What kind of classroom management strategies do you use or see evident?
Or What would you use in your future practice?
Some of you mentioned classroom management when you reflected on the positive classroom environment evident. Tonight we will focus on what is meant by a positive environment. In this reflection discuss the management strategies you see evident and will use in the future.
We use a leveled system in our classroom. Students start at a "good day". They have the ability to move up three spaces or down three spaces. If you move up the ladder so to speak you gain tickets. Tickets can be used towards prizes. However, if you move down the ladder there are consequences. These techniques seem to work at times, however we need a more structured routine. I have asked my co-op about implementing a new startegy, but she is hesitiant toward one, because she feels comfortable with this system.
ReplyDeleteHi, I see this method in most classrooms. It seems to work for most teachers and students. I like how they start at a good mark and it is their decision to take it from there.
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DeleteMy cooperating teacher and I use a similar classroom management clip up/down strategy. Instead of tickets, students receive Styrofoam packing peanuts each time they clip up. 5 packing peanuts are cashed in for a piece of candy and 10 packing peanuts are cashed in for class coupons. Do your students move their clips up/down or does the teacher move their clips? The students in my class move their clips up/down when the teacher or I tell them to. I think it is important to have the students physically move their clips up/down because they are taking ownership for the choices they make. Overall, the clip system works well in my class, and I plan to use a similar system in my future classroom. I hope your cooperating teacher allows you to implement a new classroom management system.
DeleteAt the daycare I work at back at home, they use this management system, but it does not work at all for them. I feel as if it is harder on the teacher because you have to constantly remind yourself when and where students are on the chart.
DeleteI spoke a lot on last weeks entry about the kind of classroom management I'm seeing right now in my placement. Although I've gotten some great ideas about the classroom management currently being used, I've begun to develop a more stable idea of what I want my classroom to look like in the future.
ReplyDeleteOne of the biggest problems I have in my classroom is students calling out. The calling out is constantly interrupting the instruction and ends up taking up a lot of time. In my future classroom, I hope to establish some ways to eliminate the need to call out or even ask unnecessary questions. I'm planning on using my knowledge of sign language to teach my future classrooms how to use non-verbal signs to get teacher attention. For example, I've already implemented the students using the sign for bathroom instead of raising their hand to ask me during a lesson. I hope to expand on that idea in the future. A common problem that I am having with one struggling student in particular, is asking unnecessary questions that the rest of the class knows the answer to. Again, instead of taking up class time to answer this student's question, I would rather have a non-verbal cue that tells me I need to address a problem or question with that student. A way I've thought of doing this is having a small flip chart on each students desk that contains the three options: "I am working hard", "I am finished working", or "I need help!". I would request that my students use these charts to show if they have a question or if they are finished working rather than calling out or asking what to do next.
Another classroom management strategy that I've really seen in action this week is a great way to address problems and praises in the classroom without taking up too much class time. Many of my students come in from recess with complaints and problems that they have about their classmates. Instead of taking up time explaining the story and how they are feeling to the teacher, the students know that they can write their problem down on a special "problem" note and place it in the problems bin. The note asks for the student name, the name of the student they are having a problem with, and a description of the problem. This is a great way for students to feel like their problems are being heard but it does not take up as much learning time. My co-op will go through the problem bin every week to make sure that there are no serious problems. If there is a serious or reoccurring problem, we have a class meeting every Friday to discuss the weekly issues.
Along the same lines, my co-op has a separate bin for praises. Just as students write their problems down, they will also write down praises about their classmates when something particularly nice is done for them or they see a classmate working really hard. This is a great way for the students to share their feelings about one another and really helps to create a classroom community. These praises are all read at the classroom meeting on Friday.
At this point in my placement I've realized that as much as we try to make our classroom a positive environment, we still need to make room for addressing the negatives that are bound to occur during the year.
I like the idea of using sign language. Some classes are chattier than others and using sign language and hand gestures to prevent calling out would be a very beneficial tactic to use in a classroom. My class uses a form of sign language. When students make comments, for example, "I love going to the beach," instead of all students saying "Me too!" at the same time, students use a type of sign language. They point to themselves and nod their heads. It seems to work for the most part. But even more sign language could most definitely be utilized. Good idea!
DeleteI think the sign language idea is very interesting! I would try this in my own classroom. There are a lot of students in my class that raise their hand and interrupt the lesson to ask to get a drink or go to the bathroom. I think it would be a good idea to use sign language to minimize this. I am just wondering, how do you respond when they use the sign to say they want to go to the bathroom and you are in the middle of teaching? Do you just nod or say yes, what do you do?
DeleteIn the classroom I'm in now, the students each get two bathroom passes for each day. They can get up whenever they'd like to use the bathroom (certain times are established as "off-limits"), but they have to write their name on the sign-in sheet. If they have already used the bathroom twice, and need to go again, they have to ask for permission. Overall, the sign-in system works well, though the kids are pretty effective "bathroom police" for one another.
DeleteIn a class I volunteered in in high school, the students used the sign language sign for "toilet" (thumb between middle and pointer fingers in a fist) to signal that they needed to use the restroom. That worked really well, because the teacher could just nod at them or quickly say yes/no without spending too much time on the subject. It was also nice that the kids didn't have to raise their hand and ask in front of the class -- I know I always hated doing that as a kid-- so I'd like to use that system in my own classroom someday.
My fourth graders are constantly coming up to me and asking to get a drink or go to the bathroom. Another teacher on our team gave us the idea of having the students raise their hands with a certain number that symbolizes what they are asking for three stands for bathroom, two fingers stands for drink, and one is to go to their lockers. This system is effective because if I am in the middle of working with a group of students and a student needs to go get a drink or get something from their locker they simply hold up their hand with the number and all I have to do is look at them and nod my head or give them a motion that they are dismissed, it works really well and there are hardly any interruptions during instruction.
DeleteI really like the sign language/number ideas because they seem like they would be very quick to implement and less distracting in the classroom. My class asks to go to the bathroom or can just go over to a pocket chart kind of system where they put their name at the bathroom spot and the bathroom pass on their desk so we know where they are. If they have to go anywhere else, like to the nurse they put their name in that slot. Emily, I also really like the positive comment system your co-op has set up because I feel like that would lead to a more positive environment for the students and would also be a very empowering thing for them to be acknowledged for the choices they made.
DeleteIN the school, each teacher uses their own form of classroom management and behavior charts. My teacher has no form of behavior charts. All form of behavior management is oral and if the behavior gets worse after the student is talked to multiple times, they go to the time out chair, and if the behavior increases, In school suspension. At first I was shocked that she didn't have any form of behavior chart or management in place. The classroom has 25 kindergarten students with 1 teacher and a part time assistant. Without a behavior management plan, it is difficult for all 25 students to be responsible for their misbehavior and for the teacher to have to stop instruction to speak with each child. As I continue in the classroom, Mrs. Kopf and I work as a team. When she teaches or doesn't see the behavior, I manage the classroom. It gives me a chance to talk one on one with the student and make them take responsibility for their actions right then and there. The good side of this is that it is a personalized form of realizing the actions they did, mistakes that were made, and decisions that they should make to change consequences. This is just difficult with a 1:25 ratio.
ReplyDeleteMy teacher lacks the behavior management and behavior charts as well. I have 29 third graders and it's pure chaos most days. She goes directly to taking away recess rather than anything else. I'm trying to stay as much away from that practice as possible, but unless I come up with something else she will let me use, I guess it's what I'm stuck with for now. Glad to see that you and your co-op are doing the team work with teaching and classroom management. My co-op and I could do a little more of that! Hope everything continues to go well!
DeleteIt is very surprising to walk into a classroom and not have a behavior plan...especially in a kindergarten classroom. I bet it was probably tough walking into this but it also opens up a great window for you to try to create a behavior management plan that could really work. On the other hand, I have a behavior chart in my classroom but m co-op barely uses it at all. It is random and the students sometimes don't even take it seriously. I have been trying to think of new ideas to use without throughout the flow of the class off since they are so stuck in routines from the beginning of the school year!
DeleteMy cooperating teacher and I use a colored “clip chart” classroom management strategy. The students physically move their clips up or down based on the choices they make throughout the school day. Each time a student moves his/her clip up, he/she gets a Styrofoam packing peanut to put in his/her peanut can. Students cash in 5 packing peanuts for a piece of candy and 10 packing peanuts for a coupon. Coupon prizes include reading a book to the class, bringing in a CD to play, and swapping a classroom job with a peer.
ReplyDeleteI find the “clip chart” to be an effective classroom management strategy. This classroom management system holds students accountable for their own actions. Therefore, this strategy helps to create a positive learning environment in which all students follow the rules and a responsible for their own actions. I plan to implement a similar classroom management system in my future classroom.
I also intend to include color, text, and graphics in my future class clip chart. From my experiences teaching young learners, I have realized that including color and visuals helps students to understand the overall goal. For example, the bottom part of my cooperating teacher’s clip chart is red, representing that the student is in big trouble. The top part of the clip chart is green, representing that the student is acting in an appropriate and respectful manner.
My cooperating teacher uses a colored "clip chart" to. I find it effective as well, but I know in my entry I said it increases instruction time for us because I just need to say "Move your clip up/down" it takes 30 sec and the student shows that the behavior is not acceptable and not going to stop everyone from learning. With reading your entry I realized this is an effective strategy to teach how to take responsibility for your actions. I get attitudes from some students when they make bad choices, but I think now (with your entry) I believe they just don't want to admit sometimes that they are in the wrong. That is something that might take some time for students to develop.
DeleteMy cooperating teacher uses a colored clip chart as well! I feel that it is extremely effective in the classroom. I also agree that it holds students accountable for their own actions. The students are aware of what is expected of them in the classroom and know the consequences if they do not follow the classroom rules! I would be really interested to see the different ways and formats that the clip chart is being used. I feel that it is a behavior management plan that you can definitely make your own to fit your students, which is more of the reason why I love it and find it to be so useful and effective!
DeleteWe also use the colored clip chart and I feel that it really works. Alyson, you mentioned earlier that you have the students move their own clips. I have them do that as well some of the time, because some of the times I move a student up who is being a good model and the majority of the time the other students take notice to that if I need to get their attention as to what they should be doing. I also verbally state who's moving up and why. There are times though that I let the student move up themselves. If a student moves down, I normally talk to them privately as to why and have them move it themselves.
DeleteIn my classroom, my teacher uses several strategies. She supports the love and logic technique to handle classroom management. With love and logic, students are given choices when misbehavior is occurring. For example, if a student is not listening during a lesson and causing some disruption my teacher will say, “So and so, you can make a choice to sit quietly with the rest of your friends or continue talking in the mudroom until you are ready to come back, what do you choose?” A sidenote: the mudroom is a small room we have in our classroom where the cubbies are located. This gives students a warning and a choice to correct behavior. If misconduct is still occurring, students will not be given a choice and will be sent to the mudroom. If the student is getting out of hand, the teacher will talk with the student. One of the big things that love and logic supports is empathy. If the class is not listening to directions and has tried to be redirected multiple times, my teacher will say something like, “It is making me really sad that no one is following directions, is it making you sad that you cannot do your work?”
ReplyDeleteI use the love and logic techniques in the classroom. My teacher uses lots of verbal warnings and corrections too. With a class of 25 kindergarteners and only one teacher, it is very hard for a specific system (i.e. pin system, etc) to be put into place. My teacher also utilizes whole brain teaching, getting students attention all at one time. I am working on establishing a more defined classroom management, utilizing different techniques to grab all students’ attention, establishing expectations before every lesson, and using choices during discipline. When I begin to take over more I plan to institute a possible chart system and a volumometer to control volume levels. From this experience, I have begun to develop a more defined idea of classroom management and since being exposed to Love and Logic, a new perspective has given me more tools for learning and teaching.
The love and logic technique sounds really interesting, I've never heard it being called that. It sounds like it would really be effective for younger grades or even for those of us that will be going into special ed after this. It really allows students to take responsibility for their own actions. If you're looking for more ideas on whole brain teaching techniques, I pinned a link on pinterest a while back that I was always very interested in trying. This woman has some great attention grabbers for younger students. She has a bunch of videos that you can watch- all with great ideas! I put the link below.
Deletehttp://www.youtube.com/watch?feature=player_embedded&v=aaweXw03kQI
There is a system in my current classroom that I would probably use in my future classroom. We have a "Clip" Chart. Each of my students have a cloths pin with their name on it. All students at the beginning of the day start in the middle at "Ready to Learn". The students who exemplify good behavior, choices, attitudes, and overall hard work can be moved up one space which is Good Day, one more would be Great Job, or even to the top which is Outstanding. If a Clip is on Good Day the student will receive 1 ticket, Great Job would be 2 tickets, Outstanding is 3 tickets. Those tickets can be used to buy pencils, erasers, dry erase markers, or anything in the prize box. Now if students choose to have bad behavior their clip would move down. First level is Think About it (No consequence is given at this level more serves as a warning. If the bad behavior continues their clip would move down to "Teacher's Choice" at this point it is up to my co op or I to decide the consequence. If the behavior still continues the clip will be moved down to Parent Contact ( In my experience so far I have not seen students go that low).
ReplyDeleteI would use the same kind of management for my future classroom for some reasons. One reason is that it increases my instruction time. I can just say "move your clip up or down at the end of class". Sometimes (especially when students move down) I get attitude so it is also easy to say, keep moving it down since because of your attitude. It shows that it's not going to bother you or the rest of the class. It also is a great visual. It gives students something to strive for, they want to get to the top, and they need to think how will I be able to get on the top, what is expected of me. What I would do differently, especially if I was in a younger grade, I would split the day in half. Reason being is that if a student doesn't have a good morning and ses their clip low all day the behavior may be continued all day. I would do once in the morning and possibly when the kids were at lunch or out of the room at the mid point of the day put everyone back to Ready to Learn to start the 2nd part of the day fresh. I would also use some kind of reward system such as the tickets. What I would do differently is that I would have the prize box/store at the end of the week rather than having the students come up to me and say "Can I trade my tickets?" Some of my students do that at inappropriate times such as other things (Have some drawers and tapers during instruction).
Overall this is an area that I need to work on. I need to follow through, I have been getting used to this system, but sometimes I give to many warnings. I am trying to only give 2 warnings before moving the clips but I think with some consistent behaviors I need to have the mentality of the "One and Done".
My current class is lacking real evidence of classroom management. It's one of those classes that the teacher takes away recess time for every thing that is done. She does do a pizza and pepperoni reward system. But I honestly don't know how the kids earn the pepperonis. Every once in a while she will just say that they got one, and they have to get 20 before they get a reward.
ReplyDeleteI would like to implement a lot of classroom management techniques in my future classroom! Not only whole group, but individual ones as needed. One thing I want to try and use during the rest of my time is a scoreboard. I learned about it at the LSF training and I think it would be beneficial for my kids because nothing really works right now. It's based whether the teacher or the students get more points in a day and then you can pretty much do as you please. It can be a daily reward, weekly reward, etc. I'm still working on trying to understand my teacher's classroom management and making the students realize that they need to be following all the same rules with me as they do with her. It's a working progress, but we are getting there!
My co-op uses a scoreboard and it seems to work for our class. If they get more smileys than frownies, my co-op draws a name and the winner gets a prize. I however completely agree with your last 2 sentences.
DeleteFirst and foremost obviously we all need to follow the school rules. If students do not, that is when consequences should occur. I like how my classroom management plan is set-up. We have both individual rewards and class rewards.
ReplyDeleteWe recently began using "sticks" where if students are misbehaving (doing something inappropriate or talking when they shouldn't be), we say "stick" and they have to themselves physically remove a stick from their cup and place it in a cup towards the front of the room. Each child has two sticks. Once they lose both sticks, their star is then moved down on a chart to losing 5 minutes of recess, to 15 minutes of recess to losing recess and a parent is then contacted. I really like the idea of having the students themselves move their own stick. They are old enough where they need to learn to accept their consequences and do it by themselves. They really dislike moving their stick, so this plan has really worked for us.
