•Make two sets of name tags – one for the child’s table space or desk, and one for the child to wear around the neck to special classes.
•Hang name tags on a hook by the door.
•Make name labels and tape them over coat hooks and/or cubbies.
•Have a Weekly Room Helper’s Chart. Put children in charge of jobs such as:
•straightening the books (librarian)
•cleaning the sink (plumber)
•answering the knock at the door (host/hostess)
•leading the salute to the flag and the song (director)
•taking notes to office or another teacher (messenger)
•cleaning up special Center areas (science director, writing director, math director, and so on)
•helpers with snack time (health officers)
•cleaning up the floor – all children should do this at the end of the session (room inspector)
•general teacher’s helper (teacher assistant)
•Assign two general house-keepers the task of straightening the area where jackets, boots, hats, and mittens are kept. This area should be straightened everyday to keep it looking presentable.
•Build “clean up time” into the schedule at the end of the day. Don’t close the day on the run.
•Always evaluate the day with the children before they go home. Praise them for jobs well done and mention things that will need to be worked on tomorrow.
•Establish a routine. Children thrive on a schedule.
•Don’t speak when children aren’t listening and ready. Wait.
•Establish a signal for getting the group’s attention:
•turn off the lights
•clap a pattern with your hands
•say “Freeze!” and everyone halts right where they are, like a statue. Then say “Melt!” when you are ready for them to move again.
•Practice number ten above, in the beginning, even when children are doing well, just so they get the idea of how to respond to your signals. Then praise them.
•Establish and discuss room rules and consequences of misbehavior.
•Post room rules and consequences of misbehavior.
•Keep a large, clear, see-through plastic jug on a table or countertop. When students are being good workers, drop a nut (walnut) or (chestnut) or little pebble inside with much ceremony and praise. When the jug is filled, it’s time for a treat (food, extra playtime, an extra story, a game). Then empty the jug and begin again.
•Special food treats like cookies, popcorn, or small candies work well for rewarding modified behavior.
•Have children practice walking in the classroom – two at a time while the rest observe. This way, they learn the appropriate speed for indoor walking.
•Convey the message that the teacher is the line-leader down the hall. That way the teacher controls the speed of the line and can stop at any time.
•Practice walking in the hall. Keep stopping and starting until everyone in the class gets the message that this is a quiet activity.
•Select a different student each class to be the teacher’s partner as line leader. Be sure to hold hands.
•Establish good listening habits for story time. Sometimes we read and listen, and sometimes we read and discuss, but we always listen.
21.Send a child to a nearby seat (behind the audience) during story time if he or she cannot conform to listening standards. That way, the child is away from the group but can still hear the story.
22.Don’t give the child more work as punishment, and don’t take away the child’s play time as punishment. Work with your rules and consequences instead.
23.Invite a good student-citizen to sit at the teacher’s desk during snack time or work time, for instance. The especially rewards a good citizen.
24.At the end of work time, place a stuffed toy at the table that had the best workers. The stuffed toy chose to sit there, of course.
25.Give a bookmark as a special reward to good workers.
26.Give a special certificate to good workers.
27.Open up Centers gradually, one by one, until students know what is expect- ed of them there.
28.If Center behavior consistently deteriorates (blocks are knocked down deliberately, water is splashed, and so on), put a “CLOSED” sign in the area for a few days, and talk about desired behaviors.
29.Keep the lights off and heads down for a rest when noise level is too high. Tell them, “Noisy boys and girls are tired boys and girls, and your noise is telling me that you’re tired and need a nap. So OK, that’s what we’ll do.”
30.Speak with a soft voice and children will usually respond in kind. However, pretend to take a very loud voice out of your pocket and use it, and then put it back-with a dra- matic flair. Children don’t like the loud voice, and you can assure them that you don’t either, so you want to keep it in the pocket with their help.
31.Use puppets to help with classroom management. Puppets can whisper in the teacher’s ear, and they can write messages to the class.
32.Compliment leadership in students. “Oh, I like the way Antonio is ready!” will cause everyone to turn to look at the ready student and to get ready also.
33.Use the same standards for everyone – no favorites!
34.Over-plan for the day. (If you find that you have time on your hands, you will need to work on additional circle time activities, learning games, or alphabet and number activities.)
35.Have a little broom and dustpan handy for clean-up.
36.Use your eyes–look directly at children when speaking to them. Use the “eyes in the back of your head” to ward off potential problems.
37.Use nonverbal communication to send positive and negative messages to the students (smile, wink, nod, give a thumb’s up, raise an eyebrow, put a finger to your lips for quiet, and so on).
38.Remember, the role of the teacher is to lead. Children follow the leader. If the teacher does not step forward as a strong leader, the children will follow the one who does – and unfortunately, that can be a noisy child who is acting out.
39.Keep kitty litter under the sink, and sprinkle it generously if a child has an upset stomach and gets sick. Call the custodian for clean-up.
40.Communicate with a child behaving outside acceptable boundaries. Often a child who is acting out may be doing it because she or he does not know the behavioral boundaries. Take that child aside and make sure he or she understands the common rules. Reassure the child that you know she or he can do well.
41.Find something to like and enjoy about each child, and praise it.
42.Tell children when they’re doing well. Tell them when they’ve done well. Tell them if they’re not living up to the expectations set forth in the classroom or building goals.
43.Employ The Magic Touch – touch children, hold their hand or smiling at them.
44.Keep in mind that your elementary students are “works in progress.” They’re depending on YOU. Have a kind heart and a firm will. Develop patience. Never hold a grudge! Each day is a new day!
Elementary Classroom Management
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February 28th, 2011 
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