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5 Quick Classroom-Management Tips for Novice Teachers

5 Quick Classroom-Management Tips for Novice Teachers
I made a good number of blunders my first year teaching that still make me cringe. I learned though. And it's fair to say, when it comes to managing a classroom, most of what we learn as new teachers is trial by fire. It's also smart to heed the advice of those who have walked -- and stumbled -- before you. If you are struggling with discipline, here are five tips that you can start using right away: #1 Use a normal, natural voice Are you teaching in your normal voice? Raising our voice to get students' attention is not the best approach, and the stress it causes and the vibe it puts in the room just isn't worth it. You want to also differentiate your tone. #2 Speak only when students are quiet and ready This golden nugget was given to me by a 20-year veteran my first year. So I tried it; I fought the temptation to talk. My patience paid off. #3 Use hand signals and other non-verbal communication Flicking the lights off and on once to get the attention is an oldie but goodie.

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Classroom Management Strategies for Difficult Students Teachers in middle level schools face overwhelming demands and challenges in their classrooms. They are expected to know content and pedagogy, develop engaging lessons that meet the needs of diverse learners, and use a variety of instructional strategies that will boost student achievement while they simultaneously develop positive relationships with, on average, 125 students each day who are experiencing the personal, social, and cognitive challenges and opportunities of early adolescence (Carnegie Council on Adolescent Development, 1995; Schmakel, 2008). Teaching is complex and cannot be reduced to discrete tasks that can be mastered one at a time. Teachers must "win their students' hearts while getting inside their students' heads" (Wolk, 2003, p. 14). As Haberman (1995) suggested, this winning of the hearts occurs through very personal interactions, one student at a time.

How Looking at Student Work Keeps Teachers and Kids on Track Much of the work students produce is read only by their teachers. It can feel disconnected from the class as a whole and irrelevant to a broader conversation. That’s why examining and critiquing student work as a regular part of classroom interactions can be a powerful way for both teachers and students to reflect on their work, while building a community culture that focuses on the process of learning. Increasingly, educators are focusing on teaching students about their learning brains, in addition to specific subject content. Research by Stanford psychologist Carol Dweck and others on developing academic mindsets have helped show that students’ perceptions of themselves as learners plays a large role in their academic success. Evaluating student work throughout the creation process is a great way to make sure students are grasping the concepts being taught along the way, and can be a gentle way of focusing evaluation toward improvement.

How Texas is whitewashing Civil War history A woman waves a small Confederate battle flag. (Rogelio V. Solis/Associated Press) Top 5 Classroom Management Strategies Strategies for Good Classroom Management My biceps don’t bulge and my hair is blond. Intimidation is not my weapon. I am a veteran teacher with 17 years of experience. "Failure is an option. Fear is not”: Creating a safe intellectual space for learning This month, SmartBlog on Education is exploring classroom design and management — just in time for the new school year. In this blog post, educational leadership professor Maria Boeke Mongillo offers five ideas for "constructing a space that supports possibilities rather than perfection." Film director James Cameron once said that young filmmakers should adopt the motto "Failure is an option.

Child Labor in America 100 Years Ago At the start of the 20th century, labor in America was in short supply, and laws concerning the employment of children were rarely enforced or nonexistent. While Americans at the time supported the role of children working on family farms, there was little awareness of the other forms of labor being undertaken by young hands. In 1908, photographer Lewis Hine was employed by the newly-founded National Child Labor Committee (NCLC) to document child laborers and their workplaces nationwide. Teachers, Start Your Engines: Management Tips from the Pit Crew Who said classroom management has to be boring? The editors at Education World offer 20 successful classroom management strategies to get your year off to a great start and keep your classroom running smoothly throughout the entire year. Included: 20 tips for taking attendance, motivating students, rewarding good behavior, and more! Every teacher knows that the right strategies can make the difference between a calm classroom and a classroom in constant chaos.

Video Playlist: Building Relationships With Students In these videos, you’ll find tips to help build authentic relationships with your students and define your classroom culture. 1. Creating a “Comfortable” Classroom Environment: Middle school can be a sensitive age where students may start feeling anxious about belonging in their communities. Mr. Van Dyck puts students at ease with verbal and nonverbal indicators, and encourages students to be themselves around him. 2. Teach Using the Lived Experiences of Your Students In education, we discuss the importance of using students' prior knowledge. What is also important is learning about the "lived experiences" of the children we teach and connecting those experiences to the learning at hand. Common Lived Experiences Unearth any information that you can from your students. Take student interest inventories. Have them discuss their favorite musicians, song, sport, activity, video game, or food.

Classroom Management Basics "The most important action an effective teacher takes at the beginning of the year is creating a climate for learning." -- Mary Beth Blegan, former U.S. Department of Education teacher-in-residenceIncluded: Twelve teacher-tested tips for behavior management! According to Fred Jones' Positive Classroom Discipline, "The most widespread management technique at home and in the classroom is nag, nag, nag." "It's also probably the least effective."

Classroom Management - It's Not About Control Last week I blogged about “Entrance and Exits” and how to manage them for a smooth transition. This week my focus is on what happens in-between the coming and going. You have many roles as a librarian—information specialist, instructional partner, teacher, and program administrator, but the one you will be judged on is teacher. Managing the library environment, as I noted, is challenging and many have difficulty with it.

From Eighth to Ninth Grade: Programs That Support a Critical Transition The move from middle to high school is proving to be a critical transition, one in which students must deal with great changes in academics, responsibility and social structure all at the same time. Recent research showing a strong correlation between failing classes in ninth grade and not graduating puts an even stronger emphasis on making sure the eighth-to-ninth-grade transition goes smoothly — and puts added pressure on the 14-year-olds making their way from a more nurturing environment to the “Wild, Wild West.” Formal structures for helping students transition smoothly appear to be relatively uncommon, leaving the work to already overburdened counselors and families, or sometimes no one but the students themselves. Yet two particular standout programs — one in Boston, one in St. Paul, Minnesota — are trying to help connect the dots for freshmen, and may serve as a model for other schools and systems to create a strong bridge over the rough waters from middle to high school.

Three Types of Logical Consequences Teachers who use the Responsive Classroom approach learn a variety of strategies for responding to misbehavior; logical consequences are one of those strategies. Depending on the child and the situation, teachers might combine a logical consequence with other strategies, or they might use more than one logical consequence. We recommend that teachers use three types of logical consequences: