I‭nstructional and Classroom Management Strategies Collection‬

‭Savannah Stookey‬
‭11-29-23‬

‭Teacher Directed‬
‭1.‬‭Stop Light‬
‭Who:‬‭3-12‬
‭What:‬‭Any subject‬
‭Where:‬‭In the classroom at desks‬
‭When:‬‭During group work or individual work‬
‭How:‬‭When individuals or small groups are working,‬‭they each have a light on their‬
‭desk. When they push the red light, it is a signal that they need immediate help. Yellow means I‬
‭have a question and green means that they are doing well and do not need help at the moment‬
‭Reference:‬‭Based off of Green side/Red side and tweaked into my own idea.‬
‭https://fctl.ucf.edu/wp-content/uploads/sites/15/2019/02/interactive_techniques.pdf‬

‭2.‬‭Lecture with PowerPoints‬

‭Who:‬‭K-12‬
‭What:‬‭Any subject‬
‭Where:‬‭In the classroom‬
‭When:‬‭During instruction time‬
‭How:‬‭Lectures are given in order to teach students essential knowledge on content.‬
‭PowerPoints can be used to help teach this content. Images, videos and examples in these‬
‭PowerPoints help students learn more easily and can help them follow along and take notes as‬
‭you talk through the content.‬
‭Reference:‬‭Teachers have used all throughout high school and college‬

‭3. Entry‬‭/Exit Ticket‬

‭Who:‬‭3-12‬
‭What:‬‭Any subject‬
‭Where:‬‭In the classroom‬
‭When:‬‭At the beginning or the end of class‬
‭How:‬‭At the beginning of the class or the end of the class, teachers hand out a ticket‬
‭with a question or a math problem, depending on the subject. This can be about a previous‬
‭lesson or about one that you are entering into. This helps teachers to see where students are‬
‭still struggling and need reteaching or what they already know and can revisit briefly. Entry/exit‬
‭tickets can also be used as a form of attendance if the teacher does not have to get to it that‬
‭morning.‬
‭Reference:‬‭Done in class and seen during observation hours‬

‭Learner Directed‬
‭1.‬‭Quizlet‬
‭Who:‬‭K-12‬
‭What:‬‭The subject can be decided‬
 ‭ here:‬‭In the classroom‬
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‭When:‬‭Before lunch as the games can create high-energy‬
‭How:‬‭Have a student/teacher make a quizlet. Students‬‭can study outside of quizzes as‬
‭ ell as play in-class games with or without teams.‬
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‭Reference:‬‭I have been doing this since high school, we also talked about it in class‬

‭2.‬‭Fishbowl‬
‭Who:‬‭4-12‬
‭What:‬‭Any subject‬
‭Where:‬‭In the classroom‬
‭When:‬‭During lesson time‬
‭How:‬‭Have a group of students sit in a circle and‬‭have the second group of students‬
‭stand on the outside. Assign a student on the outside to a student in the middle. While the‬
‭students in the middle discuss the topic or subject‬
‭Reference:‬‭Talked about and did in class‬

‭3.‬‭Reflect/ Write, Pair, Share, Hand In.‬

‭Who:‬‭K-12‬
‭What:‬‭Any subjects‬
‭Where:‬‭In the classroom‬
‭When:‬‭Best for the day after teaching of material to see what students have retained‬
‭and what needs to be retaught‬
‭How:‬‭Have students reflect by themselves about a question or concept that you are‬
‭currently working on. Once they have worked on their own, they will pair up with a partner and‬
‭share what they wrote or thought about. This gives them a chance to reflect out loud. Then‬
‭there is the opportunity to have the partner share what their partner learned to ensure that they‬
‭were using listening skills. Students can then hand in their reflection if it was done on paper so‬
‭the teacher can do further evaluation or they can take notes from their partner and use that as‬
‭participation points.‬
‭Reference:‬‭Talked about in class‬

‭Motivational‬
‭1.‬‭Marble Jar‬
‭Who:‬‭K-6‬
‭What:‬‭Free time or during any lessons‬
‭Where:‬‭In the classroom‬
‭When:‬‭Use during work time to watch for good behavior‬
‭How:‬‭When caught with something good, the teacher‬‭puts a marble in a jar at the front‬
‭of the classroom. At the beginning of the week, the students pick the prize that they want to get‬
‭if they fill the jar. Such as Friday Fun, extra recess, or a food prize. Once the jar is full you can‬
‭fulfill the prize.‬
‭Reference:‬‭Talked about in the class.‬

‭2.‬‭Chunking‬
 ‭ ho:‬‭K-12‬
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‭What:‬‭During longer assessments or work time‬
‭Where:‬‭Language arts classroom‬
‭When:‬‭During testing time‬
‭How:‬‭During longer assessments of work time, break‬‭them into chunks. For a two page‬
‭test, only give one page at a time then allow a brain break of some sort before giving the second‬
‭half.‬
‭Reference:‬‭Used at Jefferson Middle School‬

