positive relationships.
needed. Do not talk during transition time. Talking
distracts the students’ ability to switch succesfully. I sing jingles to my students (juniors and seniors)
as transitions to new activities. They soon learn
At the end of transition time, thank the students for
following the procedure. the jingles and sing with me. They love singing
the songs, which simultaneously segue quickly
from one activity to another, because they know
the routines. It makes transitions easy, simple,
and fun.

Iam completing my 40th year of teaching in

June and have totally enjoyed it because I know
At the first opportunity for the class to do a transition lam an effective teacher!
in a real setting, remind the students of the cue and
what the procedure is when they hear the cue. Monitor
progress and thank students as they follow the
transition procedure.
A thank you at the end of every transition time
opsaC 20 »)
reminds students you are aware of what they are doing
Learn how to keep materials organized to ease the
and how they are doing it.
confusion experienced during many transition times.
 THE PROCEDURE—

Keeping Students On Task

Establishing a clear procedure for over-active engagement in activities reminds students to adjust their
activities to established classroom norms if their actions are unacceptable.

THE SOLUTION
.)

ome activities prompt students to become overly exuberant and unable to manage their actions while
performing the work. The STOP strategy is very effective for returning the classroom atmosphere to one
that’s suitable for learning.

This procedure provides these opportunities:

1. Eliminates noisy, off-task class behavior

2. Returns the classroom to an appropriate learning atmosphere
 KEEPING STUDENTS ON TASK - 2!

Have a back-up activity ready at all times. The activity

THE BACKGROUND is one the students do on their own while they

recompose themselves. A back-up activity could be
® completing a worksheet,
tudents can become overly excited about
exploratory or hands-on activities and have trouble = reading in their choice of books, or
following classroom procedures. Sometimes, ® writing in their journals.
the day before a school holiday or a special event
You may never have to deploy your back-up plan, but
triggers high-spirited, over-energized student actions.
you should have one ready.
Whether students are being loud and disruptive, or
just silly and off task, you need a quick signal to let
them know their actions are inappropriate, and they
need to get back to work.

—THEPROCEDURE STEPS — 1. Introduce the STOP strategy only as a last resort.

If students become noisy and stray off task,
first use the established quiet signal to get their
his technique is only effective when the majority of
attention. (See Procedure 13.) Remind them it is
students are engaged in off-task behaviors, not with
important to work quietly and to stay on task.
individuals who are disrupting the rest of the class.
2. Ifstudents continue to stray off task, write the
Teach this procedure as needed, not in advance.
word STOP on the board and explain to the
Teaching this procedure in advance sends the message
students you will mark out one letter of the word
you expect students to be noisy or to go off task.
each time the class is engaged in noisy or off-task
To solve this problem, write the word STOP on the behavior. Ask students to help each other keep the
board in large block letters. Each time the class noise level in check.
engages in off-task behavior, draw a line through one
3. Tell them if all of the letters are marked out, you
letter. If you have to mark out all four letters, stop the
will stop the activity and continue with a quiet
activity and change to something more structured.
learning activity. There is no need to explain the
back-up activity, just be sure you have one ready!

4. Each time the class is too noisy or off task, use the
established quiet signal to get students’ attention.
Deliberately mark out one letter from the word
STOP, and gently but firmly announce, “Class,
you just lost a letter.” There is no need for you to
raise your voice or to explain why a letter has been
erased—the students know the reason.
5. When only the final P of STOP remains, remind the
class that they have one last chance to prove their
ability to stay on task. Do not hesitate to mark out
that last letter. The most ineffective thing you can
Mark out a letter to signal to the class they need to STOP their do is repeatedly threaten to mark out the letter and
current actions and refocus on the activity at hand. not do it.
PROCEDURES : FOR THE CLASSROOM

6. If students improve their behavior, circulate in the in the classroom needs to be refocused on learning.
classroom and thank them for improving and leave Anytime they see STOP on the board is an indication
the remaining letters on the board. that their actions are not appropriate for the learning
activity.
7. Ifthe last P is marked out, deploy the back-up
activity. Emphasize that the class needs to work in
silence and that whatever work was not completed
in class that day is to be completed as homework.
8. Refrain from lecturing the class. If you feel something
must be said, a simple, “The noise level and your
actions for this activity were not appropriate. Maybe
The next day, attempt the activity again. Expect to see
we can try it tomorrow,” will suffice.
a big improvement in the students’ ability to stay on
task and keep their noise levels down.
You will find that implementing this procedure in its
entirety just once ensures the final P will never be
marked out again. The loss of hands-on activity time—
to be replaced by individual work and homework—is
Tell students there is no rehearsal for the STOP too high a cost for most students.
procedure. This procedure happens in real time and
will only be used if the noise level or activity level

SyG!

rofanity-laced conversations can deflate a carefully profanity on a rather frequent basis. She thought about
constructed learning environment. Whether said how she could de-escalate the situation when she heard
intentionally or said in error, profanity is not suitable the profanity. Even though many students, because of their
language to use in the classroom. cultural upbringing, need to “save face” when confronted
by the teacher, she knew she could not allow profanity
Janene Palumbo teaches 7th- and 8th-grade English in
in her classroom. She was proactive, not reactive, to the
an urban school district. She knew the conditions would
problem she knew would surface in her classroom.
be challenging, and she knew that she would encounter

(52 THE Classroom Management Book

 KEEPING STUDENTS ON TASK - 2!i

Special Guideline Profanity Procedure

This classroom is a 1. Teacher will remind you of our

“Profanity Free Zone.” “Profanity Free Zone”

That means that there will be no cussing, for by saying “Language.”
ANY reason.
Respected scholars use . Student will respond by apologizing and
academic language to restating what they said in academic
accurately describe language. @
what they are thinking.
. Student will say, “Sorry. What I
meant to sayis... “

Janene uses the text on these PowerPoint slides to teach

the no profanity procedure to her students.

Janene explains to her students that she expects Try saying “language” in several tones. It’s amazing
academic language in class at all times. However, she how effective it is when said in a neutral and non-
tells them she understands that they have been out with judgmental tone.
their friends all summer and may not be accustomed to
using academic language every day. Janene tells them that they are not in trouble when she
says “Language.” But, she expects them to follow the
She also understands that many times, cursing is a procedure and correct themselves.
habit, and “you may not even realize you are doing it.”
The use of the word “understands” helps Janene come To correct the swearing, the student says, “Sorry.
across as empathic to their habit and not as someone What | meant to say is...” This teaches the use of
lecturing or sanctimonious. academic language when the students substitute the
correct words.
She then shows them a picture of her fiancée and
explains that he, too, struggles with profanity (which he Be vigilant the first few weeks about consistently
really does!). She assures them he is trying to fix his enforcing this procedure. Every time profanity is heard,
problem, but explains that bad habits are hard to break. even if it is whispered, say, “Language.”
Although her fiancée is an intelligent person, some
Janene says, “It Works! The students are so responsive
people may not believe it when they hear him swearing.
to the procedure. They immediately apologize and
With that as an introduction—the part about the fiancée restate what they meant to say. In fact, students often
makes it very real and personal—Janene explains the censor their own language before | even say ‘Language’
procedure to the class. to them. Many have broken the habit altogether and
have not used profanity after the first few weeks. | now
Janene says, “If | hear you swearing, | will say, hear students say ‘Language’ to each other!”
‘Language.” She says this in a neutral'tone and says
that the neutral tone is the key to the effectiveness of The most important part of this procedure is for the tone
this procedure. of voice to remain neutral and non-judgmental.
 THE PROCEDURE

Help students get the most out of their learning time with a list of things to do should they complete
their work before the rest of the class.

THE SOLUTION
hen students finish their work early and have nothing to do, productive class time is wasted. The
likelihood of misbehavior increases. While Silent Reading is used by many teachers to fill this time, there
are other ways to engage students in learning while they wait for classmates to complete an assignment.

Students not working when they are done with their assignments
Ineffective use of time in the classroom
Redirecting students who are off task
DN
mw Avoiding the question from a student, “I’m done. What do I do now?”

154 THE Classroom Management Book a 4 =

 FINISHING WORK EARLY - 22

In the Finish Off column, give a numbered or bulleted

THE BACKGROUND list of activities or assignments. Students can choose

what they wish to do from the list once they finish all
the tasks in the Start Off column.
he individual who is working is learning. If
Post the chart in the classroom.
students are off task while waiting for the next
assignment, or waiting for other students to finish
the current assignment, the teacher is usually the one
working—running around the classroom trying to keep
students busy.

A Start Off and Finish Off chart will keep early

finishers working while the rest of the class completes 1. Show students the Start Off and Finish Off chart
the assignment. Your time is free to continue teaching and explain each column.
rather than finding work to keep students busy.
2. Point out that the numbered assignments in the
Start Off column must be done in sequential order.
3. Explain that students may choose from any of the
Start Off |Finish Off other tasks in the Finish Off column once they have
completed all the tasks in the Start Off column.
1. Do your 1. Check your
assignment. unfinished file. 4. Explain that students can only work on the tasks
on the Start Off and Finish Off charts when they
2.Check your 2. Work on writing
have finished their assigned class work and only
work. in your folder.
while they’re waiting for others to finish.
3. Turn it in. 3.Choose a free
5. Tell students the lists will not always be the same.
time activity
Some items will be added and some will be taken
from the shelf. away as the school year progresses. Let the students
4.Read your know you'll point out changes as they are made.
chapter book.

The Start Off and Finish Off keeps students

on task and learning at all times.

_ THE PROCEDURE STEPS Once the students have moved on to their independent
practice, remind the class that as they finish, they
should look at the Start Off and Finish Off chart.
repare a T-chart that will be large enough for
Watch as students complete their work and move on
posting in the classroom. Label one side Start Off
and the other side Finish Off. to their Start Off assignments. Acknowledge students
who follow the procedure correctly and remain on task.
In the Start Off column, list a number of activities or
assignments for students to do when they finish their If a student is done, but is not following the procedure,
catch the student’s attention, smile, and point to the
work. Number them to indicate the priority in getting
chart. Nod with approval as the student follows your
the tasks done.
request.
PROCEDURES : FOR THE CLASSROOM

No Chaos
| had a preservice teacher observing my
At the end of the assignment time, and before moving classroom. I welcomed him and encouraged him
on to the next lesson, acknowledge the students for to monitor the students, watch the day's events,
using their time effectively. Let them know that the and help with the lab activities of the day.
Start Off and Finish Off chart will be posted every day,
The following day Iasked him, ‘So, what do
and will remain posted for their reference as they finish
their work. you think of this whole business of becoming a
teacher?’

I was not prepared for his response.

What's in a Name? He calmly replied, ‘There isn’t the stress involved

with teaching like | thought there would be.’
The Start Off/Finish Off chart is adaptable to
any grade level or subject taught. Give the I asked what he was expecting to see in the
categories a name that relates to the personality classroom.
of your classroom.
‘| expected there to be more conflict, argument,
and chaos. It’s what I remember when I went
Alternate Names for

[avon [rac
to middle school, and I expected to see it here.
Type of Classroom
There just weren't any of those things in your
classroom.’
A Z
I shared with him that all of the teachers teach
i 2 For primary grades classroom procedures the first week of the
Mr. B’s Your school year, and | tell the students everything
Choice Choice they need to know, right down to the dreaded—
PI Acs EnmalMath class what to do ifyou think you'll be sick in the
Priority | Priority 2 ; Vie
middle of class. Nothing is left to chance.
Chapter! | Chapter2 | For aLiterature class I!have a plan and a procedure for everything
' that happens in this classroom.
Appetizers Desserts For a Home Arts class
The students know exactly what to do when,
Touchdown | Extra Point ‘ For a PE class they walk into my classroom. There is no chaos
Uno Dos Fomeisoanichiciscs because they KNOW the procedures. There is
a consistency, not only in this classroom, but it
Salutation | Signature For a Writing class is repeated in every classroom here at Sisseton
; - Middle School.
Core Crust For a Science class
AS

MM
 FINISHING WORK EARLY - 22

Creating a Learning Zone

Fifth-grade teacher knows about whining and
yelling. His first year of teaching was filled with it. Elmo’s students
spoke throughout the class period. They were disruptive, whined,
and lacked direction. Elmo found himself yelling in response.

hat entire first year, Elmo was frustrated. He was He introduced his students to the procedures that would
unhappy in his profession, and it affected his family create their classroom learning zone. His students,
life. During the summer, Elmo attended a workshop many who are ESL students, had absolutely no problems
sponsored by the Miami-Dade school district where he understanding what was expected of them in his class.
heard the Wongs talk about classroom management. They learned how to ask permission to use the restroom,
It was his “light bulb” moment. Elmo began to visualize what to put at the top of papers they turn in, what to do
how he could improve his classroom management. when they finish an in-class assignment early, and how to
; ; appropriately treat their fellow classmates.
It took him about a month to create a PowerPoint
presentation (in Spanish, too) that conveyed his new When the bell rang at the end of the day, Elmo’s students
classroom policies and procedures. Elmo created a _ remained in their seats for the teacher to dismiss them,
Learning Zone—a place where his own students could not the bell. They all left with smiles. Elmo’s smile was
soar, a place free from the distractions of whining and pretty big, too!
yelling.
There’s no more whining, no talking back, no shouting
In the new school year, he warmly greeted each one at
in Elmo’s classroom. Parents tell him that their kids
the door. “Welcome to our class,” he said as he shook
complain about missing school when they are sick.
each student’s hand. “I’m glad you are here.”
Elmo just smiles. He knows that he has created a
When the students entered the classroom, there was an strong learning zone based on classroom management
opening assignment, and the students immediately began strategies that enable him to create calm where there
to work. When Elmo entered the class, his students were was once chaos. He is happy; his family is happy; and his
busy working. students are happy, too.
 THE PROCEDURE

Missing Assignment Slip

With a responsibility card, students become accountable for reporting their reasons for missing work,
and you receive documentation to keep on file for the missing work.

Turn it in with the homework papers.

Student Responsibility Report
Dace = Printed Name: _ ey ese Subject:

Completing your homework or assignment is your responsibility as a student

Missing Assignment:
I do not have my homework today because

_ I did the assigned homework, but I did noc bring it to class,

{ chose nov co do my homework
__ | forgoc co do my homework
____ I did not have the appropriate materials at home
__ Other reason is __

Explanation of checked item above (provide detailed explanation)

RE1 ane a a OES De eee ce See

THE SOLUTION »

responsibility card keeps track of excuses for missing student work and dramatically improves a student’s
homework turn-in rate. It provides excellent documentation at Parent-Teacher conferences because you do
not have to scramble to explain why a student received a failing score on an assignment.
This procedure solves these problems:

1. Lack of documentation for missing assignments :

2. Lack of responsibility for missing assignments
 MISSING ASSIGNMENT saree a3

When I go to a meeting and attempt to explain

THE BACKGROUND why a student has a zero for an assignment,

it makes me feel organized, competent,
and professional when I am able to provide
t is impossible to remember why students don’t have documentation for each missing assignment.
their assignments in class, unless you have a tracking This takes the guess work out of why students
tool to assist you. A student responsibility card is a miss assignments.
lifesaver for gathering data from students and provides
I also think that it is important for students to
documentation for underperformance.
be able to explain why they do not have their
With a form for students to complete, teachers can assignments. This gives them a voice, and it
continue their routines without interruption because lets them know that Iam genuinely concerned
the students are responsible for recording the details about what is going on with them.
on the card.
One ofthe options on the form allows them to
The student responsibility card as a “Pink Slip” has admit that they chose not to do the assignment.
gained some notoriety in teaching circles because I let them know that we all make conscious
Chelonnda Seroyer shares it when she speaks and choices each day. When they make a choice
when people look at the video, Using THE FIRST DAYS not to do their homework, they must accept
OF SCHOOL, at www.EffectiveTeaching.com. responsibility for that choice.

The Pink Slip came about when a veteran teacher was I have found that students truly appreciate this
cleaning out her supply cabinet and offered a package gesture and are generally very receptive.
of pink copy paper to Chelonnda. Because it was near
On the other hand, I have also found that they
the end of her first year of teaching with that looming
will do even a small portion of the assignment,
prospect of being pink-slipped, the pack of pink paper
just so they won’t have to fill out a form. This
was a vivid reminder of what could happen to her.
works well because anything is better than a
Fortunately, those thoughts took a more positive zero in the grade book!
outlook and soon she birthed the “Pink Slip.”

As Chelonnda says,
I initially ‘stole’ this procedure from another
teacher, Karla Henson ofLiberty Middle School
THE PROCEDURE STEPS
in the Madison City School District. Eventually, he Pink Slip is taught to students on the first day
I modified it and adapted it so that it ft the homework is assigned. The procedure is applied if
specific needs of my classroom. I called the the student comes to class the next day without the
adapted version the ‘Pink Slip.’ homework assignment.

This has been an extremely helpful procedure

because it has provided me with valuable
documentation, it encourages the students
to take responsibility for their work, and it
also allows the students to share valuable
information with me that I might not know.
flea] 621»)
Watch Chelonnda Seroyer tell how the Pink Slip
saved her life and a grandmother’s life.
PROCEDURES s FOR THE CLASSROOM

Print the Pink Slip on pink-colored paper. Include 6. Ensure students understand that completing
prompts and fill-in blanks for these things: their homework is their responsibility. You will
not punish students if they do not complete their
= Date
homework.
= Name
7. Tell them you will keep the Pink Slips on file while
= Class Section they are students in your classroom. These will
= Missing Assignment be produced during Parent-Teacher conferences
if there is a pattern of missed homework
Checkboxes for the student to indicate the reason assignments.
for not doing the homework:
O Ididthe assigned homework, but I did |
............ |
not bring it to class.
O Ichose not to do my homework. Pink Slip Variations
O I forgot to do my homework. A Pink Slip is a form of documentation; it is not a
form of discipline. With a multitude of students, this
O I didnot have the appropriate materials
slip is essential for establishing patterns for missed
at home.
work in a non-judgemental way.

oN SYCorsoreedellelin leyetome \(siieniteleigete) = Ifastudent has been Pink-Slipped, but later

= A student signature line turns in the missing assignment in a timely
manner, you may choose to award the student
= A parent/guardian signature line (optional)
partial credit for the assignment.

= You may send the Pink Slip home for a parent

to review and sign.

= If astudent refuses to complete the Pink Slip,

complete the form with the student’s name,
date, and assignment that is missing. Note
1. Introduce the Pink Slip to students. on the Pink Slip that the student refused to
complete the form. Keep this as documentation
2. Distribute a Pink Slip to each student to have in for the incomplete assignment.
hand while you explain how it will be used and
when it will be issued. YWWq|q]q]|Vq]@}@!wqq

3. Tell students that when they choose not to doa

homework assignment, they are to complete a
Pink Slip and submit it to you when homework is .
collected.

4, Let them know you record an “M” (for missing)

for the student’s missing assignment, with the
understanding and encouragement to complete the
work and replace the “M” with an appropriate grade.

5. Emphasize to students that there is no penalty for

filling in a Pink Slip—other than the loss of credit
for the missed homework assignment.
 MISSING ASSIGNMENT SLIP - 23

You’ve been Pink-Slipped!

Completing your homework or assignment is your responsibility as a student.

Missing Assignment: Walk students through the procedure steps for the
bdo not have my homework today because: Pink Slip the next morning. When it is time to check or
| did the assigned homework, but
|did not bring it to class. collect homework, ask the class if yernase needs a Pink
| chose not to do my homework. Slip for not completing their homework. Distribute a
| forgot to do my homework. : 5 :
[did notihave the appropriate materials at hone. Pink Slip to those who need one. Allow an extra minute
Ad Ta cee tina to complete the form before the homework is collected.
If time permits, check the forms for accuracy.

A Pink Slip gives students the opportunity to explain

why they chose not to do their homework. Why Not 9 Zero

Assigning a zero to work requires an enormous

amount of effort to counteract such a low grade.

Imagine grading on a percentage scale from zero

to 100 with A = 90%, B = 80%, C = 70%, D = 60%,
and F = 50%. Ina 1l0OO-point scale, there is typically
Model how a Pink Slip will be issued. When a student a 10-point break between the passing grades,

does not have a homework assignment, you will do the whereas there is a 60-point spread between a
following: zero and barely passing, a D or 60%. Assigning
zeros as grades is illogical and mathematically
m Place a Pink Slip on the student’s desk. jmcompraheneible

m Ask
a the student to complete the form and turn it If a student receives a zero and then on the next
in with the rest of their homework. assignment or test the student scores a perfect I00,
ne hoe aoe y
= Record an “M” to document the student’s missing that only averages out to 50%, still a failing grade.

assignment. It would take a student two perfect 100% scores to

reach a C and four perfect 100% scores to climb up
m File the Pink Slip as documentation.
toanA.
Ask students to practice completing the Pink Slip as if
‘ Rather than a zero, any letter or symbol would work.
they have not done their homework. y
If you feel the need to record a number, consider
Select Pink Slips to read aloud and demonstrate to the 50%. The climb back up to a passing grade is more
class that the student’s form was done correctly. reasonable for students to accomplish.

Collect the Pink Slips as you would homework. ol fa 9) «))

Check them for accuracy and conduct one-on-one Read Thomhae-Guskey's article.
conferences with those students who need additional OLE “O Alternative” for other scoring options.
direction in completing the form.
MMM
 THE PROCEDURE

Daily Closing Message

At the end of the school day, review the events that occurred and the learning that took place
with a Daily Closing Message.

Class Recap
These are some of the things we did today, Wednesday, Dece

In Reading, we
1. started reading 2030: A Day in the Life of Tomorrow’s Kid.
2. looked for common nouns and the adjectives that made the
plasticized blocks, smart trampoline, and magnetized hoveri

In Math, we learned how multiplication and division are related

For Writing, we worked on using adjectives to improve our wri

Tonight for homework, please

1. read the next 10 pages in our 2030 book.

THE SOLUTION
school day recap eliminates the scenario, whereby students go home and claim they did nothing in school
that day. This technique allows you to share with students and parents the daily activities, lessons, and
homework in a matter of minutes at the end of each day.
This procedure provides these opportunities:

Reviewing the day’s events with students

Reminding students of upcoming events and homework
Conveying to the parent the activities of the school day
TS
I)
we
ye Opening a line of communication for the parent and child
 DAILY CLOSING MESSAGE - 24

~THEBACKGROUND
In math, we continued to work on our multiplication
tables.

1. Today, we focused on division.

very school day is packed with activities and 2. We played division games in small groups.
lessons, so that when a child goes home and tells a
3. Continue to practice all of your math facts at
parent that nothing happened all day, the teacher
home with flash cards.
can establish the facts.
We are learning how to write paragraphs.
Parent: What did you do in school today?
Child: Nothing! 1. Today, we worked on writing a topic sentence,
followed by details that will support it.
A Daily Closing Message is a half-page memo that
is prepared by the teacher during the school day and 2. Of course, we can’t forget that every paragraph
then read aloud in class before dismissal. It is a quick needs an ending sentence.
way to review the day’s lessons and activities, give 3. We know that a paragraph needs to stay on
reminders about upcoming events, and reinforce one subject.
the homework for the evening. It is also a valuable
communication tool between the school and home. 4. You can practice writing paragraphs at home.

The Daily Closing Message is kept as brief as your This is your homework tonight:
time permits. Only the highlights of the day are
1. Please do the math page about division and
shared. Create a template so that preparing the Daily
multiplication.
Closing Message each day is a simple task.
2. Also, work on the page about adjectives.
This is the text from one of Sarah Jondahl’s Daily
Closing Messages. 3. Study your spelling words and don’t forget to read
with a parent.
Daily Closing Message
January 15 Have a great rest of the day!

THE PROCEDURE STEPS —

These are some of the things we did today:

This morning, we held our reading group sessions.

1. We read a new story and learned new

vocabulary words.
reate a template for your Daily Closing Message.
2. Wealso learned about adjectives. We know that This will make the process go quickly each day.
an adjective is a word that describes a noun. Adapt a format to suit your needs.

3. Continue to read at home with your parents.

4. Tonight, as you read your book, look for all of the
adjectives in the story.
PROCEDURES : FOR THE CLASSROOM

Daily Closing Message

Date

These are some of the the things we did today:

In Reading, we 1. At the end of the first day of school, give a copy

of the Daily Closing Message to every student.
in Math, we
Explain that the Daily Closing Message will be
For Writing, we worked on read every day.
Tonight for homework, please do 2. Model the correct procedure for reading the Daily
Closing Message. Tell the class that different
Don’t forget to
students will be selected to read the message.
I'll see you tomorrow! Everyone must follow along, so they are able to
read the message at home.
3. Once the Daily Closing Message has been read
Class Recap aloud, instruct students to place it with their
Date materials to take home. Tell them it is their daily
responsibility to read the Daily Closing Message to
Today, in (Subject), we a parent when they get home.

4. Tell students that in your letter to their parents,

you shared that a Daily Closing Message would go
home each day. Thus, students can expect their
parents to ask for this slip of paper every day.

A project due soon is

I'll see you tomorrow!

Using a template for a Daily Closing Message allows you to Select a few students to read the Daily Closing
fillin the blanks throughout the class period or school day. Message aloud after you have read it. Explain that as
their classmates read, everyone should follow along.

Thank the students who read the Daily Closing

Message and for showing the class how to do the
procedure correctly.
Remind students to place the Daily Closing Message
with their take-home materials and to share it with a
parent when they get home.
 DAILY CLOSING MESSAGE - 24

Check their understanding of your expectation for how

the procedure is to be done.

Rehearse the procedure again with one or more of the

students until the Daily Closing Message procedure is
demonstrated correctly.
If students are not following along as the Daily Closing g
Message is read aloud, remind them by asking, “What In your first communication to the home after the
is the procedure for the Daily Closing Message?” start of the school year, remind parents that the Daily
Closing Message has been going home with their child
each day.

arco introduces his students to his classroom Marco and the adults. Marco provides daily feedback
procedures beginning on the first day of school. on classroom conduct. In return, the adults at home can
He tells his class that the procedures are for their easily communicate with Marco.
benefit. “If you follow our procedures, school will be less
Marco was asked to participate in Project Aspire—a study
confusing for you.”
of highly effective teachers sponsored by the school
One of his procedures is the Homework Conduct Control district. The teachers were brought together to share their
Sheet. He devised it to maintain involvement with the effective teaching methods. At first, Marco was awed by
adults who are at home and responsible for the students. what he called the real experts. But, he soon realized that
Each week the students take home a task list that they every teacher there had several things in common. Every
are asked to work on with their parents or guardians. single teacher was a motivator. Each of them understood
The task list includes their daily home learning in reading, the importance of building solid relationships with their
Spanish, math, and English. students and the home. Every single teacher agreed that
the most important ingredients for teaching success are
Their daily home learning reinforces what the students
motivation, perseverance, compassion, and procedures!
have learned in class that day. When they have finished
working together, the parents or guardians must sign the In Marco’s words, “To be an effective teacher you must
task list. The Homework Conduct Control Sheet is also make a conscious decision to be positive and to set high
used as a vehicle for two-way communication between expectations—for your students and yourself.”

THE Classroom Management Book 165

 THEPROCEDURE
Guideline Infraction Notice
When a student chooses not to follow a classroom guideline or rule, have a procedure in place to immediately
address it. This allows the teacher to acknowledge the infraction while preserving instructional time.

Please correct your behavior []

Please return to task [J

See me after class!

Signature

Offense_

| Conference results

THE SOLUTION
ith a Guideline Infraction Notice, you can deal with potentially disruptive behavior without
embarrassing the student in front of the class. You are able to meet privately with the student, express
genuine concern, and work out a solution with the student.
This procedure solves these issues:

1. Wasting instructional time due to inappropriate student behaviors

2. Getting into a confrontation with a student or making incorrect assumptions about why a student may
be acting inappropriately
 GUIDELINE INFRACTION NOTICE - 25

THE BACKGROUND
Oftentimes, there are underlying reasons that cause
students to act out in class. They may be sleepy
and stressed from a difficult home life, exhibiting
avoidance behaviors, or doing things to gain attention
eachers will typically do one of two things when a from peers. These things are sometimes evidence of
student acts inappropriately in the classroom. They deeper problems that need to be addressed by parents.
either ignore the behavior, or they address it ina
Do not assume that students are exhibiting these
confrontational way in front of the entire class. Both
negative behaviors simply to make your life miserable;
actions waste instructional time.
this can lead you to develop resentments toward a
Ignoring the behavior causes the teacher to lose student instead of finding out what is really going on
valuable instructional time because the behavior with the student.
disrupts the class.
A conference with the student after class helps you
Ignoring the behavior communicates that it is not gain a better understanding of why the student is
inappropriate. It can also communicate to the students acting out in class.
that the teacher does not know how to handle the
Depending on the grade level or the infraction, you
situation. Therefore, ignoring inappropriate behavior
may choose to send home a “Guideline Infraction
often leads to more elevated infractions, which
Notice” in the student’s Take Home folder on the day
typically leads to office referrals and almost always
of the occurrence.
results in lost instructional time.

THE PROCEDURE STEPS —

In contrast, having a proactive procedure in place
often prevents students from escalating their negative
behaviors and will ultimately help to maintain a
healthy and stress-free environment for the teacher
and the students. reate a Guideline Infraction Notice on cardstock
or colored paper and print a supply to have readily
Addressing the behavior in a confrontational way and
available. Choose from the ideas on the list to
attempting to embarrass a student never has a positive
include on your notice:
effect for the teacher or the student. Ultimately, it ends
up as a demeaning situation and leaves the student = Checkboxes to indicate your instruction to the
and the teacher feeling frustrated, angry, and resentful. student. For instance, “please correct your
These are toxic emotions that poison the classroom behavior,” or “please return to task.”
atmosphere and inhibit learning.
= Space for filling in details of the offense
Exposed students have much more to lose from
= A notice to the student to see the teacher
demeaning situations than do teachers. There are
after class
times when students would rather suffer disciplinary
action and “save face” in front of their peers than allow = A student signature line
a teacher to “win” a confrontation in the classroom
= A parent signature line
setting.
™ The date
This procedure allows you to address the behavior by
discretely sharing your concerns with the student and ® Space for filling in the results of the student-
asking them to see you after class so, together, you can teacher conference
discuss it calmly.
PROCEDURES = FOR THE CLASSROOM

6. The student must see you after class for a

Name Date
conference if the box is checked and discuss the
C1] Please correct your behavior. {1 Please return to task. See me after class! infraction to arrive at a resolution.
Guideline Infraction
7, The student will acknowledge the infraction by
Conference Results signing the card.

Signature_ C) Parent Signature

Notes:

L
A Guideline Infraction Notice calmly identifies misbehavior
and minimizes instructional time spent on the issue. Select a student to role-play breaking one of the
classroom rules.
Model how you will mark the infraction notice. Ask
students to follow along on their copy of the notice.
Show students how you will place the Infraction Notice
on the student’s desk.
1. Distribute a copy of the Guideline Infraction
Notice to each student. Ask for a response to the next step. Elicit an answer
from the student that confirms they will see you after
2. Explain how the notice will be used and when it class. This can be a simple nod of the head.
will be issued. When a student chooses to act
inappropriately, you will do the following: Tell students the Guideline Infraction Notice will be
filed as documentation, and that it may be produced
= Place acheck mark in the appropriate boxes. during Parent-Teacher conferences.
= Note the offense.
Ask for questions about the process and the notice.
= Place the notice on the student’s desk without
saying a word. Model the procedure again if necessary.

3. Emphasize that when a student acts

inappropriately in class, instruction and learning
time are lost. You understand that there may be
underlying reasons why the student is choosing
to act in certain ways. You will not embarrass the
student in class, but will meet with him or her after
When the first infraction occurs, go through the
class to discuss the issue, if needed.
procedure. If the student reacts with a puzzled look,
4. Tell students that repeated offenders and blatant respond with, “And what’s the procedure for the
disregard of classroom guidelines will result in Guideline Infraction Notice?”
a conference. The need for a conference is up to
After class, follow up with the student at your
your discretion.
individual conference with clarification as needed.
5. Tell students that when they choose to act
inappropriately, they will be issued a Guideline felzi-[e] ~ 23 ©)
Infraction Notice. The notice will be silently placed ol Listen to Chelonnda Seroyer share how she
on the student’s desk, and you will resume the lesson. kr uses the Guideline Infraction Notice.
 GUIDELINE INFRACTION NOTICE - 25

| have been using what the Wongs teach 3. Create an atmosphere of mutual respect and
for nearly twenty years. | instilled some of comradery in your classroom through morning
the most important and useful tips from the meetings. Model cooperation and respect towards
Wongs in my daughter, Rhiannon. your students and their parents, and to your own
supervisors.
The Wong concepts that Rhiannon used made her
student teaching experience, and her first year of 4. Read THE First Days of School and follow the
teaching, enjoyable for both herself and her students, Wongs’ advice and methods. Reread the book
and have earned Rhiannon excellent evaluations from her (I have read it several times) because it will remind
supervisors. you of possible scenarios that necessitate having a
procedure in place that you may have forgotten or
Here are some of those tips. not thought of at all.

|. Know what you want your students to do from the 5. Rethink your procedures as you gain experience
moment they arrive in the morning until they leave or change grade levels. Procedures may need to
your classroom in the afternoon. Plan procedures be tweaked for different groups of students and
for every situation you can think of, such as entering different grades or ages.
the room, unpacking, morning assignments, lunch 6. Be consistent with your procedures and expectations.
count, transitioning from one subject to another, CONSISTENCY IS THE KEY TO SUCCESS.
rotating in learning stations, turning in homework
| have read some of Rhiannon’s evaluations and all
and classwork, going through the lunch line, hallway
of her supervisors have been very complimentary of
procedures, and packing up to go home. Have your
her classroom management. Her student-teaching
management plan thought out and written down
supervisor even commented that the second-grade class
before the first day of school so that you are ready
in which she student taught was better behaved at the
to present, model, and practice.
end of her student teaching than when she began.
2. Demonstrate how each procedure should be done Rhiannon now teaches fifth grade in Virginia. Her current
and how it shouldn't be done. Guide students principal commented that her classroom management
through practice until they have the procedures skills far exceed those of many seasoned teachers.
down pat. Be prepared to revisit, rehearse, and
It’s all due to having a classroom management
reinforce periodically throughout the year, especiaily
plan and taking the time to have the students
after extended vacations such as winter and spring
practice procedures until they become automatic.
breaks. Don’t be afraid to tweak a procedure if it
isn’t working the way you envisioned. *Read Rhiannon’s response to her mother’s advice on page 173.

