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Notes & Resources

Thank you for enrolling in Classroom Management 101.

This notes & resources manual is part of the Classroom Management 101 online course by Teach 4 the Heart. It may only be used in conjuncture with a licensed enrollment in Classroom Management 101.

For information about school licensure visit http://teach4theheart.com/classroommanagement.

I welcome all comments and questions via email at [email protected].

© 2014 Linda Kardamis, Teach 4 the Heart

Classroom Management 101

http://teach4theheart.com/classroommanagement

mailto:[email protected]

Table of Contents

Module 1: Develop the Right Mindset

Key Takeaways……………………………………………………………………………………………………….. 1

Reminder Poster………………………………………………………………………………………………….... 4

Links & Additional Resources…………………………………………………………………………………. 5

Module 2: Prepare Your Plan

Key Takeaways……………………………………………………………………………………………………….. 6

Sample Discipline Plan………………………………………………………………………………………..…10

Simple Reward Ideas…………………………………………………………………………………………….. 11

What Will You Expect? ………………………………………………………..………………………………..12

Determining Procedures: Areas to Consider…………………………………………………………. 13

Procedure Suggestions……………………………………………………………………………………….... 14

Sample Class Welcome Sheet ………………………………………………………………………………. 16

Links & Additional Resources ………………………………………………………………………………..18

Module 3: Prevent Problems

Key Takeaways ………………………………………………………………………………………………………19

Using Writing-to-Learn to Increase Student Engagement ……………………………………..22

Class-Response Sayings …………………………………………………………………………………………23

Links and Additional Resources ……………………………………………………………………………. 24

Module 4: Address Problems

Key Takeaways ………………………………………………………………………………………………………25


Module 5: Inspire Your Students to Learn

Key Takeaways ………………………………………………………………………………………………………29


Module 6: Troubleshoot Challenges

Key Takeaways ………………………………………………………………………………………………………33


In Conclusion ……………………………………………………………………………………………………………..38



Module 1: Develop the Right MindsetKey Takeaways1.1: In order to be an effective classroom manager, you must have the right mindset.

1.2: You must take responsibility for your own classroom.- Don’t blame someone else when your class is out of control. Accept responsibility and realize that you can

and must control your own classroom.- Realize that you have the ability to create a well-managed classroom.- What excuses do you need to let go of? Determine to take responsibility for your classroom.

1.3: You must have the right motive for discipline.- Your classroom management must be about the students, not about you.- You cannot allow yourself to be motivated by pride.- You must be focused on helping students grow in character and creating an environment where they can

learn effectively.- Your inner motive will affect your conversations with students and will determine how effective you will be

in reaching their hearts.- Write down your big-picture goal(s) for your classroom management.

1.4: Seek first to understand, then to be understood.- Realize that lecturing students does little good and yelling at them can even do harm.- Take the time to first question the student and find out the real reason why they did what they did. Then

use this knowledge to speak to them about the real issue(s) behind their misbehavior.- The time you invest in seeking first to understand will be well worth it in the long run.- Determine to seek first to understand before seeking to be understood. Start practicing this principle in

your daily interactions with those around you.

1.5: Think win-win.- Don’t picture your classroom as being you versus the students. - You, the students, the parents, and the administration all have the same goal – for the student to learn,

grow, and excel.- Help students (and their parents) see that you are working towards the same goal.- When speaking with students, first seek to understand their point of view. Then help them see why what

you’re asking them to do is actually a win for them.- Determine to think win-win. Write out what this would look like for common teacher-student

discussions such as backtalking or consistently not completing homework.

1.6: Be humble.- Realize that you do make mistakes and be willing to admit them.- Don’t get mad or defensive when students undermine your authority or parents question your methods.

Instead, address the issues humbly.- Be open to new ideas and be willing to seek help when you need it.- Being humble does not mean that you should be a pushover. Be confident in your authority but also willing

to admit your mistakes.- Have you been humble and genuine in your interactions with students, parents, fellow teachers, and

administration?



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Module 1: Develop the Right MindsetKey Takeaways, continued1.7: Value the first week of school; it can make or break the whole year.

- If you’re in the middle of the year, don’t despair. Make the changes you can now and be excited that next year you’ll have an incredible opportunity to start over again.

- During the first week of school you must….1. Be prepared and organized.2. Effectively teach your students your procedures.3. Catch the first discipline problems.

- Determine to take full advantage of the first week of school.

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Module 1: Develop the Right MindsetAdditional Notes

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Module 1: Develop the Right MindsetReminder PosterCut out this picture and post it somewhere that you’ll see it and be reminded who your discipline needs to be about.

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Module 1: Develop the Right MindsetLinks & Additional Resources

The 7 Habits of Highly Effective People by Stephen Covey (book)

“How to Solve Conflict by Thinking Win-Win” (article)

Christian Teachers’ Lounge (Facebook discussion group)

“ How to Handle Constructive Criticism” (article)

5

http://www.amazon.com/Habits-Highly-Effective-People-Powerful/dp/1451639619/

http://teach4theheart.com/2014/01/23/how-to-resolve-conflict-by-thinking-win-win/

https://www.facebook.com/groups/ChristianTeachersTalk/

http://teach4theheart.com/2014/06/26/how-to-handle-constructive-criticism/

Module 2: Prepare Your PlanKey Takeaways

2.1: If you are a newer teacher or have had trouble managing your classroom, a structured plan can be a huge help.

2.2: Determine your rules.• Ask yourself what 3-5 things you most want your students to do (or not do) in your classroom. Make

those your rules.• Post your rules in your room.• Determine what your rules will be.

2.3: Determine the consequences.• Consequences should be individual and should promote individual responsibility. Avoid group

punishments as much as possible.• Check your school policies before determining your consequences.• Our goal should be to address problems and help students self-correct before they need consequences.

