Classroom Management and Procedures

Join Teachers.Net

Chatboards

Recent Groups

Classroom Mgmt

MEMBERS

25 Members

+ Join Group

Pinned Posts

ALLAll Teachers

Teachers.Net LIVE CHAT Support group - Tues eve!

Featured Jobs

Full-timeMontessori Teacher

Maple Ridge, British Columbia, Canada

TemporaryTeachers, rural schools

Peace River North School District

Full-timeHead Teacher: 2nd/3rd Grades – Mills College Children’s School

Mills College

Teaching Jobs on Teachers.Net

Featured Job special only $39!

https://teachers.net/jobs

Become a Teachers.Net sponsor!

Classroom Management Chatboard

Classroom Management and Procedures

by lostsubteacher

Jun 10, 2012

During student teaching, I was not introduced to my cooperating teacher's classroom management plan, and I have not been successful establishing my own. What do you do during the first days of school? What procedures do you establish, and how often do you practice these procedures? What do you do if a student violates a rule or procedure? What will I most likely need a procedure for?

Comment

(9)

report post

view previous comments

I'm Maureen, too. Hi - I would be interested in purchasing this book, as well. Would you please post the information regarding how to purchase or email me? Thanks!

> Lostsubteacher: Invest in a copy of Greg Nelson's "teacher's bags > of tricks". He self publishes so it is not available on places > like amazon.com. I received my first copy almost 30...See MoreHi - I would be interested in purchasing this book, as well. Would you please post the information regarding how to purchase or email me? Thanks!

> Lostsubteacher: Invest in a copy of Greg Nelson's "teacher's bags > of tricks". He self publishes so it is not available on places > like amazon.com. I received my first copy almost 30 years ago > when I worked as an assistant at my first school. That book > addresses every question you would have when it comes to managing > a Montessori classroom. I used to teach classroom management at > the university for Montessori interns and I can honestly say > that "all I ever learned about classroom management I learned > from Greg's book" I had the information in the book so > internalized that I often did the "right" thing when something > unexpected came up. I can not be more enthusiastic about any > other book on the market. It should be required reading for all > new teachers. I have always taught ages 2-6 but the book > techniques apply to elementary also. > > If you understand and utilize the information in that book, you > will not have to use any kind of traditional school techniques. > There should not be any rewards, punishments, being sent to the > office types of things at all. The children who continue to have > behavior problems despite your best efforts most probably are the > ones that need outside professional help. In my decades of > teaching, I had only one who fell into that category. I never > sent a child out of the room for someone else to work with him. > We are working towards intrinsic motivation not behavior > modification which is the traditional school's approach. > > You are very wise to want to learn how to get those early weeks' > procedures in place. When those are in place, all you have to do > is an occasional reminder (Johnny leaves out his chair and if you > don't have to interrupt his work he went to next, you can > ask "John, are you finished with your pouring exercise?" He would > say, "Yes" and I would say, "Please look at where you were doing > your work. Are you sure you are done?" Most children will see > that they left the chair out and go and return it. > > I always had learning procedures as a game in those early days. > We often had a form of gradual entrance to the classroom in the > early days or week. That means I wouldn't have all 30 children in > the room the first day. I might have the numbers in half or > thirds so i can focus on the procedures with a smaller group of > children. Even returning students need a refresher course and > they enjoy "showing what they know" in front of the new children. > This approach is beneficial to not only the teacher but also to > the new children who some can be very intimidated by so many new > faces and things to learn. > > Repeat, repeat repeat until the procedure is learned. Repeat the > next day with each child. You might have to to repeat the next > day depending on which procedure they are learning. I basically > started out with(over the days) how to use walking feet, how to > interrupt,how to use a quiet speaking voice, how to walk around a > rug and how to return one's chair under the table. We > practice "making a line" as a class when we need to line up to > come back in off the playground or walk through the school. I was > always impressed at how well little preschoolers could accomplish > this so easily. Being acknowledged that he or she is doing the > procedure is a good motivator to do it right. I ignore the poor > execution some children do but when the correct actions take > place, even if it is the most minor detail, that gets > acknowledged. "I can see that Susie is walking to our line. See > how her hands are at her side, long and straight and her body is > not touching Johnny's Thank you, Susie". I never say "good job" > (one of my pet peeves. it sounds phoney). I never make judgements > or point out their errors. > > The best rule of thumb is to ask "Is this kind", when a child > needs an idea on what he or she did might need to be done > differently. > > If you need the information on how to get Greg's book, let me > know . I can contact him on another board I am active on. I think > the book is still $20 plus postage and handling. Very reasonably > priced. > > I hope this helps. It is so hard to be a new teacher and it > sounds like you are not getting any mentoring at your school. >

Jul 6, 2012

report post

Dawn On 6/10/12, lostsubteacher wrote: > During student teaching, I was not introduced to my > cooperating teacher's classroom management plan, and I have > not been successful establishing my own. What do you do > during the first days of school? What procedures do you > establish, and how often do you practice these procedures? > Wha...See More

Jul 26, 2012

report post

Katie I have looked for another copy of this book for ages it's by bible!! Do you still have a way to get a copy? I would love to buy one for my Montessori teaching sister :)

Thanks!