‭3.‬‭SMART Goals‬
‭Who:‬‭6-12‬
‭What:‬‭Any subject‬
‭Where:‬‭Can be used in any subject or as a homeroom social lesson‬
‭When:‬‭During homeroom or at beginning of the year or lesson‬
‭How:‬‭SMART is to help students remember how to set the best goals. S stands for‬
‭specific, this way they are able to know exactly what they want to be able to accomplish. M is‬
‭measurable and this makes sure that you can track progress and be able to see when the end‬
‭is near. Next is A which is achievable and this is simply that you will be able to reach the goal‬
‭you set. R stands for relevant and this means what is happening in the present or about the‬
‭topic. Last is T which is time bound which means that it can be done in a reasonable amount of‬
‭time. Teachers can explain this process to students to have them write goals for the school year,‬
‭the semester, or even for each week in order to help build self-efficacy and motivate them to‬
‭work towards something.‬
‭Reference:‬‭Used in high school to learn about how to set goals. Here is a resource for‬
‭more clarification on how to write these goals:‬
‭https://www.atlassian.com/blog/productivity/how-to-write-smart-goals#:~:text=What%20are%20‬
‭SMART%20goals%3F,within%20a%20certain%20time%20frame‬‭.‬

‭Considering Cultural Differences‬

‭1.‬‭Name Toss‬
‭Who:‬‭K-12‬
‭What:‬‭Any subject‬
‭Where:‬‭Used in homeroom time‬
‭When:‬‭At the beginning of the school year‬
‭How:‬‭Have all students stand around in a circle and the teacher starts with a bean bag.‬
‭You say your name and toss it to a student. It goes all the way around making sure that all‬
‭students have a chance to say their names. Names and pronunciation of them are an important‬
‭part of culture and this is a great way to hear from the student how you say their name and get‬
‭started on memorizing them to be able to address students by name in class.‬
‭Reference:‬‭https://ultimatecampresource.com/ice-breakers/name-games/‬

‭2.‬‭Bilingual Communication‬
‭Who:‬‭For parents of K-12‬
‭What:‬‭Important events/information‬
 ‭ here:‬‭Sent home‬
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‭When:‬‭Can be done monthly, weekly, biweekly, etc…‬
‭How:‬‭When sending information to families whether this be done via email or letter, it‬
‭can be beneficial to have it in both English and a copy in another high-use language such as‬
‭Spanish. There may be students whose parents cannot speak or read English, but do not‬
‭communicate this with you. By sending home information in more than one language, you are‬
‭able to make sure students' parents are receiving important updates and the student is receiving‬
‭any help they need outside of school.‬
‭Reference:‬‭Talked about in class‬

‭3.‬‭Say Hello‬
‭Who:‬‭K-12‬
‭What:‬‭Any subject‬
‭Where:‬‭In the classroom‬
‭When:‬‭At the beginning of class or day‬
‭How:‬‭At the beginning of the day, you start by teaching students “hello” in a different‬
‭language. You can start with one that a majority of students might know such as hola. Then‬
‭each morning you will greet the student in that language. The teacher can decide how long they‬
‭want to work on a language but after a certain train time, you switch to a new language. While‬
‭introducing the new word, this is a great time to talk about the culture and people that come‬
‭alongside the language. It informs students about the diversity in the world and the classroom‬
‭and students might recognize one of their own languages.‬
‭Reference:‬‭https://www.wgu.edu/heyteach/article/Exploring-Cultures-in-Your-Classroom-‬
‭Activities-to-Try1710.html‬

‭Considering Students with Special Needs‬

‭1.‬‭How do I learn?‬
‭Who:‬‭3-12‬
‭What:‬‭Anywhere in the school‬
‭Where:‬‭Followed out through the year in the classroom‬
‭When:‬‭Done at the beginning of the year‬
‭How:‬‭At the beginning of the year, give out a survey with a question asking how best‬
‭they learn. This gives students the chance to vocalize to the teacher the best way that they‬
‭learn in the classroom. This is great for students with special needs as it helps communicate‬
‭accommodations they feel they may need, but aren’t on the IEP just yet. For example, a student‬
‭may prefer to work with fidgets to help with focus in the classroom.‬
‭Reference:‬‭Dr. Brandel used this method on us in her class‬

‭2.‬‭Technology‬
‭Who:‬‭K-12‬
‭What:‬‭Can be used with all subjects‬
‭Where:‬‭In the classroom‬
‭When:‬‭During lessons or free time‬
 ‭ ow:‬‭Technology is a great tool to be used in a variety of classroom environments.‬
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‭Technology can be used to enhance the lesson plan by adding educational games or online‬
‭videos to show the demonstration of a skill. For students with special needs, technology can be‬
‭used to help accommodate their needs such as text-to-speech applications or other online‬
‭reading tools.‬
‭Reference:‬‭Seen used during observation times‬

