Classroom Management Strategies Essay

How notify a instructor prevent irritating classroom doingss? 1. The students and studyer should first discuss and then write a chemical group bowdlerize adopting acceptable classroom rules and procedures by the end of the first week of school. 2. Periodically review the rules and procedures of the classroom until the students sens successfully adhere to them. 3. Use sensdid verbal reprimands when the misbehavior occurs. exonerate sure that they are to the point, moderate in tone, and private (e. g. , Stop talking and pass water on your math puzzles, please).4. get unitedly praise to the entire class as frequently as possible (e.g. , thank you for working so quietly, or Im delighted to carry come forth you all working so well today). 5. A student who continually exhibits an unacceptable behavior (e. g. , come bring out of the closet of his/her seat) might profit from an someoneized contract pinpointing the desired behavior (e. g. , remaining in his/her seat) and de lineating the consequences (e. g. , if goal is reached, then student will receive designated reward or science). 6. Intervene as soon as possible in severalise to prevent the misbehavior from occurring (e. g. , say Harry, may I help you with your assignment? when the student begins to show signs of frustration). 7. Use facial expressions to extend to the student that the misbehavior was not totally overlooked. Circulate around the room frequently, to avert potential behavior problems. bring back to binding ANTAGONISM WITH AUTHORITY What can be make to help students improve their inter bodily function with authority figures? 1. Provide opportunities for students to change their hostile and aggressive energy into socially acceptable channels such as sports, clubs, crafts, hobbies, etc.2. Give students reading and/or writing assignments that deal with antagonistic behaviors, and ask themto comment on different socially acceptable shipway of handling conflict propertys. 3. Prai se the students whenever they are cooperating with new(prenominal) adults (e. g. , That was very kind of you to help her palpate her keys). 4. Talk to the student in private to ascertain the causation for his/her misbehavior. 5. Provide the students with models of appropriate communicative behavior through role-playing activities. 6. Encourage students to strive for greater self-control in as some(prenominal) situations as possible.7. Emphasize to students the residual that exists between acceptable communication in school and thatwhich is used at home and/or in the community. 8. Contact parents and/or administrators when there is no other way of resolving the conflict situation. 9. Refer the student to appropriate staff members (e. g. , the Child Study Team, if the student frequently displays uncontrollable verbal hostility). Keep anecdotal records to support your concerns. Return to Top ARGUMENTATIVE STUDENT How can the teacher deal with a babe who becomes argumentative upo n endureation?1. Do not confront the student in a group situation. 2. Do not use an accusatory tone upon approaching the student.3. Evaluate the situation that led to the confrontation. 4. Do not back the student into a corner. Leave room for options. 5. Do not make threats that cannot be carried out. 6. Allow your emotions to cool before approaching the student. 7. Maintain the expression of control at all measure. Use a clear, firm voice. 8. Give the child an opportunity to speak his/her piece. 9. Allow for role-playing, doing role reversal. 10. Try to explore and recognise what led to the confrontation.Avoid repeating these circumstances. 11. If you made an error, admit it Return to TopBEHAVIOR PROBLEMS What steps can be followed to resolve a childs constant misbehavior? 1. If possible, meet with the child and describe in exact terms the behavior you find unacceptable in the classroom. 2. During the discussion, explain the reason(s) why you find the behavior unacceptable. 3. Be sure the child understands that it is not he/she who is unacceptable, but rather the behavior. 4. Let the student live exactly what will happen if the problem continues.5. If the misbehavior occurs a hold, follow through with the previously planned disciplinary action. 6.Throughout the process, keep the parents and the principal informed of the progress or lack of progress. 7. If the child continues to misconduct and you feel that you dumbfound utilized all of your options and choices, send the child to the principals office. Explain to the child that he/she is welcome to return when he/she is devise to follow the classroom rules. Return to Top BOASTFUL, ATTENTION-SEEKING STUDENT What can be done for a student who is constantly disrupting the class in order to gain the teachers attention?1. Give the student a position of responsibility in the classroom and encourage him/her to set a good use for others (e. g. , passing out papers). 2. Post a chart in the front of the room de lineating the rules to be followed when responding. For example 1. Raise your hand if you wish to talk. 2. Wait to be called on. 3. Listen while others talk. 3. Assign the student a special project of interest and let him/her present the report to the class. 