> > If you need the information on how to get Greg's book, let me > know . I can contact him on another board I am active on. I think > the b...See More

Oct 8, 2013

report post

maria duran I would like to get a copy or nelsons book. Im a montessori intern and I would love to have it. On 6/23/12, maureen wrote: >> >> On 6/10/12, lostsubteacher wrote: >>> During student teaching, I was not introduced to my >>> cooperating teacher's classroom management plan, and I have >>> not been successful esta...See MoreI would like to get a copy or nelsons book. Im a montessori intern and I would love to have it. On 6/23/12, maureen wrote: >> >> On 6/10/12, lostsubteacher wrote: >>> During student teaching, I was not introduced to my >>> cooperating teacher's classroom management plan, and I have >>> not been successful establishing my own. What do you do >>> during the first days of school? What procedures do you >>> establish, and how often do you practice these procedures? >>> What do you do if a student violates a rule or procedure? >>> What will I most likely need a procedure for? > > > Lostsubteacher: Invest in a copy of Greg Nelson's "teacher's bags > of tricks". He self publishes so it is not available on places > like amazon.com. I received my first copy almost 30 years ago > when I worked as an assistant at my first school. That book > addresses every question you would have when it comes to managing > a Montessori classroom. I used to teach classroom management at > the university for Montessori interns and I can honestly say > that "all I ever learned about classroom management I learned > from Greg's book" I had the information in the book so > internalized that I often did the "right" thing when something > unexpected came up. I can not be more enthusiastic about any > other book on the market. It should be required reading for all > new teachers. I have always taught ages 2-6 but the book > techniques apply to elementary also. > > If you understand and utilize the information in that book, you > will not have to use any kind of traditional school techniques. > There should not be any rewards, punishments, being sent to the > office types of things at all. The children who continue to have > behavior problems despite your best efforts most probably are the > ones that need outside professional help. In my decades of > teaching, I had only one who fell into that category. I never > sent a child out of the room for someone else to work with him. > We are working towards intrinsic motivation not behavior > modification which is the traditional school's approach. > > You are very wise to want to learn how to get those early weeks' > procedures in place. When those are in place, all you have to do > is an occasional reminder (Johnny leaves out his chair and if you > don't have to interrupt his work he went to next, you can > ask "John, are you finished with your pouring exercise?" He would > say, "Yes" and I would say, "Please look at where you were doing > your work. Are you sure you are done?" Most children will see > that they left the chair out and go and return it. > > I always had learning procedures as a game in those early days. > We often had a form of gradual entrance to the classroom in the > early days or week. That means I wouldn't have all 30 children in > the room the first day. I might have the numbers in half or > thirds so i can focus on the procedures with a smaller group of > children. Even returning students need a refresher course and > they enjoy "showing what they know" in front of the new children. > This approach is beneficial to not only the teacher but also to > the new children who some can be very intimidated by so many new > faces and things to learn. > > Repeat, repeat repeat until the procedure is learned. Repeat the > next day with each child. You might have to to repeat the next > day depending on which procedure they are learning. I basically > started out with(over the days) how to use walking feet, how to > interrupt,how to use a quiet speaking voice, how to walk around a > rug and how to return one's chair under the table. We > practice "making a line" as a class when we need to line up to > come back in off the playground or walk through the school. I was > always impressed at how well little preschoolers could accomplish > this so easily. Being acknowledged that he or she is doing the > procedure is a good motivator to do it right. I ignore the poor > execution some children do but when the correct actions take > place, even if it is the most minor detail, that gets > acknowledged. "I can see that Susie is walking to our line. See > how her hands are at her side, long and straight and her body is > not touching Johnny's Thank you, Susie". I never say "good job" > (one of my pet peeves. it sounds phoney). I never make judgements > or point out their errors. > > The best rule of thumb is to ask "Is this kind", when a child > needs an idea on what he or she did might need to be done > differently. > > If you need the information on how to get Greg's book, let me > know . I can contact him on another board I am active on. I think > the book is still $20 plus postage and handling. Very reasonably > priced. > > I hope this helps. It is so hard to be a new teacher and it > sounds like you are not getting any mentoring at your school. >

Nov 6, 2014

report post

maria Duran lease email me my email is [email removed];

Nov 6, 2014

report post