Top 10 Tips for Classroom Discipline

and Management
By Melissa Kelly
Secondary Education Expert

Classroom discipline and management causes the most fear and consternation in new teachers.
However, this is a skill that is not only learned but practiced daily. Here are ten tips that can lead
to successful classroom management and greater discipline in schools. These tips can help you
cut down on discipline problems and leave you with fewer interruptions and disruptions.
If you would like additional information, check out this step-by-step look at how to handle
discipline problems with effective classroom management.

1. It's Easier to Get Easier

Many teachers make the mistake of starting the school year with a poor discipline
plan. Students quickly assess the situation in each class and realize what they will
be allowed to get away with. Once you set a precedent of allowing a lot of
disruptions, it can be very hard to start better classroom management and
discipline techniques. However, it is never tough to get easier as the year goes on.
While you don't have to follow the adage, "Never smile until Christmas," it does
have its merits.

2. Fairness is Key
Students have a distinct sense of what is and what is not fair. You must act fairly for
all students if you expect to be respected. If you do not treat all students equitably,
you will be labelled as unfair students will not be keen to follow your rules. Make
sure that if your best student does something wrong, they too get punished for
it. More
3. Deal with Disruptions with as Little Interruption as Possible
When you have classroom disruptions, it is imperative that you deal with them
immediately and with as little interruption of your class momentum as possible. If
students are talking amongst themselves and you are having a classroom
discussion, ask one of them a question to try to get them back on track. If you have
to stop the flow of your lesson to deal with disruptions, then you are robbing
students who want to learn of their precious in-class time.

4. Avoid Confrontations in Front of Students

Whenever there is a confrontation in class there is a winner and a loser. Obviously
as the teacher, you need to keep order and discipline in your class. However, it is
much better to deal with discipline issues privately than cause a student to 'lose
face' in front of their friends. It is not a good idea to make an example out of a
disciplinary issue. Even though other students might get the point, you might have
lost any chance of actually teaching that student anything in your class.

5. Stop Disruptions with a Little Humor

Sometimes all it takes is for everyone to have a good laugh to get things back on
track in a classroom. Many times, however, teachers confuse good humor with
sarcasm. While humor can quickly diffuse a situation, sarcasm may harm your
relationship with the students involved. Use your best judgment but realize that
what some people think as funny others find to be offensive.

6. Keep High Expectations in Your Class

Expect that your students will behave, not that they will disrupt. Reinforce this with
the way you speak to your students. When you begin the day, tell your students
your expectations. For example, you might say, "During this whole group session, I

expect you to raise your hands and be recognized before you start speaking. I also
expect you to respect each other's opinions and listen to what each person has to
say.

7. Overplan

Free time is something teachers should avoid. By allowing students time just to talk
each day, you are setting a precedent about how you view academics and your
subject. To avoid this, overplan. Write additional activities into your lesson plans just
in case your main lesson run short. When you have too much to cover, you'll never
run out of lessons and you will avoid free time. You can also fill up any left over time
with mini-lessons.

8. Be Consistent

One of the worst things you can do as a teacher is to not enforce your rules
consistently. If one day you ignore misbehaviors and the next day you jump on
someone for the smallest infraction, your students will quickly lose respect for you.
Your students have the right to expect you to basically be the same everyday.
Moodiness is not allowed. Once your lose your student's respect, you also lose their
attention and their desire to please you.

9. Make Rules Understandable

You need to be selective in your class rules (no one can follow 180 rules
consistently). You also need to make them clear. Students should understand what
is and what is not acceptable. Further, you should make sure that the consequences
for breaking your rules are also clear and known beforehand.

10. Start Fresh Everyday

This tip does not mean that you discount all previous infractions, i.e. if they have
three tardies then today means four. However, it does mean that you should start
teaching your class each day with the expectation that students will behave. Don't
assume that because Julie has disrupted your class everyday for a week, she will
disrupt it today. By doing this, you will not be treating Julie any differently and
thereby setting her up to disrupt again (like a self-fulfilling prophecy). Read a
personal example of this with my best teaching experience.

How to Handle Discipline Problems

with Effective Classroom
Management
By Melissa Kelly
Secondary Education Expert

Discipline problems are listed as the major concern for most new teachers. What can teachers
expect and how can they effectively handle discipline problems?Classroom management
combined with an effective discipline plan is the key. This step-by-step look at classroom
discipline will help you see some important steps in dealing with discipline problems that may
arise in your classroom.

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Here's How:
1.

Begin each class period with a positive attitude and high expectations. If you expect your
students to misbehave or you approach them negatively, you will get misbehavior. This is an
often overlooked aspect of classroom management.

2.

Come to class prepared with lessons for the day. In fact, overplan with your lessons.
Make sure to have all your materials and methods ready to go. Reducing downtimewill help
maintain discipline in your classroom.

3.

Work on making transitions between parts of lessons smooth. In other words, as you
move from whole group discussion to independent work, try to minimize the disruption to the
class. Have your papers ready to go or your assignment already written on the board. Many
disruptions occur during transitional times during lessons.

4.

Efficient Use of Class Time

Watch your students as they come into class. Look for signs of possible problems before
class even begins. For example, if you notice a heated discussion or problem before class
starts, try to deal with the problem then. Allow the students a few moments to talk with you or
with each other before you start your lesson to try and work things out. Separate them if
necessary and try to gain agreement that during your class period at least they will drop
whatever issue they have.

5.

Have a posted discipline plan that you follow consistently for effective classroom
management. Depending on the severity of the offense, this should allow students a warning
or two before punishment begins. Your plan should be easy to follow and also should cause a
minimum of disruption in your class. For example, your discipline plan might be - First
Offense: Verbal Warning, Second Offense: Detention with teacher, Third Offense: Referral.

6.

Meet disruptions that arise in your class with in kind measures. In other words, don't
elevate disruptions above their current level. Your discipline plan should provide for this,
however, sometimes your own personal issues can get in the way. For example, if two
students are talking in the back of the room and your first step in the plan is to give your
students a verbal warning, don't stop your instruction to begin yelling at the students. Instead,
have a set policy that simply saying a student's name is enough of a clue for them to get back
on task. Another technique is to ask one of them a question.

7.

Try to use humor to diffuse situations before things get out of hand. Note: Know your
students. The following example would be used with students you know would not elevate the
situation to another level. For example, if you tell your students to open their books to page 51
and three students are busy talking, do not immediately yell at them. Instead, smile, say their
names, and ask them kindly if they could please wait until later to finish their conversation
because you would really like to hear how it ends and you have to get this class finished. This
will probably get a few laughs but also get your point across.

8.

If a student becomes verbally confrontational with you, remain calm and remove them
from the situation as quickly as possible. Do not get into yelling matches with your students.
There will always be a winner and a loser which sets up a power struggle that could continue
throughout the year. Further, do not bring the rest of the class into the situation by involving
them in the discipline or the writing of the referral. More on dealing with confrontational
students in your classroom.

9.

If a student becomes physical, remember the safety of the other students is paramount.
Remain as calm as possible; your demeanor can sometimes diffuse the situation. You should
have a plan for dealing with violence that you discussed with students early in the year. You
should use the call button for assistance. You could also have a student designated to get
help from another teacher. Send the other students from the room if it appears they could get
hurt. If the fight is between two students, follow your school's rules concerning teacher
involvement as many want teachers to stay out of fights until help arrives.

10.

Keep an anecdotal record of major issues that arise in your class. This might be
necessary if you are asked for a history of classroom disruptions or other documentation.

11.

Let it go at the end of the day. Classroom management and disruption issues should be
left in class so that you can have some down time to recharge before coming back to another
day of teaching.


10 Ways to Manage Teacher Burnout
Tips:
1.
Recognize the warning signs of disruption. Obviously this comes with practice
ofclassroom management. However, some signs are fairly obvious.
2.
Sarcasm should be used sparingly if at all. If you do use it, make sure you know
the student who you are using it with well. Many students do not have the capacity to
know that sarcasm is not meant to be taken literally. Further, other students could find
your sarcasm as inflammatory which would defeat your purpose of greater classroom
management.
3.
Consistency and fairness are essential for effective classroom management. If
you ignore disruptions one day and come down hard on them the next, you will not be
seen as consistent. You will lose respect and disruptions will probably increase.
Further, if you are not fair in your punishments, making sure to treat all students fairly
then students will quickly realize this and lose respect for you. You should also start
each day fresh, not holding disruptions against students and instead expecting them
to behave.
4.
It's easier to get easier. Start the year very strict so that students see that you are
willing to do what it takes to have your classroom under control. They will understand
that you expect learning to occur in your room. You can always let up as the year goes
on.
5.
Classroom rules must be easy to understand and manageable. Make sure that
you don't have such a large number of rules that your students can't consistently
follow them.

