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New Teacher Induction Program - 2011 Page 32

CLASSROOMMANAGEMENT


Professional Development and Training

In the context of what the Bruce-Grey Catholic District School Board is already offering,

professional development and training on "Classroom Management", specific to the needs of new

teachers, should include the following core content

• Developing respectful relationships among students and between students and adults

• Strategies for building and supporting a safe, inclusive, learning-focused classroom

environment where diversity is seen as a strength

• Effective strategies for establishing clear classroom procedures, routines, and norms of

collaboration

• Effective strategies for organizing time (such as timetabling, transitions) to maximize

uninterrupted learning time and student time on task

• Strategies for collaborating with students on setting and maintaining classroom norms and

rules

• Effective strategies for dealing with challenging behaviours

About Core Content

• The Bruce-Grey Catholic District School Board offers professional development and supports to

all their teachers in order to ensure quality teaching and improved student achievement.

• Effective professional development must be manageable, relevant, timely, and appropriate to

the daily responsibilities of new teachers

• The above core content has been developed in an effort to support new teachers as they

progress; along a continuum of professional development through their first year in the

profession. As with all areas of learning, proficiency will develop over time.

• The core content is not to be viewed as a checklist of activities to undertake or an assessment

tool to gauge the teacher’s performance.

• It is intended as a guide for individual choice regarding PD and training activities for new

teachers.

New Teacher Induction Program - 2011 4

New Teacher Self-Reflection Tool

É What strategies have I found to be most successful in getting to know my students and building

respectful relationships with them? Are there other strategies I would like to try?

É What strategies am I using to encourage the development of respectful peer relationships

among students? (such as role play, group discussion)

É What evidence do I have that my classroom environment is safe, inclusive, and

learning-focused?

É In what way does my classroom environment reflect the theme of diversity as a strength?

É What have I noticed about how all students respond to my classroom management strategies?

É What strategies have I used when faced with challenging behaviours? Were these effective?

How do I know?

É What time management strategies am I using to maximize uninterrupted learning time?

É How do I collaborate with my students in setting classroom norms, rules, and procedures?

É Can all of my students identify and explain the routines and expectations in the classroom? If

not, how am I addressing this?

É How have I established norms of collaboration in the classroom?

É What have I noticed about my students' ability to apply norms of collaboration to their

classroom activities?

É What strategies am I using to handle transitions in my classroom?

É How are my students responding to the strategies I am choosing?

É In what way(s) have I intentionally designed my classroom space to facilitate whole group,

small group, paired and individual work?

É To whom am I turning when I have a question about classroom management?

É What kind of support or new learning do I feel I need next in order to manage my classroom

learning environment even more effectively?

É ?

É ?

The following variety of questions is designed for teacher self-reflection. You may wish to use a

selection of the questions below as starting points in conversations within your mentoring relationship

and when planning and revising your Individual NTIP Strategy.


NTIP Requirement

Classroom Management(Classroom organization and management of student behaviours)

"An organized environment supports the learning process. Materials

are ready at hand, and children know how to use them. The

environment is truly supportive and moves children toward

independence." (Pinnell, Guided Reading)

Classroom Management will be broken down into 3 components:

1. Creating an inviting classroom environment

2. Organizing yourself and your workload

3. Managing the students

Key Messages

T Create a positive and well organized learning environment before the students arrive.

T Visualize the traffic patterns in your classroom before placing furniture and planning the

learning centres and quiet areas.

T Routines need to be established before the curriculum is implanted in earnest.

T Effective teachers prevent and respond to misbehaviour in order to create a learning

environment that encourages student learning.

T Teachers can promote intrinsic motivation by moving from rewards to recognition.

T Children who are in supportive classrooms will improve in self-image, behave more responsibly,

and increase their academic achievement.

T Communicating positively with students to encourage cooperation.

T Students need to feel valued, respected, included, understood and safe.

Professional Applications

Teachers are encouraged and required to read Ontario College of Teachers Member's Handbook,

2006. We have isolated a few specific look fors that pertain directly to planning. This is not a

comprehensive list and does not preclude the understanding that teachers will read.the entire

Member's booklet.

When applying the standards of practice to the planning process teachers are encouraged to

demonstrate many practices including the following:

A. Commitment to Students and Student Learning

T creates opportunities for students to understand, facilitate and respond to change.

T reinforces the rights and responsibilities students have as citizens.

