2011

In th

e M

iddl

e

Classroom Management

Tips and Tricks

Sun West School Division

Middle Level Tips and Tricks of a Well Managed Classroom

1. Overview2. Procedures and routines for

Space Materials Time Students

3. Discipline plan that may work for you.

Grade Level: Middle Level

1. There is only one first day of school! What we do that day can determine the success we have for the remainder of the year. First impressions are key! We want to set the stage for success so we need to spend the time organizing the class so that everyone knows how the class will be structured and managed. Students typically want to know the same things on the first day of school:

Am I in the right class?

Where am I supposed to sit?

What are the rules in this classroom?

What will I be doing this year?

How will I be graded?

Who really is my teacher, as a person?

How will I be treated here?

Through the rest of this recipe for success, the answers to the above will be addressed in hopes to give you some but not all the answers as you begin the journey of your very first day of many more to come! Please know that you have our support at all times.

First day of school:

Welcome and greet each child by name as they enter into the classroom. Be nearby to give that smile of encouragement some may need as they make transitions to which you may have no idea about yet.

Know where you want the students to sit and where to put their materials that they bring to use for the school year. May have lockers, desks etc. Assigned seating takes pressure off kids and they don’t have to worry about sitting by friends or that nobody wants to sit by them. The seating arrangement can change as time goes on. (Be the gracious host so to speak, as they acquaint themselves with you)

As a class, develop a set of class rules and consequences that everyone can live with.

Demonstrate procedures & practice them as needed. Fire drill practice needs to be done within the first few days.

Plan to teach content the very first day – activities need to be meaningful and applicable to the journey of learning.

How do you plan on getting to know your students? Interest inventory? (handout)

Be well planned and prepared so that students are actively engaged.

Plan a welcome back activity- (attached are a couple of ideas.)

You may want to create an all about me bulletin board that contains a collage of personal items about you, your teaching life, family and other highlights.

2. Procedures and Routines

SPACE

When setting up your own classroom, think of it as creating a place that you and your students will want to keep coming back to. It doesn’t all have to be finished as a showcase for the first day however but your plan needs to be ready so that you can work to creating the environment you want it to be.

Recipe suggestions:

1. Desks need to be placed so that you can see the students and they can be easily monitored in whole group or small group instruction settings. Rows work best for the first days of school.

2. Arrange your desk and the equipment you need handy in a way that there is no barrier between you and the students.

3. Seating labeled and other areas that need to be such as lockers, cupboards for storage items.

4. Bulletin board partially completed – part of first day’s activities can be to create a display for a bulletin board. Have your bulletin boards be a part of the learning that are referred to.

5. Arrange the work areas for reading, math groups, project areas, learning centers etc.

6. Identify the space where things such as binders, backpacks, shoes etc.

7. If students move from class to class then you have to be thinking a bit differently if you don’t have the same students throughout the day. You may have them for home-room only. So what will your space look like for the variety of students that may come through your door?

8. You will need bulletin board space to put up work, samples of work-exemplars of work in which students can strive to reach, rubrics for assessment, etc.

9. “Tour” the classroom as part of the procedures and expectations. 10. Prepare your materials and have them organized in your space so that they

are accessible.

Materials

The school, grade level and subject areas that you teach will help to dictate the specific materials you will need. You may have to purchase a few of your own items if they are not at the school.

Recipe Suggestions

Label each notebook, binders, duotangs. Having them color-coded (the paper, duotang and notebooks are green) according to subject area is a real time savor and organization tool students appreciate.Hand in boxes/bins for homework, specific subjects, folders labeled for different classes Homework/ Reminders boardLarge chart to document handed in assignments. Students need to see what they have handed in and are still missing, they won’t remember-honestly.Daily display of the day’s schedule- (use the board or another area in your room) make subject area labels that you can tack up and move around for each day of the 6 days. MATH

o Create a symbol that shows a change so students can be aware of the

change in their day. Art Folders ( students can decorate these as a project based on your requirements)Daily agendas – to & from home – teach a consistent routine for these. I like to have the students use them to write a brief statement/explanation about something they learned that day. The parents become used to this communication tool and look forward to the discussion it provokes at home.Cardboard magazine file for each student works well too.

– example: keep all Guided Reading in one place

Portfolios- how will this look for you?SMART board will be a tool for you to use. How can this tool be used as a key ingredient?

Time

Time management becomes easier once you have the knowledge of your content and the understanding of the learning needs of your students. Detailed and organized lessons help one to be able to respond to questions, surprises that may arise.

