Please accept my apologies!!!

Due to my heavy travel and speaking schedule this month, I will be unable to upload June's Behavior Management Tip until a later date.

Thanks for visiting my site and if you are interensted in booking a 
"Physician of Phun" workshop please call me quickly as available training dates for the remainder of the year are almost gone!

"I’m Watching Someone"

Are you able to relax and enjoy school assemblies, or do you sit nervously, hoping your students will behave?  Do you find yourself exasperated and straining to get their attention – stepping over students, tapping on shoulders, glaring, shushing and sighing?  Feel embarrassed in front of your colleagues or wonder what your principal thinks? If this is you, you’re not alone as managing behavior during school assemblies can be a challenge . . . but it doesn’t have to be.  Using this simple but effective school assembly management tool is just the ticket to stress free, well behaved student assemblies.  Assuming you have modeled how you want your students to behave and not to behave, prior to leaving for an assembly explain to students that you are going to be watching 2 students in particular to see how their behavior is during the assembly. Don’t tell the class who the 2 students chosen are, but explain that if these 2 students are behaving well and doing what they are supposed to during the assembly, the entire class will be give a reward upon returning to the classroom.  Surprisingly, this simple technique really helps ALL students behave because no one knows who you are going to have your eyes on!  If after the assembly the result is a positive one, let everyone know who was responsible for the class reward.  If the result however is negative, don’t mention the names, but instead of providing the class with a reward use the time to review, model and role play what is appropriate behavior in an assembly.  After this review, let students know that they will have another opportunity next time to demonstrate these behaviors and watch as good behavior happens for you and your class in all your upcoming assemblies!

Your Top Ten Teacher Virtues

Ben Franklin gave us the 13 Virtues of Living and while Ben admitted that he never was able to live the virtues perfectly, he felt that he had become a better and happier man because of having made the attempt.  With about 10 weeks left in the school year, stop and reflect on what you believe the top 10 virtues of a teacher are.  Naming these 10 virtues will help you crystallize what is most important to you and your teaching.  To offer a little help, here are some words that others have used to describe their virtues:

      Accepting                                Empathy                              Intelligence                   
      Adaptable                                Explanation                        Kindness
      Attitude                                    Facilitate                            Knowledge
      Caring                                      Fairness                              Listener
      Collaborative                          Forgiveness                        Organization
      Communication                       Helpful                                Passionate
      Compassion                            Hopeful                                Patience
      Consistency                             Humility                              Professionalism
      Determination                         Humor                                 Questioning
      Dignity                                    Integrity                               Respectful
      Discipline                               Instruction                           Understanding

Once you have completed the task of identifying and narrowing down the list to 10, then for each week remaining in the school year, take one virtue and focus on it using it daily throughout the week in your classroom and with all your students.  By the end of the school year you will have touched on each of these 10 virtues and while you may not do each of them perfectly, I can guarantee that in attempting them, you and your students will reap the benefits of feeling better, being happier and enjoying the time you have together in class.

Behavior As Good As Gold

As lucky as it might be to find that pot of Gold at the end of the rainbow, you may feel just as lucky if you can find a creative way to manage your student’s/children’s behavior that works at this time of year.  With March Madness setting in (and I’m not talking about the NCAA Basketball Tournament), it seems spring fever has already kicked in and managing behavior to say the least can be challenging.  To help, here’s a holiday themed behavior management tool to use up until St. Patrick’s Day.  Start by creating a bulletin board with (1) pot of gold for each team that you will be creating.  On each of these pots create an outline of coins (number of coins should equal the number of coins that your student’s/children must earn [for demonstrating exceptional behavior] to achieve a specified reward).  Finally, create the actual paper coins that student’s/children will affix to each coin outline on their teams pot of gold as they earn them.  Once this prep work is completed, introduce the activity to your student’s/children.  Place students/children in small groups (equal to the number of pots on your bulletin board), and have each group select a name for their team.  Example names might include:

• Team Shamrock
• Team Leprechaun
• Team Rainbow
• Team Green
• Team Gold
• Team Lucky 

Next, explain that you will be watching for students that demonstrate exceptional behavior and for those demonstrating this type of behavior they will be rewarded with a coin that they can place on to their team's pot of gold.  Once each group member has earned at least one coin and all of the open coin spots on their pot of gold have been filled, that group earns the stated reward.  After a reward is earned, all coins are removed and the group starts over again.

Simple, effective and works like a charm!

Happy St. Patrick’s Day!

A Positively Perfect Valentine’s Day Self-Esteem Booster

 
It is common knowledge that building healthy self-esteem and bolstering self-confidence in students is one of the important keys to minimizing behavioral problems in your classroom.  On a daily basis efforts need to be made to ensure that each student is helped to see their strengths and what makes them special.  As teachers we are consistently looking for opportunities to provide positive feedback to our students; but, other student’s feedback and their opinions are also important to the development of this all important self-esteem.  With Valentine’s Day just around the corner, a perfect opportunity presents itself to provide this positive peer feedback to each of your students.  For the perfect Valentine's Day self-esteem booster, on Valentine’s Day have every student write a nice note to each student in your classroom.  How?  If you and your students have access to a computer lab and have the software program Kidspiration then:

   1)  show students how to open Kidspiration. 
   2)  instruct them to find the heart graphic and put it in the middle of the page.
   3)  under the heart, have students add their name
   4)  show students how to make a new speech bubble and attach it to their heart
   5)  instruct students to rotate to a new computer

   6)  give students 1-2 minutes to add their “nice note” on this persons page and then on
        your command rotate to the next computer

   7)  repeat the above until everyone has written on everyone’s page

   8)  print out the finished project to read and take home

Here is an example:

 

If you don’t have Kidspiration, simply create a template with a heart in the middle and 1 speech bubble for each student in your classroom.  Provide instructions as above but instead of rotating computers, have students pass the paper from student to student on your command.