Students can earn chances to add their name to a BINGO board throughout the day when they are "caught being good." (Examples: following directions first time give, kind to classmates, etc.) Throughout the week, BINGO squares will be called. Students whose names are in the called boxes can pick a reward.
Class rewards are given when students work together by all of the students walking quietly in the hall, working quietly, compliments from other staff, helpful, listening the first time told). Each time they are caught doing one of these, they receive a letter to make a phrase. The phrase changes throughout the year. Right now they have to spell STAR STUDENTS ARE AWESOME. The phrase becomes more difficult as the year goes on to challenge them. WHen the phrase is completed the students will vote on a class reward such as playing a game, extra recess time, etc. (The student will brainstorm these rewards as well.)
I would definitely incorporate these management plan's into my own classroom. They have been working really well for me and is something that I am considering using.
In my classroom, my co-op and I try to use a lot of the Whole Brain Teaching techniques like the scoreboard, getting the class's attention, and turning and "teaching" your neighbor. I have tried to incorporate them as I've started teaching and they originally worked. They are still pretty effective, however, the students are now comfortable with me and will exhibit the same behaviors (in not listening, excessive talking, etc.) for both my co-op and myself. We aren't sure what has caused this, but we are going to do a review of the rules and routines soon. I'm glad because I think it will help me to learn the routines better.
ReplyDeleteIn second grade at my school, when students do not follow the rules, they must draw a card and stay inside for recess. They stay inside one minute for every card drawn. They must repeat the rule they broke over and over again for the whole minute. I personally do not agree with this consequence. I discussed this with my supervisor and I do agree with him in that, I must abide by the procedures set in place by all the second grade teachers, and when I have my own classroom, put my own system into place.
I feel the same way about the consequence of taking away recess. It is such a shame that many teachers are so quick to take away recess because of poor behavior choices. Students need this time to unwind and get all of their energy out so that they can return to the classroom re- focused and ready to learn. It is almost like a vicious cycle where when recess is taken away from a given student due to their poor choices, more problem behaviors result because they didn't get that opportunity to unwind and move around. Same as you, I must follow the procedures currently in place and then when I have my own classroom I can create a behavior management system where recess is not used as leverage.
DeleteOh, wow drawing cards for not following the rules is a very interesting way of disciplining. I do not agree with this strategy either. Maybe instead of taking away recess and drawing a card for each time they do not follow rules students should miss part of recess to write why they are missing part of their recess and what a better way they can act to replace their poor behavior. However, I understand that right now you have to follow the rules put in place until you have your own classroom.
DeleteIn our class, we use the red, yellow, green card system. If students are misbehaving we ask them to move their card. They will first move their card to green which is just a warning. If it continues, they move their card to yellow which is 10 minutes of their recess. If it still continues then they move their card to red and they lose all of their recess. I find this strategy to be very effective in the classroom. To get the students attention, we put our hands up and count down from 5 to 0. This signals to the class to look at the teacher and to stop talking. Sometimes I can just even put my hand up and they will stop talking in a few seconds! I find this strategy to be effective as well but it is important to enforce from the very beginning. There is no whole group reward system in my classroom which I would like to implement in my own classroom. I think a whole group reward is important and helps motivate the students more.
ReplyDeleteWe also have a stoplight in the classroom with clothes pins, but students get two "warnings" before their clothespin gets moved. There is a happy/sad face chart, too, which is used for the whole class. When either my co-op or I says "class class," and the students are quiet when they say "yes yes," they get a tally in the happy face side. When it gets too noisy, they get a tally in the sad face side. If there are no clothes pins moved, and more happy faces than sad, then two letters from the alphabet are moved down (one for each system...stoplight and happy/sad faces). The students all vote on a goal, and when they get all the letters, they get their goal, which is usually pajama day. One of our students has a lot of behavior difficulties, so we don't use the system with him, because if we did, the students would never get a reward. We're still trying to find a system that works for this individual student.
ReplyDeleteWe don't take away recess, because usually if a student is misbehaving, he/she needs an outlet, and recess is perfect for that. If things escalate, then the student will owe us a portion of recess--maybe one or two minutes.
I'm big on not embarrassing students in front of their peers, so I always make conversations in which we discuss behavior private. If I'm in the middle of a lesson, and a few students are talking, I'll say their names, but that's all. I'm also big on using noverbals, such as a snap of the fingers, a glance, a gesture, or just a simple touch on the back or shoulder to remind the student that he/she should be paying attention.
When I have my own classroom, I'll probably incorporate similar strategies.
In my class, a card flipping system is used. If students are misbehaving we ask them to go flip their card. They will first move their card to green which is just a warning. If it continues, they move their card to yellow. If it still continues then they move their card to red. What I like most about this system is that after each time that a student flips their card they must write down what they did and sign it. They then must take the paper and get it signed by a parent and then return it. This makes students aware of their actions and holds them accountable for their choices. It also opens up communication between home and school and serves as a means of documentation if and when something were to be questioned. As I said last week my students are so well behaved that I haven't really had to use this system but it is good that it is in place for if and when something arises. However, there is another management system that my co-op and I use if a student begins getting off task or disruptive. If and when this occurs the student is asked to go out into the hallway for a given amount of seconds. Most of the time it is about 30 or 40. The student then discretely returns to the class. This management strategy has proven effective when it is used. The student returns and becomes re- focused and on- task.
