CLASSROOM MANAGEMENT

FOR SOME GREAT IDEAS ON EVERY ASPECT OF CLASSROOM MANAGEMENT, SEE THE NEW 2ND EDITION OF

THE NEW-TEACHER TOOLBOX: PROVEN TIPS & STRATEGIES FOR A GREAT FIRST YEAR

TOPICS COVERED:

• WHAT NEW TEACHERS REALLY WANT TO KNOW
• THE ROOM ENVIRONMENT & THE FIRST WEEKS
• THE CURRICULUM & THE STUDENTS
• GRADING
• PARENTS
• STUDENTS WHO HAVE SPECIAL NEEDS
• HOW TO MAINTAIN YOUR SANITY

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HOME VISITS

GRADES: K-3

The beginning of a new school year brings anxiety to students and teachers too. Especially to the new student, the kindergartner. A scheduled Home Visit, before school begins, with each child and their family is beneficial. Following is information on Kindergarten Home Visits. However, you can adapt this information to any lower elementary grade level.

Benefits to the Teacher:

• Meeting the child and family before school begins.
• Know where they live.
• Can meet older brothers or sisters. Helpful to know if someone older may be with them after school if no parent is home.
• Can see interaction between family members.
• Can ask if there are any health problems. (asthma...)
• Can give general information about the school and your class.
• Take a family picture to use for a bulletin board.
• Take an individual student picture. Get doubles and put one on their locker and one in the room.
• Usually you will get a tour of the child's bedroom. This will give you information on the child's likes.
• Can observe the child's temperament.

To the Parents:

• Can meet you before school begins.
• Can meet you on their "turf", a comfortable setting.
• Can ask questions.
• Especially helpful for parents with their first child starting school.
• Meet in a more informal setting.
• Their child usual has to clean their room!
• Gets information about the teachers classroom expectations and consequences.

To the Child:

• Meet you before school begins.
• He/she will see a familiar face on the first day of school.
• Meeting a student at home makes him/her feel important.
• Will see his/her family's picture that first day of school, gives him/her a feeling of belonging.
• Will see his/her picture on the locker so he/she knows which locker is his/her's.
• He/she will be able to listen to some stories.
• Can ask questions.
• Will hear what to expect in kindergarten.

Preparing for a Home Visit

1. Choose three short books to take that relate to the beginning of school. (Ex. All by Myself- Mercer Mayer- Things a small child can do by themselves., Jessica- Kevin Henkes- A small girl has a pretend friend named Jessica. Will she be able to take Jessica with her when she starts kindergarten?, Berenstain Bears Go to School- Stan and Jan Berenstain- The bears go back to school. Sister Bear starts kindergarten.)
2. Make copies of all information you want Parents to know. Such as: day and time- 1st day of school, what to bring, Curriculum Themes, Classroom Expectations and Consequences, Open House day and time, Parent/Teacher conferences days and times, Room Helpers information (if you need help in the room), Field Trip information and any other information you'd like them to know
3. Buy film for camera.
4. Make a Time Schedule for your Home Visits. The week before school starts works well. An example of a schedule might be: M-Th: 9-12/1-4/5-8 Allow 20-30 minutes per family and allow driving time. Time slots would be as follows: 9:00-9:30/ 9:30-10:00/ 10:00-10:30/ 10:30-11:00...
5. It is best to send a note out to all parents one week before you call to set up a Home Visit. It can be given at Registration Time, however, this does not leave much time for setting up Home Visits. The note might include: General information about yourself., Tell them you would like a Home Visit. The benefits of a Home Visit (write a couple). Let them know this is not a requirement and that they do not have to schedule a Home Visit. Let them know if they would like to visit at the school, instead of at their home, this is an option. The Home Visit Schedule- so they may decide in advance when they would like you to come. Give days and time periods- such as: M-Th: 9-12/1-4/5-8 Tell them you will be calling the week before the scheduled Home Visits.
6. Call parents and schedule a Home Visit. You may want to schedule only 2 mornings or 2 afternoons. Usually parents ask for the evening times. If you know someone is home during the day, you can suggest a morning or afternoon time.