Every student leaves your classroom with positive notes and feedback from their peers which helps boost self-esteem and minimizes the need to misbehave in your classroom for the negative attention it brings and the deviancy based self-esteem it creates.  To happy students in a happy classroom!   

Happy Valentine’s Day!!!

Starting the New Year Off Right

Start the New Year off right by explaining to your students that the new year is a great time to start fresh, a lot like they did on the first day of school in September.  Begin with a little history by sharing that “January” comes from the two headed Roman god Janus, the god of gates and beginnings.  One head looked backwards to the past and the other head looked forwards to the future.  Explain that you would like them to start with the past and to think about the first part of the school year and what they did well and what areas they need improvement on.  After allowing for this brief reflection - provide each student with a prepared “Starting the New Year Off Right!” handout and ask each student to fill in the blanks with you.  Start by having each student write down the 3 things they will NOT do any more.  Next, have them write down 3 things that they would like to improve.  Finally, have them list 3 things they would like to do more often.  Once all have finished, collect the sheets and file them in each student’s folder.  Use this sheet throughout the remainder of the school year to remind them of their commitment to start the new year off right and to help them stay focused on positive changes.  And don’t forget about your list as you work toward being teacher-of-the-year for each of your students!

Red Nose Rewards! 

Prepare for this holiday behavior management technique by creating a “Rudolph” face, a picture that represents the “North Pole,” and 5 small wrapped gift boxes.  To create the “Rudolph” face - draw, cut out, and color a picture of “Rudolph.”  Next, inside a small red balloon, place a small piece of paper with a number from 1-5 on it.  Blow this balloon up and to give your “Rudolph” face a 3-dimensional look attach this balloon to the face as the nose.  Finally, attach a paper clip to the top of your “Rudolph’s” face and this moveable prop is complete.  Now post the picture of the “North Pole” on one side of your classroom and mount the 5 small gift boxes (with a number on each gift box and a different classroom reward in each) on the opposite ends of your classroom.  Connect the “North Pole” and the gift boxes with a piece of yarn that stretches horizontally across your classroom and place your “Rudolph’s” face (using the paper clip) on this yarn at the “North Pole.”  When ready to use this holiday behavior management technique, explain to students that when they are on task, you will start to move “Rudolph’s” face in small increments from the “North Pole” to the wrapped gift boxes.  If however; misbehavior occurs, you will start moving “Rudolph” back toward the “North Pole.”  As “Rudolph’s” face is moving forward compliment students by saying things like, “I really appreciate the way ______ is working so quietly,” or “I like how I saw . . . ”  The best part of this behavior management technique is when “Rudolph’s” face reaches the gift boxes.  At this point the balloon is popped and the number inside the balloon is revealed.  This number determines which gift box is opened and reveals a class “surprise” that they have earned for their good/on task behavior.  Once the “surprise” is awarded, blow up another balloon with a different number slip in it and start over again.

Turkey Brain Break Feathers

When you notice your children/students starting to fade away from you during instruction or an activity, its time to pluck a “Turkey Brain Break Feather.”  Prior to introducing and using these brain break activities, create a bulletin board with a large feathered turkey on it.  On each separate turkey feather, write a brain-based activity that the entire class can easily do.  Once created, either you or a chosen student plucks one of the feathers off the turkey, reads what’s on the feather to the class, and all then immediately perform that brain-based activity.  After this quick brain break, your children/students will become re-energized, more focused and prepared to go back to gobbling up the great content that you are serving up in your class!

Pumpkin Patch of Successful Goals

Goals are not just for adults and teaching goal setting is a skill that will not only benefit all students but can also help you with your classroom management.  To begin this creative goal setting activity, create a template of mini pumpkins and on each pumpkin write a student centered goal (see list below for ideas).  Next, cut out these pumpkins and using a table, create a “pumpkin patch” where all these pumpkins are randomly placed.  Finally, design a “pumpkin patch” bulletin board and you’re ready to go for the goals with your students!  After discussing goals and there importance, explain to your students that each day, every student will get the opportunity to choose one of the pumpkin patch goals from the table and work toward accomplishing this goal during your class.  Inform students that if they successful meet their day’s goal, they get to sign the pumpkin and place it on the successful pumpkin patch goals bulletin board.  If a student doesn’t meet his/her goal that day they simply put their mini pumpkin goal back in the pumpkin patch and will have a chance to succeed the next day.  You’ll be amazed at how much your students will enjoy reaching their goals and be thrilled at the classroom management they bring.    

My Classroom Goal

·   I will keep myself on track

·   I will put my hand up instead of calling out

·   I will keep my work neat

·   I will share my ideas

·   I will finish my work on time

·   I will think about my learning

·   I will follow directions as best I can

·   I will move safely in the classroom

·   I will have fun learning

·   I will get started straight away

·   I will stay positive

·   I will take pride in my work

·   I will ask myself, “What is the best way to do this?”

