Wingspan Arts, Inc. 630 Ninth Avenue, Suite 410 New York, NY 10036 212-586-2330 / 212-582-0781-fax / www.wingspanarts.org

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Your Relationships with Your Students

Be a warm yet authoritative figure.

Do … ?

Praise students

Enjoy students

Build fun into my classroom

Forgive students

Show them I am an active listener when appropriate

Take a personal interest in students

Use on-on-one conference in an effective way

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Classroom Management 101: A Quiz

Please choose the best possible answer from the choices given.

Your class begins:

a. When the students are settled and ready to receive instruction

b. Right when the minute hand reaches the stated start time

c. When your students first see you

d. After instructions are given and the activity is underway

Class rules:

a. Should be established on the first day, should be visible, and referred to as

often as necessary.

b. Hinder arts classes. This should be fun, right?

c. Help students to feel safe and establish boundaries.

d. Both a and c

Your goals and expectations of the class:

a. Should be obvious to the students. Hitting and throwing things are just not

allowed, and they should know that!

b. Need to be laid out to students from the beginning, during every class; task

by task, day to day, week by week.

c. Are set up by the school. My class should be no different than a regular

school-day class, so the principal or site director takes care of that.

d. Are set week to week, depending on where the students are and what we

are doing.

A teacher is talking to one student, and in the mean time, the rest of the class is

getting out of control. The teacher should:

a. Continue answering the student’s question before moving on so that the

student won’t feel behind.

b. Ask the student to hold on, reprimand the class until they are mostly quiet,

and go back to working with the student.

c. Tell the student to arrange another time to discuss the matter, and regain

control of the class.

d. Recruit another student help the one with the question, and continue with

the lesson.

You typically teach your class sitting in a circle. You notice that the class is

incredibly chatty in this formation, but the exercises you do are best fit for a

circle. You:

a. Give the students an ultimatum; if they can’t be quiet in the circle they will

not get to do the exercise anymore.

b. Arrange the group into rows next time facing forward and adapt the

exercise; if that doesn’t work, try another arrangement or variation.

c. Throw the idea out; they obviously aren’t ready for the level of work you

are capable of doing with them.

d. Call the principal or site director in to fix the problem.

Sally was talking to her friend during your instructions four separate times. What might be an effective order of discipline for Sally?

a. First say her name out loud, then speak to her privately about her behavior, then give her a 15 minute time out, then send her out of the room

b. Ask the class if they hear someone talking who shouldn’t be, ask Sally in front of the class why she is talking, ask Sally to move seats, take away her activity, then send her out of the room

c. As you walk around the room be sure to walk right up to Sally and stand near her for a few seconds, casually touch her shoulder and continue talking, tell the class that you will wait until everyone is ready and listening before you move on, give Sally “the look” followed by a few seconds of silence, pull her aside and have a quiet conversation with her, move her seat, give her a time out equivalent to her age (7 years old, 7 minute time out)

d. All of the above A student in your class exclaims, “I’m bored!” You should first:

a. Take a moment to ask the student why he/she is bored. b. Tell him/her that being bored is just part of life. c. Give him/her something else to do. d. Ignore the student.

You’re planning a lesson for your next class. You should remember to:

a. Underplan activities, leaving room for discussion. b. Overplan activities – it never hurts to have extra activities in case things go

awry. c. Not plan at all – it’s an art form, it should be organic! Anything else would

hinder the students’ creativity. d. Plan for the exact amount of time you have.

You’ve just finished with an activity in your class, but before moving on to another, the room needs to be reconfigured. During the transition, you should:

a. Give the students candy or a treat. This will give them time to relax and “chill out”

b. Let the students check their cell phones or play video games – they need a break in class to do nothing.

c. Put one responsible student in charge of helping you reconfigure the room d. Have everyone take part in reconfiguring the room, creating communal

responsibility for the class.

We have a responsibility to the kids we interact with to nurture their growth artists and individuals. Hold students

accountable for their behavior and give them the opportunity to do the right thing. Create attainable

boundaries for children in which they can succeed. Stop undesirable behavior before it begins!

Positive

Repeat instructions as positive reinforcement or reminders

“Please remind me…”

Praise students with correct behavior

Go near student

Whisper privately

Conferencing

Punitive

Verbal warning

Name on board

Strike system

Immediate time out

Loss of fun activity

Immediate call home

Having a well-managed classroom will keep you happy and it will help your students feel and remain safe. Learning is the first priority!

Managing Undesirable Behavior

Keeping this behavior in line is critical to having a productive and happy classroom.

Do I use …?

Clear counts

Consistency

System for keeping track of counts

No extra talking

No extra emotion

No excessive ignoring of negative behavior

Be clear with students – transparency if you are keeping track

Can mamage/calm the entire class when necessary

!

Encouraging Positive Behavior

Motivate students to do the right thing!

I should …

Praise frequently

Use a cheerful, encouraging manner

Apply reinforcement for all students

Make note of good behavior

Be aware that my positive comments exceed corrective ones

Manage/calm the entire class when necessary

!

Six Basic Testing Tactics

Six Fundamental Strategies children use at times when they do not want to cooperate: Badgering Please, please, please! Why, why, why! Temper Obvious, aggressive attacks Threat I’m going to run home! I’ll never speak to you again! Martyrdom No one around here likes me anymore. I never get anything. Butter Up Nice when they want something. Physical Tactics Physical altercation, breaking items.

Does one particular student have one tactic they use over and over?

(That means it works.) Who is pushing whose buttons?

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Six Pillars of Character

Help young people remember the Pillars by using these creative devices. Trustworthiness: blue Think "true blue" Respect: Yellow/Gold Think the Golden Rule Responsibility: Green Think being responsible for a garden or finances; or as in being solid and reliable like an oak Fairness: Orange Think of dividing an orange into equal sections to share fairly with friends. Caring: Red Think of a heart. Citizenship: Purple Think regal purple as representing the state

T R R F C C Students can use this acronym to help them remember that people with good character are terrific: T rustworthiness R espect R esponsibility F airness C aring C itizenship !

Seven Strategies for Encouraging Positive Behavior

To get “Start” Behavior

Positive Reinforcement Praise and positive interactions should outnumber our negative comments by a ratio of 3 to 1, and be tailored to your students. Simple requests Short, effective, neutral tone: “I want you to begin this now.’ Timing Kitchen timers – student against machine, rather than student versus teacher. Docking System Requires some sort of economy system: Gain a level on the Smiley Chart. Natural Consequences Being uninvolved can sometimes be the best approach – student misses out on something. Charting Behavior Contract, Smiley Chart, Star of the Day, Board of Awardees

Motivate yoru students toward constructive and positive behavior.

(Add your own!) You will be an expert motivator in no time!

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