Lockers

I know this isn't ideal at every school, but my school had lockers. They worked great! The students backpacks and coats were out of the way, which created more space in the classroom. When lockers are out of the question, have a designated spot for coats and backpacks in the classroom. Make sure that the students take care of their own stuff. This can help with space in the classroom.

Boxes

In my first placement, my cooperating teacher used these boxes to keep work for the week. She would have copies run off on Friday and put each days work into that days box. It worked so good! That way she didn't have to worry about finding space for all the papers for the week.

Increase Your Space

Give yourself more space for group work by storing tools (scissors, glue, crayons, etc) in an over-the-door shoe organizer.

Utilize Your Space

My first collaborating teacher had rolling, double-sided book shelves. This allowed students to access the materials they needed and their teacher to store extra materials facing the wall -twice the storage without taking valuable classroom space!

Homowork

I had a first grader who had decided that she wouldn't do homework at home anymore. During Parent Teacher Conferences, her mom told us about how she would act like she didn't know how to do the work (she was one of our brightest students) and she would refuse to do it. That was starting power struggles between the mom and her daughter. My teacher's solution was simple. When she wouldn't do her homework, the mom would email my teacher, who would then have the girl stay in at recess, or miss a class activity, and do her homework during that time. That solved the problem in no time.

Choices

My first grade cooperating teacher taught me to allow the non compliant child to choose what to do. Give them a choice like "You can either finish this assignment now with the class, or you can do it during your recess time." Then the student feels they are having more of a choice and understand that just not doing their work is an option. It worked really well in my first grade class.

Behavior Plan

During this semester, I witnessed another method for managing non-compliant student behavior demonstrated by my cooperating teacher. A particular student refused to do any sort of work; he would not look either of us in the eye, would not pick up his pencil, or even participate in interactive class activities. As this continued for a couple of weeks, my cooperating teacher decided to place this student on a behavior plan. This plan included an attitude measurement chart and a completion chart of all assignments and activities the class did during the school day. If the student complied, did all the assignments, had a good attitude, and had his parents sign the plan each night, he was then allowed a special reward each day. Within a few weeks, he was completing most of his assignments with a much better and positive attitude!

Thumbs-up

One method for managing non-compliant student behavior is using the “thumbs-up” method. This is a particular scenario as to how this method works and is effective:

            Teacher gives Student X the thumbs-up sign. She asks the student to please read pages 56-60 silently. The student then gives the teacher the thumbs-up sign and complies within 15 seconds.

If the student complies, they then receive any kind of positive consequence for their correct behavior. If the student does not comply, the student will then receive a negative consequence. This method provides auditory and kinesthetic engagement and studies have shown that compliance rose from 44 to 95% using this particular strategy.

Resource:  Classroom Compliance: www.sbbh.pitt.edu/files/powerpoint/CompliancetmwSlides.ppt

Seating Arrangements

If your class has a hard time with classroom management. Arrange the students desks in a row. If you want your class to share and have group work, arrange the desks in groups.

COUNT DOWN

Always give the students a count down to do their work. Example, "I want you to show me your answer #2 in 10 seconds, 10, 9, 8, 7, 6, 5, 4, 3, 2, 1. It works! :) -Rachel Bunderson

No Interrupting Table

This is where I read, write, and hold conferences. The kids know that when I'm sitting here, especially with a child, it's private. They can't interrupt unless it's an emergency. -Rachel Bunderson

Manging Space

In setting up my classroom, my goal is to have everything that students need available to them.. I ask myself: Can they get to the things that they need to get to? This helps push the children toward being in charge of themselves in the classroom and making good decisions. -Rachel Bunderson

Pick your battles

  If you have a student that is being continually disruptive you may want to get after the student every time, the problem is then they are getting attention only the wrong kind of attention and could want more so they continue the undesirable behavior.  But if you only discipline the student for the really disruptive behavior and praise them for the desirable behavior you will get more of the behavior you want and less of what you don’t want.  And eventually the students undesirable behavior will get less and less because they are getting good attention.

Rewards

Rewards never hurt anyone.  If you have to start with extrinsic rewards such as stickers or treats and gradually work towards internal rewards such as a way to go or a high five.  I have witnessed in the 4th grade simple rewards such as a high five and the pride that student feels from just being acknowledged when they do something good.

