Lining Up
Try a Semi-Circle Instead
From Ken Takata, a sixth grade teacher at Eucalyptus Elementary School in Hawthorne, California:
"I never have students line up in a straight line before entering the room. Instead, I have them line up in a semi-circle facing the door. That way, right when I open the door, I can see all of the students' faces, what they are wearing, and can greet them all at the same time. I never have to worry about getting the attention of the back of the line."
Get Creative with Lining Up
From Eileen Durgin-Clinchard, a retired teacher from Lincoln, Nebraska:
"Ways to line up that do not include gender are short ways to illustrate that being different is fine. For example, students can line up according to shades of hair from dark to light. I point out that differences exist even among those who think they are alike. Are differences good or bad or just different? Why do we like some things? Name similarities. Or students line up according to birthdays and talk about seasons and bring out the value in seasons and weather. Or students line up according to when they were born and use a map to figure out who was born the closest to the school and who was the farthest away. Are they all from the same city or lots of different places? Does being from someplace different make you special? Is everyone special in some way?"
Treating Each Other with Respect
Knightly Actions
From Rochelle Gealt, a ninth grade reading teacher at Woodrow Wilson High School in Camden, New Jersey:
"I knight my students in order to encourage them to get along with others and focus on positive behavior. I dub all deserving students with my apple 'scepter' pointer stick. The class discusses the reason for a student's entrance into knighthood and that student vows to continue the knightly actions. Knightly actions can range from helping other students to improving in classwork. The knights fill in their shields that are displayed for all to see. All the knights have meetings at the Round Table where I read them excerpts from King Arthur and Sir Lancelot."
Positive Come Backs
From Lisa Osen, an educator, consultant and speaker in De Pere, Wisconsin:
"I make every effort to make sure kids are not abusive but sometimes abusive comments slip through. I remind them that if someone calls them a name, they should respond with something like, 'And what are you?'. Likewise, when they receive a compliment, they should simply say, 'thank you'. This teaches them that they have the ability to respond in a kind manner. They have the right to expect appropriate behavior and the comments others make shouldn't mentally or emotionally distract them from accomplishing the things they would like to achieve. We don't want kids who are mentally and emotionally unhealthy spreading their disease."
Kind Compliments
From Jan Formisano, a second grade teacher at Thomas Jefferson Elementary in Falls Church, Virginia:
"This is a strategy I use for teaching children to give and receive compliments. I choose a student of the week and make a colorful poster on which I write a few specific compliments about the student. My class takes time out at the end of the day for the children to give compliments to the student of the week. As I write the compliments on the poster, the children practice responding with thank yous and you're welcomes. We continue to do this everyday until there's no more room on the poster. The poster is displayed in our classroom along with pictures of that student's family, pets, and hobbies. At the end of the week, the special student gets a certificate and can take the poster home to share and hang up. The posters serve as authentic writing for students to read to their parents and reminders of how positive their peers feel about them."
Students Writing About Students
From Eileen Durgin-Clinchard, a retired teacher and adult educator from Omaha, Nebraska:
"When things get out of hand in the classroom, I take a break and have students write all the good things about each other student in the class. Then write the name of each student at the top of a piece of paper and copy on to that paper what everyone said about that student. Give the student the paper with the comments about her/him. Before long, the entire class will be smiling and saying, 'Really?' and 'I never knew that meant anything to anyone.' and 'I never knew others likes me so much.' You'll find students treasure this paper and keep it with them forever."
Valuing Ideas
From Jerry Cohee, a teacher mentor at Sandy Plains Elementary School in Baltimore, Maryland:
"I choose a teachable moment to tell a story that encourages risk-taking and mutual respect during discussion -- when a child's response to a question is met with tittering causing the child to feel embarrassed. I tell this story:
'This reminds me of a story I've been meaning to share. A few years ago many of my students went to see the circus when it was in town. Our discussion came around to trying to decide who was the most important person in the circus. One child raised his hand to say that the ringmaster was most important. Another said the acrobats were most important. Yet another said the motor cyclist was most important. Throughout the discussion a quiet hand attached to a patient person remained in the air. I asked that child, "Who do you think is most important?" The child announced that no one may have noticed but each time the lights went out a person went around checking the cables on the safety net to make certain no one was injured. We voted on who the class thought was the most important and the safety net person won, hands down.'
