• Classroom Management Resources
     
    Sometimes the word "baggage" is used to describe when we hold onto hurtful things that people have said or done to us.  Place a paper bag in the classroom labeled "Baggage Claim."  Instruct your students to write down any and all hurtful things that they might have experienced on a piece of paper and drop it into the bag.  Since carrying around negative thoughts can make us feel angrier or more upset, this will help your students' ability to let it go.
     
    The student and teacher hammer out a written agreement that outlines: specific positive behaviors that the student is to engage in (or specific negative behaviors that he or she is to avoid), the privileges or rewards that the student will earn for complying with the behavioral contract, and the terms by which the student is to earn the rewards (e.g., staying in her or her seat during independent reading for three consecutive days). 
      Other samples of contracts are available online (google behavior contracts) and in The Tough Kid Book by Ginger Rhode.
     
    Students use this to reflect on problem behavior after the fact.  This worksheet will assist them with determining how their behavior has affected others and what they can do better next time.  
     
    Blurt charts helpthe number of "blurts" in the classroom and should be tied to your own reward system.  This strategy is best when used with the book, My Mouth is a Volcano by Julia Cook.  However, you can use the chart independent of the book.
              Other samples of blurt charts can be found on pinterest or teacherspayteachers.com, like this one.
     
    *Brain Breaks
    Brain breaks are a great way to incorporate discretionary motor breaks.  This is good for all students!
              Samples of brain breaks can by found on teachersteachers.com, like these:
            - Brain Break Cards 
            - Roll a Brain Break
     
    Used to teach students how to request a break when feeling angry or frustrated instead of acting out in the classroom. 
     
    *Calming Strategies
    Students who frequently become angry at peers or who may be set off by the excitement of large groups may be taught to (1) identify when they are getting too tense, excited, or angry, and (2) take a short break away from the setting or situation until they have calmed down sufficiently.
               -Keep My Cool At School
     
    Have laminated cards with common verbal statements that the teacher often says: "Please stop," "Thank you for listening," "Thank you for not talking when I talk," etc.  Hand out discreetly to deal with a problem behavior.  If you want to give a positive note, you can do that too!  Collect all laminated notes at the end of class to be used again.
     
    *Creative Solutions Sweepstakes
    This strategy is found in Outrageous Behavior Modification by Barry Christian.  This is a great way to get students input on a mild classroom problem that just won't go away (e.g., backpacks in the aisle, gossip, etc.).  It's a good way for the class to experience the process of how solutions come about.  When students help solve classroom problems they tend to accept more ownership of the class.
     
    *Effort Meter
    All too often students need to be encouraged to put effort into their work. This poster is a visual representation of how to measure the students' effort.       
                  Samples of effort meters can be found on pinterest or teacherspayteachers.com, like this one.
     
    *Hassle Logs
    Hassle logs were designed to help students learn the skills of assessing their own behavior and monitoring their own progress over how they manage their anger. It presents a structured ‘non-judgmental’ framework for students to reflect on how they handled their anger in a given situation.
                -Hassle log
                -Hassle log 2
                -Hassle Log Pictoral  
     
    Misbehavior may occur when students are stuck on a work assignment and do not know how to quickly and appropriately request help without drawing undue attention to themselves. Teachers can address this problem by teaching the entire class how to request assistance in a non-disruptive way. A teacher may, for example, instruct students with questions during seatwork to post a help-signal (eg. red-green card) and continue working on other assignments or approach a peer-helper for assistance.  
     
    This is a number scale that helps students put their problem into perspective, where one is a small glitch such as not getting called on, and five is an emergency such as an earthquake.  
     
    *Raffle Ticket System
    Students are able to earn Raffle tickets for anything and everything including, but not limited to, participation, cooperation, concentration, following class rules, and completed assignments.  Be sure to be very generous with the tickets.  You may even find that the students will actually help each other to earn tickets and praise each other when tickets are earned.  
              -Raffle ticket jar label
              -Raffle Ticket System
     
    *Teacher Evaluation
    Your students are your customers and, from time to time, it’s just good practice to conduct a survey of customer satisfaction in your classroom.  This survey gives students a chance to provide the teacher with honest feedback regarding how they are doing. It is surprising how many “blind spots” we can develop (i.e. convenient ruts or quirky habits) that could be easily corrected.  This strategy could be especially helpful with managing oppositional students. 
     
    *Wacky Coupons
    This strategy is found in Outrageous Behavior Modification by Barry Christian. These are useful with oppositional students and used for habitual behaviors like tattletale, out of seat, whining, bad attitude, etc.  Student is given a limited number of coupons per day to be used at their discretion.  The number of coupons per day can be gradually reduced or you can offer incentive to “save up” coupons.  One benefit of coupon therapy is that the student becomes sensitized to the number of times he performs the target behavior.   
     
    Use index cards (3 x 6 will have 9 “yes” sections).  Use a 3-10 minute interval depending on how often student disrupts.  Increase time gradually.  If at the end of the specific time, student has not disrupted, you initial one “yes.”  If the student has all the “yes” initialed, reward is earned. 
     

    Resources

    Websites:

    Books:

    • Discipline in the Secondary Classroom by Randall S. Sprick

      • A positive approach to behavior management. 

      • Includes a DVD with reproducible material

    • The Tough Kid Book by Ginger Rhodes, PH.D; William R. Jenson, PH.D.; and H Kenton Reavis, ED.D.

      • Practical classroom management strategies

      • Evidence-based practices in a fun, engaging method that is simple and practical.

    • Outrageous Behavior Modification by Barry T. Christian

      • A handbook of strategic interventions for managing impossible students

      • The methods in this book tend to avoid direct power confrontations with resistant students

     
     
Last Modified on August 14, 2015