Classroom Management

Matthew Lynch published in Classroom Management, Teachers

23 Ways to Teach Students to Follow Classroom Rules

Are you looking for ways to teach students to follow classroom rules? If so, keep reading.

1. Provide consistent rules, routine (schedule), and general expectations of conduct and procedure.

2. Take the learner away from the learning experience until they can demonstrate acceptable behavior and self-control.

3. Help the learner find specific rules they have difficulty following and make these areas goals for behavior improvement.

4. Separate the learner from the peer(s) who stimulates their unacceptable behavior.

5. Make sure that rules and behavior expectations are consistent throughout the school and classrooms.

6. Along with instructions, give an incentive statement (e.g., “On occasions where you finish your math, you may go outside to play.” or “You may have free time after you finish your work.”).

7. Intervene early and often when there is a problem to prevent more severe problems from happening.

8. Prior to beginning a new learning experience, make sure the learner knows the classroom rules.

9. Teach the learner to think before acting (e.g., ask themselves, “What is happening?” “What am I doing?” “What should I do?” “What will be best for me?”).

10. Assess the appropriateness of the designated task to ascertain (a) if the task is too easy, (b) if the task is too complicated, and (c) if the duration of time scheduled to finish the task is sufficient.

11. Connect with parents (e.g., notes home, phone calls, etc.) to disseminate information about the learner’s progress. The parents may reinforce the learner at home for following the rules of the classroom.

12. Give the learner a list of rules and/or behavior expectations.

13. Praise the learner for following the rules of the classroom: (a) give the learner a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).

14. Praise the learner for following the rules of the classroom based on the duration of time the learner can be successful. As the learner shows success, slowly increase the duration of time required for reinforcement.

15. Create classroom rules: • Complete every assignment. • Complete assignments quietly. • Remain in your seat. • Finish tasks. • Meet task expectations. Examine rules often. Praise students for following the rules.

16. Talk with the learner to explain(a) what the learner is doing wrong (e.g., failing to follow classroom rules) and (b) what the learner should be doing (e.g., following the rules of the classroom).

17. Draft an agreement with the learner stipulating what behavior is required (e.g., following classroom rules) and which reinforcement will be implemented when the agreement has been met.

18. Praise those students who follow the rules of the classroom.

19. Consider using a classroom management app. Click here to view a list of apps that we recommend.

20. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

22. Consider using Alexa to help the student learn to behave appropriately. Click here to read an article that we wrote on the subject.

23. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

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Matthew Lynch published in Classroom Management, Teachers

21 Strategies to Teach Students Not to Tattle

Are you looking for strategies to teach students not to tattle? If so, keep reading.

1. Make sure the learner knows what information is appropriate to report (e.g., peers’ emergencies, injuries, fighting, etc.).

2. Make sure the learner knows what information is not appropriate to report (e.g., peers whispering, not working, copying, wasting time, etc.).

3. Provide mobility to prevent the learner’s need to tattle. If you see behavior happen, it will not be appropriate for the students to call attention to it.

4. Do not inadvertently reinforce tattling by overreacting.

5. Make decisions based on what you observe rather than what is reported to you to keep objectivity.

6. Embody appropriate behavior for the learner. Publicly praise and privately redirect learner behavior.

7. Minimize the emphasis on competition. A highly competitive environment may increase the likelihood of tattling.

8. Explain the logical consequences of tattling to the learner (e.g., peers will not want to interact with them, peers will retaliate, etc.).

9. Teach the learner appropriate ways to express displeasure, anger, frustration, etc.

10. On occasions where the learner comes to you to tattle, stop, and ask the learner, “Is this something that is so essential that you need to come to me?” “Is someone hurt?” “Is this something you can solve without me?” etc.

11. Urge the learner to use problem-solving skills: (a) find the problem, (b) find goals and objectives, (c) create strategies, (d) create a plan for action, and (e) carry out the plan.

12. Do not listen to the learner. Immediately stop the learner when tattling begins.

13. Make sure the learner does not go to another adult when you don’t respond to their tattling.

14. Minimize the chance for the learner to be in competitive learning activities that may cause tattling.

15. Immediately remove the learner from interacting with others when tattling begins.

16. Be firm, fair, and consistent when dealing with tattling. Do not let tattling go one time and expect appropriate behavior the next time.

17. Create a list of the number of times each day the learner tattles. Make the learner aware of the number of times each day they come to you to tattle.

18. Consider using a classroom management app. Click here to view a list of apps that we recommend.

19. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

20. Consider using Alexa to help the student learn to behave appropriately. Click here to read an article that we wrote on the subject.

21. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

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Matthew Lynch published in Classroom Management, Diversity, Equity

Cultivating the Inclusive Classroom

According to the National Center for Education Statistics, by the year 2027 the percentage breakdown of students is projected to look like the following:  Caucasian 45%, Hispanic 29%, Asian 6%, Black 15%, and of Two or More Races 4%. Clearly, educators must understand the role diversity takes in the classroom, and work to accommodate and understand students of many ethnicities.