ReplyDeleteTo get the students attention and serve as a transition, I count backwards from 3, 2,1. By the time I get to 1 they know that they are expected to stop what they are doing, stop talking, and have their eyes on me. I've found this strategy to be effective as well and since its implementation much instruction time has been gained.
When reflecting on these management systems, I can see myself implementing them in my own classroom. They seen to be effective and really place the behavior and actions of a student on themselves. However, aside from these management systems I feel that it is also important to have a classroom reward system.I think a whole group reward is important and helps motivate the students more.Luckily my students are very self- motivated and love learning however, this is not always going to be the case. In my future classroom aside from the management systems previously discussed I would also like to develop and implement a class- wide reward system.
As a classroom management strategy, my cooperating teacher and I use a colored chart. The colors are purple (outstanding), green (ready to learn), yellow (slow down), orange (think about it), and red (contact parents). All students start on green (read to learn) and if sow good behavior throughout the day they can move their name up to purple. If misbehaving and interrupting lesson they move their name down each time my cooperating teacher or I have to remind them to act appropriately.
ReplyDeleteThis behavior colored chart seems to be an effective classroom management strategy. This classroom management strategy holds students accountable for their actions and allows them to visually see how they have been behaving. With good classroom management a positive learning environment is created. This strategy works very well, therefore I plan to incorporate it into my own classroom.
Another classroom management strategy in the classroom is each student has a classroom job. Assigning jobs in the classroom creates a routine and organized environment for students. Also, builds classroom community which is essential for students to have a positive learning environment.
Our classroom also has a color-card system for behavior. All of the students start their day out on green, but have to move to yellow (warning), orange (1/2 recess owed) to red (whole recess owed) if/when their behavior is a problem. My co-op has established the procedure well, and all of the students understand that they get one warning without consequence, but after that, they have to "move their bus" (the cards are in a pocket chart, and each student has their name written on a paper school bus to mark their set of cards). If the student is still on green at the end of the day, they get a point, which can be used to buy things at the classroom store. Additionally, if a student owes recess before lunch and owes their time, their card moves from orange/red back to yellow, but not back to green.
ReplyDeleteWhile the card system is well-established, I was surprised that there are no class jobs formally in place at all. Instead, helping out around the class also serves as a behavior management tool -- most of the kids are really eager to help, and my co-op and I are sure to specify that we look for students "following directions" to help with classroom chores. This seems to be really effective with the students; even the kids who tend to misbehave often turn their behaviors around for a chance to help out. So, while it was surprising to me at first that there weren't set jobs, it works pretty well in the classroom I'm in.
I found another issue in my classroom with jobs. Although we have a class job system in place, a lot of the time who ever washes the board at the end of the day is not the person assigned, but rather a student who is done packing up early. I have also noticed students helping others with jobs not to be nice, but to be noticed in order to move their cards up a notch as well. I think class jobs needs to be motivated by responsibility rather than rewards, so it might be a good thing that your class doesn't have a job system!
DeleteMy classroom uses a color system as well. All of the students start their day out on green, except blue is warning, yellow is a "Think Sheet" and then there are the colors orange and red. I am not sure what the consequences are for red and orange because, since I have been at my placement no one has moved their names to these two colors. From what I have read in other people's blogs the color system seems to be an effective classroom management system.
DeleteOne thing that I have not seen within the classroom are classroom jobs. The students for the most part are very willing to help with the classroom chores, without being asked. However, I think by establishing classroom chores can create a since of responsibilities in the students and limit confusions and arguments of who gets to do what chores in the classroom.
My teacher has established an individual and whole group behavior system and both seem to click with the students (and me!)
ReplyDeleteAs an individual reward system, our class uses Class Dojo which is an online behavior management system. Each of our students created a little monster that represents them on the website. My teacher turns her laptop around on her desk so all students are able to view their points throughout the day. Students are able to gain points or lose points based on their choices they make during the day. Both my teacher and I have the Class Dojo app on our IPhones, so we are consistently able to monitor behavior. All of the points are shown on a pie chart and parents are able to access this information daily. This is one aspect that I really like about Class Dojo. Parents are always able to view their students behavior and address any issues that may be occurring. Students are working towards 12 points for the week and if they reach that goal, they are allowed to participate in Fun Friday! I really like Class Dojo, and I can see myself using this behavior system in my classroom!
As a whole group behavior system, my teacher has a large 120 Chart posted in the front of the room. In order to get a 120 Chart number, students must work together to accomplish a goal or task. They can also get a number if receiving a compliment from another teacher. To determine who picks the next number, every student has their own number based on the roster. We go down the roster by number and that student will chose the next number from the bag. One thing I really like that my teacher did was she did not just put the numbers in the bag. Students must solve a problem or count something to figure out which number they choose (incorporating Math concepts). Once the students get a bingo (horizontal or vertical), they vote as a whole class on their reward. Since I've been in the classroom, we have had one bingo and their reward was stuffed animal day! However, if the whole class is not making good choices, the teachers give one warning for their behavior and then we are able to take an "important" number off the 120 chart.
Overall, I really like the two behavior systems my teacher has in place. The students respond well to both of the systems and they are easy for my teacher to keep up with. I can see myself implementing both of these behavior strategies into my own classroom!