THE Classroom Management Book 169

 THE PROCEDURE

Starting the school day with a class meeting brings the teacher and students together to practice
communication skills in a trusted setting. Meeting time is spent answering concerns, outlining the learning
objectives of the day, and announcing future events.

THE SOLUTION
orning Meetings allow the teacher to model discussions and teach effective problem-solving techniques that
will serve students well throughout their lives. Meetings regularly foster class spirit and give students
the chance to deal with conflicts in a gracious and non-confrontational manner.

Gathering the class together to connect

Discussing the daily schedule or calendar
Discussing any issues the students may have
NY) Previewing upcoming events
Wey
ye

170 THE Classroom Management Book

 MORNING MEETINGS - 26

THEBACKGROUND = 3 i“

THE PROCEDURE STEPS

orning Meetings can take place at any time and stablish a time for the Morning Meeting to take
as often as needed, so the class can connect as place and the location for the meeting in the
a team. classroom. Determine how and where students will
sit. The ideal arrangement is in a shape (oval, circle,
Morning Meetings are usually held after the morning
or square) where eye contact is possible among all the
opening activities and typically last no longer than 10
group members, and everyone feels a part of the group.
minutes. During the meeting, the schedule for the day
is shared, as well as important upcoming dates and Decide on the flow of the Morning Meeting and keep it
events. consistent. Post it for students to follow:
The Morning Meeting is a time when students can cf Greet each other.
bring up any relevant issues that may be bothering Za Read morning message.
them. These may include conflicts on the playground
3. Review the daily schedule.
or a classroom procedure that is not being followed.
Discuss these issues as a class, without mentioning 4. Reminders of upcoming events.
names. Talk about how these issues can be resolved. >: Discuss student concerns.
At the end of the Morning Meeting, wrap up witha 6. Review the opening assignment.
discussion of the opening assignment and set your
positive expectation that it will be a great day for all.

Explain the purpose of a Morning Meeting and

Creating Harmony what the class will gain from it. Emphasize
I use Morning Meetings to create a community that students should not mention names when
discussing issues.
of learners. This premise is based on creating
cohesion among the students, so they care Ask students to gather for the Morning Meeting
about each other and accept one another for in your predetermined location and seating
arrangement.
who they are.
Introduce the flow of the meeting chart and tell
This has been a very important step in my students that all Morning Meetings will follow this
classroom because | have special needs students outline.
who require in-class support. Tell students that all meetings will begin by sitting
close together in their formation, followed by a
Aclassroom that runs on procedures and
friendly greeting.
students that respect each other leads toa
harmonious environment.
PROCEDURES : FOR THE CLASSROOM

5. Start the greeting by turning to the student on the student said. For instance, “Mary did a great job using
right and saying, “Good morning, Chris.” Chris her words to express her concerns about ....”
returns the greeting by saying, “Good morning,
Tell students you will be the leader of the Morning
Mrs. Jondahl,” before turning to the classmate on
Meetings at first, but everyone will have an
his right and greeting the classmate. The greeting
opportunity to lead the meetings.
continues around the circle until it returns to you.
6. Read an opening statement to the students. It can
be an interesting fact, why today is going to bea
great day for learning, or something they will be
learning today.
7. Share the day’s schedule, as well as any important Follow the flow of the meeting you have posted, so
upcoming dates or events. students will feel comfortable when it is their time to
8. Open the discussion for students to share lead the meeting.
issues. Remind students not to mention names. It may take students time to get a grasp of talking
Model this by starting with an example. Keep
about issues effectively, without mentioning names.
discussions short and brief so that everyone who
Remind them that one of the purposes of the meeting
has an issue gets a chance to bring it up. Don’t
is to discuss and resolve issues without hurting other’s
allow the class to get carried away with any one
feelings or confronting them.
issue or by repeating issues.
As you feel confident in turning over the leadership
9. End the meeting with a review of the opening
of the meeting to the students, remain a part of the
assignment.
meeting circle and participate as if a student.
10. Conclude by wishing everyone a great day.

11. Instruct the students to return to their seats in an

orderly fashion.
Morning Meetings Modifications
Instead of opening the discussion to the floor, a
Praises and Concerns Board can be used to facilitate
discussions and keep them in check. A portable
whiteboard can be divided in half with a line drawn
down the middle. One half is reserved for Praises
and the other half for Concerns.
The first time the class gathers for a Morning Meeting,
make sure students are spread out as evenly as Students can note under Praises someone in class
possible before complimenting them for arranging who did something nice or for someone who was
themselves correctly. helpful. Students can note under Concerns an*issue
they want to discuss.
Show them where the outline of the meeting will be
posted, and encourage them to anticipate each part as During the meeting, place the Praises and Concerns
you move through it during the meeting. Board where everyone can see it and discuss
students’ praises and concerns for the week.
Remind students not to mention names before opening
The Meeting Leader can share a piece of interesting
the discussion to the floor. During the discussion,
information as an opening or end-of-meeting activity.
identify students who do a good job of talking about
incidents in an effective manner. Highlight what the
MMMM
 MORNING MEETINGS - 26

| have just ended my first year of teaching,

and | would like to reflect on what made it
such a success. One of my professors required All students face the same direction
THE First Days of School for a classroom management Students keep one pace behind the student in front
course. Because | saw what my mother did as a teacher, of them
I’ve always known that classroom management was the There is no leaning or rubbing against the wall
most important characteristic of an effective educator and They keep their hands to themselves
what most new teachers struggle with. They walk quietly

| know that students thrive on consistency and routine,

so planning my first year, and especially the first few
An alarm is set for the amount of time we have before
weeks of teaching, was Critical.
lunch for students to
| used a strong (well-organized) classroom management Check their binder
plan because | have a very busy classroom, full of
Prepare their math materials, which follows lunch
transitions which are made easy by the routines we have
Complete any unfinished work from earlier in the day
practiced and mastered. Each transition is the same;
Wait for lunch instructions when the alarm goes off
however, | play a different chime to indicate which activity
we're transitioning to.
These are some other typical procedures from my Write their homework and daily points in their
classroom management plan. planner
Check for mail to take home
Pack up their book bags
| greet each student entering the classroom. | have the Stack up their chairs
morning routine posted each day. Stand quietly by their desks waiting for the
dismissal bell to ring

Students review the morning routine on the SMART lam very pleased that my students have performed well
Board, which includes a thinking point and activity. and met 75 percent and 70 percent for reading and math,
respectively, in the standardized state assessments
for achievement in the state of Virginia.
The morning meeting usually lasts twenty minutes | know this is my calling in life, and | am so
and is meant to be quick and to the point to keep thrilled to help shape the students that will
students engaged. lead our future.

THE Classroom Management Book 173

 THE PROCEDURE

Class Discussions
Define how students participate in class discussions to encourage all students to feel confident about sharing
their thoughts and ideas. Students learn when it is appropriate to speak or listen, and to do so respectfully.

THE SOLUTION
ll students should feel comfortable participating in discussions without anxiety that their classmates will talk
over them, interrupt them, or disrespect them. When students know how to truly listen to what othérs have
to say, they will learn more and acquire greater benefit from a lesson.

This procedure resolves these issues:

1. Uneven student participation in class discussions—students speaking out of turn, monopolizing

the discussion, or not contributing at all
2. Students not respecting their classmates during discussions.
Students’ lack of confidence in public speaking
4, Kclassroom where students do not feel they are in a safe and trusted environment
 CLASS DISCUSSIONS - 27

THE BACKGROUND The Teacher as a Model

reactive teacher is preoccupied with stopping Students observe the teacher listening and
students from speaking out of turn. The proactive participating in classroom conversations on a daily
teacher is more concerned with having all the basis. The effective teacher models
students take turns speaking in class.
®™ proper eye contact;
The classroom is a safe space where students feel ® upright sitting posture;
comfortable participating in class discussions. = how to paraphrase an idea that someone
There will always be students who are more confident has shared; and
with public speaking than others, but they must = how to use classmates’ contributions as a
not be allowed to monopolize class discussions. springboard to their own.
Quieter students must be encouraged to share their These are valuable communication skills that
perspectives and are more likely to do so when students learn quickly, demonstrate in school, and
they are assured that their classmates will listen use throughout life.
when they speak—without interrupting, ignoring, or
belittling them.

The age level of your students will dictate the

MM

~ THE PROCEDURE STEPS

technique you use for calling on them. With younger
students, providing a Talking Tool—a Koosh Ball, a
bean bag, or a stuffed animal—is an effective way to
encourage mutual respect. A student can talk only
when in possession of the Talking Tool. Everyone else
f you are going to use a Talking Tool to facilitate
must be quiet, with their eyes and ears focused on the
discussions, be sure it is safe for the students to use
speaker. Discussions are more productive when there
in tossing to one another. Class discussions or small-
is a tool that helps signal to students who can speak group discussions need guidelines. These guidelines
and when it is a person’s turn to share. can include any from this list:
Employing a Talking Tool has the added benefit of =m You may speak only when holding the Talking
providing a visual aid for the teacher to track student Tool.
participation. When a Talking Tool is passed around
the room during a class discussion, it becomes very =m Eyes and ears must be on the person speaking.
obvious if some students are = Mutual respect—respect the person speaking,
participating more than and he or she will be respectful in turn.
others. The reassurance = The classroom is a safe space—everyone should
that the Talking Tool feel comfortable participating in discussions.
provides also tends
= Raise your hand and wait to be in possession of
to motivate students
the Talking Tool before speaking.
to participate and
get more out of the = Pass the Talking Tool gently with an underhand
discussion. toss.

= Announce the recipient’s name before passing

Using a Talking Tool helps
the students focus on
the Talking Tool so that he or she is ready to
whose turn it is to talk. catch it.
PROCEDURES : FOR INSTRUCTION

There are other techniques for calling on students. Put

names on a craft stick or in a fishbowl, and then simply
pull the stick or slip of paper to call on the student.

1. Students sit at their desks or on the floor so that

they are facing each another and can always see
the speaker.
2. Introduce students to how they will be selected
for participating in the discussion. Show the
device you will be using—Talking Tool, craft sticks,
fishbowl, index cards, or other.

3. Remind students that when someone is speaking,

all eyes and ears must be focused on the person
who “has the floor.” Only the person who “has the
floor” can speak. Include any other parameters you
want to establish for class discussion.
4. Atthe start of a class discussion, the teacher
holds the Talking Tool and explains the topic
of discussion. A student who wants to share
something must raise his or her hand and wait for
the Talking Tool to be gently tossed over. Once the
Talking Tool is in his or her possession, the student
may speak. In this way, the student is assured that
no one will talk over him or her and ensures that
the class is listening. Once the student has shared,
the Talking Tool is gently tossed to the next
student who wants to participate.

5. The teacher can encourage quiet students to

participate by saying, “For the next few minutes,
I'd like to hear from students who have not had a
chance to share yet.”

6. Or, at the beginning of the discussion, the teacher

A stack of index cards with student’s names on each can say, “I’d like to encourage everyone toyshare at
card can be carried around the classroom as you least once. So, if you see that there are classmates
moderate the discussion and call on students to who haven't spoken yet, and you've already spoken
participate. several times, allow others to share their thoughts
by not taking another turn yourself”
7. The teacher can also prompt student participation
s[m] 4 ©) with an invitation to speak or a leading thought.
rat
professor and
trick from a college
Learn acard
eas

176 THE Classroom Management Book

 CLASS DISCUSSIONS - 27

m “Jonas, since you have been such a good

listener, won’t you please share some of
your ideas?”
= “I’m going to start the sentence. Can you
share your thoughts on how to complete the
sentence?” Give a sentence related to the Invite the class to gather for a class discussion. Before
topic that allows the students to finish with the discussion begins, review the steps for a successful
their personal thoughts. class discussion.
To wrap up a class discussion, thank students for Ask the first question, say a student’s name, and toss
participating and sharing their ideas. Also, thank the Talking Tool to begin the discussion.
everyone for respecting one another and using the
Talking Tool correctly.

Special Places for Special Speakers

Rocking chairs, stools, recliners, or other special
“speaking chairs” in the classrooms are special spots for
students to perch upon while sharing ideas, projects, or
presentations. Other students have no difficulty seeing
and hearing the speaker, and they understand that when
a classmate is in the special chair, everyone else must
be excellent listeners.

A plastic, resin patio chair can be dubbed the speaking

seat. This type of chair is easy to paint and personalize.
At the beginning of the year, students bring in items to
attach to the chair. These items may be related to the
subject, or signify teamwork, respect, integrity, and
other positive traits.

When a student sits in the leather rocker, he or she = A lowering of the hand to signal, “Please lower
knows to use their “teacher voice.” Listeners in the your energy level.”
classroom display the 3 R’s: Respect, Relationships, = A time-out sign
and Responsibility. If the speaker in the chair sees
= Putting fingers to the lips for silence
classmates talking or not listening, the student pauses
and says, “I'll wait for you guys to be ready.” This is a = Motioning the zipping of lips for silence
powerful message when it comes from a peer! For students who tend to dominate class discussions,
If there is a particular student who tends to distract sit down with them at another time and suggest that
others during class discussions, the teacher can sit next they limit themselves to sharing only three times per
to or directly across from him or her. Establish a non- discussion. Encourage them to work hard on listening
verbal cue that can be used to remind the student to be and learning from their classmates. If at the end of the
respectful of his or her classmates and to participate in discussion there are still items to share, ask students
an appropriate manner. to write them out for you to read later.
PROCEDURES : FOR INSTRUCTION

When it is time to change speakers, ask students to

recall the procedure.

Continue to practice until all students have

participated in the discussion.

If a student forgets to use the Talking Tool, or is being The next time the class gathers for discussion, observe
disrespectful, ask a classmate to prompt the student on if students are following the correct procedure.
the correct procedure. Comment and redirect students if necessary. At the
end of every class discussion, thank the students for
Thank students for holding a successful class discussion holding such a respectful and interesting discussion
that allowed all students to speak and be heard. and for following the procedure.

Practice Makes Perfect

| have coached basketball for a number of years and the phrase ‘practice makes perfect’ transfers from the
basketball court to the classroom.

We practice the procedures until they become routines and are performed correctly. I provide hand signals to
go along with my expectations. This eliminates the use of my voice, especially when I need to be quiet as well.
Eventually my students pick up on the hand signals and begin to use them, too.

Throughout the year, the routines need to be revisited, especially after winter and spring breaks; but it doesn’t
take long before they are in the swing of things again.

lal]
25 %))
ni 2 Learn the value of wait-time and
* how it improves students’ responses.
 CLASS DISCUSSIONS - 27

onica teaches this signal at the start of the year when Identifies who is not paying attention
they begin having whole class discussions at their seats and holds every student accountable
or on the rug. Instead of blurting out, “I know the answer,” for participation.
students pat the top of their head when they concur with the
answer being given by classmates who have been called upon. Transfers to discussions in all subject
This visual agreement is a quick check for Monica to see who areas.
is engaged in the discussion, who understands the information, For instance, Monica is teaching fact families. She
and who may need additional help. asks students to describe the fact family for 3 + 4.
The pat-on-the-head technique keeps all students engaged in - Student I: “4 +3”
the discussion, regardless of who is answering the question. (Monica looks to make sure everyone has tapped
These are the reasons Monica finds this signal effective: their head in agreement.)

Gets less outgoing students involved in a discussion. Student 2: “4 - 3”

(If a student does not tap his or her head, Monica

Keeps the whole class actively engaged even
* Mere follows up by asking a clarifying question.)
when they are not providing an answer themselves.

Supports responsible talk prompts such as, “I agree Monica: All, | saw that you did not agree that sae)
Pith (name) because » is part of this fact family. Could you explain your
thinking?”
Adds to a discussion by identifying students who do
(Student should be able to support why she agrees
not support another student’s answer (“I noticed that
or disagrees with another student’s answer.)
you do not agree with ____(name).”).
Her technique helps students learn to listen and
Combats a student’s frustration from not being called
respect others when someone is sharing. It also
on; an alternative to slamming one’s hand on a desk or
gives students an opportunity to disagree in a non-
sighing heavily.
confrontational way.
= Stops students from calling out, “I knew that!” or,
“| had that answer!”

THE Classroom Management Book 179

 28 THE PROCEDURE

Getting students into groups efficiently and quietly will set the pace for how productively students work in
groups. The less time students spend transitioning into groups, the more time there will be for learning.

THE SOLUTION
»
orking in groups promotes teamwork, camaraderie, and practical experience for future employment.
Students work in groups throughout the day, so having a procedure is a must for minimizing the time it
takes for students to transition to an activity.

1. Chaos while students rush about, forming their own groups

2. Less popular students being left out of groups
3. Inefficient use of teacher and class time

180 THE Classroom Management Book

 WORKING IN GROUPS - 28

_ THE BACKGROUND
Consider this when determining the groups’ composition:

= Will everyone have a task to do while working in

the group?
eing able to work effectively in a group, learning to = Will the members of a group be able to help one
compromise to attain common goals, and assuming another?
shared responsibility for teamwork are skills that
students need to learn to be successful in school, at work, = Will the members learn from each other?
and throughout life. The procedure for forming groups = Will the members work effectively together?
and transitioning from a classroom setting to a group
work setting must be well-rehearsed and hassle-free. Group composition and size will change with each
activity. Students will get a chance to work with all

THE PROCEDURE STEPS

of their classmates and won’t be stuck in a group,
working with someone with whom they would prefer
not to be teamed.

GROUP WORK LOCATIONS

he success of this procedure will be determined
before it is even played out in the classroom. Decide where the best locations are in the room for
The more thought and planning that goes into this groups to meet and work together. Assign groups
procedure, the more effective it will be. There are many to these locations. Depending on the dynamics of
questions you will need to answer before you can ask the class, the type of activity, and the set-up of the
your students to form groups. classroom, students can either move desks or chairs, or
themselves to their group’s work location.
= How will students be assigned to groups?
You assign the place for the group to work. It is nota
= Where will the groups work?
free-choice decision.
® How will the group work together?
If the group will be meeting for an extended period of
= What will be the consistent transition cue to alert time, make a class map that shows where each group is
students it is time to end their work as a group expected to meet and work together. Post this map on
and come together as a class? the class notice board next to the group list.

ASSIGNING STUDENTS TO GROUPS GROUP WORK PROCEDURES

The purpose of a group is for everyone to work Establish a set of procedures for students to follow
together as ateam. Therefore, everyone in the group while working in groups.
must have a job to do as a functioning member of
the team. Preassign students to groups, rather than m You are responsible for your own work and
letting students pick their teammates. This eliminates behavior.
students feeling left out, chaos in the classroom as ® Ifyou havea question, ask your fellow group
students search for potential teammates, and grouping members for help.
students with incompatible learning levels or disparate
behavior patterns. = If your group member asks for help, try your best
to help the person.
The size of a group is determined by the activity
you wish the group to perform. Some groups could = Ask the teacher for help only if the entire group
have three members, while other groups may have is stumped and everyone can agree on the same
seven members. question.
PROCEDURES : FOR INSTRUCTION

These procedures encourage students to help one

another, rather than relying exclusively on you. Your
time is more effectively used because you need only
attend to a group when all members are in doubt.

USING A CONSISTENT TRANSITION CUE Explain to students that you have preassigned
Depending on the grade level, use a suitable cue to them to groups.
facilitate students’ transitions to and from groups Explain that this group is for this one activity
and back to the classroom. and that the next time they are asked to work as a
Giving a verbal cue to group, it may be with different classmates and a
transition to the group different number of members.
work is appropriate. Announce the members of your first group.
A simple, “Please begin
your group work,” Point out the location where each group is to work.
works well. If applicable, show students the group list and class
Use a countdown timer map, and tell them where they can find it.
to signal when it is Demonstrate the signal for gathering in groups.
close to transition time.
Explain to students while they are in working
Playing music to signal when it is time to transition groups that there are procedures to follow:
back is acommonly used cue. A song can provide the
class with a set amount of time to bring closure to the = You are responsible for your own work and
task and resume working as aclass. Music can also behavior.
help keep the noise level down during transitions—tell = Ifyou have a question, ask your fellow group
students that any noise they make has to be softer than members for help.
the music that’s playing.
= Ifyour group member asks for help, try your
Counting down is also an effective verbal cue. Give best to help the person.
students a set number of seconds and count aloud, or
= Ask the teacher for help only if the entire
set atimer. This tells students how much time they
group is stumped, and everyone can agree on
have to transition and reestablishes when they have to
the same question.
be in their designated places.
Model the transition cue for coming back to the
A well-rehearsed cue for transitioning in and out of
class. Share that it will always be the same cue.
groups maximizes the time the students will spend
on the group assignment. Explain what the procedure is when the transition
cue is given. For instance, when the teacher starts
the countdown timer, the procedure is to
26»)
= bring closure to what they are doing as
Learn some ways to quickly form groups without
Ele using any cards, marbles, candy, or other objects.
a group;
= return materials;

Ee 27») = return furniture to its original location; and

Browse these free countdown timers to = be back in their respective seats when there is
oye alert students to get ready for transitions. no time left on the timer.
 WORKING IN GROUPS - 28

Appoint a few students to be the first group and point Before the first real-time group work begins, review
out where they are to work. the procedure for group work. As the students are
going through the process, thank them for successfully
Give them a simple task to do that requires them to
interact.
following a specific part of the procedure. “Shoji, thank
you for moving to your group without talking to your
Ask the rest of the class to act as monitors for the classmates.” This affirms the specific action and is
procedure. more useful than, “Shoji, you did a good job moving to
your group.” Your specific words of encouragement
Give the cue for breaking into groups.
help the student to understand what your expectations
Once they are in their group and have begun working, are in carrying out the procedure.
stop the process and ask the monitors for feedback on
When students have returned to their seats after the
how well their classmates performed the procedure.
group work, give them feedback on how the process
Correct mistakes and address problems as needed.
went. Affirm and correct the procedure as needed.
Ask the students to resume their work. Approach the
group and ask what the procedure is for when they
have a question. Allow the class to determine if it is
the right or wrong answer. Correct them as needed.
Ask the students to continue working. Give the cue for
transitioning back to the classroom. Working Together in Groups
When the students are back in their seats, ask for For group work in the laboratory, there is a
observations from their classmates. Correct mistakes
procedure, so each student is prepared to
as needed.
contribute equally to the group’s work.
Thank the students for participating in the first group I determine the lab groups at the beginning
to model the procedure, pointing out the highlights of of the year, but will change them from time to
your observations of whether the correct procedure time, ifnecessary. Students will decide which
was followed. role they wish to complete for the first lab, and
Reverse roles—the students who participated in the will then rotate through the jobs of Researcher,
first practice group are now the observers, while the Supply Gatherer, Safety Person, and Recorder.
rest of the class has been assigned into groups and
their meeting locations. For group work in the classroom, students will
work in groups of three. All students fulfill the
Give the cue for group work to begin. Stop the process
role of Researcher for the group. Students will
at the same points as before and allow the observers to
rotate the roles of Recorder, Time Manager, and
respond. Correct problems as needed.
Fact Checker, depending upon the group activity.
Continue prompting at points throughout the
rehearsal process until you are sure the students know
what the procedure is for going to groups, working in
groups, and coming back as a class after group work.
 THE PROCEDURE

Students who master the skill of effective note taking learn how to identify important information
and gain a better understanding of concepts.

THE SOLUTION
pplying the Cornell Note-Taking Method eliminates disorganization in students’ lesson notes.
This method aids in capturing important information that can be used in preparation for tests.
It helps to focus students’ attention on the relevant content and minimizes distractions.

1. Ensuring students take notes that are accurate, complete, and relevant
2. Teaching students to condense concepts into key words, phrases, or sentences
3. Transforming the passive student into an active learner

184 THE Classroom Management Book

 NOTE TAKING - 29

1. RECORD

f THE BACKGROUND Show students how to divide a sheet of note paper into
the three sections with these dimensions:
esearch shows that students who take notes in ® 2%-inch section from the left side of the page
class perform better on assessments than students =" 6-inch section from the right side of the page
who do not take notes. However, most students
interpret note-taking as transcription—they madly m 2-inch section at the bottom of the page
scribble down every word the teacher says. As a result,
their notes lack structure, are difficult to reference, 2¥2 inches 6 inches
and hard to study. Worse, students who are frantically
transcribing a lesson tend to disengage from the
lesson—they are no longer paying attention, thinking,
asking questions, and learning.

Students need to be taught how to identify and

organize essential information while note taking
without disengaging from the lesson. Students who
understand how to efficiently take meaningful notes
are transformed from passive listeners into active
learners.

_ THE PROCEDURE STEPS

a

eo
inches
2

Show students how to label each section with

he Cornell system for note taking helps students
Record, Reduce, and Review.
efficiently record important information. Once
the ideas are recorded, they are further reduced by
condensing the concepts into key words or phrases. Reduce Record
Then these notes are summarized in one or two
sentences for review.

To eliminate disorganization, the Cornell Note- Notes :

Taking Method organizes notes into three specific
sections: Record, Reduce, and Review.

1. Record, where students record notes on the

important information. Key Points 2

2. Reduce, where the notes are reduced to a

descriptive word or key point. |

3. Review, where the notes are summarized to

a concept and where questions that remain Summary/Questions : Review
unanswered for further research are stated.
PROCEDURES =: FOR INSTRUCTION

Teach students to take notes by recording meaningful

information in the section labeled Record. Emphasize
that organization is important for effective note taking.
Help students record notes with these tips:
= Omit information that is unnecessary for
understanding the material. Explain how the Cornell Note-Taking Method works
and why it is more effective than writing down the
= Eliminate repeated information.
lecture word for word.
= Use abbreviations.
Teach a lesson and use the white board, LCD projector,
= Write brief phrases.
or document camera to walk students through the
= Leave spaces between thoughts. process of taking notes using the Cornell method.
2. REDUCE Highlight relevant information from the lesson and
note it in the Record section. Allow students to copy
In the Reduce section, teach students to write a simple
this for reference.
phrase, cue word, or key point based on the notes
taken. Brevity and simplicity are important. Suggest cue words and write them in the Reduce section.
Words written in the Reduce section are cue words for Reread the information in both sections and write a
reviewing and reflecting on the material that is being one- or two-sentence summary in the Review section.
taught. Point out that this section can also be used to write
unanswered questions, points that need further
3. REVIEW clarification, and suggestions for further research.
Review the information in the Review and Reduce
sections to write a one- or two-sentence summary of
the concept in the Review section. Students can also
use this space to write points for clarification, questions
unanswered, or an Aha for further research.

Students who have difficulty writing this summary

have not fully grasped the material and need to The next day, review the Cornell Note-Taking Method
with the class.
revisit it. You can gauge your teaching effectiveness
by observing students’ ability to produce coherent While teaching the lesson, stop and ask students
summaries. to identify important information that needs to be
Teach students how to study using their organized recorded in the Record section.
notes. Ask for volunteers to suggest cue words for the Reduce
section.
= Instruct students to use index cards to cover the »

notes written in the Record section. This leaves Invite students to share the summary they have written
only the notes in the Reduce section exposed. in the Review section.
= Based on the cue word or words in the Reduce
Show how using the notes can increase retention of
section, students recite as much information as
information. With a piece of paper, cover the notes in
they can remember from the Record section.
the Record section. This leaves only the notes in the
= Reviewing their organized notes in this way will Reduce and Review sections exposed.
help them retain the information learned when
test time comes around.
 NOTE TAKING - 29

Based on the cue word or summaries in the Reduce

and Review sections, ask students to recite as much
information as they can remember from the Record
section.

Ask for questions throughout the lesson as students

practice taking notes. Regularly review the Cornell Note-Taking Method with
the class. Take the time to occasionally walk students
through the note-taking process.

Emphasize that by being organized now, students

save themselves future work. Also emphasize that the
Cornell Note-Taking Method makes studying for tests
far more efficient.

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Note-Taking Guide
Help younger students learn how to take notes. Create a Note-Taking Guide—a prepared set of notes with strategically-
placed blanks. Students will not be overwhelmed by the responsibility of having to organize information and listen for
the important information.

A Note-Taking Guide looks like this:

The teacher says, “Class, when the Constitution was written, the framers wanted to make sure that no government
group had too much power. They divided the government into three different branches, the Legislative, Executive,
and Judicial, each with its own duties. The Legislative branch makes the laws, the Executive branch carries out the
laws, and the Judicial branch decides whether or not a law has been broken or misinterpreted.”

As the lecture is delivered, a PowerPoint slide recaps the information.

The 3 Branches of Government

Legislative = Makes laws
Executive = Carries out laws
Judicial = Determines if the laws have been followed

This is how the student’s Note-Taking Guide reads:

There are branches of government. The Legislative branch laws. The Executive branch carries
out. _The Judicial branch decides if laws have been

The teacher briefly pauses for students to fill in the missing words before moving on.

As students progress in school, a Note-Taking Guide will become the Cornell Note-Taking Method where the students
become responsible for all of the content.
 30 THE PROCEDURE

Showing your students how to use the SQ4R technique (Survey, Question, Read, Recite, Review, Reflect) helps
them gain a deeper understanding of the material and allows them to use the method in all of their classes.

THE SOLUTION
»

he “SQ4R” method requires students to invest a significant portion of their time, but it helps students learn,
recall, and use information. Teach students how to read a textbook to help them navigate through all of the
detailed information presented in it.

1. Poor comprehension of the information presented

2. Low retention of the facts

i88 THE Classroom Management Book

 READING A TEXTBOOK - 30

THEBACKGROUND
ost students read a textbook the same way they
read a novel in an English class. They start at the 1. Introduce students to the SQ4R method and
beginning of the book and continue reading until discuss how it helps them gain and retain
they finish the last page. Although this method is information.
appropriate for reading fiction, it is not the best way to
read a textbook.
1) SURVEY
® Briefly look through the chapter to gather
Highlighting is a commonly used method to emphasize information about the content.
text. However, this technique usually boils down to
= Read the title of the chapter to get an idea of
coloring a page, rather than critically thinking about the
the topic being presented.
information and selecting the salient facts for recall.
= Read the chapter’s introduction or summary.
The “SQ4R” method reduces the textbook This introduces the reader to the chapter’s

S .
information to bullet points for future study.

S T E P
main points.

_TH E P R O C E D U R E
m Read all section headings. These headings
help the student understand how the material
is organized.
= Read all boldfaced, italicized, highlighted, and
boxed text.
each students the SQ4R process for reading
textbooks to help them better understand textbook = Examine the visuals and read the captions.
material and retain the information. Prepare a wall Visuals are used to call out specific material
chart with the steps for reading a textbook. Keep the and aid understanding.
chart posted throughout the school year. = Read all definitions, objectives, and study
guide questions at the end of the chapter.
1. Survey
2) QUESTION
2. Question
ee eres
3. Read = Think about the material being surveyed.

4. Recite Survey = Think of the chapter headings as questions

that give purpose to reading and increase
ead (Question comprehension.
6. Reflect lRead = Create questions to be answered from the
reading material.
lRecite
=m When readers are actively searching for
Review answers, they are engaged in the reading
process.
Reflect
3) READ
Surveying and questioning builds a framework for
understanding the material. This step, Reading,
The poster serves as a visual
fills in the information around the framework the
reminder of the steps in the process. student has built.
PROCEDURES =: FOR INSTRUCTION

Reading is like building a house. The walls of the 2. Choose a chapter from a textbook and use it to
house cannot be finished before the framework model the SQ4R method. Go through the steps as
is complete. Students should not begin to read a class.
before they have surveyed and created questions = Read the chapter title and summary.
for the chapter.
= Show students the importance of reading the
= Look for the answers to the questions created. boldfaced, italicized, highlighted, and boxed
text.
= Take notes of the answers in the student’s
own words. = Take time to examine the visuals and read the
= To avoid information overload, focus on the captions.
main idea of the reading rather than all of the = Go over the definitions, objectives, and study
minute details. guide questions.