T challenges students in the pursuit of excellence.

http://www.heinemann.com/products/08863.aspx


B. Professional Knowledge

T establishes classroom management strategies that support learning and respect the dignity

of students.

T collaborates and structures interaction among students to ensure that shared learning, as

well as individual learning occurs.

T manages time for instruction.

T identifies ways to respond to change.

C. Teaching Practice

T establishes a safe and supportive learning environment and establishes and maintains

standards for student behaviour.

T organizes time and space to enrich the learning environment.

T applies knowledge of student backgrounds, experiences and learning styles.

T applies knowledge of how students develop and learn.

T applies knowledge of a student's physical, social and cognitive development.

T carries out their duties as outlined in legislation.

T enhances the learning environment with a variety of curriculum resources and available

technologies.

T develop student activities to promote social and group responsibilities.

T uses classroom management skills to enhance learning. ,

D. Leadership and Community

T exercises professional integrity and judgement.

T motivates and inspires through sharing their vision.

T invites parents and members of the community to share their knowledge and skills in

supporting classroom and school activities.

T engages others through shared problem-solving and conflict resolution.

T acts both as team members and as team leaders.

E. Ongoing Professional Learning

T acts as role models who demonstrate lifelong learning.

T collaborates with colleagues to improve practice.

T anticipates and plans the kinds of learning they will need to respond to a variety of

educational contexts.


ConsiderationsCreating the Learning Environment:

Creating an Inviting Classroom Environment

"It is significant to realize that the most creative environments in our society are not

the ever- changing ones. The artist's studio, the researcher's laboratory, the

scholar's library are each deliberately kept simple so as to support the complexities

of the work-in-progress. They are deliberately kept predictable so the unpredictable

can happen."- Lucy Calkins

A dynamic and inviting classroom is engaging and interactive. The following are

considerations when setting up an inviting classroom environment:

É Space - when the space and furniture are arranged with the classroom program in mind,

students can work more successfully and independently. There needs to be a large area for

demonstrations and classroom meetings that will create a sense of community. There needs

to be areas for small-group, partner work and independent work. There also must be a

quiet area in the classroom for independent work, independent reading and guided reading.

É Materials Area - make sure there is an area in the classroom that has a variety of materials

for student use, such as pencils, pens, rulers, erasers, glue, tape, scissors, pencil crayons,

markers, crayons, lined paper, blank paper, construction paper, etc.

É Bins - label plastic bins around the classroom that hold student material. Suggestions are a

homework bin, bins for items found in the materials area, bins for teacher materials such as

marking that needs to be done, bins for all the books in the classroom. The bins that

contain books for students to read need to be categorized into the types of books they hold,

such as biography books, mystery books, non-fiction books, dictionaries, etc.

É Bulletin Boards - bulletin boards need to be displayed with student created work, not all

publisher-printed charts.

É Walls - a place to display student work as well as teacher-made anchor charts.

É Storage - teacher materials that are not being used and are taking up space need to be put

into boxes or plastic bins with lids, labelled and stored in a cupboard or spot in the

classroom where it is not in the way. Art supplies and paper or books that are not being

used also need to be stored away so that the space in the classroom can be used to its

maximum use.

É Word Walls - an area of the classroom where words are posted under the letters of the

alphabet. These words are carefully selected by the teacher and are words that the

students are working on and have been previously taught by the teacher.

É Learning Centres - specific areas that are designated to one activity, ex: listening centre,

arts and crafts, paints, magnetic letters, writing, quiet reading, etc. These centres need to

be taught several times before the students work in the centre independently.

É Homework Bins - bins labeled clearly so the students can put their competed homework

inside.

É Textbooks - keep all in one area of the classroom in an accessible spot so the students can

use them when they need to.

http://www.heinemann.com/authors/430.aspx


Consider these physical characteristics when setting up your classroom:

- attractive, neat, organized - decorated door

- movement around the room - location of needy students

- storage space accessibility - areas for specific types of work

- plants, flowers - current bulletin boards

- student work displayed - welcome sign

- bins labeled - materials centre


Organizing Yourself and Your Workload

On your desk...

É Materials that you need regularly - stapler, pens, pencils, clip board, post-it notes, day

book/course binder, agenda, handouts, tissues, to-do lists, etc.

É Day Book Plans / course binders - make sure your day book/course binder is complete 3 to 5

days in advance.

É Long-Range Plans - keep long range plans in an accessible spot to reference throughout the

week or the month.