Morning Routines (Smart Board), Attendance, - Power Teacher, O Canada, (may be done school wide) in motion activities, daily schedule, current events, agenda books, etc.

Visual Schedule of the day so students know the order of the day, special events or changes to the day.(Smart Board Schedule or laminated paper) Post goals and outcomes so students know what they will be learning during the day so they can reflect on “What I have learned”.Procedures in and out for recess/breaks/class changesHave a seating chart handy to check attendancePlace baskets, bins, stack-ups by subject or period in a location that is convenient for students as they enter and leave the roomBe sure students are in the habit of bringing the required materials to class so that time is not wasted gathering what they need.Write the assignment, pages to be read, quick write, journal assignment etc. on the board so students can refer to this.To prevent lineups at your desk be moving around the classroom working with the students, correcting monitoring the learning right away. Just like a coach, fix the problem right away.Use a method of envelops or folders with the students name on it for truing in book order, lunch orders, fund raising money or other items to be collected. This saves tones of time and the mystery money left on your desk or other random places.Have a place for work to be picked up that has been missed because of an absence. Write the students name on the item before placing it in the basket or folder so they can identify easily which is there’s.

Perhaps the most important thing with this age of students is TRANSITIONS! Smooth transitions allow for a change of pace and focus with no disruption.

If students move from class to class be sure to greet the students as they enter the room.

Begin your class as soon as the bell rings with the lesson you have planned. Have the learning target listed on the board or SMART board, a key question or picture, puzzle, fill in the blank with a key term or other means of capturing the attention of the students as they enter the room. A way to focus the students and engage them in the learning is necessary.

Examples: “What are the three key ideas you remember from yesterday’s lesson?”, “When you see the word______ what do you think of?”, “Draw a picture of ______ from yesterday’s lesson.” Draw three geometric figures we discussed last week. Tell which figure would be best suited for the shape of a playground for preschool children and explain why you chose this shape.” These could be put on exit/entrance cards, small white boards or small chalk boards.

No matter how we try to divide the day there are only so many minutes available. So make every minute count. Each minute needs to be filled with

meaningful and productive learning that reflects the expectations of the curriculums.

Being prepared is key. The frantic line at the photocopier or last minute searching for microscopes, dice, or cards etc. can create anxiety. So do what you can to prevent this from happening. Every day brings surprises but early arrival and preparation help you to be ready for whatever may come your way.

Students

When students enter into our lives as our students, they come as they are, not as we expect them to be. It is necessary that we get to know each of them as individuals and connect with them beyond the classroom walls. We start where they are as learners and take them to where we need them to be. The journey of knowing your students is so important.

Student interest inventory- attachedStudent strength inventory- attached.Other getting to know you activity- attached.

From this information you gain a great deal of insight into who your students think they are. Knowing what they are interested in and what they have a lot of knowledge about can become part of your planning to build on and incorporate. Use their strengths to build on with them. This information will help in forming groups, and most importantly adding some of their interests into your planning. Knowing ‘what is under your students fingernails’ is truly about getting to know them.

Some ideas for choosing students, creating groups or partners:

Popsicle sticks with names on them. Name generator on SmartBoard file.Clock partners

Marking student work: We think it is most effective for teachers to circulate around the classroom giving continual feedback. Avoid the lineup at the teacher’s desk. Avoid passing work back and having students mark other students work. Students either mark their own work or do peer assessment based on a set of criteria. This has to be taught, do not assume they know what this means!

Signals to get students attention:

Use a timer to signal time is up- many neat ones on internet, SMART filesFlash the room lights

Give me 5 (poster in room that shows what the 5,4,3,2,1 means)If you can hear my voice, Clap Once, If you can hear my voice, Clap TwiceRepeat Clap (clap and have students repeat the same clap pattern back)Wind Chime (bells, shakers)

Students in Gym:

Do laps first Meet in a designated spot on the floor and sit in circleHome spots – assign certain spot in gym for each student. Student goes to that same spot all year when teacher says “Home spots!”Use tambourine in gym to get their attention instead of a whistle

Body Breaks –( see separate handout)In Motion website has awesome ideas for the class and school.

The other day, I read a delightful quote from a six-year-old student:

“My teacher thought I was smarter than I was; so I am.”

Now that’s what I call motivation!

Each of us knows that students who are motivated and self-confident tend to be better learners. Unfortunately, we also know how unrealistic it is to expect every child to march into the classroom with these traits. So what’s a teacher to do?