Then I tell the students we need a safety net in our class so that on one is ever harmed in any way. We discuss physical and emotional harm. I ask if there is some signal we can use with our bodies to alert one another that we need to raise the safety net to support someone in case he/she is in danger of falling. The signal we most often use is both hands clasped together and while still clasped, opened wide. This signal stops a student from laughing at a fellow student's idea and assures the speaker that he/she has everyone's attention. This strategy works well to make students aware of choices available to them in responding to classmates and also improves listening skills."
Student Compliments
From Jan Kardatzke, a fifth grade teacher at Emerald Elementary School in Broomfield, Colorado:
"In fifth grade, sometimes students are more interested in being mean to or teasing each other than in treating people respectfully. To help promote looking for the good in each other, we do 'put-ups' at least once a week. We thank individuals for nice things that they've done for us and for others. Around the holidays we have the students write compliments for everyone in our class. Those compliments are compiled into a full-page sheet, mounted on a decorated border, and given to the students for a holiday present. We've had many parents say that their students keep their gift on the bulletin board at home and are encouraged to refer to it when things aren't going so well. I love to see their reactions as they read it for the first time."
Fostering Friendships
From Alfred Lim, a fifth grade teacher in Alameda School District in California:
"The first impression is the best impression. I decorate my classroom door with a variation of the 'Friendship' concept translation. I have small groups collaborate on what friendship means and create their visual concept on large drawing paper. When complete, each group displays its work and permits the class to interpret their work. The displaying group then explains what went into their work of art. After all the groups finish, I tape their work on the door. Anyone who witnesses an act of friendship by a member in the class writes the name of that student on a strip of paper that I've prepared in advance and tacks it on the wall next to the door. This strip eventually circles the classroom as more names are tacked on. I make a point of asking the class who posted the names and asking them describe the act of friendship to the rest of the class."
Appropriate Feedback
From Susan May, a teacher and journalism advisor at McCook High School in McCook, Nebraska:
"I designed cute 'GLOW' and 'GROW' sheets to help students learn to make both positive comments and constructive criticism. I use these for students to critique projects they complete. I have also have all students put their projects on tables with a GLOW/GROW sheet beside it. Using different colors of ink, students make comments about their peers' projects. First, we discuss appropriate remarks and I model this."
Solving Disputes
Students Solving Disputes
From Zoe Greenberg, a second grade teacher at Clark Mills School in Manalapan, New Jersey:
"When I have two quarreling children who come to me, each telling me their side of the story, the first thing I ask them to do is to sit together somewhere away from the other children so they can have privacy. Next, I tell them to talk between themselves about what happened, and then come back to me when they both have the same story as to what really happened. Many times, through this discussion, they will conclude that it was just a misunderstanding, and they will come back to me and say they have resolved it by themselves. If this is not the case, then when they come to me, I know I will hear what is probably the 'truth' about what happened, and I am able to handle it from there. This teaches the students the importance of communication, and that many times they are able to resolve their own problems without my interference."
Helping Children Resolve Problems
From Marcia Williamson:
"I have several things I do to encourage children to confide or resolve their problems. These strategies allow me to give them my undivided attention at a time of my choosing and cuts down on the number of children who demand attention during times of transition.
"A) I have a cartoon character called Mr. Mouse who is like our 'Dear Abby.' His picture is posted on a bulletin board. Students can take a piece of Mr. Mouse notepaper and write a private note to him asking for advice. The note is put in Mr. Mouse's mailbox and the reply is later left taped to the child's desk. The children love getting a note from the mysterious Mr. Mouse. They are reminded that Mr. Mouse is quite busy helping children and that, although he loves to get friendly mail from children, they should write just when they really need advice.
