To piggyback on the "show me" piece, I often will have a call and response and then ask kids to think about all the things they need to do and what it should look like before they do a whole group task like lining up. This is so good for executive functioning. They visualize internally what to do instead of you directly telling them what to do. A small, but important shift in how we deliver instruction and particularly helpful for all of our neurodiverse kiddos.
In an early childhood setting, practicing inclusivity is crucial for effective classroom management. This can be achieved by fostering positive relationships between the teacher and students, as well as promoting positive interactions among students. Establishing routines and structure helps create a predictable environment, while using positive reinforcement and logical consequences can effectively manage behavior.
Thank you for clarifying how you do your classroom management. I know what I need to work on and I have a tough class this year that really swallow up so much of my teaching time. I spend so much time correcting and reviewing expectations that I get frustrated. So much time is spent planning lessons just to have kids not paying attention and messing around that we are way behind this year. I usually do not have such a challenge with classroom management so I am second guessing myself daily. I appreciate listening to your explanations and perspective. Thank you for sharing. It helped me take a look at my own style with a different lens.
Excellent talk. I do positive reinforcement also, it's free, natural consequences and DoJo. Students like the chiming sound and at intervals of 20, 40 points I give a treasure box reward.
I give stickers. I have DOJO. I love the "thank you for playing with me." I have students that none of the behavior techniques do not matter to them. I have screamers. I have students that when they don't get their way scream, students that don't like when I say wait, students that will not play a game or turn and talk to a particular student, though once it was the sweetest little girl. It is all hard, but I keep trying to reach all students. Thank you for all your videos.
Question: what is a reasonable amount of time to do work at home? How do you keep work from constantly overflowing into your home life? Where do you draw the line?
That’s a hard question because I think it’s different for everyone! It’s tricky for me because I essentially have two jobs (teaching and then TH-cam, TPT creation, my memberships, etc.) so o definitely work a lot but I am “paid” for that extra work if that makes sense! I usually know I need to take a break when I feel like I’m not as present with my family! But I try to just do all the extra work in my downtime (because I’d rather do it at home than at school). I tried doing one late night a week at school to get all my copies and slides done for the following week, but I work much faster on my own computer so I do that Thursday nights now but from home! I spend a couple hours doing my plans/slides for the following week, printing out master copies, and catching up on shows in the background!
I had an evaluation and needed to improve a few things 1 being noise level ... i used your heart idea and it took a month but it really worked ... thank you
Could you share how you organize student work in your classroom? What do you find is the best method? (Dotage per subject? Portfolio for best work? When do you send home work? Etc.) Thanks!!
I really like how you display behavior management! I have a question, What if you are faced with a student who doesn’t fear/listen to authority? What ways can you both be neutral?
Thank you for sharing! I love your videos and resources! I have a feeling that you are teaching in Catholic or a private school. I taught in a Catholic School for years and had so much autonomy which I miss. I am teaching in a public school now that micro manages every aspect of our day and I am trying to figure out what I can do that will help my students that I can actually implement. I am a big fan of logical consequences and loved that you mentioned remaining neutral when you give the consequence.
Hi! I actually teach in public school (I’ve only ever taught in public) but I will say I’m lucky where we do have a lot Of autonomy and not a lot Of micromanaging- that can make a big difference!!
I absolutely know what you mean. I’m second year first grade teacher and it can be stifling. I’m determined to be the best teacher I can be though. So these videos are really helpful and needed!
I'd love more information about how you manage partner pairing. I love that you use multiple partner pairs throughout the day but wondering what that looks like from a management persepective.
Hi Kim ! The grouping structure really helps with that because they have built in “shoulder partners” and “face partners” and then during math or literacy time, I’ll either just quickly rattle off partner names or I will put up a slide with their names or faces so they can find their partner quickly and start the game/activity.
You are amazing. What do you do for logical consequence for a kiddo who tries to slip out the door because he might be curious to see what is going on in the hallway (but they do it excessively) or dislikes lining up for recess and would rather stay out longer and you are always waiting for them?
Inside the binder I keep my spreadsheet of student benchmark scores plus their reading groups and then within each child’s tab are there assessments for each math in focus unit, each fundations unit , and sample writing pieces!
Do you start the year with the kids already in groups or do you build up to building the groups? Do they come into the classroom with their seats already in a group?
I start them in groups right away! We're only in school for a week or less in August so I use that as a trial to randomly put them together - then I do our first switch in September and again at the beginning of every month. But this way I am teaching them how to work in a group from the very beginning!
That makes sense. Are they usually prepared for the switch at the beginning of each month? August is such a short period of time during the start of a new year. I know this from a parent perspective vs being a teacher. So does the grouping last a little longer or they’re ready to switch by September?
