Creative strategies for managing the classrooms of other teachers and our experts. The rules are very correct. Every classroom should follow these rules and they can be the best class in Hi Cindi School. It`s because of you and what your beliefs have to do with behavioral management. I prefer to use positive strategies rather than punitive ones. I would discuss with them, check the expectations and establish together an improvement plan. We also have weekly class meetings to check expectations and what works and what doesn`t. These kinds of meetings help us tremendously. I hope it helps. I have been guilty of uninspiring and unenforceable class rules. Thank you for enlightening me, teach the rules as in a normal lesson. This should be your first lesson. Discuss each rule individually, explain the reasons, and ask for examples of how it might be broken.
Explain that the rules help make everyone`s schooling more enjoyable, and use examples to illustrate this point. It`s also a good idea to post the rules as a souvenir and send a copy home with each student. Use this list as a starting point, adapt it to the needs of your class and class: as a teacher, you must of course define general rules of conduct for your classroom. But how do you get your students to follow the rules? Help them set these rules! Here`s how. Start with a list of what you think is the main thing, and then work with your students through thoughtful discussions to create a number of rules expressed in their language. It`s the best resource for creating expectations in the classroom I`ve ever seen. Thank you very much. -Homeschooling Mom I am new to learning study and PYP. I only have it in Grade 4. But I seem to see too many teachers (maybe even myself!) giving empty words about the idea of the agreement, the idea that students actively participate in the construction of such agreements.
In fact, if we creatively insert our students into making the agreements we want from our class. It`s hard for us to let go of control and guide students to make their decisions, not ours. I sometimes have the same thing with the survey. Yes, the survey is often structured and needs to be structured, but do we pretend to ask questions about what students are interested in, or do we only find less than obvious ways to get them where we have already decided they should be? These two topics have been of great concern to me when the school year starts where I am. When I read your answer to my answer, I wonder if I misunderstood what I meant. I am a Scout, and in Scouting we say `girl leaders, girl decides`. This is not new to me. When I taught kindergarten students and children, my classes were always research-oriented. Entering primary school wasn`t really a big leap forward for me. Maybe it`s like jumping to the bottom of the pool because you never know what you`re getting. But I worry about the speech I hear during the faculty sessions and around the water cooler. I lock myself up because I am part of this faculty and I must always be vigilant not to fall into these traps.
and I regularly follow Inquire Within and Just Wondering. They are indeed great resources. Some people absolutely hate the idea of labeling things with numbers rather than student names, but there can be real benefits. With numbering systems, you can see at a glance what is missing. You don`t need to relabell everything year after year. It is easy to use numbers to divide children into groups (straight lines and quotas, etc.) . . . .