Do I take care of my own needs (rest, health, emotional, etc.) so that I can think about my students well?
Do my students know that I care about them? Do I value their input? Have I made personal connections with them?
While my students can change from day-to-day in what they bring to my classroom because they are 7th graders, what I bring daily also impacts their behavior. My relationships with them, or lack their of, can help prevent or can add to discipline problems.
#3 Instead of do I teach to the bell? How about does learning take place up to the bell? Students need time to process, reflect and/or practice application of the learning.
Do I name the behavior I want to see? (Indicate the behavior you want to see rather than focus on the misbehavior. For example, “Everyone’s desk should be clear,” rather than, “Wayne, you still have books and pencils on your desk.”
Do I avoid associating a student’s name with negative behavior? (A name is important, our body systems rev up when our name is called. Avoid, as far as is possible, using a student’s name in a negative context. For example, say “I’m waiting for all talking to stop and eyes focused on the video,” rather than “Jill, stop talking and focus on the video.”
21. Good lesson planning is the antidote to classroom discipline.
Thank you for all the 20 points. Such a confirmation to what I believe and know from experience. There are no short cuts to a good lesson and once I read or heard that we fail as teachers when we fail to plan.
Thank you for the good job you are doing for educators.
A respected educator for many years I tried the classroom again. This list confirms why it didn’t work wish I had read and reflected on it before going into what seemed like a mine field. How students thanked me for sticking it out is beyond me.
Do I neglect to give my time to less disruptive and well behaved students.
Do I take care of my own needs (rest, health, emotional, etc.) so that I can think about my students well?
Do my students know that I care about them? Do I value their input? Have I made personal connections with them?
While my students can change from day-to-day in what they bring to my classroom because they are 7th graders, what I bring daily also impacts their behavior. My relationships with them, or lack their of, can help prevent or can add to discipline problems.
Do I maintain bell to bell instruction.
#3 Instead of do I teach to the bell? How about does learning take place up to the bell? Students need time to process, reflect and/or practice application of the learning.
Good point
Do I name the behavior I want to see?
(Indicate the behavior you want to see rather than focus on the misbehavior. For example, “Everyone’s desk should be clear,” rather than, “Wayne, you still have books and pencils on your desk.”
Do I avoid associating a student’s name with negative behavior?
(A name is important, our body systems rev up when our name is called. Avoid, as far as is possible, using a student’s name in a negative context. For example, say “I’m waiting for all talking to stop and eyes focused on the video,” rather than “Jill, stop talking and focus on the video.”
21. Good lesson planning is the antidote to classroom discipline.
Thank you for all the 20 points. Such a confirmation to what I believe and know from experience. There are no short cuts to a good lesson and once I read or heard that we fail as teachers when we fail to plan.
Thank you for the good job you are doing for educators.
Sincerely,
Agnes A-Kumi
A respected educator for many years I tried the classroom again. This list confirms why it didn’t work wish I had read and reflected on it before going into what seemed like a mine field. How students thanked me for sticking it out is beyond me.