I don’t have all the answers. What I do have is FOAMY, a fun acronym of motivational reminders.

Feedback: Build a child’s self-confidence with feedback that is accurate and encouraging.Opportunity: Make certain every child has multiple opportunities to succeed at his or her learning level.Atmosphere: Always maintain a positive learning environment.Meaningful: Show students the value of their learning.Yippee: Make learning fun!

3. Discipline Plan (Be sure to read the following article included)

Now is the time to develop a classroom management plan with two major elements: (1) rules that maintain discipline and allows students to learn (2) consequences that support the rules

Students need to recognize teacher leadership from the moment they enter the room. Unclear or nonexistent rules invite challenge from students. They want and need boundaries and are looking to you for this.

We can’t teach and students can’t learn if all students don’t believe that the rules for behavior apply to them.

By creating clear expectations from the beginning with consequences that address the behaviors very few problems will evolve. Students and teacher generating classroom rules and expectations together (be sure you have your own set in your mind ahead of time!) works well. Everyone gets on the same page right from the start. Be sure everyone- including yourself can live with the rules. Be sure to know the rules and procedures of your school as well.

Plan consequences – students can suggest logical consequences.

Restitution works well also. Students learn that making a mistake is okay but they have to fix it and make it right. The mistake should be made again. They are to learn from the mistake and move on.

There are many strategies to having your class run smoothly. Choose what suits you and go for it!

Trouble Cards

Use index/file cards.

If there is a behavior problem with a student, you can handle it in one of two ways:

1. Place an index card on the student’s desk. He/she is required to write down what he/she views as being the problem. He/she must sign the card and then the teacher also signs the card. After class the student and the teacher meet to discuss what is on the card. For the next time the student is not co-operating behaviorally, you could either use the same card or another card. The cards are kept as a documentation of the student’s behavior and could be used as a tool when meeting with parents and/or administration.

2. The teacher fills out the trouble card and places it on the student’s desk to have the student sign. Again, the same card could be used over and over, or new cards could be used each time. Keep the cards as a documentation to share with parents and/or administration.

Sometimes it is only necessary to have the cards in your hand or to flip through them to demonstrate that you need the student(s) to adjust their behavior. Trouble cards can be used as a “silent” means to let a student know that his/her behavior is inappropriate. No verbal exchange is necessary when you give the student his/her trouble card. They know from the receipt of the card that they have “crossed the line”.

The system you use to file the cards is up to you. You could keep them in the file box in your classroom by student or class, depending on your situation.

Good luck! Use the idea and make it your own! Adapt it to suit your needs and the needs of your students

“What to Do When I’m Done” Poster Idea

Students are often done an activity and then need to have something meaningful to do while they are waiting for teacher to proceed with the next activity. This is where these posters might come in handy. Below are just a few examples of “What To Do When I’m Done” poster ideas. Use them “as is” or modify them as you see fit.

#1

FREE TIME

Find a bookResearch on interestExplore manipulativesEnrich your passion

Tidy-upInvent!Make a drawingEntry in a journal

#2

CRABBYFor this one, write this phrase above the poster…“U R Done? Don’t just sit there…Get Crabby!”

C Catch-upR ReadA ArtB BuildB Be an author! WriteY Your time*

#3

I’M DONE

Individual projectMath games

* Your time activities could be something they trade in tickets for or they take turns at (centers, computer, other high interest in-class activities)

DrawcOlor pageiNvent a new gameEnjoy a book

#4

BORED

B BrainteasersO OrganizeR ReadE Engage yourself in writingD Draw

ANCHOR ACTIVITIES

Anchor activities are pre-planned activities, tied to your current or past units of study, for when students finish early, to start the class or for when you want to work with small groups of students this ensures that the others are occupied doing meaningful work. Keep these on a bulletin board or in student duo tangs, or other area that works for you. The students need to be accountable for their time as well so creating a tracking system helps this. You may even use a reflective journal in which they talk about the learning in. You can also set up a contract- the student will complete so many tasks in a certain amount of time.

Anchoring activities examples:Journal writingBrain QuestsManaging a portfolioPracticing skills such as spelling, computation, learning with math using tubs of manipulatives, and vocabularyWorking on learning packets; Working at learning centers; Working at interest centersIndependent InquiryWrite a song/poem/rap that helps you learn about a conceptWord wall illustrations

When introducing anchoring activities:1. Teach the whole class to work independently and quietly on the tasks.2. Move toward having half of the class work on the anchor activity (which can be adjusted according to student readiness, interest, and/or learner preference if needed), while the other half engages in a different content-based activity designed specifically for their needs.3. Later on or the next day, you can switch groups, with the group working on the anchoring activity now working on the content-based activity and vice-versa.4. Next, you can have a third of the class working on the anchoring activity as the two-thirds of the class working on two differentiated content-based tasks. Many combinations are possible.

