Classroom

1. Classroom Management Strategies Spring 2010

2. Implementing Classroom Rules Abbie Nielsen

3. Student Input • Students will feel a sense of ownership if they create the rules. If they create the rules they will understand them and the rules will be implemented in their brains from the start. Andrew, T. (2009, February). Positive learning environment: promoting classroom rules that motivate students to learn. Retrieved from http://classroom-management-tips.suite101.com/article.cfm/positive_learning_environment

4. Celebration of the Rules • Once the rules are developed and implemented teachers should let the students celebrate their classroom rules. If rules are celebrated then students will understand how important they are. Their participation also makes them much more important to each student. Brady, K. Forton, M. B., Porter, D., & Wood, C. (2003, August). Everyday rules that really work!. Scholastic Instructor, 25-29.

5. Create Posters to Display • Teachers should allow students to develop posters to display around the classroom of what the rules are. If students develop these posters they are recognizing and revisiting the rules that were constructed by the class. Brady, K. Forton, M. B., Porter, D., & Wood, C. (2003, August). Everyday rules that really work!. Scholastic Instructor, 25-29.

6. Remind Students in a Global Way • It’s better to remind the group of the rules now and then rather than constantly pick out a few who may be breaking the rules here and there. Brady, K. Forton, M. B., Porter, D., & Wood, C. (2003, August). Everyday rules that really work!. Scholastic Instructor, 25-29.

7. Show the students what the rules look like and sound like… • The teacher should go through and exemplify what it is he/she expects from the students based on what the rules are for the classroom.

8. Student Modeling • Ask students to role play both the positive and the negative side of each rule. This is a great way to show students what it is you want them to do such as when they hear the sign for quiet and what to do when it is clean up time. Brady, K., Forton, M., Porter, D., & Wood, C. (2003). Rules in School. Greenfield, MA: Northeast Foundation for Children.

9. Post Rules • It is highly important the rules are posted in a place where everyone can see them. • These can be the numerous posters that the students develop or something that you as the teacher has created. • Rules should be at eye level and big enough for everyone to see Brady, K., Forton, M., Porter, D., & Wood, C. (2003). Rules in School. Greenfield, MA: Northeast Foundation for Children.

10. Occasional Oral Review • Orally go over the rules every once in a while so that students are constantly reminded and the rules are re-instilled in each of them. • This is especially important if students begin to disobey the rules because then they can work on making the classroom a positive learning environment.

11. Take your time with Rule Making and Implementation • It is very important that the teacher doesn’t rush through the rule making and implementation of the rules because the payoff is lousy. It is important to spend just as must time on management issues as it is academics. http://newteachersupport.suite101.com/article.cfm/effective_classroom_management

12. Reinforce Rules • Make sure you reinforce the rules the same way for everyone and are consistent. If you are inconsistent or unfair students may find the rules less important and are more likely to break them if they know they may get away with it every once in a while. http://newteachersupport.suite101.com/article.cfm/effective_classroom_management

13. Motivators Sarah Cade

14. Stickers • Favorite singer • Favorite actor • Sports • Animals • Colors • Shapes

15. Homework coupon • Extra point(s) for any assignment, quiz or test • Extra point(s) for specified assignment, quiz or test

16. Time amount of free play • Extra computer time • Extra recess time • Free reading time • Music time • Dancing time • Create crafts

17. Help during class activity • Lead a morning or afternoon greeting • Pass out papers • Collect papers • Hold book, flip pages • Write on board, overhead

18. Teacher time • Have to get certain number of stickers before can receive teacher time • Get a sticker for completion of homework, being on task, following directions, etc.

