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    GJM Student

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    lccjo
    The document provides guidance on classroom management strategies for teachers. It recommends that teachers foster relationships with students, parents, administrators and other teachers. It also suggests planning lessons, behavior management, and classroom climate. The document outlines a "Good Judgment Model" for responding to student misbehavior, which involves stopping to calm down, thinking about the cause and possible responses, and acting with situational, avoid disruption, or too late to avoid disruption responses depending on the level of alert needed. These responses range from altering lessons to contacting parents.

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    GJM Student

    Uploaded by

    lccjo
    26 views2 pages
    The document provides guidance on classroom management strategies for teachers. It recommends that teachers foster relationships with students, parents, administrators and other teachers. It also suggests planning lessons, behavior management, and classroom climate. The document outlines a "Good Judgment Model" for responding to student misbehavior, which involves stopping to calm down, thinking about the cause and possible responses, and acting with situational, avoid disruption, or too late to avoid disruption responses depending on the level of alert needed. These responses range from altering lessons to contacting parents.

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    GJM Student Copy

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    The document provides guidance on classroom management strategies for teachers. It recommends that teachers foster relationships with students, parents, administrators and other teachers. It also suggests planning lessons, behavior management, and classroom climate. The document outlines a "Good Judgment Model" for responding to student misbehavior, which involves stopping to calm down, thinking about the cause and possible responses, and acting with situational, avoid disruption, or too late to avoid disruption responses depending on the level of alert needed. These responses range from altering lessons to contacting parents.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as RTF, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as rtf, pdf, or txt
    26 views2 pages

    GJM Student

    Uploaded by

    lccjo
    The document provides guidance on classroom management strategies for teachers. It recommends that teachers foster relationships with students, parents, administrators and other teachers. It also suggests planning lessons, behavior management, and classroom climate. The document outlines a "Good Judgment Model" for responding to student misbehavior, which involves stopping to calm down, thinking about the cause and possible responses, and acting with situational, avoid disruption, or too late to avoid disruption responses depending on the level of alert needed. These responses range from altering lessons to contacting parents.

    Copyright:

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    of 2

    EXCELLENT CLASSROOM • Have student visit the principal

    • Have the student write reflections on the


    MANAGEMENT problem (OOPS sheet)
    Foster Relationships
    • Hold student in detention
    With Students, Parents, Administrators, and Other
    Teachers • Place student in time-out
    Plan • Withdraw privileges
    Lessons, Behavior Managements, Classroom
    Climate
    Behave Professionally
    Use Good Judgment Model, Always Be Polite, Treat
    Everyone as You Would Want to be Treated, Think
    Before You Speak

    GOOD JUDGMENT MODEL


    What do I do when a student misbehaves?
    STOP
    • To calm down
    • To prevent a knee-jerk response
    THINK
    • What is making the student do that?
    • What have I tried before?
    • What kind of response does this behavior
    require?
    • How can I respond so the student will listen?
    • Do I need to change the lesson?
    ACT
    LOW-ALERT – SITUATIONAL RESPONSE
    • Alter the lessons
    • Boost student interest
    • Help students over hurdles
    • Modify the classroom environment
    • Provide cues,
    • Provide non-punitive time-out
    • Provide support with routines
    • Redirect the behaviors
    • Reinforce appropriate behaviors
    • Remove distracting objects

    MEDIUM-ALERT – AVOID DISRUPTION


    • Ask, “What should you be doing?”
    • Call on the student during the lessons
    • Give a verbal reprimand
    • Give choices
    • Ignore the behavior
    • Remind students of the rules
    • Send an I-message
    • Stand near the student
    • Touch the student
    • Use humor
    • Use non-verbal signals
    • Use positive phrasing – “When you do X,
    then you can do Y.”

    HIGH-ALERT – TOO LATE TO AVOID DISRUPTION


    • Change the seat assignment
    • Contact parents
    EXCELLENT CLASSROOM MANAGEMENT • Hold student in detention
    Foster Relationships • Place student in time-out
    With Students, Parents, Administrators, and Other • Withdraw privileges
    Teachers
    Plan
    Lessons, Behavior Managements, Classroom
    Climate
    Professional Behavior
    Use Good Judgment Model, Always Be Polite, Treat
    Everyone as You would want to be treated

    GOOD JUDGMENT MODEL


    What do I do when a student misbehaves?
    STOP
    • To calm down
    • To prevent a knee-jerk response
    THINK
    • What is making the student do that?
    • What have I tried before?
    • What kind of response does this behavior
    require?
    • How can I respond so the student will listen?
    • Do I need to change the lesson?
    ACT
    LOW-ALERT – SITUATIONAL RESPONSE
    • Alter the lessons
    • Boost student interest
    • Help students over hurdles
    • Modify the classroom environment
    • Provide cues,
    • Provide non-punitive time-out
    • Provide support with routines
    • Redirect the behaviors
    • Reinforce appropriate behaviors
    • Remove distracting objects

    MEDIUM-ALERT – AVOID DISRUPTION


    • Ask, “What should you be doing?”
    • Call on the student during the lessons
    • Give a verbal reprimand
    • Give choices
    • Ignore the behavior
    • Remind students of the rules
    • Send an I-message
    • Stand near the student
    • Touch the student
    • Use humor
    • Use non-verbal signals
    • Use positive phrasing – “When you do X,
    then you can do Y.”

    HIGH-ALERT – TOO LATE TO AVOID DISRUPTION


    • Change the seat assignment
    • Contact parents
    • Have student visit the principal
    • Have the student write reflections on the
    problem (OOPS sheet)

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