Transitions

Having well established transitions also help teachers to manage time.
My third grade cooperating teacher was excellent when it came to transitions. One trick she would use was to have students get their stuff ready for the next subject. For example she would have students get out their testing folder before going to lunch. When students came back from recess and lunch their folders were out and they were ready to go. Students were able to get their routines down quickly and when I started student teaching in their classroom they were reminding me that they needed to get their folders out.

Cues

I have found that well established cues really help teachers to use their time wisely.
I was having a hard time getting my class to give me their attention when I needed to give them instructions.
One cue that seemed to work really well was when I said "classity, class", they would reply with "yessity, yes, hands and eyes!" They got really good at saying this phrase in unison and giving me their attention when I needed it. It brought the class together quickly and the students enjoyed it.

Morning Message

In trainings and faculty meetings they have been encouraging us to write morning messages on the board. I have found that the students love this and reading it is the first thing they do when they come in the classroom. I started including at the end of my message what I needed the students to get ready or what I would like to have them do as soon as they get to their seats. Sometimes it might be to get materials ready for instruction, solve a problem I have given them on their white boards, something to do with what I taught the students they day before in class (like find the mistakes in my message on possessives), get papers ready to correct or get a math game out and play it with your partner.

This has saved me time in having to tell all the students what to do or having to wait once I give them instructions to get everything out and ready to go after the second bell rings. This way they are right ready to go when the second bell rings.

Have a daily routine

Having a daily outline on the board so that the students can manage their time better in what is to be accomplished throughout the day as well as for you the teacher to stay on schedule. This way they won't constantly be asking what you are doing next they can look at the outline and be ready for the next activity.

Accommodating the Space Needs of Students with Disabilities

There was a student in one of my classrooms who had Cerebral Palsy. He needed a walker to get around the school, which took up a lot of space in the small classroom. He also used a Neo (a small wireless keyboard) frequently as an accommodation for his classwork, which took up a lot of desk space. At the beginning of the year, this student's desk was near the door where the teacher thought he would have more space for his walker, but instead, his walker was blocking both major pathways in the classroom. Students would trip on it or block this student's ability to move. Something that worked much better in a later seating arrangement was putting this student next to an empty desk. He was able to put his Neo on or in the empty desk and leave it there when it wasn't in use, freeing up his own desk space. He also tucked his walker under this empty desk like a chair, so it was right next to him and easily accessible, but didn't block his own pathway or the path of his classmates.

E3 Desk Arrangement

I had a cooperating teacher this semester who tried out a lot of different seating charts while I was with her. One desk arrangement she showed me that I hadn't heard of before was one she called E3, which looks exactly like it sounds. Desks are arranged in the shape of an E on one side (a long row with 2-3 forward-facing desks forming each of the horizontal lines in the E shape) and the other half of the desks form a 3 (the same shape flipped). This created more of a row structure, but also allowed for more space for the teacher and students to move around the room by leaving a path down the center. I liked this arrangement for the most part, and I think it's nice to try out a desk formation that is less frequently used.

Managing Non-Compliant Behavior: Find the Cause

I have found during my student teaching that finding the cause of non-compliant behavior is so important. When I know why my students are behaving a certain way, I can create my strategy based on the cause of the behavior and successfully change the behavior, instead of guessing how to solve the problem.

Managing Non-Compliant Behavior: Stoplight

My cooperating teacher in my first grade class had a stoplight. When first turned it on it would make a siren noise. If the children were at a good volume level the green light would shine. When it would start to get too noisy, the yellow light flashed. When it got too loud the red light would flash, and the siren would go off. I would use this tool when my class would get too noisy, and they would not quiet down per my request. It worked like a charm. The children would ask me if we could turn the spot light on. They LOVED it. And when the stop light was on they were very quiet and engaged in their work.

Managing Non-Compliant Behavior: Stoplight

My cooperating teacher in my first grade class had a stoplight. When first turned it on it would make a siren noise. If the children were at a good volume level the green light would shine. When it would start to get too noisy, the yellow light flashed. When it got too loud the red light would flash, and the siren would go off. I would use this tool when my class would get too noisy, and they would not quiet down per my request. It worked like a charm. The children would ask me if we could turn the spot light on. They LOVED it. And when the stop light was on they were very quiet and engaged in their work.