19. Special school supplies • Glitter markers • Neon crayons • Shaped erasers • Shape markers • Colored glue

20. Create own craft • Braided chains • Keychain • Picture frame • Paint own picture • Bookmark

21. Toys • Bouncy balls • Puzzles • Paddle toy • Kaleidoscope • Spin top • Small Frisbee • Slinky • small figurine

22. Take care of class pet • Feed pet • Clean cage • Play with pet/walk

23. Strategies to deal with Oppositional Defiant Disorder in the Classroom Richard Horvath April of 2010

24. O. D. D. is: • Being easily annoyed/aggravated • Irritating others on purpose • Vengeful without reason • Lying often • Bragging about being mean or obnoxious • Provoking conflict with others

25. Classroom Strategies • Have clear expectations, rules and boundaries • Post rules and daily schedule • Change may upset an ODD student • Work toward trust • Show student you believe in their ability to control their behavior • Understand you are not the cause

26. ODD Classroom Strategies contd. • Find something the student enjoys • Identify skills and abilities to promote • Focus on a few behaviors not all • Meet privately • Communicate and reward progress • Avoid raising your voice or exhibiting emotion

27. Have clear expectations, rules and boundaries The ODD student has difficulty understanding social behavior in general, it is important to be very clear about what is and is not acceptable behavior in your classroom.

28. Post rules and daily schedule Make rules visible and pronounced so they are part of the student’s usual field of vision. ODD students need a daily routine to establish an understanding of normalcy. Without the routine, the rules alone are ineffective.

29. Change may upset an ODD student Change is stressful to even the most adjusted students. To an ODD student, change is detrimental. A teacher must work to ease into changes in routine and work to avoid abrupt change.

30. Work toward trust • Show student you believe in their ability to control their behavior Since the ODD student is generally distrustful of others, it is important to show you are interested in being their partner in growth by earning their trust. Additionally, reinforcing belief in their abilities instead of focusing on their behavior difficulties is key to positive change.

31. Understand you are not the cause In order to maintain composure as a teacher, it is important to understand you are not the root cause of the ODD student’s behavior. A teacher need be mindful to not causing additional conflict with their own frustration.

32. Find something the student enjoys • Identify skills and abilities to promote Looking for something the student likes to do may seem to be a daunting task. Be sensitive to the fact that misbehaving is not a source of entertainment for the student and there is something they are interested in. Look for that interest by identifying those skills the student possesses and demonstrates. These positive traits are typically overshadowed by negative behaviors. As a teacher you must hunt for them and let the student know you found them..

33. Focus on a few behaviors not all Do not try to solve every issue in one large consolidated effort. Take baby steps toward progress. Look at one or two things to tackle and work with focus. • Meet privately Talk to the student alone to avoid embarrassment and added anxiety. Establishing a one on one relationship reinforces the teacher as a partner relationship

34. Communicate and reward progress A teacher should make it abundantly clear that progress has been noticed and greatly appreciated. Be consistent and fair about rewarding positive behavioral change.

35. Avoid raising your voice or exhibiting emotion To be clear, exhibiting all emotion is not the recommendation. Exhibiting frustration, anger, and discontentedness will not only deter progress, it will destroy the trust already built. Show a positive attitude and model desired behaviors. • Bullet points borrowed in part from: Oppositional Defiant Disorder in Children (August 2006) by Leah Davies, M.Ed. : http://www.kellybear.com/TeacherArticles/TeacherTip68.html

36. Miscellaneous ODD Facts • Children with ODD are difficult and resist parents at every opportunity. Parents should try to incorporate positive parenting techniques such as: • Use positive reinforcement whenever possible • Walk away from the situation before over-reacting. Additional conflict will often escalate a situation rather than acting as a calming force. • Set specific limits for your child based on their age. • Consistently and calmly enforce the rules of your home. • Allow yourself time away from your child to develop your own interests. • Find friends, relatives and teachers that will support your efforts and provide you a break from dealing with your child.

37. Interesting Links about Chronic Misbehavior in the Classroom: • Chronic Misbehavior Strats • http://personalitymooddisorders.suite101.com/article.cfm/oppositional_defiant_disorder • Read more at Suite101: Oppositional Defiant Disorder: Chronic Misbehavior and Disobedience May Be Symptoms of ODDhttp://personalitymooddisorders.suite101.com/article.cfm/oppositional_defiant_disorder#ixzz0m8M4K0gb • Pay for help: http://www.thetotaltransformation.com/?dsource=googlecoddlong&gclid=CJXXh8ivoqECFQ_xDAodYHUaxg • Daycare: http://www.fccps.k12.va.us/asap/j15/index.php?option=com_wrapper&view=wrapper&Itemid=128

