classroom management?
960151
There are some vital areas you have overlooked. You need to 'catch them being good' and openly reward positive behaviour. The pupils should be involved in the creation of the class rules and sanctions and be very clear in advance of what will happen should these rules be broken. And should the rules be broken you should tell them it's their behaviour they don't like not them. It is vital that you have unconditional positive regard for pupils. You also need to have a very robust and consistent approach to positive behaviour management, agreed strategies on how you will deal with and respond to individuals with individual needs. This needs to be in writing to ensure other visiting specialists or cover teachers are aware of these agreed strategies and use them. And finally, ask yourself - are your lessons worth behaving for? \nGood reading? Anything by Bill Rogers
624124
Never had a problem with that in any school I've been in. The custodians are angels! Plus, any mess left behind by teachers would result in long, drawn-out staff meetings in which the principal spends HOURS lecturing us about being role models....lol.
287917
Bulletin Boards:  daily schedule, calendar & announcements, math, reading, language arts/handwriting: cursive or manuscript, social studies, science, homework........examples of student work\n\nLesson Plan Book & Seating Chart: names of students\n\nYou can put the students in rows, or groups of 3 or 4 to work together with your guidance, or you can also have the desks together in the shape of the letter "V" so you can circulate and be accessible to them. This will also help you to maintain discipline because you can see the students and their desk tops. Try not to have a students' back to you or the board.\n\nWhiteboard: objectives, standards and assignment should be posted
327141
The best and most overlooked way to improve classroom education of any kind is to introduce the use of boardgames. I have taught for over ten years all over the world, and only when I use boardgames do students voluntarily insist on extending their classes for two, three, even four hours. Not only that but they then show the most rapid improvement. \nCheck out the following websites for some useful background info.\n\nhttp://www.rpg.net/sites/edu/1-1.html...\n\nhttp://www.rpg.net/sites/edu/1-2.html...\n\nhttp://subscriptions.fasfind.com/wwwtool...\n\nhttp://www.gama.org/uploads/ns/xx/nsxx7l...\n\nGive it a try and you will be amazed. At least you will be helping to break the monopoly that the big textbook publishers have over the education industry.
205758
Yes. When you "manage" a class, you have to deal with your students both on your level as teacher and on their level as well. Guidance comes into play when you model behavior or give them prompts to help them come up with an answer. Any time you are redirecting, focusing, or encouraging a child to do something, you are guiding that child. Unfortunately, not enough teachers take a psycho-social approach to teaching, so that when problems arise, they are stuck as to what is going on with the child. When I was a one on one assistant in a classroom, I always asked my student to "check-in" with me, this allowed him to tell me if he was having a hard time or needed a breather (he had Aspergers Syndrome). I would consider guidance to be ESSENTIAL to classroom management.
191778
I'm not too sure exactly the kind of information you need, but one book that may shed light on behaviors and how to manage them is: Preventing Classroom Discipline Problems.\n\nAdditionally, I'd read Fred Jone's book TOOLS FOR TEACHING. He provides some answers as to why certain behaviors occur in the classroom.
146736
I wish there was a book.  I've found the best way is to simply talk to other teachers.  Borrow their ideas and shape them into what will work for you and your class.  It seems like at most staff developments the best you can hope to come away with is a few good ideas.