Examples of Use:  In an elementary classroom, students who the teacher has observed using action verbs could be writing in their journals while the teacher works with a group of students on using action verbs. The next day, the teacher may meet with the group who mastered the action verbs to work on building a bank of more complex action verbs, or on another skill that they need to master.

In a middle school classroom, some students could be working with key vocabulary that will be important in the next unit while the teacher works with a group on understanding the events that led to World War II.

In a secondary math class, students could be working on AFL math problems while the teacher meets with part of the class to introduce new content and skills.  Practical Hints for Implementation:  Make sure that:

The students have had practice and understand how to work independently. Specific management procedures should already be in place to address student questions, gaining assistance from peers. At first, the teacher should simply monitor that these routines and expectations are clear and enforced before moving on to the next step.

The activities can be completed with little to no teacher intervention or assistance.

The activities are not fluffy, but meaningful and respectful of the learner. These activities are tied to specific content or skills that need to be reinforced. They are not coloring book pages or crossword puzzles that are not tied to content or skills.

How will the activity be managed and monitored? , or practice of key course concepts

Points - Percentage of Final Grade

- Rubric - Portfolio Check

- Checklist - Teacher/Student Conference

- Random Check - Peer Review

- On Task Behaviors - Other __________

Discipline without Stress®

Punishments or Rewards

 by Marvin Marshall

This article may be reproduced in whole or in part as long as reference is made to MarvinMarshall.com

The subject of discipline is often confused with classroom management.

"I appreciated your differentiation between classroom management and discipline. After 35 years in the classroom, I can see how so many times discipline problems are exacerbated by poor management." (Baiotto 2003).

Although related, classroom management and discipline are distinctly different topics.

Classroom Management

Classroom management deals with how things are done. It entails structure, procedures, and routines, to the point of becoming rituals. When procedures are explained to and practiced by students, and, when necessary, periodically reinforced by practicing again, classroom management is enhanced. When procedures are learned, practiced, and reinforced, instruction becomes efficient. This is the foundation of classroom management and is a prime responsibility of the teacher.

Chances are that when you walk into a room, you do not pay much attention to the floor, but if it were missing, that would be obvious. This analogy describes the difference between effective and ineffective classroom management. You do not notice it when it is good, but without it, it’s lack is readily apparent.

Discipline

In contrast to classroom management, discipline is the responsibility of the student. Discipline has to do with appropriate behavior. Although it is incumbent upon the teacher to maintain a classroom conducive to learning, a person is responsible for his or her behavior.

When teachers take on the role of disciplining students, they deprive young people of the opportunity to become more responsible. A far more effective approach is for students to develop procedures to help redirect irresponsible impulses. In addition, the usual approach is for the adult to impose some form of consequence or punishment. When this occurs, students have no ownership in the decisions, take on a victimhood mentality, and have negative feelings toward the imposers. Since the use of coercion engenders negative feelings, such external approaches are counterproductive to good relationships and are effective only temporarily.

Three Principles to Practice

Superior teachers are aware of three practices that enhance classroom management and promote responsible behavior. Following is a brief description of each.

Positivity

The first principle to practice is to be positive. People do better when they feel better, and that which people perceive affects the way they feel. For example, if you receive a compliment, then a positive feeling emerges. On the other hand, if you are criticized, a negative feeling erupts. Effective teachers communicate in a way that promotes what is desired, rather than what is not desired. For example, Stop talking becomes This is quiet time and No running becomes We walk in our hallways. The first practice to promote appropriate behavior is to be proactive by presenting expectations that are positive.

Choice

The second principle to practice is to offer choices in any situation or activity. Choice empowers. Since people do not argue with their own choices, this approach engenders ownership (a necessary requirement for lasting changes) while, simultaneously, reducing resistance. Many behavior problems erupt when the student perceives especially in front of peers that no option is available. The student feels cornered. The lack of options often prompts feelings that lead to resistance and even defiance. Having options reduces these negative feelings that coercion fosters.