4. Ignore the students gravel comments, but give praise when the student describes his/her real achievements.5. Assign the student to a small group in which he/she must participate chiefly as a follower. 6.Provide recognition and positive attention whenever possible. 7. Model appropriate behavior every day for the student, so that he/she can sympathize what is pass judgment of him/her (e. g. , role-playing by teacher and/or peers). 8. Arrange parent conferences to discuss any factors that may be contributing to the students problem in school (e. g. , sibling rivalry). Return to Top CALLING OUT IN CLASS reaction L What do you do with a student who calls out answers or comments during class?1. Discuss your expectations with t he class. bewilder up rules and consequences at the very beginning ofthe school year. 2. Keep a frequency record in your academic degree book of the occupation out, and increase the severity of the consequence in direct proportion to the frequency of the calling out. 3. With children in the middle grades and older, divide the class into deuce groups and make a game out of questions and answers. Each team scores a point for each correct answer. If a team member calls out an answer out of turn, that team loses a set amount of points.4. Praise the student who does not call out, but waits to be called on. 5. Ignore the calling out. Do not acknowledge having heard it.6. Use a strict behavior-modification program to lessen and ultimately extinguish this behavior. 7. Examine the reason for the calling out. Is it for attention? Do you tend to overlook calling on this student? Is the calling out a result of an inability to sit still? Does this child have a learning disability? React to t hese symptoms appropriately. 8. Contact the parents. Try an at-home reward system for good days (days in which calling out did not occur).This will embarrass sending a note home daily. Return to Top CALLING OUT IN CLASS RESPONSE 2What can you do most children constantly calling out in class, even when they are supposed to be working quietly at their seats? 1. Be sure that the students know what you expect of them concerning this problem. Describe what procedure you want them to use to get your attention, and explain why they should not call out in class. 2. If students calling out is a major problem, hold a class meeting and ask the children to make recommendations for solving this problem. This would include the type of discipline to be used for the children who continue to set off the class by calling out. 3.Be consistent and persistent in disciplining the children who call out. 4. If a child communicates with you by calling out, make your all reaction one of displeasure an d do not answer the question or fulfill the request. 5. Tell the class that if calling out in class only occurs a certain number of times during the week, you will do whateverthing special with them on Friday afternoon. Peer pressure is then utilized to solve the problem. In the weeks that follow, calling out will lessen, as students anticipate the special Friday activity.6. Calling out may be motivated by the students enthusiasm, or by the fear that he/she will forget whathe/she wanted to say. Have students keep a pad and pencil on their desk to write bulge out a thought they might forget. That way they can refer to it when they finally get called upon. Be sure to give everyone a chance to answer something even the poky thinking students Return to Top CLASS CLOWN How can you deal effectively with a class clown? 1. Let the student know in private how you feel about his/her unacceptable behavior, and explain what is expected of him/her.Try to form a trusting relationship with thi s student. Listen to his/her feelings and expectations.Try to channel his/her genius for humor into something more productive, such as creating a class play or dramatic skit. 2. If you think it would be beneficial, try role-playing with this student. Give him/her the role of the teacher who is trying to teach a lesson. You get under ones skin on the role of the class clown and exhibit the same behaviors that he/she does in class. This may be a learning experience for the entire class 3. Explain to the student that the solution to his/her problem is his/her responsibility as well as yours.However, if the class clown behavior continues and it affects the level of learning for the rest of theclass, then the responsibility for the solution will lie with him/her and the administration. 4. Try to find the curriculum areas in which the student is interested. Give him/her some independent work in these areas and observe any change in behavior. 5. Let the child gain the attention of the cl ass in such a way that it has a positive effect on the class.The student could conduct mini-lessons, lead study groups, assist students, or make other contributions that will win the entire class. 6. Ask for the assistance of a counselor to investigate various possible reasons for the childs need to bethe class clown. Return to Top DEMANDING STUDENTS How do you cope with a child who demands your constant attention? 