As such, it is completely appropriate to plan to give warnings. However, warnings do need to be planned, not given just to avoid giving consequences. It is also extremely beneficial to have a formal warning system.

• The consequences should be logical. If necessary, plan escalating consequences for repeat offenders.• Ideas for consequences: Detention, loss of privilege, staying after school, cleaning your room, discipline

essays, etc. (Think of things they will not like. Do not include public humiliation.)• Your discipline plan should consist of your rules, the consequences for breaking them, and rewards. Get

your plan approved by the administration.• Plan the consequences for each rule. Start writing your discipline plan.

2.4: Determine the rewards.• Don’t beg your students to behave and offer a reward as a bribe. Instead, plan your rewards in advance.

Or, give a reward spontaneously when you notice good behavior.• Be intentional about giving rewards; otherwise, you may forget.• Include some of your planned rewards in your discipline plan.• Determine your rewards. Then finish writing your discipline plan.

2.5: Determine your other expectations.• In addition to your rules, what other expectations do you have for your students? Think these through,

not so that you can hand the students a list but so that you know what you need to address in your classroom.

• Keep your expectations high because there will always be students who fall short of them. • Create a list of expectations that you will have for your students.



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Module 2: Prepare Your PlanKey Takeaways, continued

2.6: Decide how you’ll address shortcomings.• You don’t want to whack kids on the head for every small infraction, but you do need to address every

problem• Plan what you will do and say when a student breaks a rule or fails to meet an expectation. • Have a way to give a formal warning without stopping the flow of teaching.• Be patient, kind, and encouraging.• Write out a plan for what you will say and do when a student breaks a rule or fails to meet an

expectation.

2.7: Build your confidence.• Students can sense your level of confidence and will take advantage if you’re lacking confidence.• If you need to build your confidence, write out exactly what you will say when a student breaks a rule

or fails to meet one of your expectations. Then, practice in front of a mirror and/or role-play with a friend.

2.8: Determine your start-of-class procedures.• Have an assignment for student to do when they enter the classroom.• Have a designated spot in your room where you post the start-of-class assignment.• Post your start-of-class procedures.• Teach your students to complete the start-of-class procedures (including the assignment) without your

having to remind them to do so.• Have a plan for what you will do if students are still off-task when the bell rings.• While students complete the assignment, you can complete administrative tasks such as taking

attendance.• Plan your start-of-class procedure. Plan the types of assignments your students will complete at the

start of class.

2.9: Determine your other procedures.• You need well-thought-out procedures for everything you do in the classroom.• Think through a typical day and decide what your procedures should be for each activity. Rethink

areas that did not go well last year.



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Module 2: Prepare Your PlanKey Takeaways, continued

2.10 Plan the first day of school.• Prepare a class welcome sheet that welcomes students to your class and introduces some of your key

procedures and expectations. Include your discipline plan either as part of the class welcome sheet or in addition to it.

• Post your name and the classes you teach.• Stand by the door and welcome students.• Have an activity ready as students enter your class.• Assign seats and plan how you will announce them.• Do your absolute best to actually teach something the first day.• Go over your rules quickly, and only go over the expectations/procedures that you are actually using today.

Teach the rest as they come up.• Make a list of the activities you plan to complete the first day of school.



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Module 2: Prepare Your PlanAdditional Notes



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Module 2: Prepare Your PlanSample Discipline Plan

Discipline Plan for Room 260Classroom Rules

1. Communicate with others only when given permission.2. Stay in your seat unless given permission.3. Participate in all classroom activities.4. Be respectful and kind to others.

If You Choose to Break a RuleStudents who choose to communicate with others or get out of their seat without permission will be given a warning. Any student who receives three warnings in one day will be given a writing assignment.

Students who choose to distract others or not participate in class activities, including reading, working on other materials or writing notes, will be given a writing assignment. No warnings will be given.

Students who choose to be unkind to another student in any way will be given a writing assignment. No warnings will be given.

Continued or flagrant violations will result in a detention.

Rewards• Praise • Positive notes home • Free seating days • Student of the month • An orderly, safe, and productive learning environment

STUDENTS: I have read this classroom discipline plan and understand it. I will honor it while in Room 260.Signature _________________________________

PARENTS: My child has discussed this discipline plan with me. I understand it and will support it. Signature ___________________

TEACHER: I will strive to be fair and consistent in administering the discipline plan for Room 260. Signature ___________________

PLEASE KEEP THIS SHEET IN YOUR FOLDER AT ALL TIMES.Thank you.

This discipline plan is modeled after a sample found in The First Days of School by Harry and Rosemary Wong, p. 160.

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http://www.amazon.com/exec/obidos/ASIN/0976423316/



Module 2: Prepare Your PlanSimple Reward Ideas

1. A kind word/note – Simply telling a student you appreciate his work or behavior can be more powerful than you realize. Better yet, write your appreciation in a note. Or, email his parents telling them how proud you are of their child.

2. Homework passes – All this takes is printing up a sheet of paper saying the student is exempt from homework.

3. Skip the odds pass – This is similar to a homework pass except that a student gets to skip all of the odd-numbered questions/problems, essentially cutting his homework in half. This is great because it still allows the student to practice the lesson.

4. Free seating days/classes – Students love this one. I love it too because it is free and easy. I have a board in my classroom and award a check to the class whenever they do something good. When they earn ten checks, they earn a free seating day.

5. Having class outside – If possible, conduct class outside in nice weather as a reward. Better yet, plan a learning activity that can occur outside.

6. Candy – This one obviously costs a little bit, but you can buy big bags of candy so that each individual piece is very cheap.

7. Dress-down day – This idea needs administrative approval, but consider dress-down days for major prizes. Just be sure to specify what is appropriate on a dress-down day.