The Home Visit

1. Introduce yourself.
2. Ask a general question to get things started. (Ex. How long have you lived here? Is this your first child in school? Talk about the weather. General conversation, usually something will catch your eye about the house, siblings, the student... that will interest you.)
3. Take a family picture. Explain that this will be used for a bulletin board at school.
4. Take an individual picture. Explain that this is to put on their locker. Tell them to look for their picture when they get to school. Also, another picture will be put up in the classroom.
5. Write down the names of the family members so that you may label the picture at school.
6. Give Parents the Information Packet.
7. Read a story or two to all the children present while the parents are reading the Information Packet.
8. Ask if the parents or child has any questions and answer them.
9. Ask any questions you'd like answered.
10. Thank them for their hospitality. The child may want to show you his/her room before you leave.

A Home Visit is beneficial to all participants. It helps get the school year off on a positive note. There will be some parents that will not want to participate. Don't be discouraged. If you continue to do Home Visits each year, people will feel more comfortable with them and understand the benefits it provides to everyone.

submitted by

RHONDA BJELLAND
no school listed
no city listed
rhonda@pcpartner.net

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CLASSROOM SET-UP

GRADES 3-12

It is typical for classrooms to be set up in rows, or lately, in groups of 3-4 tables (which allow for easier cooperative learning). However, there are fundamental problems for each:

In rows, studies have shown that the further back you go, the more discipline problems there are. The visual, aural and physical stimulation from the teacher is increasingly diminished as you move further back. This allows boredom to set in, and as a result, potential disruption.

In groups, the opposite is true. Students are over stimulated--by the peers that are now not only next to him/her, but across the table! There is now MORE to distract the student, leaving it harder for the teacher to keep the student focused on any frontal instruction.

An alternative is to arrange the chairs/tables into a three-sided "box"shape (|_|), (with an occasional second row if room demands). In this fashion, EVERY STUDENT IS IN THE FIRST ROW! The teacher can freely move around the room while talking, and therefore giving "personal"contact with each student. The result: greater attention and fewer discipline problems. Desks/tables can be moved into cooperative learning groups as needed usually within two-three minutes!

submitted by

DR. SCOTT MANDEL
PACOIMA MIDDLE SCHOOL
LOS ANGELES, CA
mandel@pacificnet.net

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A LIST OF THINGS TO DO BEFORE SCHOOL STARTS

GRADES K-12

ROOM ENVIRONMENT

• Decide on a theme for your classroom
• Prepare/purchase bulletin board materials
• Decide where to post notices/materials
• Make a classroom welcome sign
• Set up learning centers, display tables, and student work areas

SUPPLIES

• Writing, drawing, and construction paper
• Pencils/Pens
• Crayons
• Paste/glue
• Stapler/staples
• Paper clips
• Rubber bands
• Straight and safety pins
• Transparent tape
• Manila folders
• Marking pens
• Rulers
• Art supplies
• Grade book
• Lesson plan book
• Attendance materials
• Textbooks/workbooks
• Boxes for keeping units

FIND OUT ABOUT

• Fire drills
• Tornado drills
• Lunch procedure
• Staff handbook
• Dismissal procedure
• Your colleagues

STUDENT PREP

• Make student name tags
• Prepare first-day materials to send home (emergency cards, school/classroom rules, bus regulations/info, letter to parents, classroom schedule)
• Prepare class list
• Decide on your seating procedure
• Check records for students with special needs

GETTING ORGANIZED

• Brainstorm class expectations
• Arrange desks
• Pin up bulletin boards, notices, etc.
• Write lesson plans for the first week
• Duplicate materials for first week
• Write daily schedule, date, and your name on the board
• Prepare files for parent correspondence, school bulletins, and sub teachers

THINK ABOUT PROCEDURES FOR...