É Individual Education Plans - these are working documents. Use them, make note of

successes and items to be worked on.

É Parent Communication Log - (parent phone numbers, business and home) - keep in a

confidential spot and you are able to find quickly in order to write down notes after a

conversation with a parent.

É Assessment Binder - keep in a confidential place that you can easily access in order to write

down anecdotal notes, use checklists or tracking sheets.

É School Agenda - a place to write down school dates to remember.

É Handouts - keep a folder labeled handouts so that if there are students away that day, you

have a spot to keep the notes to hand them when they return.

É Teacher/Professional Books - keep on your desk or nearby so that you can reference them if

need be.

É Supply Teacher Plans - keep on your desk in a visible spot in case you are away.

Other things to consider:

É Student Files - have a file for each student that is in your class and keep diagnostic

assessment, testing information, notes from home, emergency contact information, report

cards and report card envelopes inside.

É Health Concerns - find out from the office. Any medication that the child is taking needs to

be kept in the office.

É IEP's - keep Individual Education Plans in a confidential but accessible place, such as a

student file. Speak with the resource teacher about planning for students’ needs.

É OSR's - find out where they are kept in the school (usually the office area) and your role in

maintaining these Ontario Student Records.

É Staff Meeting File/Binder - a place to keep all the notes that you will receive at monthly

meetings throughout the year.

É Job Chart - create jobs with the students' input, ie: line leaders, lunch helpers, board helper,

chair stacker, handout person, etc.


Remember:

T Decide on routines and keep them.

T Decide on a protocol for parent helpers.

T Have a routine for anecdotals and marking.

T Keep a to-do list.

T Learn the material you have to teach.

T Teach students to be independent.

T Be prepared to think on your feet.

T Slow down and enjoy the students.

T Ask for help... you are not alone!

T All teachers teach respect and courtesy.

T All teachers teach literacy.


Managing the Students

"In years to come, a child may forget what you

taught them. But will always remember how you

made them feel." -Steven Krushen

Establishing Routines

Get off to a great start by clearly establishing routines! Routines are designed to foster a

positive learning environment and enable classrooms to function effectively. The routines of each

day need to be explained clearly to the students from the first day of school. This will allow the

students to clearly understand expectations. The students need to know where things are located

in the school such as the office, gym, custodian's room, library, lockers, water fountains and

washrooms. They also need to know where everything is located in their own classroom, such as

paper, pencils, pens, rulers, books, etc. Students need to know how to access supplies in the

room, where to put their completed homework and how to leave the room for a washroom break.

Routines need to then be implemented so that students are able to respond to teacher's signals and

can easily follow the expectations of that classroom. The routines of each classroom need to be

consistent with school codes of behaviour and be enforced consistently.

Once routines are taught, they need to be posted in a visible spot in the classroom. The

students need to know what to do if they need to go to the washroom, if they finish work early, if

they need to ask a question, how to hand in work, as well as classroom rules and consequences.

Classroom Agreements

In order to establish a positive classroom environment at the beginning of the year, the

teacher needs to brainstorm with the students, ways in which they feel it is important to behave in

the classroom. The teacher may then categorize the students' ideas into 5 main categories and

write them out on a large sheet of paper in print so that everyone can see. The rules need to be

stated in positive terms. A suggestion is to have everyone in the class, including the teacher, sign

around the edge of the 5 ideas. This way it shows that each individual agrees to live by these

rules.

Take charge with authority, not power. Be assertive and confident (business-like). Lower your

voice and direct (don’t raise your voice and threaten). Follow through consistently on your

expectations. Mean what you say.

Seating Plans/Groupings

The teacher should be the decision-maker for where each student sits during the school year.

Small table groups should be formed to ensure student interaction. Considerations should include

mixed ability levels, learning styles, gender, behaviour, interests, and health concerns (e.g. visually

and hearing impaired). Groups should be flexible and change throughout the year. A copy of the

seating plan should be kept in your day book for a supply teacher to view.

Positive Appreciations / Catch Them Being Good

The teacher should praise the act, effort, improvement rather than the child. Make sure to

ensure that the praise is true and describe specific behaviour. Also ensure that you use more

positive than negative comments.


Emergency Plans

Check with the administration on the "sending students to office" policy. Put a behaviour plan

in place to support the student who is acting out.