Top 6 Keys to Being a Successful Teacher

By Melissa Kelly
Secondary Education Expert

The most successful teachers share some common characteristics. Here are the top six keys to being
a successful teacher. Every teacher can benefit from focusing on these important qualities. Success in
teaching, as in most areas of life, depends almost entirely on your attitude and your approach.

Successful teachers are hands on and have a great sense of humor.

Alexander Raths /

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1. Sense of Humor
A sense of humor can help you become a successful teacher. Your sense of humor can relieve tense
classroom situations before they become disruptions. A sense of humor will also make class more
enjoyable for your students and possibly make students look forward to attending and paying attention.
Most importantly, a sense of humor will allow you to see the joy in life and make you a happier person as
you progress through this sometimes stressful career.

2. A Positive Attitutude
A positive attitude is a great asset in life. You will be thrown many curve balls in life and especially in the
teaching profession. A positive attitude will help you cope with these in the best way. For example, you
may find out the first day of school that you are teaching Algebra 2 instead of Algebra 1. This would not
be an ideal situation, but a teacher with the right attitude would try to focus on getting through the first
day without negatively impacting the students.

3. High Expectations
An effective teacher must have high expectations. You should strive to raise the bar for your
students. If you expect less effort you will receive less effort. You should work on an attitude that

says that you know students can achieve to your level of expectations, thereby giving them a
sense of confidence too. This is not to say that you should create unrealistic expectations.
However, your expectations will be one of the key factors inhelping students learn and achieve.

4. Consistency
In order to create a positive learning environment your students should know what to expect
from you each day. You need to be consistent. This will create a safe learning environment for
the students and they will be more likely to succeed. It is amazing that students can adapt to
teachers throughout the day that range from strict to easy. However, they will dislike an
environment in which the rules are constantly changing.

5. Fairness
Many people confuse fairness and consistency. A consistent teacher is the same person from day
to day. A fair teacher treats students equally in the same situation. For example, students
complain of unfairness when teachers treat one gender or group of students differently. It would
be terribly unfair to go easier on the football players in a class than on the cheerleaders. Students
pick up on this so quickly, so be careful of being labelled unfair.

6. Flexibility
One of the tenets of teaching should be that everything is in a constant state of change. Interruptions and
disruptions are the norm and very few days are 'typical'. Therefore, a flexible attitude is important not
only for your stress level but also for your students who expect you to be in charge and take control of
any situation.

Ways Students Misbehave and What Teachers Can Do About It

Dealing With Common Student Misbehaviors

By Melissa Kelly
Secondary Education Expert

All teachers have to deal with student misbehaviors on a daily basis. Most of the time,
these problem behaviors will not cause major disruptions. However, even minor misbehaviors
can lead to greater disruptions if left unchecked. This article looks at a number of problem
behaviors that students exhibit. It then provides specific ideas on ways to combat these behaviors
before resulting to the discipline plan. Major disruptions like belligerence and cheating have
been left off because those require more direct action. Remember, the earlier you can stop a child
from misbehaving, the more likely it is that a major disruption will not occur.

1. Note Passing
Note passing can be disruptive to not only the students involved but also those
sitting around them. The key is to catch the students in the act. Confiscating the
notes has a huge impact on the students. Once you have taken the note, you have
a choice of what to do with it. Some teachers hand it back at the end of class, some
read the note, and some just throw it away. The choice depends on your teaching
style.

2. Talking
Excessive talking can be truly disruptive. The first step to deal with talking is to walk near the students.
This helps them realize that you are aware of their misbehavior. Sometimes this is enough to stop the
talking. If not, the next thing you can try is to stop talking completely and using nonverbal cues. The
students in question will notice the silence and probably stop talking too. If these two actions are not
enough, then you will need to move to your posted discipline plan.

3. Off Task
Students can be off task in a number of ways. They might be daydreaming, completing homework for
another class, or maybe even surreptitiously texting with their cell phone. If this is not a chronic behavior
issue with a particular student, you might try simply walking near them while teaching to let them know
of your awareness to their misbehavior. However, if this is not enough of if the issue is one that has
happened before, you will probably need to move to implementing the discipline plan.

4. Clowning Around
Every year, you will probably be faced with at least one class clown. The key to dealing with a class
clown is channelling that energy to positive behavior within the class. However, realize that they present a
problem that can escalate into full-scale disruption if not careful. A talk with them after class and giving
them responsibilities within he class can help.

5. Calling Out
Requiring students to raise their hands is a key way to keep control of discussions and use best practices
such as wait time and questioning techniques. However, despite your best efforts students will still try to
call out. This is especially true if other teachers in your school do not enforce hand raising. Therefore, the
best thing to do is be very consistent about enforcing this from the beginning. Ignore called out answers,
only call on those with hands raised, and pull students aside in the beginning of the year to ensure this
doesn't continue happening.

6. Sleeping in Class
Hopefully, this will be a rare occurrence in your teaching career. However, if you have a student who falls
asleep, you should quietly waken them and pull them aside. Find out if there is a reason why this is
occurring. Is the child sick, working late, having problems at home? If this is not a common occurrence
for this student and you have concerns, you might want to send this to their guidance counselor for further
help.

7. Rudeness
This can be the most troubling behavior. While you can't pinpoint specific belligerent actions, when a
child generally has a rude attitude towards you it can be very disheartening as a teacher. If the student is
outright rude, calling your names or other actions such as this, follow the discipline plan immediately. But
when you are getting mean looks and a surly attitude, it's best to pull the student aside and discuss this
with them. If necessary, call a parent-teacher conference to get their help with the situation.

Five Important Classroom Procedures

Key Procedures for Teachers and Students

By Melissa Kelly

Every teacher must develop classroom procedures in order to make their life easier
and create a more effective learning environment for students. Teachers who have
not created and reinforced procedures for each of the following situations will cause
themselves undue stress while robbing their students of important classroom time.

1. Beginning Class on Time and on Task

In a typical school, classes last 50 minutes. If you lose five minutes at the beginning
of each period, you will lose 250 minutes, or five class periods, every 50 days. In
other words, while those five minutes don't seem to matter that much on a given
day, added up they account for a lot of lost learning time. Further, if you lose control
of a class in the beginning, it can often be hard to bring them back on task.
Misbehaviors can occur as students are free to chat and interact. Beginning class on
time is a learned behavior. Students change based on the expectations of their
teachers. Thus, reinforcing this everyday will help you no matter how the students
behave in other classes.

2. Creating a System for Restroom Use

Obviously, this is a thorny issue. Students will need to use the restroom during
class. Your task is to create a system that is the least disruptive possible while
ensuring that it is not easily abused. Specific strategies you can use include
allowing only one child out of your room at a time and enforcing a time limit if you
feel students are abusing your system. Learn more about implementing restroom
use policies.

3. Answering Students Questions

Students should feel that they have the ability to ask you for help during class. It
would be a bad math teacher who did not help their students struggling
with multiplying fractions. However, a clear system needs to be set up at the
beginning of the year of how students should ask for help. You want to avoid having
students call out questions while you are in the middle of another task or helping
another student. Some policies you might want to consider enforcing include
requiring students to raise their hands, providing them time to ask you questions
during class, and having 'office hours' before and/or after school when students
know that they can come to you for help. Some teachers have also used social
media or a classroom website as a forum for students to ask questions.

4. Collecting Homework

Collecting homework should be a streamlined process. However, if you do not have

an enforced plan on how you want students to turn it in each day, it can quickly
become an inefficient mess with papers handed in at odd times. This can lead to
classroom disruptions, grading issues and even possibly lost papers. Therefore, you
need to decide when and how students will turn in their work. Ideas that you might
want to consider include:
Collecting homework at the door as students enter the class.
Having a specific colored folder on your desk where students are responsible to turn
in their homework before class begins.
Having students pass their homework to the front of each row that you then collect.
No matter what system you pick, make sure that you consistently enforce it to get
the greatest benefit.