Student Materials

The classroom I am in right now my students have 2 different magazine holders and a file folder. In one magazine holder they keep their extra reading books. The other magazine holder they keep their writing notebooks, spelling sheets, and homework folders. In the file folder they keep their art notebooks. This helps with their desk space. All that is in their desk is their math book, language arts book, math notebook, and pencil box. This helps keep the clutter in their desks to a minimum. Having different cubbies for student materials helps keep students' personal space organized and easy to find. I believe this will help with management because studnets will know where their stuff is when it is time to use it, eliminating wasted time looking for what is needed when it is needed.

Personal Space

Personal Space
I found an article on managing space on http://www.teachingasleardship.org/. I really liked what they had to say about making sure students have personal space. They say that "many students need personal space in order to feel that they belong to the classroom and that they can keep their personal belongings safe. In addition to personal desk space, students may benefit from having their own mailbox, folders, or space to display their student work. You may create these items or have the students create them themselves."
http://www.teachingasleadership.org/

Behavior Charts

If you have a student that is struggling in your classroom, this can be a variety of different areas for struggling, set up a behavior chart with the student. Have them tape the chart on their desk where they can see it throughout the day. When they are doing what is expected of them give them either a stamp, or a sticker. When they reach the predetermined amount of stamps they get a little prize.

Talk with the student beforehand to get an idea of what types of prizes would motivate them the best and use these. As the behavior gets better, increase the amount of stickers or stamps they need to have to get their prize!

(This helped with a student that had anxiety about coming to school, this student got a sticker for coming in with the class in the morning and for staying all day at school!)

Lowering Your Voice

In the class that I am currently teaching in, I have a little Autistic boy. One of the things that I have really been struggling with him is when he interrupts my lessons to tell me what time it is, and where he or the class needs to be right then. Sometimes, he will even interrupt my lessons ten minutes before he or the class needs to be somewhere. I have found that the times when I argue with him and slightly raise my voice to tell him to go sit back down, he just becomes more frustrated and continues to tell me over and over again where he or the class needs to be. I have learned that if I softly and calmly tell him that I am teaching a lesson and that I need him to go sit back down, he seems to calm down and do as I have asked. On some occasions when he does not sit back down and continues to disrupt the class, I will calmly say his name, not look at him, and point to his desk and he will stop arguing and go. I am amazed that this technique has really worked for him, and it has been so nice to save time during my lessons.

Timing Race

This semester I have had several students who have struggled to get their work done in class. They would all begin their assignments strong, and then as a minute or so would pass, they would slowly become bored with their assignment, and it seemed like I was pulling teeth to try and get them to finish their assignments. Something that I found to be helpful with all of these students, was to make time goals with them and turn it into a race. I would say things like, "I bet you can't finish the next five problems in three minutes!" Instantly after saying this, these students would work to prove me wrong and show me that they could do it. It was amazing how well this worked for these students. On some occasions, I would say things like, "Awe man! You were so close! Let's try it again and see if you finish this time." That seemed to help motivate the students to try harder. Other times, I wouldn't come back to the students desk for another five minutes, when I told them that I didn't think they could do it in three minutes. Sometimes in that case, I would still pretend that the student beat the clock and act very amazed that they had proved me wrong. All in all, I have really enjoyed doing this with several of the non-compliant students in my classes. I feel that it is a great motivator as well as a wonderful positive for the students. Especially the ones who feel like they are never good at anything.

Ding!

Giving the students an expectation of what they need to accomplish and the amount of time it should take them is very helpful. I try and do this with every activity, but the concept of time can be a little hard for students to understand if they don't see it happening.

One way to capitalize on this method is to have an actual stopwatch or clock that will sound when the time is up. This clock should be big enough that students can see exactly how much time they have left to complete the given task or assignment. An example I have seen another teacher in my grade use is a Time Timer Clock (timetimer.com). The students have a better visual of how long they have to complete something and will work hard to get it done! This particular type of clock does not sound when it is finished but the entire clock will be red in color. So it can be used for test taking and activities that requires little or no noise.