@@Queenbrittneyw ahh yes! I make it clear that they will be changing their seats in just a few days and it's like September is their first "real" month together with a group!
hello Susan! I am a big fan of you. I would love to have your sources but I teach spanish. Can you made them editable? I would love to use all your souces in spanish version.
I work as a special needs paraprofeasional in a 1st grade classroom !! It kills me to see how disengaged, bored, and out of control the classroom is. The teacher uses clip down charts and its so ineffective. There is rarely any opportunities for group work or games. Most of the time it is literally worksheet after worksheet. What is your opinion on timers and worksheets. Also how is testing done ? Is it all done of Fridays? Thank you in advance !!
We have lots of “quiet spaces” in the classroom and that’s part of a logical consequence. If you feel like either you cannot work because those around you are talking or because you are too tempted to talk, you move to a quiet space. I move them a lot on my own at the beginning of the year, and now I have students who recognize that they might be extra chatty, and they just move themselves. Some quiet spaces include the back table near me, our reading corner with a clipboard, I have another table that is set up low to the ground. We have many!
Also a general rule I don’t mind chatting while we work as long as we are working! Every Friday during win time is a make up session, so some friends have a lot of work that they may need to make up during that time because they were chatting, while other friends can choose a more fun activity so again, another logical consequence. But the only time I require zero talking in my classroom is during an assessment. We talk a lot about volume levels too, though and if they are chatting, I should still be able to work with my group at the back table no problem.
Thanks for the video! 18 kiddos sounds like a dream; I have 27 first graders and know some that have even more.
Teachers really do need all the help thy can get. It is super helpful to hear how you address classroom management. Thank you!
To piggyback on the "show me" piece, I often will have a call and response and then ask kids to think about all the things they need to do and what it should look like before they do a whole group task like lining up. This is so good for executive functioning. They visualize internally what to do instead of you directly telling them what to do. A small, but important shift in how we deliver instruction and particularly helpful for all of our neurodiverse kiddos.
This was so helpful! I've been teaching for 10 years but I'm always excited to learn new things about classroom management! Thank you ❤
In an early childhood setting, practicing inclusivity is crucial for effective classroom management. This can be achieved by fostering positive relationships between the teacher and students, as well as promoting positive interactions among students. Establishing routines and structure helps create a predictable environment, while using positive reinforcement and logical consequences can effectively manage behavior.
Summarized so nicely!!
Thank you for clarifying how you do your classroom management. I know what I need to work on and I have a tough class this year that really swallow up so much of my teaching time. I spend so much time correcting and reviewing expectations that I get frustrated. So much time is spent planning lessons just to have kids not paying attention and messing around that we are way behind this year. I usually do not have such a challenge with classroom management so I am second guessing myself daily. I appreciate listening to your explanations and perspective. Thank you for sharing. It helped me take a look at my own style with a different lens.
Could you do a video on your data binder for your kiddos?!
Thank you, Susan! I always look forward to your videos. Can’t wait to hear about your second observation.
Thank you for sharing your experiences and lessons! I’m learning and growing so much! ❤
Thank you!😊These are some of the best strategies for classroom management!
Excellent talk. I do positive reinforcement also, it's free, natural consequences and DoJo. Students like the chiming sound and at intervals of 20, 40 points I give a treasure box reward.
I give stickers. I have DOJO. I love the "thank you for playing with me." I have students that none of the behavior techniques do not matter to them. I have screamers. I have students that when they don't get their way scream, students that don't like when I say wait, students that will not play a game or turn and talk to a particular student, though once it was the sweetest little girl. It is all hard, but I keep trying to reach all students. Thank you for all your videos.
what supports have you been given to help you deal with so many issues?
Thank you for your videos, they are very helpful.
I use same techniques and really work for me.
Question: what is a reasonable amount of time to do work at home? How do you keep work from constantly overflowing into your home life? Where do you draw the line?
That’s a hard question because I think it’s different for everyone! It’s tricky for me because I essentially have two jobs (teaching and then TH-cam, TPT creation, my memberships, etc.) so o definitely work a lot but I am “paid” for that extra work if that makes sense!
I usually know I need to take a break when I feel like I’m not as present with my family! But I try to just do all the extra work in my downtime (because I’d rather do it at home than at school). I tried doing one late night a week at school to get all my copies and slides done for the following week, but I work much faster on my own computer so I do that Thursday nights now but from home! I spend a couple hours doing my plans/slides for the following week, printing out master copies, and catching up on shows in the background!
I had an evaluation and needed to improve a few things 1 being noise level ... i used your heart idea and it took a month but it really worked ... thank you
could you tell me which video is the heart idea I would love to check it out, thanks!!!
Could you share how you organize student work in your classroom? What do you find is the best method? (Dotage per subject? Portfolio for best work? When do you send home work? Etc.)
Thanks!!
I really like how you display behavior management! I have a question, What if you are faced with a student who doesn’t fear/listen to authority? What ways can you both be neutral?