Living three options reduces any sense of coercion. When options are presented, a student feels empowered as opposed to overpowered. Offering choices diffuses the emotional charge of a tense situation prompted by feelings of coercion. The misbehaving student is prompted to think, rather than impulsively react, because the student is required to make a choice. For example, if, after continual

disruptions, a student were given a form that asked, Would you rather complete the form (1) in your seat, (2) in the back of the room, or (3) in the office? resistance to the task would diminish.

Reflection

The third principle superior teachers practice has to do with understanding the differences between controlling someone else and attempting to change someone else. Although we can control a person, the control is only physical. No one can control how another person thinks or what the other person wants to do. In addition, control is only temporary.

Answering the following question explains a fundamental concept of the approach: Think of one person in your life and ask yourself whether you have ever changed that person. You will quickly conclude that you might have influenced the person to change, but in the final analysis the person did the actual changing. As mentioned, we can control another person temporarily, but no one can actually change another person. People change themselves, and the least effective approach to actuate another person to change is through the use of coercion, be it telling or through imposed punishments, or manipulation by bribery. ( http://www.AboutDiscipline.com ) .

Reflect for a moment: Do you enjoy being told what to do? Telling is coercive because the inference is that what you are doing is not good enough and that you need to change. No one likes to hear this message.

Asking reflective questions is significantly more effective and longer lasting than telling someone what to do. Learning to ask reflective questions is a skill that anyone can learn. What would an extraordinary person do in this situation? and If you could not fail, what would you do? are reflective and empowering communications. Here is a reflective and powerful one I use in my seminars: If I were a student, would I want me as a teacher?

The Raise Responsibility System

Communicating in positive terms, offering choices, and honing the skill of asking reflective questions are three principles to practice. They provide a foundation for the Raise Responsibility System, which is a discipline and learning system composed of three parts: (1) teaching a hierarchy of social development (teaching), (2) checking for understanding (asking), and (3) guided choices (eliciting).

(1) Teaching the hierarchy (Teaching)

Promoting responsible behavior starts with teaching a hierarchy of four developmental levels. As with Jean Piaget’s hierarchy of cognitive development, Abraham Maslow’s hierarchy of needs, and Lawrence Kohlberg’s hierarchy of moral development, the nature of a hierarchical structure positions the highest level as the most desirable one. Exposure to the levels encourages responsible behavior if for no other reason than the motivating principle of challenge.

The approach is proactive in that concepts are taught at the outset. It is also positive, offers choices, and prompts reflection. This is in contrast to the more traditional approach of reacting after irresponsible behavior with a negative approach that is usually coercive and adversarial.

The concepts comprise four levels of social development that are made meaningful by the examples students create for their own classroom. The levels are:

(D) Democracy (Highest level)

 

Develops self-disciplineDemonstrates initiativeDisplays responsibilityDemocracy and responsibility are inseparableInternal motivation

   (C) Cooperation/Conformity

 ConsiderateCompliesConforms to peer pressureExternal motivation

   (B) Bossing/Bullying

 Bothers othersBullies othersBreaks laws and standardsMust be bossed to behave

   (A) Anarchy (Lowest level)  Absence of order

Aimless and chaotic

Levels A and B are not acceptable levels of behavior. Because schools are organized institutions, level A is introduced only to understand the hierarchy of social development. Notice that only level B uses a verbal or gerund form. This prevents referring to anyone as a bully. The verbal form also emphasizes that an irresponsible behavioral level is chosen. People at this level make their own rules and standards, rather than following appropriate expectations. Level B behavior naturally prompts the use of authority. However, authority can be used without punishment or coercion, as will be seen in the third phase of the system.

Level C refers to expected behaviors, a requirement for a civil society. It includes following the procedures that the teacher establishes for classroom management. Cooperation is emphasized at the elementary levels, but in middle and high schools this level takes on an additional dimension. Discussions include the powerful influence of peer pressure and situations where such conformity would not be in the best interests of either the individual or society. Motivation at this level is external; its intent is to please or influence someone else.

Level D is the goal. It represents the ideal of taking the initiative to act responsibly because it is the right thing to do. A hierarchy is also used to promote effort in learning ( http://www.MarvinMarshall.com/hierarchy.htm ) .

Both levels C and D are acceptable. The difference is in the motivation. Level C aims at obedience, but obedience does not create desire. Ask a student to pick up a chair that is on its side and the student will do so. However, if the student picks up the chair without being asked, a positive feeling is engendered. Taking the initiative to do the right thing feels good. Obeying a directive simply lacks this positive emotional component.