8. Extra recess – Who doesn’t love a little more free time?

9. Bonus points – I still don’t understand why students go crazy for bonus points, but they do. Just make sure you don’t award too many bonus points so that their grades become inaccurate.

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Module 2: Prepare Your PlanWhat Will You Expect?

• How must students enter your classroom?• How must students sit at their desks? Are they allowed to place their heads on their desk? To

slouch? To lean back in their chair?• When is talking permitted and when is it not? Is whispering permitted?• Are students allowed to blurt out answers, comments, or questions without raising their

hands?• For what reasons are the students allowed to get out of their seats? • Will students be held responsible if they fail to bring certain supplies or will you provide extras?• What level of participation do you expect from your students?• Will students be permitted to use the restroom during instructional times?• How must the students act during fire drills? • How do you expect the students to treat each other? (Think through the specifics of what is

expected and what is not permitted.)• How must the students leave the room at the end of class? Are they required to push in their

chairs? Are they required to clean up any mess they left behind?• What level of noise will you permit during transitions?• Elementary: How must students behave when walking in lines? • Elementary: How must students behave during restroom breaks?

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Module 2: Prepare Your PlanDetermining Procedures: Areas to Consider

• Restroom breaks (elementary)• Classroom helpers• Passing in papers• Grading papers• Hall passes• Using the restroom during instructional time• Getting a tissue• Giving homework assignment • Going over homework• Turning in late work• Communicating work when a student is absent• Making up tests/quizzes when a student is absent• Taking notes• Lining up (elementary)• Ending class• Fire drills/other emergency drills• Coming into class late (teach students what to do when they’re tardy)• Preparing for tests/quizzes• Turning in tests/quizzes• Group projects• Transitions• Distributing papers back to students• What to do if the teacher isn’t there• Anything else you do in your classroom

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Module 2: Prepare Your PlanProcedure Suggestions

Although every classroom is different, I have found the following procedures to be effective in my own classroom. Take a look to see which of the following procedures would help improve yours.

Students ask to use the restroom during instructional times: My typical answer is “no not right now.” Sometimes I follow this by telling them a time they can go, that they can leave class a minute early, or that I’ll write them a pass to have a couple extra minutes to go between classes. The thing about saying no at first is that if the student really has to go, they’ll ask again (more urgently) in a few minutes. At which point I go ahead and say yes.

Preparing for quizzes or tests: I teach my students that when I say “Prepare for a quiz,” they are to clear their desk of everything except a pencil and a clean sheet of paper to use as a cover sheet. They are also to have a pen ready to grade.

Grading papers in class: • I require students to grade using a different instrument or color than was used to complete the

assignment. This not only ensures the students do not change the answers but it also helps me tell the difference between the original work and the grading.

• Students exchange using a few different methods. For example, “Pass your paper to the person behind you. The one in the back bring yours to the front” and vice versa. Or, “exchange by tables.” Since the same people aren’t always grading each other’s papers, this helps prevent planned “misgrading.”

• I read the answers through one time relatively quickly. Reading them slowly just takes longer, and there are still students who need answers repeated. I rarely repeat answers; instead, I tell them to put a question mark by any questions they aren’t sure are correct. (It just takes way too much time to repeat answers, and then you’re training the students to not listen the first time. If you only read them once, the students will get much better at listening the first time through.)

• I don’t typically take questions about whether a certain answer is right or wrong. Once again, this wastes way too much time. Instead, I train the students to put a question mark next to the answer they are not sure is correct (and also at the top of the page). This is a cue to me to take a closer look when I’m reviewing them.

• I don’t have the students put the grade on the papers. I just have them put the number wrong at the top. It’s simpler and gives me the opportunity to review the paper before assigning a grade.

• If a student thinks his paper was misgraded, he is to put a question mark on the top for me to look at and correct later.

• If I want to review the assignment or quiz with the students, I’ll often take questions instead of going over every single problem/question. Once again, this saves lots of time. (Are you sensing a pattern of how your procedures should be time-effective?)

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Module 2: Prepare Your PlanProcedure Suggestions, continued

Passing in papers: Have students pass papers to the back or to the side instead of forward. When passing papers forward, each student must somehow get the attention of the student in front of them who cannot see they are trying to pass the papers to them. When passing backwards or to the side, students can more easily see the papers. Teach students to put their paper on top facing the same direction. I also teach the last student to take the stack of papers, paperclip them, and place them in my in bin.

Turning in Late/Absent Work: I have bins for students to turn in late work or absent work (as opposed to their handing it directly to me). During the start-of-class assignment, they are allowed to get up to turn in work.

Passing out papers to students: Instead of spending class time handing out papers, I assign a student to pass out papers. I have an out bin for each class, and during the start-of-class assignment, the designated student retrieves any papers in the out bin and passes them out. The same student is responsible to do this daily for a month or two.

Going over math homework: In my class, the students put the problems on the board then present them to the class. Before class starts, I choose one student for each problem and write their names on the board next to the number of each problem. While the other students work on the start-of-class assignment, each students whose name is on the board writes out his work in the designated spot. After we grade the homework, the students come to the board to present their problems. Each student tells how he solved the problem. Then we pause to take any questions before the student erases his problem and returns to his seat. (This also works well for going over practice problems done in class.)

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Module 2: Prepare Your PlanSample Class Welcome SheetThis is a modified form of the class welcome sheet I used for my classes. Feel free to use this as a pattern and to adjust it to fit your class and procedures.

Welcome to Pre-Algebra

We have an exciting year ahead of us! In order to make our class time more enjoyable and educational for each of you, I’d like to explain some of my procedures and expectations.

