Entries in Classroom Managment (3)

Wednesday
Jul232014

Discipline Tips | by Ann Taylor & Brian Reeves

WAYS TO GET A CLASS QUIET

Ann Taylor

 

  • Sing “do” on any pitch (they will join in)
  • Have them echo clap
  • Sing scales using hand signals
  • Start singing a round – split into parts
  • Have a responsible student take roll
  • Plan breaks during the rehearsal
    • Do the “rain forest”
    • Sing “My Bonnie” sit or stand on all “b’s”
    • Echo clap, Echo sing
    • Break into groups and do rounds
    • Tongue Twisters
    • Buddy back rub
    • Exaggerate text by “Tasting every bit of the word”
    • Have them imitate body movements (non-verbally)
    • Examples:  Touch toes, roll shoulders, etc.

 

 

DISCIPLINE

Brian Reeves

 

There are many, many ways to establish discipline.  You have to do what fits your personality.  It is easy to scoff at the old adage “Don’t smile until Christmas” but there is truth in that.  What you let go in September will be unbearable by April.  The kind of April you want needs to be set up in the fall.

Wednesday
Jul232014

60 Suggestions to Improve Classroom Discipline | by Beth Enloe Fritz

            The career of many a potentially fine teacher has floundered upon the goal of pupil discipline.  While good disciplinarians are not necessarily excellent teachers, excellent teachers are necessarily good disciplinarians in the enlightened sense of the word.

            Not only is good discipline imperative for the establishment and development of the successful teacher’s career, but it is also imperative to the success of the school.  Education cannot proceed without good discipline.  Youngsters encouraged to lawlessness by one weak teacher make the work of their other teachers just that more difficult.

            Good discipline may be described as a friendly yet businesslike rapport in which pupils and teachers work cooperatively toward mutually recognized and mutually accepted goals.  Distractions, frictions, and disturbances, which would interfere with the optimum functioning of the pupil, the class, and the school, are held to a minimum.

            The ultimate, unique achievement of good discipline is self-discipline on the part of the pupils.  Experience tells us that not all groups or all individuals are likely to become completely self-disciplined within the school years.  Yet that is the goal toward which we must strive.   Any philosophy of discipline that does not teach and instill the ideal of self-discipline within the group and the individual will eventually prove weak and ineffective.

 

BE ORDERLY

  1. The first requisite of discipline is order. 
  2. Maintain the correct physical environment. 
  3. Have a place for everything.
  4. Maintain a neat classroom.
  5. Establish a set procedure
  6. Use seating arrangements
  7. Leave the front desk in the middle row unassigned. Use it as a “hot seat”.
  8. After 2 warnings, break up “talky” combinations of students.

SET BEHAVIOR STANDARDS

     9. Set behavior standards immediately.

     10. Whatever your individual room standards may be, make sure they are reasonable, kept to a minimum, and well understood by the class.

     11. Insist on the general rule of only one voice talking at a time.

KEEP THEM BUSY AND MOTIVATED

     12. Get down to business with the bell.

     13. Prepare your plans beforehand.

     14. Be definite.

     15. Set class goals.

     16. Sell your subject matter.

     17. Motivate your classes and individual pupils by every technique at your command, and keep them motivated.

BE AN ADULT

     18. Much of the good morals and good discipline of the best classrooms is to be found in the inexplicable chemistry of personalities as they interact day by day.

     19. Be yourself.

     20. Act your age.

     21. Insist at all times on respect for grown-ups, for authority in general.

KEEP A POSITIVE ATTITUDE

     22. Be positive

     23. Be kind but firm.

     24. Be consistent

     25. Be fair.

CONTROL YOUR EMOTIONS

     26. Don’t be thin-skinned.

     27. Do your utmost not to dislike a child because of his actions.

     28. Don’t argue.

     29. No one is perfect.

     30. However timid, unsure, and ineffectual you may sometimes feel inside, try to project confidence.

     31. Don’t be afraid to show your sense of humor.

GROUP DISCIPLINE

     32. Don’t make an issue of everything.

     33. Don’t threaten.

     34. Don’t make deals and don’t compromise your standards to win popularity.

     35. Understand pupil’s fads and don’t belittle them.

     36. Reject undesirable pupil behavior but never the entire group.

     37. If unacceptable behavior is widespread in your group, concentrate on the ringleader.

     38. Don’t punish the whole group because of the misbehavior of one or a few individuals.

     39. Action is more effective than words.

     40. Never give additional homework as punishment.

     41. Try silence as a means of checking misbehavior.

DISCIPLINE THE INDIVIDUAL

     42. Recognize unacceptable behavior for what it is – a symptom.

     43. Try to get at the root cause of antisocial behavior.

     44. Be patient.

     45. Don’t put off contacting the parents.

     46. Identify yourself with the class as a whole when dealing with a specific individual.

CORRECTIVE MEASURES

     47. Make the punishment fit the individual.

     48. Refrain from using penalties that are personally and publicly humiliating to a pupil.

     49. Avoid punishing in the heat of anger.

     50. Solve your own discipline problems before they need to be sent to the office.

     51. Give a pupil additional responsibility for remedying among his fellow pupils the very offense for which he is remiss.

COOPERATION WITH PARENTS

     52. Visit the home in extreme cases.

     53. Communicate by letter or phone with the parents.

     54. Have the pupil write the letter to his parents informing them of his unsatisfactory behavior.

HANDLING ESPECIALLY DIFFICULT PUPILS

     55. Call a pupil on unacceptable conduct.

     56. If it recurs, move the pupil during class to the hot seat.

     57. If it continues to recur, move pupil to an isolated seat in the rear of the room.

     58. Get all information that is available about the student – counselors, former teachers, etc.

     59. Face to face conference with the parents and pupil.

     60. Referral to the administration if all else fails.

Wednesday
Jul232014

Classroom Management | by Pam Silverio

The most important challenge I’ve faced is Classroom Management.  It entails so much more than is discussed in Methods classes or any other college education classes.  It is a given that you must possess good skills, have enthusiasm for your craft, enjoy teaching, be well organized, plan for every minute of the day, and love students.  But despite all of these you may find that you are overwhelmed with the day-to-day interruptions and social interactions students present which distract you and others and prevent you from effectively delivering your lessons.

 

You need professional help.  In addition to continuing education in your major area, you need mentors, confidants, friends who will advise without judging, hours of observation of other teachers in your building (every year), and ongoing education directly aimed at classroom management.  Your district may provide classes and Professional Development Days.  Take them seriously, take advantage of the information, and seek more.

 

I suggest Performance Learning Systems through Baker University.  Their classes are wonderful and easy to fit into your schedule.  You can get a list of classes offered online and in your area by logging onto www.plsweb.com or calling 800-862-7263.

 

Keep in mind the following “Faculty Meeting Rule” that I recently learned at a Professional Development Day.  Each time you talk to a student, imagine that the student is yourself at a faculty meeting.  How would you want the principal to talk to or question you in front of your peers?   It is a powerful thought to keep in your mind at all times.

 

Finally.  Everything you say and do (good and bad) in and out of the classroom will get around and back to you.  Remember your parents' advice:  “if you don’t have something nice to say – don’t say anything at all.”

 

Good luck.  Keep close to ACDA.  We want you to succeed and love teaching music!