5 paragraph essay on classroom behavior

• Grades 6-12
• School Leaders

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6 Steps for Turning Around Middle School Classroom Behavior

Having kids write essays to reflect on their behavior seems like a great idea…but maybe there’s a better way.

“I don’t understand why you have all suddenly completely forgotten how to behave in a classroom. To help you remember, I want a two-page essay for homework about what the expectations are in our class and why you can’t behave today.”

When the whole class has taken leave of their senses and you end a class period in a state of extreme frustration bordering on homicidal rage, an essay like this makes a lot of sense. It induces suffering—always good—and feels like a natural consequence of their behavior—also good. There are a few problems, though.

First, if you’re lucky, two-thirds of the kids will actually complete the assignment. I can guarantee you that it will be the students who had nothing to do with the misbehavior. The actual instigators are definitely not going to write the essay, which means that either they get away with whatever havoc they’ve wreaked, or you have to find a new and exciting way to make them suffer.

Second, you have to grade those essays. And that’s awful. Why would you do that to yourself? And third, all those essays are going to say exactly the same thing. “The expectations are that we do our work and listen to directions. We didn’t do that today because we were being crazy. We should do what the teacher tells us to because we are at school to learn.”

A couple of years ago, I tried something new to replace the Rhetorical Essay of Shame and Suffering. I asked the same questions … but I actually wanted to know the answer. Here’s a step-by-step breakdown of how I now handle whole-class chaos:

Step 1: Kids act crazy.

I deal with it in all the ways I normally do—humor, focusing on the kids who are doing what they’re supposed to, changing up the activity, whatever. If all this fails, I move on to …

Step 2: Sit down and wait for silence.

It will come eventually. Don’t make eye contact with kids. Just sit and stare at your fingernails until they get curious and shut the hell up.

Step 3: Complete honesty.

“I’m really frustrated right now, and I’m trying not to take it out on people who are doing what they’re supposed to. You guys don’t usually act like this in my class. Can somebody tell me what’s going on with you today?” Then you wait. The first time you try this, chances are nobody will say anything.

Step 4: Offer suggestions.

Did something happen in another class? Do they not understand the assignment? Did they have multiple tests today and just need five minutes to move around before getting focused? Yeah, this may burn up some class time that you were planning to use on something else. But let’s face it: They already weren’t learning anything today, thanks to their ridiculous behavior! At this point, they probably still won’t tell you anything. Don’t worry! Move on to the next step!

Step 5: Give the assignment.

“So it looks like you need some time to think about why you’re acting this way, and that’s fine. But I want to understand what’s going on, because I usually leave your class feeling great, and today I’m Googling what kind of health insurance Walmart offers their employees. So here’s what I want you to write about for homework. What went wrong today? Why was your class having so much trouble getting it together? And what steps can I take as your teacher to help you out and make sure we have a better day tomorrow?”

Step 6: Bring the pain.

“I was hoping we could do this fun activity today, but I’m too frustrated and I don’t think you guys are focused enough to do it. So I think we’re going to get ahead on next week’s grammar notes instead, because I want to save a group project for a day when you can handle it. I look forward to reading your suggestions tomorrow so we can figure out a way to make fun activities work in our class.”

You’re done. Here’s what happens next. The kids do the assignment. At least, most of them do. The good kids, instead of being punished for the other kids’ actions, have had a chance to share their side of the story and be heard. The kids who were misbehaving, in many cases, will actually give you good suggestions. Maybe they need a seating change. Maybe something is going on in the class period before yours that needs to be addressed. Maybe somebody brought cupcakes to lunch yesterday and they were just on a sugar high.

Regardless of why they were acting the fool, you now have some insight into their behavior. More importantly, you’ve positioned yourself on their team. This is a class problem and everyone— including the teacher—is working together to solve it. You’re looking for ways to change your behavior as well as theirs, and kids will appreciate that. And the best part? While you do have to read their responses and adapt your class accordingly, you don’t have to grade them or track down late assignments. Less work for you, less resentment from the kids, and hopefully most of them get their shizz together so that you don’t have to do this again for at least a few weeks.

How do you handle middle school classroom chaos? Please share in the comments.

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41 Important Classroom Expectations (for This School Year)

Setting classroom expectations – by establishing ground rules early on – can help to not only underpin your behavior management plan and ensure prosocial behavior in the classroom.

Perhaps more importantly, it can help create a culture of learning through high expectations for doing your best, turning up ready to learn, and showing respect to one another in the clasroom.

A few years back, I conducted a visual analysis of classroom rules charts in schools in Northern England. Based on that data, I collated some of the most common classroom rules across different classrooms.

So today, I’ll share 27 ways you can set high expectations in the classroom that you should implement in the first two weeks of your new school year in order to promote a productive, safe, and inclusive class environment.

Classroom Expectations for All Ages

1. for preschool and kindergarten.

Rules of Behavior

• Respectful Interaction : Treat classmates and teachers with kindness and respect at all times.
• Listening Skills : Listen attentively when others are speaking and wait for your turn to talk.
• Following Directions : Follow the instructions of teachers and staff promptly and accurately.
• Sharing and Cooperation : Share resources and work cooperatively with others during group activities.
• Personal Space and Safety : Respect personal space and practice safe behaviors in the classroom and playground.