CLASSROOM POLICIES:

Supplies: To be brought to class EVERY DAY.• Textbook (covered)• Math notes (composition notebook)• Math folder containing blank paper• Student planner• Pencil and green pen • You will also occasionally need a scientific calculator or graph paper. I will let you know in advance

when these are needed.

When any of these supplies are missing, you will receive an unprepared. After the 3rd, 4th, and 5th

unprepared, you will be required to complete an assignment in a teacher’s room during lunch. The 6th

unprepared will result in a detention. This starts over each quarter.

HomeworkDo your best on each assignment. In math, doing your homework correctly is vital for your success in mastering the concepts. Therefore, the following procedures will apply:• Complete every homework problem to the best of your ability. Never leave a problem blank. Consult

your notes or ask someone for help if you are confused. • Write down the original problem.• Show your work. • Circle your answers.• Use pencil. • Only use a calculator when necessary. When the numbers get large, you may use a calculator. Write C

next to the problem to indicate you used a calculator.• You may (and should) ask another student or parent for help about how to work a problem. They may

give you hints, guide you through the problem, or check your work to help you locate mistakes. However, if you copy another person’s homework or allow someone to give you an answer without working it out on your own, you are cheating.

• 60-70% of your homework grade will be based on how much effort you put into each problem. If you do not follow these directions, you may be required to redo your homework.

NotesEach student will keep a composition notebook of math notes. These will provide procedures and examples of how to solve problems and should be used when completing homework and studying. These notes will be collected and graded the day of each test.

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Module 2: Prepare Your PlanSample Class Welcome Sheet, continued

Late WorkWith the exception of unplanned absences, all work must be turned in on time. When a homework assignment is not completed on time, it must be turned in the following day to receive any partial credit that is available. See the student handbook for more details regarding partial credit. Habitually turning in work late is not acceptable.

Tardiness• If you are lbecause you were needed by a teacher or staff member, you must bring a pass from that

teacher/staff member in order to be excused.• When you enter the classroom late (with or without a pass), enter so as not to distract the rest of the class.

Silently enter the room, hand the teacher your pass, and join the rest of the class in our activity. • Three unexcused tardies in any quarter will result in a detention.

AbsenceWhen you are absent, you are responsible to make up all the work you missed.• Check the absent folder to see what you missed.• Copy the notes you missed from a friend.• Make up any homework assignments you missed as soon as possible.• Make up any tests/quizzes you missed.

*Note: If an assignment was due the day you were absent, it must be turned in the first day you return.

Grading – points system (Percentages are estimates that may vary depending on the number of assignments.)Tests: 100 points each (around 45%)Quizzes: 20 points each (around 24%)Homework: 5 points each (around 20%)Class work: 2-5 points each (around 6%)Notes: 10 points each (around 5%)

FINAL NOTES:I love mathematics and hope to help you will enjoy it as well. The key to success in math is to do your very best on each homework assignment. If you are struggling at any time, please come see me. The concepts build upon each other, and I don’t want anyone to get behind. Let’s have a great year and honor God in all we do.

Please feel free to contact me at any time.Email: [email protected] number: 888-888-8888

STUDENTS: I have read these classroom procedures and understand that I am responsible for following them.

Signature _______________________

PARENTS: I have read and am aware of these classroom procedures.

Signature _______________________

PLEASE KEEP THIS SHEET IN YOUR FOLDER AT ALL TIMES. Thank you.

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Module 2: Prepare Your PlanLinks & Additional Resources

“Why Classrooms Need Consequences” (article)

Editable Sample Discipline Plan (download)

Editable sample discipline essays for Christian schools (download)

Editable sample discipline essays for secular schools (download)

Class Dojo (online classroom management tool)

“How to Calm a Disruptive Class: The Quick & Easy Method that Saved My Sanity” (article)

The First Days of School by Harry & Rosemary Wong (book)


The Cornerstone: Classroom Management that Makes Teaching More Effective, Efficient, and Enjoyable by Angela Watson (book for elementary teachers)

“What Not to Do the First Day of School” (article)

Editable sample class welcome sheet (download)

18

http://teach4theheart.com/2014/01/09/why-classrooms-need-consequences/

http://teach4theheart.com/wp-content/uploads/2014/07/Sample-Discipline-Plan.docx

http://teach4theheart.com/wp-content/uploads/2014/07/Sample-Discipline-Essays.docx

http://teach4theheart.com/wp-content/uploads/2014/12/Sample-Discipline-Essays-secular.docx

http://www.classdojo.com/about

http://teach4theheart.com/2013/08/26/how-to-control-a-disruptive-class-the-quick-easy-method-that-saved-my-sanity/



http://www.amazon.com/Cornerstone-Classroom-Management-Effective-Efficient/dp/0982312709/tea4thehea-20

http://teach4theheart.com/2014/08/14/what-not-to-do-the-first-day-of-school/

http://teach4theheart.com/wp-content/uploads/2014/07/Sample-Class-Welcome-Sheet.docx

Module 3: Prevent ProblemsKey Takeaways

3.1: A well-managed classroom will have few problems because they have been strategically prevented.

3.2: Start with structure. • Start out very structured. The first week of school is not the time to play games, etc.• You can always loosen up later; it’s very hard to tighten control later. • Once students grasp structure they can handle more freedom without getting out of control. • What activities do you want to do later in the year but need to hold off on until after you’ve established

structure?

3.3: Teach your procedures. • 4 steps to teach procedures:

1. Explain the procedure with clear, specific directions2. Have the students practice the procedure.3. Kindly correct whatever portions are done incorrectly.4. Have the students redo the incorrect portion of the procedure.

• Repeat the 4-step teaching process every time you do something new in your classroom.• Don’t embarrass students as they learn the procedures. Be kind, understanding, & encouraging.• Plan to cover less material during the first week of school, as this will take time. The time invested will be

well worth it in the long run.• Plan how you will give clear, specific directions for each procedure. Anticipate how you’ll kindly

respond when students need correction.