There are many actions administrators, staff and teachers can take to be more mindful of the social and emotional dynamics that influence learning.  They bear close examination.

  • Examine the curriculum. Most teachers do not have a say in the curriculum they use to teach a certain subject, but learning to look for biases and perspectives that do not account for multiple student groups is an excellent habit to form. In this way, instructors can intentionally incorporate more diversity into the lesson.
  • Be aware of unintentional behaviors that can reduce some students to the fringes of the class experience. Mispronouncing names is a behavior that makes students feel like outsiders.
  • Work to create a diverse, respectful school community. This can start by having teachers from different backgrounds and socio-economic statuses so that students see an integrated instructional team.

Specific actions and orientations for teachers when interacting with students are:

  • Learning who your students are.
  • Learning why they are taking your class.
  • Asking how you can improve their learning both in and out of class.

Building rapport intentionally gives you a better understanding when teaching. Students are more comfortable expressing their thoughts, which leads to more engagement, which leads to more learning. When students feel valued, the environment is more stimulating.

The teacher who stays to chat for a bit after class is more approachable, especially when he/she knows the students’ names. Don’t be afraid to laugh and employ humor while teaching—it makes you more human.

Faculty Workshops

According to ASCD Inservice, “Highly trained teachers are vital to educating students about privilege and oppression. But according to a piece from Counseling@NYU, which offers an online masters in school counseling from NYU Steinhardt, many teachers do not have enough of an understanding of these topics to properly support students.” A key administrative strategy for an inclusive mindset is in faculty workshops, which should reflect the open dialogue and exchange of ideas that characterize an inclusive oriented classroom. The Teaching Center at Washington University in St. Louis suggests the following topics to begin changing the school culture:

  1. Reducing Stereotype Threat
  2. Fostering a Growth Mindset
  3. Understanding Implicit Bias and its Effects on Teaching and Learning (includes discussion of “micro-aggressions” that can negatively impact the learning environment)
  4. Facilitating Challenging Conversations in the Classroom
  5. Fostering Inclusive Learning during Group Work
  6. Designing Inclusive Objectives and Assignments

Starting to create sustainable and broad-based change, even with baby steps, is a move in the right direction. Raising awareness and fostering the atmosphere to begin the discussions can help teachers, staff and administration to identify the assumptions they hold, encouraging them to evaluate the areas of bias they might not see.

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Matthew Lynch published in Ask An Expert, Assistive Technology, Career Readiness, Child Development Tech, Classroom Management,

The Edvocate Podcast, Episode 7: How Digital Age Teachers Can Win Over Parents

Education is a collaborative process, as it takes many stakeholders working in unison to help students succeed academically. One of the most integral parts of this collaborative team is parents, as teachers know all so well. So, if you are a teacher struggling to increase parental engagement, how do you fix this issue? In this episode, we will discuss 7 ways that digital age teachers win over parents.

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Matthew Lynch published in Ask An Expert, Assessment, Assistive Technology, Black Boys in Crisis, Child Development Tech,

The Edvocate Podcast, Episode 6: 8 Ways That Digital Age Teachers Avoid Burning Out

Being a teacher is a tough job. So much so, many new teachers end up leaving the field within their first three years. To ensure that the next generation of students have qualified teachers, we must nip this phenomenon in the bud. In this episode, we will discuss 8 ways that digital age teachers avoid burning out.

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Matthew Lynch published in Ask An Expert, Assistive Technology, Black Boys in Crisis, Bullying, Child Development,

The Edvocate Podcast, Episode 4: How to Create a Culturally Responsive Classroom

Building a culturally responsive classroom is hard. To help you along your journey, here is your guide to exploring and respecting the cultural backgrounds of your students while also using diversity as an asset. If you you listen to this episode of the podcast, and take my advice, you will have a culturally responsive classroom in no time.

References

Culturally responsive teaching is a theory of instruction that was developed by Dr. Gloria Ladson-Billings and has been written about by many other scholars since then. To read more of her work on culturally responsive teaching and other topics, click here to visit her Amazon.com page.

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Matthew Lynch published in Ask An Expert, Assessment, Assistive Technology, Black Boys in Crisis, Bullying,

The Edvocate Podcast, Episode 2: How Edtech Companies Should Start the New School Year

As summer reaches its peak, and fall gears up to make its arrival, students, parents, teachers, and administrators are all preparing for the beginning of a new academic year. So many gains were made last year, and they are eager to build upon that success. When we talk about education stakeholders who are concerned with starting the school year off right, we rarely, if ever, talk about edtech companies. They too are an integral part of the school community, as they provide a valuable service.

So how do edtech companies stay on their “A” games to begin the new school year? Not to worry, we have you covered.

Hello, my name is Dr. Matthew Lynch and welcome to the second episode of The Edvocate Podcast. Today, we will discuss back to school tips that will help your edtech company get off to a running start and sustain that momentum until summer break comes around again.