"B) I also have communication notebooks. These are numbered and as each child has their own number, these can be re-used each year after the used pages are removed. Students use these to write messages directly to me when they have a conflict with which they need help. I meet with them later to talk to them about the problem.
"C) When a problem tends to keep resurfacing, I start a dialog sheet. The children involved in the problem carry on a conversation on paper. This paper continues to be passed around the room. I let the children do most of the talking, and when they need input or redirection, I record my own ideas on the paper. This process really gets them talking to each other and each child must listen to the others, and be listened to, without interruptions."
Drug Prevention
Red Ribbon Week
From Michelle Welch, a food service manager at Heritage Junior High in Bakesfield, California; and Karen Lovell, a CNP Manager at Virgil I Grissom High School in Huntsville, Alabama:
"Here are some ideas of activities to do during Red Ribbon Week which is a 'Just Say No To Drugs' program during the last week of October:
- Have the students trace one of their feet on red paper, cut it out, and sign it. Then, glue the feet on a huge white banner and spell out the words, Take A Stand Against Drugs with the feet. This can be hung at the front of the school.
- Have students participate in a Planting of Promises. Ask a local nursery to donate several hundred red tulip bulbs and bulb food. Have the students plant a piece of paper with a promise to be drug free. On top of the paper, plant the bulb and the bulb food. In the spring, there will be a beautiful garden of red tulips to remind the students of the promise they made. Purple crocuses can also be planted among the tulips to spell out the word NO.
- Assign each class a tree on the school grounds. Each class must tie a red ribbon around their tree to signify the unity of the student body against drugs.
- Give all students a small red plastic ribbon to tie to a chain link fence within the perimeter of an outline of the word, NO.
- Get the local grocery store to donate paper grocery bags. Have the students decorate them with a 'Say No to Drugs' slogan and return them to the grocery store to be used.
- To rally at the end of the week, have the kids wear red and stand in front of the foot banner. Decorate with red helium balloons, hand out red licorice sticks and invite the local police to speak to the kids about drugs. End the event with a red punch and cookie party in the schoolyard."
Keeping Track of Student Money
Class Treasurer
From Jay Bird:
"Writing out receipts for every student during a fundraiser takes up too much of my instructional time. Instead, I have a class treasurer who has a Money Collection Sheet. The treasurer records each student's name, a description of what the money is for, the amount of cash, checks, money orders and the total amount. The Money Collection Sheet and the collected funds are placed in a moneybag and locked up when the treasurer has finished. I write the receipts during my conference period and post them in the classroom for the students to pick up."
Using a Drawer Organizer
From Romona Hunt, a primary grades (7, 8 and 9 year olds) teacher at Third District Elementary School in Lewisburg, Kentucky:
"To avoid having money lost or stolen, I use a Power Mechanix 30 drawer organizer. I put each child's name on a drawer. Each morning they have the option of giving me their money for the day. At lunch or snack time, I get it for them. It takes a lot less time and hassle than looking for missing money. The students know that if they don't give me their money I will not be responsible for it. Since it is also understood no one has any reason to be on the teacher's desk, I have no more problems with stolen money."
Lunchtime
Organized Mornings
From Marcia Fox, a sixth grade reading and social studies teacher at Wamego Middle School in Wamego, Kansas:
"My tip is to help organize lunch count and attendance in the mornings. When my students enter the room I have Popsicle sticks with their names on them lying on the table by the door. There is also a monthly menu taped to the table and three cups labeled hot lunch, salad bar, and not eating/sack lunch. Students place their Popsicle stick into the cup that shows their choice for the day and then they take their seat to copy the morning work from the board. While they are doing this, I can count the sticks in each cup and fill out the lunch count slip. It's also very easy to tell who is absent. All this is done without roll call or disrupting the quiet thinking time. Thanks to Harry Wong and his Effective Teacher ideas."