1. Give this child a special job to show that you care about and have confidence in him/her. 2. Make this child the captain or leader whenever possible. 3. Play games that nourish self-confidence.For example, try the Circle Game Have children sit in a circle and take turns naming someone in the circle who has done something to help or to make him/her feel good. 4. Use personal paygrade sheets. These can be as simple or as complex as you desire. In this way, youcan help children express feelings and recognize their own strengths/weaknesses in a non-threatening atmospher e.5. Provide a wide variety of classroom experiences. Familiarity breeds self-confidence 6. Implement a buddy system for this child. 7. dampen into the home environment. See what is motivation this dependency. 8. Frequently assign this child simple, easy tasks that allow for success. 9. Provide self-correcting tasks so that the child may see his/her own errors firsthand. 10. Videotape your class in action and let the student (as well as the other students) actually see howhe/she interacts in class.Return to Top FAILURE TO ASK FOR HELP What can you do about a student who fails to ask for help with matters he/she does not fully understand in the curriculum or in the classroom in general? 1. For various reasons, the student may not feel comfortable or confident about asking questions in certain classroom backings. Have an individual conference with the student to discuss the problem. Work together to develop possible solutions. 2. If the student does not feel comfortable asking quest ions in the classroom setting, have him/her writethe questions on a piece of paper or a 35 card.Then, when time permits, meet with the child apiece to review the questions, or provide general answers to the class if you think others may have the same questions. 3. Designate other students in the classroom as resource persons, who can meet with the student and offer assistance. The student may be more apt to ask for help from a peer than from the teacher. 4. Consider having the child evaluated by the Child Study Team for a possible learning disability or a health problem (poor hearing, poor vision, etc. ). 5.Check to see whether the student exhibits this behavior in other classrooms. If he/she does not, you may want to focus on the way you relate to this student. 6. If operable and practical, utilize the run of a counselor to assist the child in overcoming his/her reluctance to express him/herself in class. 7. Create a chart listing all students, and give recognition to those who ask questions in class. Emphasize that asking a question indicates intelligence, not stupidity. Return to Top HYPERACTIVITY SHIFT IN ATTENTION What can be done for students who frequently shift their attention and/or interests in class?1. Assign the student some type of classroom responsibility that he/she looks forward to doing (e. g. , lay in completed work, delivering messages, etc. ). 2. Carefully arrange the students work area to minimize classroom distractions (e. g. , study carrels, room partitions, etc. ). 3. Plan individual and/or group lessons that foster the development of analytical abilities in your students (e. g. , a step-by-step approach to solving everyday problems). 4. Refer the student to a specialist and/or school nurse to check on visual and auditory deficits. 5. Provide your students with firm but fair classroom rules.Make sure you systematically adhere to the consequences of breaking rules. 6. Use social reinforcers frequently and as soon as possible (e. g . , physical nearness or contact, a smile or frown, etc. ). 7. Prepare a variety of short lessons to maximize student attention and participation (e. g. , manipulation exercises of 15 to 20 minutes in duration). 8. Make suggestions to parents about the possible use of various nutritional diets (e. g. , the Feingold diet). 9. Regularly incorporate relaxation techniques into the daily classroom routine. Use them whenever the student is in need of them.Return to Top HYPERACTIVITY AND DISTRACTABILITY How do you manage the hyper student and the student whose ability to screen out irrelevant stimuli is limited? 1. Employ hands-on activities. 2. Eliminate as many environmental distractions as possible. 3. Establish a well-defined work area for the child. This will help to limit outside activities that would detract from his/her concentration. 4. Use classroom aid such as headphones, tachistoscope, videos, etc. Provide for controlled exposures. 5. Pace activities realistically. 6. Incorpor ate gross motor skills into activities whenever possible.7. Use bilateral activities, using hands and eyes in the lesson. 8. Make an obstacle course and have the students move through it at varying paces. 9. Use a timer. When the timer stops, students may have a short break. neer use a timer to speed up work, for it will cause tension and frustration rather than increase skill. 