True/False
True or False: implementing a reward system works for all students.
False
Any strategy may or may not work for all students. Experiment and find what works for each class and/or for specific students.
Planning ways to get students efficiently from one activity to the next.
Rehearse Transitions
Do or Don't: post the schedule for the day for the whole class to see.
Do
True or False: a thoughtful lesson plan can help reduce behavioural issues.
True
Informing the students that you will teach them something interesting later in the lesson. (i.e. "Today I will tell you what super-geniuses have in common")
Build Content-Related Anticipation
Increases engagement/interest
Do or Don't: call home as soon as a classroom issue arises.
Don't
Try some other CM strategies first
True or False: being more enthusiastic can help with classroom management.
True
Asking students to write up the agenda, take up answers, and to distribute handouts.
Give Students Duties
This gets learners involved, and shows that you trust them.
Do or Don't: forgive the student's actions and give them a fresh start each day.
Do
True or False: at risk learners benefit from having no more than 5 class rules.
True
Have fewer rules (no more than 5) and more procedures/routines.
Giving students calendars, class time to plan their homework schedule, and/or implementing the use of school agendas.
Assist Students with Organizational Skills
Helps hold students accountable, and reduces missed assignment excuses.
Do or Don't: give students some choices.
Do
True or False: confronting a student in private is less effective than confronting the student in public.
False
There are ways to publicly address students that are not following the rules, but avoid confrontation.
Planning material and activities for the entirety of the class; err on over-planning.
Keep Students Busy
Do or Don't: punish the class as a whole to avoid singling students out.
Don't
This is unfair and incites more resistance.