• Book distribution
• Turning in work, format of work
• Handing back assignments
• Homework
• Grading--recording grades, extra credit, portfolios
• Housekeeping procedures--clean up, supply storage
• Rewards and incentives
• Communicating with parents
• Signals for students' attention
• Daily routines--beginning of day, transition times, independent and group work
• Agenda use and motivators

submitted by

TERESA WASINGER
PLEASANT VALLEY MIDDLE SCHOOL
WICHITA, KS
Gibsongal1@aol.com

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MEETING THE PARENTS--1ST DAY JITTERS

GRADES: K-3

Ease everyone's 1st Day jitters by inviting students and parents to visit your room together for an Open House the evening BEFORE school starts. This gives you a chance to greet each family individually, and to collect requested items (like tissues) and information (how is your child getting home tomorrow?).

Instead of putting together a formal program, simplify your life by creating a simple "Scavenger Hunt" in which the child and family can become familiar with his/her new room (parents can read the items to pre-readers). Use easily located items such as the clock, the bathroom, student's name in 3 places, a poem, etc. Include yourself as the last item to be found. This gives you an opportunity to talk once again with your new student. This is also a great time to take a photo of the student with their family (this really helps put a name to a face later at conferences!). Send students off with a cheerful goodbye - make sure you tell them at least 1 activity that you have planned for the next day to give them something to look forward to.

With primary children, it's also helpful to wear something bright at Open House. If you wear the same outfit the next day, younger children will be able to easily recognize you on the playground, or at the door, or wherever you collect your group!

Students and teachers will feel so much more confident when they know exactly where they are going and what to expect the first day, and everyone will be reassured enough to get a good night,s sleep!

submitted by

MARILYN WESTERN
KINNEY ELEMENTARY SCHOOL
MT. PLEASANT, MI
mwestern@edcen.ehhs.cmich.edu

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GUIDELINES FOR GOOD CLASSROOM MANAGEMENT PRACTICE

GRADES 3-12

Editor's note: There are many different practices that are used for good classroom management. Here is one teacher's opinion. As with all classroom management practices, adapt what you like to your classroom, taking account the age, ethnicity, and personality of the class as a group, and of you as a teacher.S.M.

Maintaining good order in classrooms is one of the most difficult tasks facing young inexperienced teachers. The task has become more difficult over the past few decades as young people's attitudes to people in authority have changed dramatically. Some of the changes have led to greater self-confidence in students. Others--such as the acceptance of violence to achieve ends, attitudes to substance abuse and an increasing lack of respect for authority--have made classroom management and life in school generally more difficult, and more demanding, on those who are charged with maintaining a positive learning environment.

Many disruptive behaviors in the classroom can be alleviated before they become serious discipline problems. Such behaviors can be reduced by the teacher's ability to employ effective organizational practices. Such practices are at the heart of the teaching process and are essential to establishing and maintaining classroom control.

The following set of organizational practices should help to establish effective control of the classroom by the teacher:

1. Get off to a good start.

The first "honeymoon" encounter between the teacher and the students is when they formulate their impressions of the teacher. Students sit quietly, raise their hands to respond and are generally well behaved. The teacher is easily misled into thinking that this is an ideal class and may relax their vigilance. Students within a week will begin to test the waters to see what they can "get away with". It is during this period that the effective teacher will establish the expected ground-rules for classroom behavior.

2. Learning School Policies.

Prior to meeting the class for the first time, the teacher should become familiar with school policies concerning acceptable student behavior and disciplinary procedures. The teacher should definitely know what the school expects from both student and teacher in regard to discipline.

3. Establishing Rules.

Establish a set of classroom rules to guide the behavior of students at once. Discuss the rationale of these rules with the students to ensure they understand and see the need for each rule. Keep the list of rules short. The rules most often involve paying attention, respect for others, excessive noise, securing materials and completion of homework assignments.

4. Overplaning Lessons.

"Overplan" the lessons for the first week or two. It is important for the teacher to impress on the students from the outset that he or she is organized and confident of their ability to get through the syllabus.

5. Learning Names.

Devise a seating arrangement whereby students' names are quickly learned. Calling a student by his or her name early in the year gives the student an increased sense of well being. It also gives a teacher greater control of situations. "JOHN, stop talking and finish your work" is more effective than "Let us stop talking and finish our work".

