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Ninja Classroom Management Moves
Transcript of Ninja Classroom Management Moves
stay in the Zen-calm zone &
make your room a place kids
love coming to.
Classroom Management Moves
Running the Room
Do everything in your power to create
a room that runs so smoothly,
it can function even if
you're not there.
Establish Work Zones
Bring in the Fun!
Weave lessons together
Engage in Smart Q&A
Display Learning Targets in Kid-Friendly Language
Don't let supplies be the hill you die on.
Overplan the period & Use a consistent lesson format.
Rules vs Procedures
Knowing the difference and reacting accordingly can help keep your classroom stress-free forever.
Most misbehavior stems from students who don't understand your procedures or who come to a classroom where there are no or unclear procedures.
Teach Your Classroom Procedures to Students
If you take away nothing else from this session, it's THIS:
Rules come first
Zen Behavior Support
Earth, Wind, Water, Fire:
Engage all the elements to create happiness, calm, & control.
Discipline with Dignity
Pump Up Your Kids
Be a Teacher Who Gets Around
The Power of Tomorrow
Build in Connecting Time
Luther Burbank Middle School
National Teacher of the Year 2012
Design each day's lessons so that nothing stands between your students
and their learning.
Thank you so much,
Good luck &
don't forget to be awesome!
Coming & Going from the Room
Travel around campus
Passing & Collecting work
Getting Absent Work
6 week rotations
paid in play money, HW coupons, special perks
Soft toss toys/touchables
Laugh, sing, dance!
Create a short list of rules you'll rely on to govern basic student behavior.
Frame these as positive statements that build your class culture and safeguard the learning community.
Consequences must be immediate, fair & relevant to the mistake.
Consequences should be progressive.
Praise for good behavior in public.
Criticize and correct kids in private.
Do this as often as is necessary.
Model and repeat.
You will get tired of this, but it doesn't mean you shouldn't keep doing it.
It takes 12 exposures to change behavior.
Discipline for rule-breaking.
Do NOT discipline kids for not following your procedures.
Don't take the first right answer.
"What else?", "And yet?", "What we don't still know is...", "How does this related to yesterday's discussion of...", "Can you see any parallels between this and life?"
Don't use affirmations in your response...say thank you.
Afterward, compliment quality of answer/thinking/process at arrival to answer.
I don't know....YET = The Last Word.
Take it or Leave it, Pick it or Flip It, 4-Corners
"I'm hearing good things..."
Stump the Teacher
Teach the Teacher
What still surprises me?
The Last Word
The First Person
How will I know
THE THREE WORD RULE
You're on track
Join me now
Let's get together
Try again please
It's happening now
You're doing it
One more time
Check your backpack
On my way
Try a neighbor
Can you check?
Can you help?
Try over there
Check with _______ (student name)
Meet me in 5 (point to area for conference)
Let's do this
Everybody: page 3
Love your thinking
This is tough
I understand you
Let's try again
Think about this:
I need your help (4 words)
Call your mom/dad
You're so helpful
Grab the pass
It's over there
In five minutes
Let's try tomorrow
Can I help?
How about this?
I see effort
Thank you M'am
Sign in. Grab some MnMs. Eat some, save three.
Take some Play Doh, an index card, a Playing Card & a Sharpie.
Write your name on the playing card and give it to me.
Form an object with the clay that describes you and place it on your index card.
Share with a neighbor
Make a shape that symbolizes you, something about you, a passion of yours, or a quirk. Place it on your index card and prepare
Snack n' Chat
Turn and tell your shoulder partner or table-neighbor what your procedures are for tardy kids and for collecting absent work.
Get an idea/give an idea.
The Perfect Call...
1) Begin with a positive.
2) Compliment them on their knowledge of their own child.
3) Ask for help.
4) Explain what you've already done.
5) Ask them for suggestions for how to reach the desired behaviors.
6) Thank them for their help and schedule a follow-up email/call.
Retention of material is increased 50% when classes end with a recap of what was learned...
The intellectual work of the recap should be done by students.
Daily Recap Assignment
What? So What? Now What?
Cheat Sheet Post-It
Assuming The Best -- Read-around
Divvy up the 4 page article so that each person at your table reads a single page of "Assuming The Best"
Mark any sentences or ideas that resonate with you.
Summarize and share your key takeaways with your group. Make notes as you share.
Be ready to answer some questions when you're done sharing.
What is school like for a kid who has a slate of teachers who assume the best?
It what ways might teaching be easier and harder when you adopt this mindset?
What are the implications for you and your kids in classroom where you assume the best?
Are there any ethical implications present here?
What Kind of teacher do you hope to be?
When called on, answer the question that matches your candy color:
red: What's your favorite book and why?
blue: Where's your next vacation and when?
green: What three words describe you?
brown: Finish this sentence: Kids deserve...
yellow: Are you more like your mom or dad?
orange: What's the best day of the week? Why?
Whenever you want kids to do something:
-Say it twice.
-Write it once.
-Project it (if necessary).
-Provide worked examples.
Kids hear/remember less than 25% of what you say, 50% of what they see, 75% of what they hear/see, and nearly 100% of what they actively DO.
Give Feedback Sandwiches
1) Praise something the student did well.
2) Zero in on an area that needs more attention.
3) Provide a specific action to take to improve.
-get you every time!
-are the hallmark of a
-must be practiced
THINK ABOUT THIS
Our reptilian brains are constantly searching for novelty. They can hang on a topic for roughly one minute for every year of our age. Apply this to the age group you teach. As soon as you've done one activity for that long, it's time to change the activity, the brain state, or the physical body.