5. Ending the Class Efficiently

While it is normal to consider how you are going to start your class each day, it is
less common to focus on the best way to end each class. Some thought should be
given to this, especially if your lesson includes students to move around or use a
class set of materials that need to be returned. If you had the children move their
desks, you will need to leave time for them to be moved back to their correct
positions, otherwise you or your next class will be left with this task. If you had
students use books or materials that need to be returned to a specific location,
ensure that they are returned and accounted for. This will lead to less loss of texts
and less work for you and others. Finally, if you have an assignment that students
need to copy or a worksheet that needs to be distributed, build in the time to take
care of this or you might find that students leave your class without getting the
correct information. A little bit of prevention can truly save you from headaches
later.

Reasons for Homework

By Melissa Kelly
Secondary Education Expert

Why should homework be assigned to students? What is its purpose? The truth is
that many teachers do not take the time to examine what role homework is playing
in their class. With complaints about too much or too little homework being
discussed by parents and even in the press, it is important that we take a close
work at homework and ensure that it is being used appropriately and to the greatest
benefit for our students.

1. To reinforce what has been taught

An important function of homework is to reinforce what the teacher has taught in
the classroom. For example, if the subject of the day's lesson plan is shifts in supply
and demand curves, then students might be given a few example problems where
they can practice what they learned. When the students hand this is in during the
next class period, the teacher can review these in order to ensure that all the
students understand what was taught.

2. To provide students with greater choice in learning

Sometimes a teacher might choose to have students learn about a topic or other
information through their own research. This often happens in English classes where
there is a limited time in class to cover all the literary works available. Students
might be assigned book reports or given a choice of authors to study more in depth
outside of the classroom. Another very common example is science fair
projects where students design their entire project with minimal interaction and
help from the teacher.

3. To prepare students for the next lesson

One way that teachers can effectively use homework is to prepare students for the
next day's lesson. After having reviewed some introductory material on their own,
students come to class with a basic understanding of what is being covered in class.
This is especially important when the teacher has created a role-play or interactive
assignment that requires a certain amount of background knowledge to be truly
effective.

4. To help students review for an assessment

In order to help prepare students for assessments, teachers will often give them
review sheets with the necessary topics and information from which they are to
base their review. However, an alternative method to help students prepare is to
have them create their own review sheets based on a list of terms and study
questions. These can be quite effective in ensuring students understand and are
ready for what will be covered on quizzes and tests.

5. To enrich the lesson plan

Another way that well designed homework can be quite effective is in enriching
lesson plans. Students might be given assignments that take what students have
been taught to a greater depth or provide them with additional connections and
examples to help enhance their learning experience. For example, students might
be given an assignment where they are to research a particular aspect of World War
II: women's roles, the homefront, weapons of war, submarine warfare, etc. Students
will then learn about these topics in a much deeper way than would be possible in
the classroom setting. This outside research could prepare them for an in depth
class discussion about the war.

6. To teach a real world skill

Some homework is skill based and helps students actually practice skills outside of
the classroom. For example, a student might be asked to participate in a mock
interview with their parents rating them as practice for getting a job. Another
example might be that students could be required to create budget for life after
high school based on real numbers and information that they have researched.

How to Deal with Children

with Defiant Disorders
Violent and Disruptive
Behavior
Teachers and parents have to understand that there is
another way of handling issues when it comes to teaching
students with violent, disruptive and oppositional defiant
disorder.

They will not be taught using the normal methods employed with other children. Children who are
extremely violent need to undergo stress management, when teachers see any signs of violence in a
child. They need to make serious considerations in making sure that the circumstances that led to the
behavior would be analyzed.
Schools have to be able to find a way to determine if the behavior is caused by psychological,
behavioral or environmental problems. Children who are showing signs of violence can still show wellintentioned behavior and will still show care from time to time, which is why they need not be seen as
someone that cannot be helped and trained to do better.

Children with violent characteristics may be suffering from psychological problems like schizophrenia
or manic depression. These children might be hearing voices or see visions that they believe to be
demons or devils governing them.
Children with schizophrenia may often hear voices telling them to hurt someone and this is what leads
them to cause harm to others. These problems can be controlled by taking medications and by
training the children in a contained and secure environment.
Even teenagers can struggle with depression. This can be caused by a number of causes can lead
them to be agitated depending on the emotional concerns.
Teachers have to be ready in facing this dilemmas and crisis in order to reduce the struggle in learning
that these students have to face. Depression can be acted on, a child can undergo counseling in order
to check where the anger is coming from and to check if it is being caused by people around them or
by a chemical imbalance in the brain.
Children who show violent tendencies can still find help at the end of the road just as long as it is
handled correctly. Issues with resistance, impulsiveness and immaturity can always be solved using
proper diagnostic measures that can start from the school guidance counselor then a psychiatrist that
would be able to recommend the proper medication and treatment of the behavior.
Children with this type of learning behaviors need to be able to find a way to alleviate their pain and
worry. They need to be able to learn to handle their pain and emotions in an acceptable manner.

Why Do Kids Bully?

There is no one single cause of bullying among children; individual, family, peer, school,
and community factors can place a child or youth at risk for bullying. These factors
work individually, or collectively, to contribute to a child's likelihood of bullying.

Family risk factors for bullying:

A lack of warmth and involvement on the part of parents.
Overly-permissive parenting (including a lack of limits for childrens
behavior).

A lack of supervision by parents.

Harsh, physical discipline.

Parent modeling of bullying behavior.1

Victimization by older brothers.2
Peer risk factors for bullying:

Friends who bully.

Friends who have positive attitudes about violence.1

Some aggressive children who take on high status roles may use bullying
as a way to enhance their social power and protect their prestige with peers.

Some children with low social status may use bullying as a way to deflect
taunting and aggression that is directed towards them, or to enhance their social
position with higher status peers.3, 4
Other Factors:

Bullying thrives in schools where faculty and staff do not address bullying,
where there is no policy against bullying, and where there is little supervision of
studentsespecially during lunch, bathroom breaks, and recess.

Models of bullying behavior are prevalent throughout society, especially in

television, movies, and video games.5
When children are aggregated together, they associate with others who
are similar to them or who have qualities or characteristics that in some way
support their own behaviors.

For teenage girls, social aggression can be a way of creating excitement or

alleviating boredom. It is also used as a method of gaining attention from other
girls in order to secure friendships.6

10 Reasons Why Kids Are Bullied

Discover the top 10 ways bullies choose their targets

By Sherri Gordon
Bullying Expert

When it comes to understanding why bulliestarget specific kids, its important to

move past the usual stereotypes. As a society, kids have been taught that weak,
overweight or socially challenged individuals are worthy of scorn and disregard. As a
result, they feel free to bully anyone who falls into these categories.
People also wrongly believe targets of bullying somehow bring bullying on
themselves. Their believe if the targets were stronger or different in some way then
they wouldnt be bullied. They also believe that if targets want to be accepted by
society and free frombullying they should change.

Meanwhile, other people wrongly assume that targets deserve the bullying. They
feel that targets are too sensitive, unstable or whiners and that if they were
stronger they wouldnt be bullied.
But in reality the problem doesnt lie with thevictims of bullying. Anyone can be a target of bullying. In
fact, bullying has more to do with the choice of the bully and less to do with some defect in the target.
And, the responsibility for bullying always lies with the bully. So, why are individuals bullied?
There are a variety of reasons why bullies target some people including everything from personality
characteristics to being in the wrong place at the wrong time. Here are some common characteristics that
can lead to bullying.

