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LEARN & LEAD 13 FALL 2023 | ADVOCATE Classroom Management Tips NOW that we're a few months into the school year, many educators are trying to troubleshoot their classroom management and take their techniques to the next level. How do we know? Some of the most popular resources shared by our Learn and Lead program over the past few months were about research-based strategies for addressing student behavior. e biggest takeaway? Early in the school year, before you've had a chance to establish deep relationships with your students, you may need to rely on "kernels"— bite-size strategies and ideas that are shown by research to be helpful in keeping students on track. All of these strategies are augmented by authentic, positive relationships with individual students and whole classes. A few to consider, or to share with newer educators you may be mentoring: • ! Before looking to correct behaviors that don't meet your expectation, use the "notice and note" strategy to praise the behaviors you see that do meet expectations before correcting individual behaviors privately (i.e. "I see Student A sitting up straight and tracking the speaker. Student B has their notebook and a pencil out. We're almost all ready to begin.") Try to switch up who you praise at each transition, and be sure to praise more o en than you correct an individual even if it means noting something small. • . Your nonverbal cues are key when it comes to redirecting students or marking transitions for the whole class. ink about how you move around the room and when you choose to pause. Consistency helps. For instance, for older students, respond to students who are talking over you or acting out by moving to the front of the room, making eye contact, and pausing until you have their attention. For younger students, you may need to say something as well—like "What should you be doing right now?" • & . Be speci c and direct. Don't deliver a ton of instructions at once— instead give your students time to complete each step before you give the next one. If possible, provide the instructions and behavior expectations orally and written. Be sure to give the instructions before students start to move and transition, so they don't miss anything. If you aren't sure if they understood, ask them to repeat them to you before releasing them. • . at includes any procedures for calm down spaces or procedures for if someone isn't meeting expectations. You may need to model the speci c steps and then have the class practice it multiple times, and in some cases, it might be helpful to rehearse the wrong way to do it as well. e goal is to make procedures routine because students do better when they know what to expect. • , so students have ownership of their learning and can be engaged. One strategy you can use with students who are struggling to make the right choices is to use "When-then" sentences: "When you sit back down in your seat, then I'll answer your question." is can be a nice way to give students agency and help them make responsible choices while addressing tricky behaviors. Get more strategies, all of them tested by academic research, at the links. And make sure you're reading our Learn and Lead newsletter for ideas, lesson plans and suggestions every two weeks! SCAN AND READ! Read the full articles using the QR Codes below. "11 Research-Based Classroom Management Strategies" by Todd Finley "Evidence-based Classroom Behaviour Management" by Dr. Barry S. Parsonson Classroom Management Tips that we're a few months into the school year, many educators are trying to troubleshoot their classroom management and take their techniques to the next level. How do we know? Some of the most popular resources shared by our Learn and Lead program over research-based strategies for addressing student behavior. e biggest takeaway? Early in the school year, before you've had a chance to establish deep relationships with bite-size strategies and ideas that are shown by research relationships with individual students and whole classes. A few to consider, or to share with newer educators you may Before looking to correct behaviors that don't meet your expectation, use the "notice and note" strategy to praise the behaviors you see that do meet expectations before correcting individual behaviors privately (i.e. "I see Student A sitting up straight and tracking the speaker. Student B has their