Using Low-Key Management Techniques
1. Use the “one-minute-talk” technique. 2. Use proximity. 3. Develop a rapport with “difficult” or reluctant students. 4. Circulate when students are working. 5. Use nonverbal cues, such as a frown or crossed arms.
6. Anricipate misbehabior and deal with it inconspicuously.
7. Use I-messages when explaining your expectations. 8. Make positive descriptions of expected behabiors.
9. Eexplain how mishebiors personally affect you or make you feel. 10. Adopt the “stepping-on-my-last-nerve� technique.
Making Smooth Transitions 1. Keep all transitions as brief as possible and plan ahead for them. 2. Always have all materials ready before class. 3. Establish and reinforce rules for entering, leaving, and beginning a class. 4. Establish and reinforce procedures for routine tasks, such as the taking of attendance. 5. Plan more material than you think you need so that there is no unexpected down time.
5. More material. 6. Arrange the classroom for efficient movement of desks, students, and equipment. 7. Create and post a daily schedule and review this with your students. 8. Complete and clarify instructions before relinquishing student attention. 9. Provide and stick to a time limit for the transition. 10. Always plan for down time.
SCORE: PERFECT TRANSITIONS S Simplicity (of directions) C Consistency (of directions) O Organization (of actions) R Reinforcement (of behaviors) E Exactness (of directions)
Aiding Struggling Stragglers
1. Solve the mystery.
2. Reassess the needs of the particular student. 3. Reinforce “partial completions�.
4. Make a prioritized list of all the areas or tasks in which the student is behind. 5. Offer individual or small-group tutorials at a regular time and place every week.
6. Use a barter contract.
7. Seat the straggler close to a faster student, and encourage them to help each other. 8. Consider giving the straggler an older student buddy.
9. As soon as directions have been given, move to the straggler. 10. Keep parents informed of your efforts to help the straggler.
Defusing a Power Struggle 1. To write or illustrate how the child feels.
2. To take a speed walk either to a specific location.
3. To imagine blowing a balloon up with his anger—then popping it.
4. Suggest use of a pre-established time-out area, and indicate how long the time-out should be.
5. Maintain eye contact and a calm voice when speaking to the student.
6. Maintain proximity to the student, but avoid being too close.
7. Take a time-out yourself.
8. Invite the student to accompany you outside for a few minutes of fresh air.
9. You can only guess.
10. To Describe the situation as you see it.
Forming Random Groups
1. Odds Evens.
2. Al phabet Awareness. 3. Sweet Talk. 4. Shakes. 5. Words. 6. Silent Signals. 7. Happy Families. 8. Sing-a-long. 9. Switcheroo. 10. Questions/Answers