Targets may be good at what they do. A lot of times kids will be bullied

because they get a lot of positive attention for something. This could be everything
from excelling in sports, making the cheerleading squad or getting the editors
position on the school newspaper. Bullies target these students because they either
feel inferior or they worry that their abilities are being overshadowed by the targets
abilities.
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Targets may be intelligent, determined and creative. At school, they may be
the students that go that extra mile on schoolwork. Or, they learn very quickly and
seem to be moving quicker through projects and assignments than other
students. Gifted students typically fall into this category and are often targeted for
being smart.
Targets may have personal vulnerabilities. Children who are introverted,
anxious or submissive are more likely to be bullied than kids who are extroverted
and assertive. In fact, some researchers believe that kids who lack self-esteem and
security may attract kids who are prone to bully. Finally, theres also some evidence
indicating that kids suffering from depression or stress-related conditions may also
be more likely to be bullied.
Targets may have few or no friends. Many victims of bullying tend to have
fewer friends than children who do not experience bullying. Whats more, they may
be rejected for some reason by their peers and usually spend lunch and recess
alone. Because this tendency to be alone begins before these kids become targets,
parents and other adults can help prevent bullying in these kids lives by helping
them develop friendships.
Targets may be popular or well liked. Sometimes bullies target popular or wellliked children because of the threat they pose to the bully. Mean girls are especially
likely to target another girl who threatens her status or social standing.
Targets have physical features that attract attention. Whether a target is
short or tall, fat or thin bullies can target them. Almost any type of physical
characteristic that is different or unique can attract the attention of bullies including
wearing glasses, having acne, having a large nose or having ears that stick out.

Targets have an illness or disability. Oftentimes, bullies target special needs children. This can
include children who have Aspergers, autism, ADHD, dyslexia or any other condition that sets them
apart. Whats more, kids with conditions like food allergies, asthma, downs syndrome and other
conditions also can be targeted by bullies.
Targets have a different sexual orientation. More often than not, kids
are bullied for being gay. In fact, some of the most brutal bullying incidents have
involved children who are bullied for their sexual orientation.
Targets have different religious or cultural beliefs. One example of bullying
because of religious or cultural beliefs includes the treatment Muslim students
received after the 9/11 tragedy. But any student can be bullied for their religious

beliefs. Both Christian students and Jewish students are often ridiculed for their
beliefs and practices as well.
Targets belong to a different racial group. Sometimes kids will bully others
because they are of a different race. For instance, Caucasian students may single
out African-American students and bully them. Or African-American students may
single out Caucasian students and bully them. It happens with all races and in all
directions. No race is exempt from being bullied and no race is exempt from having
bullies.

Note: This article first appeared in Tech Learning e-magazine March 2007]
Updated Nov 2007 to add reason #10, other minor edits

The Ten Fundamental Reasons

for technology in education

Two events prodded me into writing this. The first was my involvement in formulating a
technology plan for a local school. During this process I became increasingly concerned
that while the school leaders were keen to bring in technology, and intuitively knew they
should, they did not really know why. It was a kind of gut instinct.
The second event was an email I got from a teacher concerning my web site Math Open
Reference. She wrote (I paraphrase): "Thank you so much! Now I have something to do
with those laptops they gave me!". You can visualize the scene: a school decided to move
technology into the classroom so it gave the teacher the computers. Again I wondered if this
school really knew why they wanted the technology. In what way, precisely, would the
education be better?
So here they are. Ten fundamental reasons why I think technology is important in education.
Hopefully, they can act as the rationale for technology plans in schools. If you disagree, or
find things missing, my contact information is at the end.

Reason 1. Expansion of time and place

In a typical high school a student has access to a teacher 40 minutes per day. That means
she has access to that teacher 5% of her waking day, and even that time is shared with 25
classmates. She has access to the Internet 100% of the time. That's 20X better.
Technology is no substitute for an inspiring teacher. However, on-line materials are far more
available. Twenty times more.
Using the "textbook plus classroom" approach, the places where learning can occur are
limited. On the other hand, a wireless laptop has access to the teacher's course material
and the entire Internet almost anywhere. This is also a vastly larger resource than can be
practically carried on paper in a backpack.
Bottom line: information technology allows learning anywhere, anytime; not just in one
particular classroom for forty minutes a day.

Reason 2. Depth of Understanding

Interactive simulations and illustrations can produce a much greater depth of understanding
of a concept. When virtual manipulatives are used in a classroom setting they can go far
beyond chalk and talk. Using a projector, the teacher can conduct onscreen investigations
and demonstrate concepts far more easily than with just words and arm-waving. For
example seeSubtended Angles.
Because the students have access to the same tools over the web, they can reinforce the
ideas by experimenting with the simulations themselves, any time, any where.

Reason 3. Learning vs. Teaching

Technology allows the tables to be turned. Instead of teaching (push), students can be
given projects that require them to learn (pull) the necessary material themselves. Key to
this is the ability to get the information they need any time anywhere, without being in the
physical presence of a teacher. This project-based pull approach makes learning far more
interesting for the student. I have seen firsthand how students cannot wait to get out of
regular classes to go to the after-school robotics project.
Reason 4. New media for self-expression
In the old days, students could write in a notebook, and what they wrote was seen only by
the teacher. Using modern technology they can: Make a PowerPoint presentation,
record/edit spoken word, do digital photography, make a video, run a class newspaper, run
a web based school radio or TV station, do claymation, compose digital music on a
synthesizer, make a website, create a blog.

Reason 5. Collaboration
A vital skill in the new digital world is the ability to work collaboratively on projects with
others who may not be physically close. This can best be done using modern computer
tools such as the web, email, instant messaging and cell phone. Rather than laboring alone
on homework, students can work in small groups wherever they happen to be and at any
time. They are doing this already (it used to be called cheating) - it can now be formalized
and taught as a vital skill. Many university projects are undertaken by teams spread around
the world. Students need to be prepared for this.
Reason 6. Going Global
The worldview of the student can be expanded because of the zero cost of communicating
with other people around the globe. The Internet permits free video conferencing which
permits interaction in real time with sister schools in other countries. From an educational
viewpoint, what could be more important than understanding other cultures through direct
dialog and collaboration?
Reason 7. Individual pacing and sequence
Students are, of course, all different. Information technologies can permit them to break
step with the class and go at a pace and order that suits that student better. Without
disrupting the class, they can repeat difficult lessons and explore what they find interesting.
With time, it will become more like having a private tutor rather than being lost in a large
class.
Reason 8. Weight
Three textbooks and three binders easily weigh over 25lb. A laptop computer weighs about
5lb and provides access to infinitely more material via its own storage and the Internet. A
40Gb hard drive can hold 2 million pages with illustrations; the web is unfathomably large.
Right now, students are getting back injuries lugging around a tiny subset of what they need
in the form of black marks on slices of dead trees. And it's just static, boring text.
Reason 9. Personal Productivity
Students need productivity tools for the same reasons you do. They need to write, read,
communicate, organize and schedule. A student's life is not much different from any
knowledge worker, and they need similar tools. Even if they are never used in the
classroom, portable personal computers will make a student's (and teacher's) life more
effective. To cash in this benefit, schools need to go paperless.
Reason 10. Lower Cost
It is not unusual for a textbook to cost over $120, and in community colleges, where they
are purchased by the student, they can cost more than the tuition itself.
Through the use of open, free educational tools on the web, the dependence on expensive
paper textbooks can be reduced. There is a growing movement to create and publish this
type of material through organizations such as OER Commons. OER stands for Open
Educational Resources and the idea is to follow the open source model made popular by
software projects such as Linux. Material is created by the educational community itself
then freely shared.

How A Simple Question Can Be A Powerful

Motivator
by Michael Linsin on January 24, 2015 10

After giving directions, its common for teachers to ask, Are there any questions?
Which isnt a bad idea, per se, especially if the teacher follows with an extended pause.
After all, its good practice to allow students a moment or two to ponder the directions given and
ask clarifying questions.
Doing so saves time, trouble, and confusion.
But the question itself, the way its asked, unintentionally targets more responsible students.
It targets those youre least concerned about, those who are motivated, attentive, and most likely
to speak up.
The rest of your class, those who most need to consider your question, are unlikely to say a word
even if they have no idea what you expect them to do.
So whats the solution? How do you ask a checking-for-understanding question in a way that
specifically targets those who need it most?
You ask a negative.
Is there anyone who doesnt know what to do?
This question effectively skips past the high-achieverswho will almost never respond to itand
lands directly in the laps of those who urgently need it. It shines a spotlight on anyone
daydreaming, half-listening, or blas about the task at hand.
By flipping the script, by asking if anyone doesnt know what to do, youre challenging every
student to consider your question. Its a self-checking device that makes students productively
uncomfortable.
It causes their brain to click on and their mind to turn and question their readiness. Oh no, the
teacher is talking to me. Lets see, I think Im supposed to . . . Oh my gosh, Im not sure.
The effect is twofold:
First, when students grow accustomed to you asking questions in such a direct and challenging
manner, they become more motivated to listen.