10. Use a time-out time period to reward a hyperactive child who has spent time doing correct activities. Return to Top LACK OF MOTIVATION RESPONSE 1 What do you do with students who lack motivation, have a very negative attitude toward school, and come to class unprepared?1. Do everything possible to make sure the physical inevitably of the student have been met. Has he/she eaten breakfast? Had enough rest? Can he/she see the board clearly, hear clearly, etc.? 2. Make your classroom fire and stimulating to the students. Make your lessons inviting and challenging, so students are interested in finding ou t what comes next 3. verbalise your students that you take an interest in them. Show that you resembling them and that they belong in your classroom. 4. Make your lesson an experience that will allow the student to gain self-esteem because he/she is successful.5. Make goals that are challenging, but attainable. 6. Take returns of the students interests and formulate some lessons around them. 7. When developing practice worksheets, use the students names and some things you know about them to teach a idea (e. g. , Susan expressed her enjoyment regarding her trip to Disney World when identifying parts of speech). 8. Send home weekly reports to parents. Encourage parents to reward their children for high motivation. 9. Use the concept of students working together to encourage one another (e. g. , cooperative learning groups). 10.Have students chart their own behavior for a week. Return to Top LACK OF MOTIVATION RESPONSE 2 What methods can be used to motivate students and increase their interest in learning? 1. Use incentives in the classroom to reinforce motivation toward skill (e. g. , prizes, stars, or other rewards for completing assignments on time). 2. Get to know each child as an individual, to gain insight into his/her strengths and interests. 3. Hold monthly conferences with students to discuss their work habits, motivation, behavior, etc. 4. Have a real purpose in the school work you assign to your students.Make sure that it relates to their needs. 5. Assist the student in setting realistic goals. 6. Dont always point out errors in a students work, but show how the burnished product can be improved. 7. Provide editing time when you work one-on-one with students to perfect their creative work. 8. Show enthusiasm when you teach. The teacher is the key to motivation in the classroom. 9. infract special projects for the child whose interests have not yet been tapped by the school routine. 10. Give special recognition through Student of the month or hint for the Day designations. Return to Top LACK OF RESPECTWhat do you do with students who show a lack of respect for adults, peers, their belongings, and the property of others? 1. The teacher should practice the 3 Rs Respect, Responsibility, and Reciprocity. 2. Role-play situations where there is lack of respect. For example Someone fails a test and others make fun of that person. Follow with group analysis and discussion of the situation and alternative actions. 3. Clearly state the reasons for respecting other peoples property. Publicly acknowledge those who demonstrate respect for others property, so their peers can model their behavior. 4.Show videos dealing with respect and then discuss them. See Guidance Associates materials. Obtain materials from your county audio library. 5. Dont make unrealistic requests, dictate rules without explanations, or give an ultimatum that presents students with a boundary they might be tempted to cross because they feel it is unreasonable. 6. Listen to each student. Never assume that you know what the student is going to say to explain his/her actions. 7. Show that even though, as the teacher, you are in charge of the class, you respect the student and expect respect in return. 8. Never make idle, sarcastic threats (e.g. , How many times have I told you to sit down?I am going to have to take away your recess time for the semester unless you behave. ) Return to Top interdict RESPONSE TO REQUESTS AND RULES What can you do when you are confronted with students who are negative about rational requests and/or rules? 1. Try to use these guidelines when establishing classroom rules a) Involve your class in making up the rules. b) State the rules positively. c) Keep rules brief and to the point. d) Review rules periodically with the class. 2. Arrange private conferences with students to discuss the problem in depth. 3.Ask the student(s) to write down the disturbing behavior in a class logbook. Have them write some appropriat e alternative ways of responding to negativity, for future reference. 4. Give students choices, in order to minimize negative reactions (e. g. , Would you rather stay an extra ten minutes and finish the exercise before lunch, or go to lunch now and finish it when you come back? ). 5. Try to have frequent, positive interaction in the class (e. g. , praise, group projects, discussions, etc. ). 6. Make sure students clearly understand what is expected from them. (In some cases, its the studentsconfusion that causes oppositional behavior. )7. Handle difficult students individually outside the classroom, so that there is less chance that others will get involved. 8. Contact the parents, the principal, and/or the counselor to discuss the students inappropriate behavior. 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