Attention+getters

[] Behaviour Managment Helper

[] Great posters like Give Me Five

//Strategy number 5// – Keep the lesson moving. If you have a forty-five minute period, plan three different activities. Try to get them up out of their seats at least once during the class period. Those students with pent up energy will thank you for it. //Strategy number 4// – Don’t lecture for the whole period. Students who are actively engaged in a learning activity are generally not disrupting the class. Hands-on activities work great for vivacious classrooms. //Strategy number 3// – Talk to your students. If you see them in the hall, in the cafeteria or at the grocery store, ask them how they are. If you see a student in the local newspaper, congratulate them. If they do something nice, tell them that you appreciate their kindness. This lets them know that you really do care about them. //Strategy numbers 2// -- When students are being disruptive by talking, poking, pulling or crumpling paper, go stand by them. This works best with boys. I have taught from the back of the room by the orneriest boys. This sends them a direct message to stop what they are doing. Most of the time they stop and get back to work. //Strategy number 1// – When you have stood by the student, talked to the student and kept them busy with lessons, and they still are disruptive, take them in the hallway. Ask them, “Are you OK?” It has been my experience that they crumble and tell you that they had a fight with their parents, didn’t get up on time or are having other issues. If they are defiant, send them on to the principal. In the last five years, I have sent very few kids to the principal’s office for classroom disruptions. Kids are kids. If they are not actively engaged in the lesson, they will become actively engaged in something else – disruptive behavior. Try these five strategies to keep them learning.
 * Five Top Strategies to Keep Students Learning in a Calm Classroom Environment**

Read more: [|http://www.brighthub.com/education/k-12/articles/3318.aspx#ixzz0peiG5Uup]

d