4) RECITE 3. Ask students what the chapter is about. Discuss

Encourage students to quiz themselves at the questions that students should keep in mind when
end of every chapter. Have them ask, out loud, reading the text.
the questions they created, and then have them 4. Ask students what the different sections are about.
answer the questions in their own words. When Discuss questions that students should keep in
students can recite the material in their own words, mind when reading each section.
they are more likely to understand and retain that
information for later use. 5. Ask students to read the chapter with the
appropriate questions in mind.
5) REVIEW
6. Ask for answers to the questions the students
The last phase of building a house involves a final
developed prior to reading.
inspection by the city. Similarly, just because
students have finished the chapter—surveyed, 7. Ask students to pause and think about the general
questioned, read, and recited the material—it does concepts they just learned. Ask students to
not mean they are done. volunteer the information they gathered as a result
of the SQ4R process.
When students get to the end of the chapter,
encourage them to review and inspect their notes
for details left out and information misstated.
Reviewing the material enables students to retain
the information.

6) REFLECT
= Encourage students to mentally manipulate Instruct students to take turns quizzing their seat
the information they have gathered. partners on the information from the textbook. Some
= Reflect on the questions created as a check for students will ask questions from the textbook, and
understanding. other students will use their SQ4R notes to locate
the answers. Seat partners should alternate between
= Look for relationships between the ideas and
asking and answering questions based on the text.
combine them for deeper understanding.
Emphasize that students should use their own words as
much as possible.
 READING A TEXTBOOK - 30

Prepare a SQ4R guide for students to use as

they read their textbooks. Jeff Gulle of Danville,
Kentucky, uses this guide to help his students
record their thoughts.

SOCIAL STUDIES SQ4R READING GUIDE

Title of Reading

GGA
QUESTION

+ Write down any additional que: 175 you have about the content
of this read
Observe student pairs and redirect them if necessary.

After quizzing themselves and reciting the material in

their own words, students should review their chapter look for the answers to the questions in the

notes again. Emphasize that reviewing the information

helps students retain what they have learned.

ing away and think about what you read. How

RECITE emember?

+ Look at the reading again, Find any answers that are missing
REVIEW from the Question section above

At the next class reading, pair students again and ask gO REFLECT
* Think about what you rea

them to work together on the passage using the SQ4R * BE PREPARED TO DISCUSS THIS
INCLASS!

process. Monitor the groups and give assistance as

needed. Use the pairing technique until the students
feel confident in using the process on their own.
With a guide, students are able to follow the
process and focus on the important information
from the textbook. Once students know the method
and become familiar with the steps, the process

EI¥I] 28 «)) becomes second nature to them.

; Jeff Gulle shares his SQ4R template with

&) £ you to use with your students.

THE Classroom Management Book 191

 JI THE PROCEDURE

Incorporating reading into the daily schedule gives students time to read for pleasure each day.
The more students are exposed to reading, the more likely they are to be successful at it.

THE SOLUTION
eading is a skill useful in all subjects. It is also a skill that brings great enjoyment.
Being a strong reader opens doors to learning. Read Any Place (RAP) Time
encourages students to read.

1. Encourages students to read for fun

2. Motivates students to read independently
3. Allows for book sharing to encourage others to read

192 THE Classroom Management Book

 READ ANY PLACE TIME - 3!

pe yurenitinep

ncouraging students to read as a hobby or for fun

provides a welcome relief to a home life of television
and video games.

During RAP Time, students are encouraged to read any

type of age-appropriate book of their choice. They are
allowed to read anywhere in the room, as long as they
are following the RAP Time guidelines:

Students must sit at

i
arm’s length from each
other.
Categorize books by reading levels, genres, themes, and
Silent reading only—no interests, and label the books and baskets or shelves to
talking with classmates. keep them organized. This way, students can easily find
Students take turns to books that interest them, and it makes it easier for them
use the special chairs to return the books to the correct places.
and cushions.
Books must be returned
WAP time encourages to their correct places
independent reading. when RAP Time is over.

When students are finished early, encourage them to

take out their RAP books and to enjoy reading it while
- Create a poster with the RAP Time guidelines and post
waiting for the rest of the class.
it where students can easily refer to it. Teach RAP
Time during the first week of school.

STEPS 1. Introduce students to the inviting spaces for

TH E PROCEDURE
reading in the classroom.
2. Designate atime during the school day for RAP
AP Time requires a variety of reading materials Time. Tell students when they can expect RAP
and levels of books accessible to all students. Put Time in the schedule. Depending on your class
together a class collection of children’s magazines structure, RAP can be a daily activity or done on
and newspapers, comic books, picture books, and certain days of the week.
chapter books. Students should feel comfortable 3. Discuss the RAP Time guidelines and what they
picking up the book of their choice. : ere

Set up an inviting reading area in the classroom 4. Tell students that you will be participating in RAP
with easy access to the class book collection. Carpet Time with them.
squares, cushions, fun chairs, and a sofa help make 5. As the activity comes to an end, allow for brief
students feel comfortable and cozy and contribute to sharing of anything exciting they’ve learned or
their enjoyment of RAP Time. read.

THE Classroom Management Book 193

PROCEDURES = FOR INSTRUCTION

Ask the other half of the class to monitor their classmates

and call out corrections to the procedure. Rehearse
this procedure again, with the class reversing roles.
Ask for volunteers to share anything exciting they’ve
learned from their reading.
Model what RAP Time should look like. Show students
how to choose reading materials and where to sit in the
classroom. Remind them to sit at arm’s length from
one another. Ask a few students to model what RAP
Time looks like.
As the class practices this procedure, remind students
that RAP Time is for silent reading. Gently correct Acknowledge the students for following the procedure.
students who forget to read quietly and independently. If the procedure is not being done correctly, simply
“ d Pp Ti ] ad

Announce a practice RAP Time, and allow half the ask, “What's the procedure for RAP ‘Timeipicac
students to stop their work and demonstrate how RAP If a student is idly sitting waiting for the rest of the
Time works. class to finish an activity, ask, “What is an activity you
can do while waiting for the rest of the class?”

aintaining a classroom library gives students easy 2. Develop a check-out and check-in system if the books
|access to a wide variety of books. But, you’ll need to are leaving the classroom.
establish some guidelines before
; the students can Use check-out cards placed in adhesive pockets
borrow books from the classroom library.
in the front of each book. Students are given the
1. Establish appropriate times for using the class library. responsibility of removing the card, writing their
name, date, and class period on the card, and
Before and after class
placing the check-out card in an alphabetized
Between classes
card box. When the book is returned, the student
At lunch finds the card in the card box and returns it to the
At the start of RAP Time pocket in the front of the book.

194 THE Classroom Management Book

 READ ANY PLACE TIME - 31

= Use an electronic log. Create a Word document The procedures of a classroom library are similar to the
or Excel spreadsheet that students can access operation of a school’s media center. Joanne Ladewig,
on the class computer. When students check out a Library Media Technician in Garden Grove, California,
a book, they enter their name, book title, date, believes kids do behave better when they know what is
and class period in the digital document. When expected of them and how to do it.
students return books, they insert the date they
In her library she differentiates between policies,
returned the book to the classroom library and
save the document. procedures, and rules.

Policies are general management statements concerning

3. Organize the books.
how the tibrary is run.
= Books can be organized by genres or simply as
fiction and non-fiction. Allocate specific sections
= Books due in two weeks
on the library shelves for each category. ® Books brought in for renewal
= Damaged books must be paid for
= Put colored tape or dots on the book spines to
= Limit of three items per person at any time
indicate the books that are grouped together on
= Push the chairs in
a shelf.
= Keep the library clean
4. Assign classroom jobs.
Procedures cover how things are done. They usually
= The class library can be run on an honor involve physical action. There is no punishment for not
system, where students take on the doing a procedure correctly, but the student will have to
responsibility of ensuring that books are go back and do it properly. For example, someone who
properly checked out, checked in, and returned runs into the library will have to go back to the doorway,
to their places. stop, and then walk appropriately into the room.
® Alternatively, assign classroom jobs such as = Come into the library in a quiet and orderly
Librarian and Assistant Librarian. The Librarian manner.
checks books in and out of the library, while
Sit where assigned.
the Assistant Librarian returns books to the
Scan in books and return them to the proper
shelves. These jobs can be rotated so that all
shelf (or book cart).
students share the responsibility of maintaining
Use a shelf marker.
the class library.
Before checking out, look through books and
5. Keep the library open. magazines and report any damage.

= Encourage students to come in before or after ® Bring your library pass.

school to browse the class library’s collection. Rules refer to physical behavior, and there are
= Familiarize yourself with the books in your consequences if they are broken.
classroom library, so you can recommend books
Respect the books and other library materials.
to students. Use every opportunity to promote
Respect the library furnishings.
literacy.
Respect everyone in the library.
Use your time wisely.
ae
CeeRespect the library as a quiet place.
 THE PROCEDURE

Taking a Test time.

Test day can be productive when the teacher plans ahead to minimize unnecessary loss of learning

THE SOLUTION
very minute is valuable in the classroom. Every day is a day for learning. Test day can be
productive when students know what to do, and the teacher is proactive about using every minute
of classroom time effectively.

This procedure resolves these issues:

1. Confusion on test day

2. Ineffective use of class time
 TAKING A TEST - 32

THE BACKGROUND
he lesson plan book displays, in large print, “Test
today!” Teachers view test day as a mini holiday Explain your procedure for taking a test. Include some
from instruction, while students consider test day of these steps for your students to follow:
to be a pass from learning.
m Keep your eyes on your own paper.
Students who finish early will fidget and look
around, trying to find others who are finished as well. = Remain quiet during test time.
Mobile devices are checked and grooming gadgets m You may not return to the test once you have
miraculously appear—seldom does learning take turned your papers face-down.
place while early finishers wait for their classmates to
complete the test. = When finished, turn your test over and place all
papers on the top-right corner of your desk.
Every minute in the classroom is an opportunity to
learn. This is made clear to students with a posted = The test will be collected as soon as everyone has
agenda—even on test day. With an agenda, students indicated they have completed the test.
will always know what they should be working on next. =m Remain seated and begin assigned work
immediately.

THE PROCEDURE STEPS = Have materials at your desk to work on when you
are finished with the test.

tudents have varied test-taking abilities, so

plan ahead and post work or a silent reading
assignment for students to begin as soon as they
complete the test. By being proactive about not
letting a single minute of class time go to waste,
student learning is maximized. Tell students that on test day, all regular classroom
procedures will be followed. On test day, students
Post an agenda with a schedule on test day. The
should enter the room quietly and begin their opening
schedule should show assignment as usual.
= when the test will take place in the class period;
Model how students should indicate that they have
= how long the testing period will last; and completed the test by placing their papers face-down
on the top-right corner of their desks. Remind students
= what to begin working on upon completion of that once they have done this, they are not allowed to
the test. return to the test.

Emphasize that the agenda will be followed as usual.

Students should remain in their seats and start on the
assigned work as noted in the agenda.
PROCEDURES « FOR INSTRUCTION

On the day of the first class test, discuss the test-taking Highlight the assigned work posted on the agenda
procedure again to eliminate any misunderstandings. and remind students to start on it immediately after
completing the test. Clarify any questions students
Remind students that they should remain silent even
may have about the assigned work.
after they have completed the test because their
classmates may still be working.

Students in Beth Featherston’s classroom sit in clusters, with their desks touching each other. To create a personal
space for students, without separating their desks, Beth glues the front of a file folder and the back of another folder
together to form a three-paneled partition.

The students write their names on the folders and then write words of encouragement to personalize their folders.

Think smart Do your best

Work hard Focus
Check your work Be positive

Beth laminates the folders to seal them together and then trims them.

The folders are stored in a special place in the classroom. On test day or with any activity that requires independent
thinking, a student helper distributes the folders and students set up their partitions between themselves. Within a
personal space, students are not easily distracted.

Fersonal
t Office
paces
MMMM
 TAKING A TEST - 32

Be Strong
This saying was posted on the door of Susan Green, principal at Alain L. Locke School in
New York City: “Today’s struggles will bring tomorrow’s achievements.”
Students often complain, “This is so boring. Can we do something fun?” Their desire is to be
entertained, not to work hard. Their attitude toward school is, “If 1am not entertained, I don’t
want to be here.” Working hard to get things done is a lost value among today’s youth.

The origin of this story is not known, but the message is universal for being successful and
effective in life. A man found a butterfly cocoon. One day, a small opening appeared in
the cocoon. He sat and watched the butterfly as it struggled to force its body through that
little hole. For several hours, it struggled. Then, it seemed to stop making any progress.
It appeared as if it had gotten as far as it could and could go no further.

So, the man decided to help the butterfly. He took a pair of scissors and snipped away the
remaining cocoon.

The butterfly then emerged easily. The man continued to watch the butterfly because he
expected that, at any moment, its wings would enlarge to support its body and its body =
would contract to size.
Neither happened! In fact, the butterfly spent the rest of its life crawling around witha
swollen body and shriveled wings. It was never able to fly.

What the man, in his kindness and haste, did not understand was that the restricting cocoon
forced the butterfly to struggle and strengthen its wings. And emerging through the tiny
opening was nature’s way of forcing fluid from the butterfly’s body into its wings. Only then,
would the butterfly be ready for flight.
Obstacles and struggles are opportunities for everyone to grow and learn. The hard work to
get through these difficulties strengthen us and boost our morale. An obstacle-free life might
cripple us. We would not be as strong as we could have been. We would never learn to fly!
Be consistent, be strong, be vigilant in your efforts to teach children.

Harry K. Wong = Mountain View, California

 THE PROCEDURE —

Students Correcting Work

Not all papers need to be checked or scored by the teacher. Give some of the responsibility of correcting
papers to the students.

JHOOO
SOGOe

So06
DOO

© G

2000630
vo

THE SOLUTION io
s

eize the opportunity to lighten your workload. When appropriate, students can assist in checking and
correcting their classmates’ work. Your time spent on correcting papers can now be used on other
professional responsibilities.
With careful teacher supervision, this procedure provides these opportunities:
1. Limiting the amount of items a teacher must correct
2. Teaching responsibility for peer scoring
 STUDENTS CORRECTING WORK - 33

THE BACKGROUND THE PROCEDURE STEPS

his is not a procedure that can be done at every each this procedure just before the first opportunity
grade level or all of the time. But there are many to correct papers occurs. Impress on them
assignments that can be corrected if students are the importance of being fair and honest when
taught the procedure for marking papers. correcting a classmate’s paper.
Students complete many assignments in a day. Not all Purchase a set of class marking pens. All pens are the
assignments need to be graded, marked, or scored by same color and are reserved for correcting papers.
you all of the time; however, it is important to review
Let parents know that any papers corrected with the
and grade the majority of assignments. There are
color you’ve chosen for the year are ones that have
certain pieces of work that must always be teacher-
been corrected by students.
scored, such as pieces of writing, cursive handwriting,
and most tests. However, there are many assignments
that can be corrected by students during class time. In
some instances, the grading process can be treated as
a review of skills.

Students work hard on their assignments and take

pride in their work. Explain to the class that when they 1. Pass out student work, making sure each student
correct another person’s work, they must treat it with has another person’s assignment.
respect.
. 2. Distribute the colored marking pens.
3. Have the student who is correcting the work sign
his or her name on the bottom right-hand corner
of the page. This stresses the importance of taking
responsibility for accurately correcting the paper
and treating the work with respect.
4. Tell students to only make marks next to the
incorrect answers. Instruct students to place an
“X” (or any symbol you choose) next to incorrect
answers. No other marks are to be placed on the
paper.
5. Recite the answers, so students can correct the
papers.
6. Ask if clarifications are needed as you give the
answers.

7. Tell students to tally the total number of marks on

the paper and place that number next to their name
written at the bottom of the page.
8. Collect all of the corrected papers to review and
check for accuracy.
Students are taught responsibility when
correcting their classmates’ work. 9. Collect all marking pens.
PROCEDURES =: FOR INSTRUCTION

Adapt to Be
Successful
The first time papers are corrected as a class, double Jeff Smith of Pryor,
check the accuracy of students’ corrections by Oklahoma, was like
exchanging the corrected paper with a seat partner’s. so many new teachers.
He knew his subject
Ask the seat partners to sign their names next to the
matter inside and out
name of the person who just corrected the paper.
but had no classroom
Remind students they are checking each other’s work. organization. Every
Go through the corrections once more. day was a struggle,
until he was almost
Repeat how to mark the papers if they find something fired. And then he was introduced to The Effective
incorrect. The mark used in this second round should Teacher video series and started to plan.
be different than the mark used in the first round of
Jeff sets up his students for success by using solid
checking.
lesson planning, organization, and management
Tally the number of incorrect answers on the paper skills. Every one of Jeff’s students had experienced
and note the number next to their name at the bottom failure of some kind before they came to him. Yet,
of the page. his students are successful because he plans for
their success.
Ask partners to compare their findings with each other.
On the very first day of school, Jeff outlines his
Collect the papers and the marking pens. classroom policies and procedures for his students.
Review all papers and compute the final score. He is clear and firm. His procedures teach industry
standards, which enables the students to learn the
behaviors and attitudes required to be successful in
the real worid.

Jeff’s classes hold the record in Oklahoma for the

most career tech students to pass the industry
standard welding certification test in one day—an
awe-inspiring thirty-three students. In addition,
Upon inspection of the student-corrected papers,
the Department of Career Tech has shared with
inform the class of your findings and thank them
Jeff that his former students have the highest pay
for helping with checking this work. Affirm that the
average for high school graduates in the state.
actions were followed correctly and encourage them to
do the same the next time you need their help. Jeff’s classroom practices are not unique. He®
has learned how to adapt the techniques of other
Reteach the procedure with students as necessary.
effective teachers, so his students have the
The next time papers are corrected as a class, review opportunity to succeed.
the procedure for correcting the work of others. From being almost fired, to now guiding students to
success, Jeff was honored as the first inductee of
the American Welding Society Hall of Fame.

MMMM
 STUDENTS CORRECTING WORK - 33

Making a Momentary Connection

Learn how to make momentary connections if you want
to persuade a student to do better in an assignment, to
help a student who seems to be having a bad hair day,
or to defuse a potential classroom rage. Quick, sincere
connections with students take care of many of these
situations. It allows you to acknowledge the event and
then to move on.

1. Listen.
The most effective way to persuade someone is to
listen. Pay careful attention to what the student says.
Acknowledge the discussion with “I hear you,” or a
similar comment. Nod your head.

2. Present positive body language.

Stand up straight, with shoulders back and chest
out. Look positive; you want to help someone who is
not feeling positive. Don’t fidget. It’s distracting and
shows you are uncomfortable or unsure of yourself. 4 . Smile.
Do not cross your arms in an authoritative, defensive
Smiles show the student that you are friendly and
posture. Rather, hold both palms up. This is a message
confident. A genuine smile not only feels good to you,
that states, “I have nothing to conceal, and | am open
but will also put the student at ease while you create
to you.”
that moment of connection.
If you sit, assume a straight-backed position. Leaning
: ; ; V mething.
back translates into boredom and leaning forward 5. Observe something
could make you appear over solicitous. Make a positive comment about something you
observe, such as a piece of clothing, a book on the
3. Maintain eye contact. desk, a crazy pencil being used. Your words will
Never be the first to break eye contact. When you use let students know you are in their moment and are
strong eye contact, people are more drawn to you. attentive to them and their needs.
 34 THE PROCEDURE

Social skills are essential to a positive classroom environment and are central to a student’s success in life.
Create a classroom where everyone practices courtesy and treats one another with dignity and respect.

THE SOLUTION
eaching suitable social skills facilitates a positive learning environment. Teaching students to be
cooperative and courteous are skills that will prepare them for a successful adult life. Model these skills
in all your interactions with students.

1. Effective communication in spoken and body language

2. Increased productivity in the classroom
3. A positive classroom atmosphere

204 THE Classroom Management Book

 CULTIVATING SOCIAL SKILLS - 34

-THEB A C K G R O U N D Do not assume your interpretation of these skills is the

same as the students’ interpretations. Discuss what it
means to have good manners. For instance, the tone
and manner in which the phrases “please” and “thank
tudents can experience difficulty in the classroom you” are said are just as important as remembering to
and problems working in teams if they lack the use the phrases themselves.
social skills to work cooperatively. This lack of
Model and demonstrate appropriate behavior in
social skills can be a major roadblock to a student’s
classroom situations, so they are not taught exclusively
success, including effective communication, problem
in isolation. For instance, before students are assigned
solving, decision making, and peer relations.
to work in groups, ask the class what it means to work
By helping students master basic social skills, you help cooperatively. Brainstorm. If listening is the target
students develop suitable abilities for use throughout social skill, ask students to list the qualities of “a good
their adult lives. listener.” What does a good listener do when the
teacher or a classmate is speaking?

-THEPROCEDURE STEPS — Role play scenarios, so students can practice desirable

social skills. This will give the visual, auditory, and
kinesthetic learner an opportunity to understand
the differences between desirable and undesirable
tudents may be unaware of how important social behaviors.
skills are to become successful in school and
throughout life. Brainstorm a list of social skills
the class will work on and discuss the importance of
using these skills in every situation.
= Listening
= Displaying good manners
® Being respectful
= Being cooperative
= Helping others
= Being patient
= Being courteous
® Sharing
= Participating
= Seeking attention appropriately Teach students how to be good listeners
as their classmates present to the class.
= Using quiet voices
= Being verbally polite (e.g., saying “please,” “thank
As aclass, develop How-To lists for each target social
you,” and “you're welcome”) skill. For instance, good listeners will
Students may not recognize some of thése behaviors
® sit up in their seats without slouching,
as social skills that are essential to a productive
classroom. = focus on the speaker at all times, and
= limit movement so as not to distract the speaker
or other listeners.
PROCEDURES & FOR INSTRUCTION

As definitions are developed, put together a guide If aclass still has a difficult time with a specific skill,
that students can keep in their class notebooks for isolate and rehearse that skill until students have
easy reference. mastered the desired outcome.

If a student has forgotten the social skills of a good Work closely with individual students who have
listener, approach the student and say, “Kelsey, please difficulty mastering these skills.
reread the section in your notebook on how to bea
good listener.” After class, ask Kelsey if she has any
questions on how to be a good listener.

Model social skills as you interact respectfully with

students and treat them with the same social skills
you expect them to exhibit to others in the classroom.
Acknowledge the class for their performance of a
Show the social skills you wish your students to
specific social skill and encourage them to use it again.
develop.
Helping students develop social skills creates an
environment that is conducive to learning and equips
students for life. Be consistent in the expectation
that suitable social skills be used at all times in the
classroom.

Each day, choose a specific social skill to include in

the lesson and have students demonstrate that skill
throughout the class period.

Tell the student what social skill will be incorporated No Room for Ambiguity
in the day’s lesson.
I teach in the UK. Over the summer, I! wrote a
Discuss how the purposefully practiced skill will create list of procedures and a classroom management
a positive atmosphere for learning in the classroom. plan.
Emphasize how that skill is used in a productive
workplace and how the skill is used in society. We’ve been back at school for almost three
weeks now. I spent a lot of time going through
At the end of the class period, review the impact the
the procedures.
targeted social skill had on the class atmosphere and
the learning for the day. There is no room for ambiguity. Every student
Repeat the process and continue working through all knows exactly how things are done.
the target skills on the list the class has created.
The result ofall of this? .

These are the most productive classes I’ve ever

had, the calmest start to a school year I’ve ever
had, and the most fun my students and I have
ever had!

Practice social skills as necessary until the social skills

become routine for the class. Remind students of the
social skills to use in a particular lesson.
 CULTIVATING SOCIAL SKILLS - 34

Simple Procedures, Plus Courtesy

The students from a small urban community in New Rochelle, New
York, reflect a typical American classroom with a full range of learning
needs and demographics; however, these distinctions don’t hold back
the students in Faye Freeman’s classroom.

aye Freeman’s third-grade class bubbles with energy As they work, they know the simple courtesy of saying,
and purpose. As the day begins, children enter smiling “Thank you,” “You’re welcome,” “Excuse me,” and “Please.”
and ready for school. The day’s work plan is on the Faye teaches respect along with hard work. She demands
board right above a row of engaging children’s books on much from students and expects much of herself.
the shelf.
Parents request Faye Freeman, and students thrive in
The class hums like a well-rehearsed orchestra as her class. The elements of good teaching are readily
students move to their places in the middle of the room apparent:
for meeting time. Faye has taught the procedures on Clear procedures and structure
how a class begins and the students respond. They are
Loads of interesting work
comfortable with the consistency, they have a sense of
Plenty of opportunities to practice and succeed
purpose, and they easily follow the routine.
Abundant opportunities to imagine and create
To prepare for a story-writing assignment, the students We met Faye when she was mentioned in a 1996
brainstorm ideas about how to make their group work document published by the National Commission on
productive. Faye skillfully guides the discussion and Teaching and America’s Future. We’ve communicated
writes their ideas on the board: “Everyone should share. with her through the years and hearing from her always
Cooperate and work together. Sometimes we have to brightened our day.
compromise. Respect everyone's ideas.”
Sadly, Faye passed away suddenly early in her career,
It is quite evident that Faye has created a culture of but her work lives on in the young hearts and minds she
students who share and work in groups interdependently; taught. Thank you, Faye Freeman, for demanding so
they do not comprise a classroom of “selves.” much of the profession as your legacy lives on.
PROCEDURES &: FOR THE SPECIAL NEEDS CLASSROOM

e : a
;

ta The Special Needs Classroom

“Ours is not the business of producing doctors or lawyers, teachers or nurses,

factory workers or sales associates. Ours is the business of putting smiles
on young faces, hope in young hearts, and dreams in young minds.
The rest will take care of itself.”
Dan Seufert = Special Education Teacher, South Carolina

All Children Are Capable To give her students a caring atmosphere, safe
environment, and positive learning climate,
pecial education presents significant challenges Robin has a classroom management plan.
to teachers. The work is emotionally difficult and
physically draining. The stress is considerable,
and the workload is profound. It requires
teachers who have the patience to stay true to
their task, with the skill to bring order to confusion.
It requires a kind disposition and understanding
heart to see all children as capable and worthy.
Special education also offers the most rewarding
outcome—preparing a child who faces unique
challenges to function in a demanding world.

A Day in a Special Education en: Wee

Preschool Classroom LOS t— sownte
Robin Barlak teaches pre-K special education in Ohio. parma, Ohio

She has eight special needs students and four typically

developing peers in each class, and she sees twenty-
four students throughout the day.

Robin’s students face a variety of challenges—

autism, speech and language delays, along with She teaches her students procedures beginning
severe behavior issues, physical handicaps, and on the first day of school, and she reinforces them
developmental challenges. More than any other hourly. Robin works with a teaching assistant, three
group of students, special education students need nurses, and five therapists who float in and out of
structure—a consistent set of procedures and daily the classroom each week. They function as a team,
routines to make life familiar and non-threatening. ensuring that every child can say, “I like coming to
school because everyone knows what to do. No one
yells at us, and we can go on with learning.”
 THE SPECIAL NEEDS CLASSROOM

9:30-9:50 A.M. - Gym

Just before the end of Gym, Robin gives students a
Robin’s students go through the day with a schedule
two-minute warning and reminds them where to line
for all to follow.
up. Some students need extra visual cues—a picture
8:20-9:15 A.M. — Free Play of students patiently waiting in line or a picture of a
Students work on developmentally appropriate snack to indicate the next activity, Snack Time.
activities. The playtime is child-driven, and the
9:50-10:00 a.m. — Snack Time
teacher facilitates play that enhances language and
Students wash their hands with help from adults in the
social and cognitive skills.
classroom. Once students are in their assigned seats,
Working on an art or craft project the class sings the Snack Song.
Conducting TEACCH, a program developed
It’s time for our snack, it’s time for our snack.
by the University of North Carolina to help
It’s time for us to eat and drink; it’s time for our
autistic children develop skills in a structured
snack.
environment
Practicing with speech therapy cards
Role-playing
Playing in the sandbox
Just before the end of Free Play, Robin gives students
a two-minute warning, so students can process what
they are expected to do next and transition smoothly
between activities.
9:15 a.m. — Clean-Up
Robin sings the Clean-Up Song:
Clean up, clean up, everybody clean up.
Clean up, clean up, everybody clean up.
The class works together to put toys on shelves.

9:17-9:30 a.M. — Circle Time

Robin sings the same welcome song each day. The
children sing along, readying themselves to participate
in Circle Time:
Hello, so glad you’re here; hello, so glad
you’re here.
Hello, so glad you’re here; one, two, three, let’s
give a cheer. Hooray!
The structure of Circle Time is the same each day, with
no surprises for the students.
Sing the Calendar Song. Dance to a song.
Do a movement activity. Learn a poem.
Practice a social skill Study the word of
such as listening, courtesy, the week. Everyone enjoys their snacks. Students may ask for second helpings
or sharing. by using their words or a picture communication board.

THE Classroom Management Book 209

PROCEDURES & FOR THE SPECIAL NEEDS CLASSROOM

10:00-10:20 a.m. — Circle Time Transitioning Between Activities

The students come together for a different activity or
lesson each day. Robin uses visuals, gestures, objects, and songs to help
transition students from one activity to the next. The
10:20-10:45 A.M. — Small Groups daily schedule is adhered to, and classroom procedures
Children rotate every seven to ten minutes and are are constantly reinforced. Procedures provide
assisted by classroom aides. consistency for the students.
= Three students learn on the class computer Robin says, “In many special education classrooms, there
Four students do a table or floor activity are classroom assistants, therapists, and nurses that
Four students do an activity by themselves such come and go throughout the day and the week. Having
as playing in the sandbox, playing with building consistent procedures and a daily schedule ensures the
blocks, or working with Play-Doh. adults and the children are on the same page.
10:45-10:50 a.m. — Dismissal “The same practices are reinforced without fail,” she
Students sing the Goodbye Song. says. “This means I do not have to waste class time
It’s time to say goodbye to our friends. repeating myself.”
(clap, clap)
Three Consistent Procedures
It’s time to say goodbye to our friends.
(clap, clap) Robin consistently integrates these procedures into
Oh, it’s time to say goodbye, so just smile and her classroom:
wink your eye. 1. Engaging students while engaging with students
It’s time to say goodbye to our friends. 2. Making sure all teaching materials are on hand
(clap, clap) 3. Giving two-minute warnings
Students line up and are led to the correct school buses.
1. Engaging students while engaging with students
Preschoolers who face challenges like autism,
cognitive delays, and behavior issues have a difficult
time transitioning between activities. In addition to
making use of transition cues like verbal warnings,
Library Day .
visuals, and songs, Robin ensures that students look
forward to activities. Class activities must be enticing
and meaningful to students, so they are motivated to
transition.

She moderates the pace of activities so that class

energy levels are kept high. By engaging with
students, she can sense when students are grdwing
restless. Teachers must sense when students need
to get up and move, and they must direct students’
energy appropriately. Otherwise, students will get up
and move around without waiting for your instructions.

