Classroom Management

Step #1: Front load what is expected

Visuals: are hugely successful as the teacher can give a non-verbal reminder (by pointing to specific behavior that is needed). It's also important to give student immediate positive feedback (0-3 seconds) when they've reached a desired level then swiftly transition to lesson. Demand 100% compliance from class.

Find printable versions here

Videos: a great way to introduce and engage any age is through media. It also acts as another voice to echo your instructions.

 Step #2: Develop method to gaining attention

Choosing a fun, playful way to get the classroom's attention helps turn it into a game. This game produces the desired behavior, so why not have fun with it?

A way of asking for attention from the class is call and response without yelling, shushing, or silently waiting. It isn't that those don't work, they're just not as fun and they eventually give you a headache.

• Call "I look around and what do I see?" (hold up your hand w/ middle and index finger touching thumb)

           Response "A quiet coyote looking at me."

• "Class?"

           "Yes?" However you say "class," that's how they say "yes." So             if you say "classity-class!" they say "yessity-yes!"

• UH OH!

           Spaghetti-O's!

• Chicka Chicka

           Boom boom!

• Who you gonna call?

          Ghostbusters!

          I can't hear you? Who you gonna call?

          Ghostbusters!

• Are you ready kids?

          Aye Aye, Captain

• Zip zip zap

          We're all that

• Criss, cross, applesauce

          Spoons in the bowl.
          I'm ready and I'm listening
          And as quiet as a mole!
         (Sometimes I leave off the last two lines)

• Thumbs up,

          Cheeks out! 

• Catch a bubble in your mouth!

• Tootsie Roll, lollipop,

          We were talking, no we stop.

In line:

• Hands side, feet still, mouths mmm, eyes forward. 
• "Hair Stare!" They love that one, stare at the persons hair in front of you

Maintain/acknowledge/reset their attention

This one can be a challenge at first, but without the consistency of behavior expectation reminders, validations, and corrections you will lose the group. All of these suggestions avoid calling a student out. While this practice has been used in the past, we are recognizing that there are many alternatives to "public shaming" in the classroom.

Here is what's worked for me and what many professionals suggest:

For those individuals who are misbehaving/not focused utilize close proximity. Get up walk around as your talking and move closer to them. if they stop, acknowledge it with a subtle smile thumbs up etc. If they continue, move closer, gently give them a reminder hand (put your hand on knee/back) and acknowledge subtly their refocused attention. All of these actions are done while continuing your lesson. AVOID THIS WITH ASD/TRAUMA INDIVIDUALS. Their personal space bubbles are much bigger than ours and this will make a situation much worse.

For those students or ones you can't reach, using a "strong voice" can help. While talking, if you see/hear a student interrupted, abruptly stop mid-sentence. Make intentional eye contact with the student and begin as SOON as they stop. This is magic when mastered and turns into a non-verbal chat with the student without stopping the lesson.

Intentional precise praise is another one. Notice those who are focused, point and say a positive "yes," "thank you___ for sitting criss cross," "your eyes are on me, you're ready." Spread this out over a wide area so that each student has a student they can see to model after. Be sure to praise those for resetting themselves too. For those going above and being be sure to give even more praise. 

For those having a VERY rough time, catch them doing something correctly (if they're laying down and rolling say in a flat tone "____ you are at the carpet, I like it can you show me eyes...boom, you showed me before I could ask, nice job showing me focus." Point to his legs "could you show me criss cross applesauce? NICE JOB showing great listening skills!" The idea is to get them going in the right direction without them realizing they are following them. This avoids a power struggle.

I also utilize the "reset button." Acknowledging that sitting for long periods of time is important. It validates them and sets you up for a mutually respectful relationship. I tell the kids that just like a computer, we need to reset from time to time. Just like a computer, we need to shut down sometimes in order to get back on track. When I ask them to reset, it just means that they need to use a focus strategy that will help them. These can be getting a fidget, putting their head down until I ask them if they're ready to rejoin us, sitting up and focusing, or getting up to do a previously agreed upon task (getting a drink of water, using the Zones of Regulation). 

Step #3: Practice positive reinforcement

Positive behavior reinforcement is the offering of desirable effects or consequences for a behavior with the intention of increasing the chance of that behavior being repeated in the future.

Example of positive reinforcement:

Billy gets teacher praise (positive stimulus) for remembering to raise his hand (behavior) and a sticker (positive stimulus) every time he goes a whole day with only two "blurts" (behavior).

Examples of negative reinforcement:

Billy doesn't raise his hand (behavior) and receives a card turn (negative stimulus) and a call home to parents (negative stimulus) for consistently blurting out (behavior).

How this can be implemented in the classroom:

START THE YEAR with whole classroom pompom jar. When you notice students actively listening (behavior) put a pompom into the jar (positive stimulus). Do this often! Have a plan for what incentive is given (dance party, game day, extra recess) so they understand what they are working for.

The Nurtured Heart approach is a fantastic way to encourage positive behavior and guide individuals on what is expected.

Example of NHA:

Billy blurts out (behavior) instead of raising hand and waiting. Teacher responds "Billy, I'm glad you're excited to answer the question, thank you for that, but I'm looking for a quiet hand. Let's his reset and try again with the next question I ask."(positive stimulus)

Step #2: Allow for consistent brain breaks 

Getting kids to focus can be tough. Regular active breaks only take a few moments and allow the kids a break from sitting. 

Here is further reading a research re: importance of movement 

Research from Universities of Utah and Brockport, NY

Tips and ideas

Games/activities:

• Many of them know the game "Statue." The rules are simple and universal, just ask them.
• The Hello Game: Choose one child to be the guesser. With the guesser's back to the audience silently choose a student to come up and say "hello" in a disguised voice then have them sit down. The guesser then turns and attempts to guess who it was.
•  Two Changes:  Choose a child to get up in front of the class and allow for the students to study their outfit, hair, accessories. Send the student out of site to change 2 things about their outfit (untuck shirt, untie shoes). Student comes back, the class guesses what 2 changes were made.
• Yoga/stretching: yoga does not have to be complicated. Here are some simple yoga poses. 

 How Occupational Therapy approach can help focus students:

Sitting/paying attention for periods of time can be a challenge for students AND adults (*ahem* meetings, *ahem* conferences). Finger fidgets and things that keeps the child moving can have a great influence on their ability to focus.

Here are some examples that can be found at Target:

Silly putty-let students know it is only to be squished like a stress ball

 Stretchy-chewy bracelets-these can be for those oral fixes

Here are some other ideas that are definitely affordable

Calming Fidgets

Active Listening Poster

Grades 1st-2nd

This poster is helpful when you either need to introduce or remind the kiddos what "active listening" is. Plus, it's adorable.

Compliments!

At the end of a lesson, I allow the students to compliment each other. Discuss what an "inside"-one that is about who they are and how you appreciate them as a person and "outside"-compliments that are about someone physical appearances. Encourage inside compliments if a student gives an outside one.

Compliments are followed by applauses that are much more entertaining and fun for everyone.

• The Elvis- modeling each direction "I want to to get a little swagger. Get out your comb and slick back your hair. Now get a little snarl on your lip. Now let's all point (again, with a swagger) to _____ and say 'thank you, thank you very much."
• Bubble gum- again, modeling "Everyone get out your piece of gum, place it in your hand. Unwrap it, put it in your mouth, chewing with our mouths closed of course, work it around" Now just model blowing a big bubble and it popping with a clap.
• Looking good- "I want you all to take out your mirror, check out your reflection, get your best smile on, make sure there's nothing in your teeth. Now let's point over to _____and say 'lookin good!!"