·   I will use a quiet speaking voice

·   I will check my work

·   I will be friendly to everyone

·   I will share equipment/toys

·   I will set goals I want to achieve

·   I will look after my things

·   I will offer help to others

·   I will think before I act

·   I will use manners

·   I will be creative

·   I will listen carefully

·   I will respect others need for quiet

·   I will get involved in class discussions

·   I will persist when things get hard

·   I will ask good questions

·   I will challenge myself

·   I will keep my work area tidy

·   I will stay focused

·   I will work without disturbing others

·   I will ask for help if I need it

Mystery Rule

Whether children are in their home or in your classroom, creating and following rules lets children/students understand what is expected from them and that inappropriate conduct has consequences. It’s important that classroom time be spent establishing, communicating, and demonstrating what good behavior looks like; and once a clear understanding of your classroom rules is accomplished, a clever way to reinforce these rules is to employ either the daily or weekly “Mystery Rule.”  Start by creating a chart listing all your classroom rules.  Explain to students that at the beginning of each day/week you will secretly write down one rule and if the class does not break this “Mystery Rule” that day or more than 3x during the week they will receive a sticker that is placed next to that rule on the chart.  Designate the number of stickers the class must earn prior to a class prize being awarded (require that more stickers be earned than there are rules) and at days/weeks end announce the “Mystery Rule” and if a sticker was earned.  An added benefit to using this idea is that it also helps students learn a key lifeskill which is that one must stop and think before acting.  Post the chart so students can see their progress and what areas they need to work on (for you never know if the “Mystery Rule” might just be the same one as the day/week before!).  There's no mystery in how much more effective you will be as a teacher and how much more fun you'll have in your classroom if behavior mangement is one of your teaching strenghts.  No mystery at all! 

The Teacher – An Instrument of Power

As we begin the 2012-2013 school year begin by reflecting on the following poem by Haim Ginott

The Teacher – An Instrument of Power
Haim Ginott

I have come to a frightening conclusion.

I am the decisive element in the classroom.

It is my personal approach that creates the climate.

It is my daily mood that makes the weather.

As a teacher, I possess tremendous power

To make a chil’s life miserable or joyous.

I can be a tool of torture

Or an instrument of inspiration.

I can humiliate or humor, hurt or heal.

In all situations, it is my response

That decides whether a crisis will be escalated or de-escalated

And a child humanized or de-humanized.

To an incredible school year and making a positive, humanizing difference in every student you teach this year!

Top Dog Award

Don’t let your program go to the dogs this summer due to misbehavior.  Instead institute a “Top Dog” award program that will motivate students/children to behave appropriately in your program.  The first step to using this behavior management technique is to clearly communicate what “Top Dog” behavior looks like in your classroom.  Once your students/children understand what “Top Dog” behavior looks like then introduce the dog paw prints that they can earn by demonstrating this “Top Dog” behavior.  Explain that you will be looking for “Top Dog” behavior throughout the day and awarding these paw prints to deserving students/children and at the end of the day/week those who have earned a predetermined number of paw prints will be recognized as “Top Dogs” of the day/week!

Selectively Ignoring

Sometimes the most effective way to deal with a child’s misbehavior is to simply ignore it.  Here are some pointers to determine when and when not to ignore a child’s misbehavior.

Pointers for When to Ignore Behavior:

1. When the inappropriate behavior is unintentional or not likely to reoccur.
2. When the goal of a misbehavior is to simply gain your attention
3. When you want a behavior to decrease
4. When there is nothing you can do about and a child’s or other children’s safety is not an issue

Pointers for When to Intervene:

1. When there is physical danger or harm to yourself, others or to the child.
2. When a child disrupts the group
3. When the inappropriate behavior will spread to other children

Selectively ignoring is a technique that can be very effective; however, before using it you’re your children please understand and adhere to the above do’s & don’ts.

Behavior Management – The Year in Review

As the school year comes to a close, ask yourself this question: “how were your classroom management strategies this past year?”  Be honest.  If you are like most professionals, the results will be mixed.  You will probably note that your behavior management strategy worked really well because you kept and applied the stuff that has worked for years and got rid of the techniques that didn’t.  Unfortunately, you will also recognize that your many of your strategies didn’t work very well because you didn't think of and hadn’t prepared for many of the problems or situations that arose in your classroom.  Well, before leaving for your much deserved summer break (or to the plethora of workshops you’ll be required to attend this summer!), take a moment and review the good, the bad, and the ugly that occurred over the past 9 months.  Start by reviewing your:

      Classroom rules

          -these are the rules that can get you out of many binds, so how effective were they at 
           doing this past school year?  In reflecting back on the year did your rules link to every 
           possible scenario?  Double check to make sure each rule is concise, relevant, and that 
           your total number of rules aren't exceeding 7 (I never exceeded 5).  Remember, if the 
           rules you post become impossible to follow, or retain for that matter, they will be 
           ignored!

      Classroom management intervention 
          -Does the system you have in place protect the "good kids" who are obeying and trying 
           to learn?  Review your intervention strategies to ensure they quickly diffuse the 
           "rule breaker(s)" in your classroom and return the focus back on instruction.

By simply reviewing these two area (by the end of the month), you will not only be able to catalog what worked from what didn't work this past school year; but, discover what areas need to be researched and developed this summer to ensure that you have and even more successful 2012-2013 school year!

Cleaning Up Misbehavior

It’s April and time for that spring ritual - Spring Cleaning.  If your student’s are still exhibiting behaviors that don’t meet your expectations; then it’s time to clean up these behaviors once and for all.  If your constant reminders, use of consequences, card flipping, stick pulling, and token systems haven’t worked yet, chances are they probably never will!  Time to throw these techniques out with these difficult students and try using this modified individual behavior contract instead.   The individual behavior contract has been used successfully with students for years, but what makes this form different is that it requires the student to reflect on their behavior within each recording period.  Start by identifying the problem behaviors you want the student to focus on.  Next, explain that at the end of each period, they will score themselves on how well they believed they did at managing their behavior.  Once they have rated themselves, the contract is handed to the teacher and they then score the student on his/her behavior.  Take a moment to discuss any differences in score which is a key component as it helps the student become more aware of their behavior.  Finally, allow the student to choose the reward they will earn if they are able to meet the minimum number of points needed for that reward.  To ensure success early on, make sure that the minimum number of points needed is easily attainable.  After a few days/weeks, increase the number to help guide the student to more effectively modifying their behavior.  You’ll see that in no time these disruptive behaviors will clean themselves up and these students will see how much they truly sparkle and shine! 