2. Making sure all teaching materials are on-hand

Robin has all of the materials at her fingertips that are
The agenda is posted in the classroom, so the students necessary for an activity. For instance, if music is to be
and assistants can anticipate the day ahead. played during Circle Time, the player and the desired
 THE SPECIAL NEEDS CLASSROOM

music must be easily accessible. You should not be parent and the child. There are numerous ways for you
walking across the room to access the music and to communicate with parents:
spending time rummaging for the right song. These
actions are a waste of valuable class time. Worse, you 1. Welcome postcard
will lose students’ attention in the first ten seconds. Parent-and-child orientation
Phone call prior to orientation
Prior to the start of class time, all materials for teachers
and students must be assembled and ready to use. Phone call on the first day of school
Happy Gram
3. Giving two-minute warnings
Students do not perform well when given an abrupt Phone call after the first week of school
order to stop what they are doing in order to do Get-together
something else. Special needs students find it difficult Weekly newsletter
to handle transitions because it requires them to do
tS Class website
co
ae
(UN
tO?
CON
Og.
three things at the same time:
bh O Communication folder
= End one task.
i= Conferences
= Prepare for another task.
12. PowerPoint presentations
= Refocus on anew task.
1. Welcome Postcard
To help students ease into a transition, Robin prepares Before school starts, send a postcard to students’
them by giving a two-minute warning. This allows homes. The postcard welcomes the student to the
students time to process what the teacher expects them class, and simply states,
to do and then to transition in a stress-free manner.
Hi, Susie,
Communicating with the Parents of Iam looking forward to having you in class.
Special Needs Preschoolers We will do many fun activities in preschool.
I will see you on September Ist.
Preschoolers with disabilities need to have an
evaluation prior to starting preschool. The school Sincerely,
psychologist and assessment team assesses the child Miss Robin
in the areas of fine and large motor abilities, speech 2. Parent-and-Child Orientation
and language, self-help and cognitive skills. This The school or you may consider holding a parent-
process is completed through play-based assessment, and-child orientation before school starts. This brief
observation, and parent questionnaire. orientation allows the student and parent to visit
Once a child is tested and qualifies for a Special the school so that neither the parent nor the child is
Education preschool program, parent cooperation and overwhelmed on the first day of the semester.
preparation starts before the first day of school. For Use this opportunity to get to know parents and to
many parents, if it is their first child going to preschool, address any concerns parents may have. Prepare
they are very nervous and anxious for their child. Also, an information packet for each parent to take home.
it may be the first time the parent sees in black and Include this information in the packet:
white that their child has a disability. It’s the first time
their child is on school transportation, as well. = How the classroom is run
= Classroom procedures
Maintaining regular contact with the parents of
= School procedures
preschoolers with special needs helps make the
preschool experience as positive as possible for the ® Howto contact the teacher
PROCEDURES s: FOR THE SPECIAL NEEDS CLASSROOM

Talk parents through the information while the 6. Phone Call After the First Week of School
children play in the classroom and familiarize Parents appreciate a call from you at the end of the
themselves with their new surroundings. first week of school. The call

3. Phone Call Prior to Orientation ® allows you to tell parents about their child’s
Prior to the Parent and Child Orientation, call the first week,
parents of each student in class. Calling helps you = gives you a chance to ask parents if they have
any questions or concerns, and
™ introduce yourself to the parents,
= gives youa chance to remind parents about
= ensure that parents received information
important documentation that needs to be
about the orientation,
returned.
= find out if parents are able to attend the
orientation, A phone call could go like this:

™ ease parent anxiety, and Mrs. Smith, Ijust wanted to let you know that
= learn information about the child, such as
Zari’s adjusting well to school. She is getting
“Jayne got tubes in her ears over the summer,” used to the classroom procedures, playing with
or “Gregory is on a special diet.”
toys, and participating at Circle time.
Do you have any questions or concerns about Zari?
4. Phone Call on the First Day of School
Some parents are anxious about their child taking Also, please do not forget to send in the blue
school transportation for the first time. These parents card and the emergency contact card.
will appreciate a call or an email to let them know that
their child has arrived safely at school. 7. Get-Together
In late September, consider organizing a Get-Together
5. Happy Gram during the school day. This allows parents to meet
To further reassure parents, consider giving each child other parents, get to know each other, and to exchange
a Happy Gram to take home on the first day of school. information to make arrangements.
The Happy Gram simply says
™ Carpooling ® Play dates ™ Support groups
Chelsea had a great first day ofschool today.
8. Weekly Newsletter
Create a newsletter and send it home every Monday to
communicate this information:
= Theme of the week = Birthdays
Chelsea had a great = Word of the week = Special events
first day of school today. ’ = Concepts of the week = Days off
She smiled the entire day! J »
9. Class Website
In lieu of the weekly newsletter, consider creating and
maintaining a class website. However, it is important
to consider if parents have easy access to the Internet.

BIg] -29 »)
Access some templates for Happy Grams
to send throughout the year.
 THE SPECIAL NEEDS CLASSROOM

10. Communication Folder

Establish a Communication Folder that travels
between school and home each day. Parents can Assigned Seats
communicate with you via written notes placed in the
Communication Folder and vice versa. You can also One of my students goes to another class in the
place important documents for parents in the folders. afternoon. The afternoon teacher shared that
11. Conferences the student has a hard time sitting at Circle
Explain to parents that they can contact you at any Time on the carpet.
time via phone calls, email, or written notes. On top
I told the teacher the child does not have a
of that, schedule conferences during the months
problem sitting in my Circle in the morning.
whenever students’ Individualized Education
Programs (IEP) are due. Students have their own space to sit on the
Keep in mind that parents may work shifts; ask when carpet each day at Circle Time. It is their
the best time to meet would be. Sometimes, a phone ‘assigned seat,’ and this particular student has
conference may have to take the place of a face-to-face a ‘purple circle’he sits on each day to remind
meeting due to parents’ work schedules, home him that this is his space.
commitments, or lack of transportation.
The afternoon teacher shared that the
Depending on each student’s needs, you may find that
students do not have assigned seats and can
more frequent conferences are necessary.
sit ‘anywhere’ on the carpet for her Circle.
12. PowerPoint Presentations The student is squirming all around the Circle
During special events like Open House and Awards because there is no real place to sit, and there is
Day, consider creating a PowerPoint Presentation, no procedure for sitting.
showing parents the different activities their children
have been involved in throughout the year and what
a typical school day is like. Parents also derive great
joy from seeing pictures of their child interacting with
other children.

Reaching Greater Heights

Special education offers the most rewarding outcome—
preparing a child who faces unique challenges to
function in a demanding world. Each day, Robin
Barlak and countless other special education teachers
give their absolute best. They celebrate differences
and encourage the way these children think out
of the box—just as all great leaders, inventors, and
discoverers do. This is the charge of all teachers—to It all has to do with procedures and it makes
realize the potential of every child and to help them on my life so much easier, along with the student’s
their journey toward greater heights. life, too.

Elz] 30)
Learn to identify autistic and ADHD children
or and how to help them be successful.
 THE PROCEDURE

Hand Washing
Hand washing is a good habit for students to develop in and out of the classroom. It promotes good hygiene.
A procedure for hand washing uses class time and resources efficiently.

THE SOLUTION
ven minor processes need to be thought through and structured, so children feel successful at
implementing them. A simple task, like washing hands, could turn into a classroom flooded with watér and
emotions unless there is a procedure in place.

This procedure solves these issues:

1. Pushing, shoving, and crowding around the one sink that is in the classroom
2. Students playing with the soap, water, and paper towel holder
3. Dirty or dripping wet hands
 HAND WASHING - 35

= Remind each student to thoroughly rub their

_ THE BACKGROUND hands together before rinsing the soap off (help
the student if needed).
= Hand the student a paper towel.
ashing hands is a procedure used through the day.
It happens after handling messy items or before These are the tasks for the student:
handling food. = Dry his or her hands on the paper towels.
Snack time is part of the morning schedule for = Discard the paper towels in the trash.
preschool special education students. Children are
Thank the student for following the procedure for
reminded to wash their hands before touching food.
washing hands.
This is a lesson children can take home with them
every day. Ask the classroom assistant to show the student where
to go for the next activity.
Consistency is the hallmark for special needs students.
Procedures provide necessary structure that allow This procedure repeats until all the students have
children to function happily in the classroom. washed their hands and are at their next activity with
extra assistance as needed.

THE PROCEDURE STEPS

each students the procedure for hand washing on
the first day of school. As you teach the procedure,
explain why they are washing their hands and the Role-play the procedure. Tell students to pretend it is
value of good personal hygiene. time for a snack and line up to wait their turn to wash
their hands.

Without using the soap and water or paper towels,

have students pretend they are following the
procedure.
Practice more than once, until you think the students
The first time hand washing is needed, announce to the understand the procedure. Acknowledge each student
students it is time to wash their hands. for what they did to follow the procedure correctly.

Students are to line up and follow you as you lead them

to the classroom sink. Ask the classroom assistant to
bring up the rear of the line, ensuring that students at
the back are following the walking-in-line procedure.
One at atime, students wash their hands. The first
student in line approaches the sink, where you are Whenever students need to wash their hands, remind
waiting to help with these items: them of why it is important to wash their hands.
Thank the students each day for following the correct
= Turn on the faucet.
procedure. Gently but firmly redirect students who
= Dispense a small amount of liquid soap to the deviate from the procedure and need additional
student. guidance to follow the procedure correctly.
 THE PROCEDURE

Snack Time promotes language skills, social skills, patience, and independence. Students are taught to
sit and eat in a social setting and to ask politely for seconds.

THE SOLUTION
nack time is a very important part of the preschool curriculum. It needs to take place in an
orderly yet friendly manner. It is a time for nourishment, but it is also a time for socialization
and learning.

1. Students walking around the room with food and drink

2. Students placing their hands on food that is not their own
3. Students arguing about where a student is going to sit for a snack

216 THE Classroom Management Book

 SNACK TIME - 36

Students are encouraged to chat with the adults and

THE BACKGROUND their classmates during snack time. Students are

also encouraged to use their words, picture board, or
communication board to request second helpings.
nack time promotes socialization and language,
Explain that if students do not like their snack, they
and requires expressiveness and self-help skills.
may choose not to eat it. However, the classroom is not
In Robin Barlak’s classroom, the parents of each
a restaurant, and students may not ask for a different
student in the class are asked at the beginning of the
snack. Students must remain in their seats until the
school year to bring in healthy snacks (enough for the
teacher excuses them.
class for a week) on a rotating basis.
The classroom assistant sets up the snacks while the Once students have enjoyed their snacks, they must
students are cleaning up. A cup and napkin are placed place their cups and napkins in the trash bin.
in front of each chair prior to snack time. The snacks Then, they check the schedule board and proceed to
and pitcher ofjuice are placed on each table. the next activity, so you can start the lesson.

THE PROCEDURE STEPS

he snack time procedure is taught on the first day
of school. The procedure is practiced each day, so
snacks can be enjoyed as a group.
With any student who cannot follow the procedures Music and Story Time

of snack time, modify the child’s routine to one where

success is experienced and snacks can be enjoyed.

llz%#im] 31)
Listen to Robin Barlak’s class sing
Remind students that before eating any food in the ler the Snack Song.
classroom or outside of the classroom, they must first
wash their hands. Go through the Hand Washing

REHEARSE
procedure with them.
After students have washed their hands and are in
their assigned seats at the snack table, teach students
the Snack Song to sing before their snack:
It’s time for our snack, it’s time for our-snack. Model the procedure for your students. Begin at hand
It’s time for us to eat and drink, it’s time for our snack. washing, and then move to the snack table. Pretend
you are eating.
Explain that you and the classroom assistant will pour
each student a small cup ofjuice and hand out a small Tell students what to say if they want more snacks.
portion of the day’s snack. “Mrs. Barlak, may I please have another slice of apple?”
PROCEDURES : FOR THE SPECIAL NEEDS CLASSROOM

Ask one of your students to follow along with you as

you go through the steps again. Have them do as you
do. Stop at each part and state what you are doing to
follow the procedure.
If necessary, walk each one of your students through
this process. Thank the student for following the steps
to the procedure.
Then ask if anyone can show the class how it is done
without help from you. If the student falters, step in
quickly to keep the student on track following the
procedure.
After a successful rehearsal, remind students that it
is Snack Time, and everyone can now sit together and
enjoy their snack.

Then share with the students how to respond once the <
extra snack is received. “Mrs. Barlak, thank you for the REINFORCE
apple.” Include the words “please” and “thank you” as | |
part of your procedure.

When snack time is over, model how to pick up after

you are done and how to check where to go next. Point Teach and remind students of the Snack Time
to the picture schedule on the board and show students procedure every day. By the end of the first week of
where they are on the schedule and what is next. school, Snack Time will have become a familiar routine
to students and a time everyone will look forward to
Model how to go to that area to transition from Snack each day as they sing the Snack Time song and gather
Time to a new activity. to enjoy the nourishment of the day.

Security in Consistency
The school year has gotten off to a great start. Much planning over the summer helped my assistants and
me prepare for the first day of school.
»

Students with special needs thrive on structure and routine. Daily procedures and routines give students
security and predictability, so they can focus on learning.

My students are very familiar with the routine and procedures, and it has only been seven days of school.
No stress for them and no stress for me!

Robin Barlak = “Parma, Ohio

 SNACK TIME - 36

Morning Procedures for Middle

School Students ¢
Ronda Thomas, a middle school, special education MORNING PROCEDURE =>“
teacher in Arizona, created a large, Morning Procedure I.
poster that is posted by the door, so her students know Walk into the room quietly.
exactly what to do from the time they first step into 3
the room. : Greet the teacher.

The procedures are listed in chronological order in

words and pictures. Her Special Needs students can
“read,” or Ronda or her teaching assistant will read the Take Parent Notebook from backpack and put it on your table.
actual words related to the pictures. Ronda’s students
know what they are supposed to do as soon as they get ey Tw
in from breakfast.
Listen to announcements for the Pledge ofAllegiance.
Ronda shares that as an experienced Special Educator
and a parent of special needs boys, “Special Needs
students require something like an agenda or morning
routine to go by. They all need something simple, Begin Life Skills
understandable, and definitely within a structured r
coomee
setting. This helps to maintain order and still gives the
students the opportunity to learn something that will —
help them in daily life.”

CY eq@E M@q@!/T/@! _//// // //qT! 7! MM!_q@$}!ECM/@_ /{!_|eXZ#@_C/{_ee!cqZ{!_

 THE PROCEDURE

Walking to Another Location

Teaching students to move orderly and efficiently through the campus keeps special needs students in the
general flow of the school without calling attention to any of their behavioral issues or physical limitations.

THE SOLUTION
chool life exists outside the Special Education classroom. Transitioning to a room outside of the safe
classroom environment can cause anxiety and unrest for children. Procedures keep students safe while
moving about the campus and focused on moving from point A to point B.
This procedure provides these opportunities:

1. Students walking orderly in the hallways without harming themselves, calling attention to themselves, or
disturbing other classrooms
2. Efficient use of time preparing for transitions and during transitions
 WALKING TO ANOTHER LOCATION - 37

Tell them these reminders before they begin to

THE BACKGROUND move, so they can focus on the act of moving and not
listening to you at the same time.

Lead the line of students to the new location. Take

lIthough most activities take place within the
care to walk at a slow pace. Depending on individual
classroom, children usually leave to engage in some
students’ needs, place students with the most difficulty
type of physical activity, to go to an assembly, or to
walking at the front of the line, and students with the
go to the media center. Using the same procedure each
least difficulty walking at the back. The classroom
time to move from place to place provides consistency
assistant stays at the end of the line and can help
for the task.
students who deviate from the procedure.

THE PROCEDURE STEPS

At the entrance, tell students that when this time
outside of the classroom is over, students must do the
following:
Listen for the teacher’s instructions.
alk students through the procedure for moving
from one room to another before the need arises. Line up at a designated spot.
Break the procedure into small steps and teach 3. Wait for the teacher to lead them back to the
it in increments, so children will have success at each classroom.
part of the process. As each step is mastered, teach the
Ask students to stand in the designated spot
next step, while building upon the last success, until
as if returning to their classroom to check for
the entire procedure is followed.
understanding.

When it is time to leave the classroom, make an

announcement. The announcement is the cue for
students to do the following:
1. Stand up (or come to attention for those children
with physical disabilities).
Wait for the teacher to call out their names.
Move and line up by the door when called.

Once students are in line, announce that the class is

going to go to the gym, auditorium, media center, or Feet attached to the floor help students know where
to line up and how close to stand to one another.
wherever the destination. Before the students begin to
move, give them these reminders:
Allow students to resume the activity they came to do.
1. Stay behind the person in front of them.
At the end of the activity announce, “In two minutes it
2. Keep their hands behind their backs. will be time to line up at our spot, so we can return to
3. Be quiet. our classroom.”
PROCEDURES : FOR THE SPECIAL NEEDS CLASSROOM

After two minutes announce, “Please line up at our Rehearse the procedure at a time when other students
spot, so we can return to our classroom.” are in their classrooms, so there are no distractions for
your students. They can concentrate on you while you
Remind students of the transition procedure before
model the procedure correctly for them.
walking back to the classroom.
Repeat the process until you feel sure they understand
1. Stay behind the person in front of them.
what needs to be done each time they leave the
2. Keep their hands behind their backs. classroom and move to a new place on the campus.
3. Remain quiet. Be consistent in performing the procedure, and remain
patient while you turn the procedure into a routine.
Watch for any deviations from the procedure. Gently,
but firmly, correct students as needed. Ask the
classroom aide to assist in monitoring the students as
they return to the classroom.
Thank the students for correctly following the
procedure as they are returning to class. Once in the
classroom, thank them again for correctly following As much as possible, observe the students while
the procedure and remind them this is how to do it they follow the procedure and thank them for
each time they leave the classroom. following it correctly. Each time the class follows the
procedure, reinforce it with a smile and say, “Thank
you for walking behind each other and not talking or
disturbing other classrooms.”

Tell students what it is they did correctly and

encourage them to do it the same way next time they
leave the classroom.
Practice this procedure the day before you will need
to leave the classroom as a group. Students will have
much to remember on the first days of school. Waiting
until the appropriate time will help students remember
the steps.

i Provide...

I provide knowledge and skills.

I provide security and a sanctuary. :
I provide confidence and motivation.
I provide someone to look up to.
I provide respect and validation.
| provide success and a vision for thefuture.
 WALKING TO ANOTHER LOCATION - 37

Everything in Its Place

Texas 2012 Teacher-of-the-Year Stephanie Stoebe works with students
who are at risk of dropping out of school, students who are struggling to
learn English, and students who receive special education services. Yet, she
organizes all of her classes the same—with procedures.

Students with autism need routines. There Jessie is a young man with autism that | had for three
© é has to be a place, a procedure, a process for years. At first, he had a paraprofessional attend all
everything. The bathroom pass must always his classes with him. He felt comfortable in my class
hang right under the American flag. The headphones because the notebooks were always in the same spot, the
must hang on the back of the computer monitor. If these tables labeled, and the agenda for the day on the board.
things are not correct, there can be a full meltdown,
The first class that Jessie ever routinely went to on his
crying, or persistent questions like, ‘Why would someone
own was my reading class. He turned one day to his aide
leave the headphones on the table?’ ‘Can | go hang the
and said, ‘You know, | got it from here.’ And from then on,
headphones up where they belong?’ ‘Ms. Stoebe, do
Jessie came alone.
you think that the next person will be upset because the
headphones are in the wrong place?’ He first learned to maneuver my classroom, but he
soon learned to maneuver the school. His third year
If | have students with autism in my classroom, we as a
in high school, Jessie became my student aide; he was
whole class, must quickly learn to master the procedures
responsible for running errands, posting the agenda for
and routines, or learning will constantly be interrupted.
the day, and making sure that all materials
Driven to distraction by obsessions is not the frame of
were in order. And he would let me know if
mind | need my students in when we are working on
he was disappointed in a certain class for not e Ey
improving their reading skills.
following the classroom procedures!

THE Classroom Management Book 223

 38 THE PROCEDURE

Special needs students who are mainstreamed in a general education classroom can experience anxiety and
frustration. With the proper support and structure, students can be successful.

THE SOLUTION
»

hen special needs students are included in the general education setting, anxiety and frustration
can occur during instructional lessons. These issues can manifest themselves as yelling, crying,
withdrawing, or throwing objects.

1. Minimizes interruption to the instructional lesson

2. Allows the special education student to receive support without drawing negative attention
3. Reinforces the use of appropriate “replacement” behaviors

224 THE Classroom Management Book

 HANDLING STUDENT ANXIETY - 38

= What will make the special needs student feel

THE BACKGROUND that his or her frustration or anxiety is being

addressed?

Create a step-by-step procedure for the student

he need to fit in or a desire to start and complete
to follow when he or she is experiencing anxiety
a task like everyone else can be the cause of
or frustration.
behavioral issues for the special needs student.
For younger students, write the procedure ina
Out-of-control feelings can surface when the student
first person narrative. For older students, write
feels “left behind” or wants to keep up with peers.
the procedure from a third person point of view. It
Although these feelings cannot be totally eliminated,
is important that the procedure steps be positive,
students can be taught an appropriate way to channel
meaningful, and relevant to the student.
these feelings with minimal harm to themselves or
others. An example of a step-by-step procedure, written from
the student’s point of view, could look like this:
Giving the student a step-by-step procedure to follow
when an anxious or frustrating moment occurs Sometimes, my teacher will ask me to do work
minimizes classroom disruption, allows the student at my seat or ina group.
to receive support without drawing negative attention,
I want to do well and to get all of my work
and reinforces the use of appropriate replacement
finished.
behaviors.
Sometimes, I feel afraid and anxious that I will
be left behind.

_ THE PROCEDURE STEPS My teacher says that it is okay and that I will not
get left behind.
My teacher says that everyone finishes their
bserve the student to pinpoint the specific
work at different times.
behavior problem the student is experiencing.
Use these questions to help you identify It is okay if Iam working and my friends are
the problem and keep you making an incorrect finished.
assumption. Ask yourself these questions: If Istart to become anxious,
® What behavior is the student displaying? 1. Iwill put my smiley face magnet on
= When and where are the behaviors occurring? the side of my desk.
= What concerns does the student verbalize during 2. Iwill continue to work quietly until
these situations? my teacher comes to help me.
® Whois involved in these situations?
= How do these situations come about and why?
If appropriate, brainstorm with the student behaviors Value
that are acceptable and appropriate for the classroom.
How does one measure quality?
Prior to the brainstorming session, prepare answers to
It is when one can add value to another's life.
these questions:
= What do you want the student to do instead of
yelling, crying, or throwing objects?
PROCEDURES « FOR THE SP IAL NEED ASSROOW

Abstract concepts such as anxiety and frustration can

be represented through visual images. These visuals
help support the easy-to-understand, step-by-step
procedure. Take these pictures and insert them in the
step-by-step procedure:
= The calm, reassuring teacher Frequently revisit the procedure steps with the student.
This can be done less frequently as the procedure
= The frazzled student
becomes a routine. Tell the student you are there to
= The student’s peers offering positive help at all times and to never feel ashamed or afraid to
reinforcement ask for your support.
= The frazzled student at his or her usual,
confident best

Make copies of the procedure for the student and

parents. Teach the student and the parent this procedure
before the onset of frustration or anxiety. If necessary,
make a condensed version of the steps and keep it ina
place the student can see as a visual reminder of what
can be done when these feelings happen.
i Believe in You

I believe in you.
No matter what you've done...
I believe in you.
No matter what’s happened to you...
I believe in you.
Read the procedure steps with the student. Walk the
student through each step, explaining the rationale No matter what people say...
behind each step. I believe in you.
No matter ifyouare rich or poor...
I believe in you.
No matter your age or size...
I believe in you.

No matter your!Q...
Role play a situation where the student could get I believe in you.
frustrated. Model for the student how to overcome No matter where you live...
those feelings by following the procedure. Verbalize
I believe in you.
the steps as you go through them.
No matter your position or lack of one...
Allow the student to practice the procedure steps ina I believe in you.
non-threatening situation. No matter, no matter, no matter...
I believe in you.
 HANDLING STUDENT ANXIETY - 38

Effective Behavior Management Strategies

rather than intervention is what works best in the special
needs classroom. Learn from skilled teachers what works and what doesn’t
work in the special needs classroom.

According to the results of a survey of special educators The report states that the same intervention strategies
reported in Preventing School Failure, these are the least commonly taught in teacher preparation programs, are
effective behavior management strategies: viewed by teachers as too complex to implement, and, in
some instances, they are ineffective. When the costs of
= Sending a student to the principal’s office
employing intensive interventions outweigh their benefits,
for bad behavior
teachers are unlikely to use those approaches.
= Giving detention
The least effective approaches address problems after
= Having aclass meeting to discuss problem
they occur; that is, conducting class meetings to discuss
behaviors
problem behavior, threatening students with loss of
= Rewarding students with a point system privileges, assigning detention or school suspension, or,
for good behavior calling parents to come and take a student home.
These are the most effective strategies cited by special The report reveals one clear finding:
educators:
All of the most useful management strategies are
= Establishing classroom routines and rules
intended to prevent or interfere with problem behavior
= Accommodating individual instructional needs at an early stage.
by individualizing tasks and instruction
The solution?
= Affirming or encouraging appropriate behavior

= Using verbal cues and prompts Procedures, procedures, procedures

= Modeling appropriate behavior

Marilyn Kaff, Robert Zabel, and Morgan Milham.
= Communicating regularly with students through “Revisiting Cost-Benefit Relationships of Behavior Management Strategies: What Special
conversations, notes, or journals Educators Say About Usefulness, Intensity, and Effectiveness.”
Preventing School Failure, 2007, Volume 51, Number 2, pp. 35-45.
 THE PROCEDURE

New Student Orientation*

Involving students in welcoming new students to class helps instill class spirit, allows the teacher to continue
teaching without interruption, and focuses less attention on the new student.

THE SOLUTION
new student does not have to be a disruption to the flow of the day. Instructional time is not lost trying to
bring the new student up to speed with the organization of the classroom when a plan is in place to greet a
new student. The daily routine is not disturbed; yet the new student feels welcomed.
This procedure provides these opportunities:

1. Introduces the new student to the way the class is run

2. Makes the new student feel welcome
3. Keeps the class on task with minimal interruption

*This procedure is not taught to students with the three-step approach. It is a teacher procedure with steps shared to show you how to do it.
 NEW STUDENT ORIENTATION - 39

Include empty folders or manila envelopes in the

THE BACKGROUND basket in case the new student does not have a
notebook handy for keeping the handouts.
2. Train students to be New Student Greeters.
ften, a teacher receives very little notice when a
At the elementary level, have a dedicated classroom
new student is assigned to a classroom. Typically,
job for New Student Greeter. Each class member
the office gives you a slip of paper or sends you
will have the responsibility of greeting new students
an email with the new student’s name before the new
throughout the year.
student shows up at your door.
At the secondary level, assign a student in each period
Secondary teachers frequently add new students to
to be the New Student Greeter.
class, with many new students arriving unannounced.
Student class schedules change, classes are dropped New Student Greeters are friendly and outgoing, and
and others added—all in a single day. A new student excellent communicators. They are responsible for
may arrive at the beginning of class or even in the retrieving a set of documents from the New Student
middle of a lesson. This does not need to result in Basket. Designate a place where the greeter can sit
wasted instructional time. With a plan in place, the with the new student and discuss the material.
new student can join the class and receive all the
Assigning class members to help welcome new
information needed to succeed while you continue
students allows the teacher to focus on teaching and
with instruction.
gives the new student the opportunity to ask questions
without interrupting the lesson.

THE PROCEDURE STEPS In addition, it ensures the new student sees a friendly
_ face in a new environment, as well as someone to sit
with at lunch.
eleoming the new student is a schoolwide
Encourage the Greeter to exchange emails or phone
endeavor. Enlisting the aid of your students numbers with the new student should questions come
allows you to keep teaching while the students up during the adjustment period.
help the newcomer fall into the established classroom
routines.

Being prepared is the key to a smooth transition as you

welcome new students to your classroom.

1. Keep a New Student basket.

Set up a basket with extra sets of the documents given
to students at the start of the school year. These are
some items to include:
= Classroom rules and procedures
ws A list of required supplies
= Permission slips
= School maps
= A list of emergency codes and procedures
= Achecklist for new students Assign a classroom buddy to new students to help them
acclimate quickly to the classroom routines.
3. Assign class numbers. 5. Prepare a New Student checklist.
Most school rosters list and number students in Include a New Student Checklist for New Student
alphabetical order. This number can be used for Greeters to use. This checklist ensures all important
multiple tasks: information is relayed to the new student. The Greeter
indicates that he or she has discussed the necessary
= Asthe student’s ID number for paper headings
material by initialing the checklist.
= For seating chart arrangements
These are some things to include on the checklist:
= For computer terminal allocation
= For forming groups [] Give the new student a complete set of
documents from the New Student Basket.
Typically, when one student leaves the classroom
[] Highlight the class website’s address and the
due to a move or transfer, a spot is opened for a new
teacher’s email address.
student. There is no need to change the class numbers
for the entire class when one student leaves and a new Discuss the school rules.
one joins the class. Discuss the classroom procedures.
When a new student joins the class, assign the student Discuss the list of required supplies.
Show the new student how to set up the class
= the next number after the last student in class, or
notebook.
= the number of the student who left the class.
Show the student how to head a paper.
Think of your class roster as a numerical list and not Tell the new student how the class number
as an alphabetical list of students. is used.
4. Keep a digital photo seating chart. Highlight and explain any required permission
When there are periodic changes to the class slips.
enrollment, a digital photo seating chart is a time- Give the new student a school map.
saver. Teach New Student Greeters how to help and
Show the new student the emergency
how to maintain the chart:
procedures and exit routes.
= Use the class webcam to take a picture of the Review the class homework policy.
new student.
aes
AC)
HE
ek
a
PY
OO
8
Pa Ask the new student if he or she has any
= Add the picture to the chart. questions.

Name of New Student

Date Checklist Shared

New Student Greeter’s Name

6. Introduce the New Student totheclass. °

At a break in the instruction or at the end of the class
period, introduce the new student to the rest of the
class.
 NEW STUDENT ORIENTATION - 39

Welcome New Students

There is nothing more frightening than to transfer
schools, leaving behind a familiar neighborhood, friends,
school, and culture. The new school will be different,
with established groups and cliques that may be hard
to join. For adolescents, their peer group is the social
“family” and is critical to their sense of well-being.

It is easy to develop new friends in a classroom where

there is a culture of consistency and procedures
are established to welcome everyone. A classroom
handbook delivered to the student, along with a warm
greeting, puts the new student at ease.
= Create a handbook for students who transfer
“Everything you need to know about how this class is during the school year. It should include the
run is in this booklet. Just watch how everyone does school calendar, names and contact information
things in here and you will catch on very quickly. If for key personnel, and schoolwide procedures.
you don’t understand something, just ask someone If possible, give this handbook to the student and
near you or me and we will help you with the classroom parents prior to starting the school.
procedures. We all know what is going on and you will
= Create a committee of adults to meet with the
soon know, too. So, welcome!”
new student to track progress in adjusting to
When the new student is introduced to the New Student the new school.
Greeter, an instant new friendship is created. It soon
= Invite the Student Council to form a welcome
becomes very clear to the new student that everyone
group that assigns a school buddy to meet with
in the classroom is working together to make the new the new student and share all of the clubs,
student feel welcome and successful. teams, and organizations at the school and how
In many schools, adolescent youth in particular, find it to join the groups.
impossible to fit in and succeed in a classroom that is ® Organize a gathering of all new students that week or
unstructured and disorganized. Bullying is feared and month. The principal hosts the meeting and gives
isolation and withdrawal set in. new students a chance to ask questions and get to
know the leadership of the school.
Just as you have a classroom procedure for new
students, schools need a procedure to ease the shock of New students need to feel welcome immediately in a
the transfer. classroom and in the school and this can only happen if
there are policies, programs, and procedures organized
in anticipation of the student’s arrival.
 THE PROCEDURE

The Angry Student*

Responding in anger to a student who is angry will only add fuel to the student's fire. Seek to understand and
communicate effectively with the student, and you will help douse the flames of anger.

THE SOLUTION
he teacher who has a plan in place to deal with distressed students and is sincere about working with
them to manage their emotions will be far more successful than the teacher who removes students from
the situation by issuing an office referral. Show you care, and the student will feel your concern.
This procedure resolves these issues:
1. What to do when a student arrives angry or becomes angry in class
2. How to prevent additional confrontations with the angry student

*This procedure is not taught to students with the three-step approach. It is a teacher procedure with steps shared to show you how to do it.
 THE ANGRY STUDENT - 40

1. Stay calm and remain in control.

THE BACKGROUND Students who act out in school by displaying antisocial

behavior such as whining, bullying, name calling,
acting cool, or behaving stubbornly may be reaching
econdary students walk from one classroom to the out for help. It is easy to grow frustrated with the
next all day, usually with only three- to five-minute student who constantly displays these behaviors, but it
periods between classes. This leaves little to no is more effective to work with the student and gain the
down time throughout the day. Students sometimes student’s trust and cooperation.
need a moment to think and recover from an unhappy
Students who enter the room angry or unleash their
incident in a previous class.
anger in class expect the teacher to respond in anger.
Give the students a procedure to follow when they feel Angry students are prepared for, and may even desire
angry or frustrated. Let them choose their course or confrontation. Stay calm. Do not
action before you intervene, if necessary.
threaten the angry student,
1. Create a gesture that says, “I need some space.” return the student’s anger,
When the gesture is given by the student, respect appear shocked or helpless, or
the space before you check in with the student. yell at or argue with the student.

2. Create a space where the students can go to Any of these reactions will stoke the student’s anger
regroup. Set atime limit for staying and a one and reinforce his or her belief that they are in control.
person at atime maximum. Respect students for Remain professional. The teacher who is calm,
knowing their need to utilize the space. understanding, and non-confrontational remains in
control of the situation—and the classroom.
3. Create a signal that says, “I am having a bad day.”
Give students the parameters of what you will do - 2. Be understanding.
when they are having a bad day. Even effective teachers cannot compel students to do
things. Students act appropriately, practice classroom
Students will appreciate that you offer them a procedures, and follow classroom rules because they
consistent plan for handling their emotional turmoil.
Your plan says you understand and respect the m™ respect the teacher;
student’s need to regain composure and order to an ®™ understand the clear rules and procedures; and
oftentimes frenzied day. = have been taught socially acceptable behavior.

