Classroom Management
From the first day of school, I introduce clear expectations for all settings the classroom, hallway, bathroom, recess, lunchroom, and specials. During the first month, I focus heavily on teaching, modeling, and practicing these expectations until they become routine. If students are not following them, I address and correct the behavior before moving on. Through consistent practice and reinforcement, students learn to take ownership of their actions and contribute to a respectful, well managed learning environment.
Expectations
Establishing clear and consistent procedures helps create a positive and predictable classroom environment. From the first day of school, I teach and model routines for the entire day: how students choose their morning greeting, where to place belongings, what materials to have ready, and how to transition between activities. We practice moving into TAPS before beginning the next task, reinforcing this routine all year long. Consistent structure and practice help students stay organized, independent, and ready to learn.
Procedures
In my classroom, I implement the BIST (Behavior Intervention Support Team) Goals for Life to support positive behavior and emotional growth. These goals encourage students to take responsibility for their actions and build self regulation skills. When a student expresses frustration or reluctance, such as saying, “I don’t want to do this,” I respond with, “I can do something even if I don’t want to or even if it’s hard.” This consistent language promotes resilience, accountability, and a growth mindset while helping students learn to manage challenges independently.
BIST
Interactive Classroom Management
To help reinforce bathroom and hallway expectations, I use a “Line Inspector” activity. When students who do not need to use the restroom line up, I select one student who is following expectations to serve as the line inspector. This student walks the line, ensuring everyone is using a voice level of zero and demonstrating proper hallway behavior. They then choose another student meeting expectations to take their place. This keeps students engaged, encourages positive behavior, and promotes accountability in a fun and structured way.
Line Inspector
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Clapping Patterns (Students repeat)
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"Class Class" "Yes Yes"
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"Oh class" "Oh yes"
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(Whispering) "If you can hear me, stand up." (Slightly higher voice level) "If you can hear me, turn towards the carpet." (Normal speaking voice) "If you can hear me, walk quietly to your spot on the carpet."
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Not all students may hear your initial direction but as students begin to move, their attention will shift from their previous focus to the students following the stated directions.​
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Call Backs
Lucky Duck is a strategy that encourages positive behavior and self reflection. Each morning, a rubber duck labeled with a student’s number is secretly chosen from the jar. Throughout the day, that student’s behavior and effort are observed without students knowing who it is. If the lucky duck meets expectations, they are celebrated with the class at the end of the day and choose a prize from the treasure box. If not, their identity remains private, and we instead discuss as a class the behaviors that need improvement. This approach promotes accountability, reflection, and intrinsic motivation while protecting student dignity.
Lucky Duck
Line Competition is a fun classroom management strategy I use to encourage positive behavior and teamwork. At the start of the day, I announce the competition (such as girls vs. boys or front vs. back of the line) and monitor which group best follows expectations throughout the day. I provide positive reinforcement like, “Wow, the boys are being great leaders in the hallway!” to motivate all students. At the end of the day, the winning team is announced, and we celebrate together as a class, promoting community, encouragement, and leadership.