Tips for Handling Behaviour

Proximity

Proximity occurs when a teacher moves toward a misbehaving student or students and

remains close to them in order to stop the misbehaviour. By moving towards a potential problem

area, the teacher increases the chances that the behaviour will not occur. The proximity

communicates that the teacher knows that a student is misbehaving and he or she needs to stop.

It is an effective technique because it allows the teacher to continue a lesson without disturbing

other students. Be careful not to invade a student's personal space.

The look

The look is a quiet way of a teacher communicating whether or not a student's behaviour is

acceptable. The teacher takes a few seconds to look at a student or students in the class who

might be misbehaving. The teacher pauses during the lesson, looks at the student without

speaking and continues the lesson a few seconds later. Teachers need to continuously scan the

room with their eyes to check to see if students are on task.

Using the student's name

This is a verbal skill the teacher uses to remind students that they are not undistinguishable.

A teacher may use the student's name when a student first begins to misbehave. It is also an

effective strategy to make students feel included and welcome in the classroom.

The pause

The pause technique is quite simply a pause. When a student is misbehaving, pausing during a

lesson will allow the student to reflect on what they are doing and will give the teacher a moment

to think before responding.

Strategies to try: Strategies to avoid:

T be proactive; anticipate student behaviour T accuse publicly

T "catch" them being good T give up!

T remain calm T ask "why" they did it

T talk to student( s) T avoid the problem

T enlist parental support T make it hard to confess

T remove temptation T allow class to accuse

T develop class rules with students T assume guilt

T teach the school's Code of Behaviour T lecture, nag

T consistently maintain established standards T take away too many recesses

T give logical consequences T show frustration

T demonstrate respect and dignity T use rewards as bribes

T address students by name T take away art, gym, field trips, etc.

T demonstrate personal interest T ignore small successes

T equity vs. equally T use sarcasm

Fair is not the same for every student. T blame the victim

T "chunk" what's expected T expect immediate change

T provide choices T give the power to the office

T build in breaks T yell, raise your voice

T redirect behaviour T allow the student to manipulate

T build in time-outs T teach too long


T help student with self-monitoring goals

T program at appropriate levels

T modify program

T proximity; move around the room

T use non-verbal prompts and cues / teacher signals

T give recognition not rewards

T establish transition time routines

T be consistent

T trust until proven otherwise

T be fair but honest

T use your voice effectively, lower it to get students’ attention

T watch your body language

T keep notes; dated behavioural logs with antecedents and consequences noted

T never be alone with a student ... always be visible when speaking to a student

T speak privately to a student, not in front of the whole class when it is an Individual issue

T do not punish the whole class for one person's bad behaviour

T do not take away subjects as a punishment

T do not accuse the student

T access IEP and OSR for strategies

T provide immediate feedback to the student

T interact positively with students, parents and school personnel

T ensure that the classroom addresses basic needs according to the age group: for example,

temperature, lighting, snack time, washroom routine, space

T make the physical environment flexible to accommodate requirements of diffferent lessons

T use well paced lessons and effective questioning techniques

T ensure that lessons are challenging, engaging and relevant

T maintain a positive, caring atmosphere in classroom

The High Cost of Rewards

Rewards

T are a form of bribery and undermine interest and motivation;

T are contingent on students meeting conditions set by a person in authority;

T can become the focus (stickers, honour roll, trophies, grades) with the significance of the

learning being lost;

T not only divert attention from the actual performance and learning, but when withheld can

serve

T discourage non-winners from giving their best performance because they know someone

else will win;

T result in behaviours that are often short lived, when the reward ceases the behaviour stops

too; and

T encourage students to take the easy way out and discourage risk taking.

Rewards are: Recognition is:

Artificial: based on special events or Authentic: based on genuine

activities set by others accomplishments that occur every day

Impersonal: based on the choices of others Personal: based on participation and choice

of students

Exclusive: available to a select number of Inclusive: available to all students without

individuals who meet the conditions set by condition

others

Limited: restrict opportunities to a finite Varied: provide opportunities for recognizing

number of categories students' successes


Reflective Questions

T Does my classroom, and the design of my program, reflect the specific student needs and

the Board priorities?

T Have I organized my classroom in a way that supports the student learning process?

T Have I identified specific rules and procedures for my classroom?

T What are the different types of student misbehaviour?

T Why are student misbehaving?

T How often have I observed a particular behaviour?

T Do particular behaviours seem to occur randomly, or is there a pattern?

T What are the school expectations in terms of behaviour?

