How To Stop Repeating Yourself And Start Speaking With Power. Do you repeat yourself when giving directions? Most teachers do. Besides wasting time and energy, repeating yourself weakens the power of your words. It causes students to tune you out. When your students become conditioned to you repeating yourself, they know they can take their time following your directions. They can finish the paragraph they’re reading. How To Speak With Power Repeating yourself is a habit you must break if you want your words to have impact. Just follow these eight steps: 1. Before addressing your class, stop moving and stand in one place. 2. Ask for your students’ attention using a normal speaking voice. 3. Give your instructions once using clear, direct language. 4. A longer-than-normal pause will keep students focused on you. 5. Ask your students if any of them does not know what to do. 6. Go is a power word that initiates action. 7. You’ve done your part.
Give the student a chance to figure out what to do on his/her own or to ask a classmate. 8. Big Benefits. How To Use ‘The Power Of One’ Strategy To Improve Behavior. You’re going to love this classroom management strategy. So much so that you may end up using it every day—maybe several times a day. It’s called ‘the power of one.’ The power of one is a proactive strategy you can use whenever your students have to do something. It can be anything—lining up for recess, turning in work, gathering materials for an assignment. It can be something you just taught them, or a routine your students perform every day. It doesn’t matter what it is. A note of warning: The power of one strategy is simple, and after learning about it, you may be skeptical. Are you ready? The Power Of One Here is how it works. After giving directions for whatever it is you want your students to do, follow these five steps: 1.
A pause creates anticipation, drawing more attention to you and interest in whatever comes next. 2. Choose one student to do whatever it is you want your entire class to do. 3. Don’t say a word while the chosen student is performing the task. 4. 5. Why It Works. How To Inspire Classroom Management Excellence. Imagine if your students were able to perform every classroom routine and every transition perfectly without you having to say a word. Imagine only having to smile and say hello for the first ten minutes of every school day because they know exactly what their responsibilities are and don’t need your help executing them. Imagine if your students chose to pursue excellence rather than settling for mediocrity. Unfortunately, most teachers have to prod students through every routine and transition, giving reminders and making corrections along the way. If this is you, you’re not alone. It’s become the accepted way of doing business—like it’s part of the job or something.
Well, it’s not. There is no reason to talk your class through something—anything—they can do perfectly well by themselves. Your students don’t need spoon-feeding. To Inspire Excellence, Focus On One Thing The trick to getting students to perform at a high level is to focus your class on doing one thing exceptionally well. 1. 2. 7 Classroom Management Strategies To Get Your Class Back On Track. Maybe it’s the weather. Or a full moon. Or maybe a holiday is around the corner. Whatever it is, there are times when your class just can’t seem to get it together. They’re unfocused, squirrelly, prone to misbehavior. So you raise your voice, lecture, and become more stressed and agitated as the day plods on. Just hang in there… right? Wrong. Don’t waste another minute being frustrated and waiting on students. Seven Back-On-Track Classroom Management Strategies Use the following strategies whenever you feel like pressing a restart button on your class. 1. Take your students outside or to the school gym, line them up on the end line of the basketball court, and run.
This isn’t a punishment, and you shouldn’t run them ragged. 2. Have your students grab their backpacks, jackets, and lunches, walk them outside the classroom, and start your day over again. Once you have them lined up and waiting to come inside, tell them exactly what you expect. 3. 4. 5. 6. 7. Just Do It. 12 Classroom Management Myths You Need To Know About. There are a number of popular notions about classroom management that are widely accepted as gospel. But reality doesn’t always match perception. This is one reason why classroom management can be so confusing. “I just want to know what does and doesn’t work so I can get on with teaching.” is a common, and frustrating, refrain. I hear you. So I prepared a list of 12 classroom management myths. Are you ready to turn convention on its head? 12 Classroom Management Myths 1. Your smile should be the first thing students notice about you. 2.
Students will only take advantage of you if you say you’re going to hold them accountable and you don’t. 3. The opposite is true. 4. The length of time-out depends on the offending student’s level of contrition. 5. Praising students for expected behavior sends the message that doing what you’re supposed to do deserves special recognition. 6. You don’t need tougher consequences. 7.
Not if they don’t like you. 8. 9. 10. 11. 12. There you have it. A Classroom Management Strategy Every Teacher Should Use. What do you do when your students perform an everyday procedure, like entering the classroom, in a way that doesn’t meet your expectations? How do you respond when they appear to ignore your instructions about how you want a classroom procedure completed? Less effective teachers typically respond in one of two ways.
They either let it go and move on to something else, or they raise their voice, show their disappointment, and dissect everything the students did wrong. The former will result in more of the same behavior from students and an eventual loss of control (see article on broken windows theory). The “Do It Again” Strategy The best response is to use a strategy that is proven to be both effective and easy on the teacher. This is a widely used classroom management strategy, but it’s rarely utilized in a way that makes it most effective. A common mistake is adding negative commentary while students are doing the procedure over again. Another mistake is using the strategy inconsistently. How To Get Control Of Any Classroom. When confronted with a difficult class—whether a new class in the beginning of a school year, a class you’ve had for a while and lost control of, or one you see once a day in your subject area—the best thing you can do is slow things down to a glacial pace.
Too many teachers have the opposite reaction to unruly students. They get stressed and excitable, and they speed things up. They talk louder, get frustrated, demand, yell, and show their anger. When you head down a negative road like this, the only way you can gain control of your class is through intimidation; being mean enough and threatening enough to cause students to cower and relinquish control back to you. If you choose this course, however, every day will be a battle. The Slow Down Strategy The moment you’re confronted with an out-of-control class, what works best is to slow everything way down. Start from the beginning. Thanks for reading. If you haven’t done so already, please join us. Why Freedom Is A Powerful Classroom Management Strategy.
