10 Things I believe
about Classroom Management...
1. As Rick Smith states, you can never have too much inner authority.
2. Although authority is commanded, respect is earned.
3. Children feel safe in a consistent and structured environment, this is done through explicitly teaching procedures during the first two weeks of school.
4. High positive expectations show you believe in your students’ ability to accomplish their goals, assuming the best of your students empowers them to rise to your expectations.
5. Create a safe environment that is structured around purposeful expectations that engineer mutual respect for one another’s emotional and physical well-being. These rules are created in a student-centered manner, understood by everyone, and displayed in the classroom.
6. Consequences are teaching moments: they are logical, fair, and also agreed upon and understood by the students and teacher.
7. Time-outs are not a consequence. When a student struggles with understanding their emotions, timeouts remove the student from the situation and allow them time to reflect and communicate with the teacher.
8. Create methods of communication that are genuine, respectful of student privacy and accessible to all students. E.g. a teacher mailbox, office hours, email, etc.
9. Design culturally competent lessons that are engaging and differentiated for your students learning preference, interests and readiness to avoid boredom, frustration, and unexpected behavior.
10. The impact of a smile is invaluable.
2. Although authority is commanded, respect is earned.
3. Children feel safe in a consistent and structured environment, this is done through explicitly teaching procedures during the first two weeks of school.
4. High positive expectations show you believe in your students’ ability to accomplish their goals, assuming the best of your students empowers them to rise to your expectations.
5. Create a safe environment that is structured around purposeful expectations that engineer mutual respect for one another’s emotional and physical well-being. These rules are created in a student-centered manner, understood by everyone, and displayed in the classroom.
6. Consequences are teaching moments: they are logical, fair, and also agreed upon and understood by the students and teacher.
7. Time-outs are not a consequence. When a student struggles with understanding their emotions, timeouts remove the student from the situation and allow them time to reflect and communicate with the teacher.
8. Create methods of communication that are genuine, respectful of student privacy and accessible to all students. E.g. a teacher mailbox, office hours, email, etc.
9. Design culturally competent lessons that are engaging and differentiated for your students learning preference, interests and readiness to avoid boredom, frustration, and unexpected behavior.
10. The impact of a smile is invaluable.