3.4: Address problems when they’re small.• If you let the little things go, they will quickly turn into big problems.• You can address a problem without giving any consequences.• “The look” can be effective once the students know the boundaries, but it’s not enough when you’re still

establishing rules and your authority.• Move students’ seats as often as you need to.• Get the parents involved early – before you have major problems. (Remember to think win-win.)• You’re either going to deal with small issues now or bigger issues later.• Determine to address issues while they’re still small.

3.5: Be organized.• Disorganization produces lulls in your class which results in bored kids who start misbehaving.• Have your lessons planned and all your materials and supplies ready.• Have a place in your room for every item (then keep it there).• In what areas of your classroom do you need to be more organized? Figure out a solution and start

using it.



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Module 3: Prevent ProblemsKey Takeaways, continued

3.6: Keep your students engaged.• When your students are engaged, they are much less likely to cause problems.• Be passionate about your subject and make it interesting.• Keep class fast-paced and avoid lulls at all costs.• Don’t get stuck at the lectern; move around the classroom.• Call on all your students, not just the ones with their hands raised.• Don’t just lecture; your students should be the ones doing most of the work. • What is one thing you can change to better keep your students engaged?

3.7: How to get your students’ attention• Use class-response sayings or clapping patterns to get your students’ attention. • You either say something or initiate a clapping pattern, and the students respond with a pre-arranged

response.• Practice this procedure using the 4-step method until your students have it down.• Use the same attention-getter for awhile before adding in others for variety (if desired).• Will using class-response sayings help you get your students’ attention? Plan which one you will teach

first.

3.8: Develop rapport with your students.• Students are more likely to follow someone that they respect and whom they know cares about them.• Be constantly investing into your students’ emotional bank accounts.• Be genuine and admit your mistakes. Be kind and approachable. Help your students as much as possible.• Compliment them, write them notes, show interest in their interests, and attend their extracurricular events

when possible.• Give them the benefit of the doubt and talk to them one-on-one when issues arise.• What is one thing you’d like to change to help you develop a better rapport with your students?

3.9: Be professional.• See yourself not as their friend but as their mentor.• Be friendly, but don’t be familiar. (Don’t act the same way around your students as you do your friends.)• Don’t focus on being liked. Be the best teacher you can, and they’ll respect you (and probably even like you).• Take a look at your dress; is it professional enough?• Are there areas in which you need to be more professional? Think through how this will look in your

classroom and interactions. Are there any students with which you need to re-establish a more professional relationship?

3.10: Prevent cheating.• Require your students to clear their desks and to use cover sheets.• Walk around during the test looking for wandering eyes, notes sticking out, smart phones, etc.• Don’t allow students to grade their own papers. And require students to use a different instrument to grade.• What procedures do you need to implement to help prevent cheating in your classroom?



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Module 3: Prevent ProblemsAdditional Notes



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Module 3: Prevent ProblemsUsing Writing-to-Learn to Increase Engagement

The following writing-to-learn activities will add variety to your classroom and help engage your students. To learn more about this topic, check out Content-Area Writing: Every Teacher’s Guide by Harvey Daniels, Steven Zemelman, and Nancy Steineke. Many of these ideas are derived from that resource.

1. Exit Slip. During the last two or three minutes of class, students answer a question and drop it off on their way out the door. Prompts can range from questions from the day’s lesson to general questions such as these:• What is the most important thing you learned in class today?• How would you explain this concept to a friend?• Did you understand today’s lesson? Why or why not?• What questions do you have about today’s lesson?• How well are you understanding this chapter? What can I do to help?• What do you need to do to prepare for our upcoming test?

2. Written Questions. Students write down the answer to a question about the lesson. For example, ask a question like, “How do you find the direct object of a sentence?” Instead of taking an oral response, have each student write his answer on a sheet of paper or in his notes.

3. Writing Break. At any point in the lesson, students pause and write for a given length of time (one to five minutes). You can tell them to write what they’ve learned or you can give them a specific prompt. All students must write for the entire time.

4. Answer Explanation. Students explain how they found an answer. In math class, ask students to write the steps they used to solve a problem. For studies such as literature or science, asking students to explain how they determined the answer helps them give a more complete response.

5. Error Analysis. Students figure out why they got an answer wrong and what they should have done. This is best used in skill subjects such as math and grammar but can work well in other subjects too.

6. My Thoughts. Students have a section of their notes called “my thoughts” in which they record their thoughts (as opposed to just copying the notes you provide).

7. Write a Quiz: Students write a five-question quiz over the material. They then exchange and take another student’s quiz. Students grade the quiz that they wrote and discuss the correct answers with the one who took their quiz.

8. Admit Slip. Similar to an exit slip, an admit slip is due when the student enters class (or can be done right at the start of class). Students answer a question or respond to a prompt.

9. Written Conversation. Students write back and forth to each other. Be sure to give good prompts to ensure that the conversations are valuable and contribute to learning.

10. Reflective Write. Students reflect on how they are learning, what would help them learn better, how far they have come, etc.

11. Student/Teacher Correspondence. Your students write you a letter about whatever they want. You can then either respond with short notes on their papers or you can make comments orally in class.

22



Module 3: Prevent ProblemsClass-Response Sayings

Teacher

Class?...

All set?...

Hocus pocus…

Macaroni and cheese….

To infinity…

Hear ye, hear ye…

Na na na na, na na na na…

Class

….Yes?

…you bet!

…everybody focus.

…everybody freeze!

…and beyond!

…all eyes now on thee.

…hey, hey, hey, goodbye.