Accurate Lunch Count
From Lori Musa, a third grade teacher at Elizabeth Wilhelm Elementary School in North Las Vegas, Nevada:
"In order to take an accurate lunch count each day, I bought calendar cut outs in the shape of a school bus and wrote the students' names on them. I laminated the buses and stuck magnetic strips on the backs. I also made two small signs (Lunch From Home & School Lunch) and put magnetic strips on the back. I stuck the signs on the side of my bookcase and the buses on the back of the bookcase. Each student is responsible for moving their bus under the correct sign when they walk in the door. Now all I have to do is count 'School Lunch' buses. This also helps me see who's missing during a very hectic day."
Lunchroom Manners
From Wilma Playford, a first grade teacher at Wills Valley School in Ft. Payne, Alabama:
"Students who get to the lunch tables first finish quickly and often want to talk and play while the later ones try to eat. I explain that proper manners are to wait until everyone at the table is served before starting to eat. This way, all the students start and finish around the same time. The children learn proper etiquette and the lunch period runs much smoother."
Lunch Choices
From Carolyn Moneymaker, a first grade teacher:
"I get colored paint or counter top samples and write my students' names on them. These samples come with holes in them so I hang them from hooks on a tall bookcase. Four of the hooks are labeled with the lunch choices. The students come in and put the sample with their name on it under their lunch choice or under the selection that says they brought their lunch. The names that are left are the students who are absent."
Recess First, Then Lunch
From Carol Laughlin, a first grade teacher at Washington Communication Academy (a magnet school) in Rockford, Illinois:
"I was involved in a study at my school two years ago. We researched and studied the lunch plan. We discovered (American Dietetic Association Magazine, September 1996) that children eat more lunch when they go outside for recess first and then eat. Several fringe benefits of this plan are: children go back to class from the lunchroom rather than the playground and fights are reduced; fewer children have stomach aches after lunch because they will not have eaten and then run around."
Identifying Troublemakers
From Theresa Giery, a second grade teacher at Point O'View Elementary School in Virginia Beach, Virginia:
"To help the lunchroom monitor, all our children wear a clip with their name. A basket is brought to the lunchroom by the line leader of each room. If the monitor has trouble with a student she takes the clip and places it in the basket. When we teachers come to pick up the class we find out who was causing trouble in the lunchroom. The other students are not then punished for something that only one student was doing."
Lunch Music
From Michelle Williams, a math teacher at Forestville High School in Prince George's County, Maryland:
"For an added attraction at lunch, I play soothing music during lunch. Instrumental jazz or classical music will not only calm the students but allow a diverse artistic appreciation."
Lunch Pockets
From Mary Masters:
"In my classroom I have the standard pocket behavior chart with various colored cards. However, I've taken the concept one more step. In a tray near the door, I have additional cards that are not part of the behavior chart. There is hot pink for hot lunch, cool neon green for cold lunch and teal blue for breakfast. As students go to their desks, they put the appropriate card(s) in their pockets. If a student doesn't have a card in his/her pocket, I double check to see if the student is present. My student helper then prepares my attendance/lunch count record to go to the office. To facilitate this, I made an oversize student list in a large font on bright construction paper. After taking attendance/lunch count the cards are returned to the tray."
Rewarding Good Behavior
Love Boxes
From Patti Fawver, a sixth grade teacher at Bristol School in Bristol, Wisconsin:
"I order small items from the Oriental Express magazine to use as positive behavior incentives. I place small decorative boxes around my room and write the word LOVE on them. If I notice a student doing a kind deed or putting extra effort into a task, I ring my cordless doorbell and that student gets to pick a Love Box. As soon as the class hears the bell they know that someone just did something great. I explain who won and why. The student gets to choose one of the boxes and take the prize from it. Then I refill the box and use it again. This is a great way to recognize positive behavior in the classroom."
Personal Notes
From Darlene Roker, a fifth grade teacher at Vermont Avenue Elementary School:
"I send personal notes to all of my students. I make a pre-addressed envelope for each student and at random, select an envelope or two. I write a note to the students that were picked, put them in their envelopes and give the notes to them at the end of the day. When all the envelopes are used up, then it's time to pre-address another group of envelopes. This makes sure that no student is forgotten."