6. Be Firm and Consistant.

A teacher can be firm yet still be supportive and friendly with students. A firm teacher can provide an environment where the students feel safe and secure. Many teachers report that it is easier to begin the year in a firm manner and relax later, than to begin in a lax manner and then try to become firm.

submitted by

TONY MURPHY
CATHOLIC BOYS HIGH SCHOOL
DUBLIN CITY, IRELAND
guest@gpo.iol.ie

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PROMOTING POSITIVE SELF-ESTEEM: MARKING PAPERS

GRADES K-12

Many of the things teachers do to promote, or inhibit, positive self-esteem, comes from unintended actions. There are obvious things teachers do, such as who is called on in the class, who's papers are posted on the bulletin boards...but there are less obvious things that are done; actions which directly affect the students positive self-esteem. The most frequent area where this is the case is with marking student papers.

The following are some quick tips which any teacher can immediately use in improving the positive self-esteem in the classroom:

1. NEVER GRADE IN RED INK. Red is a "negative" color. Think: stop signs and lights, warning labels, poisen, etc. Our society has conditioned us to immediately view red as something negative. Subconsciously, (and often conscientiously), a paper that is handed back full of red marks tells the student that he or she is a "dummy". A "self-fulfilling prophesy" often results with these students!
2. USE GREEN OR BLUE INK. Green, on the other hand, is a "positive" color, as is blue to a lesser extent. When green is used, corrections, or markings, become more of a "constructive criticism" type of comment.
3. USE A SLASH "/" RATHER THAN AN "X" WHEN MARKING A WRONG ANSWER. Again, for the same reasons one does not use red ink. The "X" is a negative symbol.
4. MARK NUMBER RIGHT OUT OF THE TOTAL, VERSUS MINUS THE NUMBER WRONG. Do you accentuate the positive, or the negative? 2/20 still looks better than -18.

Also be aware of cultural differences. For instance, NEVER write a Korean student's name using red ink (even if it's a friendly note to the child). In the Korean culture, writing someone's name in red is a sign of death! Korean parents are often horrified when papers come home with their child's name written in red!

submitted by

DR. SCOTT MANDEL
PACOIMA MIDLE SCHOOL
PACOIMA, CA
mandel@pacificnet.net

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WHY YOU SHOULD NEVER GRADE FOR CLASSROOM PARTICIPATION: AN IMPORTANT LESSON FOR TEACHERS

GRADES: K-12

Recently, a number of teachers have written to me asking about grading for classroom participation. I have conducted a good deal of research which showed that this is a tremendous disservice and unfair situation to a great many of your students.

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Students participate as a result of their leadership personality traits. Think about your class--students who have a strong leadership personality enjoy raising their hand (even if they consistently have the incorrect answer). Those who have a weak leadership personality trait are extremely reluctant to raise their hand--even if they know the correct answer. This does not mean that these students are less on-task than those who continually raise their hand. Therefore, if you give points for classroom participation, are are really rewarding those with a strong leadership personality style and punishing those with a weak one.

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The following is a summary of my research in this area, if you want to know more about leadership in students. It comes from my work with cooperative learning groups, but the concepts of leadership are directly applicable to student participation in the classroom. The following material is adapted from my book The New-Teacher Toolbox: Strategies for a Great First Year.

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THE STUDENT LEADERSHIP VARIABLE

Leadership is a personality trait. All of us are on a "leadership" continuum. At one end, there are those that thoroughly enjoy and search out leadership roles. At the other end, there are those that actively seek a non-participatory status when forcibly involved with a group. Think back to your group work experiences in college courses, or your association with committees in your own school. Did you naturally "take over" the leadership of the group? Did you take an active, but participatory role? Did you sit back and take an absolute minimal role in the discussions of the group? It was your personal leadership style that served as the greatest determining factor as to amount of your group participation.