The usual terms employed when discussing motivation are extrinsic and intrinsic. When referring to motivation with the Raise Responsibility System, the terms external and internal are used because responsibility is not a characteristic that we associate with intrinsic motivation. The motivation to be responsible is more cognitive and rooted in ethics and values, in contrast to the emotion or feeling that is associated with the word intrinsic. (Technically, however, whether any motivation can be extrinsic or external is another subject beyond the discussion of this article.)

The levels can be illustrated by using a traffic signal. Levels A and B have a very clear meaning: stop. These are unacceptable levels of behavior. The yellow refers to level C and indicates caution. This signal communicates a situation that can go in one of two directions: up to level D (doing the right thing because it is the right thing to do) or down to level B (doing something inappropriate or unacceptable). At level C, it is important to think carefully and cautiously about the results of one’s choices. It engenders reflecting on questions such as, Is this really where I want to go? and Will it bring results that are going to be positive for me and others? The green of the signal at level D indicates that it is safe to go with the responsible choice.

(2) Checking for Understanding (Asking)

Disruptions are handled by Checking for Understanding. The purpose is for the disrupting student to acknowledge the chosen behavioral level. Acknowledging the level is necessary in order to accept responsibility. The vast majority of situations are handled by simply using this basic learning theory of teaching (the concepts) and then checking for understanding (asking to recognize the level chosen). The self-evaluating questioning strategy encourages students to reflect on their level of self-chosen behavior. The effect of this procedure is, to quote one teacher,

"They (students) know almost instantly when they need to make a better choice. This takes less time away from instruction and keeps the classroom climate stress-free and positive." (Capell 1999)

This very important part of the system involves asking young people to reflect on their own chosen level of behavior. This simple prompt to reflect immediately stops the vast majority of inappropriate behaviors. In contrast to asking the student, if the adult identifies the level of behavior, the student has been deprived of the opportunity to reflect and become more responsible.

A number of factors are engaged using these two foundational steps of teaching and then asking. Perhaps the most important is that the approach separates the person from the behavior, the act from the actor, the deed from the doer. This is a critical concept to understand. Everyone has a natural tendency to defend one’s own actions. Oftentimes, this leads to a confrontation between teacher and student. By referring to a level outside of oneself, the tendency for defensiveness is eliminated. Other beneficial factors include an understanding between internal and external motivation; empowerment to address Level B, bully-type behavior; and the fostering of character education.

(3) Guided Choices (Eliciting)

Continued or repeated disruptions are handled by Guided Choices. Authority is used but without being punitive. The purpose is to stop the disruption and give the student a responsibility-producing activity and/or to develop a procedure to redirect future impulses.

As with Checking for Understanding, in Guided Choices the teacher asks rather then tells. Asking bypasses emotions prompted by the brain's amygdala and prompts the brain to reflect. Since the student is making a decision and is not being coerced, dignity is preserved and confrontation is avoided.

A major reason for the effectiveness of the system is that students know and feel that they will not be harmed. Students understand that the teacher’s intention is for student growth, not punishment. Students clearly understand that the teacher wants to help students to help themselves, rather than being victims of their inappropriate behavioral impulses.

Suppose that Michael sticks his foot out into the aisle in an attempt to trip Jimmy. The teacher’s conversation to Michael sounds like the following: Michael, every time you stick your foot out to trip Jimmy you are a victim of your impulses. Do you want to go through life being a victim? If not, let's think of some procedure you can rely on so that when you get that impulse you will be able to redirect it. Without your having some procedure, you will continue to be a victim of your impulses.

Although essays and self-diagnostic referrals are available for future disruptions, the most effective approach is to elicit a consequence or procedure to redirect future inappropriate behaviors. Since people generally do not argue with their own decisions, an elicited decision does not engender the usual negative, adversarial, and victimhood reaction aroused when a decision is imposed. Incidentally, because the decision is the student’s, rather than the teacher’s, this approach gains parental support.

Conclusion

The key to effective classroom management is teaching and practicing procedures. This is the teacher’s responsibility. Discipline, on the other hand, has to do with behavior and is the student’s responsibility. Superior teachers practice the three principles of being positive with students, offering choices, and prompting

reflection. The Raise Responsibility System employs a proactive approach that establishes expectations by first teaching a hierarchy of social development. During inappropriate behavior, the teacher asks or suggests that the disruptive student reflect on the level of chosen behavior. If disruptions continue, a consequence or procedure is elicited in contrast to the usual approach of being imposed to redirect inappropriate impulses. Employing the three principles to practice and the Raise Responsibility System is a significantly more effective approach to promoting responsible behavior than are traditional adversarial and negative approaches.