My cooperating teacher has established an individual and whole group behavior system as well! I love both and feel that they are extremely effective! Students are accountable for their individual actions, as well as, are also expected to work well with their peers and make good choices as a team.
DeleteI mentioned the classroom management plan that we use in my last blog entry. We use stamps. Each student begins with ten stamps and they can earn stamps or have stamps taken away. Each stamp that gets crossed off is equal to three minutes that the student will have to spend in the time out room on free bear day. As long as the students have ten stamps on free bear day they get to go to a room of their choice,if they have extra stamps on top of the ten needed to participate in free bear they can bank those stamps and later on in the year they can buy something from the school store with their stamps.
ReplyDeleteThe whole fourth grade uses this system, which is very beneficial because the students move to different rooms through out the day, so the fact that every teacher uses the stamp system helps with organization and management.
Another strategy I might implement in my future classroom are table points, where the students together as a table can earn points, and whoever has the most points at the end of the day receives a prize of some sort or in this case they would receive a stamp.
I have seen many classroom management strategies that are similar to the table points on pinterest and other blogs. I think that this would be a great classroom managment strategy to implement to see how it works in the classroom. I have also seen it with the pom pom balls that you can get at an arts and crafts store. Each table collects them throughout the week, and at the end of the week the table with the most pom poms gets a prize.
DeleteIn my classroom, we use a clip system. With this sytem if a student doesn't behave and they then don't listen to a warning that is given to them they have to move their stick. Each time they have to move their stick, they owe time at recess. We also have a who class behavior management strategy. We have a gopher that has to get through his hole. If the students follow the classroom rules and directions throughout the day the gopher moves through the hole. If they do not behave then the gopher stays in his spot. In my first grade class we also have behavior stars. These stars are passed out when the students show exemplary behavior. At the end of each week five students are picked. Once the students are picked they may pick a reward from the list that is presented in the prize box. Another classroom management strategy that I have seen coloring in faces that represent whether the student did great, okay, or bad. This is also a way to communicate with parents in order to tell them how their student is behaving in school.
ReplyDeleteOther strategies that I have seen and would consider implementing are a BINGO homework chart. In order to encourage students to do their homework, there is a chart where each day when a student does their homework their name is added to the board. Once the board is filled spaces on the board are called and students win prizes. Another system I would use is the color chart. Students want to stay at the color green. As they are given warnings their clip moves down the color chart. Each color represents a consequence that will occur.
We use a color coded behavior chart in my classroom as well. The students move their clips if they are not listening or they are unprepared for class. I would like to use a strategy like this in my classroom because I feel like the students really respond to it by making sure they are on task and they are prepared, because they do not like moving their clips to a different color and losing rewards.
DeleteI am in the same school and same grade as Nicole, where the students have a chart with clothespins that get moved up and down during the course of the day depending on positive or negative behavior. It keeps most of the students under control, however, some of them are not phased by moving the clothespin or are only phased by it for about five minutes and then the negative behavior reoccurs. The biggest problem I have seen with this chart is the lack of following through when the students move all the way to the bottom of the chart, which is "see the principal." There is one student in my class who gets to that point on a regular basis now, and my co-op said that he has been written up before but the principal does not follow through with a punishment or any type of consequence. So now, the student obviously knows that there is no type of threat by moving his armor so he knows he can keep getting away with his negative behavior. I feel like for the most part this system is a good one because the students are motivated by getting tickets by having high clothespins, but some are still unphased by it due to the lack of following through with things.
ReplyDeleteIn my classroom, my co-op was already using a color coded behavior system. All of the students start on green which means "good day!" The next color is blue, then yellow, then orange, and last is red. Blue is only a warning so they are not given a consequence for having blue. The consequences begin once they receive a yellow, orange, or red. Yellow means a teacher consequence which usually results in loss of recess or no Fun Friday. Since I have been there, I have not seen anyone get on orange or red, so I am not sure what the consequences are for that. The students really seem to dislike moving their clips, so this behavior chart definitely works in the classroom. They held accountable for their actions and they must move their clips on their own if they are told to do so.
ReplyDeleteI have also implemented the use of Class Dojo into my classroom which I mentioned before. Class Dojo is an online behavior system that another teacher in the building uses. I observed his classroom during my first week and I asked my co-op if he would be alright with using Class Dojo in his class. He allowed me to be the one in charge of implementing it. My co-op and I both have iPhones so we are able to give or take away points at anytime. I also keep my computer up during the day so the students can see how many points they have. They receive points for things such as being on task, hard work, helping others, homework, etc. They can also have points taken away for being off task, not having homework, moving their clip on the color coded behavior chart, etc. The students know they must have at least 14 points at the end of the week to participate in Fun Friday. This gives them something to work for as well as the rewards that I came up with that they may get with turning a certain amount of points in. I would definitely like to use Class Dojo in my own classroom in the future because the students seem to respond to it in a positive way and they work hard for their rewards.
We have an individual behavior classroom management which is the color clip chart in which each color is aligned with points for the Class Dojo and depending on how many points students are at, at certain point intervals they get to pick a prize out of the prize cabinet (pencil, eraser, homework pass, etc.). There is also a classroom behavior management plan which is spelling the word "popcorn" on the board for my homeroom class because every Friday they work towards being able to enjoy popcorn while watching a Reading Rainbow episode. My math class has the word "Computer Lab Games" on because every day 5 they go to the computer lab to complete portions of Study Island that matches up with the math lessons they are learning and if there is extra time they get to play educational math games. However, they can lose letters (or words for the math class) depending on the whole class behavior.