23



Module 3: Prevent ProblemsLinks & Additional Resources

“Should You Really Not Smile Until Christmas?” (article)

“Should Teachers Lay Down the Law?” (article)


“Why We Need to Deal With Problems Before They’re Problems” (article)

“How to Calm a Disruptive Class: The Quick & Easy Method that Saved My Sanity” (article)

Class Dojo (online classroom management tool)


The Cornerstone: Classroom Management that Makes Teaching More Effective, Efficient, and Enjoyable by Angela Watson (book for elementary teachers)


Content-Area Writing: Every Teacher’s Guide by Harvey Daniels, Steven Zemelman, and Nancy Steineke (book)

Whole Brain Teaching for Challenging Kids (and the rest of your class, too!) by Chris Biffle (book)

“Do Teachers Really Need to Dress Professionally?” (article)

“How to Dress Professionally on a Teacher’s Income” (article)

24

http://teach4theheart.com/2013/08/12/should-you-really-not-smile-until-christmas/

http://teach4theheart.com/2014/08/21/should-teachers-lay-down-the-law/


http://teach4theheart.com/2013/10/21/why-we-need-to-deal-with-problems-before-theyre-problems/

http://teach4theheart.com/2013/08/26/how-to-control-a-disruptive-class-the-quick-easy-method-that-saved-my-sanity/

https://www.classdojo.com/


http://www.amazon.com/Cornerstone-Classroom-Management-Effective-Efficient/dp/0982312709/tea4thehea-20


http://www.amazon.com/Content-Area-Writing-Every-Teachers-Guide/dp/0325009724/

http://www.amazon.com/Whole-Brain-Teaching-Challenging-Kids/dp/0984816712/

http://teach4theheart.com/2014/03/31/do-teachers-really-need-to-dress-professionally/

http://teach4theheart.com/2014/04/03/how-to-dress-professionally-on-a-teachers-income/

Module 4: Address ProblemsKey Takeaways

4.1: There are no one-size-fits-all answers. Find out what works for you, and when you don’t know what to do, ask someone (or multiple people) for advice.

4.2 What to do when a student misbehaves• Address the problem right away, before it escalates.• Get quiet, not loud. Be firm, not mean.• Follow your plan.• If needed, move the student to the back of the room or to the hall.• If you don’t know what to do, correct them now and tell them you will talk to them later. Then you’ll

have time to think and get advice.• What classroom issues are you not sure how to handle if they arise? Talk to fellow teachers or an

administrator and develop a plan.

4.3 Why you need to be consistent• When you let something go, the students start to develop bad habits and the problems start to escalate.• Determine to address every issue that comes up. If you do fail to address something, determine to deal

with the very next issue.• Be consistent regardless of your mood by determining to simply follow your plan.• In what ways do you need to be more consistent in your classroom management?

4.4 Why you shouldn’t always be consistent.• Doing what is best for a student is more important than slavishly following our discipline plan in order to

be fair.• Life is not fair, and that’s a good thing because we are all blessed with much more than we deserve.• We must give grace when it’s in the student’s best interest, not as an excuse for us to avoid dealing with

an issue.• Students typically cannot appreciate grace until they understand consequences. • We must never play favorites.• How do your views of fairness and consistency need to change to allow you to be more effective?

4.5 How to talk with a student• Make sure you have enough time that the conversation won’t be rushed.• Don’t lecture. Ask questions and wait for their answers.• Remember to seek first to understand them and to think win-win.• Seek to reach their hearts. Talk about Scriptural principles and/or character qualities.• Pray for wisdom. Seek advice when needed.• Give consequences calmly, normally towards the end of the conversation.• What do you want to do differently when you have disciplinary conversations with students?



25

Module 4: Address ProblemsKey Takeaways, continued4.6 How to talk with parents• Have as much positive communication as possible throughout the year.• Email is great, but know when to pick up the phone or schedule a meeting.• Be humble and genuine.• Help the parents think win-win. Talk more about solutions than about problems.• If they have concerns, seek first to understand their concerns before trying to respond to them.• What do you want to do differently in your conversations with parents?

4.7 What to do about chattering, blurting, and wandering• There are two different methods that are both very effective:

1. Have a warning system. Give individual warnings whenever a student talks or blurts without raising his hand. The first warning should typically not carry any consequences.

2. Use a class-response saying. When a student talks or blurts, use a class-response saying such as “What’s the rule?” “Raise your hand for permission to speak.” With this method, the whole class reinforces the rule each time it is broken.

• How will you handle chatter, blurting, and wandering?

4.8 What to do about complaining, backtalk, and defiance• Don’t get angry or defensive, and don’t argue back. Be confident in your authority.• The phrase “because you chose to break the rule” can be very effective.• Know when to listen to a genuine concern and when to shut down a complaint. Asking the student to talk

to you about it after class will often weed out complaints and bring you genuine concerns.• When a student is defiant, remove him from the audience. Later, talk to him one-on-one. Seek to

understand what issues caused the problem. Most likely you will need to give consequences.• Plan how you will handle complaining, backtalk, and defiance.

4.9 What to do about intentional disruptions and class clowns• Sometimes it’s effective to simply move past the distraction as quickly as possible.• If needed, talk to the student one-on one. • Don’t draw any extra attention to these students. If you need to deal with them, do it privately. • Consider moving a disruptive student to the back of the room.• If the problem continues, give consequences as needed.• What strategies will you use when facing intentional disruptions and class clowns?

4.10 Whole Brain Teaching• 5 Rules of Whole Brain Teaching:

1. Follow directions quickly.2. Raise your hand for permission to speak.3. Raise your hand for permission to leave your seat.4. Make smart choices.5. Make your dear teacher happy.

• Help your students be more engaged in learning by teaching in bite-size pieces. After each point, have the students tell each other what they just learned.