To briefly explain this phenomenon, during a study of Cooperative Learning in the classroom, I videotaped small group work during four different Cooperative Learning units. The videotapes were then analyzed, and the types of leadership shown within the various small working groups was explored. Each student was classified by predetermined criteria as either a "Leader," a "Follower" or a "Non-participant." The following are an explanation of the categories of leadership and leadership roles:

STUDENTS SHOW FOUR TYPES OF LEADERSHIP:

• TASK LEADERSHIP--The student is concerned with the process--keeping others on task, getting supplies, etc.
• INTELLECTUAL LEADERSHIP--The student offers a new idea to the group (versus simply answering someone's question with a research result).
• SOCIAL/EMOTIONAL LEADERSHIP--The student gives praise or encouragement to a member of the group.
• COERCIVE LEADERSHIP--A student gives negative feedback, or creates off-the-topic humor to disrupt the process, even momentarily.

STUDENTS TAKE THREE DIFFERENT LEADERSHIP ROLES:

• LEADERS--These students "run" all facets of the group, and initiate virtually all dialogue between members.
• FOLLOWERS--These students readily answer questions and participate, but usually only at the instigation of one of the leaders.
• NON-PARTICIPANTS--These students never offer information unless asked; they never volunteer for anything. However, they normally will do whatever task is assigned to them.

Amazingly, it was discovered that the only students who ever took significant leadership roles within the group, were those students who had been categorized as "leaders." "Followers" sometimes showed some leadership characteristics, and always at the instigation of the leaders. "Non-participants" never took any leadership roles; they answered questions when asked while using the shortest possible answers, and they quietly did their work without any interaction with others.

What was fundamentally interesting, and most important when determining Cooperative Learning group roles, was that a student leader might show leadership in "task" areas one day, or "intellectual" or "social" areas the next. The leaders varied in their leadership roles depending on what other leader happened to be in their group on that particular day. However, in all cases, all leadership roles were fulfilled by those students previously characterized as leaders. A student classified as a "follower" or a "non-participant" never took a leadership role within the group.

The repercussions of these findings are central to the development of a good Cooperative Learning lesson or unit. For if only those students with personality styles that enjoy and seek leadership take leadership roles, then the previous espoused concept of passing around group leadership becomes increasingly problematic. For if you make a student with a "non-participant" personality style into the group leader for that session, at least one of three possibilities will probably result:

• The students with leadership personalities will take over the group process.
• The students with leadership personalities will exert their internal need for leadership by sabotaging the group in some way, often unconsciously. (See the description of "Coercive Leadership" above )
• The non-participant student forced into leadership will be so uncomfortable and distressed at this role, that either nothing will get accomplished, or he will allow those who enjoy leadership to take over the group.

In all situations, if a "non-participant" type of student is artificially forced into a leadership position, the group will not function in the way that you originally planned.

Rather than incorporating predetermined group "leaders," a potential solution to this problem is to list tasks, or jobs, for the group to fill, and then let the natural group dynamics sort them out. For instance, you may tell a group that they need a spokesperson, a runner, a secretary, et cetera, and let them figure out who will do what job. You will find that in most cases, the group will distribute its leadership and task roles within minutes.

As an additional anecdote to this issue of group leadership, I had fun with the results of an extra cooperative learning lesson, one not included in the above study. In this lesson, among the various groups constructed, I ensured that three strictly homogeneous leadership groups were formed: one of all leaders, one of all followers, and one of all non-participants. The results were at times, humorous. The leaders group argued vehemently about who was going to do what task and cover what area. Finally, the students picked sections of the project out of a hat, and each worked on his own material--with no group cooperation or interaction. Since they were told that there was to be a group grade, many of the members covered areas assigned to other students, in addition to their own, figuring that they could do a better job! The followers had the best functioning unit, for within their own group, some had more leadership traits than others, and a natural hierarchy developed of leaders and followers. The non-participants each worked on the entire task, each on their own, with no feedback or discussion among the members of the group.

submitted by

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DR. SCOTT MANDEL
PACOIMA MIDDLE SCHOOL
LOS ANGELES, CA
mandel@pacificnet.net

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SUPPLY LIST/GIFT BASKETS

GRADES: K-12

This list was developed through the contributions of THT Guest Book readers. Thank you to all who helped develop this list!

MATERIALS:

See below

METHOD:

If you are a new teacher, use this list to help you compile the supplies you need. Ask first if any of these items are available from your school before you spend personal money on supplies.

