Classroom Behavior Management Tips 46 to 50
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"Discouraging Cheating"
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"Students
who cheat must also share their grade with those who copied or cheated off
of their work. So someone who receives a 90% grade on their paper will have
to share it with each student who they allowed to copy off of their paper.
If there was only one person who copied off that person's 90% paper, each
receives 45%. In that way students learn that there is a difference between
helping someone understand and answer versus allowing someone to "Xerox"
the answers, which is cheating."
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"Star Jar"
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"As a pre-service teacher, I have observed many great ideas as well as some not-so-good ideas when dealing with behavior management. One method that I have seen work extremely well was in my first grade placement. The teacher has a "Star" jar. This is a jar with stars that have been cut out of construction paper in it. When the teacher saw the students doing something impressive such as working quietly, putting extra time into their work, or just an acts of kindness between students, the teacher would tell the student that they could add their name to the "Star" jar. It was a great way to get the students attention and they really loved it when their extra effort was noticed and they became a "star".
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"Tickets"
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"I have worked in a hard to staff school for 4 years and I needed a way to get my students to respond. So, I I decided to use a ticket system.
I purchased a roll of raffle tickets. Each day a student has a chance to earn 3 tickets. One for homework, one for behavior in the morning(which is given out before lunch), and one for their behavior in the afternoon. I I also give out tickets randomly for good deeds, good participation, and so on.
At the end of the week, students can go to the "prize" box and purchase toys and school supplies. I have a big prize box and a small prize box. No student can hold over 60 tickets at a time. I learned this the hard way; one student saved 150 tickets and wiped out my prizes in one day!! Some of the prizes are: lunch with the teacher 25 tickets (I buy the kids lunch), toys from the dollar store, erasers, pencils and anything you can think of! Good Luck!"
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"Simon Says We Need Activity"
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"I work with 8 behaviorally challenged 6th-8th Grade students(self-contained) in a residential day program. On some days their inability to sit still causes me to say, "O.K. , we need activity." My directions always start with "Simon Says". I have them move to different desks, take off our sneakers, even put on someone else's sneakers; the wilder the better. I've never had them refuse to do anything! After about 15-20 minutes, they are ready to get back to work. They beg to do this for the next few days, but I only do it once in about 6 weeks. They love it especially when other staff join in. (P.S.- no one ever quits; they all play until the end.)"
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"The Ultimate Seating Chart!"
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"As a rule of thumb, I always seat students in alphabetic order at the beginning of the year. This usually insures that there is a good mix of students. Friends who would distract each other during lessons are not placed near each other.
My advanced class has been asking all year if they could sit next to their friends. I never give in, but this year I came up with a plan. I agreed to allow students to sit in any seat they wanted as long as they agreed that we would compare the academic achievement of all students before and after the seating change. If their was a measurable improvement, we would continue with this new seating Arrangement. Students also agreed that if there was a measurable decline in performance, the seating Arrangement would be changed to a system that should statistically improve grades by separating talkers.
We did change the seats to allow students to sit where they wanted and there was a moderate decline in academic performance. In fact, we made this into a lab activity. I then asked students to discuss and decide on a plan of corrective action.
Over the course of 2 class periods, we came up with a great system. We created a scale to rate students based on distractibility with a 4 equal to the most distractible students and a 1 equal to the least distractible student. Students graded themselves and their individual classmates. We then averaged these numbers. We mathematically placed students in seating Arrangements so that high numbers were surrounded by low numbers. I'm happy to report the grades are back up and my students pondered themselves objectively for the first time in many of their lives. They really enjoyed this."
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