They sit up straighter. They follow you with their eyes. They test themselves internally, so that
when the question comes, they can honestly refrain from raising their hand.
Second, it compels those who arent sure what your expectations are to boldly raise their hand
and ask clarifying questions, which tend to be better, clearer, and more pointed than before.
Now its important to note that both benefits are made stronger by your actions while your
students are carrying out your directives. Too many teachers turn their attention away from
their class to multitask with preparation, organization, and the like.
This is a huge mistake.
Your students must feel your weighty eyes upon them. They must feel the urgency to prove how
well they listened. There is a surprising amount of pride in this, and you mustnt take it away
from them by turning your back.
Another cool thing about negative questions is that you can use them in so many different
situations:
Is there anyone who isnt going to have their homework completed?
Is there anyone who doesnt remember the recess rules?
Is there anyone who doesnt feel prepared for the math test?
You can follow up your question with something like, I want to know now, so I can help you. I
dont want to find out when its too late and youve failed the test.
Questions that challenge students and target the pride living inside each of them have great
power. They unseat lazy thinking patterns, inspire personal responsibility, and jump start
motivational engines.
And far from resenting the challenge, students love it. They love being trusted and counted on.
They love proving themselves to each other and their teacher.
They love the quiet contentment of a job well done.
If you havent done so already, please join us. Its free! Click here and begin receiving classroom
management articles like this one in your email box every week.

Should Students Raise Their Hand In Small

Groups?
by Michael Linsin on February 14, 2015 0

Requiring students to raise their hand before speaking is good classroom management
practice.
You cant very well control the flow of learning and discussion while being interrupted
every few minutes.
Inspiration will sag. Trains of thought will vanish.
Boredom and inattentiveness will pervade your classroom like a Golden Gate fog.
Its also impolite to call out, like cutting in line at the box office.
Hand-raising, on the other hand, is fair to every studentwhich is why we recommend
it as part of an effective classroom management plan.
But what about when youre working with small groups, say four or five students?
Should you require hand-raising then?
The truth is, with groups this size, its best to shelve the practice.
Heres why:
It dampens the experience.

Asking students to raise their hand takes the joy out of being in a small group. It
removes the essence, the seasoning, the lan of debate and discussion. Without the
spark of give-and-take spontaneity, its hardly worth doing at all.
It discourages active participation.
Your students must be able to speak directly to fellow group members without going
through you first. Otherwise, theyll grow bored with the process. Theyll become less
interested, less invested, and less motivated to try and understand one anothers point
of view.
It makes students self-conscious.
Because the intimacy of small groups can be intimidating, your primary goal should be
to get your students lost in conversationwhich makes creating a natural, organic
experience all the more important. Being in the moment also increases learning
tenfold.
Its poor preparation for their own groups.
Another important goal should be to become less and less involved, to raise questions or
advance ideas and then fade into the background. Youre preparing them, after all, to
conduct their own groups, to have stimulating debate and discourse without you.
Its no fun for you.
Done right, and in a way that allows you to all but forget about the rest of your class,
leading small groups is one of the great joys of teaching. But you have to allow freeflowing expression in order to experience the empathy, humor, and camaraderie of
inspired group learning.
A Deft Touch
Before jumping into small groups its important to model in detail what productive
conversation looks like, including how to make eye contact, ask polite questions, and
chime in without interrupting.
Still, your success is largely dependent on your role as leader and facilitator of the group.
Its dependent on your reassuring looks and quiet encouragement . . . your gentle
corrections and calm persistence . . . your ability to pull from students the thoughts,
ideas, and passion they feel on the inside but struggle to express.
Through your artful prompts, probing questions, and evidential challenges, youll get
there. Youll sculpt your students into a whole that is greater than its parts.
A disparate crew that relishes learning together.
A small, tender group that gets lost in the moment.

2 Simple Strategies To Improve Listening

by Michael Linsin on January 31, 2015 5

Listening is a topic we return to again and again here at SCM.

Because its that important.
The difference in learning and behavior between a class that listens well and one that
doesnt is monumental.
Its also an area many teachers struggle with, as evidenced by the scores of emails we
receive each week.
The good news is that it isnt hard to improve.
What follows are two simple strategiesapplied one right after the otherthat will
result in better listening almost immediately.

1. Stand and Stretch

Before beginning an important lesson or activity, ask your students to stand, push in
their chairs, and take one step back so that theyre not leaning against their desk.
Position yourself in front of the room, pausing until every student is quiet and watching
you. Once you have their attention, lead them in a series of stretches.
First, to the sky, where theyll reach as high as they can while standing on their tiptoes.
Next, have them reach toward the floor, and then straight out to one side and then the
other. Hold each stretch about 10 seconds.
Dont worry about being perfect. The idea is to get the blood flowing, to clear the
cobwebs, and to refresh depleted energy stores, which any short spurt of exercise will
do.
After breathing deeply through two or three rotations, move on to the next strategy.
1. Practice Good Posture
As soon as your students return to their seats, ask them to sit up straight and tall and
with their feet flat on the floor (if they can).
Now, it may feel old fashioned to do this, especially given the importance of allowing for
individual differences in learning. But all students listen better when practicing good
posture.
You may certainly allow them to kneel on their chairs during group discussions, or
slouch while independent reading, but sitting tall is a fundamental tenet of good
listening.
This doesnt mean that your students must sit rigidly or awkwardly. It just means that
while youre giving instruction, sitting in an upright position will improve listening and
engagement.
It will keep your students alert and energized. It will enhance breathing and oxygen
delivery to the brain and groove a success habit that shows respect for the speaker.
Listening Is A Skill
A refreshed class, bright-eyed and sitting tall, will always be infinitely more engaged
and participatory than one that lolls about, sluggish and devoid of muscle tone. Theyll
always be more respectful, more interested, and more attentive.
But they dont get that way magically.
Listening is a skill you teach and a habit you cultivate through your words and actions. It
can be improved, often drastically, with simple strategies like the tandem above.

But you must act rather than bemoan. You must teach rather than accept. You must
provide your class with the tools common to successful students worldwide rather than
give in to the myth that they learn better when doing what comes naturally.
When you put your students in position to listen well by periodically shaking out the
cobwebs and resetting good, healthy posture, their faces will alight with the undeniable
glow of learning.
A place where they forget where they are, where your lessons ring clear and true, where
they hear and then understand.

Why it's never to late to go back to

School
The public perception of a person's path through Toronto education has for the longest time
been "one then done," with every student following the same basic route: High school, postsecondary, and then onto the workforce, without a glance back. The idea of continuing
education, or further education later in life carries certain stigmas around it which should be
dispelled. There are many benefits to pursuing education further down the road. It can
enhance your life, it can forward your career, and it can be done on your terms, without
disturbing the life you already lead. Let's take a closer look at these benefits:
1.

The world is changing, and it pays to keep up

Really, you should never stop learning. The world advances and evolves, and

it can benefit you to stay current. More importantly, though, you may have
to. As the times change, so does what you need to know to stay on the job.
What you learned when you were in school may now be less relevant to your
career, and keeping abreast of the technology and practices of your
organization is a never-ending process.
If you're in engineering, or machines, or computing, or anything else
involving technology, it's particularly essential to learn about the latest
developments, and the practices that go with them. After all, if there's one
constant to technology, it's that it's always changing. The good news is that
with continuing education, you'll never have to fulfill the stereotype of the
old-timer that doesn't understand the gadgets that kids are using. It's
entirely possible to stay on top of technology. Furthermore, there's a social
good to be done. If you know best practices, you can contribute positively to
society, particularly if you're in education or personal care. College
education can ensure you're up to date with those best practices.
2.

You can get a whole new career, or augment your existing one
Even when it isn't essential, keeping up to date can get you noticed in your
workplace. If you're any sort of professional, an educational certification
specifically stating that you're knowledgeable about the latest standards
and practices can provide true proof of that professionalism. You could see
promotions, pay raises, or even brand new opportunities.
Or maybe you're tired of your current job, and want to get into something
you can be passionate about, or where there's more room for advancement.
After all, industries like hospitality are rapidly growing, and you can use your
education to specifically go where the jobs are.
But this doesn't have to be about your job, or advancing your career, or
even money. Maybe you're not interested in changing that. And that's fine,
because

3.