Thank you for sharing! I love your videos and resources! I have a feeling that you are teaching in Catholic or a private school. I taught in a Catholic School for years and had so much autonomy which I miss. I am teaching in a public school now that micro manages every aspect of our day and I am trying to figure out what I can do that will help my students that I can actually implement. I am a big fan of logical consequences and loved that you mentioned remaining neutral when you give the consequence.
Hi! I actually teach in public school (I’ve only ever taught in public) but I will say I’m lucky where we do have a lot
Of autonomy and not a lot
Of micromanaging- that can make a big difference!!
I absolutely know what you mean. I’m second year first grade teacher and it can be stifling. I’m determined to be the best teacher I can be though. So these videos are really helpful and needed!
You’re amazing! Thank you for everything! 😊
Super helpful! Thank you!! ❤
I'd love more information about how you manage partner pairing. I love that you use multiple partner pairs throughout the day but wondering what that looks like from a management persepective.
Hi Kim ! The grouping structure really helps with that because they have built in “shoulder partners” and “face partners” and then during math or literacy time, I’ll either just quickly rattle off partner names or I will put up a slide with their names or faces so they can find their partner quickly and start the game/activity.
Great, that is similar to what I do just using different language.
This is awesome! Thank you.
You are amazing. What do you do for logical consequence for a kiddo who tries to slip out the door because he might be curious to see what is going on in the hallway (but they do it excessively) or dislikes lining up for recess and would rather stay out longer and you are always waiting for them?
Great advice
I loved your classroom management video! Thank you! I was wondering what you keep in your student data binder?
Inside the binder I keep my spreadsheet of student benchmark scores plus their reading groups and then within each child’s tab are there assessments for each math in focus unit, each fundations unit , and sample writing pieces!
Excellent video! ⭐️⭐️⭐️⭐️⭐️
Behind you I see what I'm pretty sure are the rainbow trays I have on my Amazon wishlist. What do you have them inside of?
Do the Moon Dog books align perfectly with Fundations? How do you like the Moon Dog series? Do you use the "extras" pack or all of the books?
Do you start the year with the kids already in groups or do you build up to building the groups? Do they come into the classroom with their seats already in a group?
I start them in groups right away! We're only in school for a week or less in August so I use that as a trial to randomly put them together - then I do our first switch in September and again at the beginning of every month. But this way I am teaching them how to work in a group from the very beginning!
That makes sense. Are they usually prepared for the switch at the beginning of each month? August is such a short period of time during the start of a new year. I know this from a parent perspective vs being a teacher. So does the grouping last a little longer or they’re ready to switch by September?
@@Queenbrittneyw ahh yes! I make it clear that they will be changing their seats in just a few days and it's like September is their first "real" month together with a group!
100% Well said!
hello Susan! I am a big fan of you. I would love to have your sources but I teach spanish. Can you made them editable? I would love to use all your souces in spanish version.
I heard you mentioned your student data binder. May I ask what that is? Do you have a video on that?
How would you tackle setting up a classroom coming in mid year.
how do you set up the partners throughout the year and keep up with it with the students?
I teach the exact same way. The token systems do not teach them how to be part of a community. It's unrealistic.
How do you handle kids with special needs?
I work as a special needs paraprofeasional in a 1st grade classroom !! It kills me to see how disengaged, bored, and out of control the classroom is. The teacher uses clip down charts and its so ineffective. There is rarely any opportunities for group work or games. Most of the time it is literally worksheet after worksheet. What is your opinion on timers and worksheets. Also how is testing done ? Is it all done of Fridays? Thank you in advance !!
Great video ...but was looking to hear how you manage a talkative in class. Any imput?
We have lots of “quiet spaces” in the classroom and that’s part of a logical consequence. If you feel like either you cannot work because those around you are talking or because you are too tempted to talk, you move to a quiet space. I move them a lot on my own at the beginning of the year, and now I have students who recognize that they might be extra chatty, and they just move themselves. Some quiet spaces include the back table near me, our reading corner with a clipboard, I have another table that is set up low to the ground. We have many!
Also a general rule I don’t mind chatting while we work as long as we are working! Every Friday during win time is a make up session, so some friends have a lot of work that they may need to make up during that time because they were chatting, while other friends can choose a more fun activity so again, another logical consequence. But the only time I require zero talking in my classroom is during an assessment. We talk a lot about volume levels too, though and if they are chatting, I should still be able to work with my group at the back table no problem.
@@SusanJonesTeaching Thanks
I love this idea, I am going to implement it. Do you use noise cancelling headphones too?@@SusanJonesTeaching
Beyond discipline is totally against holding someone up as an example. Big recommended read.
I have 40
Herrigity
Heggerty - granddaughter sent for me- Have u done a Heggerty - Phonics video??
Loved your strategies! I already use most of them, but it was reafirming to see that you also follow them! Thank you!!!😄