• Would some of the Whole Brain Teaching ideas help improve your classroom?



26

Module 4: Address ProblemsAdditional Notes



27



Module 4: Address ProblemsLinks & Additional Resources

“Should We Ever Yell at the Kids?” (article)

"Why Is it So Hard to Be Consistent?" (article)

“Why Teachers Should Not Always Be Fair” (article)

“God’s Not Fair” (article)

“If God’s Not Fair, Should We Be?” (article)

“How Do You Know When to Give Mercy?” (article)

“Taming Blurters and Wanderers” (article)


“Handling Students’ Complaints & Not-so-Sincere Questions” (article)

Whole Brain Teaching's Classroom-Transforming Rules (article series)

Demonstration of Whole Brain Teaching (video)

Whole Brain Teaching (website)

28

http://teach4theheart.com/2013/11/18/should-we-ever-yell-at-the-kids/

http://teach4theheart.com/2014/10/02/why-is-it-so-hard-to-be-consistent/

http://teach4theheart.com/2014/10/23/why-teachers-parents-should-not-always-be-fair/

http://teach4theheart.com/2013/08/29/gods-not-fair-and-what-we-should-do-about-it/

http://teach4theheart.com/2013/09/03/if-gods-not-fair-should-we-be/

http://teach4theheart.com/2013/10/28/how-do-you-know-when-to-give-mercy/

http://corkboardconnections.blogspot.com/2014/07/whole-brain-teaching-rules2and3.html


http://teach4theheart.com/2013/09/05/handling-students-complaints-and-not-so-sincere-questions-5-lessons-i-learned-the-hard-way/

http://corkboardconnections.blogspot.com/2014/06/whole-brain-teaching-rules.html

https://www.youtube.com/watch?v=eBeWEgvGm2Y

http://www.wholebrainteaching.com/

Module 5: Inspire Your Students to LearnKey Takeaways

5.1: As teachers, we must do everything we can to ensure that our students learn as much as possible.

5.2 Believe in all your students.• We must believe that every student is capable of learning and completing his or her work.• Remember that growth takes time.• Determine to believe that each of your students can and will learn to work hard in your class.

5.3 Be extremely encouraging.• Sometimes students who appear lazy are actually discouraged or frustrated that they are having trouble

learning.• We can encourage these students not only with our words but also by helping them see small successes.

(Start back with foundational concepts they may have missed.)• Talk with these students one-on-one about persevering and not giving up.• How can you encourage and help the students in your class who are frustrated at their own lack of

progress?

5.4 Make sure your students are the ones who are working.• The one who is working is the one who is learning.• Don’t just lecture. Engage your students, have them complete activities, etc.• Have times when the students work and you walk around and help them one-on-one.• Expect (and require) all your students to participate.• Writing to learn can be a great way to increase student engagement.• What can you change to increase the time your students are actively working in your classroom?

5.5 Use memory work and recitation.• Students must learn the foundational concepts in elementary. Then in middle school and high school

they can use this knowledge to develop higher-order thinking skills. • When you recite something as a class, the students can’t help but learn it.• Make memory recitation interesting by varying the speed, varying the voice it is said in (for example, say

it in a football-player voice), varying who says it, saying it throughout the day, having contests, etc.• Do you need to incorporate more memory practice into your classroom? How can you do this in a fun,

interesting way?

5.6 Make learning fun• You don’t have to constantly have intricate activities, but you do need to make your subject come alive.• Tell relevant stories, and add humor to your lessons.• Teach students hand motions, songs, and pneumonic devices. • Use visuals and be expressive in your speech and gestures.• Show students they can do it and praise them when they do. They enjoy learning whey they feel they are

successful.• What can you change to make learning more fun in your classroom?



29

Module 5: Inspire Your Students to LearnKey Takeaways, continued

5.7 Be wise with your homework. • Limit the amount of homework you give by only assigning what is truly valuable and necessary. With the

limited quantity, you can expect a lot more quality.• Expect students to complete their homework consistently.• Have logical consequences when students don’t complete their homework. Ideally, this will not only be a

reduction in the grade. If possible, require them to complete the work at some point during the day.• What tweaks should you make to your homework assignments and policies?

5.8 Have one-on-one conversations• When a student has chronic problems, pull him aside and talk to him.• Ask questions, trying to understand why he is struggling or not turning in his work.• Help the student think win-win. • Ask the student what needs to change. Develop a plan together.• Intentionally invest in struggling students whenever possible so that you have a relationship from which

to draw on.• Do you have one-on-one conversations with students who aren’t working diligently or who are

struggling academically? How can this help?

5.9 Get the parents involved.• Sometimes parents who seem unwilling to help actually just don’t know what to do.• Tell the parents the solutions their student suggested when you talked with them.• Give parents specific steps they can take to help their student.• Remember to be humble, help them think win-win, etc.• Talk solutions as opposed to focusing on problems.• What can you do differently to help parents be more involved?

5.10 Help your students be more organized.• Help your students organize their student planners, folders, binders, lockers, etc.• Consider collecting and quickly grading notes.• Consider having desk or locker clean-out times.• Talk to the study hall attendants and ask for their help.• How can you help your students be more organized?



30

Module 5: Inspire Your Students to LearnAdditional Notes



31



Module 5: Inspire Your Students to LearnLinks & Additional Resources


“How to Manage Homework without Going Crazy” (article)

“Why You Should Give Way Less Homework” (article)

“Why You Should Grade Homework (But Not How You Think)” (article)

“How to Communicate More Effectively with Parents” (article)

32


http://teach4theheart.com/2014/04/07/how-to-manage-homework-without-going-crazy/

http://teach4theheart.com/2014/09/29/why-you-should-give-way-less-homework/

http://teach4theheart.com/2014/10/06/why-you-should-grade-homework-but-not-how-you-think/

http://teach4theheart.com/2013/08/22/how-to-communicate-more-effectively-with-parents/

Module 6: Troubleshoot ChallengesKey Takeaways

6.1: When facing a challenging situation, ask for help, pray for guidance, and keep the proper perspective.