*Note – use only your score to determine if the student reaches the set point total.

 EXAMPLE

Date________________

Behavior Contract for __________________________

	Student Reflection	Teacher Reflection
Morning Work
Math
Reading
Writing
Lunch
Recess
Spelling/ Grammar
Specials
Social Student/ Science
Total Points

Scoring:

3- All of the time

2- Most of the time

1-    Very little/ none of the time

___________________’s goal is to earn at least _____________ out of ___________ points daily.  If ___________________ earns a minimum of __________ points then s/he will earn ___________________________.

Notes:

Parent Signature____________________________________________________

Five Steps to Handling Any Discipline Problem

Every teacher faces at least one discipline problem each day (okay, you really have the luck of the Irish if you only face one discipline problem per day!), and handling these issues/problems properly is the difference between a well managed classroom and a chaotic one.  Here are five basic steps to handling any discipline problem effectively:

     1.    Take a breath – this will give you a moment to collect your thoughts and 
            remain under control
     2.    Address the misbehavior – this is important to do appropriately, do not 
            embarrass any student/child, but be sure that the student/child knows 
            what s/he did wrong
     3.    Follow through with classroom consequences (this is a must!)
     4.    Do not engage in excess conversation.  Informing the student/child of 
            the infraction and the consequence is enough, excess conversation only
            invites argument
     5.    Forgive and forget – leave the misbehavior behind as the lesson 
            continues, giving all students/children the chance to learn both from 
            the prepared lesson and from the example set

Apply these five steps consistently and that pot of gold at the end of the rainbow will become a reality as your classroom discipline problems become fewer and fewer!

Random Acts of Kindness

Part of behavior management and one of the most important lessons you can teach your students/children is the importance of being kind.  This month, teach this important life lesson by creating a bulletin board designed to remind students/children about how simple acts of kindness can have big and lasting results on recipients.  Prior to Valentine’s Day look for and praise those students/children that display random acts of kindness, and challenge yourself to do something special for each and every of your students/children.  These random acts of kindness can be highlighted and used for discussion on Valentine’s Day as you use this day as a springboard for encouraging all your students/children to start looking for opportunities to display random acts of kindness with others. Start by creating a special bulletin board (the evening before Valentine's Day) covered with any colorful Valentine’s Day theme background paper. Label this special bulletin board with the words “Kindness Counts.”  Next, cut out a couple dozen paper hearts to begin with.  Provide one of these hearts to each student/child and have them reflect on things that others have done for them throughout the day that has made a difference.  Have them write this down and then stick it to the bulletin board.  Make additional hearts available to students/children and continue to remind them throughout the rest of the month about offering these random acts of kindness and to record the ones that they have received.  By the end of the month you will have started to develop the habit of random acts of kindness in your students/children and will also have a bulletin board filled with acts of kindness that have made a difference in the lives of your students/children. 

Happy Valentine’s Day!

Positive Reinforcement Resolution

It’s a new year, and is one of your professional New Year’s resolutions to reinforce student’s positive behavior more in your classrooms?  If not, I encourage you to add this to your list as there are so many opportunities to reinforce your student’s positive behavior.  To utilize this strategy most effectively, follow these three specific actions:

1.  Ask the student what s/he liked about his/her behavior in the specific situation where you want to provide reinforcement.  Then listen closely to the answers.

2.  Repeat or paraphrase the student’s description back to the student to reinforce the description and show that you were listening intently.

3.  Make a specific and supportive statement about the behavior which also labels it.  For example: “Gary, you seem to be thinking carefully before you respond to John’s teasing.  You are showing strong self-control.  You must be really proud of yourself!”

This strategy can be used countless times and will never wear out with students.  Reinforce the positive and make 2012 your best teaching year ever!

Deck the Halls with Positive Behavior

Start by having teachers/volunteers construct large paper Christmas trees that are taped outside each teacher’s classroom.  In each classroom have a basket full of multi-colored circles (representing ornaments).  Explain to students that any time they see another student doing somthing positive, they can take a paper ornament and write or draw what they saw and then at designated times place the positive reinforcement ornament(s) on the tree.  Within a short time you will have a beautifully decorated paper Christmas tree all based on the positive behaviors of your students!

Picture Perfect Behavior

While having perfect classroom behavior is near impossible, having a wide variety of behavior management techniques to use is the perfect solution to dealing with the plethora of misbehaviors demonstrated in the classroom.  To add “Picture Perfect Behavior” to your arsenal start by taking individual pictures of all your smiling students/children.  If possible, have each of these pictures laminated and then affix a magnetic strip to the back of each picture.  At the beginning of class, place all the pictures on the chalkboard as a display of all the “smiling” good behavior that will be occurring in your classroom that day.  Explain that if a student/child misbehaves s/he must remove their picture from the board and place it at their desk.  When the behavior has been corrected, comment on how they are demonstrating “picture perfect behavior” and let them place their picture back up on the board.  A picture perfect day would be one where all the student pictures are on the board at the end of the day/class period and all your students/children leave your classroom with smiles on their faces.