It is your responsibility to maintain control of the class Respect the angry student as a person and attempt to
and to provide a safe learning environment for all your empathize with his or her needs without condoning
students. disruptive behavior. Writing a referral and sending
the student to the office does not resolve anything.
It may help you feel that you have won the battle, but

_ THE PROCEDURE STEPS how will the student react? The student will return to
class eventually—either before the end of class or the
next day. What will you do when the situation repeats
itself? Will you write another referral... and then
n angry outburst is an emotional response;
another?
responding harshly to an angry student will merely
aggravate the situation. By remaining calm, you The angry student will not be expecting a calm,
can help soothe the angry student and get the class positive response. The surprise factor may be enough
back on task. to calm a student who is openly angry.
PROCEDURES &s FOR TEACHERS

If the student persists with his or her anger, repeat that The effective teacher will proceed with the class
you do understand, and be sincere. Tone of voice is without showing anger or dismay toward the angry
crucial. If a student enters the room openly angry, say, student. Allowing the student a few moments will
“I see that you are angry today, but please sit quietly,
= give the student time to calm down, and
and we will talk after the class gets started on the
opening assignment.” = give the teacher time to analyze the situation.

When inviting an angry student to sit, do not point. Your best defense will be your professionalism.
The angry student may interpret this as aggressive 5. Talk to the student.
behavior from the teacher. Instead, make a gentle While students are completing their opening
sweeping motion with the hand to invite the student to assignment, approach the angry student calmly. Ask if
take a seat. he or she would like to talk now or after class, or even
3. Give the student time to calm down. after school. Again, give the angry student options.
Instead of requiring the angry student to begin the With options, the student is less likely to feel cornered.
opening assignment immediately—which will seem If the student wishes to talk, invite the student to the
confrontational—suggest that the student lay his or her hallway or to a quiet corner. Never deal with the issue
head down on the desk or sit in an area away from the in front of the class because a public discussion will
rest of the class. ignite the issue, instead of solving the problem.
In a few minutes, encourage the student to take out a Speak slowly and gently. Do not argue with the
sheet of paper and list everything that has gone wrong student or use sarcasm. Make occasional eye contact
that day, everything that led to his or her anger. Give with the student, but do not stare. Be understanding
the student the option of using an electronic device to and ask the student to explain what is causing the
list his or her frustrations. Giving the student options anger.
will divert his or her attention from the source of the
problem. If the student wrote about the cause of the frustration,
ask if he or she would like to share the notes. Bea
This process of lying down and writing gives the good listener.
student a moment to evaluate his or her anger and to
calm down. An angry student will expect a confrontation. Remain
professional and caring. You are responsible for
For younger students, set aside an area in the
creating an atmosphere of resolve—not one of rage.
classroom where they can use paper and crayons to
illustrate their feelings. A kindergartner may not be If listening to the student is going to take more time
able to express what he or she is feeling in words, but than you can afford to be away from the classroom,
the student is able to color or draw. A typical fourth suggest that the student
grader can verbalize and write, but an angry and
® stay after class;
frustrated student at this age may calm down faster
and be better comforted by coloring or drawing their = return at the end of the school day; or »
feelings and experiences. = visit the school guidance counselor to discuss
the problem.
4. Be professional.
After encouraging the student to take a moment, 6. Communicate effectively.
proceed with your responsibilities to get the class An angry student is not seeking a lecture. An angry
engaged in learning. Do not hover over the angry student wants to be listened to and to be heard. Use
student. short phrases when talking with the student and let the
student know you understand.
 THE ANGRY STUDENT - 40

When speaking to the student, use the student’s name Convey your sincerity to the distressed student:
as much as possible. Anger is not an everyday emotion,
so a student who is angry is not acting as he or she
= Speak to the angry student with palms open to
would normally behave. Calling a student by name will show sincerity and openness.
help the student return to his or her normal behavior. = Tilt your head to indicate you are genuinely
interested.
If a student has an angry outburst in reaction to
® Smile and nod your head to communicate you
something you’ve said, don’t dwell on the issue. Call
the student by name and say, “You may be correct, but
understand.
please remember the procedure for contributing in
class.” Continue with the lesson.
Don’t respond to an angry comment with
unprofessional conduct. Students will be impressed by
the teacher’s calm handling of the situation. Move on
and don’t carry a grudge.
7. Make use of body language.
Be aware of body language when talking to an angry
student:

m= Standing too close to an angry student and

invading his or her space may be interpreted by
the student as aggression
= Placing hands on hips when speaking or listening _Using positive body language will convey to
can also signal aggression students you want to help.

® Crossing the arms on the chest displays

8. Develop a procedure for time-outs.
defensiveness
An effective teacher plans ahead. If there is a
= Clasping hands behind the back can be student in the classroom who struggles with anger
interpreted as frustration management and has frequent outbursts, there needs
® Pointing a finger can be taken as confrontational to be a procedure to offer this student a time-out to
calm down.
A time-out card system works well. Create time-out
cards—each worth five minutes—that can be issued to
an angry student. When a student is angry and needs
time to calm down, he or she may be given a time-out
card to
™ sit in the room and lay his or her head down,
™ sit in another teacher’s room (prearrange this
with a colleague), or
= sit alone in the hallway or the counselor’s office.
Allowing the student a time-out will give the student
space and time to calm down and think without
Using negative body language will not open the creating a scene in the classroom.
lines of communication with your students.
 Al THE PROCEDURE
*

Dealing with the death of a classmate can be traumatic for the entire class. Students react in unexpected ways.
Being flexible and understanding will create a caring atmosphere in the classroom.

THE SOLUTION
hen a tragedy occurs, you must give the students and yourself time to grieve. Adjust lesson plans, give
students time to mourn, and be sensitive to the needs of students during this difficult time. Your manner
will comfort and support students while they undergo the loss of their classmate.

1. Dealing with the loss

2. Returning to the regular classroom routine

*This procedure is not taught to students with the three-step approach. It is a teacher procedure with steps shared to show you how to do it.

236 THE Classroom Management Book

 THE DEATH OF ASTUDENT - 4l

-THEBACKGROUND.
Take the time to go to the crisis center during your
planning or lunch period. Sit with students and talk to
them. Students need to know you care about their grief.

popular student passes away, and the school is in 3. Give students time to grieve.
Students need time to grieve the death of a student;
mourning. Students gather in the hallways, talk in
however, this grieving period should not be indefinite.
hushed whispers, cry, and hug; there are more than
a few red eyes in class. It’s hard to teach because the Don’t pretend the student was never in the class.
students are distraught and distracted, maybe even Leave the desk of the deceased student in the room.
angry. You cannot help but be affected. Do not move the desk or rearrange the room until after
the student’s funeral.
By being prepared for the unexpected, you will help the
class return to the consistency they need to get them
back to normalcy.

- THE PROCEDURE STEPS —

Time Alone

Some students may find it extremely difficult to

return to the classroom they once shared with
the deceased student.
hen a student passes away, some students may
learn of it before coming to school, but others will Be an understanding teacher. Allow the student
only learn of it at school. The routines you expect to miss class and sit in the counselor’s office the
in the classroom will be interrupted. Your actions will
first few days, but then encourage the student
help the students comprehend the loss and come to
to come to the classroom during your planning
terms with it over time.
period when no other students are in the room.
1. Be flexible.
When the death of a student is announced, be flexible The student may need time in the room with
with the curriculum plans: just the teacher and the counselor, or even time
alone before joining the regular class. Allow the
= Ifatest is scheduled, postpone the test.
student to sit in their deceased friend’s desk if
= Allow students to read quietly. needed. With time, and with the teacher’s help
= Lead aclass discussion, so students can talk and and support, the student should be able to
express their feelings. readjust to the classroom.
= Askaschool counselor to speak to the class.
= Allow students to go to the counselor’s office as
needed.
2. Let students talk.
Give students class time to share their emotions and
reflect upon past events connected to the deceased The desk should not become a shrine, but students
student. need time to recognize that the student is no longer
there and will not be returning to class. Encourage
Some schools set up a location as an emergency crisis students to bring a flower or write a note to the family.
center, so students can gather under the guidance of
school counselors. Encourage students who are openly Give students time to grieve, but also provide students
distraught to go to the crisis center. with as much structure as possible. Routine classroom
PROCEDURES : FOR TEACHERS

procedures must still be maintained. Not all students It is more than a gesture; it is an act of caring they
will be emotionally affected in the same way, so will never forget. Sign the guest book as the deceased
everyone’s needs should be taken into consideration student’s teacher and indicate the subject taught. For
while moving forward. Return to the regular classroom instance, write “Mrs. Jones, John’s Sophomore English
routine as soon as possible. Teacher.”
4. Be observant. The respect shown by the teacher is encouraging to the
As time passes and the class settles back into the student’s family and helps bring closure.
regular routine, watch for students whose grades
8. Return to the normal classroom routine.
suddenly drop, become lethargic, or who begin to
The first day in class without the deceased student will
exhibit sudden flashes of anger. These students may
be very difficult. Students will talk, cry, grieve, and
need extra counseling to help them cope with the loss.
seek the comfort of friends. Crucially, they will depend
5. Be sensitive. on the teacher to help the class return to normal.
Although the death of a popular student often touches
The second day after the death of a student should
the entire student body, the passing of a quiet,
consist of an appropriate level of normalcy.
unknown student should be treated as significantly as
that of a well-known student. Return to the regular schedule the day after the
funeral. Before the students come to class, remove the
Be aware that some students who are disconnected
deceased student’s desk from the classroom and start
from the deceased may experience trauma and show
with a new desk arrangement, if only for a short time.
signs of grief because they relate the death to a past or
Create a new seating chart.
present illness in their own family.
Review with students any routines that may need
Be sensitive to cultural differences. Some cultures
reinforcing.
quietly grieve the loss of a loved one, while others
openly display distress. Understand and respect Be sensitive to material selected for instruction, such
cultural differences and be sensitive to the family’s that it doesn’t contain reminders of the recent tragedy.
spiritual beliefs. Don’t expect all students to grieve in
the same way. i —r—.r—“ t=Ftlrrsisi‘tstsCidszsC«S ia(ar”rsisasiC‘CO*OCNC:C#(C*C
6. Take care of yourself.
The loss of a student can be traumatic for you, too. Crisis Signs
Allow students to see your sadness—it will help These are symptoms anyone could display when
students acknowledge their own emotions. going through a crisis. Be aware, so you can respond
accordingly.
Time is needed to grieve and deal with the loss of a
student. The school counselor and fellow teachers can Prolonged sadness Panic
help provide support through this difficult time.
Sudden behavior Withdrawal
7. Achieve closure. problems Clinging behavior
When normalcy begins to return to the class, Eating problems Stomach aches,
prepare the deceased student’s file. Give the file to Sleeping problems headaches
the counselor to include with possessions from the Scared reactions to Age regression
student’s locker—for the family. alarms Sullen
Frightened response to Disconnection from
Attend the funeral if possible. This can be difficult,
loud noise school
but students need the support of caring teachers, and
parents appreciate the presence of the child’s teacher.
MMMM
 THE DEATH OF ASTUDENT - 4!

In Tears the Class Proceeded

', the principal of a junior high school in Texas, led his staff
through the loss of a much-loved student who was working extremely
hard to change his life for the better. On a Saturday evening bicycle
ride, he would never make it home.

We had an eighth-grade student who was When | saw his English teacher, she was standing at
7 & truly turning his life around. He learned the door in tears. She had her assignment posted; the
that one of his teacher’s son was having a students picked up their notebooks and got to work.
birthday party, so he walked for eight miles to arrive early The class proceeded with everyone on task.
to attend and help. That was the character of this boy.
Because the school had procedures and routines, the
He received a bicycle one Saturday morning and students and teachers made it through the day.
proceeded to ride it to our annual Rice Festival. On the
The teacher later acknowledged, “I guess there’s more
way home that evening, he was hit by a car, thrown into
diehrandidied! to be said about routines than | thought. They helped us
all make it through a very difficult day.”
On Sunday evening | called the staff to alert them of the
situation, and | proceeded to follow the boy’s schedule
on Monday.
 4? THE PROCEDURE
*K

The death of a student’s parent affects everyone. Be there for students and other parents in the classroom,
but also remember to take care of yourself.

THE SOLUTION
f the death of a student’s parent happens, or a student’s parent becomes terminally ill, it helps the grieving
process if you know how to handle the loss. Allow time to grieve while bringing normalcy back to the
classroom as quickly as possible. Ask for help and guidance from others who may have experiences to share.

1. Lessens the trauma to students

2. Keeps students focused
3. Helps students cope with loss

*This procedure is not taught to students with the three-step approach. It is a teacher procedure with steps shared to show you how to do it.

240 THE Classroom Management Book

 THE DEATH OF A PARENT - 42

4. Be observant.

_ THE BACKGROUND Observe and listen to the students. Some students

may not show clear signs of grieving. Some may
even be quiet about grieving but act out or do poorly
ll members of the class have to deal with the in school. These students may need additional
loss when a student’s parent dies—especially counseling. Their families may need to be contacted,
if it’s a parent who actively volunteered in the so you can share your observations with them.
classroom and built a strong rapport with the class.
5. Stay emotionally strong.
Be understanding, flexible, and observant to help
Give yourself time to grieve and deal with the loss. Talk
everyone cope with the loss.
with fellow teachers and seek help counseling if needed.
The grieving process is unpredictable, so be patient.

THE PROCEDURE STEPS Attending the funeral may help bring closure for you.
The bereaving student and family need to see your
support. Sign the guest book or memory book of the
nowing the steps to take to help you and your parent. The sharing of some personal testimony on
students cope with the unexpected loss will give how the parent was involved in the classroom helps the
you strength and confidence in guiding your child remember the parent in years to come.
students during a difficult and emotional time.

1. Be flexible.
You will have to be flexible with the students and the Helping the Healing Process
curriculum in the ensuing days. Postpone planned
lessons and scheduled tests. In their place, allow for When I received the news that my Room Parent
reading time, discussions, drawing, or writing—all of passed away unexpectedly, | was devastated. It
which are helpful emotional outlets for the students. was very difficult to go into the classroom the
following school day and try to be strong for my
2. Let students talk.
Allow students to share memories of the parent and students when I was falling to pieces inside.
their feelings for the bereaving classmate. Allow When you have an involved parent in the
students to grieve. Invite the school counselor or classroom, it can be hard to know what words
administration to talk with the class.
to say to offer comfort and support—especially
3. Give students time to grieve. to the bereaving student. | found that by letting
Allow students and other parents in the classroom my students have the freedom to ask questions,
to grieve in their own ways and at their own pace. talk, draw pictures, and write letters helped us.
Encourage students to write notes or draw pictures
for the bereaved student. These pieces of writing or art My student and her family were moved by the
can help students show their support to their classmate. sympathy cards received and memories shared,
The process of writing or drawing can also be helpful for as well as our attendance at the funeral.
students going through the grieving process. I still don’t feel that Iam ‘over’ this event. The
Students will need to return to the normal routines of experience affected me and changed the way I
the classroom as soon as possible. This is especially look at my students and their families each day.
important when the bereaved student returns to school.
Delaying the return to a normal classroom routine may
make it harder for students to deal with this tragic event.
 A3 THE PROCEDURE
*

A Substitute Teacher Handbook prepares a substitute to take on the teaching responsibilities for the class in
your absence, so learning continues in a business-as-usual manner for students.

THE SOLUTION
Substitute Teacher Handbook equips the substitute teacher with all the necessary information to »
be successful. With a handbook, the substitute teacher will be less likely to struggle through the day.
The day will be productive, and student learning will continue uninterrupted during your absence.

1. Briefs the substitute teacher on how the classroom is organized and run
2. Minimizes disruption to student learning during the teacher’s absence
3. Equips the substitute teacher for success
*This procedure is not taught to students with the three-step approach. It is a teacher procedure with steps shared to show you how to doit.

242 THE Classroom Management Book

 SUBSTITUTE TEACHER HANDBOOK - 43

THE BACKGROUND THE PROCEDURE STEPS

our car breaks down on the highway, your child is Substitute Teacher Handbook is well-organized
ill, or there is a family emergency. Teachers are with information that is easy to find. Keep the
some of the hardest working people in the world, information in a binder to allow for updates. Put
but there are times when you are forced to miss several dividers in the binders for quick access to information.
hours, an entire day, or even several days at work. Include pockets in the binder to hold special slips.
The school arranges for a substitute teacher, but it is 1. Welcome letter
your responsibility to maintain student learning while Write a welcome letter thanking the substitute teacher
you are away from the classroom. for covering the class in your absence. Emphasize
that students must follow detailed procedures, daily
Substitute teachers are usually given a schedule with
routines, and rules, and students know they must
the beginning and end times for each period; but if
follow the information even when no one is monitoring
there is no lesson plan, or no indication of where the
the classroom.
class is in the lesson plans, the substitute teacher
will be at a loss. This is when some substitute
teachers simply let students loose in the
media center, give them extended physical
education time, or show them videos in a bid
to kill time.

A substitute teacher is a teacher—not merely

a babysitter. If you are prepared for both
planned and unplanned absences, student
learning need not suffer.

The established classroom procedures,

routines and rules that keep your classroom
running smoothly will not fail, provided
you inform the substitute teacher of the
procedures, routines, and rules, and teach
students what is expected of them when
you are absent. With up to 150 students
to manage in a day, the substitute teacher
must be equipped with all the information
necessary to be effective in your absence.
Let your students know classroom
procedures, routines, and rules remain in
effect when you are absent. Learning will
take place as usual, and lesson plans will be
followed. All work done in your absence is
expected to be of the same caliber as if you
were delivering the lesson. A Substitute Teacher Handbook quickly updates the
substitute teacher on how the class functions in your absence.
PROCEDURES = FOR TEACHERS

2. Student roster and seating chart A general lesson plan that describes skills to work
If you use an electronic record book, you can easily on and activities to do is helpful in case there is any
print student rosters. These rosters list the names spare time during the day or if more detailed lesson
of students in each class, with options for marking plans are unavailable. For instance, a math teacher
students as present, absent, or tardy. If you do not use might include a set of math problems, while an
an electronic grade book, you will have to make copies English teacher might provide a set of writing prompts
of the current class roster for inclusion in the binder. for students to write an essay. Include a reading
assignment or learning activity for students who finish
Seating charts that show where students sit in each
assignments early.
class period are helpful for attendance-taking and
class-management purposes. Tell the substitute teacher where teaching materials
and manuals are located in the classroom.
Include information on what the substitute teacher is
to do with the roster once attendance has been taken. 6. Classroom procedures
For instance, if the roster is to be returned to the office, Keep a copy of the classroom procedures in the binder.
provide the name of a student in each class who is to This can be the same information given to the students
deliver the roster to the office. at the beginning of the school year. A substitute
teacher can study the procedures and understand how
3. Information about students
the class is normally run. Knowing the established
List any important background information on the
procedure for things like sharpening a pencil, using
students.
the bathroom, or what to do with unfinished work helps
= Students get picked up by a specific person maintain consistency while you are away.
= Students go to speech class and at what time Include emergency procedures for fire drills and lock
m Students have ADHD or ADD down in this section. Include the exit route maps the
= Students have behavior issues substitute teacher is to follow during an emergency,
as well as the meeting point for students. If the school
= Students have learning disabilities and need help
has coded emergency drills, include an explanation for
in certain areas
these codes.
= Students who need to be monitored a little closer
than others for any reason

4. Daily schedule
Briefly list what the daily schedule is for each day.
Include when the class goes to “specials,” such as You Are THE Teacher
physical education, library, computer lab, or music. Imagine the expectation you set when you leave this
Also include recess times, lunch time, and dismissal message for your substitute teacher.
time.
“Please don't allow the label of ‘substitute teacher’
5. Lesson plans to bother you. You have the opportunity to make a
Leave a copy of the weekly lesson plans in the difference in the life of a child when you become the
handbook. The substitute teacher can refer to them if TEACHER in this classroom. Seize the day!
you are unable to send a copy before the start of the day.
“I’ve prepared for you to make the most of each
If the lesson involves handouts, have the handouts moment. Please help these students grow and learn.
copied and ready to be distributed. If work is to be
“Thank you!”
collected, inform the substitute teacher where papers
are to be kept.
MMMM
 SUBSTITUTE TEACHER HANDBOOK - 43

7. Classroom rules behind on how the day went and what you can do to make
List the classroom rules, along with any consequences the experience a more positive one for any substitute
and rewards used with the class. Encourage the teacher. This is where the substitute can document
substitute to enforce the rules in your absence. the material that was taught, activities conducted, and
how well the class performed. This helps the regular
8. Referral slips
teacher know where to continue in the curriculum.
Many schools have preprinted forms for referring
students to the office. Let the substitute teacher know 11. Classroom review
what to do in the event a student becomes defiant, After an absence, review the substitute teacher’s
angry, or disrespectful and needs to be referred to the notes and compliment students appropriately for
office. Include referral slips in the binder pocket. their outstanding efforts during your absence. Work
on areas of difficulty noted by the substitute teacher.
Your school may have a form for sending ill students
If necessary, hold individual private meetings with
to the school nurse. Include these forms with specific
students who performed poorly.
instructions detailing the procedure for their use.
No one can replace you. However, you can help the
9. Contact information
substitute teacher alleviate fears, help your students
Leave your contact information for the substitute
alleviate fears, become more organized, and lead a day
teacher in case there are any questions. Include
that is rich with learning for your students when you
contact information of a colleague at the same grade
act upon any feedback and plan for a successful day in
level and how to reach the school secretary or front
your absence.
office, as well as the custodian.

10. Blank paper for notes and comments zis] 32»)

Leave some pages of blank paper in the binder, with a Help your substitute teacher be prepared
memo to the substitute requesting that a note be left ory for any situation encountered.

What Was Missing

I began teaching in an old building in New York City with an enormous class and scarce materials. I was tossed into
a disheveled, former ‘shop’ room, wished good luck, and told to go ‘teach.’ It was all so overwhelming. After two
years, I took a break to attend law school. By the end of the first year, | decided that becoming a lawyer was a poor
substitute for a career in education.

I resumed teaching in New Jersey at an inner city, alternative public high school. Most students had emotional and/or
behavioral problems. It was clear that structure, routine, and a consistent plan were missing in these students’ lives.

| immediately put into practice your classroom management techniques. Students became more academically
productive, and student behavior improved dramatically. Students repeated many of my sayings... probably
because I uttered them so often! ‘Do the right thing’ (the procedures). ‘Control the impulse and you will control
the behavior.’

Many students made drastic changes in the way they handled their responsibilities in and out of the classroom.
far exceeds their past self-expectations.
lam proud of them for realizing that their potential
PROCEDURES : FOR TEACHERS

Effective Teachers Are Proactive

There are two kinds of teachers—PROACTIVE and REACTIVE. Proactive teachers have a classroom management
plan that prevents problems from occurring, and if a problem does occur, everyone knows what to do. A proactive
teacher has a classroom that is a well-oiled teaching and learning machine with engaged, happy, and respectful
students. The students are given the opportunity to take responsibility and know what to do even when the teacher
is away from the classroom.

Proactive teachers are effective classroom managers. They

= have planned procedures for classroom organization,

® have instructional procedures to maximize student engagement, and

= systematically teach these procedures.

Ineffective teachers are reactive. They spend much of their time putting out brush fires and doing damage control.
This is because reactive teachers do not have an organized plan, so they react to every problem by threatening and
coercing students into compliance. They go home angry, tired, and stressed out. The students have no idea what
the teacher wants, or what they are supposed to do, and thus both students and teachers flounder in a disorganized
classroom every day.

Ineffective teachers are always asking questions, seeking relief from their misery.

= What do! do with this kid?

= Why can't! get my students to follow directions?

= Why does no one participate in class discussions?

= What do! do to stop them from talking all period long?

= Why don’t my students get to work when the bell rings?

= Why do my students belittle each other?

= Why don't my students bring their books to class?

= Why do my students try to skip my class?

= Why does no one want to sub for my class?

Reactive teachers blame the school, the neighborhood environment, the demographics of students, or the lack of
administrative support for their suffering. It’s always someone or something else that is to blame. They look for
programs, believing that the right program will do the teaching for them. In reality, the chaos in their classroom is
due to the lack of a classroom management plan.

Proactive teachers are ready for the challenge of teaching any student, in any school, in any neighborhood, knowing
that they have a classroom management plan that works. They know that if they do not have a plan, the students will
plan the class for them. Proactive teachers know how the classroom is run because they have created a plan. By
being proactive, they are ready to have a rewarding and successful teaching career.

MMMM
 SUBSTITUTE TEACHER HANDBOOK - 43

A] 3
- te a =.
ain
vat
[Pt Ee

ubstitute teachers love to sub for some teachers and 7. Quieting

the class only requires that you say, “Give
they cringe when they have to substitute for others. me five, please.”
Melissa Boone has no problem with getting people
8. Remind the class to take care of the supplies—
to substitute in her classroom. As part of her success
especially paints, brushes, and materials that can be
strategy, she leaves a note for her substitute teacher
used repeatedly—as they work.
that says, “Here is a list of routines to help you pace each
of the classes from start to finish. | have included the 9. Clean-Up—depending on how messy it gets, you may
procedures my students are familiar with.” need to allow 5-10 minutes for clean-up before class
adjourns.
Let the students know that you are looking
|. Wait at door for each class of students to arrive. for tables that are cleaned fast and well—this
usually gets them moving!
2. Remind the students to quickly and quietly begin
Table leaders can help to pick up supplies and
their bellwork.
make sure they are returned where they belong
3. Explain the lesson for the day. or on the counter (some things may need to air
Lesson may be something we've been dry).
working on, or Have the kids clean up as much as possible—
See the Substitute Lessons for the Day this will make it a lot easier on you at the end of
| have left for you. the day.
Allow time for students to clean brushes and
Call out list of supplies needed for the project.
things that require extra attention.
5. Choose a quiet student from each table to be
“Table Leader” and instruct the student to gather 10. Look for tables at which all students are sitting quietly.
the supplies needed for this class period. Call these tables to line up first, one table at
The table leaders can help pass out the a time (the numbers are hanging above each
papers, prepare supplies and materials, and table).
put them away at the end of class. {{. Have students sit on the floor, parallel to the computer
Use a chart to record and track who has been table, as they wait. This helps keep them clear of the
table leader. door while they wait for their next teacher to arrive.

6. Ifthe class has already started the project, their papers Now that you're familiar with this Daily Routine, have fun!
will be on the designated shelf. (North side of room) The day has just begun!

THE Classroom Management Book 247

 THE PROCEDURE

A Teacher Aide*
A teacher aide enables you to have more time for lesson planning and teaching. When you plan and
prepare for the teacher aide to work in the classroom, everyone benefits.

THE SOLUTION
stablish and maintain a good working relationship with your teacher aide to reap the benefits of the
assistance the position offers. An aide is in the classroom to assist you and your students. Planning?
will maximize the aide’s effectiveness in the classroom.

This procedure resolves these issues:

1. Idle time wasted while the aide is waiting for direction

2. Uncertainty about the teacher’s expectations
3. Lack of communication between the aide and the teacher

*This procedure is not taught to students with the three-step approach. It is a teacher procedure with steps shared to show you how to do it.
 A TEACHER AIDE - 44

THE BACKGROUND
In addition, this notebook can be used as a
communication journal. Encourage the aide to write
about curriculum taught, encounters with students,
and assistance needed to help students at the end of
teacher aide—also referred to as an instructional each school day. Leave comments and suggestions for
aide, teacher assistant, or paraprofessional—is an the aide to read before beginning work with students
extra pair of hands, ears, and eyes in the classroom. the next day.
Time invested to ensure that you and the aide work
2. Hold regular meetings.
well as a team is time well spent.
Meet periodically with the teacher aide so that a good
The aide can work one-on-one with struggling working relationship can be formed. Set up specific
students, lead review in small groups, and help with dates and times for these meetings.
administrative tasks. An aide gives you more time for
3. Be considerate.
lesson planning, teaching, and being a more effective
Working closely with students is rewarding, but it
teacher for the entire class.
can also be physically tiring and emotionally draining

THE PROCEDURE STEPS —

for an aide. Be considerate of the tasks the aide is
asked to perform. Vary the tasks when possible and
thank the aide for the work done to help the classroom
run smoothly.

teacher aide’s educational experience may range

from a high school diploma to limited college
training. Some aides are required to have at
least two years of formal post-secondary education,
experience in helping special education students, or Be a Team
the ability to speak a foreign language. These aides
bring expertise and a desire to help in the classroom. While your aide is an individual, together you are a
Determine the expertise of your aide and make the force for your students. Consider these pairings and
the impact they have had as a team.
most of it.
Andy Taylor ® Barney Fife
1. Keep a teacher aide notebook.
This notebook provides the aide with necessary SpongeBob ® Patrick
information and can be revised as needed throughout Sherlock Holmes ® Doctor Watson
the year. Include this information: Ben ® Jerry
Batman ® Robin
= Overall responsibilities and expectations
for supervising and working with students Captain Kirk ® Spock
individually or in groups Pat Sajak ® Vanna White

® Marks used to score papers, how to compute Fred Flintstone ® Barney Rubble
percentages for letter grades, and how to use Han Solo ® Chewbacca
a rubric Lone Ranger ® Tonto

= Computation of the percentage grade to match up Tarzan ® Cheetah

with the letter grade noted on papers The Captain ®& Gilligan
= Take attendance, make copies, and maintain You ®@ Your Aide
the classroom
= Classroom schedules, procedures, and rules
 THE PROCEDURE

Parent-Volunteers*
Parent-volunteers can be assets as long as there are procedures in place to guide their contributions
to the classroom.

THE SOLUTION
aving procedures in place will help parent-volunteers better understand their roles as
volunteers in the classroom while allowing the teacher to effectively employ parents’ time
and expertise.

This procedure provides these opportunities:

1. Using parent-volunteers wisely
2. Helping parent-volunteers understand their important role in the classroom

*This procedure is not taught to students with the three-step approach. It is a teacher procedure with steps shared to show you how to do it.
 PARENT-VOLUNTEERS - 45

- THEBACKGROUND
Helping with classroom projects
Assisting in writing workshops
= Supervising classroom library
arents are committed to their child’s education ® Handling book orders
and are often willing to volunteer their time and = Copying materials
expertise. Parental involvement in the classroom = Making parent presentations
can positively impact the attitude and conduct of
® Maintaining bulletin boards
students in the classroom. Research has shown
that students whose parents help at school have a = Working on data entry
better attitude in the classroom and maintain higher = Performing asa rehearsal pianist
academic achievement. Parents who help in the
Overseeing art activities
classroom also feel better prepared to help their child
with schoolwork at home. = Creating, maintaining, and updating website
= Donating needed materials
Typically, parents do not volunteer at the secondary
level as actively as they do at the elementary level. = Serving as aroom parent
However, plenty of parents are eager to help out in m Organizing files
the secondary classroom if invited and given simple = Tutoring students
guidelines for assisting. Check with your school for
= Being a homework helper
the policy concerning the use of parent volunteers.
= Providing software expertise

THEPROCEDURE STEPS =
= Purchasing supplies
Accompanying class on field trips

On the list, provide an “Other” option. Parents may

have areas of expertise that enable them to contribute
et parents know you welcome them in the classroom.
in unexpected ways not on the list.
Provide various opportunities for parents to
volunteer. Offer multiple time slots to better fit the Post the list on the class website.
working parent. Invite the adults in a child’s life to be
2. Survey parents.
a part of the education process.
Not all parents will attend Back-to-School Night
1. Create ajob list. or Open House. Create a survey for all parents to
Create a list of classroom tasks with which parent- complete and return, asking about their areas of
volunteers can help. At Back-to-School Night or expertise and if they might be willing to serve as
Open House, distribute a copy of this list to each parent. volunteers in the classroom. Sending this survey
Ask parents to sign up to help with any of the areas on home with each student will increase the classroom
the list. Some parents may choose to be more behind volunteer base.
the scene with making copies, gathering supplies, or
Parents who work as editors or reporters on the
organizing the classroom library, while other parents
local newspaper might enjoy helping young writers
may want to be directly involved with helping students
with a writing workshop. A parent who is active
ona project. Provide a variety of tasks.
in community theatre can be an asset to students
= Providing assistance to students studying drama. Most parents have valuable
= Organizing classroom work knowledge and skills that can help enhance student
learning. Ask them to volunteer and share their
= Aiding with labs and technology
expertise.
PROCEDURES =: FOR TEACHERS

3. Make a schedule. Prioritize the list, so the most urgent tasks get
After parents have returned the survey and signed up accomplished first. Include specific times and periods
for specific jobs, create a parent-volunteer schedule for the work to be completed.
and include
If several parent-volunteers are scheduled to come in
= dates, on the same day, let them know the times when you
= times,
would appreciate their help and assign tasks to specific
parents accordingly.
®™ specific tasks, and
= detailed job descriptions. 6. Schedule an appreciation event.
If the school participates in a schoolwide parent-
Send this schedule home with students to give their volunteer program, a thank you breakfast of coffee,
parents. Post the schedule to the class website. juice, fruit, and pastries, or an afternoon tea with
cookies can be scheduled in appreciation of all
Call the parents to thank them and invite them to
volunteers. Present certificates of appreciation during
attend the parent-volunteer orientation meeting.
the event.
4. Schedule a parent-volunteer orientation meeting.
Ask students to write thank you letters for volunteers.
At this meeting, discuss in detail
A framed picture of the class holding up a thank you
= parents’ role as volunteers, sign is also a nice token of appreciation for volunteers.
= classroom procedure and rules, The appreciation does not have to be costly. It truly
is the thought that counts in making volunteers feel
= school dress code, and
appreciated.
= when and how to praise students.