ReplyDeleteIf students leave the room, they put their name card in the appropriate pocket chart as to where they are at. To get students attention, we use counting down, a form of Simon says "Touch your nose if you can hear me," and raising our hand so they raise theirs so we can speak if there's an announcement we need to make.
I really like the idea of the "computer lab game." My methods class did something similar to that in writing the word recess on the board and if they did not lose any letters they earned five extra minutes at recess. I like the idea of using the computer lab because I have seen my students really positively respond to getting to use the ipads plus there is the extra bonus of actually the educational benefit. I have also tried the form of Simon says to get the students attention. It really works for me because the students really have to listen and it helps me determine which students I need to watch more. I have tried many things with them to get their attention including counting, clapping, and turning off the lights but this way really seems to work the best for me.
DeleteIn my classroom, my cooperating teacher has established an individual and whole group behavior management system. I really like the use of both systems and find them to be effective. The students are aware of what is expected of them in the classroom and know that they will be held accountable for their behaviors and the decisions they make each day.
ReplyDeleteThe individual system my cooperating teacher uses is a "clip chart" Each student has a clothes pin on the chart in which can be moved up and down the chart throughout the day based on their behaviors. All of the students begin the day at the center of the chart on green (ready to learn). As they clip up, they progress to blue (keep it up), then purple (great job), and pink (outstanding). As they clip down, yellow (think about it), orange (warning), red (parental notification). Student’s pins can move up and down the chart consistently throughout the day, meaning if they clip all the way to bottom of the chart before lunch time, they still have a chance to change their behavior and clip up. Along with the clip chart, students have punch cards in which once they have filled it with 25 punches they get a prize from the class prize bin. If a student is on yellow, orange, or red at the end of the day, they do not get a punch on their card. If a student is on green or blue, they receive one punch on their card. If they are on purple, the student gets two punches. If they are on pink, the student receives two punches and a Reidenbaugh Pledge card, which is within their school behavior management system. Students are also asked to explain why they had to clip down that day or why they clipped up that day. I enjoy this aspect of the system because students are asked to think about their behavior and then are left accountable for changing the behavior or setting goals for themselves on their punch cards.
The whole group system used in the classroom is a marble jar. In order for the class to add a marble to the jar, they must receive a complement as a class from another teacher in the school building. If they were behaving and following rules as a class, they are able to move a marble. Once the jar is filled with marbles, students vote on how they would like to celebrate. They are able to choose from things, such as, eating lunch in the classroom, bringing in a stuffed animal, show and tell, capture the flag, etc. I enjoy the use of this system as well because it teaches the students how to work together as a class. However, I feel that the jar is too much to fill and there should be goals set within the jar to have small rewards and then, a large celebration when completely filled.
In my classroom, a stop light behavior management plan is used. At the start of the day, all students are on the magnetic board on the green light. Throughout the day if a student misbehaves they are asked to move their magnet. They move to the yellow light which is a warning. If behaviors continue, they are asked to move to the red light. At the red light, they have a mini conference with the teacher discussing the two things they did and then have to write a letter home to their parents telling them the two things they got in trouble for and what they will do the next day to fix it. Some students even find the need to write an apology letter to the teacher. I think this is a good strategy to use when it is used all the time. Sometimes one student gets in trouble for something and another student could be doing the same thing and only asked to stop doing it, not move their magnet. This sometimes creates a problem with the students because they find it unfair. If I used one of these systems in my classroom in the future, I will make sure to be as fair as possible to reduce confusion with my students.
ReplyDeleteAt the beginning of the year, my teacher created a "sticker chart" for good behaviors. This sticker chart is not used for individuals but for the whole class. It is actually a challenge for my class to earn a sticker. Sometimes if they walk silently through the halls (which is harder than I would ever imagine) then they will earn a sticker. If they work quietly in the classroom or work well as partners, they may earn a sticker. At the end of the chart, they have earned a pizza party for lunch rather than going to their cafeteria. My class has had one pizza party so far this year. Ever since they had their party and saw how fun it was, they really do try harder or ask if they deserve a sticker. I am still confused how I feel on intrinsic and extrinsic rewards. Sometimes I think stickers, candy, and parties are a good way to motivate students, however in the real world, those motivations are no longer thrown out there for us. I think a healthy balance between the two is a good way to help manage behavior in a 2nd grade class.
I feel that it is very important to create visual and audio cues when trying to get children quiet for further instructions. Making students practice these cues to get quiet in the beginning is key to keeping a quiet classroom, however mixing the signals up is also a good way to get students quiet. When they see the lights turn off, hear claps, or hear a bell, they know it is time to get quiet. I introduced a new sound today. I brought a whistle that quacks when I blow into it. I have never head a class get so quiet from such a strange noise so quickly. Of course there were some giggles because it looked like I had a duck bill but my students got quiet very quickly and waited for further directions. I believe that using the same signals is important to help develop routine but using new ones is also important to make sure the other signals are not being over used and ignored.
