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Composure treats
Composure treats












composure treats

#Composure treats how to

Show students how to ask permission to talk.īeing consistent is a big deal. Be clear on what types of behavior you expect to see. Explain to students what your rules mean.Post your rules (and consequences if you wish) where they are easily seen.The first step to clarity with your students is to have a clear picture in your own mind. Neither is it respecting your classmate’s right to undisturbed studying. Passing a note to a classmate is not keeping other objects to yourself. Example: passing notes could fit under the third or fourth rule above. Think about the types of behavior you don’t want to see and decide which rule they fit under. Be clear in your own mind what the rules mean.A vague sense of meaning lends itself to tension and disorder. Students who don’t know what the rules are and what they mean will push until they discover the meaning. The first key to making the rules work is to clarify what the rules are and what they mean. It may be daily for younger students or weekly or quarterly for older students.) (The consequence sequence will start over at various intervals depending on the age of the student. The next offense merits abc, and the third offense xyz, with each consequence level being stiffer. Your goal in creating rules is to create an environment where learning is the reason for doing school. If there is disorder and distraction students cannot learn. Make rules that support the reason students are in your classroom: they are there to learn. Respect property and people around you.Keep your hands, feet, and other objects to yourself.The best managed classrooms often have few rules but the rules are general enough that most any infraction will fit under one of them. ClarityĮvery classroom needs rules and routines for life in classroom.

composure treats composure treats

These are the three C’s of classroom management: clarity, consistency, and composure. However, there are three areas that teachers who have good classroom management have in common. What one teacher finds works for them may not fit with another teacher’s personality or preferences. They are only as good as the teacher who implements them. Many of the ideas and methods outlined by various proponents are not silver bullets by themselves. I’ve also noticed that some ideas seem to contradict each other. Over the years I’ve read various classroom management books.














Composure treats