Parents need to understand their primary purpose in

the classroom is to enhance learning for students and
to assist with daily tasks. Teach them what they need
to know to become an outstanding parent-volunteer.
Let parents know their help is appreciated and they are
welcome in the classroom. Procedures Help Teachers
5. Make a To-Do list. Become Better Parents
Based on responses to the job list and the parent
survey, make a specific To-Do list for each parent- We have used the research of good teaching
volunteer. A To-Do list might look like this: management practices in our classrooms and to
help us be better parents.
= Make 150 copies of the study guide for
The Tragedy ofJulius Caesar. The evidence is in our children, now 20 and
= Shelf class library books. 17, and seeing how they have enjoyed schoob,
= Help Brandy in 3rd period to edit her rough draft. have conducted themselves with peers, and

= Give Jay and Mona their vocabulary make-up adults (social skills; lots ofmanners!), and what
test in 4th period. amazing young adults they are becoming.
= Sort materials in totes for tomorrow’s project. Procedures have helped us be ‘teachers for life!’
= Laminate posters.
= Post student projects in the hallway.
= Type weekly newsletter.
 PARENT-VOLUNTEERS - 45

The Foundation of Effective Teaching

Lucy Quezada teaches in San Marcos, Texas. She compares her skill of
throwing pottery to the skill required to create an effective classroom.

There are many steps or procedures to What happens when the structure of the fresh piece
de© follow in order to make a ceramic piece of clay, as it is being thrown, falters or is too weak? It
functional. It starts with the foundation and creates a mess and it falls apart! Luckily it is only clay
consistency of the clay, while it is being thrown on the and not a student; but the clay is flexible and can be
wheel. As the clay is spinning in the center of the wheel, reshaped. Likewise, students can be taught to rehearse
you take control so that it doesn’t wobble, and then you procedures when they get out of shape.
put it into shape. It is crucial to know how to move your
By following a routine with procedures, the students
hands as you shape your piece, and you have to repeat
will have a strong support structure that becomes the
the procedure to be successful.
backbone to their success as they learn any subject or
Just as making a piece of pottery requires procedures, _ ceramic technique.
managing a classroom demands them, too. 5 F .
When effective teaching occurs in the classroom, you
When procedures are followed, the ceramic piece turns will find happy children, and the finished product is a
out well and can be put to use. When procedures are successful classroom! Or a pretty cool and functional
in place in the classroom, the children work and learn ceramic piece!
effectively. The students pay attention and participate
and can work independently without creating chaos
or disruptions. Effective teaching happens when the
teacher structures a foundation with procedures.
View classroom visitors as opportunities to model good teaching and organizational skills. Be prepared for
planned and unplanned visits from the school administration, parents, and outside visitors.

“that keep the class running smoothly will ensure that the class is ready for all visitors—announced or
otherwise. Be proud of the students and demonstrate the power of effective classroom management.
7 a - nea . Pe epee yt ery © -
’ This procedure resolves these issues:

1. Teaching under pressure

2. Welcoming an unplanned visitor

*This procedure is not taught to students with the three-step approach. It is a teacher procedure with steps shared to show you how to do it.
ee
by
4,
,
 CLASSROOM VISITORS - 46

are being taught. This objective will be helpful when

THE BACKGROUND a student is responding under pressure to a visitor’s

questions.

ftentimes, the teacher does not always know ahead

of time if there will be visitors to the classroom.
Regardless of whether the visit is announced or not ,

the lesson does not come to a halt. Your students are

your first priority, not the visitors to the classroom.

Relax. Breathe easy. If you’ve planned your lesson

and have procedures in place, you and your class will
not miss a beat even if one hundred faces show up at
the door. The beauty of procedures is they create a
classroom that flows, seemingly effortlessly.

Implement the lesson as planned and demonstrate

to visitors just how rewarding teaching is in a well-
managed classroom. Let students demonstrate to visitors that
the lesson is structured and well-planned.

THE PROCEDURE STEPS | 4. Distribute the classroom newsletter and the

classroom procedures and rules.
Keep extra copies of the classroom newsletter and the
1. Introduce and welcome the visitor. classroom procedures and rules handy for visitors.
If the visit to the classroom is planned, introduce the
If the visit is planned, give this information to the
visitor to the students and tell the class the purpose of
visitors as they enter the room.
the visit. Decide in advance where the visitor is to sit,
making room at your desk, preparing a student desk, If the visit is unplanned, take a few moments to
or placing a chair to the side of the room. meet with the visitors as they exit the room. Hand
visitors the classroom information and thank them
If the visit to the classroom is unplanned, briefly pause
for observing the classroom. The visitors will be
the lesson to welcome the visitor and let the person
impressed with your preparation.
know where to sit or stand to observe.
5. Shine.
2. Follow the agenda.
Regardless of whether the visit is planned or unplanned,
Your posted agenda serves as a roadmap for students
this is the time for you to shine and be at your best. Be
and will show the visitor how the lesson is structured.
confident. Don’t be afraid to ask difficult questions of
The agenda will also help you stay focused and to
students. Implement the lesson as planned.
transition smoothly. Remember, even the experienced
teacher may feel pressure when a visitor is in the Don’t make last-minute changes to incorporate
classroom. unexpected visitors. Visitors come to see the everyday
structure of the classroom—not something that has
3. Reference the objective. been memorized or rehearsed.
The purpose of the lesson will also be clear to the
classroom visitor. Sometimes, visitors will wish to Maintain eye contact with students and smile warmly—
talk to students to see if they understand what they show students that the lesson will continue as usual.
Effective teachers do what they always do; they teach.
 THE PROCEDURE

Parent-Teacher Conferences”
Parent-Teacher conferences are productive meetings that focus on helping students become successful in
class. It is a time to work together to help the child succeed.

THE SOLUTION
arent-Teacher conferences need not be stressful or confrontational. Your organization of this time will keep
parents focused on learning goals and help them become partners with you for their child’s success during the
school year. Create a meeting that is pleasant and productive that will foster a working relationship.
This procedure provides these opportunities:

1. Using meeting time productively

2. Providing the structure for the conference
3. Portraying a confident and organized picture of professionalism

*This procedure is not taught to students with the three-step approach. It is a teacher procedure with steps shared to show you how to do it.
 PARENT-TEACHER CONFERENCES - 47

1. Plan and prepare.

THE BACKGROUND The first conference is usually held after the first six- or
nine-week grading period. At this meeting, prepare to
share with the parents
arent-Teacher conferences are usually the second
= the course content that has been taught;
time parents meet you. At Back-to-School night,
parents form an immediate impression of you = what tests, projects, or activities went into
and your effectiveness. Parent-Teacher conferences making the average grade for the grading period;
will confirm or reverse those first impressions. It = what will be taught in the next nine weeks of
is important to be at the top of your game come school; and
conference time. ® upcoming projects and activities the students
Whether the student attends this conference is a will need to complete.
choice usually left up to you. Whichever way you Prior to the Parent-Teacher conference, email parents
choose, be consistent in inviting the student to attend or send a letter home sharing the agenda for your
or not having the student attend for all the meetings meeting time. Also, let parents know the length of
you host during conference time. the meeting and thank them for being on time and
Just as effective teachers prepare for class with a for being courteous to parents while waiting for their
well-planned agenda with the lesson objective and meeting. Letting the parents know beforehand what
an opening assignment, effective teachers plan and your agenda is for the meeting and how long you
prepare for Parent-Teacher conferences. anticipate it will last keeps everyone on task.

As students do not like to come to a classroom not Prior to conference time, share with your students
knowing what is going to happen, parents do not like what will be covered during the meeting. The Parent-
to come to a meeting not knowing what is going to Teacher conference is not about secret meetings. They
happen. help ensure student success. Let students know ahead
of time what their parents will be hearing from you.
Your organization will set the tone for your time
Some students may require a one-on-one meeting
together and squelch any tirades from happening. You
can avoid the possible scenario of a parent marching with you, so you can share areas of possible parental
concerns. This gives students a chance to explain
into the classroom, progress report in hand, saying,
themselves at home before the parents arrive for a
“My daughter says she has no idea why she got a C in
professional explanation from you.
your class. Could you tell me why you gave her such
alow grade?” The parent is terse and upset. She sits Should a parent enter the conference wishing to
down, arms crossed, and waits for the answer. immediately discuss a child’s grade, smile and say,
“T’m really glad you came to see me about your child’s
You are caught off guard and brace yourself for a battle.
grade. Let’s look at what we have been studying in
class first and what went into making that grade before

_ THE PROCEDURE STEPS

we discuss your child’s grade.”

Responding in this manner can be helpful in relieving

tension and diverting the parent’s anger. It gives an
our preparation will produce a successful meeting angry parent a chance to calm down before discussing
time. Your confidence, demeanor, and organization the grade and puts you back on track with your agenda.
will prevent confrontations and will speak volumes
to your command of the classroom and how well you
know your students.
PROCEDURES = FOR TEACHERS

2. Greet parents with a smile and a firm handshake. 5. Print grades.

When a parent or parents walk into the room, greet Most school districts use an electronic grade book.
them with a friendly smile and a firm handshake. This allows the user to generate an assignment report
Welcome them with confidence and warmth. for each student with this information:

3. Prepare a sign-in card. = Every assignment made

Ask parents to write their names and their child’s name = Date the assignment was made
on asign-in card. Ask for contact information—phone,
= Date the assignment was due
email, and home address—and the best method and
time for contacting them. Have these cards ready for = Average class grade for the assignment
completing as the parents wait for their conference = Student’s grade on the assignment
time. Ask for the card at the start of your conference
The assignment report provides the explanation for
and confirm the accuracy of the contact information.
a student’s grade. If a parent is concerned about a
If the parent has difficulty completing the card, ask the low grade, a glance at this report shows the probable
questions and write in the responses for the parent. reasons:
= Zeros for incomplete work
=m Missed tests
Student’s Name
Your Name(s) = Incomplete make-up work
Relationship to Student = Lack of study and application
m Excessive absences
Phone Number
Having an assignment report printed in advance is a
Email
must for an efficient conference.
Address
If a parent is upset about a grade, respond by saying,
Best Method for Contact Home Visit
“T do not give grades, but let’s look at the grade your
Best Time for Contact
child has earned.” The assignment report will need little
explanation—it will present clear and unbiased results.

When class resumes, distribute assignment reports

4. Keep a notepad. to students whose parents did not attend conference
Be prepared to take notes. Parents may share time, and ask them to take it home to share.
information they think is important—record this
6. Set a timer.
information. By taking notes, the parent knows the
Setting a timer keeps conferences on schedule. At
information has been heard.
conferences, most parents only wish to know what
Keep the notes in a secure place for future reference. they can do to help their child improve. Be prepared
Treat all conference notes as confidential. to offer suggestions for any problem areas. During the
conference, give the parent the tools to help their child
succeed in the classroom.

When the timer beeps, stand and continue talking, but

slowly begin walking the parent to the door even if the
conference is not finished. The parent will follow.
 PARENT-TEACHER CONFERENCES - 47

Thank the parent for coming to talk about their child’s 7. Invite suggestions.
progress, but let them know that other parents are After reviewing the assignment report, ask the parents
waiting. Offer to schedule an additional conference to if there is anything they can suggest that might help
further discuss their child’s work if needed. the student be successful. Record this information in
your notes.
Set the timer for one minute shorter than the
scheduled conference. This gives you time to 8. Follow up.
Review your notes from conference time. Schedule
™ conclude the conference,
any follow-up meetings, place phone calls of thanks,
= thank the parent, or meet with students to plan for ongoing success.
= walk the parent to the door, and Organize yourself to execute the plans discussed.
= greet the next waiting parent.

Impressions of the Classroom and You

Conferences are a time to put your best foot forward. Parents are invited into
the classroom.

Take a few minutes to organize your piles, straighten the books, and create an
environment that welcomes parents into their child’s classroom.

Your attitude and your dress will send a message of welcome, as well. Put a smile
on your face, no matter how stressed you may be, and dress professionally.

This is a meeting to talk about their child’s future. Your attire should match the
importance of this meeting.

YY eeqE@€LT M/Z!!! // {HH HH! { H{_ {@€_ {/ {#Z_ Lz

Erase the fears and “butterflies” of meeting parents for the first time by being prepared in thought, actions, and
setting. Be organized and outline what needs to be said ahead of time.

THE SOLUTION
“)) ack-to-School night determines the relationship you will have with your students’ parents. Smile, relax,
be confident, and speak positively. If necessary, rehearse. Show you enjoy teaching and know how to teach
) by doing exactly that—teach.

1. What to wear?
2. How to prepare?
3. What do parents want to hear?
*This procedure is not taught to students with the three-step approach. It is a teacher procedure with steps shared to show you how to do it.
 BACK-TO-SCHOOL NIGHT - 48

THE BACKGROUND
2. Greet parents at the door.
Greet parents at the door with a warm smile anda
friendly handshake. Thank parents for coming and
invite them to put their signatures on the sign-in
our every move, thought, and action will be sheets distributed throughout the classroom.
scrutinized. This is one of the most important
Prepare several sign-in sheets requesting their name,
evenings of your year. On this night, parents form
their email address, and their child’s name. Scatter the
an impression of you and often make the decision
sign-in sheets to avoid lines of parents and long waits.
about how competent you are to instruct their child—
and it all happens in ten to fifteen minutes. Parents’ Prepare a trifold brochure and hand it to parents
impressions of you begin to form even before you as you greet them. The brochure contains such
begin to speak. information as this:

THE PROCEDURE STEPS—

= Classroom procedures and rules
= Course overview
= Contact information
Parents can read this information while waiting for the
ack-to-School night sets the pace for the rest of the
session to begin.
year with parents. If you are new to the school or
a novice teacher, ask the teachers with longevity 3. Be prepared.
how this night has gone in the past and what you can Think about questions that parents may ask and
expect. The more you are prepared, the easier the include the answers in your presentation to parents.
night will be for you.
= What is the homework policy?
1. Dress for success. = What projects are planned for the year?
First impressions are based on outward appearances.
= How much time are students given to complete
A teacher who does not dress professionally gives the
assignments?
impression of incompetence. Dress professionally
to receive respect and to project credibility and ® Will technology be used in the classroom?
professionalism. = What kind of software will students use?

This is appropriate attire for men: = What are the required readings?
= Will students go on field trips?
= Accrisp, pressed collared shirt with a tie
= What is the school’s tardy policy?
m Slacks with a belt
= What is the school’s absentee policy?
= Dress shoes
= What is the school’s grading scale?
This is professional dress for women:
® Howcan [help my child at home?
= A suit or pant-suit in a subdued print or color
4. Create a list of talking points.
= A tailored dress ; Back-to-School night involves the teacher, but it is not
= Dress shoes about the teacher. Start with a personal introduction,
but keep it brief. Parents need to know something
Avoid loud colors, bold patterns, rumpled clothing, about you. Give your qualifications for teaching—
faddish attire, oversized jewelry, and anything that is where you went to school, how long you’ve been
flashy or distracting. teaching, and what grade levels you have taught.
PROCEDURES «= FOR TEACHERS

What you say and the way you say it reveals your 6. Share important information.
dedication and how much you care about the students. If you have a class website, demonstrate to parents how
Assure parents that you to access it and navigate the site. Show parents how to

™ genuinely care, ® use the website to access homework assignments;

= are fair, ®™ access important links; and
= will treat students with respect, = find sample student projects.
= value students’ education, and Explain the homework and make-up work policy.
= will keep students’ best interests in mind.
Display textbooks and samples of student work.
Parents want assurance. Tell parents you are prepared
7. Ask for questions.
to teach well and give your best every day. In return,
Give parents the opportunity to ask general questions.
students are expected to complete homework and to
Remind parents that personal questions about their
give their best every day. This is what parents want to
child should be addressed in private and invite them
hear at Back-to-School night.
to email or call you to discuss their child or to schedule
5. Provide contact information. a meeting.
Explain how parents can contact you. If parents were
If the session has been well planned, parents will not
given a brochure at the door, refer them to the contact
have a lot of questions to ask. However, giving parents
information in it. Share with them the following:
the opportunity to ask questions is important—it
= Your planning period demonstrates that students will also be given the
= The school’s website and email address opportunity to ask questions in class.

= The class web address 8. Thank parents.

= Your email address and phone number Thank parents for taking time out from their busy
schedules to attend.
Tell parents that you enjoyed meeting them and like
tonight was for them, every day in the classroom, their
child can expect a productive and informative day
worthy of their time.
Give Me a Shout!
Mrs. !sabelle Cox
|[email protected]
888-888-8888

Create a takeaway item with your contact information. Make a

magnet with a mail label and flat magnet. Invite parents to put
the magnet on their refrigerator door, so it is always handy.

ai 33 >)
ie |

ae Read the surprise students left for parents at

i) Back-to-School night in Cindy Wong’s classroom.
 BACK-TO-SCHOOL NIGHT - 48

Job Sharing—The Best of Both Worlds

allows two teachers to come together and collaborate
with each other for the benefit of their students—while still giving
teachers time away from the classroom. Job sharing can offer the
best of both worlds for parents as well.

ob sharing allows you to work with students in the environment, building rapport with students, and setting
classroom and to keep that passion for teaching alive, the tone for the classroom management plan.
but it also provides time away from the classroom to
Both teachers must plan on being in the classroom for
raise a family. The days away from the classroom give
Back-to-School night, Open House, Parent-Teacher
you time to volunteer in your own child’s classroom, be
conferences, and any class musicals or performances.
present at more of your child’s school functions or daily
activities, or do research and study to improve yourself. The most successful job-sharing arrangements occur
when two teachers plan together for the success of their
Job sharing teachers teach part-time but give full time on
students. Setting common procedures and expectations
the days they are with their students.
provides consistency for the students and will allow them
Job-sharing teachers must plan together before the . to easily transition between teachers. Parental fears and
start of school and work together in the classroom for concerns are alleviated when planning and structure is
at least the first two days of school. These first days visible. They soon will come to realize their child has the
of school are essential for building a strong classroom best of both worlds!
 A§ THE PROCEDURE
*

By providing different ways for parents to keep abreast of classroom assignments, activities, and information
about their child, a teacher encourages parents to communicate and offer support.

%
A Ry Se

THE SOLUTION
reate lines of open communication to inform and involve the home in the happenings of the classroom
and the school. The more the home is connected to the classroom, the more positive the relationship
becomes, the greater the chances are for your success and every students’ success. .

1. Building a strong home and school connection with a variety of communication tools
2. Encouraging parents to be in touch with classroom activities

*This procedure is not taught to students with the three-step approach. It is a teacher procedure with steps shared to show you how to do it.

264 THE Classroom Management Book

 HOME AND SCHOOL CONNECTION - 49

2. Class Website

~ THE BACKGROUND Create a simple class website where students and

parents can find updated information at any time that
includes any of this information:
ime is a guarded commodity to be used wisely. In
= Homework assignments
many households both parents work full-time. You
need to offer different forms of communication, so it = Upcoming events
is convenient and efficient for parents to stay involved = Test dates
in their child’s school life. The more ways you can = Useful links related to material the class is
communicate with parents about school assignments, studying
activities, issues, and events, the more likely all parents
= Weekly spelling words
will stay connected with the classroom.
Parents can easily check the website and get updates
from any location at any time.

THE PROCEDURE STEPS Update the website at the end of each week with new
information. The class website address should be
posted on each student’s weekly assignment sheet, in
here are many different tools for building a strong
all parent letters, and at the bottom of emails as part of
home and school connection. Before the start of
your electronic signature.
school, decide which communication tools will be
most appropriate for the class and parents.
£, S+. Rose Elementary
(‘oa vrarescra Web
In the first welcoming letter you send to students and
parents, include information about these forms of
communication. Parents will feel more confident and
comfortable about the school year ahead knowing you WELCOME TO MRS. MASCARELLA'S
WEBSITE!
have tools in place for keeping them informed about
their child’s school life.
Thank you for visiting my website! I hope you will find everything you are looking for and more on this site!
If there is something you needed, but couldn't find, please feel free to email me at
[email protected]. This is the best and quickest way for us to communicate!
This year 1 will be teaching Sth grade Math, Science, and Social Studies. 1 am “team” teaching with Mrs. Breaux
1. Weekly Classroom Newsletter who will teach Reading and English. We are excited about this school year and looking forward to working with all
of you!

A weekly newsletter is sent home with students at the I will update this website regularly, so please visit to often.

end of the week. The newsletter is a one-page, easy-to-

read synopsis of the week that includes
= material that will be covered the following week
in each subject area; (904) 464-9254
(504) 468-6064 (fax)
Last updated
ATAD
= important upcoming dates; and
® quick reminders of things parents need to know.
A class website is an excellent communication tool, so parents
The newsletter can be a hard copy that is hand- can see, at a glance, what is happening in the classroom.
delivered to the home or an electronic copy emailed
directly to parents. The parents know to look for this There is no need for extra bells and whistles on a
newsletter at the end of every week. classroom website. Make your website simple for you
to set up and maintain throughout the year and easy
for parents to access and read.
PROCEDURES =: FOR TEACHERS

3. Email
Most parents have email access at home, work,
or on some personal electronic device. Use this Writing a Parent Connection Letter
option to communicate with parents quickly.
Give parents your email address as early as Most parents want to be involved in the education of their
possible and invite them to email you at any time student. Research shows that parent involvement increases
with a question, concern, or comment. As with all student achievement.
written correspondence between parents, be sure The parent connection letter will establish communications
to save all emails sent to and from parents until with the parent and outline what the parent can expect from
the end of the school year by setting up a folder. you. This sheet of paper can be the single most important
document you send home all year. Follow these seven steps to
4. Voicemail
write an effective parent connection letter:
Encourage parents to leave a voicemail for you
without disrupting teaching time. Parents who 1. Create a personal profile.
do not have access to email, or who feel more A personal profile lets parents know your teaching experience
comfortable speaking to you, will find this level and training background. Share
communication option useful.
colleges attended and degrees attained;
Check your voicemail at the end of each day and certificates and special skills, such as foreign
return calls promptly. languages; and

5. Weekly Reports = any other training relevant to teaching.

At the end of the week, a weekly report is emailed 2. Establish classroom expectations.
to parents or sent home for students with missing
What can students expect from you? In turn, what do you
homework or classwork assignments, or who
expect from students? Parents need to know your expectations,
have had other issues during the week. A parent
so they can work with you to help their child succeed. Set
must acknowledge receipt of the email or sign the
positive expectations and make a mutual commitment to these
hard copy of the report and return it on Monday
positive expectations by putting them in writing.
morning. This report should have space allocated
for you to write comments and for parents to This is what students can expect from you:
respond. These weekly reports keep parents up
Quality instruction each day
to date with their child’s progress, as well as any
Extra help
missing assignments the child needs to complete.
A well-organized, positive learning environment
Credit for practice and grades for evaluation of learning
Respect for all students and acknowledgment of
their abilities
Fairness
= Giving your best to students each day ~?

This is what you expect from students:

Come to class ready to work and learn.

Bring necessary books and supplies.
Have assignments neatly done and fully completed.

lea 34 ©) Follow the posted procedures and rules.

~

MMMM
7, u See some sample letters teachers
Ele use to connect with the home.
 HOME AND SCHOOL CONNECTION - 49

= Keep a positive attitude. Email address

= Always try your best. Planning period
= Listen and stay focused. Class website
School phone number
3. Develop clear overall objectives for the year.
School fax number
Most schools have mission statements. A key objective for
the year is completion of your mission statement. Just knowing there is line of communication can prevent
apprehension and frustration on the parent’s part.
= What is the purpose of students attending your class
each day? 6. Discuss attendance and make-up work procedures.

= What will students have learned and accomplished by Tell parents that a direct correlation exists between a
the end of the year? student’s attendance and grades. When a student is
absent, he or she misses valuable classroom instruction.
These are questions to consider when formulating a yearly
objective. The yearly objective tells parents that the When students are absent, parents need to know the
teacher is a professional with clearly defined instructional procedure for making up missed work. Share the policies
goals and expectations. regarding

4. Develop an overview of learning for the year. = absences,

®™ missed work, and
An overview for the year provides a roadmap to reaching
= late work—be sure to specify if late work is accepted.
the objectives. Most secondary schools divide instruction
into quarters, with learning for each quarter determined by These procedures establish fair standards for all students
state guidelines. and prevent misunderstandings.

You need to meet state learning expectations by teaching 7. Choose an appropriate format.
specific content. List the general content that will be Keep in mind secondary students are likely to bring home
taught each quarter, so parents have a picture of the up to seven parent connection letters on the first day of
learning that will take place. The overview for an English school. Make your letter easy to read in a format that is
classroom might look like this: not overwhelming. Present the information in a precise,
Ist nine weeks: selected short stories; autobiography, uncluttered format.
and narrative writing Invite the parents to read your information by
2nd nine weeks: drama and expository writing
= bulleting the text,
3rd nine weeks: poetry and persuasive writing
= keeping sentences and paragraphs short, and
Ath nine weeks: novels and a research paper
= opting to send home atri-fold brochure instead
If desired, this overview can be provided in greater detail by of a letter.
listing the specific short stories, drama, poetry, and novels
lt does take extra time and effort to create this piece of
to be taught.
information. Keep it as a template that will need only
5. Provide contact information. modifications in the years ahead.
Parents need to know how to contact you. Including this
information gives the parent a reason for keeping the iti] 35)
parent connection letter. Share with parents how and when See how Oretha Ferguson presents this
to contact you. ors information to parents on the first day of school.

YU
a ee@q|q|qenXVqnMM
 50 THE PROCEDURE
*K

Helping students understand their responsibilities when using technology will ensure students
stay safe while navigating the unlimited information available online.

THE SOLUTION
echnology opens new doors to learning for students and teachers. However, using technology
in the classroom comes with responsibilities. It is your job to ensure learning takes place and
students are kept safe.

1. Questionable browsing
2. Student safety ~

*This procedure is not taught to students with the three-step approach. It is a teacher procedure with steps shared to show you how to do it.

268 THE Classroom Management Book

 TECHNOLOGY IN THE CLASSROOM - 50

i | See he OR aie ® school, or

= private information like passwords.
I will not send a picture of myself or others over the
ost teachers have computers in the classroom Internet without my teacher’s and parent’s consent.
or have access to a computer lab or a mobile lab I will not fill out any form or request online that asks
for student use. The World Wide Web provides for my personal information.
unlimited information, and students have numerous
opportunities to use an ever-changing array of I will not use bad language.
technology to support learning.
I will not participate in any activity that hurts others,
It is your responsibility to put procedures in place is against the law, or violates my school’s policy.
for using technology in the classroom and surfing
Require a parent and student signature on the pledge
the Internet.
before the student goes online.

ea a rat as te ayyF
PS —
-THEPROCEDUSTERE
2. Prepare a Parent Waiver.
Prepare a Parent Waiver that outlines the technology
students will be using in the classroom. These are
some of the items to include:
hese steps are general in nature to cover the = Email
multitude of devices available for classroom use.
= Message boards
_ Adapt the steps to suit the type of technology used
in your classroom and how you want the technology to ® Chat rooms
be used for learning. ® Blogs
1. Develop an Online Safety Pledge. ® Wikis
Students need to be instructed in what you and the = Internet browsing
school consider safe in connection with the use of
Be sure to state that you, the school, and the district do
computers and other technology in the classroom.
not any accept responsibility for harm caused either
What a student considers safe and what you consider
directly or indirectly to users of the Internet.
safe may not be the same thing! Assume nothing and
plan for everything when allowing students to browse Require a parent signature before the student goes
the Internet. online.
Prepare an Online Safety Pledge that you, the student, 3. Help students understand their responsibilities.
and a parent must sign before the student is allowed to Talk to students about the privilege of using
use technology in the classroom. Keep the pledge on technology in the classroom. Remind students that
file and remind students of the pledge before starting privilege comes with responsibility.
projects that require online research.
Let students know they are trusted, but also tell them
MY ONLINE SAFETY PLEDGE that their usage will be monitored. The more trust
you place in students, the less likely students are to
I will not use or reveal my
disappoint you.
= fullname,
on
= address, ied 36 ©)
® telephone number,
ily View and download the Online Safety Pledge
Oretha Ferguson uses with her students.
PROCEDURES © FOR TEACHERS

If your trust in them is violated, let them know there

is a possible loss of this privilege or something greater,
depending on the extent of the abuse. Students should Going Green in the Classroom
understand that abuse of this privilege will not be
tolerated. Your students look up to you. They observe the
way you interact with the environment and model
Remind students of their responsibilities each time
themselves on how you speak, act, and think. When
they use technology in the classroom.
you run a green classroom, students are likely
Display a poster listing the cost of replacement of all to take your message of reducing, reusing, and
equipment used in the classroom. Let students know recycling beyond the classroom walls.
they are responsible for replacing any equipment that
Show you care about the environment and raise the
is damaged due to their abuse. consciousness of your students by using some of
4. Monitor student use of technology. these green ideas in your classroom.
Most schools that have technology for student use 1. Create PowerPoint presentations.
have filters in place to block questionable websites.
Instead of preparing lessons on paper, create
No filter, however, can replace your watchful eye.
PowerPoint presentations that can be easily
Walk around and closely monitor student browsing
updated and reused repeatedly over the years.
activity.
2. Start aclass website.
Clearly define what constitutes appropriate browsing,
Instead of sending out paper memos, use this
language, and content. Be very specific and ask for
website to communicate with students and parents
questions. Tell students that if they have to ask if
about classroom policies, homework assignments,
something is appropriate or not, it probably isn’t.
grading rubrics, upcoming events, and contact
Randomly check computers’ browsing histories.
information.
Assign students to the same computer throughout
3. Use email.
the year. Any problems can be traced back to the user.
When communicating with parents, colleagues,
Frequently remind students of their responsibilities and administration, use emails to cut down on or
and reinforce the consequences. Do not tolerate eliminate the use of paper. This includes requests
inappropriate use of technology in the classroom. for substitute teachers, field trip proposals, meeting
agendas, meeting requests with parents, or positive
calls about students.

4. Use online resources as educational tools.

Students Will Rise to the Occasion Send students to the Internet to do research on
topics related to their learning objectives. Teach
My students enjoy having a predictable
them how to bookmark information for easy retrieval
environment. They feel ‘safe’ because they
to share with the class or study later. »
know exactly what to expect each day. They
like consistency in a world that can be very 5. Encourage double-sided printing.

inconsistent. Ifyou expect your students to do For items that must be printed, use the double-sided
print option to save paper. Check your printer for
well, they will rise to the occasion. Procedures
options that reduce the amount of ink used and
are simple, but their impact is enormous.
energy saving modes and use these settings to
economize your printing.
AY

“MMMM
 PLANS s CONTENTS

PLANS ie
For the First Days of School

my Personal. First. Day,of School Scriptcciae ee ne eee 272

Jessica McLean is a bilingual elementary teacher in Minnesota. This is the
plan she uses to prepare BEFORE the students enter her classroom and during
their time together on the first day of school.
Apart tallsocript tor the First Day Of SCHOO! ds-ns. ce ee ee e 277
Teri Norris developed this script after twenty-five years of teaching and
experiencing one of the worst classes of her career. She threatened to quit and
go talk to the plants at Home Depot! Instead, she developed a plan and used it
for five years with great success.
AMG SchOoOlFirst-Day PUA isc cers ce eh es sete eee ease st tte nates ae eee ee 281
Kara Moore, a middle school social studies teacher in Coal Grove, Ohio, uses a
plan to help her remember all of the important things she needs to share with her
students on the first day of school.
PW nl ives ered eS ACY led EVDin eer ipererenn an aesvert cha arhtanenenaitn Merron cease Seneca 284
Karen Rogers, a high school science teacher in Kansas, shows how she manages teaching
and reinforcing procedures while at the same time teaching the instructional content.
AM Elementany.Birsto
Ori Days: PAI i oorioikic hss ptess veesctn ek ee osc peek Om ate ot eee age sae 287
Sarah Jondahl has a set of procedures in place from day one and teaching the students
about these procedures makes the education experience in her third grade classroom
extremely effective.
A Principal’s Guide for a Teacher’s First-Day SCript 0... cecessssssesssseesssneesssnnecsssneesesssnesessneeeen 291
Sisseton Middle School is on the Lake Traverse Indian Reservation in South Dakota.
Karen Whitney views the historically high dropout rate and low achievement scores
of Native Americans as a professional challenge—and she succeeded—with a plan.
PLANS = FOR THE FIRST DAYS OF SCHOOL

My Personal First Day of School Script —

Jessica McLean is a bilingual elementary teacher in Minnesota.

This is the plan she uses to prepare BEFORE the students enter her classroom
and during their time together on the first day of school.