Distraction Tickets
From Linda Mariano, a special education teacher at Oswego County B.O.C.E.S. in Mexico, New York:
"I have certain students in my class who love to instigate and distract each other so I made distraction tickets. I give students a "DT Ticket" when they ignore the negative behavior of another and do not let that student distract them from their schoolwork. At the end of the day, we have a lottery drawing with the daily distraction tickets and the winner gets a special prize from the teacher. It really works!"
Snacks for Everyone
From George Beyer, a retired teacher from Flathead High School in Kalispell, Montana:
"To show my appreciation to the school staff that made my job as a teacher easier, I would bring in snacks for the custodians and secretaries once or twice a year. Snacks also play an important role with students. Unfortunately, not every family can afford to participate in pizza, taco and donut days. I would deposit money with our attendance secretary and let students know that if they needed money to participate they could withdraw the money anonymously under the condition that they help someone else who needs it sometime during their lives. Lastly, I always brought healthy snacks for those that weren't allowed to eat sweets."
Message Labels
From Melanie Finotti, a fourth grade teacher at Keystone Elementary School in Knox, Pennsylvania:
"I discovered a wonderful use for the printed address labels that so many companies sell. Instead of ordering address labels, my orders are for labels that contain messages to my students from me! Companies sell six hundred labels in assorted colors for as little as $7.95 plus shipping. Some of the messages that I have devised are: (1) Great job! I'm proud of your effort! (2) Parents: Please sign and return this graded paper. (3) You have just earned bonus points, congratulations! Teachers can customize all kinds of messages for their students. My students love to read what their sticker labels say!"
Beverage Passes
From Linda Wong, a fourth grade teacher at Walter Knott School in Buena Park, California:
"I give each table group of children a little receptacle to hold poker chips. I reward groups that are on task, ready to listen, etc., with a poker chip during the day. On Thursdays, each group counts their chips. The group or groups having the most earns a Friday Beverage Pass which entitles these students to bring a beverage from home to enjoy on Friday afternoons during our silent reading time. Children love it and the reward costs the teacher nothing! We empty the receptacles and start again the next week!"
Strategies You Can Use
Survival Kits
From Virginia Easterling, an eighth grade teacher at Alba Middle School in Bayou La Batre, Alabama:
"When students arrive for class, I have a brown lunch bag on each desk. In each bag is a toothpick, rubber band, Band-aid, mint, chocolate kiss, pencil, eraser, piece of chewing gum and a tea bag. These are the students' Survival Kits for everyday living. The toothpick is to remind them to pick out the good quality in others. The rubber band is to remind them to be flexible, as things may not always go as they want. The Band-aid is to remind them to mend hurt feelings. The pencil is to list their blessings and the eraser is to remind them that everyone makes mistakes but that it's okay. The chewing gum is to remind them to stick with it and they can accomplish anything. The mint reminds them that they are worth a mint and the kiss reminds them that everyone needs a kiss or a hug everyday. The tea bag is to relax daily and reflect on the positive things in their lives. This activity opens up the class for discussions on class rules and respect on the first day."
Teacher Empathy
From Karen Helm, a special education teacher at Tolleson Union High School in Tolleson, Arizona:
"A good way to instill empathy for the teacher is to have the rowdy or bored student teach a lesson for 20-30 minutes. The student becomes the teacher and I become the student that sits in his/her seat. The results are amazing! The student learns to understand the frustrations and rewards of teaching a lesson. Sometimes I pick the lessons and give the students materials. Other times, I let them teach something that is of interest to them. Try it, it works!"
Wandering Eyes
From Dave Williams, a second grade teacher at Hereford Elementary School in Hereford, Pennsylvania:
"In order to prevent those wandering eyes during tests, I invested $5.00 for a pair of mirrored sunglasses with a holographic smiling face on each lens. While the holograms smile away to help brighten the day, the students never know where I'm looking, so cheating is not an option. Even better though, I can actually review lessons or complete paperwork at my desk while wearing the glasses."