You Me Game

You put a T-chart on the board with the label You, Me. When the students are not doing what they are suppose to, The teacher gets a point under the Me side, when they are working like they should they get a point. If they have more points then the teacher at the end of the day they get a small reward if, if the teacher wins then they will have to try again the next day to earn a prize.

Folders

My first cooperating teacher would have folders that she would send home every week. In the folder she would put charts that she could fill out, on one side there was a section with the headings; Date, Prepared 4 out of 5 Days, Obeys School Rules, Comments, and Parent Signature. this is where she would put the missing assignments and other concerns that she had. on the other side of the folder she had another chart that had the headings; Date, What I Was Doing, What I Should Have Been Doing, Teachers Initial. If the children where misbehaving she would give them a warning and then pull there folder where the would have to fill out this section. I really liked it because the parents saw each week if the kids were behaving.

The Teacher's Attitude Toward the Student

It also helps a great deal in a student's behavior how the teacher perceives the student. If the student is viewed as a nuisance and a pain then the class and the student will pick up on this and behave accordingly. If the teacher looks at the student as someone who needs to learn their boundaries, who is someone who deserves to be cared about and treated with patience and kindness that also makes a big difference. We have a student in our class who acts out and has a few behavioral issues, but because the students see the teacher being kind and patient they mirror that in many respects.

Create a Plan and a Bond

I read how someone was dealing with a difficult child in their classroom and they decided to make a plan for this child. Discuss rules and consequences and keep in contact with parent, letting them know of your plans. In this case the child liked to be in charge so the teacher had the child helping them in the classroom for a week or so handing out papers, collecting papers and whatever else. The next week, after the child began liking to help out the teacher had the student having to earn the privilege of helping out and since this child/student liked to help out so much this really curbed their disruptive behavior. Find out what the child/student really enjoys then find a way to implement that into a behavioral plan.

Time to grade papers

It is amazing how quickly worksheets and journal pages can stack up. Finding time to grade them is not always easy. One trick that I have found is to carry a file folder of papers around with me in my teacher bag. Then, whether I am on the bus or waiting for faculty meeting to start, I can pull out some papers and spend my waiting time working on them.

It is important to get papers graded as quickly as possible so they can be used to inform instruction. If we know right away who is struggling with a new concept, we can put in a little extra time with them before they get too far behind.

Have the Student Help Make a Behavior Plan

After struggling through a few weeks of school, my cooperating teacher and I were at a loss of what to do. Finally we sat down with the student, his mother, and the school counselor. We had the student help to come up with a behavior plan. As he followed instructions and kept on task he would get a stamp on the sticker chart on his desk. After a week of high compliance (70% or better) he would receive a prize. We had him choose something that was realistic and he would be excited about. However, he was also given extra responsibility. Because he was the only one in the class with the chart on his desk it was his responsibility to remind us to give him a stamp when his work was completed on time. The chart on his desk served as a reminded of his prize (a hat). The added responsibility seemed to help as well, he had control over something. It has been 6 weeks and he is still doing great!

Emphasize the Positive in Your Request

After a daily struggle with one of my students to get him to do his work I learned a wise lesson... Emphasize the positive in your request. When you as the teacher put a positive spin on the request it is less likely to turn into a power struggle. Whenever possible, avoid using negative phrasing (ex."If you don't return to your seat, I can’t help you with your assignment"). Instead, restate requests in positive terms (ex. "I will be over to help you on the assignment just as soon as you return to your seat").

-Laura

6 researched based techniques to help with those "difficult" students

I found this article online and thought it had some good advice.  I’ve highlighted some of the things that stuck out to me.

Students who are defiant or non-compliant can be among the most challenging to teach. They can frequently interrupt instruction, often do poorly academically, and may show little motivation to learn. There are no magic strategies for managing the behaviors of defiant students. However, research shows that certain techniques tend to work best with these children and youth:

(1) Give the student positive teacher recognition. Even actions as simple as greeting the student daily at the classroom door or stopping by the student’s desk to ask ‘How are you doing?’ can over time turn strained relationships into positive ones.