Halloween Homework Pumpkin Passes

Pumpkins are the ultimate October icons – the fruit of the month, if you will (and yes . . .  pumpkin is a fruit).  This month celebrate the pumpkin by using it to motivate and get reluctant students to complete their homework consistently.  Start by creating cut out pumpkins and on each pumpkin write what the student can earn and use that pumpkin pass for.  For example, the pass could be good for 1 homework assignment, or good for completing only the even numbered problems on a homework assignment.  Once the pumpkins have been created, stack all the pumpkins in a clear packet and place it where all students can see them.  Inform students that at random times during the month of October, you will be offering Halloween Homework Pumpkin Passes that can be used in your classroom any time before Halloween.  Explain, however, that to earn one of these special pumpkin passes a student must have completed and turned in all their homework for the week.  No tricks here, just treats for those little “pumpkins” who consistently complete their homework!

The Fab 5

Once rules and procedures are clearly defined, communicated and posted, then holding students accountable for self managing their behavior is the next step to a successfully run classroom.  We struggle with students today because we don’t make them accountable for their actions, and the “Fab 5” are 5 specific questions that will to help you address misbehavior and put the responsibility back on the shoulders of the student.  The questions . . . when dealing with misbehavior are:

   1.  What are you doing?

   2.  What are you suppose to be doing?

   3.  Are/Were you doing it?

   4.  What are you going to do about it?
            -this question actually will empower the student

   5.  What’s going to happen the next time you do this?
            -if you don’t have your consequences posted, the student can’t 
             answer this question for you 

An important caveat when using these questions with a misbehaving student is that it’s important that you avoid any lecturing before, during, or after the questions.  If you don’t get an appropriate answer say, “You may either answer the question or you are choosing the consequence.  It’s your choice.”  Then ask the question again.  If you get an appropriate answer, affirm that and move on to the next question.  If you still receive an inappropriate answer give the consequence.  Also, don’t accept “good” or “bad” as an answer.  The student must explain what they mean (example - Student: “I’ll be good!”  Teacher: “what will you do to demonstrate good behavior?”).  Using the “Fab 5” will help hold the students accountable for their behavior and if you couple this with consistently following through with consequences, your 2011-2012 school year will simply be FAB-ulous! 

I Believe!

Here are a couple positive behavior management facts for you . . .  1) children who believe in themselves actually behave better, and 2) teachers who believe in their students have fewer discipline problems.  Children do not automatically and innately believe in themselves.  They look to their role models, adults in their lives, to determine their sense of “worthiness.”  If a child lacks positive role models at home, their only hope may lie in your hands – the hands of their teachers.  Every child deserves to have an adult who believes in them and even those children who do have positive role models at home, can have this belief undermined by a teacher who simply doesn’t believe in them!  As you start this new school year, make it your priority to reach every child you teach and show them . . . no, convince them that you believe in them.  I Believe!  I believe in you, and your ability to make a positive difference in the lives of each and every one of your children.

Clip Charts

A classic!  The clip chart is a simple behavior management tool that works on helping children/students monitor choices.  Create a clip chart by divided the chart into 7 colored sections.  Each section is labeled with the following words/phrases:

    Top:       Outstanding!
                     Great Job!

                       Good Job!

             Ready for a Great Day!
               Slow Down
                 Think About It

  Bottom:                 Parent Contact

Each child/student is given a clothespin and each child starts each day by clipping their clothespin in the middle (Ready for a Great Day!).  When a child/student makes a good choice it enables them to move their clothespin up on the clip chart.  Just the opposite occurs if a poor choice is made - the clothespin is moved down one section.  When a child/student makes it to the top section, they earn things that they can add to their clothespin to make it unique and special (example: a sticker, rhinestones, yarn, etc.).  Coaching is a big part of helping all children/students make better choices, and coupled with this tool good choices will become the norm for all the children/students in your program!

Who’s Most Positive???

Everyone knows who the positive people are on every staff.  The students know, the staff knows, the administration knows, and the parents know.  Do you know?  Answer this question: Who is the most positive person in your building?  Take a few seconds and come up with an answer.  Picture that person in your mind.  Now think about why you selected that particular person.  How does that person treat you?  How does that person treat others?  Okay, what is the name of that person?  I hope that you named yourself!  Did you?  If you did name yourself, then congratulations!  If not, why not?  If you didn’t name yourself, then you should know that you are not being nearly as effective as you are capable of being.  Students/children respond best to positive role models and will follow their lead.  How are you leading your student's/children?  Always seeing the bright side of life, the good news is that even if you didn’t name yourself . . . you have the opportunity tomorrow to start the day anew and becoming the most positive person in your building!  You can dooooooo it!!!  

MAY^. be You Need to Think About It

It is so important to teach children/students to be more responsible for themselves, their classwork, and their classmates.  This month, in a separate part of your room set up a “MAY^.be You Need to Think About It” area with a desk, clipboard, and marker.  When a child/student misbehaves, is inappropriate, or simply is irresponsible have them go to the “MAY^.be You Need to Think About It” area and have them reflect and then write the answers to these three questions:

1.      What did I do wrong?

2.      What could I have done instead?

3.      What will I do differently next time?

To have children/students learn that there are multiple ways of handling various situations, require that they list at least two possibilities for question #2.  Then, in question #3 they must pick one of these options to use the next time the situation come up.  Allow the child/student to return to your class once they have completed this reflection sheet.