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If you are an experienced teacher, consider making a gift basket of some or all of these supplies to help out your new colleagues. Each person in your department might contribute a few items to make a new teacher much more prepared for his or her first day!

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ESSENTIALS

a box each of ink pens & pencils

pens for grading in a variety of colors - not red

calculator

post-it notes

file folders

Kleenex

hole punch

pencil sharpener

paper clips

a stapler & box of staples

lined & blank paper

scissors

a grade-book (MS Wizard also has some good PC grade-sheets)

erasers

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VERY HELPFUL

headache medicine

apple or a candy bar

a bottle of waterless hand cleaner

markers

12" and 3' rulers

gummed reinforcements for 3-holed paper

pencil erasers

a pencil holder

a small clip board

a key ring

a tote bag

a personal a coffee cup or beverage mug

5x8 index cards

hanging files

push tacks

calendar

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NICE EXTRAS

small size legal pads

small screwdriver for glasses repair

safety pins

small sewing kit and tool kit

show boxes to contain things on shelves

a list of teacher websites

pins

teacher-tack (sticky stuff for bulletin boards- can be found at Longs or Albertsons)

card stock scraps (found at PIP or Kinko's-bindles for $1)

a counter-bell (for getting class attention)

scalloped bulletin-board borders

two or three sets of punch-out letters for displays

different lesson-plan formats to photocopy or change to meet needs

planner labels that say "PERSONAL PROPERTY OF____",

book-ends

in/out stackable trays

diary

Koosh balls-great stress relievers and can motivate students by tossing

around class to encourage answers etc.

Tic-Tac Candy

Post-it flag tags

thank you notecards

little index tabs to put on the edge of a grade book

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supply list compiled and submitted by

Gwen Smith

Fairfax, VA

gsmith@pen.k12.va.us

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Other contributors:

rlane@spideyweb.net, MGoudie@aol.com, drhoffman@sk.sympatico.ca, randchune@cyberportal.net, emaxwell@ils.net, steele@odsgc.net, jljsw@iocc.com, hoover@pld.com, debras@mindspring.com, jmklein@as.net

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Special idea from Jill Klein:

An idea for a teacher friend is to buy some of those clear plastic envelopes that hold an 8 1/2 by 11 piece of paper. These have 3 holes to put in a 3 ring binder that you can also buy for him. Have him put his seating charts in the individual envelopes. Then, with the vis-a-vis pens you buy him, he can mark down each period who is absent (with an A that's circled), put tally marks on it for those who have been asked to speak that day. When I taught jr. high, I had 3 rules: Cooperate, Anticipate, and Participate. If a child didn't have homework, pencil, paper, etc., they

got an "A" (no circle) for not anticipating. (If they asked someone else for a pencil, not me, I didn't mark it down, but if it was flagrant (yelling "Who's got _________?", I did.) If they didn't cooperate in a small group, they got a "C", and if they didn't answer a question I asked, or couldn't because they were goofing off, they got a "P" written on the seating chart where their name was. If they got all 3 that day, they got a note home. If they didn't, they didn't, and I could write the attendance in my grade book before wiping the envelope with a damp rag. It was an easy way of keeping cool and it didn't take up time or leave any student feeling embarrassed because their name wasn't up on the board.

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I also wrote a thought-provoking open-ended question that had to do with our subject or our topic of the day on the board, and they got 10 minutes (out of the 90) to write down their thoughts about the question. I took attendance then. Then, I called 5 or 6, and made a check mark on the seating chart, so I knew who I had called on for the question. I did not erase the checks (which I placed next to the name), so I'd be sure to get everyone before I erased all of the checks. If someone did not write on the day I called them, and they hadn't written anything, I'd mark an "AP", because they hadn't anticipated being called upon, and a "P" because they couldn't participate! It rarely happened, but one student is all it takes for everyone to jump in and write those first few minutes! I also would not give a check, because they would have to still speak up on another day (maybe the next)...they can't get out of public speaking in my class!

