Reinforce Appropriate Behavior

• Use positive reinforcement with individual students when good behavior and projects are being demonstrated. Give praise to the entire class as frequently as possible (e.g., “Thank you for working so quietly,” or “I’m delighted to see you all working so well today”).

Maintain Student Dignity

• When corrections are necessary handle situations quietly and calmly. Don’t make a big deal in front of the whole class. Talk to the student in private to ascertain the reason for his/her misbehavior.

Float

• Circulate around the room frequently, to avert potential behavior problems.

Be Neutral, Not Accusatory

• When problems arise, don’t ask, for example, ““Why did you take her LEGO minifigure?” Instead, ask what happened, opening the way for students to tell their story. Follow up with questions such as “How do you think that made her feel?”

Connect with Students

• Show your students that you take an interest in them. Show that you like them and that they belong in your classroom. Take advantage of the student’s interests and individually tailor their projects to them if possible.

Finding Success

• Make your lesson an experience that will allow the student to gain self-esteem because he/she is successful.

Goals

• Make goals that are challenging, but attainable.

Rewards

• Use incentives in the classroom to reinforce motivation toward accomplishment (i.e., prizes).

Raising Hands

• Students need to raise their hands before speaking in class or to get the teacher’s attention during project time.

Rule Review

• Periodically review the rules and procedures of the classroom until the students can successfully adhere to them.

• You are a role model
• Use grade-appropriate language
• Remember to dress appropriately (jeans are okay, need closed-toed shoes)
• Dress for the grass, lifting, and being on the floor
• Be on time. Your students are waiting for you!
• Confidentiality
• Set your expectations with the students. That way the students are part of the process and understand that they are expected to follow through with those expectations since they were involved.
• Anytime a student does not meet your expectations (as mentioned in the Disciplinary Procedures document attached), restate the expectations.

Class Flow

• Transitions (getting kids in and out of the classroom)
• Greeter and seater
• Have students clean up 5-10 minutes before class is over (depending on the class)

• Reinforcing positive behavior: “Thank you Karl for following directions. Thank you Shaun for sitting nicely while waiting for further instructions.”
• Wait for full attention for as long as it takes: “Some of our friends are not following directions so we have to wait”.
• Avoid bribing students. Expect positive behavior.

• Identifying problem pairings
• Students who aren’t engaged/need a challenge (differentiation)
• Layout equipment in a way that is easy for students to access
• Disciplinary procedures
• Redirecting behavior

Attention Getters

TK & Kinder:

• Show me ten
• If you can hear my voice…(Clap once, put your hands on your head, etc.)
• Instructor: Ice Cream Sundae Kids: Cherry on top (kids put a “cherry” on top of their heads)

1st – 3rd Graders:

• Show me ten
• If you can hear my voice…(Clap once, put your hands on your head, etc.)
• Have students close their computers before the class starts and during the overview.

4th – 6th Graders:

• Class class, yes yes
• Have students close their computers before the class starts and during the overview. 

Icebreakers

• Importance of learning names
• Find a group of 3 with the same type of shoes as you and introduce yourself
• During role, have a question of the day. Have students use sound alliteration (example: Kind Kaitlyn or Loquacious Laura)

Make sure you are in line with both the site’s disciplinary procedures as well as BrainStorm’s procedures.