April Showers Bring May Flowers

In April, a cause and effect relationship occurs as April showers really do bring in May flowers.  Discuss this with your class and then announce that during this month, all groups will have the opportunity to earn flowers based on the number of rain drops their groups can collect.  Prior to introducing this behavior management technique, hang umbrellas over each group table (can be altered to match seating arrangements) and you’re ready to start.  Explain that groups can earn “raindrops” for displaying any number of positive things they do (for example: following directions the first time, working well as a group, staying on a task, cleaning up, etc.).  For every 10 raindrops a group earns, they receive 1 flower.  Each group has to earn a predetermined number of flowers by the end of the month and those that meet or exceed this stated goal get to participate in an announced reward.  Use this behavior management tool and in no time your room will be blooming with flowers and positive behaviors!

Lucky Shamrocks!

It takes more than luck to effectively manage a classroom.  Creating a positive learning environment is something that we must consciously do every day and with St. Patrick’s Day this month, why not give your children/students a little luck of the Irish!  Before the children/students come to your room, place green shamrock notes (cut from green construction paper of course!) under each student’s chair or desk.  On each shamrock write a personal note that starts with “I’m so LUCKY . . .” (e.g. “I’m so LUCKY to have you in my class!”).  Each child gets to take one of these home with them and the message conveys you care about them and that they are special to you.  Research has shown that teachers that show a deep concern and appreciation for their students/children have far less behavioral problems in their classrooms.  This month's activity is just another way to demonstrate this . . . but, the truth is - the children/students you serve are the really lucky ones!  Why?  Because they have you as their teacher.  Never forget this and Happy St. Patrick’s Day!

The “Heart” of Student Success

Begin by creating 2 large identical hearts.  Place 1 heart on top of the other and create a puzzle by pressing heavily with a marker to outline various puzzle pieces (equal to the number of children/students in you class).  By pressing heavily while creating the puzzle pieces, the marker will bleed through to the 2^nd heart giving you an identical outline that you can easily trace over.  Place the heart with the outlined puzzle pieces on a bulletin board or wall, and cut out all the pieces of the 2^nd heart.  Place the name of each child/student on each of these puzzle pieces and over the next 13 days explain that you will be looking for positive behaviors demonstrated by your children/students and that as they demonstrate these positive behaviors, you will note, write the positive behavior down on each of their puzzle pieces, and post their puzzle piece on the large outlined bulletin board puzzle.  Each day put up 2-3 puzzle pieces with the goal to have all puzzle pieces affixed by February 14^th creating a large heart.  Discuss how it “warms your heart” to see all the positive behaviors in your classroom and wish all a heartfelt “Happy Valentine’s Day!”

The Power of One

I am hopeful that you enjoyed a very nice holiday season, and are looking forward to making 2011 the best year ever!  As we start this new year and start working on those resolutions, resolve to not only be a happier, healthier you; but, to bring happiness into the lives of all those you touch.  Through “The Power of One,” let your lead be their example.  Happy New Year!

The Christmas Tree

Begin this Holiday themed behavior management tool by drawing a large Christmas Tree with several ornaments on the chalk/whiteboard.  Review your classroom rules (and any special rules you might have for the holiday season) and challenge your class to see if they can keep the Christmas tree full of ornaments.  Explain that for each infraction or off-task behavior that occurs you will be erasing an ornament from the tree.  If all the ornaments are erased, a consequence occurs (for example: the classwork becomes homework and you move on to the next lesson).  If however, a predetermined number of ornaments are on the tree at the end of the day (or week), have a special wrapped present that you open which reveals what they have earned for their good behavior.  

Happy Holidays!

Energizing Your Classroom

Behavior problems sometimes occur because keeping students engaged after sitting for extended periods of time is challenging.  For this reason, adding energizers to your repertoire of behavior management tools is critical.  An energizer is just a framework for movement and is a short, simple, high-energy activity.  These activities can be done individually, with a partner, in a small group, as a team, or as an entire class.  Energizers add fun to your classroom lesson(s), but they also benefit students by helping them remember things better.  How you ask?  By having students engage in quick physical activity, norepinephrine and epinephrine is boosted in the body which are both memory fixatives.  In addition, physical activity triggers the release of glycogen which has been shown to enhance levels of glucose which also supports memory formation.  Many educators are afraid to use energizers for fear that they will loose control of their classrooms.  This can occur if energizers aren’t used properly.  For energizers to work, they have to be well thought out, set up correctly, followed through with, and seamlessly transitioned back into the lesson.  If you're wanting to use energizers in your classroom, there is no end to the supply of energizers to choose from.  Numerous books have been written on the topic and dozens of websites with 100’s of energizers are just a click away.  This November, have fun with classroom energizers and watch as your behavior problems become fewer and fewer and your students memories become better and better!

Color Dismissal

This month, use the beautiful fall colors to organize or dismiss your children/students.  When it is time to line-up or leave, ask for only those students that are wearing something that has the fall color red on to line-up or leave first.  Next invite children/students wearing yellow, then green, then orange, etc. to line up or leave your classroom.  Variations on this color dismissal theme are numerous but might include your children’s/student’s eye colors, hair color, etc.  This is a great way for you to organize your children/student’s and quickly have them “fall” in line in a creative way!
 

Displaying Rules

For successful classroom management, it is essential that you communicate your classroom rules verbally, visually, and kinesthetically.  This month, let me share with you a creative way to do this and then visually display your rules in your classroom.  First, draw out a large puzzle with one more puzzle piece than the number of rules you have.  For example, if you have five rules then draw your puzzle with six pieces (note: make the extra piece the one directly in the middle of the puzzle).  I’ve found that while a puzzle using a single color works, it is more visually stimulating if each puzzle piece is a different color.  Once puzzle pieces are created, write one of your classroom rules on each puzzle piece (except for the center piece which you write: "Good Behavior Completes the Puzzle!").  Now, one piece at a time verbally communicate the rule (and discuss), kinesthetically role play the rule, and visually display the rule.  Close your discussion with the center piece and because you have clearly communicated your rules with special attention to the different learning styles of each of your students don’t be surprised if (possibly for the first time) they put the pieces together as to what good behavior looks like in your classroom.