It can be for your personal growth, too

You don't have to be enrolled simply for the sake of your career. Maybe
there's something you're passionate about that you want to learn more of,
like how to fix your car, or dancing, or even another language. Or perhaps
you want to keep your mind sharp, or get out and socialize with people that
share your interests. Whether you're a beginner, or an expert looking to
update their knowledge, there's room for every interest. And you can find
room for it too, since

4.

You don't have to give up years of your life, or your job.

A good college program will understand your needs: You need money to
keep living, and cutting your job out to go back to school makes the
financially-savvy side of you twitch a little bit. A good post-grad curriculum
doesn't have to follow the traditional class structure. You could participate in
single-day workshops, or weekly ones, or single specific classes. And those
classes can be in the evening, or on weekends, perfect for your 9-5 workday.
Aside from variable class times, there's even another option entirely

5.

You don't have to physically go back, either.

It turns out you no longer need to literally go back to school to go back to

school. Maybe it's the commute, or time, or the location, but if the idea of
dragging yourself down to a classroom isn't appealing, there's distance
learning, where you won't have to put your job or career or family or
personal commitments on hold.
With distance learning, you can keep working, and have an academic
workload you can shift around as necessary. Online learning is led by a
professional instructor, same as a class. You can access the online classroom
24-7, and access course materials and assignments when you have the
time. There's even Correspondence or Print-based courses if you're taking it
offline.
Centennial College's School of Continuing Education can give you the
chance to upgrade your job or life skills, with its selection of flexible,
practical programs. Whether in the classroom or through distance learning,
you'll be connected to professionals with real-world experience, ready to
pass their benefits on to you. It's never to late to learn, and the school is
flexible enough to teach you on your own terms. Have a look at its
programs, and let them guide you through the next step of your lifelong
learning experience.

Parents are the Best Teachers

Parents are the one responsible for providing the needs of their children like love, attention,
support, material things and most of all knowledge.
Parents are indeed the best teacher of their children; they give knowledge in several
ways.
First, they are the one who taught their child to talk in their early age. Mama, Papa
were the first words to utter. It was also the moment where the child learned to
communicate and express what she or he feels about things around him or her.
Second, they are also responsible for the locomotor development of their child's body.
The first two steps of their child for walking was facile because of the helping hand patience
and enthusiasm given by them.

Third, parents are responsible for helping their child in their first day in school, they
taught how to write their names, how to read the ABC, how to sing the different nursery
rhymes, how to count and how to deal with his or her classmates and teacher.
Fourth, Parents teach their children to show altruism even in times of ups and downs.
They were responsible in molding their childs character as well as beliefs in life, especially
when adolescence period of their children imminent.
This is the best time for the parents to guide and help their children to build their
character as the saying goes, "A child is the father to a man." stating that the parents
character is very significant in molding the character of their child.
Last, parents teach their children to befriend God in their life, because having God in
life is very important and this will make us a better person.
Parents teach a lot of things from the first step to walk, first words to say, first time to
face challenges in life and develop love in their heart for having God in their life. Because of
the above statements, indeed our parents are definitely the best teacher in the world.

Strategies for Handling the Misbehavior of

Elementary Pupils
Disruptive behaviors can create havoc in your elementary school
classroom. If you're not careful, these behaviors may result in a power
struggle between you and your students. Despite your best efforts to
run your classroom in an effective manner and to provide the best
learning opportunities possible, student misbehavior is almost
guaranteed to occur from time to time. Don't lose your cool -- by
staying calm and in control, you can handle misbehavior in elementary
pupils and maintain a positive learning environment.

Respond Verbally
A verbal response might be your first action against misbehavior in the
classroom. But many times, verbal responses are ineffective because teachers
use vague or generic statements like "Let's get back to work," according to Tom
Savage and Martha K. Savage, authors of "Successful Classroom Management
and Discipline." Instead of offering feedback that your students will likely
disregard, use focused, directed statements that identify and address the
specific issue at hand. Address the misbehaving student directly; explain that
the behavior is inappropriate and then let the student know what they should be
doing instead.

Change Locations
When you're standing in the front of the classroom, your students -- especially
those located in the back of the room -- might feel that you're not really aware
of what's going on. This could send an invitation to engage in poor behaviors,
especially to students who may already have a proclivity to misbehave. In an
article published in the November 2011 issue of the "Responsive Classroom
Newsletter," educators Kathryn Brady, Mary Beth Forton and Deborah Porter
explain that sometimes all you need to do is move closer to the misbehaving
student -- or bring the misbehaving child closer to you.

Set Limits
Setting limits and removing privileges are often effective strategies for handling
misbehavior in elementary pupils. A temporary loss of privileges can help your
students remember or relearn the rules, according to Scholastic Inc. For
example, you might consider taking away recess time or art materials for the
day. Setting limits also shows your students that you mean business. The three
steps for effective limit setting include moving in, dealing with back talk and
moving out, say authors Savage and Savage. Remain calm yet firm when
addressing the misbehaving student. Walk over to the student and use body
language -- such as eye contact -- and voice tone to show your disapproval.
Don't entertain back talk -- just stay quiet and ignore it. Then move out -- thank
the student for changing his behavior and continue with your lesson.

Employ Logical Consequences

In the "Responsive Classroom Newsletter" article, authors Brady, Forton and
Porter point out that using logical consequences for misbehavior can help stop
the behavior while also helping students take responsibility for their actions.
Logical consequences must be relevant, realistic and respectful -- meaning that
they must be related to the misbehavior, logical, and communicated to the
student using a kind and calm voice and demeanor. For example, if a student is
running in the classroom and knocks over another student's building blocks, it
would not be logical to take away his play time, as this is not a consequence
related to his action. A logical consequence might be to explain to the student
why his behavior was wrong and why he should clean up the blocks -- and to
then instruct him to clean up the blocks.

Ten Reasons to Learn English

By Kenneth Beare
English as 2nd Language Expert

ere are ten reasons to learn English - or any language really. I've chosen these ten reasons as they
express a wide range of not only learning goals, but also personal goals.
1. Learning English is fun.
I should rephrase this: learning English can be fun. For many students, it isn't much fun.
However, I think that's just a problem of how you learn English. Take time to have fun learning
English by listening to music, watching a movie, challenging yourself to games in English. There
are so many opportunities to learn English while having fun. There's no excuse not to enjoy
yourself, even if you have to learn grammar.
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2. English will help you succeed in your career.

This is obvious to anyone who lives in our modern world. Employers want employees who speak
English. This might not be fair, but it is the reality. Learning English to take a test such as
the IELTS or TOEIC will give you a qualification that others might not have, and that might help
you get the job you need.
3. English opens up international communications.
You are on the internet learning English right now. I am in the United States writing articles
about learning English. We are probably living in two different places, and we have been brought
up in different cultures. We all know the world needs more love and understanding. What better
way to improve the world than to communicate in English (or other languages) with those from
other cultures?!
4. Learning English will help open your mind.
I believe that we are all brought up to see the world in one way. That's a good thing, but at a
certain point we need to expand our horizons. Learning English will help you understand the
world through a different language. Understanding the world through a different language will
also help you view the world through a different perspective. In other words,learning English
helps to open your mind.
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5. Learning English will you help your family.

Being able to communicate in English can help you reach out and discover new information.
This new information could help save the life of someone in your family. Well, it certainly can
help you help the other people in your family who don't speak English. Just imagine yourself on
a trip and you are responsible for communicating with others in English. Your family will be
very proud!

6. Learning English will keep Alzheimer's away.

Scientific research says that using your mind to learn something helps keep your memory intact.
Alzheimer's - and other diseases dealing with brain functions - isn't nearly as powerful if you've
kept your brain flexible by learning English.
7. English will help you understand those crazy Americans and Brits.
Yes, American and British cultures are rather strange at times. Speaking English will certainly
give you insight into why these cultures are so crazy! Just think, you will understand English
cultures, but they probably won't understand yours because they don't speak the language. That's
a real advantage in so many ways.
8. Learning English will help you improve your sense of time.
English is obsessed with verb tenses. In fact, there are twelve tenses in English. I've noticed that
this is not the case in many other languages. You can be sure that by learning English you will
gain a keen sense of when something happens due to the English language's use of time
expressions.
9. Learning English will allow you to communicate in any situation.
Chances are that someone will speak English no matter where you are. Just imagine you are on a
deserted island with people from all over the world. Which language will you speak? Probably
English!
10. English is the world language.
OK, OK, this is an obvious point I've already made. More people speak Chinese, more nations
have Spanish as their mother tongue, but, realistically. English is the language of choice
throughout the world today.