Rules on Video
From Barbara Keihle, a language arts teacher at Nestucca High School in Cloverdale, Oregon:
"My drama class is producing a video tape of class rules and behavior. I assigned a different rule to a group of two or three students. They have to write, practice, and perform a skit demonstrating appropriate and inappropriate behavior. My drama students are having a great time producing the skits and the video will be a fun way to review the rules in all of my classes."
Watch Those Hands!
From L.C. Kerr, an art teacher at Forest Park Middle School in Forest Park, Georgia:
"We're in the habit of looking at students' faces almost always. But if you regularly drop your focus about 12"-18" and look at hands, you can see some very revealing things going on. This works especially well in class and when you're off duty. It helps stop problems before they happen."
Standing in Class
From Tamara Collins, a former teacher now at San Diego State University's Policy Studies Department in San Diego, California:
"When engaging in class discussion or questions, I always move to the opposite side of the room from the student who is talking, leaving most of the class between us. This keeps the student (and me!) focused on the class as a whole. It also forces quiet students to speak up!"
Morning Worksheet
From Toni Bush-Kellar, a second grade teacher for the Department of Defense in Osan, South Korea:
"After feeling stress from being bombarded with notes, stories and questions one too many times first thing in the morning, I created a morning worksheet. The morning worksheet contains material I want to cover in the class meeting but am unable to start right away due to the 'bombardment.' The students try to answer the daily math problem, a problem solving question, computation, daily analogies, daily geography and daily oral language as well as write to the morning prompt. The students receive a score for neatness. The students even helped me create the scoring rubric! The results are neater work and more attentiveness. It's a quick review for all and the 'gifted' students know that they can 'show' they knew the answers and don't feel punished by wait time or not being selected to share. Now I have a few crucial moments in the morning to respond to the notes, at least read them, and listen to the story about a student's mother being in the hospital!"
Strategizing for the Long Term
National Association of School Psychologists
From Peggy Saxon, a school psychologist in the Perry Local School District in Perry, OH:
"In light of the tragedy in Littleton, Colorado, educators may find valuable information on the National Association of School Psychologists web site, http://www.naspweb.org. If you click on 'What's New' on the home page, NASP resources on crisis prevention and violence prevention will come up."
Peer Pressure
From Jeanne Koenig, a counselor at Perry Elementary and Perry Middle School in Perry, Ohio:
"I ask students to list things they will say no to in the future, like stealing and cheating. Each student compiles and then signs and dates the personal list. I ask them to look at their list at least once a year to see if they are still abstaining from these behaviors. We also talk about 'red flags.' I bring a red flag to class and explain that this term can refer to things people might say to influence them to change their mind. Students list red flags like 'no one will ever know.' They also list ways of saying no, including the eight D.A.R.E. techniques: (1) just say no; (2) give an excuse or reason; (3) sound like a broken record; (4) walk away; (5) turn the cold shoulder; (6) change the subject; (7) avoid the situation; and (8) find strength in numbers. Finally, we view the Sunburst video 'You Can Say No: Here's How."
Positive Relationships with Law Enforcement
From Joan Millspaw, a media specialist at Perry High School in Perry, Ohio:
"I advise a 9th grade mentoring program that teams juniors and seniors with small groups of freshmen. The purpose of the program is to help these new ninth graders have a smooth transition between middle school and high school. This year we have a new school resource officer. Officer Parker has been instrumental in promoting positive relationships between teenagers and the local police department. With the disturbing incidents happening in schools across the country, the recent discussions with Officer Parker and the mentoring groups have allowed the students to ask questions and express feelings about their safety and our school environment. This program has let them know how much people care about them and what happens to them!"
Alumni Comments
From Susan May, a teacher and journalism advisor at McCook High School in McCook, Nebraska:
"When unannounced guests come to visit, I invite them to give an impromptu talk about what they have been doing since graduation. Most visitors are former newspaper and yearbook staff members. My current students pay close attention to what these students are accomplishing now."
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