“Good Morning," "Shalom," "Olá," "Waz Up!"

As we begin the 2010-2011 school year, the most important thing you can do to develop a positive classroom environment and minimize the behavioral problems you will encounter is to develop rapport with each and every child.  It is said that successful classroom management begins at the door every day, so start each day with a greeting at your door!  Not only does a warm welcome set the tone for the day; but, it also gives you a chance to assess each child’s mood to head off any problems before they start.  Here are some ways to get started “meeting & greeting” at your door:  

• In the beginning of the year when you're trying to match names to faces, ask each student to say her/his name as s/he walks in so that you can hear it and repeat it.

• Shake hands, High 5, Knuckle bump each child while saying the child's names as they enter your room.

• As students arrive, make comments to individuals that let them know that you notice who they are.  For example, say something about their appearance – a new hairdo, a cool T-shirt, unusual earrings, a different color finger nail polish, a jacket you like, etc.

• Ask or comment about things that kids are doing outside of your classroom – sports events, extra curricular activities, other events and projects.
  
  
• Give students positive feedback about something they've done well in class recently.

• Cut up a bunch of 2” x 2” inch squares and write the numbers from 1 to 10 on different squares. As students come in say hello, and then ask them to pick a number from one to ten in your basket that indicates how they're feeling right now – ten (I'm ready, focused, feeling good) to one (I'm tired, grumpy, upset, and would rather be any place else).

Once a quarter give each student a personal written greeting that mentions something you appreciate about their presence in your class. Alternate weeks for different classes so that you create a cycle that you can repeat every quarter. One way to make this less daunting is to put a list of 30 or 40 appreciation responses on your computer. You can write in the students' names, print out your messages, and cut them into strips. For example: 

   -Dear Cho, I know that talking in class is not your favorite thing, so I have
    really appreciated your participation in small group work.

   -Dear Alicia, I've noticed that you've been on time for the last two weeks. I
    really appreciate the effort you've made to do this.

   -Dear Gary, I know this is not an easy class for you, so your efforts to keep
    trying have really impressed me!  I appreciate your hard work!

   -Dear Mia, I have really appreciated it when you've helped pick up and
    organize stuff at then end of class. It makes it so much easier to do projects
    when people are ready to pitch in. Thanks! 

If you’re thinking that saying “good morning” is silly or a waste of time, consider this: your morning greeting may be the only time that day a child is spoken to by an adult in a positive way.  Another thing to consider is what researchers learned based on students’ perceptions of morning greetings: teachers who “meet and greet” are the teacher’s students believe personally care about them and research further found that this personal interest motivated the child to do better in class.  So bring your smile and a friendly greeting to your classroom door this school year, and start to reap the immediate benefits of this great behavior management technique!

“Yes” / “No” Cards

This month I offer you a very simple but effective behavior management tool.  Start by creating a number of “Yes” / “No” cards (these can be created by using index cards, poster board, or printing out, cutting, and laminating the words).  Once the “Yes” / “No” cards are created, you need to find a fish bowl or decorate a box that will be used to collect these cards, and that’s it . . . you’re ready to implement the “Yes” / “No” strategy.  Explain to students that when everyone is exhibiting targeted behavior, the class will be rewarded with a “Yes” card, which is put into the bowl/box.  If however, someone breaks a rule or behaves inappropriately, a “No” card is placed into the bowl/box.  At the end of the day, pull out one card and if it happens to be a “Yes” card, the class gets a small reward, but if it is a “No” card L there will be no reward for that day (time period). 

Another way to use “Yes” / “No” cards is to have a contest between class periods to see which period has the most “Yes” cards or the highest percentage of “Yes” to “No” cards and provide a class reward for the winning period at the end of the week.

One more idea is to place “Yes” cards in the bowl/box, but put any “No” cards earned to the side.  Subtract the number of “No” cards from the “Yes” cards in the bowl/box and that is the number of points the class has earned toward a weekly reward.

It won’t take long before you’ll be saying “Yes!” to this simple behavior management technique and “Yes” to student success! 

The “Penny Jar”

This interesting “Penny Jar” system will increase on-task behavior and minimize discipline problems for just pennies!  Begin by getting baby food jars and labeling them with the names of each of your students which will act as their “penny jars.”  Place all these jars on a shelf that is covered in green paper (which is appropriately called: “the green shelf!”).  Every morning all jars will start on the “green shelf.”  If a child misbehaves, instruct them to give themselves “a warning” and have them move their penny jar to the “yellow shelf.”  Students want to keep their jars on the “green shelf,” since at the end of the day, they may be paid based on the shelf their jar ends up on.  If the misbehavior continues or they behave inappropriately again during the day, the child is asked to give themselves another “warning” and to move their jar to the “red shelf.”  This is not where you want your jar to be at the end of the day, because any jars on the “red shelf” receive no money for that day.  The good behavior payout goes as follows: all jars at the end of the day on the “green shelf” get paid 3 cents, “yellow shelf” will get paid 1 cent and again, if a jar is on the “red shelf” they get paid nothing for that day.  With the money students earn, they get to purchase little things at your store at the end of the week or they can save their pennies to purchase larger items that are a little more expensive.  This is a great little system where you don’t have to do anything special to implement it during the day, you don’t have to keep track of anything, and it’s a great way to use all those old pennies you just don’t know what to do with.  Go green!