Before Class Make an illustrated “I’m done!” poster, and hang it

in the classroom:
= Hang asign on or near the door with illustrated
1. Work on unfinished assignments in your red
instructions for what to do upon arrival:
folder
1. Go eat breakfast 2. Read books from your Book Box while quietly
2. Hang up backpack at your seat
3. Get right to work
Hang the Bathroom poster on the wall under the
= Place name cards on the tables, so students can word wall
find their seats
Make illustrated Active Listening poster, and hang
® Place boxes of school supplies on each table it on the lower part of word wall:
= Write and post Consequence chart next to yellow 1. Look at the speaker
Rules chart: 2. Listen to what they are saying
1. Yellow = warning 3. Think about what they are saying
2. Orange = time out 4. Respond (by raising your hand to speak)
3. Red = lose recess Make a Seating Chart and put on clip board
4. Double Red = time out in another classroom,
note written to parents
Write the date on the board
5. After that = sent to behavior office Put nametags on each student’s desk
= Make Classroom Rules poster: Make Popsicle sticks with each student’s name;
1. Be safe have them put one in the cup as a way to take
2. Be kind attendance
3. Be responsible Make cards for a Job Chart with everyone’s name
4. Raise your hand to speak and cards forjobs:
5. Listen and follow directions 1. Attendance folder
= Label each number with a student’s name, so each Line leader
student has their own set of colored cards Door holder
= Place morning work at each student’s desk Hand sanitizer
LOS)Clean up the library
SAS
= Place a sign indicating today’s specialist on the
6. Clean up the bathroom
wall outside the door
Make a small poster with the Daily Schedule on it;
= Set up a Turn-In/All-Done basket on the shelf, so
students know where to put their papers when they
put on the easel to share with students during the
Morning Meeting
are finished
 MY PERSONAL FIRST DAY OF SCHOOL SCRIPT

= Make sticky nametags for each student = Have tables (note table number on boxes, one at a
(white labels) time) clean up, walk, and sit
= Get Book Boxes for students who don’t have m Practice transition if not carried out correctly:
them yet
1. Quietly clean up
= Make a paper that says, ‘Yo puedo compartir’ 2. Walk to the carpet
(I can share) and make copies for the class book 3. Quietly sit down
4. Wait
7:50: Greet Each Student at the Door
= Say, Good morning! to everyone
8:20: The Morning Meeting
= Ask the names of students who are new to teacher = Explain why we have Morning Meetings
and/or the school (give them a sticky nametag) m Explain rules for Morning Meeting:
= Send to breakfast (with backpacks, jackets, etc.) 1. Empty hands
= Upon return, have them put their name Popsicle 2. Crisscross applesauce
stick in the cup 3. Raise your hand to speak
4. Bean active listener
= Ask them if they know their bus number
5. Greet everyone
m Tell them to choose a hook, hang up their
= Have everyone say their own name; have everyone
backpack, and find their seat
else greet them
= Tell them seatwork is on the table; pencils are in
® Say, No sharing this week, we are learning how
the pencil box (on top of the stack)
to follow rules and procedures. We will share next
= When all students have arrived (8:10), take week.
attendance (use attendance sheet, not computer)
m Share the Classroom Rules and the Consequences
= Send student to the office with the attendance if rules are not followed
sheet (refer to Job Chart)
= Tell students the importance of learning: Learning
is why we are here. We have rules so that everyone
8:15: Transition to the Morning Meeting can learn ina safe and happy environment.
= Introduce the bell signal = Go over the rules; make sure they’re understood;
and give short examples
® Practice responding to the bell signal:
= Parents will get a copy of the rules
i STOP
Eyes watching =m Show and explain the Consequences chart
Ears listening = Explain Time Out:
Hands empty and on your head O Where is the chair? (on the landing)
wh Body still
ak
6. Mouth closed O How do we walk to time out? (directly and
quietly)
® Model the correct way (one student), wrong way
(two students), correct way (same students) O How do we behave in time out? (sit quietly, do
work if incident occurs during work time)
= Once students understand the bell signal, explain
O How do we get out of time out? (quietly raise
transition and expectations for transition
a hand; talking, yelling out teacher’s name, or
m Have one student demonstrate how to clean up playing will extend your time out)
quietly, walk to the carpet, and sit (outside the
circle part)
PLANS =: FOR THE FIRST DAYS OF SCHOOL

8:40: Break and Game Time O While we read, let’s think: What does the
author want to tell us?
® Introduce game rules:
= Read the story, ask for predictions; briefly discuss
1. Hands to yourself the characters’ feelings:
2. Body in your own space
0 What do you think the author wants to tell us?
3. No talking
O Now, we’e going to make our own book
= Introduce one morning meeting game (beach ball
to remind ourselves and each other ofthe
greeting)
importance ofsharing.
® Show how to roll the ball (don’t throw it) 0 What kinds of things can we share? (make a
= “Hands up” if you haven’t had a turn list together on the board)
m Ifyou break the rules, you don’t play O Here’s what you’re going to do. (model a page
= Ifthree or more students break rules, the game stops from the book):
1. Name
8:45: Daily Schedule 2. Date
3. Write: Ican share... (finish the
= Talk about the schedule for the day and the week sentence)
® Talk about what we will learn while together 4. Draw and color a picture
= Talk about Science tomorrow (short morning 5. Turn in your page, and if there is time,
meeting, walk outside to the tent, actively listen) make another one
= Tell students, We will be active listeners whenever a
teacher is talking. 9:20: Independent Work
= Explain active listening, model (listening, = Work onI can share...
retaining, responding), then practice with class
= Give students procedure for transition:
1. Walk to your seat
9:00: Reading/Lectura Quietly sit down
= Tell students: Get started right away
Share the materials
O Wewill read in Spanish.
GOODUse the hand signal if you need to use the
Oi
O Iwill wear my bufanda (scarf), you will turn bathroom (don’t yell or get up)
around and say, “es-pa-nol.”
® Iwill call students table by table to choose books for
O You will stand up and sit down quietly. (this is their book boxes. (at their level, this item is one of
a transition) high interest)
O You will be active listeners during the lesson.
9:45: Break and Practice >
9:05: Lecciont-I can share!
How to Line Up
= Tell students:
= Share procedure for lining up:
O When an author writes something, they want
1. Hands at your sides; be calm
to tellus something. They always havea
Eyes forward
message.
Shoulders forward
© The author tells us what the characters do to
Mouth closed
show us what we should do in our own lives. mid
wh Stay closest to the friend in front of you
 MY PERSONAL FIRST DAY OF SCHOOL SCRIPT

6. Straight lines like a stick, not wiggly like (0:(5: Break and Practice
a snake
7. Quiet feet How to Get Ready for the Bus
= How to walk to line: = Tell students the procedure:
1. Wait for teacher’s instructions oO Stay quiet
2. Stand up, walk quietly to the door O Go to your seats, table by table
3. Go tothe END of the line (not the middle)
Oo The quietest table will go first
4. Stay in one spot the whole time
O Stay quiet while you wait:
= Model, practice
1. Sit with your mouth closed, head on
= When it’s time to go to art class, we'll do it again.
the table
= You walk, and I'll watch. 2. When you hear your table number, walk to
get your backpack
(0:00: Lesson 2 3. Walk back to your chair with your
backpack on and sit quietly
Good friends know it’s important to share.
Wait quietly until it’s time to line up
= Let’s remember what it means to be an active When I call your table, stack your chair
listener. Walk to the door; make two quiet lines
0 What does your body do?
N&OThe quietest line goes first, the second line
follows behind
O Your eyes?
o Remember how we walk in line
O Your ears?
= Practice (until they follow the procedure)
O Your hands?
8 Put things away, go back to the carpet
O Your brain?
m At the end of the day, we'll do this again.
= We'll read “The Pigeon Finds a Hot Dog!”
= To help us understand the story, we'll retell it after (0:25: Procedures for
we read. Listen for these parts of the story:
Lunch and Recess
1. The characters
2. The setting ® Tell students the procedure for lunch:
3. The beginning if, Walk into the lunchroom
4. The middle a Follow your lunch teachers’ directions
5. Theend 3. Stay seated and quiet until you are sent to
= Read the story and stop at the duck’s entrance get food
O Who are the characters? 4. Clean up your trash
oy When I come back, make two straight, quiet
O Where are they?
lines in front of me
0 Who has aproblem? 6. Remember to walk, not run
O What problem does he have? ® Tell students the procedure for recess:
= Keep reading and hold discussions,.including the L: Play safely
solution and ending 2. Play kindly
® Reflect with class How Did We Listen? eh When you hear my whistle, come to me
4 When recess is done, stop playing
PLANS & FOR THE FIRST DAYS OF SCHOOL

® Don’t run until I say it’s okay Reflect on how well the class followed procedures
= Walk in one ofthe two lines when we leave and Introduce Workshop time
return from recess Introduce Work Board for Workshop time
= Ifsomeone is alone, invite them to play with you Share expectations for Workshop time:
= Ifyouare in time out, do not bother friends who 1; Focus
are playing 2. Share
= Ifa friend is in time out, do not bother that person 3. Take care of the tools
= Ifyou don’t hear my whistle but you see friends 4. If you finish, play again
coming toward me, go with them Do one rotation

= Whenweare inline, do not continue to play

= Ifthere is time, introduce Daily 5 (:30: Clean Up and Sit Down
Review procedure for going home
(0:40: Art class
= Well have Art all week 1:35: Pack Up for Home
= Remember how to line up Remember to stack chairs
= Same procedures apply in Art as in our classroom
|:45: Going Home
11:40: El Almuerzo Quiet line goes first
= Goto lunch; remember lunch procedures Goodbye!
® Refer to Job Chart for hand sanitizer person Tomorrow will be another exciting day.

(2:15: Recess
= Goto classroom first and review expectations
PE Expectations
= Go outside and play
On my wall in the gym, I have PE ExPEctations.
(2:30: Come Inside ExPEct to listen. ExPEct to follow directions.
ExPEct to move. ExPEct to learn.
(2:35: Math ExPEct to have fun!
= Share Math expectations: After sixteen years here, my students have
1. Only talk about Math come to ExPEct certain procedures in the gym.
2. Bean active listener It provides comfort to those students who have no
3. Raise your hand to speak boundaries at home. It’s a place where there are
4. Take care of the tools
only good surprises and they are comfortable. It
5. Do your best thinking
gives students ownership in my class and makes
= Review bathroom rules them feel responsible
for their own learning.
= Math routine 1: Pocket day (10 min.)
= Introduce Math game 1 (15 min.)
= Play Math gamel (15 min.)
 A PARTIAL SCRIPT FOR THE FIRST DAY OF SCHOOL

nee i.
.

Le att ~ APartial Script for the First Day of School

Teri Norris developed this script after twenty-five years of teaching

and experiencing one of the worst classes of her career.
She threatened to quit and go talk to the plants at Home Depot!
Instead, she developed a plan and used it for five years with great success.

On Each Student’s Desk Each one of your books has the exact same number.
That is your number for the entire school year.
Numbered Math Book Please put your books in your desk and leave your
Numbered OCR Book journal, the pencil, and eraser on top ofyour desk.
Journal Iam looking forward to being your teacher this year.
Pencil/eraser sharpened Relax. I have over twenty-five years’ experience as
a teacher. Iam an experienced, veteran teacher.
In addition, I go to workshops, conferences, in-
Materials on My Desk service meetings, college classes, and seminars.
Overhead of first Journal page ITalso read everything I can get my hands on. Iam
Overhead Morning Routine a competent, knowledgeable, experienced, and
professional teacher.
Overhead and poster for “Give Me 5”
Overhead Village Form Let me tell you a bit about myself and my family.
I have a wonderful husband and four sons. One has
Poster Adopted Procedures graduated from Tennessee State and the other three
Sentence Stub chart are still in college.
“Simon’s Hook” Ihave many things that I enjoy doing. I love
Adopted Rules copies for students computers and the Internet. I love to read, listen to
Bio Glyph sheets (8) music, and go to concerts. I spend most weekends
in my garden growing vegetables, and I’m what you
Print Binder tabs (in print folder by subject)
calla TV addict. I love TV.

Must Do’s at the Start As muchas I love TV and computers, my real passion,
the thing that gives me the most joy, is teaching.
Journal “Simon’s Hook” I love to teach. Iam proud that Iama teacher and
Bio Glyph Iam happy to be your teacher this year. So relax.
Welcome to another school year! My name is Mrs. You are in good hands this year with me, Mrs. Norris.
Norris. There it is, on the board. You are going to have the greatest educational
On your desk you'll find many books and supplies experience ofyour life. We will not only study
for this school year. Please leave them on your desk everything I can think of, but I will also share with
until I give you directions about what you are to do you some life skills traits that will help you be
with them. successful citizens.
PLANS = FOR THE FIRST DAYS OF SCHOOL

Ican assure you that ifyou run into me at the mall sure you have everything you need. You will not be
twenty-five years from now, you will say, “You were allowed to go into the closet until the end ofthe day.
right, Mrs. Norris. That was the most memorable, After you unpack your backpacks what do you do?
exciting, and fascinating year I ever had!” (take out homework and agendas)
So, Welcome to Room 33 and fourth grade! This is a good time for me to pass out your
Before we begin to go over our procedures and temporary Planner. (pass out and explain)
routines, we’re going to start with a story, “Simon’s Let’s review. What is the first thing you do in the
Hook.” Please take out your journal. Write your morning? (come in quietly and unpack)
name as neatly as you canon the front. Please use
What is the second thing you do in the morning?
cursive.
(take out homework and agendas)
= On the first page, write your first and last name
What is the third thing you do in the morning?
(repeat) and today’s date. (Repeat and demonstrate
(begin Must Do’s)
using overhead.)
= Pass out the Bio Glyph and explain
= Review Sentence Stubs (chart)
= Now, you are going to have some Must Do time.
Are there any questions about the Morning Routine?
Morning Routine Well, it looks like we are ready to begin.
= Now, it’s time to get down to business. Mrs. Norris = Begin Must Do’s and allow 15 minutes
does not start the class. The bell does not start the
= Please put your Rules and Inventory aside. Does
class. YOU start the class.
anyone have questions about what to do during the
This is what will happen when you come to class Morning Routine?
each day. There is a Morning Routine you are to
You did a terrific job following the steps ofthe
follow. You immediately go to your seat, unpack
Morning Routine—thank you! It’s time to move on.
your things, get out your Handbook and Planner,
and your homework. (use overhead)
Your homework will be checked, and you are to
Procedures Script
begin working on your Must Do’s. The Must Do’s = As you can see, you are all seated in groups of
are located here. (point) four. You are sitting in your ‘village.’ Please take a
The morning Must Do’s are meant for you to do moment to read the name ofyour village and what
alone! It is a quiet time. the name ofyour village means.
During the Morning Routine, it is a quiet time. Each week a different village member is the Village
That means there is absolutely no talking. It also Captain. (show form on overhead) It is the Village
means that you may not talk to me. It is very busy Captain’s job to keep track of the points. (point to
in the morning. There are many tasks I must do, the overhead) You can gain points for the following:
and I can get them done quickly if everyone comes O Paying attention .
in and follows the routine.
Following directions
The Morning Routine will always appear on the
Being on task and on time
overhead. (show)
Exercising self-control
Let’s start today’s routine together. What do we do
first after you come into the classroom? (unpack) Turning in your assignments
Please do it. Keeping your desk clean
~
After you have unpacked, place your backpack EI Turning
El
el
lee
lie in good work
in the closet. When you unpack, you must make
 “ PARTIAL SCRIPT FOR THE FIRST DAY OF SCHOOL

Coincidentally, these are also the classroom The second procedure is Follow Directions. Can
Adopted Procedures that must happen in order someone give some examples of what I mean? (elicit
for us to learn. responses)
We are here to learn, and these procedures will help This means if I don’t call on you right away, you still
everyone accomplish that goal. must raise your hand and not yell out my name. I will
We are here for YOU, so you can succeed and enjoy try to get to you as fast as I can, but yelling out slows
the class. Because I care for each of you, Iam here me down and is a violation of a classroom procedure.
to help you. I will not allow you to do anything that The next procedure is Follow All Directions the
will interfere with your success in fourth grade. First Time Given. Who knows what I mean by this?
We will be working together this year. We need (elicit responses)
to have a class where you can come and feel safe. Everyone had good points to add about this
Because I care for all of you, I will not allow you to procedure. Let me give you some examples:
do anything that will interfere with someone else 1. WhenI say to get out your Math book, it means
who is trying to learn. to get it out without having to ask you a second
Iam the teacher, and I set the procedures. Iam time.
looking forward to being your teacher this year. 2. WhenI say to put something away, it means
I have an exciting year of learning planned foryou, to stop what you are doing and put it away,
and I will not allow you to do anything to interfere without having to ask you a second time.
with my desire to teach you. Nor will I allow you to 3. One direction that is always followed in Room
do anything that will interfere with all ofus having 33 is for you to raise your hand and wait for me
an enjoyable year. to call on you.
So that YOU can learn, so that WE can all learn, so 4. It also means that all Math should be done in
that Ican teach, I have a set of general procedures pencil, and all Finals assignments are to be
to ensure that we will have an orderly classroom. done in ink.
(distribute Adopted Classroom Procedures)
Now, who can repeat exactly what I mean when
The first procedure is Pay Attention. Can someone I say, ‘Follow directions?’
tell me what that means? (elicit responses from Excellent. Let’s move on to procedure three, which
several students) is Be On Task and On Time. On time is easy. What
Let me give some examples: do I mean by be On Time? (elicit responses)
1. WhenIam teaching, your eyes should Yes, Imean you are to be at school each day before
beonme. the morning bell rings at 8:00.
2. When your classmates are participating in What do I mean by being On Task? (elicit
class discussions, your eyes should be on them. responses)
3. You shouldn’t be reading a book, getting Good examples. Now here are mine. Being On Task
supplies, passing notes, or making eye contact
means that you do these things:
with friends.
1. Work during work times
4. When we are in assemblies you give the
2. Listen during lessons
presenter your attention.
3. Talk during discussions
5. When morning announcements are made, you
stop what you are doing and pay attention. Being On Task means that you don’t use class time
to take care ofplayground issues.
All of these examples are what I mean when I say
‘pay attention.’ What do I mean by being On Task and On Time?
(elicit responses) Great job!
PLANS = FOR THE FIRST DAYS OF SCHOOL

Our next procedure is to Control Yourself; do not Or, ifyou can hear me clap twice; please do this:
play around in class. By this Imean that you may 1. Eyes front
NOT wander around the room and do whatever you 2. Chime
please. You must remain in your seat. If you want 3. Clap pattern
to sharpen apencil, hold it in the air like this until
Does anyone have any questions? Since no one has
I see you. I will give you permission to sharpen it.
questions, we have all adopted the procedures that
Control yourself means that you will not yell out or must happen for us to learn.
have playground conversations in this room.
It’s time to move on.
Who can give me examples ofplaying in class?
(elicit responses)
Binders
The next procedure is to Turn Assignments in On
Time. This is critical. We are here to learn, and = Now, we are going to organize our binders. Please
you must complete your end of the bargain, which take out the binder you brought to school.
means you MUST turn assignments in on time. Iam giving each ofyou five dividers. We will put
If you choose not to turn in assignments, you will our binders together as a team.
have no privileges or fun activities at school. You will Everything you use and do in class will go in this
be miserable—trust me. Use your class time, do your binder.
homework, and turn your assignments in ON TIME. O Papers don’t belong stuffed in desks; they
Why do you think you need to turn your assignments belong in your binder.
in on time? (wait for responses) Wow, good ideas. O Papers don’t belong balled up in backpacks;
The next procedure helps keep our learning village they belong in your binder.
a pleasant place. It says that you must Keep Your
O Papers don’t belong shoved in books; they
Desk, Personal Floor, Notebook, and Box Clean and
belong in your binders.
Empty ofClutter. This one seems simple, but it is
hard for fourth graders. You are not to stuff papers in O Papers must be in your binder, under your box,
your desk or your box. Everything has a place, and I or turned in; there are no exceptions to the
expect you to keep your things and assignments in it! procedure.

What does that mean? What is clutter? (wait for I told you earlier that it is your job to be a student.
responses) Good, good examples. This binder is one of your business tools. Since
binders are for your business, you may not write on
And our last procedure is that you must Turn in
them, glue things on them, or place stickers on them.
Quality Work. Why would it be important for you to
Your job is to keep them clean and neat.
turn in quality work? (wait for responses) That is
right, you always want to show your best first... so Pass out tabs and have students place in binder.
do your best and turn in your best work. You have five sections of your notebook. These are
Now, let me move on to some ways I will Call the the tabs: .)

Class to Order when I need your attention. The Miscellaneous

first one is called Give Me 5. (show on board) Reading
1. Stop moving, talking, working Math
2. Put down pencils, crayons, and pens, or Social Studies
close books ow
HN
bob Science
3. Quiet = ...And so starts her first day of school.
HN Eyes on Mrs. Norris ~

5. Listen
 A MIDDLE SCHOOL FIRST-DAY SCRIPT

as A Middle School First-Day Script

Kara Moore, a middle school social studies teacher in Coal Grove, Ohio,
uses a plan to help her remember all of the important things she needs to
share with her students on the first day of school.

Overview Reminders Classroom Procedures

= Getto school early and make sure everything = Entering the Classroom
is in place (room decorated and desks arranged O Please enter quietly
to create a warm, positive, and welcoming
O Have a seat
environment)
O Take out your materials
= Greet students at the door
O Review the agenda board
1. Distribute yellow index cards with locker
combinations O Begin on bell ringers
2. Have acolored Post-It note ready witha = When You Are Tardy
number on it O Enter quietly
3. Tell students to match their colored Post-It
note with the matching Post-It note on their O Excused: Place “excuse” on my desk
desks = Getting Your Attention: Iwill...
4. Tell students to quickly find their seats O Stand in front of the class
(be firm)
O Raise my hand
= Pass out school handbook and school folders
O Wait for everyone to be quiet
= Pass out syllabus, guidelines, and student/parent
= Student Responsibility Card “Pink-Slip”
contract (go over each item with them)
If you are not prepared for class, you must fill
out this slip, sign it, and date it. Place it in the
Welcome Speech homework basket. This slip will be shared
Welcome, Class! My name is Ms. Moore, and I will be with the principal and your parent or guardian.
your Social Studies teacher this year! I hope everyone REMEMBER-they will see this documentation.
had a wonderful summer and is ready for an exciting, = What to Do If You Finish Your Work Early or What
new school year. This is going to be a challenging, yet Do I Do Next?
rewarding, journey together. I know without a doubt, if O Work on unfinished assignments
you work hard and do your best in this class, you will be
successful.
O Review your notes or vocabulary
O Read a history book from the shelf
PLANS = FOR THE FIRST DAYS OF SCHOOL

“EXCUSED” Absences = Remind students to have parent or guardian sign

© Check the notebook board contract and return

O Write down everything that you do not have = Read signature parts to students:
in your notebook For Parents—I understand that my child has
O Goto the handout folders and get the work received the packet for 8th Grade Social Studies.
that you have missed T understand that the packet contains information
listing the materials needed, classroom
© Unexcused absences will not be allowed make
procedures, classroom guidelines, and student
up work
behavior expectations.
= Turning in Papers
Ihave read and reviewed this information with my
O Atthe beginning of each class, place your son/daughter. (get signature)
homework in the center of the table
For Students—I have received and shared the
O One student will collect everyone’s homework packet for 8th Grade Social Studies with my
= Classroom Discussions parent or guardian. I understand that the packet
O Please participate contains information listing the materials needed,
classroom procedures, classroom guidelines, and
O I want to hear what you have to say
student behavior expectations.
O Make all questions and comments relevant to
It is my responsibility to review this information
the current discussion
with my parent or guardian. (get signature)
O If your question is off topic, write it down and
ask later Classroom Orientation
Moving Around the Classroom
= Show students their lockers
O Ask permission
= Have students take the yellow index card given to
Be Organized them when they entered the classroom, find their
O Staying organized is key for success locker, and use the given combination to get into
O Keep your binder organized their locker
No Cell Phones! ® Tour around the room

O Cell phones not allowed in classroom O The basket—each class period has its own
colored basket. This is where your name
O Phones confiscated and sent to the principal’s
cards will be placed and where you will turn in
office for pick up
papers.
Class Dismissal
O The cards—they allow me to take attendance
O The teacher dismisses, not the bell in a quick and simple way.
O Do not start packing up prior to the bell O The board—every day when you walk in the
O Wait until the teacher finishes and officially classroom, look at the board and begin on the
dismisses with, “Have a nice day!” board work.
QO The bell—you need to be in your seat before
Parent’s Task : the bell rings, working on your bell work.
= Remind students to take home packet with contract : The Student Station—this is an area where
students can get pencils, use the stapler, hole
= Remind students to sign contact
punch, and other supplies. There are also two
marker boards:
 A MIDDLE SCHOOL FIRST-DAY SCRIPT

1. One board will always have the day’s Even though it is my first year teaching here at
agenda and objective, so look at the board Coal Grove, it is not my first year teaching. I taught
every day. 8th grade social studies at South Point Middle
2. The second marker board will always School last year. Iam the assistant high school
have a list of what should be in your cheerleading coach and the middle school yearbook
notebook. If you ever miss class, do advisor. I have 3 sisters and a beautiful baby niece.
not ask me what you missed. Look at This is going to be a fun year, if
you let it be.
the board, see if there is something you I have tons ofinteractive lesson plans and group
do not have, and then get that paper or activities. I have lesson plans where we will be
assignment out of the black tray. All building events that took place during the Civil
papers, assignments, and other handouts War, using clay and other craft materials.
will always be put in the black trays.
There is so much I have planned for you, but you
O The Green Board is something special for have to be willing to be mature enough to handle
the class. This is OUR classroom. Bring in these activities and follow directions. There is not
pictures, poems, magazines articles, anything a doubt in my mind that you can do that.
you want to share, to put on the board.
Get to know the students
Introductions OK class, I want to get to know you. When I point
= Introduce myself (more personal) to you, please stand up and tell me your name,
something about yourself, and ifyou could have a
My name is Kara Moore. I will be your 8th grade
super-hero power, what would it be and why?
social studies teacher this year. I graduated from
Ohio University with my teaching degree, and I Right before the bell rings, remind them that the
am also a graduate ofthis high school. I actually bell does not dismiss them. I do.
had 8th grade social studies in this very same Tell them, Remember... I truly believe in your
classroom. potential. I want you to believe in it, too!

Organization Leads to Success

I feel very strongly in setting up a highly-organized and effective learning environment
for students. With a
well-thought-through classroom, | can foster students’ independence and responsibility in their own learning.

I have taught kindergarten, first, and fifth grades and structure myfirst day of school differently
for each
grade level. Regardless, one thing always remains the same—set clear expectations for the students. Tell
them your goals and objectives. If nothing is a surprise, they will always know what to do, what you expect
from them, and what they can expect from their day.

I believe in taking time ‘up front’ to set and maintain good expectations and routines for students. This ‘up
front’ time will pay back as the year progresses. The students are soon able to successfully use the time in our
school day for academic and social growth; no wasted time.
PLANS =: FOR THE FIRST DAYS OF SCHOOL

=
r=

A High School First-Week Plan

Karen Rogers, a high school science teacher in Kansas,

shows how she manages teaching and reinforcing procedures
while at the same time teaching the instructional content.

Day One ee NEN Mere’ Seneca ertBLL ore Sic

Classroom Management Instructional Program

1. Introduce Bell Work Procedure 1. Bell Work
= Check bell work table and get handout = Makeaname tent
= Sit in assigned seats = Read over course information sheet
= Start bell work assignment 2. Welcome and Introductions
2. Teach Three Important Procedures ® Teacher introduction
= Entering the class (bell work procedure) = Student introductions
= Quieting the class 3. Course Information, Part 1 (brief overview)
= Dismissing the class 4. Closure/Dismissal

All School Advisory Time (30 minutes)

1. Hand out student schedules, maps, planners, and IDs
2. Using planners guidelines
3. School Value = Organization

aa ee Day Two Pui cooten carebto

inseap) iecociecsne TE

Classroom Management Instructional Program

1. Reinforce Bell Work Procedure 1. Bell Work
2. Reinforce Quieting the Class Procedure = Put up name tent
3. Reinforce All School Procedures Using Planners = Fill out “Getting Organized” worksheet
4. Teach Turning in Papers Procedure Ranireenidentianies
5. Reinforce Dismissal Procedure
3. Getting Organized Lesson
’
(taught in all school classes today)
= How to stay organized and use planners
=" How to get around (navigate) the school
4. Closure/Dismissal

All School Advisory Time

1. Activity on showing respect ,
2. Icebreaker activity
3. School Value = Respect
 A HIGH SCHOOL FIRST-WEEK PLAN

Day Three
Classroom Management Instructional Program
Reinforce Bell Work Procedure 1. Bell Work
Reinforce Quieting the Class Procedure = Write daily objective in planner
Reinforce Using Planners Procedure (class procedures)
spaced
ha Teach General Class Procedures = Fill out “Getting to Know You” form
= Tardy and absent 2. Course Information, Part 2 (course details)
Getting materials = Materials
Leaving seats ® Grading
Getting help = Rules
When work is complete ® List of topics (indicators)
Emergency procedures
3. Classroom Procedures (take notes and turn in)
Rehearse Turning in Papers Procedure 4. Closure/Dismissal
Reinforce Dismissal Procedure

All School Advisory Time

1. Discuss social skills
2. Social skill activity
3. School Value = Social Harmony

Day Four pean,

Classroom Management instructional Program

Reinforce Bell Work Procedure 1. Bell Work
Teach Test-Taking Procedure = Objective in planner
Rehearse Turning in Papers Procedure (comprehensive pretest)
Rehearse When Work Is Complete Procedure = Write name and hour on answer sheet
VIE
Wet Reinforce Dismissal Procedure 2. Take Comprehensive Pretest
= Explain purpose of pretest
= Explain how to take it
= Students take pretest
3. Closure/Dismissal
= Thank students for a great start
= Motivational science demonstration

All School Advisory Time

1. Discuss the importance of getting involved in school
2. Extracurricular activities and opportunities
3. School Value = School Spirit
PLANS = FOR THE FIRST DAYS OF SCHOOL

rane ee ee Day Five Er re MS Aran ener tes

Classroom Management Instructional Program

Reinforce Bell Work Procedure 1. Bell Work
Reinforce Quieting the Class Procedure = Objective in planners
Reinforce Using Planners Procedure (lab equipment and safety)
Rehearse Returning Papers Procedure = Complete lab equipment review sheet
Teach Lab Safety Procedures =m Take lab safety quiz
Rehearse Turning in Papers Procedure 2. Lab Equipment Review
Rehearse Getting Materials Procedure 3. Lab Safety
AWNE
ONAN
Reinforce Dismissal Procedure = Correct and grade quiz
= Discuss lab safety
4. Room Orientation
5. Closure/Dismissal

Students Love to Come to This School

At Samsel Upper Elementary School, our schedule on the first two days is altered so that teachers have extra
time in class to teach and rehearse the procedures the students will need to learn to be successful.

In the afternoon the vice principal and |call for dismissal a half hour early. We teach the proper procedure for
dismissal from the school, correct bus line, walking out to the bus, and quickly finding their seats on the bus.
. a)
We have created schoolwide procedures and have a culture of consistency.

The teachers and students love to come to this school. It is a happy place filled with 900 fourth- and fifth-
grade students.

Come see us in action!

 AN ELEMENTARY FIRST-TEN-DAYS PLAN

im An Elementary First-Ten-Days Plan ae

Sarah Jondahl has a set of procedures in place from day one

and teaching the students about these procedures makes
the education experience in her third grade classroom extremely effective.