‭3.‬‭Follow-up Directions‬
‭Who:‬‭K-12‬
‭What:‬‭Any subject‬
‭Where:‬‭In the classroom‬
‭When:‬‭After whole group instructions‬
‭How:‬‭After the teacher gives direction to the whole group, they can move to the student‬
‭and give more individualized instruction to the student. This might look like asking the student if‬
‭they had any questions about the instructions and if things needed to be repeated. They might‬
‭also need extra resources which is when this can be handed out in order to make sure that all‬
‭instruction is clear and materials have been received.‬
‭Reference:‬‭https://www.positiveaction.net/blog/teaching-special-education-strategies‬

‭Classroom Management‬
‭1.‬‭Close Proximity‬
‭Who:‬‭K-12‬
‭What:‬‭Any subject‬
‭Where:‬‭Anywhere in the school‬
‭When:‬‭Can be done throughout instruction and during‬‭independent work‬
‭How:‬‭When students are working, walking and standing‬‭next to them, helps with‬
‭behavior. They don’t like to have this watch all the time and when you are watching close to‬
‭them, it helps defer any behavior.‬
‭Reference:‬‭Talked about in class‬

‭2.‬‭Glasser: Student Concern Box‬

‭Who:‬‭3-8‬
‭What:‬‭Any time‬
‭Where:‬‭Homebase‬
‭When:‬‭Address concerns during whole group time at‬‭the end of the day to provide‬
‭closure‬
‭How:‬‭Decorate a shoe box and label it the students'‬‭concern box. Students can write‬
‭down a concern on the paper and put it in the box. At the end of the day, the teacher can‬
‭address any of the concerns and provide closure for the classroom.‬
‭Reference:‬‭Dr. Brandel brought it up in class, based‬‭off of Glasser’s Choice Theory‬

‭3.‬‭Classroom Contract‬
‭Who:‬‭K-12‬
‭What:‬‭Homebase Classroom‬
 ‭ here:‬‭In the classroom‬
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‭When:‬‭Done on the first day of the year as soon as possible‬
‭How:‬‭When students start in your classroom, the teacher talks about how there are‬
‭expectations for certain places you visit and how it is the same for the classroom. The teacher‬
‭also explains how the classroom is a family and how these rules are not just for the teacher and‬
‭are made for all. That is when you would go around sharing classroom rule ideas and narrow‬
‭them down to as many as you want. Then each student plus the teacher will sign the contract‬
‭stating that they will follow the classroom rules. When there is misbehavior, the teacher can‬
‭refer back to the contract and remind them what they signed. The student can do the same to‬
‭the teacher if they are not following one of the rules created for them.‬
‭Reference:‬‭Talked about in class‬

‭Student Positive Redirections‬

‭1.‬‭Respectful Redirections‬
‭Who:‬‭K-12‬
‭What:‬‭Any subject‬
‭Where:‬‭Can be done all throughout the school‬
‭When:‬‭Can be done anytime‬
‭How:‬‭Using this strategy is a quick and respectful way to get students' behavior back on‬
‭track. The teacher would first quietly get the student’s attention without embarrassment. Using a‬
‭calm and clear down the teacher states what the student had done incorrectly and what should‬
‭be done instead. The student and the teacher are both left on the same page and able to move‬
‭forward without embarrassment or confusion.‬
‭Reference:‬‭https://www.understood.org/en/articles/behavior-strategy-respectful-redirectio‬
‭n‬

‭2.‬‭Self-Correction‬
‭Who:‬‭K-12‬
‭What:‬‭Any subjects‬
‭Where:‬‭In the classroom‬
‭When:‬‭During instruction or work time‬
‭How:‬‭When students are off task, instead of using a negative connotation or yelling, the‬
‭teacher can ask redirection questions. For example, if a student is tapping a pencil on their‬
‭desk, instead of yelling at them to be quiet, the teacher can ask “What should we use our‬
‭pencils for?”.‬
‭Reference:‬‭https://truthforteachers.com/8-ways-to-redirect-off-task-behavior-without-stop‬
‭ping-your-lesson/‬

‭3.‬‭Visual Redirection‬
‭Who:‬‭K-12‬
‭What:‬‭Any subjects‬
‭Where:‬‭In the classroom‬
‭When:‬‭During lecture‬
 ‭ ow:‬‭While teaching or giving instruction, if there is a student who is off task, simply give‬
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‭them a visual direction in order to get them back on task. This may be to point at a pencil in‬
‭order to prompt them to start writing or a book to start reading. It also might look like putting a‬
‭finger to the lips in order to symbolize the student being quiet.‬
‭Reference:‬‭Talked about in class‬

‭ ield Experience:‬‭While‬‭I was doing observations at Jefferson Middle School, I worked in a‬

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‭6th-grade language arts classroom. There was a student who was struggling to study for a‬
‭vocabulary exam. She felt she did not receive much help in the classroom and it was hard for‬
‭her to study at home. I asked if she had anyone at home that could help her and she didn’t. This‬
‭is when we worked through a plan together of how to get a better grade on the next exam. I‬
‭walked her through her goals and what she wanted to achieve. We then created a study system‬
‭that she could work through independently and worked for her. The next time I came in for‬
‭observation, she came to me excitedly telling me how she had studied and gotten a perfect‬
‭score on her test. She had followed through with her goals and achieved what she had wanted.‬