Limit Your Behavior Problems by Following 
the 10 Rules to Limit Setting

What is Wanted & What Works:

1.        Setting clear standards of behavior and staying with them

2.        Taking time to explain the reasons for the standards

3.        Being consistent

4.        Praising and rewarding positive behaviors

5.        Allowing choices when possible

6.        Keeping consequences in line with the behavior

7.        Allowing flexibility within limits and with earn back

8.        Listening as a part of effective communication

9.        Recognizing and accepting feelings

     10.   Setting a good example

April's "Awesome!"

April’s activity is perfect for reviewing and reinforcing your classroom rules and consequences.  Start by cutting out large letters that spell the word 
“A W E S O M E.”  Attach each of these letters to a visible board and get ready to experience an “awesome” day!  Begin the day by reminding students how “awesome” they are and then explain that if they can keep the word “Awesome” up on the visible board for the entire day without losing all the letters, they will receive a special surprise. When disruptive behavior occurs, remove one letter.  Continue to remove letters whenever necessary, reviewing classroom rules and following through with established consequences.  You will be surprised how effective this technique is and how powerful peer pressure can be!  It’s Awesome!!!

Theme-ing Positive Classroom Behavior

You won’t need the luck of the Irish this month to help your students focus on demonstrating positive behaviors in your classroom.  Begin by creating a colorful bulletin board or by hanging a themed poster on the wall.  Next, for each student cut out or buy the specified monthly shape (see below).  On each shape write a students name and creatively place these on the bulletin board/poster.  To shape positive behaviors, each time a student displays one of the behaviors you are trying to reinforce, have them take a sticker and put it on their shape.  At the end of the month give each student their themed shape to take home and just like that you’ve themed positive behavior in your classroom!. 

The following are examples of possible themes for each month:

January – Party Favors

February – Hearts

March – Shamrocks

April – Flowers

May – Statue of Liberty

June – Flags

August – Smiley Faces

September – Apples

October – Pumpkin

November – Turkeys
December - Snowflakes

Smile Stones

Good behavior in the classroom starts with establishing and maintaining good relationships with your students.  It’s amazing how powerful a simple smile can be in a student’s life and what an effective behavior management tool it can be!  It has been said that the shortest distance between two people is a smile.  This month, consciously work on smiling more often at each of your students and on Valentine’s Day here’s a little gift you can give each of your students.  On a red, white, or pink index card have printed: “Thank you for being such a wonderful student in my class and sharing your smiles and laughter with us.  I want to share a special smile with you today!  Put this Smile Stone in your pocket as a friendly reminder that I care about you, and to remember to keep smiling and be positive in all your interactions with others.”  On each of these cards stick a Smile Stone.  A Smile Stone is simply a clear or colored vase gem that you paint a little smiley face on.  Keep smiling and watch as the world smiles with you!

Jammin’ January Jars

Begin this month’s behavior management tip by putting your students into a predetermined number of groups (the number of groups is determined by the group size desired and the number of jam jars available).  Provide each group with a number or have them determine a positive name for their group and label each jam jar with the group’s number or name.  Explain that each time you notice something positive happening you will reward the group by putting a marble into their jam jar (examples might include: all responding quickly and quietly to your directions, having all homework completed, walking down the hall quietly, etc.).  If one person in a group does something special, you might even reward the entire group for his/her efforts.  Every couple of days check to see which group has the most marbles.  For a special reward, explain that when a group (or class) can fill a quart sized jar they will receive that reward.  Measure by first putting marbles into a cup, then a pint, and finally into a quart.  

Remember, no behavior management system can be based on rewards alone.  A system starts with a firm idea of what your classroom should look like when all students are actively engaged in the learning process.  From there, you develop a system that will help you and your students reach this goal.  Happy New Years and may you and your students reach all your goals in 2010!

“The Magic of Good Behavior” 

The magic of the season is upon us and there is no reason we can’t bring the magic into our classrooms.  Simply explain that when students are on-task, behaving positively, and meeting your set criteria you will teach them a simple magic trick that they can share with friends and be taken home to share with their family.  There are 1000’s of simple magic tricks you can find in books and online to use for this months behavior management idea.  This tip really is the magic of good behavior!

Encouraging Good Behavior
 

Some teachers point out class rules only when students misbehave.  A more effective technique for teaching acceptable behavior is to call attention to the positive examples of following the rules that most students demonstrate daily.  For example – saying: “I’m pleased you did this rather than that” is an effective classroom management and discipline measure.  This technique allows you to discuss proper and improper behavior in a positive way rather than from the standpoint of correcting misbehavior. 

Thumbs Up 

This behavior management idea focuses on catching students being on task and behaving appropriately in your classroom.  Begin by creating a bulletin board with the outline of a large thumb being the focal point.  Title this bulletin board “You’re Thumb-ting Special!!!”  Once created, explain to students that when you notice them either being on task, behaving appropriately, or demonstrating an act of kindness; they will be selected to put an inked print of their thumb inside the outline of the thumb.  This not only is a great motivator for students, but a reminder to the teacher to be constantly looking for the positives in their students.

The Good Behavior Game

In order for this behavior management tool to be effective, you must first define, discuss, role play, and post what good behavior looks like in your classroom.  Once students clearly understand these, divide the class into 2 or more teams.  Explain that any time a team member breaks one of the rules (that constitute good behavior) in your classroom, it will result in his/her team receiving a mark next to their team’s name.  The way this behavioral game plays out in your classroom is determined only by your desired outcomes and individual creativity.