T Does the school have a behaviour policy in place if students in your class are misbehaving?

T What skills should a teacher employ to prevent and react to misbehaviour before sending

students to the office?

T Is it acceptable to send students to the office?

T What are appropriate teacher responses to student misbehaviour?

T How can I engage all of my students?

T Do I ensure my instructions are well understood?

Five Ways to Manage your Classroom

It is no secret.

A Super Successful Teacher is also a good classroom manager.

According to the Research and Development Centre for Teaching Education at the University of

Texas, there are five ways to manage an effective classroom.

1. CLEARLY DEFINE CLASSROOM PROCEDURES AND ROUTINES

Super Successful Teachers develop specific rules and procedures before the school year begins.

Well-established procedures help eliminate wasted time. For instance, have a routine for

taking roll, recording grades, collecting lunch money, etc. If not, large amounts of time will be

waste on these tasks instead of on learning.

Develop a signal to let students know it is time to begin and stay on a lesson. Some

techniques include: Using a bell, flashing a light, holding up a hand, placing a finger to the

lips, or displaying a sign that either says "My Time" or "Your Time". When they see "My Time",

they are to be quiet because that is the teacher's time to instruct. When they see "Your Time",

they are to begin working on their lesson.

Never yell and scream! Develop a technique to get their attention or to get them to work.

Drill this technique into the class from the very first moment.

And keep very calm while you teach and drill this routine. They will appreciate the freedom from

stressful yelling as much as you will.

2. TEACH STUDENTS CLASSROOM PROCEDURES AND ROUTINES

Effective teachers spend a good deal of time the first weeks of the school year introducing and

teaching students rules and procedures. Each day (Yes - Each Day), review daily schedules,

lunch and recess breaks, forming lines, when to sharpen pencils, when to raise hands.

Do not expect students to learn all the rules and procedures in one day, especially elementary

students. Just as every lesson is taught and retaught, behaviour must be taught, modified,

monitored, and retaught.


3. MONITOR STUDENT BEHAVIOUR

Be aware of who is listening, understanding, participating, or misbehaving. Station yourself

where you can see all of the students at all time. Scan the classroom regularly. Let the

students know that you are aware of what is going on at all times.

4. HANDLE INAPPROPRIATE BEHAVIOUR PROMPTLY AND CONSISTENTLY

Monitor consistently to detect inappropriate behaviour when it first occurs and when it is

easiest to correct. Then deal with the misbehaviour calmly, quickly, and without disrupting the

flow of the lesson.

Some ways of dealing with inappropriate behaviour may include but are not limited to:

• Make 'eye contact' with the student

• Remind the student of the correct rule or procedure

• Ask the student to repeat the correct rule or procedure

• Tell the student to stop the rule violation

• Tell the student to stop the rule violation and attach a consequence

• Encourage the student to take ownership for the behaviour

5. PLAN AHEAD

Have a clear idea of what is to be taught and how it is to be taught. Lessons must be planned

and organized coherently before the class begins.

Each student must have a set of Study Guidelines which tells them exactly what they are

expected to master. This prevents students from asking, "What are we supposed to study?"

Materials must be out, organized, and ready.

You may want to use Criterion Reference Tests and teach your students how to complete these

tests. Using criterion reference tests prevent students from asking, "What will the test cover?"

Effective teachers often do the students' assignments beforehand to have a better idea of the

task facing the student.

Best Practices in Bullying Prevention: Helping Youth Change Aggressive Behaviour

The word “discipline” comes from the same root as the word “disciple” and means “to teach.” We are most likelyto succeed in helping young people change their aggressive behavior when we use the principles of good teachingin our discipline interventions.

We start with the ABCs:A. Respect young peoples’ Autonomy. We can’t make them change. We can increase the cost of their existingbehavior by following through consistently with consequences. We can build supportive relationships so theywant to be contributing members of the school. We can recognize their positive actions. They will choose theirbehavior; we can help them see they have a choice and help them find the best choices for themselves.

B. Maintain young peoples’ sense of Belonging. When we welcome youth to school each day; when we buildmentoring relationships; when consequences are seen as being earned instead of being given in anger orrejection; when we avoid taking their misbehavior personally; and when we maintain positive feeling tone in thediscipline process, young people are more likely take responsibility for negative behaviors and to change.