In my class there is a lot of yelling that takes place everyday. Yelling about everything, not being in your seat, talking, not paying attention, not having your materials out, and all kinds of other things. I do not like that so much yelling takes place everyday. It is all the second grade classrooms; you can hear yelling coming from across the hallway. I do not thinking all the yelling creates a very positive classroom. The class I have is a very difficult one and are very chatty. I believe if we would give the students some talk time throughout the day it would cut down on all the chatter. We also use positive reinforcement by giving "Patriot acts" which the students can redeem for rewards. I believe though that we give them out to regularly and they should be saved for behavior that is beyond normal for the students.
ReplyDeleteWhen you say saved for behavior that is beyond normal for the students would that behavior be different for each student? Would you reward the incremental steps towards the overall positive goal behavior?
DeleteTo enforce classroom management there are two reward systems established within the classroom. One is the individual based and the other is whole group behavior. I explained both reward systems in my previous blog post. I found the individual reward system to be very effective. However, the group reward system I find to be very inconsistent. I am not even sure how students earn points, other than when a teacher comments on the class’s behavior. In my future classroom a group reward system that I might like to incorporate is either the Ice Cream Bowl or Fish Tank Reward System. Both of these rewards systems I came across during my methods block placement. With both reward systems, the teacher will decide what the class needs to earn a part of the fish tank or an ice cream scoop. For instance, the whole class may need to earn a compliment from another teacher, get a good report from their Special Teacher (Art, Music, PE, etc…) or in my case moves, with my current students moves their smiley face off of green from making poor choices, on the individual reward system.
ReplyDeleteThese guidelines can either be decided by you, OR have the students help establish the guidelines, depending on the grade level. Next, the teacher will decide on how many components/scoops the fish tank or ice cream bowl will need to contain. This will give the class a concrete idea as to how many “points” they need to earn to have a complete Fish Tank or Ice Cream Bowl.
--What kind of classroom management strategies do you use or see evident? Or What would you use in your future practice?
ReplyDeleteThere are several different classroom management strategies used in our classroom. The main strategy used for behavior is a Consequence system. It is a system compiled of cards (green, yellow, red, blue, purple). Each card has its own consequences and students are asked to “turn a card” when they are misbehaving or being inappropriate. Everyone starts on green and as they misbehave, they work their way towards purple. Green = Good Day, Yellow = Verbal Warning, Red = Lose ½ of Recess, Blue = Lose All of Recess, Purple = Notify Parents + Principals, Warning and/or Detention Slip. In my 6 weeks here thus far, I have not seen any child get to Purple, however I have seen a few people get to Red and Blue.
There is also a procedures board posted at the side of the room. This board lists appropriate times to go to the bathroom, water fountain, pencil sharpener, etc. Next to that is rules board. This lists all of the classroom rules that were established by the class at the beginning of the year to remind students of the rules.
Our kids also work towards rewards during specials. If the special teacher reports positive behavior, the kids get to color in a letter of the word COMPLIMENT. Once the word is completely colored, the students get a reward (ex. PJ day).
"Gotchyas" I have paper fish that say "gotchya" on it and hand them out to students when I "catch them" doing something good like sitting quietly, raising their hand, helping someone out, etc. They put their names on it and out them in a fish bowl. I pick five names out at the end of the week and they get a prize.
ReplyDeleteI find it is most effective to use the clapping method to get the students attention when they are loud. I clap a pattern and they clap it back. It usually takes about two or three clapping patterns to get their attention but I find it much more effective then trying to yell over them.
I have a gold star chart. Each time the children walk quietly in the hall, behavior during special or have really good behavior in the classroom. Once they get 30 gold stars, they get a class prize. This is effective because it works on building community and working together.
I like the gotchya idea. For a younger class I think that this technique would be very successful. Students would be motivated to behave with the possible end result of a prize. I have also found that the clapping method is a very effective way of getting attention. My students can get chatty when working in a whole group setting and the clapping method gets the students right on track and quiet.
DeleteClassroom management techniques change in the classroom I am placed in. There is no set color card system or behavioral management chart. My teacher has found that with kindergarteners, students get used to classroom management techniques and disregard them after a length of time. For a while we were using a bravo chart. Students are grouped by colored tables and when tables are caught doing a good job (i.e. following directions, staying quiet, etc) they receive points. Those who have the most points receive an award at the end of the day. Another technique we used was something titled class verses the teachers. Students got points when they were on task and following directions. If students were not following directions, etc. the teachers were awarded points. The students loved the competition but we did not keep this up. Right now we have been struggling with students using the bathroom constantly. The bathroom has an open door policy. We finally decided to use “Gotta Go” passes. Each child gets two passes for the day. Students have quickly discovered how to budget the use of their passes. Management techniques are always changing in our classroom. Sometimes I think that if there was a more definite management technique, it would be easier for substitutes and student teachers to gain control in the classroom. The students might need some stability instead of changing techniques.
ReplyDeleteIn my general education placement we used individual and classroom management systems. RECESS was written on the board. If the class misbehaved a letter was erased. If all letters were erased before afternoon recess, recess was lost. If no letters had been erased the class had earned five minutes of extra recess. There was also a clip board. An individual would write their name on the clip board as a warning. If the behavior continued the student was to add check marks next to their name. Each check mark equaled five minutes of lost recess. I liked having an individual and class behavioral management systems. However, I have seen in a previous placement small group management also used in addition to the individual and class management systems. This would be helpful when I have one of the four groups is not following directions or the rules. When only one group is not behaving in a positive manner I don't feel whole class discipline is appropriate, and the individual discipline could be timely.
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