(2) Monitor the classroom frequently and intervene proactively to redirect off-task students before their mild misbehaviors escalate into more serious problems.

(3) Avoid saying or doing things that are likely to anger or set off a student. Speak calmly and respectfully, for example, rather than raising your voice or using sarcasm.

(4) When you must intervene with a misbehaving student, convey the message to the student that you will not tolerate the problem behavior—but that you continue to value and accept the student.

(5) Remember that the ultimate goal of any disciplinary measure is to teach the student more positive ways of behaving. Punishment generally does not improve student behaviors over the long term and can have significant and lasting negative effects on school performance and motivation.

(6) Develop a classroom ‘crisis response plan’ to be implemented in the event that one or more students display aggressive behaviors that threaten their own safety or the safety of others. Be sure that your administrator approves this classroom crisis plan and that everyone who has a part in the plan knows his or her role.

One final thought: While you can never predict what behaviors your students might bring into your classroom, you will usually achieve the best outcomes by remaining calm, following pre-planned intervention strategies for misbehavior, and acting with consistency and fairness when intervening with or disciplining students.

More ideas can be found HERE.

Classroom Library

Teachers love books! Every classroom I have been in has a classroom library. Teachers spend lots of money and collect books through the years. There needs to be a system in place to keep track of them. Start a spreadsheet that lists the title and author of the books you have. You could even add a column for AR book level and AR points. This gives you an inventory of your books. Develop a checkout system. One teacher I know has a file box and creates an index card for each book he has. He files them in alphabetical order. When a student checks out a book, they put their name and date on that book's card. When they check in the book, he crosses their name off. He puts the check out cards in a separate section at the front of the file box. He can tell at a glance how many books are out. Periodically, he checks these cards to see if anyone has kept a book for more than a month. Another teacher I know also has an index card for each book, but she keeps the card in the book. If a student checks it out, they put their name and date on the card and give it to her. She files it in a small card file. When they return the book, she crosses off their name and puts the card back in the book.

A Simple Way to SAVE TIME!

Enlist students to help with routine tasks. Delegate, delegate, delegate! This frees up time, and gives students a sense of responsibility. -Rachel Bunderson

Saving Time!

Earlier this fall, it was extremely hot for the students. After recess, the children are all lined up @ the water fountain waiting to get a drink of water. This process was taking @ least 10 minutes every time they would come in from recess. This time is wasted and these minutes add up. So, I gave an idea to my cooperating teacher. The idea is that every child has a water bottle @ the sink with their names on it. The children are allowed to refresh their water bottles @ the beginning of recess or beginning of school. It's exciting to announce that this strategy has worked. Everyday, this class has saved several minutes a day. Within a few minutes, all of the children are quenching their thirst. When they come in from recess, they can quickly grab their water bottle and they all drink water all @ the same time. I love little successes!

Managing Space

In the time I have been in the first grade classroom, the desks have already been moved. When I first came to the classroom my cooperating teacher had the desks grouped into two groups of five and two groups of six, and now she has three long rows facing the SmartBoard. I believe the group arrangement was a more effective use of space because the students were able to work in groups more easily and weren't as likely to talk to their neighbors because she assigned seats. In the row arrangement she has let the students pick their desk buddies and it has given them plenty of opportunity to talk to their neighbors when they should be listening. I hope to have small groups of desks in my own classroom rather than rows.

Kaylynn Bailey

Saving Time!

We all know that so much time can be wasted if not managed. Waiting for students to put away materials from one lesson and get out something else for the next lesson, waiting for students to clean up the floor, waiting for students to pass papers, and waiting for students to get back to their seats from an activity are some examples of how time can be wasted. Our sweet students tend to want to socialize or will just lazily get to where you've asked them to be.

One way to manage this wasted time is to give a time limit. I learned this from a cooperating teacher last semester and I've used it during student teaching and it's GREAT!

First state what you want the students to do. For example, "I want you to put away your practice books and get out your writing notebooks." or "I want you to pick up as many things off the floor, throw them away, and go back to your desk." Then give them a time limit. For example, "You need to do this by the time I count to 10." Then tell them to "GO!" It always amazes me to see how quickly they complete the task.