C. Teach Cause and effect thinking and promote conscience development. We help young people see theconnections between what they do and what happens to them through using predictable, transparent, consistentdiscipline approaches. We can use praise to help them connect their positive behavior with positive outcomes.We can help them discover the positive and negative effects of their actions on others through observation andreflection. We can use questions instead of statements whenever possible so young people learn to think abouttheir own goals and about their behavior.

The following steps help us set up effective interventions to encourage young people to changeaggressive behavior.1. Create a school bullying prevention committee to oversee efforts to reduce aggression.2. Train all staff. Staff behavior is the key element in effective behavior interventions.3. Maintain positive feeling tone and strong staff-student connections.4. Address gender issues.5. Use frequent descriptive praise for positive behavior. Eg. “I notice that you have been playing without

fighting.”6. Avoid the search for “who started it” and focus on the choices each student made- and on the alternative

choices that were available.7. Maintain a schoolwide reporting expectation for verbal and physical aggression. 8. Use a schoolwide behavior rubric - that is, a set of predictable escalating consequences- for aggression.9. Administer consequences for aggression centrally.10. Support reflection and development of empathy after consequences are known.11. Involve parents.12. Support peer bystanders. Encourage students to speak up in safe ways about bullying, to tell staff what they see and hear, and to befriend isolated peers.13. Show parents, students and staff that the program is working and what they are doing to make a difference.

For more information: http://www.stopbullyingnow.com/

Resources

Bennet, B. & Smilanich, P., Classroom Management: A Thinking and Caring Approach

ISBN 0-9695388-1-2

Cameron, Tate, MacNaughton, Politano, Recognition Without Rewards, 1997

Davis, Stan with Julia Davis, Schools Where Everyone Belongs, 2005 ISBN 0-87822-515-3

www.stopbullyingnow.com

Marzano, Robert. J., Marzano and Pickering, Classroom Management That Works, ASCD,

2001 http://www.ascd.org/publications/books/103027.aspx

Moorish, Ronald G., Secrets of Discipline: 12 Keys for Raising Responsible Children,

1997

YRDSB, Social Emotional Academic Learning (SEAL) Document

http://www.devon.gov.uk/devonseal.htm

http://www.stopbullyingnow.com/

http://www.stopbullyingnow.com

http://www.ascd.org/publications/books/103027.aspx

http://www.devon.gov.uk/devonseal.htm


CLASSROOM MANAGEMENTTEMPLATES/CHECKLISTS

or SAMPLES

Please note: The following resources are samples or models, not mandated templates. The BGCDSB

recognizes that each teacher will approach classroom management in a way that reflects his/her

personal organizational and instructional style, with guidance and input from the administration at

each school. We suggest that you work collaboratively whenever possible and feasible to develop

insight into how to approach classroom management in a timely and professional manner.


Sample Junior Classroom Agreement

These are the 5 rules that I agree to live by in this classroom:

1. Raise a quiet hand.

2. No Put-Down's ... Only Appreciation Statements.

3. Cooperate with others.

4. Be respectful.

5. Come to class prepared.

Other rules that may be incorporated in a classroom agreement are:

N Use appropriate language

N Work diligently and cooperate with peers

N Respect the property of school and others

N Attend punctually and regularly


Sample Classroom Responsibility Form

Date:

Please be advised that _________________________ has experienced difficulties in the area(s)

checked below:

9 Did not use class time constructively

9 Did not have appropriate notebooks/textbooks ( ) supplies ( )

9 Homework incomplete ( ) not submitted ( )

9 Assignment / project incomplete ( ) not submitted ( )

9 Agenda incomplete

9 Disruptive behaviour

9 Disrespectful behaviour

9 Did not return borrowed materials / books

9 Instrument ( ) mouthpiece ( ) not brought to class

9 No gym clothes

Teacher Comments:

Teacher: ____________________________________

Signature of Parent/Guardian: _____________________________________

Date: ___________________________________________

Parental Comments:

Please return this form to the teacher named above. Thank you.


A Few Ideas

T Expect the best from students.

T Give a special privilege for the day.

T Accentuate the positive.

T Take an interest in student's life outside of school

T Maximize success.

T Call home with positives.

T Provide classroom responsibility.

T Encourage positive self talk.

T Provide sharing time.

T Make eye contact when speaking to a student.

T Share cultural differences and similarities.

T Listen attentively.

T Encourage cooperative activities to reduce competition.

T Use appropriate humour.

T Incorporate skills, interests, talents in special activities.

T Praise, praise, praise.