Classroom Management Strategies for Teachers

By Derrick Meador
Teaching Expert

One of the biggest challenges for all teachers and especially first year teachers is how to handle
classroom management. There are many different classroom management practices and each
teacher has to find what works best for them. This article highlights five best practices for
effective student discipline.

Cavan Images/Digital Vision/Getty Images

1. Have a Positive Attitude

It may seem like a simple concept, but there are many teachers that do not approach
their students with a positiveattitude on a day to day basis. Students will feed off of a teachers
overall attitude. A teacher who teaches with a positive attitude will often have students who have
positive attitudes. A teacher who has a poor attitude will have students who reflect this and are
difficult to manage in class. When you praise your students instead of tearing them down, they
will work harder to please you. Build on the moments when your students are doing things the
right way and the bad moments will decrease.

2. Set Your Expectations Early

Do not go into the school year trying to be your students friend. You are the teacher and they are
the students and those roles should be clearly defined from the beginning. Students need to be
aware at all times that you are the authority figure. The first day of school is one of the most
important in how your classroom management experience will go throughout the year. Start out

extremely tough on your students and then you can back off some as the year goes along. It is
important that your students know from the beginning what your rules and expectations are and
who is in charge.

3. Develop a Good Rapport with your Students

Even though you are the authoritarian in the classroom, it is extremely important to build an
individual relationship with your students from the beginning. Take the extra time to find out a
little about each students likes and dislikes. Getting your students to believe that you are there
for them and have their best interest in mind at all times will make it easier for you to discipline
them when they make a mistake. Seek out activities and methods to gain your students trust.
Students can tell if you are being fake or if you are being genuine. If they smell a fake, then you
are going to be in for long year.

4. Have Clearly Defined Consequences

It is important that you establish consequences for your classroom within the first few days. How
you go about that is up to you. Some teachers set the consequences themselves and others have
the students assist with writing the consequences so that they take ownership in them.
Establishing the consequences for poor choices early sends a message to your students by putting
to paper what will happen if they do make a poor decision. Each consequence should be clearly
stated in that there is no question as to what will happen per offense. For a percentage of your
students, simply knowing the consequences will keep students from making poor choices.

5. Stick to your Guns

The worst thing that a teacher can do is not to follow through with the rules and consequences
that you have set early on. Staying consistent with your student discipline will go a long ways in
keeping students from repeating offenses. Teachers who do not stick to their guns often are the
ones that struggle with classroom management. If you consistently do not follow through on
your student discipline, then students will lose respect for your authority and there will be
problems. Kids are smart. They will try everything to get out of being in trouble. However, if you
give in, a pattern will be established and you can bet it will be a struggle to get your students to
believe that there are consequences for their actions.

Importance of Effective Teacher Training

Why Effective Teacher Training is Key to Teaching Success

By Melissa Kelly
Secondary Education Expert

Every four years, candidates for the presidency tout their plans on how they are
going to fix the problems of education. One of the many educational problems that
some states face is teacher shortages, particularly in the areas of science and math.
One way that some areas have dealt with these shortages is by providing a fast
track towards teacher certification for individuals who are coming from different
fields. For example, an engineer might decide to become a teacher and is given a
different path towards certification than a student just finishing up their
undergraduate degree. The question then becomes, is this a successful model for
creating new teachers?

The following items look at why it is so important for all teachers to have effective teacher
training programs. The sad truth is that not all programs are created equal. To provide new
teachers with the greatest chance of success, they need to have completed a teacher preparation
program that provides them with knowledge, experience, and guidance. When this does not
happen, we not only risk teachers leaving the profession quickly, but more importantly we risk
the education of entire classes of students.

1. Helps Prevent Failure

New teachers have many challenges that they face each day. Effective teacher training helps
prepare new teachers for these challenges. While teacher training and student teaching won't
completely prepare new teachers for every issue they will face, it can help them feel more
confident about many common problems that arise for teachers each day. Without this
background, teachers might feel like failures and eventually give up.
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2. Helps Avoid Teacher Burnout

Effective teacher training programs will address teacher burnout. First, it helps new teachers to
understand what can lead to teacher burnout. In some cases, this is just thestress of daily
teaching. However, it can also be caused by not varying the information and methods of teaching
enough. Teacher training programs that focus on particular subject areas like social studies.
or mathematics can help students learn about different ways in which a subject can be presented.

3. Provides an Understanding of the Benchmarks

for Achievement
Many inexperienced teachers focus on getting students to memorize and
regurgitate success. However, does this show true student achievement? Without a
background to what does and does not constitute authentic student learning, new
teachers sometimes create lessons that don't lead to the results they were
expecting. However, teacher preparation programs can help students understand
how to find and apply effective benchmarks for student achievement.

4. Provides Supported Practice in a Controlled

Environment
When it comes to teaching, reading a book is not enough. Even hearing teachers
talk about teaching methods is not enough. New teachers need practice teaching
combined with effective mentoring in order to help them understand what is
required from them in their new position. This happens through student teaching in
the classroom setting. However, it is imperative that student teachers are placed in
appropriate classes that meet their interests. Further, the supervising teacher must
be involved and provide feedback each day to help student teachers learn.

5. Stops Costly Experimenting on Students

While all teachers experiment with new lessons and techniques from time to time, teachers
without proper training will often try things that education might have taught them would not
work. This experimenting comes at a cost in terms of student learning. As most teachers know, it
is very easy to lose your students at the beginning of a term. If you do exhibit
competence, fairness, and consistency from the beginning, you risk losing respect and interest.
The ultimate cost of this failure is in what the student will not achieve in the classroom.

Seven Teaching Strategies for Classroom Teachers of ELLs

by Judie Haynes

Learn 7 key strategies classroom teachers must know to provide an effective learning
environment for ELLs.

by Judie Haynes

In Teaching English Language Learners Across the Content Areas (ASCD, 2010), Debbie
Zacarian and I listed seven teaching strategies for mainstream teachers of ELLs. These
seven strategies are designed to help teachers meet the needs of all the students in their
classes and to help make the mainstream classroom more inclusive for ELLs.
1.Provide comprehensible input for ELLs. Language is not soaked up. The learner must
understand the message that is conveyed. Comprehensible input is a hypothesis first
proposed by Stephen Krashen. (Krashen, 1981) He purports that ELLs acquire language by
hearing and understanding messages that are slightly above their current English language
level. When newcomers are assigned to a mainstream classroom and spend most of their
day in this environment it is especially critical for them to receive comprehensible input from
their teachers and classmates. If that teacher provides information by lecturing in the front
of a classroom, the English language learner will not be receiving this input. Teachers need
to speak more slowly, use gestures and body language to get across the meaning to ELLs.
2.Make lessons visual. Use visual representations of new vocabulary and use graphs, maps,
photographs, drawings and charts to introduce new vocabulary and concepts. Tell a story
about information in the textbook using visuals. Create semantic and story maps, graphic
organizers to teach students how to organize information.
3.Link new information to prior knowledge. Teachers need to consider what schema ELL
students brings to the classroom and to link instruction to the students personal, cultural,

and world experiences. Teachers also need to know what their students do not know. They
must understand how culture impacts learning in their classroom.
4.Determine key concepts for the unit and define language and content objects for each
lesson. Teachers write the key concept for a unit of study in student-friendly language and
post it in the room. New learning should be tied to this concept. Additionally, teachers
should begin each lesson by writing a content objective on the board. At the end of the
lesson, students should be asked if the objective was met. Classroom teachers also need to
set language objectives for the ELLs in their class. A language objective might be to learn
new vocabulary, find the nouns in a lesson, or apply a grammar rule.
5.Modify vocabulary instruction for ELLs. English language learners require direct instruction
of new vocabulary. Teachers should also provide practice in pronouncing new words. ELLs
need much more exposure to new terms, words, idioms, and phrases than do English fluent
peers. Teachers need to tie new vocabulary to prior learning and use visual to reinforce
meaning. Content area teachers should teach new vocabulary words that occur in the text
as well as those related to the subject matter. Word wall should be used at all grade levels.
6.Use cooperative learning strategies. Lecture style teaching excludes ELLs from the
learning in a classroom We dont want to relegate ELLs to the fringes of the classroom doing
a separate lesson with a classroom aide or ESL teacher. Working in small groups is
especially beneficial to ELLs who have an authentic reason to use academic vocabulary and
real reasons to discuss key concepts. ELLs benefit from cooperative learning structures. Give
students a job in a group. Monitor that they are participating.
7.Modify testing and homework for ELLs. Content area homework and assessments needs to
be differentiated for ELLs. Teachers should allow alternative types of assessment: oral,
drawings, physical response (e.g., act-it-out), and manipulatives as well as modification to
the test. Homework and assessment should be directly linked to classroom instruction and
students should be provided with study guides so that they know what to study. Remember
that the ELLs in your class may not be able to take notes.