38. Links contd. • Daycare: http://www.fccps.k12.va.us/asap/j15/index.php?option=com_wrapper&view=wrapper&Itemid=128 • Contract: http://www.keirsey.com/abuseit_looseit.aspx • School-wide behavior plan: http://www.ke.osceola.k12.fl.us/documents/studentagendainformation.pdf • A power point on strategy: www.cals.ncsu.edu/agexed/leap/aee535/discipline.ppt • A power point on learning and behavior: oregonreadingfirst.uoregon.edu/.../cohorta_ibr6_classroom_mgmt.ppt • Article pdf: http://faculty.washington.edu/dcheney/EDSPE503ClassroomManagement/Readings/CurwinMendlerChapter.pdf • CAST: http://faculty.washington.edu/dcheney/EDSPE503ClassroomManagement/Readings/CurwinMendlerChapter.pdf • Multiple strats: http://books.google.com/books?id=Ux725iq1hOkC&pg=PA160&lpg=PA160&dq=classroom+strategies+to+handle+chronic+misbehavior&source=bl&ots=F0t8zedzNm&sig=G9IiHdhhfeRZCEGuxtdYetrmHUI&hl=en&ei=Q4TUS7HRF4H_8Aa59aG1AQ&sa=X&oi=book_result&ct=result&resnum=7&ved=0CBsQ6AEwBjgK#v=onepage&q&f=false • ODD: good stuff! : http://www.spsk12.net/departments/specialed/odd.htm • More odd excellent!: http://specialed.about.com/od/behavioremotional/a/odd.htm • Odd: http://www.brighthub.com/education/special/articles/26631.aspx

39. Solving Conflict

40. I-Statement • "I feel ______when you _______and I want you to ________." • This is a good strategy because it doesn’t let any other feelings get involved. • Hunter2008, September). Creating a culture of peace in the elementary classroom. The journal of adventist education, 54-58.

41. Peer Mediation • Peer mediation is where the teacher lets the students resolve their own conflicts. They sit down and talk through the problem and compromise on a solution. Classroom Observation/ Mrs. Friday

42. SOS • S- Stands for story. This is where each student tells their side of the story. • O- Stands for options. Teacher and students brainstorm options. • S-Stands for solution. The problem is solved. Ohio Department of Education. (2000, May). Let's resolve conflicts together. Retrieved February 16, 2010, from ERIC.Palmer, J.

43. Peace Wheel • The peace wheel is a visual representative for students. It has 6 steps for the students to follow in order to solve the conflict. It starts with the first person and then back and forth between the two students. Ohio Department of Education. (2000, May). Let's resolve conflicts together. Retrieved February 16, 2010, from ERIC.Palmer, J.

44. Time- Away • This strategy can be used to stop conflict escalation. When a student is very angry they need to take a break before dealing with the conflict. During this break they do activates that cause little stress such as read a book or fold towels. Denton, P., & Kriete, R. (2003). The first six weeks of school. Greenfield, MA: Northeast foundation for children

45. Drive Thru Statement • In this strategy the students act as though they are at a drive thru restaurant. They go in order customer – employee. They go back and forth giving their opinions and come up with a compromise. • Smalley, Gary. "Divorce-proofing your marriage." Life: beautiful 2010. Print

46. Spin the Wheel • This method requires the teacher to put all of the conflict resolution strategies on a wheel with a spinner. When the students get in a conflict they spin the wheel to see which way they will solve it. • Mrs. Spider’s Sunny Patch (Nickelodeon)

47. Tattle Tale Bear • This is best used in a Pre-K or Kindergarten room. The teacher has a stuffed bear in the room. When the students have a conflict or a problem they tell the bear. Observation/ Mrs.Card Pre-K

48. Conferences • This is used to help solve severe conflicts. In this method there is a conference with the teacher and students. The teacher leads and ask students questions and together they try to solve the conflict. Ohio Department of Education. (2000, May). Let's resolve conflicts together. Retrieved February 16, 2010, from ERIC.Palmer, J.

49. Problem Solving Steps • These are the good old problem solving steps we use to solve everything. If these steps are posted in the classroom they can help the students solve their own conflicts. • Sped Practicum/Ann Fender

50. How to get all students to participate Haley Brillhart