Classroom management ideas needed..what do you do in your class??

[basketball777]

I’ve been out of the classroom a long time, as in full time teaching. I subbed for a few years, a few years ago. When I subbed I was able to see a lot of different classroom management systems and ideas… it also seems like what people use and what’s acceptable to use has changed over the last decade…

What’s your classroom management system or style that you use? What ideas do you have? I’m feeling unsure of what I would use in the classroom these days. Obviously a combo of things. When I subbed my fav classes were ones where they handed out colored tickets to reinforce on task behavior(token ones? Also Positive praise tickets like brag tags?) (im talking about different than just PBIS tickets) In my own class I used to use a lot of engaging attention/quiet signals. Also I like the classes that have behavior bingo or a class board that you have to reveal/cover for rewards etc.Do you have a calm down/soothing area in your room?
Anyways I really need some help on this area, if you have any ideas or things you’d like to share about your classroom management.

 

[sevenplus]

I don't introduce complicated systems because I'm horrible at keeping up with them and I'm not a fan of excessive extrinsic rewards.

I start with teaching expectations, modeling, and lots of praise. We talk a lot about the "why" of rules.

I love the book Teaching with Love and Logic.

 

[rely123]

I'm just a sub. Grades 1 through 8. I have no credentials. But another word for "classroom management" is leadership. I know how to lead. (Because I've been on the planet for a long time.)

Randomly, let's start with "call-outs." If you believe strongly (some teachers don't) that it's crucial that students consistently raise their hands when they have a question or comment, then relentlessly do the following:

When a student calls out*, then you should either: [1] ignore them (not good, but sometimes necessary for MS); or, better, [2] instantly gaze at them and rapidly say, "I wish you had raised your hand,"** and quickly pivot towards the whole class and either [3] call on someone with their hand up (while saying, "Thank you for raising your hand"; or, if nobody has a hand up, then say [4] "Does anyone else have a question or comment?"***
_______________-
*Example: 2nd grade: The day is beginning. Students are at their desks. An obviously polite student calls out, "Do we have art today?" You instantly say, rapidly, "I wish you had raised your hand and I know you will next time." Then pivot towards the whole class and....[see above #3]

** In my mind, I consider "I wish you had raised your hand" to be an "aspirational correction". (Is that a real term?) Also, depending on the grade and/or the nature of the students, I'll rapidly add, "And I know you will next time."

***At the MS level, "Does anyone else have a question or comment?" sometimes has to be modified to "Does anyone else have a genuine question or positive comment?"

I have actually practiced (and still do occasionally) saying my call-out mantras rapidly because my multi-tasking brain needs them to be automatic.
And also because I prioritize maintaining momentum.

FTM, when you ask a question, depending on the class, it's sometimes best to pre-emptively preface your question with a reminder such as "Please raise your hand" and then quickly ask the question.. Example: "Please raise your hand if you know whether we'll use addition or subtraction to solve this word problem." [etc.] (Edit: Apologies for being Captain Obvious with this paragraph).

Bottom line, I've had good luck with this relentlessly-applied call-out approach. If it works for a sub who lacks both status and connections with the students, then it should work for a professional teacher who actually does have status and connections....as well as expertise at teaching the subject matter.

 

[rely123]

I don't introduce complicated systems because I'm horrible at keeping up with them and I'm not a fan of excessive extrinsic rewards.

I start with teaching expectations, modeling, and lots of praise. We talk a lot about the "why" of rules.

I love the book Teaching with Love and Logic.

As a sub I don't implement the teacher's reward systems (even when asked in the lesson plan) because: 1. They risk overloading me with multi-tasks; 2. They risk curtailing my momentum (which is important to me); 3. They turn me into a scorekeeper/umpire, which I'm not good at. ("I'm horrible at keeping up with them.")

I, too, am not a fan of "excessive extrinsic rewards", but if it weren't for #'s 1-3 above, I'd nevertheless implement a rewards system if the lesson plan called for them.

Btw, when a plan calls for rewards and I don't use them, I humbly apologize in my note to the teacher, saying I was on multi-task overload (which is usually true, lol).

 

[basketball777]

Yes when I sub I often use the current teacher’s attention/quiet signals or sometimes their classroom management system. I’ll supplement if needed. I need ideas because I may return to full time teaching and sometimes I don’t know quite what to say in interviews or feel unsure of what I might use…..

 

[Fenwick]

I’ve been out of the classroom a long time, as in full time teaching. I subbed for a few years, a few years ago. When I subbed I was able to see a lot of different classroom management systems and ideas… it also seems like what people use and what’s acceptable to use has changed over the last decade…

What’s your classroom management system or style that you use? What ideas do you have? I’m feeling unsure of what I would use in the classroom these days. Obviously a combo of things. When I subbed my fav classes were ones where they handed out colored tickets to reinforce on task behavior(token ones? Also Positive praise tickets like brag tags?) (im talking about different than just PBIS tickets) In my own class I used to use a lot of engaging attention/quiet signals. Also I like the classes that have behavior bingo or a class board that you have to reveal/cover for rewards etc.Do you have a calm down/soothing area in your room?
Anyways I really need some help on this area, if you have any ideas or things you’d like to share about your classroom management.

You are correct regarding classroom management consisting of a “combo of things”. The broader one’s repertoire of skills the more one can pick and choose a method for different situations. In contrast, with a limited palette it can become frustrating trying the same thing over and over knowing it’s not working but not knowing what else to do. An effective management “system” protects the student from public embarrassment while saying “no” in a non adversarial manner so both the student and the teacher enjoy coming to class.

When choosing a management system consider cost to run it. Teachers do not have “extra time”. Tracking, recording, handing out, collecting and all the other clerical and manual tasks can add to the stress that one is trying to prevent. Time is pulled away from planning engaging lessons and replaced with sorting Gummy Bears. The management system should reduce the teacher’s workload not increase it.

 

[SportingKC]

My first building used BIST as the overall management structure. I primarily use that program as my guide. The three main rules are:

1. I can do things even when I don't want to (or it's hard).
2. I can be okay even if others are not.
3. I can make good choices even if I am mad.

If students are struggling we have a "safe spot" that they move to in the classroom. I make a big deal of saying it's not that they're in trouble....they may need to move from a distraction, have a quiet spot, or need a reset.

BUT I also make a point to have super clear routines and expectations and hold every single child to them. No exceptions unless something is written in an IEP. Every kid knows what they are supposed to do and what the consequences will be.