Now different tasks take seconds rather than minutes and you can make the most of your instructional time.

fall 2011 - Managing Materials

Last semester I was in a classroom where the students sat at tables of 5 instead of indiviual desks. Each student had a basket that had a few supplies in them. Books were all stacked on shelves and the students had to go get their books for each subject. This made for less clutter around their seats.
I have seen 2 different styles of managing materials this semester. I like having supplies available to students to use at their own discretion whether they are 2nd grade or 5th. The 2nd grade teacher had 7 baskets along the counter and in each basket were the following; colored pencils, crayons, pencils, sissors, glue sticks, erasers, and markers. When the students needed a pencil sharpened they would exchange it for a sharp one in the basket. This was a great way to keep the students on task quickly and not always at the pencil sharpners.

fall 2011 - Managing Materials

In the 5th grade classroom I am in there is a designated materials manager that is called to gather supplies whenever they are needed. The teacher has rulers in one bucket, colored pencils, glue sticks, protractors and compass each in their individual pencil boxes. When instructed the materials manager will get these supplies for the students at his/her table.

Managing Space

I haven't observed this in my current room, but down in the 1st grade room my cooperating teacher has a special place reserved for reading. She has several beanbags and comfy seats so students can get comfortable, and a small bookshelf for for 1st grade-appropriate books. In my classroom I plan on having a sizable space for students to relax and unwind while reading a good book. My mini library will have many age-appropriate books for students to enjoy.

Kaylynn Bailey

Testing

This is a test.

Move Em

This one was so simple that I couldn't believe that it worked! I actually hadn't intended on it being used as a management tool for disruptive behavior but to my surprise...it worked like a charm!! So I had this student constantly standing up in class and after repeated warnings still engaged in the behavior. This past week we had seating changes and I put him in the middle table group with surrounding tables (before he was at an outer table where he had a lot more room). Now, he NEVER stands up because if he does then a lot people won't be able to see and he'll be crowding the person behind him. Problem solved. He is also more focused and is more on task. So if a situation allows and behavior will be changed...MOVE EM!!

Copy on Demand

A teacher I worked with last year inherited a couple of filing cabinets from a previous teacher. They were stuffed full with tons of copies that were out of date or she didn't care to use. When I had time, I helped her go through these files. The amount of paper that we tossed was unbelievable. She keeps only one or two copies of a worksheet or activity. When she is ready to use it she copies only what she needs. She plans about a week or two in advance to give ample time to get things copied. This saves space, cuts down on clutter, makes it easier to find things, and is environmentally friendly.

Brandon's Logic

My cooperating teacher helped me develop some great phrases she thinks work. For example, "I let kids go outside when they follow directions." or "I will listen when students raise their hands". or "Kids that shout out move their clothespin."-negative or "Kids that raise their hands stay on green."-positive
Give a choice
"Either finish your work now or at recess."
And if they don't answer you choose for them. They still have to do it and be given a consequence.
I thought these were some good phrases I could use to manage my class effectively.

Loss of Privileges

My comment goes along with Holly's ESSAY technique. I taught music to the two other first grade classes at my school. I wrote the word MUSIC on the board. I told them if they had any letters erased I would have to talk to their teachers and if they had all of the letters erased they would miss their recess that was right after music. If they didn't have any letters erased they would get to do a wiggle song at the end of class and I would tell their teachers how well they did. They did great! No letters were erased! I did the same thing with my class today. I used the word RECESS and for each letter that was erased that was one minute off of recess time. If all the letters were erased that would be no recess. If there were no letters were erased they would go a few minutes early to recess. They were quiet all the way up to lining up for recess. We had to erase one letter, so they missed a minute of recess. I really like this technique! I would not want to take away recess time because I need that time to myself, but I think my class likes recess too much to get all the letters erased. I have learned to never think they can't do something though!!

Desk Space

This classroom is fairly new so it looks like it would be easy to have the appearance of a large classroom. The teacher does a great job organizing the desks and for me, I feel that sometimes is the hardest battle in organizing your classroom. To create space she grouped the desks in pods of four and left alot of room to walk around all of the desks. The room does not appear over crowded and has the appearance of a neat, organized, large classroom. To maximize space, play with the desks in your classroom to find the best option.