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Matthew Lynch published in Classroom Management, Early Childhood & K-12 EdTech, Education Leadership, Teachers

Positive Reinforcement is Key Element in Preventative Behavior Management

By Mark MacDonald

Some kids always do what they’re supposed to. Others need a nudge every now and then to encourage proper behavior. Both types of students benefit from a system that rewards them for doing the right thing instead of simply punishing them when they mess up.

Positive behavior isn’t always automatic. Some students do the right thing on their own. Others need guidance and support. All students benefit from positive recognition for doing the right thing.

Research suggests that traditional approaches to school discipline (such as detentions and suspensions) have, at best, only a short-term effect on student behavior—and they might even increase problem behaviors for some students over time.

On the other hand, giving students positive feedback when they act appropriately can have a powerful effect on shaping behavior. Studies indicate that positive feedback reinforces good behavior, leads to intrinsic motivation among students, and helps them develop a sense of competence.

Hero K12 is a digital platform to recognize and reward students which reinforces making good choices.

Positive reinforcement is a key element of preventive approaches to school discipline, such as Positive Behavioral Interventions and Supports (PBIS). PBIS is an evidence-based framework for reducing disciplinary infractions, improving school climate, and increasing student achievement.

PBIS takes a three-tiered approach to instilling good behavior in schools. Tier 1 consists of interventions that are used for all students, school-wide, such as actively teaching and reinforcing appropriate behaviors. Tier 2 applies a more targeted approach to students who need further attention, while Tier 3 is for students who have significant behavioral problems and who might need wraparound support services.

Students learn how to act appropriately in the same way they learn other key skills, such as how to read and write: through a continuous cycle of instruction, practice, feedback, and support. PBIS acknowledges this fact by ensuring that positive behaviors are explicitly taught and encouraged throughout the entire school community. This encouragement can happen in many ways, such as by acknowledging or praising students for their good behavior and even offering prizes or other incentives when they do the right thing.

Consistent recognition for positive or disruptive behaviors is an important part of establishing trust in school staff and in the system.

One obvious advantage of this method is that it actively engages all students, and not just those who frequently need a nudge. Too often, schools tend to focus the bulk of their efforts on the handful of students who present the biggest challenge. Meanwhile, the majority of students continue doing what they should be doing, but without receiving any apparent recognition.

In contrast, all students benefit from a PBIS approach. Instead of feeling taken for granted, those who consistently do the right thing without having to be told are rewarded for their actions. When students who need frequent reminders see their classmates being rewarded, they too want to earn incentives—and when they begin to experience success, this motivates them even further.

Immediate intervention gives the greatest opportunity for learning.

In schools that have adopted PBIS, the entire staff is involved in defining the expectations for student behavior and then teaching and reinforcing these skills. Typically, a leadership team consisting of a wide range of stakeholders—including administrators, general education teachers, special education teachers, and paraprofessionals—will meet regularly to review disciplinary data and determine which students need further intervention.

Research on the use of PBIS in schools has found decreases in problem behaviors, increases in student attendance and achievement, improved school climate, and greater satisfaction among staff. For PBIS to work, however, educators need a system for teaching and reinforcing positive behavior school-wide—and they need data to support their decision making.

This is what we had in mind when we developed Hero, a powerful online platform that allows users to track and acknowledge positive student behaviors in addition to recording disciplinary infractions. When teachers or administrators notice that students are doing what they are supposed to, they can assign “Hero points” that reward students for these good behaviors. Students can redeem these points for prizes, special privileges, and other incentives as determined by the school community.

We have seen time and again that students will strive to do the right thing when their positive behavior is recognized and rewarded. And if they have made a mistake in the past, this shouldn’t become an albatross hanging around their neck. They need to be able to start over at any time with a fresh slate. That’s why, although school leadership teams can view aggregated data on tardies and other disciplinary infractions over time, each student’s individual Hero points and infractions are wiped clean at the end of the year.

A positive culture shift creates ripples of success.

We work with thousands of schools that have seen a marked improvement in student behavior using this approach. For instance, Cedar Creek Middle School in Texas has seen a decline in the number of students who are late to class—and students are exhibiting more positive behaviors as well. In just a few short months, Kentucky’s Valley High School saw class tardiness fall by 25 percent, and inappropriate use of cell phones in class dropped 32 percent. More importantly, students were more engaged and prepared for class—and they were more courteous and helpful to others.

Schools that reward the good things students do each day establish greater trust among students. They also see a significant reduction in the number of disruptive behaviors. Our experience is proof that rewarding students for positive behavior has a significant effect on school climate and culture. It helps reinforce the good choices that students make, which leads to dramatically better outcomes in both the short and long run.

About the Author

Mark MacDonald is president and CEO of Hero K12. He and his team of Hero colleagues have helped thousands of schools recognize and reward students when they do the right thing which ultimately builds schools into places where students can learn and thrive.

 

 

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