Classroom Management Instructional Program

= PowerPoint of Procedures Sticker sharing (favorite things)
O Lining up Timed test (math)
Backpacks Name art
Cubbies Introduce daily spiral review (math)
Attendance Fill in BINGO cards
Bellwork and Workshop Introduce goal boards
Bathroom Passes Beginning writing assignment
My Time/Your Time Go over first day packet
Class Jobs Daily Closing Message
Math Timed Tests Teacher trivia
Weekly Assignment Sheet
ble
Eee
oe
7S
Bo)
Pee Home-Learning

Classroom Management Instructional Program

=m Review Procedures Daily spiral review in math (bellwork)
O Weekly Assignment Sheet Timed test (math)
O Bellwork and Workshop Math, Lesson 1
= Teach New Procedures Sweet sharing (favorite things)
© Heading Paper Name art
O Turning in Notes from Home Goal boards
O Silent Reading (RAP Time) Read The Little Engine that Could
RAP Time
Play BINGO
Daily Closing Message
PLANS = FOR THE FIRST DAYS OF SCHOOL

Classroom Management Instructional Program

= Review Procedure Daily spiral review (math)
O Weekly Assignment Sheet Timed test (math)
= Teach New Procedures Math, Lesson 2
O Morning Meeting RAP Time
O Marble Jar Goal boards
O Unfinished Work Daily Closing Message
O Adjusted Day Lunch and Dismissal

Classroom Management Instructional Program

= Review Procedure Daily spiral review (math)
O Unfinished Work Timed test (math)
= Teach New Procedures Math, Lesson 3
© Computer Lab Unit 1, Opener (literature)
O Class Library Sticker Levels Goal boards
Daily Closing Message

Classroom Management Instructional Program

= Review Procedure Choose a Star Student for next week
O Morning Meeting Beginning of the year test (literature)
= Teach New Procedures Cursive Aa and Bb
O Test Taking (Cardboard dividers) All About Me body cut outs
O Cursive Writing Daily spiral review (math)
O Art Timed test (math)
O Catch Up/Relish Math, Lesson 4
= 3rd Grade Getting to Know You Mingle Goal boards
Daily Closing Message
 AN ELEMENTARY FIRST-TEN-DAYS PLAN

Classroom Management Instructional Program

= Review Procedures Morning Meeting
O Morning Meeting Daily spiral review (math)
O Weekly Assignment Sheet Timed test (math)
= Teach New Procedures Math, Lesson 5
[ie OAeS Unit 1, Lesson 1 (literature)
O Workshop Work on home-learning
O Home-Learning P.E.
Daily Closing Message

Day Seven
Classroom Management Instructional Program
= Review Procedures Morning Meeting
O Workshop Daily spiral review (math)
O Home-Learning Timed test (math)
= Teach New Procedure Math, Lesson 6
O Library Unit 1, Lesson 1 (literature)
Work on home-learning
Library
Daily Closing Message

Day Eight
Classroom Management Instructional Program
= Review Procedures Morning Meeting
O Adjusted Day Schedule Daily spiral review (math)
O Unfinished Work Timed test (math)
® Teach New Procedures Math, Lesson 7
O Class Read Aloud Unit 1, Lesson 1 (literature)
O Writer’s Workshop Writing (brainstorming)
Work on home-learning
Class read aloud (Charlotte’s Web)
Daily Closing Message
PLANS = FOR THE FIRST DAYS OF SCHOOL

Day Nine
Classroom Management Instructional Program
= Review Procedure Daily spiral review (math)
© Computer Lab Timed test (math)
Computer lab
Math, Lesson 8
Unit 1, Lesson 1 (literature)
Writing (prewriting and first draft)
Work on home-learning
Class read aloud (Charlotte’s Web)
Daily Closing Message

Ciassroom Management Instructional Program

= Review Procedures Morning Meeting
O Cursive Writing Daily spiral review (math)
O Catch Up/Relish Timed test (math)
= Teach New Procedures Math, Lesson 9
© Checking Reading WEBS Unit 1, Lesson 1 test (literature)
O Buddies Spelling test
O Spelling Test Writing (editing)
Oo Literature Test Cursive Ce
Buddies (getting to know you)
Catch Up/Relish

Ela) 37°)
of

Liat Access more ideas to see how other

f=) effective teachers plan for student success.
 A BULL alas GUIDE FORA PEDO H ES = Wish eae! shail:

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= A Principal's Guide for aTeacher’s First-Day Script ©

Sisseton Middle School is on the Lake Traverse Indian Reservation in South Dakota.
Karen Whitney views the historically high dropout rate and low achievement scores
of Native Americans as a professional challenge—and she succeeded—with a plan.

A Culture of Consistency Suggested Classroom Procedures to

Karen Whitney was a teacher for fourteen years before Teach on the First Day
becoming principal of Sisseton Middle School (SMS).
= Entering the Classroom
She says, “I loved being a classroom teacher, and my
favorite duty as a principal is still being a teacher. Iam = Bellwork/Fast Start
now a ‘teacher of teachers.” = Assignment Headings: Name, Date, Period, Title

Karen did not implement programs, change the = What to Bring to Class Each Day
structure of the school, or install any fads or = Procedure for Leaving the Class—Bell does not
buzzwords. Instead, she taught her teachers the value dismiss class, the teacher dismisses the class
of procedures and how to teach a procedure.
Suggested Classroom Rules
She harnessed the most valuable resource ina
school—The Classroom Teacher. Karen created a = Follow directions the first time they are given and
first-day script or plan, and she teaches her teachers any time thereafter.
how to start the first day of school. She had the = Raise your hand and wait for permission to speak.
teachers collectively implement a set of schoolwide
= Stay in your seat unless you have permission to
procedures beginning on the first day of school to
do otherwise.
create a school with a Culture of Consistency.
= Keep hands, feet, and objects to yourself.
Teacher Preparation = Nocursing or teasing is allowed.
= Prepare seating assignments.
Teacher Procedures to
= Have atask for students to do immediately as they
enter the classroom. Do on the First Day
= Create a presentation about yourself and classroom 1. Stand at your door and greet each student as
(possible PowerPoint, displays, room arrangement, they enter.
cubbies, and storage area for backpacks, etc.).
2. Tell each student how to find their assigned seat,
= Know the first procedures you will teach. where to find their first assignment, and to begin
= Practice explaining all the exciting things students working on the assignment.
will be learning. 3. Answer the seven questions all students want to
= Create a sign with your three to five classroom know on the first day of school. (See THE First Days
rules to post. of School.) This will allow you to enthusiastically
PLANS = FOR THE FIRST DAYS OF SCHOOL

welcome your students and share about yourself. Karen’s success began in the summer between her
Talk about all the work they will be doing in your first and second year when she purchased a copy of
class, how much they will learn, and how successful THE First Days of School for every member of her
they are going to be in your class. staff, including paraprofessionals.

4. Introduce the word PROCEDURES. The teachers viewed the video series, The Effective
Teacher, at every faculty meeting and began to install
5. Explain and demonstrate that you will be standing
procedures. They installed suggested procedures the
at the door every day (perhaps with a student,
first year. This is now an expectation for every teacher.
too). Explain how they will be greeted, and how
you want them to respond when they enter the At the end of the school year, Karen shared that what
classroom every day. made Sisseton Middle School great was the successful
implementation of procedures, how the common
6. Teach the procedure of the morning routine
procedures bonded the staff to work as a team,
(teach, rehearse, implement).
and how good those procedures had been for the
7. Teach the procedure of using the agenda, schedule, academic achievement and success of the students.
and bellwork to start each day. Show students
Everyone was on the same page at the school, and the
where they will find their first assignment.
school’s improved tests confirmed Karen’s belief in
8. Point out the sign that shows how to head a paper creating a firm foundation of consistency beginning on
(e.g., Name, Date, Period, Title). For your first-day the very first day of school.
activity, have the students do this activity on the
The Culture of Consistency created at the school
assignment, and teach the procedure that goes
allowed teachers the time to teach, and it gave
with the completion of this activity. Check each
students the assurance that all of the love and care
paper for understanding.
demonstrated by the teachers was for one reason
9. Present your classroom rules and show where they only—their success.
are posted. Review and check for understanding.
10. Teach the procedure of what to bring to class
each day.

11. Teach the procedure for exiting the classroom.

— ] 38 &)
12. Stand at the door as students leave class. Create Ai Use the Observation Rubric to create a schoolwide
positive interactions with students as they exit. r Culture of Consistency.

Classroom Procedure
Observation Rubric A classroom should be a pleasant, relaxed
Karen created a rubric, so her teachers can do a self- place for children to learn and develop, while
assessment of their first-day script. She also uses remaining work-centered. Students should be
the same rubric as an assessment tool (for formative expected to accomplish specific tasks. A system
review to guide improvement) to help her teachers
of clearly communicated procedures is the basis
make progress in implementing these procedures.
of an effective, accountable system.
 A PRINCIPAL'S GUIDE FOR A TEACHER’S FIRST-DAY SCRIPT

Classroom Procedures Observation Rubric

Teacher is at the door greeting students as they

enter the classroom.

Bellwork is posted.

Students enter the classroom and immediately

begin working.

Agenda for the day is posted.

A beginning of class or morning routine is utilized.

Objective(s) for the day is posted.

Transitions are smooth with minimal loss of

teaching/learning time.

Teacher can quiet the room quickly.

Individual classroom procedures are evident.

Students know how to correctly set up

an assignment.

Students know how to ask for help.

Teacher dismisses the class.

Teacher is at the door as students exit

the classroom.

I Exceeds Minimum Expectations 3 Does Not Meet Minimum Expectations

2 Meets Minimum Expectations N/A Not Observed
PLANS = FOR THE FIRST DAYS OF SCHOOL

Common Procedures Create a Team

At the end of the first week, our middle school staff looked at each other in wonder. Things were going better
than we expected. A lot of that is a direct reflection on our commitment to create procedures and routines to
make our new school run smoothly.

The teachers decided what procedures they wanted to introduce and how and when they would introduce
them. We mulled over many and started with a few common procedures to start the year. Each classroom
teacher implemented the procedures, so students would know the routine throughout the school.

1. We taught the procedure of entering the room quietly and getting to work on the ‘bell ringer’ work posted
on the board.

2. We showed how to pass papers, moving from side-to-side instead of back-to-front.

3. We set up acommon place and procedure for missed class work. Students’ names are printed on
any handout sheets and put into a basket. If the assignment is in the book or of a different sort, the
assignment is written down by another student or the teacher and placed in the basket. In this way,
students do not miss work when they have missed school.

4. We all agreed that teaching procedures allowed us to calmly handle routines and reduce disciplinary
action. This is a difficult, but important, concept for all teachers, because it reinforces their role as a
provider of information and not an enforcer of compliance.

5. Our teachers discussed the best way to present ourselves professionally. We agreed upon a common,
general dress code.

Probably the best result of all this is that we created a culture within our new school that might have taken
much longer to establish if it had not been through this common work. | believe that teachers who work
together, end up caring for and supporting each other. In working with common procedures, we are making a
statement to each other, the students, and parents that we are a team.
 EPILOGUE = CONTENTS

: EPILOGUE
ie A Call to Action iad|

© | Can’t Wait to Start School Every Year...........

= Execute and Follow Through...

“Hard work” is what gets the job done.
a POL aSte Way LOtiel te. face ena tetas ee inn phat tal ee SAO eS zee St cee ape a ee 299
= QR Code Summary

| Can’t Wait to Start School Every Year

of Pikeville, Tennessee, is an effective principal today
becouse of her effectiveness as a teacher. She knows the power of having a
ww classroom management plan.

My first year of teaching was horrible. | had to that quickly. | couldn’t believe what a difference!
& & thirty-two kids in my class and thought ! knew Every year since then, my classroom has been great!
what | was doing because | managed to keep
Today, | am a principal. | know | wouldn’t have become
them quiet. However, by the end of the year, 1was exhausted.
the teacher | was without implementing classroom
As | evaluated the year, | realized, | hadn’t really taught management techniques and setting up the
them. So, that summer, | read and studied THE First Days classroom procedures. | love my job and can't
of School. When school started in the fall, |was ready. wait to start school each and every year. eys
| had all my procedures in place, and the kids responded
EPILOGUE = A CALL TO ACTION

% a i ia a

Execute and FollowThrough

“Hard work” is what gets the job done.
Carol Dweck ® Stanford University

Successful People Execute People get things done when they execute. They
follow through. Louis Gerstner, the CEO credited
he difference between teams that win, companies with turning around a struggling IBM, said to his
that make profits, and schools and classrooms headhunters upon his retirement, “Find me a guy who
where students succeed is the ability to execute. can execute!” In the business world, all employees are
There is a direct relationship between expected to perform to get their work done.
execution and results. This book has been
created to help you structure a classroom with
——t—<“—i—e—~—s—s..«iCidsCQSsStsi‘COONNNCC‘iC‘(C(
(lCCOCiCOCONCC;isCiCzaE
procedures so that students can execute the task or
assignment and be successful.
Work Ethic
Hall-of-Famer Jerry
In football they are called “reps,” which is short for
Rice is considered by
repetition. Players run plays over and over again to
many as the greatest
make sure they are executed correctly.
receiver to have ever
played football. If he In music, it’s called “practice.” Musicians practice
caught a pass during over and over again to be sure that the music is
practice, Rice would executed correctly.
run it the length
In theatre, it’s called “rehearsal.” Actors rehearse
of the field just to
over and over again to be sure that the production is
rehearse another
executed correctly.
touchdown. That
was the goal of every In math class, it is called “drill.” Students drill math
pass, not to catch it facts over and over again until they are executed as
and stop, but to run automatic responses.
it for a touchdown. Students and teachers who are successful will
He was ready to execute what he practiced over and attribute it to hard work. They do not eschew »
over again whenever he got his hands on the ball. memorizations and repetition. They are focused
on a goal and value the sweat and perseverance in
ex'ee-*cute getting the work done.
Definition: carry out or put into effect People who succeed in life do not complain about
(a plan, order, or course of action) the hours they have to put in. Instead, they often
to perform; do lament the hours that are wasted.
~.

MMM
 EXECUTE AND FOLLOW THROUGH

In a football game, everyone is focused on the goal line. Crystal Moore, a teacher at the Elite Academy in
Coaches shout at their players, “Execute, execute!” Georgia, has a sign posted in her classroom that says,
This means to run the play, follow through, and finish “Tell me I cannot, and then watch me do it.”
strong. In a game, that play may be called only once,
but that one time could be the game-winning play or a ESA

formation to prevent an opponent’s score. Either way, 6° Grade Math

“Tell me | cannot,
Data and Goals
the play must be executed correctly.

In many schools, there is no goal line, no game plan, then watch

and no focus—just the constant flux of programs, ‘Mme do it.”
fads, technology, initiatives, and ideologies. This Crystal Moore,
hodgepodge of tactics is not execution. People
execute. People get things done.

Effective schools recognize that the teacher is the

single most important factor affecting student
achievement—at least it is the single most important
factor we can do much about!
Effective teachers execute. Teachers who execute

m make things happen.

Melissa Dunbar of Kerrville, Texas, on her first day of
= get things done.
school PowerPoint presentation, says: “I ‘can’t’ is the
= follow through. acronym for ‘I Completely Admit I’m Not Trying.”
When students know what to do and how to do it,
you have created the optimum learning environment.
Teaching a student how to execute a procedure and My expectations of each and
follow through creates the routines of successful everyone of you!
classroom.
* I know you are ALL
Follow Through and Finish the Job smart and never want
to hear different.
In business, employees are given a plan or project to * “T can’t” is the acronym
for “I Completely Admit
complete. Their job is to execute the plan or project.
I’m Not Trying.”
You are paid for successfully executing * You can do anything
you try.
and generating productivity.
* Why? Because I believe
The world respects and rewards people who can in you!

execute well and do it correctly with a degree of

courtesy and graciousness. This is what you expect
of the service you receive when you are a customer ina
bank, office, or store. The structure you create with procedures in your
classroom will help your students to

= work hard.
izle] 39 »)
= get it done.
Read, print, or post these reminders of your
potential as an effective teacher. = get it done right.
Fe
EPILOGUE = A CALL TO ACTION

The Perseverance to Follow Through

The setting was the 1968 Summer Olympics in Mexico City. The scene was the track in the Olympic Stadium for the
final lap of the grueling 26-mile, 385-yard Marathon.

More than an hour earlier, Mamo Wolde of Ethiopia crossed the finish line winning the coveted race for his homeland
and fellow countryman, two time Olympic medalist, Abebe Bikila, who was forced to drop out during the race due to a
broken bone in his leg.

The final spectators were clearing the stadium when they heard sirens and police
whistles. Looking toward the stadium gates, they saw a lone figure hobbling onto
the track. Wearing the colors of Tanzania, it was John Stephen Akhwari. His leg was
bloody and bandaged, and he grimaced with each step. He had severely injured his
knee and dislocated the joint in a fall.

The small crowd stopped and applauded the courage of this man as if they were
cheering the winner. Akhwari painfully finished the run—the last to cross the finish
line. Then he slowly walked off the field without turning to the hailing crowd.

Later when asked why he didn’t quit, since his task was so painful and he had no
chance of winning a medal, he said, “My country did not send me 5,000 miles to
Mexico City to start the race. They sent me 5,000 miles to finish the race.”

UT
EEEEEEEEEEEEEEEEEEEEEEZ#ZEA
XZ@EE T/L“
If you are a results-oriented, focused, visionary
person, this book has taught you exceptional
classroom management skills to help you make a Execute Your Dream
significant impact in your classroom, in your school,
in education, and the world. Vision without execution is hallucination.

The Greatest Asset of a School

The single greatest effect on student achievement
is the effectiveness of the teacher. It’s not rocket
science—the better the teacher teaches, the better the foundation for that belief to flourish and grow, so every
opportunity for the students learn. Teachers are the child can execute and be the person he or she was
greatest asset of a school and of humanity. meant to be.
You have an awesome responsibility. A child has only You entered teaching to impact lives; to make a
one childhood. Your charge is to give every child the difference in students’ lives. A qualification—You don’t
skill and hope for a brighter tomorrow, to help children make a difference as much as you ARE the difference.
realize their potential and worth. Thank you for your dedication to being the difference
The greatest contribution you can offer a child is for every child in your classroom. ~

your belief in him or her as a person with potential. That’s why you are called a Teacher—
The organization of your classroom will provide the The noblest of all professions.
 EXECUTE AND FOLLOW THROUGH

A Last-Day Letter
is retired. She tirelessly modeled what she wanted for her students
in herself each day she taught. She was the consummate professional and brought
great honor to the noblest of all professions. Her legacy will live on in her students.

Dear Class,

Since | know | won't be able to say all of the following without shedding a lot of tears, |hope you don’t mind letting my
computer speak for me.

This year with all of you has been an incredible year for me and one that has the fondest of memories of one of my
favorite classes in all of my twenty-six years of teaching. You have been the kind of class that all teachers dream of
having each year—a class who works together, a class who cares about one another, a class who works hard, a class who
likes to have fun, a class whom everyone tells their teacher how great they are, and a class who is huggable and loveable.

You must understand the uniqueness of our class this year because I’m sure all of you have been in classes which
were the direct opposite of the one |just described. Our procedures have made us truly a family, and all your actions
throughout this year have proven that fact to me time and time again. It makes me love you even more.

When | wake up every day, | look forward to seeing all of you with your bright faces and your positive attitudes. You
have made it a joy for me to go to work each day knowing the terrific group of kids who were waiting for me at the door
of Room /7.

| have hopes for all of you for your future:

— |want each one ofyou to be the very best you can be and to make a positive contribution to our society.
— | want you to believe in yourself that you can achieve any goal you set your mind to accomplish.
— |want you to be happy with yourself and the positive choices you have made in your life.
— |want to be there when you graduate from high school, and you tell me how proud you are of yourself and the
decisions you have made.

| see so much potential for each one of you because ofall of the talents with which you have been blessed. Don't settle
for second best when you know you can be a winner because there is someone in Room [7 who believes in success in
each one of you. Weigh your choices carefully as you embark in this new phase ofyour life.

Saying good-bye is not easy for me to do because | want all of you around for another year and another year and
another year and another year. It has been a special pleasure to be your teacher this school year. Please stay in
contact with me.

| love all of you very much.

Love,
Mrs. Lee
QR CODE SUMMARY

zs ae | a" x a 3

QRCodeSummary |
ee” % ¥ Ses

There are forty unique QR Codes in THE Classroom Management Book.

Page in Book QR Code # Text in Book

OFS o There are forty QR (Quick Response) Codes scattered on pages that
viii = : lead you to additional information, PowerPoint presentations, rubrics,
of and ideas to help you develop a classroom management plan.

PROLOGUE oRao
3 Explanation of QR Codes

OFA)
S 1 Read how effectiveness relates to The Four Stages of Teaching.
on

5 ?
Oe IO) ee
Read how to implement Kounin’s six behaviors of good
ol . classroom managers.
c

9 3
OFA) Access Nile Wilson’s Orchestra Handbook and
ol learn how she plans for student success.

PREPARATION ono
19 4 See what Karen Rogers uses to remind herself
fm] what it takes to start the school year successfully.

2| 5
OF
i 2 Access more examples of first-day scripts and put
ol together one before your first day of school.
»

28 6
OR
~
GHO| View all of the PowerPoint slides in Diana
oF Greenhouse’s presentation to beginning teachers.

35 7 Rap along with Alex Kajitani’s “The Routine Rhyme” and find the
procedures in the song. me
[=]
 QR CODE SUMMARY

PREPARATION one
(continued) 8 ra oy Sarah’s blurbs are an excellent compilation of the basic procedures
36 Sate taught in many classrooms.

oF ol

43 9 : View another example of a PowerPoint presentation that has been

ane shared with us.
Eley

45 10
OFAC: See how Karen Rogers checks for understanding after she
Et introduces her classroom management plan.

BI 11
OF O|: Read this simple dialog to understand the words to use when
reli teaching a procedure.

56 1y) Students want to know who you are and the answers to these
seven questions.

PROCEDURES
13 Richard shares some of his favorite quotes he has used as part of
75 his Bellringer activity.

99 14 Learn how to create a free, class web page, so your students can
access their work.

103 15
OP7 sa{0) This is a Homework Checklist to help students establish a
or consistent routine.

115 16
OFC):
oa Check your emergency preparedness information against what
= others do.
Err

119 17 “Give Me Five,” made famous by Cindy Wong, is a classic technique

used across grade levels.

136 18 = Learn more about how praising a deed is more effective than
complimenting the student.
QR CODE SUMMARY

PROCEDURES © REACT
(continued) 19 . Learn the methods and benefits of assigning each student in
hes é
144 ome your class a unique number.

ORGAO)
te} Learn how to keep materials organized to ease the confusion
20
149 5 experienced during many transition times.

71 I BI Watch Chelonnda Seroyer tell how the Pink Slip saved her life
159 io 2 and a grandmother’s life.
c

iI a) a [=I Read Thomas Guskey’s article, “O Alternative” for other

: scoring options.
OLE ye

168 93
OF OO)
: Listen to Chelonnda Seroyer share how she uses the Guideline
Infraction Notice.
Ele

(76 4 ro = Learn a card trick from a college professor and how she calls on
io students in her classroom.

178 ?5 isl Ie Learn the value of wait-time and how it improves students’
a responses.
lode

192 26
opso) Learn some ways to quickly form groups without using any
ol cards, marbles, candy, or other objects.
a

192 D7 Browse these free countdown timers to alert students to get

ready for transitions.
¥

ey 28 F Jeff Gulle shares his SQ4R template with you to use with
Oo F your students.
£

2|2 | 29 a Access some templates-for Happy Grams to send throughout

the year. -
 QR CODE SUMMARY

PROCEDURES
(continued) 30 Learn to identify autistic and ADHD children and how to help them
213 be successful.

PI7 31 Listen to Robin Barlak’s class sing the Snack Song.

245 32 Help your substitute teacher be prepared for any situation

encountered.

262 33 Read the surprise students left for parents at Back-to-School

fa] . night in Cindy Wong’s classroom.

OF O)

266 34 oe See some sample letters teachers use to connect with the home.
le

267 35 See how Oretha Ferguson presents this information to parents on

the first-day of school.

269 36 tae View and download the Online Safety Pledge Oretha Ferguson
ee uses with her students.
Blix

290 37 ih D Access more ideas to see how other effective teachers plan for
aaa student success.
i)

38
OFAC)
TH = Use the Observation Rubric to create a schoolwide Culture of
292 ea Consistency.
lt
EPILOGUE eo
39 ci Read, print, or post these reminders of your potential as an
297 i effective teacher.
oy
ORe f=)

FRONT COVER Ba Listen to a special message from Harry and Rosemary.

| [ale
To access this information without a QR Code scanner, go to www.EffectiveTeaching.com, click on THE Classroom Management Book, and open the QR Code tab for the links to each piece of information.
Ni

Index
rol a
bi

A.B. Combs school, 56 Classroom transition, 146

Acuff, Bill, 239 brain break, 148
Agenda, 20, 64 for preschoolers, 149
Aguiles, Ed, 86, 286 singing jingles, 149
Akhwari, John Stephen, 298 transition in three, 147
Akins, Judy, 237 Classroom visitors, 254
Alain L. Locke Elementary School, 133 Cluck, Darrell, 19, 55
Alidor, Bernie, 24, 30 Conley, Maureen, 63
Allday, R. Allan, 54 Consistency, 65
Allen, Dave, 149 security, 218
Altman, Rick, 40 Contreras, Ayesa, 62
Amazing Mr. Frog, 140 Cornell Note-Taking Method, 184
Anderson, Loreta, 54 Creating a personal space, 198
Angry student, 232 Crisis signs, 238
Assignment(s), 70
accessing, 99 Daily closing message, 85
opening, 70 Davis, Jaime, 111
Attendance, 76 Death of a parent, 240
board, 81 Death of a student, 236
taking, 76 Deliver, then wait, 119
Desk Wizard, 140
Back-to-School night, 260 DiCicco-Ross, Tiffany, 87
Barlak, Robin, 12, 208, 213, 217, 218 Dillard, Jessica, 91
Be strong, 199 Dipple, Shannon, 69
Beebe, Debra, 137 Dismissal
Believe, 226 bus, 86
Bellringer, 75 class, 82
Bellwork, 21, 70, 71, 72, 73, 74 Dubé, Richard, 75
Berra, Yogi, 48 Duke, Daniel, 5
Blankenship, Alicia, 31 Dunbar, Melissa, 10, 226, 297
Blonar, Danielle, 125 Dweck, Carol, 296
Bonessi, Holly, 36
Boone, Melissa, 247 Eaton, Jon, 206
Bradford, Wanda, 94 Edison, Thomas, 298
Brockton High School, 54 Effective teacher, 50
Brooks, Amanda, 4 adapts, 36
Brophy, Jere, 2 Effective Teacher, The, 50, 307
Burns, Monica, 179 Effective teaching
Bus dismissal, 86 foundation of, 253
proactive, 246
Campos, Marco, 165 three characteristics, 2
Center High Dispatch Program, 117 Effectiveness, 2
Chang, Christine, 178 Ervin, Peggy, 141, 292
Cicek, Kazim, 46 Evertson, Carolyn, 5, 292
Classroom and school libraries, 194 Everything has a place, 141
Classroom Discipline Plan, 18 Execute and follow through, 296
Classroom Management Expectations, 128, 202
consistency, 11
definition, 5 Faure, John, 245
develop a plan, 17, 26 Featherston, Beth, 109, 198
first day plan, 27 Ferguson, Oretha, ii, 103, 128
need for a plan, 24 First day and every day, how to start, 7, 53
organized, 14 First day of school plans, 272-293
physical education, 36 Elementary School plan, Sarah Jondahl, 287
presenting the plan, 30 . First-day script, Jessica McLean, 272
Classroom Management Course, ix, 307 First-day script, Teri Norris, 277 >
Classroom Management Plan, 26, 29 High School plan, Karen Rogers, 284
 INDEX

Middle School plan, Kara Moore, 281 Marzano, Robert, 5

Principal’s first-day plan, Karen Whitney, 291 McLean, Jessica, 272
First Days of School, THE, viii, 2, 18, 48, 292, 307 Meyer, Tammy, 156
First-day script, 19, 22 Mitchell, Christy, 26
First five minutes, 7 Moore, Crystal, 297
Flowing Wells Unified School District, 107 Moore, Kara, 25, 281
Fornabaio, Sarina, 91 Moore, Sue, 32
Freeman, Faye, 207
Name Check, 106
Gagliardi, Christopher, 79 Navarro, Margarita, 90
Gehweiler, Andrea, 276 No room for ambiguity, 202
Germaine, Blake, 74 Norris, Teri, 277
Gerstner, Louis, 296 Note-taking guide, 187
Getting teacher’s attention, 31
Ginsburg, David, 56 Only one start, 69
Give Me Five, 57 Opening assignment, 70
Good, Thomas, 2
Goodlad, John, 3 Palumbo, Janene, 152
Grand Heights Early Childhood Center, 86 GU
© Parent-teacher conferences, 256
Greatest asset of a school, 298 Parent-volunteers, 250
Greatest Gift, vii Patience, 131
Greenhouse, Diana, 28 Personal pencil sharpeners, 135
Greet students, 53 Pianta, Robert, 2
research behind, 54 Pilie, Shelly, 110
Gulle, Jeff, 64, 191 Pink Slip, 159
Powell, Pam, 3
Hahn, Allie, 222 Potential, vii
Heintz, Jim, 18 PowerPoint Plan, 37
Help card, 31 advancing slides, 42
Hiracheta, Angela, 29 characteristics of good, 39
Home and school connection, 264 death by, 39
parent connection letter, 266 don’t over-animate, 42
Home-learning, 100 employ actual photos, 40
for secondary students, 103 organizing slides, 44
Homework, 100 say it first, 40
Hopper, Jenn, 71 Praise, how to, 51
Hughes, Becky, 81 Preparation, when to, 17
Prerequisite reading, viii
Janice, Elizabeth, 73
Proactive, 246
Jay, Hilton and Laurie, 252
Procedures, 6, 9, 11, 14, 17, 24, 26, 50
Jay, Laurie, 113
Procedures, specific
Jewish dictum, 55 absent folder, 96
Jondahl, Sarah, iii, 34, 35, 77, 103, 105, 109, 133,
accessing assignments on Internet, 99
140, 163, 241, 287
active shooter, 116
Jones, Stephen, ix angry student, 232
bathroom breaks, 130
Kajitani, Alex, 34, 35
behavior management strategies, sp. ed., 227
Keelen, Laura, 171
class discussion, 174
Keeping students on task, 150
class procedures without teacher, 52
Know what to expect, 67
class roster, 113
Kounin, Jacob, 5
classroom jobs, 122
Lacombe, Mary, 294 classroom tardiness, 92
Ladewig, Joanne, 195 collecting and returning papers, 142
Last-day letter, 299 collecting notes and forms, 88
Lee, Shirley Bert, 299 collecting papers at tables, 90
LeRose, Nikki, 47 confident and calm, 115
Lewis, Mark, 72 cultivating social skills, 204
Lincoln, Abraham, 21 daily closing message, 162
Lippman, Linda, 225 death of a student , 236
Lutz, Sally, 22 district-wide consistency, 107
emergency preparedness, 112
Make it S-T-A-N-D, 105 finished work early, 154
Making momentary connections, 203 getting students’ attention, 118
Management, what is, 31 getting teacher’s attention, 31
INDEX

guideline infraction notice, 166

hand signal, 121
Procedures, specific (continued)
S Sanchez, Elmo, 157
Sanford, Julie, 5
Sansom, Heather Chambers, back cover
hand washing, sp. ed., 214 Schoolwide tardy policy, 95
handling anxiety, sp. ed., 224 Schultz, Terri, 52
homework binder, 103 Seroggin, Kim, 57
how to teach in three steps, 47, 48 Seating, assigned, 79
if students don’t follow, 50 Serna-Gonzalez, Edna, ix
in PowerPoint, 37 Seroyer, Chelonnda, 106, 159, 168, 270
in song, 34, 35 Seufert, Dan, 208
incomplete work, 110 Share, 307
job wheel, 123 Sherman, Virginia, ix
keeping desks orderly, 138 Sisseton Middle School, 20, 21, 156
keeping students on task, 150 Smith, Jeff, 202
lunch baskets, 80 Social skills, 204
missing assignment slip, 157 Special Education
MLA paper heading, 106 assigned seats, 213
morning for middle school, sp. ed., 219 behavior management strategies, 227
morning meetings, 170 communicating with parents, 211
morning opening, 63 handling anxiety, 224
must be rehearsed, 47 structure, 208
new student orientation, 228 transition, 210
note-taking, 184 walking to another location, 220
organizing homework, 100 Special needs classroom, The, 208
paper headings, 104 Special places for special speakers, 177
phone ringing, 126 Staten Island School of Civic Leadership, 54
placed on a desk, 32 Stoebe, Stephanie, vi, 43, 223
posted on paper, 33 Substitute teacher handbook, 242
posted on wall, 33 S.O.S. time, 125
procedures become routines, 129 Szachowicz, Susan, 55
profanity, 152
read any place time (RAP), 192 Talking tool, koosh ball, 175
reading a textbook, 188 Teacher aide, 248
replacing dull or broken pencils, 134 Teacher, noblest of all professions, 298
SALAME, 121 Teaching independence, 62
saving lives, 116 Technology in the classroom, 268
schoolwide tardy policy, 95 Terrell, Cathy, 27, 45
signing quiet, 120 Test, taking, 196
snack time, sp. ed., 216 That’s the Teacher I Hire, 17
students correcting work, 200 Thomas, Ronda, 219
taking a test, 196 Thoreau, Henry David, 50
taped to a desk, 31 Time alone, 237
transition, new location, sp. ed., 221 Tomita, Renee, 62
transitions, classroom, 146 Tragic to lose something, 137
unfinished class assignment, 108 Trashing ceremony, 102
work in progress, 108 Twohill, Carolyn, 80
working in groups, 180
Yakety Yak, 121 Weinberg, Jeanette, 33
Your attention, please, 121
Welcome work, 71
Wells, Peter, 80
Quezada, Lucy, 253 Whitney, Karen, 55, 291
QR Code Summary, 300 Why Not a Zero, 161
Wilson, Nile, 61

WwReed, Mike, 120

Reactive, 246 Wiss, Kristen, 34
Wong, Harry, 199
Responsibilities, 18 Wong, Rosemary, vii
Responsible, 25 Woolery, Beverly, 121
Rice, Jerry, 296
Risner, Greg, 26
Robert Vela High School, 53
Rogers, Eryka, 90, 283
Rogers, Karen, 19, 53, 119, 284
Roney, Jancsi, 183
Routine, start of class, 60
Russell, Charles, 55
oees
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