Technology in the Classroom: The 21st-Century Lesson Plan

By: Jacqui Murray
Technology in the classroom and the connected world put a fork in the old model of teaching -- teacher
infront of the class, sage on the stage, students madly taking notes, textbooks opened to a particular chapter
being reviewed, homework as worksheets based on the text, tests regurgitating important facts.
Did I miss anything? This model is outdated not because it didn't work (many statistics show students ranked
higher on global testing years ago than they do now), but because the environment has changed. Our
classrooms are more diverse. Students are digital natives, already in the habit of learning via technology in the
classroomand outside it. The college and career universe students are preparing for is different, so the
education model must also be different.
Preparing for this new environment requires radical changes in teacher lesson plans. Here are 17 concepts
you'll want to include in your preparation:
1. Students are graduating from high school unable to work in the jobs that are
available. It's the teacher's responsibility to ensure that students learn
overarching concepts such as how to speak to a group, how to listen
effectively, how to think critically, and how to solve problems. The vehicle for
teaching these ideas is history, science, and literature, but they aren't the goal.
2. To focus on the overarching concepts above, make learning platform-neutral.
For example, when teaching spreadsheets, make the software or online tools a
vehicle for practicing critical thinking, data analysis, and evidence-based
learning, not for learning one brand of software or a particular spreadsheet tool.
Besides, what you use at school may not be what students have at home. You

don't want students to conflate your lessons with something done at school.
You want them to apply them to their life.
3. Morph the purpose from knowing to understanding. Teach the
process, not a skill. Students should understand why they select a particular tool,
not just how to use it. Why use PowerPoint instead of a word processing
program? Or a spreadsheet instead of a slideshow? Expect students to be critical
thinkers, not passive learners.
4. Transfer of knowledge is critical. What students learn in one class is applied
to all classes (where relevant). For example, word study is no longer about
memorizing vocabulary, but knowing how to decode unknown academic and
domain-specific words using affixes, roots, and context.
5. Collaboration and sharing is part of what students learn. They help each other
by reviewing and commenting on projects before submittal to the teacher (GAFE
makes that easy). The definition of project itself has changed from shiny,
perfect student work to review-edit-rewrite-submit. You grade them on all four
steps, not just the last one. This makes a lot of sense w ho gets it right the first
time? I rewrote this article at least three times before submitting. Why expect
differently from students? Plus: No longer do students submit a project that only
the teacher sees (and then a few are posted on classroom bulletin boards). Now,
it is shared with all classmates, so all benefit from every students work.
6. Self-help methods are provided and you expect students to use them. This
includes online dictionaries and thesauruses, how-to videos, and access to
teacher assistance outside of class. These are available 24/7 for students, not
just during classroom hours. This happens via online videos, taped class sessions,
the class website, downloadable materials so students don't worry that they left
it in their desk.
7. Teachers are transparent with parents. You let them know what's going on in
the classroom, welcome their questions and visits, communicate often via email
or blogs when it's convenient for them. That doesn't mean you're on duty around
the clock. It means you differentiate for the needs of your parents. Your
administration understands that change by providing extended lunch hours,
compensatory time off, or subs when you're fulfilling this responsibility.
8. Failure is a learning tool. Assessments aren't about getting everything right
but about making progress toward the goal of preparing for life
9. Differentiation is the norm. You allow different approaches as long as students
achieve the Big Idea or answer the Essential Question. You aren't the only one to
come up with these varied approaches -- students know what works best for their
learning and present it to you as an option.
10. The textbook is a resource, supplemented by a panoply of books, primary
documents, online sites, experts, Skype chats, and anything else that supports
the topic. This information doesnt always agree on a conclusion. Students use
habits of mind like critical thinking, deep learning, and evidence-based decisions
to decide on the right answers.
11. The lesson plan changes from the first day to the last -- and that's OK. It is
adapted to student needs, interests, and hurdles that arise as it unfolds, while
staying true to its essential question and big idea.

12. Assessment might include a quiz or test, but it also judges the student's
transfer of knowledge from other classes, their tenacity in digging into the topic,
their participation in classroom discussions, and more.
13. Vocabulary is integrated into lessons, not a stand-alone topic. Students are
expected to decode words in class materials that they don't understand by using
quickly-accessed online vocabulary tools, or deriving meaning from affixes, roots,
and context.
14. Problem solving is integral to learning. It's not a stressful event, rather
viewed as a life skill. Who doesn't have problems every day that must be solved?
Students are expected to attempt a solution using tools at their disposal (such as
prior knowledge, classmates, and classroom resources) before asking for help.
15. Digital citizenship is taught, modeled and enforced in every lesson, every
day, every classroom. It's no longer something covered in the tech lab because
every class has as much potential for working online as offline. Every time the
lesson plan calls for an online tool or research using a search engine or a YouTube
video, teachers review/remind/teach how to visit the online neighborhood safely.
Its frightening how students blithely follow weblinks to places most parents
wouldnt allow their child to visit in their neighborhood. Just as students have
learned how to survive in a physical community of strangers, they must learn to
do the same in a digital neighborhood.
16. Keyboarding skills are granular. They aren't used only in the computer lab,
but in every class students take. If students are using iPads, Chromebooks,
laptops, or desktops for learning, they are using keyboarding -- which means they
must know how to do so efficiently, quickly, and stresslessly. Since keyboarding
benefits all classes, all teachers including the librarian become partners in this
effort. I go into classrooms and show students the broad strokes; the teacher
reinforces it every time the student sits down at the computer.
17. Play is the new teaching. It is a well-accepted concept for pre-schoolers and
has made a successful leap to the classroom, relabeled as gamification. Use
the power of games to draw students into learning and encourage them to build
on their own interests. Popular games in the classroom include Minecraft,
Mission US, Scratch, and others on this list. If your school is new to this concept,
clear it with admin first and be prepared to support your case.
When I first wrote lesson plans, it was all about aligning learning with standards, completing the school's
curricula, ticking off required skills. Now, I must build the habits of mind that allow for success in education
and home life and construct a personal knowledge base with students that will work for their differentiated
needs. Like any lesson plan, this is only difficult the first time. After that, it seems natural.

Purchase Order

February 23, 2015

Pedro Tibayan
TibayanTrading
Phase 9 Block 74 Lot 7& 9

Governors Hills, Biclatan

General Trias, Cavite
Dear [NAME, ex. Tom Atkinson],
Please accept this purchase order for the following:
QUANTITY PRODUCT UNIT PRICE TOTAL
[LIST PRODUCTS AND PRICES, ex.
2 Compressor 234A $2,300.00 $4,600.00
1 Compressor 323F $1,200.00 $1,200.00
$5,800.00]
We require shipment by [DATE, ex. June 20, 1998] to:
[ADDRESS, ex.
BCA Industries
1223 Second Street
Tempe, AZ
85245]
Please refer to this order as purchase order #[PURCHASE NUMBER]. If this order cannot be
processed as requested, please contact me at XXX-XXXX at your earliest convenience.
Sincerely,

[YOUR NAME, ex. Tony Montana]

Department of Education
Region IV-A CALABARZON

City Schools of Division of Dasmarias

District I of Dasmarias
PALIPARAN III ELEMENTARY SCHOOL

KRA # 5
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