Jackie Julian

Creating Space

This teacher utilizes bookshelves to maximize the small space she has. I love that her books are neatly placed and secured with book ends. I also love how many containers she uses to store goods away. Each container is labeled neatly and it makes her space look organized and well put away. I think its important when having your own classroom to find different ways of utilizing the area you were given, even if it is not your dream classroom.

Jackie Julian

Assign Student Numbers

My cooperating teacher gives each student a number at the beginning of the year. The number is written on their name tags taped to their desks for the first part of the year so that students have plenty of time to get familiar with it. Her materials (art supplies, whiteboards, homework cubbies, etc.) are all located in an organized fashion at the back of the room with numbers on them that correspond to the students' numbers. When it is time for students to retrieve materials for an activity or to turn in/retrieve work, she calls the students by number. ("Students 1-4 please go get your whiteboards and markers.") This is just an alternate version of calling students by tables to go get materials, but she can use the numbers for a variety of other reasons as well (assessments, partner work, lining up, etc.) so it keeps the students used to the same system for many activities throughout the school year. Amanda Rose

"Material Caddies"

In one classroom that I worked in, the teacher had "material caddies" for each student to keep their supplies in (glue, crayons, whiteboards, etc.), They were hanging pockets that hung on the back of the student chairs. She would put whatever materials that they were going to need for the day in the pockets and whenever students needed to get something, they would just need to reach in their pockets (rather than getting up out of their seats and losing transition time) and pull it out by the time she counted to five. She had the students trained from the beginning of the year that the pockets were not to be touched unless they were instructed to do so, so they did not cause a distraction in class. Seemed like a great way to manage materials without losing transition time in between activities!

Organization is key to saving space in any classroom. This is my teachers alcove area. She has boxes, labeled for every month. And labels on her walls of what goes in each tray. Very smart idea!

This is the inside of my teachers manipulative cupboard. Look how well organized everything is, this saves space and time.

This is the supply cupboard, she can always find what she needs, and it is out of the way, saving space in the classroom for other things, such as 26 second graders :)

Use Your Walls!

The classroom that I am currently student teaching in has carpted walls. What a great idea! My teacher uses her walls for everything. She uses velcro, and can magically stick anything she wants/needs on her walls, including remotes! What a great space saver. She uses clothes pins with velcro on the back to hang art projects, graphs, charts, pictures etc! The ideas are endless. Take at look at her walls. . .

Follow Through.....Then watch their faces:)

So I have seen that students respond well if you "hit 'em fast and hard." Well not literally hit them....but give a consequence that is quick and to the point and....it hurts inside a little. For example:
1. Give class the rules and consequences for the behaviors that are not followed.
2. If disruptive behavior occurs give the entire class a warning.
3. If the disruptive behavior of the specific student continues, give an individual warning.
4. If the child is simply not getting it....FOLLOW THROUGH with the previously and clearly stated consequence. If you are too soft the kids will walk right over you and see that you really won't hold them accountable like you said you would and that gives them the idea that they'll never be punished.

For a more specific example....
There was a boy engaging in disruptive behavior. I reminded/warned the entire class that there would be a $50 fine if I saw anyone engaging in this behavior. The student continued so I gave him an individual warning. He continued a little while later and then quickly caught his behavior and quickly told him: "(Name of student), $50 in the bank." And then I went right back on to what I was doing. The look on his face was priceless. It hit him fast and hard and he didn't engage in that behavior....ever again. You have to let them know you are serious about following through with what you have established!

Routines

My teacher has established a really good routine for managing all of the materials that students use on a daily basis. When the students walk in the door, they show the teacher their backpack and turn anything in, they go put their chair down and, if there are any papers that need to be taken home, the teacher has already put one on each student's chair to put in their backpack right away. They keep their backpack on their chair and go get things from their cubby (name card, pencil, crayon, and calendar) and start right into the morning routine of coloring the day on the calendar (in a pattern, of course, there has to be a purpose for everything right?!). I've noticed that this routine cuts down on transition times (they don't have to walk back and forth from cubbies to backpacks to desks), and helps students develop the skills to manage their own materials so that the teacher has time to manage the bigger things.