There is a common misconception that to be most effective at classroom management you have to be controlling. The thinking is that the more you’re on of top of your students, the more you’re directing their actions and decisions, the more effective you’ll be. This is why perpetually moving teachers are everywhere, on every campus, busying themselves with the ever-present fear that if they let up, they’ll lose control of their class. They gesture, advise, cajole, hover, judge, praise, remind, admonish, suggest, and so on, seemingly without end.
But the notion that the more you manage your classroom the better is a myth. In fact, over-management causes more misbehavior than it dissuades. It suffocates students. It throws a lasso around their natural desire to make choices, solve problems, and explore their world. And students fiercely rebel against it. Freedom Within Boundaries Think of your classroom management plan as a large square. A Few Simple Guidelines Leave them alone. Join them. Why The Word ‘Go’ Is An Effective Classroom Management Strategy. Do your students begin moving before you finish giving directions? Do they turn in their seats, reach for materials, or begin standing and conversing with classmates before you even finish talking? Do you find yourself gradually raising your voice, trying to get in that last bit of instruction before the din overtakes you? The fact is, as soon as your students think they understand what you want, they’re gone—mentally and often physically moving on before they really understand what is expected of them.
We all do this to some degree. It’s human nature. But the effect it has on teaching and learning can be devastating. Yet day after day teachers continue to talk over their students, hoping that this time they’re going to get it, that this time there won’t be a dozen hands in the air, a rash of misbehaviors, and half the class confused or off topic. The truth is they’re never going to get it. Unless, that is, you make one simple adjustment. The ‘Go’ Strategy Here’s how it works. Sound Teaching.
How To Use The Preview Strategy To Improve Behavior. I think you’re going to like this strategy. It’s fun and easy, takes very little planning, and can improve behavior in your classroom the first time you try it. It’s called the preview strategy. It works through a simple change in the way you present your lessons. And the results can be remarkable—resulting in students sitting up straighter, listening more intently, and looking forward to learning. No, you’re not going to offer external rewards. It doesn’t involve praise, prize boxes, or promises of free time.
The preview strategy is intrinsic in nature and involves a simple piquing of your students’ interest in the activities you have planned for the day. Here’s how it works: Search your lessons. When you’re looking over your lesson plans before school, or better yet, when you’re first creating them, search for that “one thing” in each lesson that is potentially most interesting to your students.
Define why it’s noteworthy. This “one thing” may stand out to you for any number of reasons. How To Rid Your Classroom Of Student Interruptions. So you’ve got this great lesson. You’re excited, worked up, really feeling it. Everything is groovy, near perfect. You’re telling this cool story and your students are rapt—leaning forward, eyeballs glued to your every move. It’s a special moment. And so much fun.
This is why you teach. But before your story can reach its climax, just as you’re revving up the crescendo, a student barks out, “Hey, I saw a movie like that once!” Wamp wamp waaa . . . Ah yes, interruptions are a momentum killer of the highest order. The moment is lost forever. The truth is, interruptions of any kind, special moments or not, can profoundly affect your ability to motivate and inspire your students. If you are to do your job well, there is no way around it: you must rid your classroom of student interruptions.
Here’s how in three simple steps: 1. When a student interrupts, it’s easy to fall into the trap of answering or responding to the interruption. 2. 3. Freedom Think of the freedom. How To Teach Routines. Anything you ask your students to do repeatedly should be made into a routine. For example, whenever your students enter your classroom, transition from one activity to the next, or line up for recess, they should do so in the same efficient manner. The reason, simply put, is that routines save learning time. They also make your life a lot easier. You see, it’s during these repeatable moments when most misbehavior occurs. The idea, then, is to standardize these moments into routines your students can do quickly and independently. But here’s the thing. The key is to teach routines in a way that compels your students to perform them correctly—and without your input—every single time.
Here’s how: 1. Start your lesson seated at a student’s desk—or wherever the routine is to begin—and simply show your class what you want them to do. 2. Call upon your experience in the past and model how not to perform the routine. 3. Now choose one student to perform the routine from start to finish. 4. 5. 6. 7 Keys To The First Day Of School. The first day of school is about setting the tone. It’s about focusing on the first wee little steps leading to the most memorable school year your students have ever had. There is no room for weak first impressions, no room for indecisiveness, and no room to leave your students bored or uninspired. It’s best to think of the first day of school as a microcosm of the coming year. In other words, it should represent who you are and what you want your classroom to be. The seven keys below may not be the only items on your agenda, but in terms of making an impression on your students, they’re the most important.
And are not to be missed. 1. It’s so simple, but also so very important. Remember, if your students like you and trust you, then classroom management becomes much, much easier. 2. Establish a peaceful pace to your classroom by speaking calmly but firmly, taking your time, pausing often, and never moving on until you get exactly what you want from your new students. 3. 4. 5. 6. 7. Why Accountability Is Key To Building Rapport. When students aren’t held accountable for misbehavior, they take advantage of it. They become brazen and disrespectful. They affect a cool, uncaring attitude. They take their sweet time responding to instruction. And no matter how hard the teacher tries to stay positive, no matter how earnestly she tries to build rapport with her students, resentment inevitably begins to surface.
She starts taking their behavior personally. She becomes the teacher she never wanted to be. And thus, her relationship with her students becomes strained. Every day feels like a battle. The truth is, accountability is the foundation upon which positive relationships with students are built. For it is accountability—that which is defined by the fair use of a classroom management plan—that is key building rapport. Here’s why: Accountability protects students. A classroom management plan is a contract between you and your students that protects their right to learn and enjoy school. Accountability isn’t personal. 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 sense the proximity, the attention, and the intensity from their new teacher. 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: 1. 2. 3. 4. Why Intimidation Is A Terrible Classroom Management Strategy.