6.2: Handling a lack of administrative backup and/or parent support• Have the right attitude, remembering that it doesn’t do any good to get upset and frustrated. Instead,

focus on what you can do.• Don’t assume things cannot change or that they even are as bad as they seem. Reach out to the

administrator or parent. Remember to seek first to understand, think win-win, be humble, etc.• Ask fellow teachers who are in the same situation what is working for them.

6.3: Managing students who consistently question you• Be patient and try not to get frustrated.• Have an honest conversation with the student, telling him you value his thoughts but emphasizing that he

needs to be teachable.• Consider having a set procedure for a student who constantly questions you. For example, he must submit

any non-academic questions in writing.

6.4: Helping students with learning and/or behavioral challenges • While these can be very real issues, don’t be too quick to assume these students can’t behave or can’t

learn.• Avoid having a victim mentality towards these students and push back against a victim mentality if they or

their parents have one.• Make modifications as needed but try to keep them with the class as much as possible. Have high

expectations.• Get the parents involved as much as possible.• Research to learn more about the specific challenges the student is facing.

6.5: Dealing with a challenging student who seems to disrupt the whole class dynamic• Take a two-pronged approach: Show that you care while simultaneously keeping high expectations and

not allowing any misbehavior.• Deal with each issue as it arises. Be consistent.• Find out more about the student by talking to parents, former teachers, etc. • Seek advice and help from the administration.• Be patient; remember that growth takes time. And be encouraged; sometimes the most challenging

students turn out to be our greatest blessings.

6.6: Getting a new student mid-year• Have the right attitude; choose to be excited instead of frustrated.• The student is probably overwhelmed, so be encouraging and welcoming.• Modify curriculum as needed, but get them on track with the rest of the class as soon as possible.• Reach out to the parents to welcome the family.• Deal with small behaviors right away and as privately as possible.



33

Module 6: Troubleshoot ChallengesKey Takeaways, continued

6.7: Regaining control when the entire class is not listening• Teach your students class-response sayings.• Get quiet and wait.• Start giving warnings using an official warning system.• When you get the class’s attention, inform them that this will not happen again.• If this is a continuous problem, consider instituting a logical consequence.

6.8: Preventing misbehavior behind your back.• Don’t turn your back! • Always keep the majority of the class in view.• Learn to write on the board while watching the class.

6.9: Keeping the class organized while you work with small groups • Expect the rest of the class to work quietly. Work very hard to teach them to do this. Practice the

procedures, correct every single misbehavior, and be extremely consistent. • Realize you will have to invest lots of time establishing proper routines, but that this time invested will

greatly pay off when you can have productive small groups for the rest of the year.• Make sure students understand that they must work quietly so that you can help the group or individual

student.• Stand or sit where you can see the whole class.• Have a way to give warnings without interrupting the small group or class.• Assign work that needs no explanation.• Consider having a system for students who feel they need to ask for help.

6.10: Managing transitions and interruptions • Expect students to transition quickly and to get right back on track after interruptions. • Just start right into the material, and your students will quickly catch up.

6.11: Managing a class as a substitute or special class teacher • Follow all the advice we’ve given for regular classroom teachers.• The key is to set the tone right away for what you expect. Deal with problems early on, have a plan for

what to do when problems arise, and show the students that this time will be structured and valuable.

6.12: Managing cell phones in the classroom • You can require that they be off/silent and out of sight.• You can require that they be placed in a certain location when not in use.• Have some type of logical consequence if students are using them for unrelated purposes. • Have a strict procedure during assessments. Either require them to be completely out of sight or to be

turned in before the assessment.



34

Module 6: Troubleshoot ChallengesKey Takeaways, continued

6.13: Responding to student excuses• Do make considerations for extreme situations. But except for these rare exceptions, don’t allow student

excuses to change anything.• Explain that even though they may have a reason, there are still consequences. That’s how life is.• Help the students understand what they should’ve done instead and what they can do if they have the

same problem again.• Be understanding throughout these conversations.• Unless the student is very upset, don’t spend a lot of time on this. Give a quick answer and move on. (If

the student is still upset, invest the time in a longer one-on-one conversation.)

6.14: Helping students navigate drama• Listen to both sides if possible. Then help each side see his fault.• Ask the students what they should’ve done instead. Give feedback on their answers and provide

additional wisdom.• Help the students reconcile.• Teach them communication skills.• Discuss character and, if applicable, Scriptural principles.• Keep parents in the loop early.• Helping students navigate drama takes time, but it is worth it as these skills will truly impact their lives.



35

Module 6: Troubleshoot ChallengesAdditional Notes



36



Module 6: Troubleshoot ChallengesLinks & Additional Resources


Godlife.com (website with information about a relationship with God)

Awakened: Change Your Mind to Transform Your Teaching by Angela Watson (book)

“The 2 x 10 Strategy: A Miraculous Solution for Behavior Issues?” (article)

Sign up for updates from Teach 4 the Heart (continued learning)

Create Your Dream Classroom by Linda Kardamis (book)

37


http://www.godlife.com/gospel/

http://www.amazon.com/Awakened-Change-Mindset-Transform-Teaching/dp/0982312717/

http://thecornerstoneforteachers.com/2014/10/the-2x10-strategy-a-miraculous-solution-for-behavior-issues.html

http://teach4theheart.com/sign-up-for-updates/

https://teach4theheart.leadpages.net/create-your-dream-classroom/



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