T Catch them being good...an example:

http://behavioradvisor.com/CatchGoodSpecificPraise.html

http://behavioradvisor.com/CatchGoodSpecificPraise.html


Student Communication Log

Student: ______________________________ Teacher: ______________________________

Date & Time What Happened Who Was Involved Student Reflection

Strategies To Try Next

Time ...

Consequences at School

...

Parent/Guardian

Comments ...


Summary of Classroom Management Bumps

Variables which

affect the

teacher’s

decision to

respond

Bump 1

Low Key Response

Bump 2

Squaring Off

Bump 3

Either/Or Choice

Bump 4

Implied Choice

Bump 5

Power

Bump 6

Informal Logical

Contracts

1. Past behaviour

of the student

2. Severity of the

misbehaviour

3. Frequence of

the misbe-

haivour

4. Time between

misbehaivours

5. Importance of

the lesson

6. School disci-

pline policy

7. Student’s life

at home

8. Student’s

respect for the

teacher

9. Reaction by

allies

1. Win the

student over

- meet them

at the door

- show

interest

2. Use a signal to

begin/get

attention

3. Proximity

4. Deal with the

problem, not

the student

5. Be polite

6. Deal with the

supporting

cast first

7. Use minimal

or non-verbal

signals

- student’s

name

- the “look”

8. Be on the alert

9. Transitions

- who does

what by

when

10. Ignore

1. Pause or

stop

2. Turn body

(square

off)

3. Intensify

eye contact

4. Use a

minimal

verbal

response

5. Complete

interaction

with a

“thank

you”

1. Stop

2. Square Off

3. Intensify eye

contact

4. Give an either/ or

statement

- use firm/neutral

calm voice

- restore social

order

- give choice

which child sees

as related to the

misbe-haviour

- as immediate as

possible

- keep state-ment

free or moral

judg-ment

- deal with only

the present

5. Ask for a student

response

6. Listen for student’s

answer

7. Complete

interaction with a

“thank you”

1. Following

through on

Bump 3

2. “You’ve made

your choice.

Please

___________”

3. “Thank you”

1. Recognize the

move to power

2. Respond by

- ignoring it

- short circuit

it

- describe the

situation

- language of

attribution

- provide a

choice

- asking them

to leave (due

to severity)

1. Greet student

and set

atmosphere

2. Define problem

3. Generate

alternatives

4. Agree on

alternatives to

try and when

to begin

5. Review what

has been

agreed upon

6. End conference

with a

comment or

gesture that

communicates

a positive

feeling and

tone


BEHAVIOUR LOG/ABC DATA RECORDING CHART

A Behaviour Log is an ongoing daily tracking form for keeping a record of a student’s behaviour. It

is an important tool in identifying patterns in behaviour, modifying or adjusting intervention

strategies, and in evaluating the success of intervention. It is also an important tool in

communicating with parents/guardians, community agency support services, school administration

and Board Student Services.

A Behaviour Log can be used to track any type of behaviour—from mild, inappropriate behaviours

such as social skills (e.g., taking turns, asking for help, joining play activities) to more severe

inappropriate behaviours such as non-compliance (e.g., refusing to follow instruction, disrupting

the class, leaving the area) and to very serious inappropriate behaviours such as physical

aggression and assault (risk of injury) that require physical intervention by staff.

A Behaviour Log contains six sections:

Time of the Incident:

Date/Time the incident occurred

Location:

Where the incident occurred

People/Person Involved:

Name of staff member(s) involved or present and completing and recording in the Behaviour Log.

Antecedent/Trigger:

Record what was happening prior to the student demonstrating inappropriate behaviour and what

occurrence(s) triggered the behaviour.

Behaviour:

Record the details of the inappropriate behaviour, i.e., a description of what the student did, how

long the behaviour lasted, and the level of severity. Also record what intervention by staff occurred

– include how long it took to bring the behaviour under control.

Consequence:

Record if intervention was successful in stopping the behaviour during this incident, what the

student did following the intervention (e.g., resumed appropriate behaviour), was removal

required, etc. Also include any follow-up action such as communication with school administration

and/or parents/guardians and consequences such as time out, detention, or suspension.

Function:

Reason for the Behaviour, i.e., Escape, Attention, Sensory, Tangible


STUDENT: _____________________________

Date, Time &

Recorded By:

Antecedent/Trigger Student Behaviour & Staff Response

Including severity & duration of behaviourOutcome/Follow-up

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