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TEACHER SURVIVAL KITS & STUDENT WELCOME BAGS

GRADES: K-6

SURVIVAL KITS

Have a student teacher or a secret pal? Give him/her this little survival kit. Place all items in a brown lunch bag along with this handout:

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1. When it spills, wipe it (paper towel)

2. When it cries or sneezes, dry it (tissue)

3. When it bleeds bandage it (Band-Aid)

4. When it needs a hug and a kiss, give it (candy kiss)

5. When it rips, pin it (safety pin)

6. When it's sour, sweeten it (pack of sugar)

7. When it's wrong, erase it (eraser)

8. When it pounds, soothe it (aspirin)

9. When it hurts, grin and "bear" it (bear sticker)

10. When it's important, write it down (note pad sheet)

11. When it's a good day, chalk it up (piece of chalk)

12. When it's a bad day, ask God for strength and hope for a better day tomorrow (nothing is found in the survival kit for this need - it comes only from the heart and soul of the teacher).

13. When it's gossip, cut it out and dispose of it (word gossip on a sheet of paper with cutting dashes around it)

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WELCOME BAGS

Place the items described below in a brown lunch bag and include this handout:

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The items in this bag have special meaning:

The cotton ball is to remind you that this room is full of kind words and warm feelings.

The chocolate kiss is to comfort you when you are feeling sad.

The tissue is to remind you to help dry someone's tears.

The sticker is to remind you that we all stick together and help each other.

The star is to remind you to shine and always try your best.

The gold thread is to remind you that friendship ties our hearts together.

The rubber band is to remind you to hug someone.

The penny is to remind you that you are valuable and special.

The toothpick is to remind you to "pick out" the good qualities in your classmates.

The bandage is to heal hurt feelings in your friends and in yourself.

The eraser is to remind you that we all make mistakes, and that is O.K.

The life saver is to remind you that you can come to me if you need someone to talk to.

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submitted by

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ROCHELLE CHENOWETH
ELKINS MIDDLE SCHOOL
WV
rchenoweth@neumedia.net

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IDEAS FOR NEW MIDDLE SCHOOL TEACHERS

GRADES: 6-9

1. In order to teach, you must have control over your classroom. This does not mean you should act like a dictator. If you try to teach without establishing control, then the quality of teaching will suffer.
2. In order to have true respect, you must give it. This does not mean that you accept undesirable comments in the classroom nor does it mean that you can run a classroom without some consequences.
3. In order to have discipline there will be consequences for bad decisions. This does not mean that consequences must be harsh to accomplish its job. Harsh consequences do not accomplish much except for breeding hatred. Consequences should fit the offense. Often the natural consequence is the best.
4. In order to be the authority figure in a classroom, there is an imaginary line that you shouldn't cross. Does that mean you cannot be a friend to your students? No, it means that if the friendship gets in the way of education, then it has crossed the imaginary line. (For instance, others may see such conduct as playing favorites and it could undermind your relationships with them.)
5. A teacher cannot always be fair, but should strive to fairly apply the rules.
6. A positive classroom will accomplish much more than a classroom that is filled with negativism--don't threaten your students.
7. If you discipline in anger, your judgment can be in error. Learn to be calm in the face of problems. It will be a healthier approach for you, and your students will learn from your problem solving abilities. Don't take your students' remarks personally--students at this age may hate a teacher one day and love him/her then next. It is a sign of their age, not their overall opinion of the teacher.
8. It is important to act, not react. Give students choices--for example: 1. You may leave the room and go to . . . . .(a pre-selected place--maybe another teacher can provide a time out corner if you don't have a time out room). 2. You may stay here and make changes in your personal choices. 3. You may stay in the room, but change your seat to an area where you agree there will be fewer problems.---When you give students choices, they have power--power to make a good choice and continue receiving instruction.
9. If the emotional and/or physical well being of a student is at risk, then the offender should be removed from the room--no choices.
10. If teachers copy the discipline style of another, it may not fit them or their classroom. Classroom control, like teaching, requires personalization--what works best for your is what you should do.

The above list is generalities that work. Think about using them.... Whatever you choose, keep a positive atmosphere in the classroom.

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submitted by

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GINNY HOOVER
ABE HOOVER MIDDLE SCHOOL
GARDEN CITY, KS
hoover@pld.com

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