Embedded Files
Teaching Language
Teaching Language
The 3 r's
Reinforcing Language
Definition: Language that names and affirms children’s positive behaviors and explains in detail so students know exactly what they are doing right.
Example:
“Jada is sitting with her hands on her desk with a pencil in her hand, so I know she is ready to begin.”
Prompts to start reinforcing language:
“You listened so carefully…”
“I got a very clear picture from…”
“You got started right away on your work…”
Reminding Language
Reminding Language
Definition: Language that prompts children to remember established expectations and to make decisions about their actions based on those expectations.
Example:
“Who can tell the class one rule about how we behave during carpet time?”
Prompts to start reminding language:
“Who can remember…”
“Remind me…”
“Let’s remember…”
“Let’s review…”
“What can you do if..?”
Redirecting Language
Redirecting Language
Definition: Language that is used when the student’s behavior needs to be stopped immediately. The language is direct, calm, and specific.
Example:
“Freeze. Daniel hold your scissors with the sharp end down and return to your seat.”
Prompts to start reminding language:
“Hands in your lap…”
“Voices off…”
“Everyone return to your seats…”
“Pick up the…”
Interactive Modeling
Interactive Modeling
1. Say what you will model and why.
2. Model the behavior for students.
3. Ask students what they noticed.
4. Invite students to model in front of the class.
5. Ask students what they noticed.
6. Have all students practice
7. Provide positive feedback on what the students are doing correctly.
Room Arrangement
Room Arrangement
Arranging your classroom is very important and crucial for student success. It is important to keep in mind some students may need room accommodations like sitting near the board, sitting away from the door or window to prevent distractions, sitting in groups, and sitting near the teacher's desk. No student should be in a blind spot. The teacher should be able to see students at all times and vice versa. It is important to make sure that as a teacher you keep in mind the needs of all students and how you can arrange the room to meet those needs. Your classroom should facilitates effective instruction and student growth. All students should feel safe and comfortable in the classroom, and this can start with the room arrangement.
https://www.responsiveclassroom.org/this-room-was-made-for-you-and-me/
Planning Guide
Planning Guide
In the beginning of the year, a teacher should set goals for themselves just like they want their students to. Having a planning guide can help keep a teacher on track for a wonderful year!
Somethings to think about should be how to get parents involved, how to make students feel safe and welcomed, what rules do I want to set for the class, how will I make the students feel involved in making the rules, how will I have students create their own goals, how will I display those goals, and how can I help students reach their goals?
Surely this can be overwhelming, but if you set out a guide before the year starts, it will be much easier to stay organized and on track!
Morning Meeting
Morning Meeting
Morning Meeting is essential for students to feel safe and build a sense of community. Have a daily morning routine will help ease students into each day. Morning Meeting helps students learn life skills like how to treat and greet people. Students feel like their thoughts are being heard and gives them an opportunity to share that they may not get to outside the classroom.
Greeting
Sharing
Group Activity
Morning Message (schedule)
https://www.responsiveclassroom.org/educator-resources/articles/
Closing Circle
Closing Circle
Like Morning Meeting, it is important to end the day with students to continue to build a sense of community. This also helps students stick to a daily routine. Closing Circle allows students to have the opportunity to share and socialize with other students in the class along with the teacher. Here are 6 tips for closing circle:
Set aside ten minutes.
Everyone takes part.
Come with empty hands.
Teach closing circle routines.
Choose activities that foster reflection and celebration.
Focus on positives.
Logical Consequences
Logical Consequences
There are three logical consequences to use in the classroom.
You break it, you fix it
Loss of privilege
Time-out
Logical consequences emphasize helping the student learn from their mistake or misbehavior and how their actions affect others around them. Logical consequences are communicated in a positive, respectful, and realistic way. Logical consequences are also much more positive than punishment which makes students feel angry and embarrassed at times. Logical consequences encourages students to reflect on his or her actions and students want to do better and make the necessary changes. Punishments can instill fear in students, and they may only behave because they are afraid, not because they understand what they did was wrong. If a student is being punished, it is usually immediately after the behavior or mistake was seen which gives little time for adults to process the situation and keep a calm tone. Logical consequences are focused on remaining calm and trying to get all the information necessary to understand why a student may have acted in a certain way. Sometimes the punishment has nothing to do with the actually misbehavior that was addressed, so the student never fully understands or makes a connection to why they were wrong, unlike logical consequences that focuses on correcting the mistake or misbehavior. Logical consequences illustrates how the misbehavior or mistake is the problem, not the student, which punishment can make a student feel like they are the problem.
Academic Choice
Academic Choice
Academic choice is essential to creating a safe learning environment for all students in the classroom. It is so important for teachers to get to know their students and how they learn best. Creating a learning profile for each student to fill out will help the teacher create lessons that will appeal to all types of learners. Students will enjoy learning in a way that they can understand and conceptualize the material taught.
Attention Grabbers & Quiet Signals
Attention Grabbers & Quiet Signals
Attention grabbers and quiet signals are important to use in the classroom to help with classroom management. There are a variety of different nonverbals to use such as:
"1,2,3 eyes on me."
"If you can hear me put your hands on your head, your shoulders, your lap."
Clapping and having students repeat.
Shutting or dimming lights.
Using a bell or chime.
Raise one hand, with the other having the index finger cover your mouth.
Say "Scooby-doo", students reply "where are you?"
Say "hold up", students reply "wait a minute."
Star Student of the Day
Star Student of the Day
Students need to feel incorporated as a part of the class to build the social and emotional skills in the classroom. By doing activities like having a teacher helper, show and tell, or the star student of the day, each student has a chance to build relationships, have responsibilities, and share about themselves. It is important for the teacher to get to know their students, but also for students to get to know each other. This activity can be broken up by day or even week. Each student will have a turn being the star student.
Biases
Biases
It is always important to remember as an educator, we don't have any biases in the class with our students on any level (race, gender, sexuality, socioeconomics). Remember, each student is their very own little person, and all students deserve the same respect. Try to be self aware if you have any biases, or correct a student or fellow teacher if you hear one. We learn and succeed together!
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