Issue link: http://digital.copcomm.com/i/1067015
24 Winter 2018 | wyoea.edu entries that I'll take time to read or making a mental note of what they doodle during class or what makes them excited to simply listening to the conversations that take place in the room or halls. Then whenever I have the chance to incorporate that information into my conversations with them, I do, and I've found it to be extremely helpful. It can help diff use tensions when a kid might start acting out or it might give them a chance to talk about what the cause of a problem might be. One of the hardest lessons for me to learn as a new teacher was that if I see a student who has trouble focusing or who is distracting to others or isn't on task etc. that I can't jump to the conclusion that they are doing it on purpose and trying to upset me. More times than not, there is a valid reason and taking time to fi nd out what it could be saves me a ton of headache and gives the student someone to talk to. The only way they'll share that information with you is if they feel like you have taken the time to get to know them and help them feel comfortable in your room. Obviously, characteristics like age of students, personalities, structure of the classroom, and as we all recognize right now, time of the school year play a big role in classroom management. Working with your fellow staff members, seeking help from a wide variety of resources, administration support and developing your own style of classroom management will help you in developing those strategies that help maximize student learning in your classroom and help reduce stress in your career. For more resources, please visit: http://www.nea.org/tools/31410.htm