The key to any tips on classroom management,is to always keep trying until the students understand that they must reach your expectations. Consistency is key.

The effective teacher:
1. has positive expectations for student success
2. Is an extremely good classroom manager
3. Knows how to design lessons for student mastery

So what does that mean when a teacher is standing in front of a class.

Here are some Preventive Management Strategies:
1. Make sure that your first prioirty is teaching students how to behave during discussions. State the specific behaviors you want to see and hear during the activity or situation.

A. Only Call On Students Who Quietly Raise Their Hands. Do not call on students who are shouting out answers. This will only encourage them to continue. Recognize students who are quietly raising their hands to answer and say how they are behaving: "Terrell has his hand up and is not talking. I'll call on him."

B. Take Corrective Action If Students Continue To Shout Out Answers. If students continue to shout out answers, even with their hands up, take corrective action. Restate the directions. "The directions were to raise your hands and wait to be called upon before speaking - that's a warning."

C. Have Potentially Disruptive Students Model How To Behave. When you are about to begin a discussion, pinpoint one of the students who tpically creates problems during the discussion and have him or her model the apporpirate behavior - what you expect the entire class to be doing during the discussion or while watching the vide or taking a test. This serves as a quick reminder to the students of how you expect them to behave.

D. Use Physical Proximity to Keep Students Engaged. Stand next to students who are having trouble participating in the class. Keep moving around the room and use your physical presence as a preventive tool. If you use a circle for your class, have the disruptive studens sit by you.

E. Have Students Pair Off When They All Want To Speak. When the entire class is eager to speak, pair students off and allow 1 to 2 minutes for each pair to share their opinions. Give them a 30 second wind down warning before returning to the whole class discussion. This means when you say that a task mst be done in 2 minutes or 5 minutes, then you end the task at the 2 or 5 minute mark and start the share out process in which students have to either indicate what they have learned about.their partner or answer a larger question that requires 4 to 5 points.

F. Use Progress Reports and give them to students at the end of very week so that students. Use either Gradekeeper or Think Wave. It is a powerful reporting tool and shows students where they started and where they stand.

G. Do not repeat the responsess of the students. When you repeat their answers, you are teaching them that they do not have to be responsible for listening.