Discovery Box

I really like how my Kindergarten teacher introduces new materials. She has a "discovery box" (small cardboard box with a lid) that she places something in (like a pencil, scissors, glue stick, etc.) and lets the kids guess what is in it. They have to listen as she shakes it and moves it around. She gives them clues if they need it. When they find out what is in the box, she discusses how to properly use that material. I think this really helps children, especially Kindergarteners, learn what is appropriate when using new materials. Even if they have used the material before, this provides an opportunity for the teacher to discuss how he or she wants it to be used in his or her classroom.

Are back packs considered materials??

My cooperating teacher has hooks for coats and back packs but when each student hangs a jacket and a back pack it takes up too much room. In order to manage this problem she has a large wooden bin that she has the students put their back packs in. This makes it nice because they can set them in the large bin in the morning and they are kept out of the way and out of sight until the end of the day. This helps the students from being distracted by having their back pack hang on their chair and also takes away the temptation of them wanting to grab items out of them throughout the day. This also leaves the hooks available for when the cold weather hits and students need to hang up their bulky winter coats.

"Mailbox" Management

My cooperating teacher has a great system to manage all of the notes, assignments, etc. that go home at the end of each day. Each student has a "mailbox" that is a cubby in a bookcase type shelf with their name on it. To save on time and space she will put the work she has corrected and is ready to go home in each student's mailbox. She will also put any notes that the PTA, principal, etc. need sent home. This makes it easy when she is handing things out because she can do it without distracting the students. At the end of the day the students clean out their mailbox and put the materials in their back packs. This keeps the papers from cluttering their desks and it doesn't pile up on her desk either.

Be Specific

I have a student in my class that LOVES to do anything that is distracting to his peers! My cooperating teacher gave me the idea to be very specific about his misbehavior. We tell him the behavior he is participating in is not desirable and it won't help him or his classmates in any way. We start statements off with I need you to... and I feel bad that you are choosing to...; I feel these specific corrections might help him understand that it is his choice, not the teacher's, to lose his privileges.

Classroom Environment Checks

I received these documents from a school that is actually using them this year.  I really liked the Wall Checklist and all the ideas it lists for us to consider when putting things on our classroom walls.  The second page is a check list the principal is using.  I just thought these ideas would be great for us to consider when we get our own classrooms.

Walk away 3 times

This is a paper given to me by a cooperating teacher in my same grade.  If as student is unwilling to comply with directions, here is one approach you can try.

1. Blake, please____________. (Walk away as if you expect him to do it.)
(Wait 10-20 seconds)
2. Blake, I need you to____________. (Walk away as if you expect him to do it.)
(Wait 10-20 seconds)
3. Blake, just now when I asked you to____________, you_____________.  When a teacher gives you a direction you need to
              a. Look at the person
              b. Say O.K.
              c. Do what you are told right away
 Blake,_____________. (Walk away as if you expect him to do it.)
(Wait 10-20 seconds)
4. Blake, just now when I asked you to_____________, you did not follow directions, you have chosen to be removed form class.  I'm sorry you chose to do this, we will miss you.

This approach gives the student the choice.  Then if he still chooses not to follow directions he knows that the consequences are his own choice.  I think it also helps teachers to have an approach in order to stay level headed when working with difficult behavior.

Creating "Space"

I am in a sixth grade classroom in which the text books alone will take up a students entire desk space, so my cooperating teacher had a set of cubbies made in which the students store all of their text books. This allows the students to keep their desks free of clutter (well mostly) and keep all of their textbooks organized in one central location.

Teaching "Bibles"

My cooperating teacher has an awesome system in which she organizes all of her lessons by subject in the order they are taught in a huge binder. They are all in page protectors and are accompanied by all of the necessary materials that go with that lesson. It makes it much easier to see what is being taught and what will be taught in one subject without searching through a million file folders! She has a "Bible" for each core subject.

Awesome Classroom!

I worked with a teacher at Gramercy Elementary who had an amazing classroom!  I took all sorts of pictures! So for one of my posts I would like to share some. I really liked how she used a blue, green, and orange theme.  She also had some floor lamps she had turned on that really helped make it seem more home like.  The only thing looks great.   :)