Fostering Relationships in the Classroom. Students and teacher need to develop positive and trusting relationships in an effective classroom.
It is also critical that all students, especially English-language learners, develop trusting and enriching relationships with each other. There are many activities which can be used for both introductory purposes and throughout the year to build and maintain positive relationships in the classroom. Some activities which work well to introduce students to each other and to the teacher can be used again at later points in the year as students' interests change and as they gain new life experiences. While this is certainly not an exhaustive list, it contains several suggestions we have found successful and which could easily be adapted for use with different levels of students. 1) Sharing Weekly Reflections 2) Introducing Me/3 Objects This activity is sometimes called a "Me Bag" or an "All About Me Bag. " 3) "I Am" Project There are many variations of the "I Am" activity. 6) Four Squares. How To Handle Misbehavior The First Two Weeks Of School.
Your new students will likely be on their best behavior for the first few days of school.
But by the second week, you and your classroom management plan will be tested. After all, your students don’t really know you. Maybe you’ll be like the pushover teacher they had last year. Maybe you’ll be inconsistent or easy to fluster. Maybe you won’t really mean what you say. Maybe some of your students have never had firm boundaries. And because you haven’t spent enough time with your students to earn their confidence, you’re going to be tested. But when it happens, when Anthony says something crude to try to shock you, when Karla talks back and disrespects you, when your students interrupt you, ignore you, and misbehave three feet in front of you… You’ll be ready. Here’s what to do: Pause. Your first reaction to misbehavior should be no reaction. Hide your disappointment. Never show hurt over misbehavior or disrespect. Lose the battle. Handling Difficult Students The First Week Of School. Hoping to head misbehavior off before it starts, most teachers try to be proactive with difficult students.
Even before the bell rings on the first day of school, they peruse their new roster looking for those few whose reputation precedes them. They chat up previous teachers. They scrutinize student files. They nervously begin conjuring up creative ways of dealing with them—all before they even set foot in the classroom. And so when Anthony or Karla or whoever shows up for the first day of school, they can feel the bull’s-eye on their back. They can feel labeled right out of the gate. And when students feel labeled, they’re pulled inexorably in its direction—fulfilling the prophecy it foretells.
To ensure this doesn’t happen on your watch, and to get your reputed difficult students headed in the right direction, it’s best to make them feel like just another member of your classroom. Here’s how: Evaluation Tools. The Team Implementation Checklists (v 3.1) This self-assessment tool has been designed to serve as a multi-level guide for (a) creating school-wide PBS action plans and evaluating the status of implementation activities on a quarterly basis.
Effective Behavior Support (EBS) Survey (v 2.0) The EBS Survey is used by school staff for initial and annual assessment of effective behavior support systems in their school. The survey examines the status and need for improvement of three behavior support systems: (a) school-wide discipline, (b) non-classroom management systems, and (c) systems for individuals students engaging in chronic behaviors.
PBS Leadership Team Self-Assessment and Planning Tool (Spanish Version) School-Wide Evaluation Tool (SET) - v 2.1 The School-wide Evaluation Tool (SET) is designed to assess and evaluate the critical features of school-wide effective behavior support across each academic school year. School-wide Benchmarks of Quality: SCORING FORM SIMEO ISBE Parent Survey. Classroom Management in a 1:1 Environment.