475818
People all have their pet organisational methods, which work for some, but not others, assuming you are advanced enough in school to choose your own organisational method you are old enough to decide for youself between what works and does not work *for you* here are some suggested options, additionally, your academic support center may be able to direct you to what will work best for you, also certain learning disabilities may interfere with organisational capacity (ADD/ ADHD, executive dysfunction etc..) if this is a significant problem, you may want to look into testing\n\nFor papers: Accordion folders, Binders(mulitple or one with several sections), or pocket folders\n\nFor Assignments: Weekly Charts, Planners, Desk Calanders, or Electronic organisers\n\nFor notes: Binder with three hole punced loose leaf, one notebook with sections, several notebooks, or legal pads
814607
I wish I had known how much paperwork and "fluff" was involved.  After student-teaching, I was SO EXCITED to have my own class and just TEACH.  I was motivated and had fun, interactive lesson plans on which I had worked VERY hard.  However, when I started out the school year, I quickly realized how much fluff there is - committees, meetings, paperwork, demands of your time from administration, etc. and felt that I wasn't really being given much time to do what I truly loved and what brought me there in the first place...to TEACH.\n\nI learned to be as efficient as possible and use your planning time VERY effectively so that those things can be minimized and put to the side...as they should be.  Then you have more time with your students, who are all that really matter.\n\nHope this helps!  :o)\np.s. I have taught third and fifth grades...mostly third.
411679
The best and most overlooked way to improve classroom education of any kind is to introduce the use of boardgames.  I have tacght for over ten years all over the world, and only when I use boardgames do students voluntarily insist on extending their classes for two, three even four hours.  Not only that but they then show the most rapid improvement. \nCheck out the following websites for some useful background info.\n\nhttp://www.rpg.net/sites/edu/1-1.html\n\nhttp://www.rpg.net/sites/edu/1-2.html\n\nhttp://subscriptions.fasfind.com/wwwtools/m/208.cfm\n\nhttp://www.gama.org/uploads/nS/XX/nSXX7lbqv9r-V1glq3UvQg/GinEBrochure1.pdf\n\nGive it a try and you will be amazed.  At leat you will be helping to break the monopoly that the big textbook publishers have over the education industry.
721923
I'm a teacher of 13 years experience.  I have taught most of my time in junior high (where I still am), but I've also taught high school and college.  I hope I have some guidelines that help.  Remember there is nothing like experience in education.  For all the advice you'll get, you just have to do trial-and-error until you find what works for you.  Everyone has his/her own style of discipline and motivation.  So, in no particular order, a list of problems and solutions:\n\n1) Tell the student to spit out gum, and don't make a big deal of it.  This is a minor offense.  If there is eating and drinking going on, emphasize that this is not the time or the place.  In a junior high school, a second offense gets paper pick up, where students have to go around during break time and pick up papers and tidy the campus.  For a college class, I'd recommend dismissing the student from class early if it's continual and passive-aggressive, having a talk with the dean.  Or if this is a college class, make clear, specific rules for bringing food to class and make your expectations clear about how to dispose of it.\n\n2) For excess talking, move the students around.  Say that you will not talk while they are talking, and they need to listen as a courtesy to you and the learning community.  Keep "playing chess" with them and bouncing them around the classroom.  You must back up what you say with consequences, too.  You cannot just ask someone to stop, then tell them to stop, and keep telling them.  The third time, there needs to be a consequence, not only because some people are inconsiderate and insensitive, but because there are others who are passive-aggressively hostile and need other people to set boundaries for them because they won't do it for themselves.  Remember sometimes you just have to stop talking altogether.  The withering glare (or my favorite, "The Gorgon") is particularly effective and also always gets a laugh.  Never shout over them.  I often speak my first sentence a bit louder than I need to, then immediately soften my voice so they have to strain just a bit to hear.  \n\n3) For verbal defiance in the classroom, I stare directly at the student, lean over, and say, "Excuse me?" and keep staring.  This usually gets an immediate apology and a quick re-statement.  If the student continues to be defiant, inform him or her that you are not going to put up with the obnoxiousness and rudeness, and immediately send the person to another classroom or an early dismissal if a college student.  Then you MUST follow up, whether with detention, a phone call home, a visit home, a talk with the dean of discipline.  This is three-fold: not only are you not letting yourself be a target, but you are also letting the student know that a boundary has been violated, and you're letting the class know indirectly that you have the authority to discipline and keep order and control.  \n\n4) Keep your students so busy that they do not have time to turn around and talk or cause problems.  Give them interesting, engaging, mind-expanding work to do so that they get caught up in their work and won't want to make problems, because they are enjoying what they do.  Of course, making work interesting and enjoyable takes years of practice, tinkering and imagination, and it takes empathy with your class, its age, and your objectives.  Anyone can learn how to keep order in a classroom, but the art of teaching comes from entertaining and opening up the mind so that people want to learn and want to come to class.\n\n5) Sit needy students near you, as well as students who ask a lot of questions.  They get their questions answered quickly and easily, and the classroom isn't disrupted (as often).  Often simply sitting close to the teacher may result in fewer questions; they may simply want attention or need to be close to an authority figure to feel safe and get the attention that they want.\n\n6)
329963
A teacher's work is never done! \nThe best way to get organised is to put some systems in place.  This takes a bit of time to start with but subsequently only times, dates and names need to be changed.\nNo teacher starts with a blank sheet, don't be shy about asking your colleagues how they cope with certain tasks.  You will find that they are very willing and proud to share their tips with you.\nThe more organised you are the better teacher you will be.\nTry to do most of your school work at school, staying later or arriving earlier if need be and using every spare minute in the day so you can separate your school life from your home life (this will make you happier!).\nYour question is a little bit vague. Can you break it down into more specific areas?\nStart by organising your classroom so you have everything to hand and file or organise your resources in some sort of system so you can find what you need quickly.  You can do this  by alphabetical order or topic or numbers.  It's a big help to make use of colour labels/pictures/numbers for different things.\nDo the same for curriculum matters, exam papers, tests,etc\nOrganise your mark book so that you have a record of everything you need to know.  This need not be written down necessarily.  Example, if a pupil hands his homework late, circle the mark in green ink.  At a glance you will be able to see how many times this has happened.  Come parents' evening you can let them know this fact and/or write it in his school report. Devise other notations to tell you other things but keep it simple and keep a key to remind you what they mean.\nI hope that's been of some help and don't worry,everything eventually falls into place.\nGood luck\nMartine
845850
Ran - Learn to see each student individually as well as a part of the class team.  Remember that different people have different abilities and styles of learning.  Laugh with your students at least once a day.  Remember that play is a form of learning.  Love what you do.
1031354
I constantly work on classroom management and teaching skills.  TPRS has been a lifesaver.  It's only been 10 or so years since I've been using it, but the more I work with it, read the listserv, go to workshops, the more I try to develop my skills, the better life is going.  (30+ years of teaching, all middle school).  I continue to read and go to workshops and present at conferences (the research needed to present can only improve my skills).  I love this job.
684449
Rule the classroom with an iron glove. Be friendly but not overly friend. Before you start the class make sure you have a lesson plan. If the absent teacher fails to leave one, make them read, or ask them what they did yesterday, or if they have an important test coming up. Just don't be over friendly. They'll eat you.
407445
Yes I agree. I'm in a computer class (duh!) and my teacher likes to lecture on and on and on about absolutely nothing. As soon as she starts talking, I try to check my e-mail. My grade in this class is good, but with all the lecturing, I might as well just see my way through the door. which is just in front of me. lol. I have to stay in this class from 8:10 all the way to 9:35 (but since it's a club meeting day it's now to 9:55!) and we have to read books! school policy to help students reading abilities to blah blah blah blah! who cares! absolutely no one (student wise) you'd have to be a true teacher's pet to want to sit through all that. So, did you get my point? lol
851483
Pay attention to the way the teacher poses questions and then adapts the students' answers into follow-up questions. Watch how children respond to questioning as well as which children the teacher focuses on the most and least. How does the teacher's attention affect students not actively involved in the exhange? (i.e. does in encourage or discourage others from attempting to get involved?)\n\nLook at the way each area of the room is set up and determine how language instruction has been integrated. Also, ask yourself how the teacher integrates language (vocabulary building, grammar and usage) into other subject lessons.\n\nI'd have to know the grade level to be more specific. Hope this helps a little.