Academic Expectations

• Active Participation : Actively participate in classroom activities and discussions.
• Curiosity and Exploration : Show curiosity and a willingness to explore new ideas and activities.
• Completion of Tasks : Strive to complete assigned tasks and activities within the given time.
• Question and Discovery : Encourage asking questions and seeking answers as part of the learning process.
• Creative Expression : Express creativity through various activities like drawing, crafting, and storytelling.

2. For Primary and Elementary

• Responsible Actions: Take responsibility for your actions and belongings in and out of the classroom.
• Positive Social Interaction: Engage in positive social interactions, showing respect and kindness to peers and adults.
• Adherence to Rules: Follow school and classroom rules consistently and understand the consequences of not doing so.
• Conflict Resolution: Resolve conflicts peacefully and seek help from adults when necessary.
• Independence and Initiative: Show independence in daily routines and take the initiative in seeking help or information when needed.
• Engaged Learning: Remain engaged and attentive during lessons and participate actively in discussions.
• Critical Thinking: Apply critical thinking skills to solve problems and understand new concepts.
• Organization and Time Management: Organize work and manage time effectively to complete assignments and projects.
• Goal Setting: Set and strive towards individual academic goals, understanding the steps needed to achieve them.
• Continuous Improvement: Show a commitment to continuous improvement by seeking feedback and working on areas of difficulty.

3. For Middle and High School

• Respect and Empathy : Demonstrate respect and empathy towards peers, teachers, and staff in all interactions.
• Accountability for Actions : Take accountability for your actions and understand their impact on the school community.
• Positive Participation : Actively participate in school activities and contribute positively to the school environment.
• Self-Advocacy : Advocate for your needs and rights in a respectful and appropriate manner.
• Digital Citizenship : Practice responsible digital citizenship, using technology and social media ethically and respectfully.
• Advanced Engagement : Engage deeply with academic material, showing a willingness to explore complex topics.
• Independent Learning : Develop and demonstrate independent learning skills, taking initiative in your education.
• Critical Analysis and Debate : Critically analyze information and participate constructively in debates and discussions.
• Research and Inquiry : Conduct research and inquiry projects, showing ability to synthesize and evaluate information.
• Preparation for Future Goals : Actively prepare for future academic and career goals, making informed choices about courses and extracurricular activities.

Additional Expectations to Consider

• Have a Growth Mindset : Embrace challenges and view failures as opportunities for growth and learning. Cultivate a positive attitude towards learning, understanding that abilities and intelligence can be developed with effort and persistence.
• Seek Answers Yourself (Before Asking the Teacher) : Take the initiative to find solutions to questions or problems independently before seeking assistance from the teacher. This approach encourages self-reliance and critical thinking, as it motivates students to explore various resources and methods to understand concepts.
• Do Your Personal Best : Strive to achieve your highest potential in every task, whether academic or extracurricular, by putting in your best effort and dedication. This expectation fosters a sense of personal responsibility and pride in one’s work, regardless of the outcome.
• Celebrate Other People’s Successes : Actively recognize and appreciate the achievements of others, fostering a positive and supportive classroom environment. This practice not only builds a sense of community but also encourages a culture where success is shared and celebrated collectively.
• Proactively Prevent Harm : Be vigilant and proactive in identifying potential risks or unsafe situations in the classroom and take appropriate measures to prevent harm. This expectation ensures that students prioritize safety and contribute to a secure learning environment for everyone.
• Be Resourceful : Utilize available resources creatively and effectively to solve problems or complete tasks. This entails thinking outside the box and making the most of the tools and information at your disposal, thereby enhancing problem-solving skills and independence.
• Exercise Compassion : Show empathy and understanding towards the feelings and situations of others, creating an inclusive and caring classroom atmosphere. This practice encourages students to develop emotional intelligence and strengthens the bonds between classmates.
• Think Ahead : Plan and anticipate future needs or consequences of actions, both in academic tasks and personal conduct. This forward-thinking approach helps in developing foresight and decision-making skills, essential for personal and academic success.
• Keep an Open Mind : Remain open to new ideas, perspectives, and methods of learning, embracing diversity in thoughts and experiences. This mindset encourages adaptability, critical thinking, and a willingness to learn from various sources and viewpoints.
• Be Inclusive : Actively include all classmates in activities and discussions, regardless of their backgrounds, abilities, or beliefs. This practice fosters a sense of belonging and respect in the classroom, ensuring that every student feels valued and supported in their learning environment.
• Follow the Golden Rule : Treat others as you would like to be treated, demonstrating kindness, respect, and fairness in all interactions. This principle serves as a foundational guideline for behavior, promoting a positive and harmonious community where mutual respect is paramount.

Behavior Management Strategies

Behavior management is often the hardest thing for new teachers to master. But without it, the classroom will not have a culture of learning.

You can choose your own strategy to establish classroom norms – from assertive discipline on the conservative end of the spectrum through to the progressive maangement model on the other.

But, a good place to start is with my video on 15 classroom management strategies all teachers need:

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Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Animism Examples
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• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ Social-Emotional Learning (Definition, Examples, Pros & Cons)
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Essay on Behavior in Class for IELTS – Writing Task 2

Updated On Nov 17, 2023

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IELTS is one of the English language evaluation exams that millions of candidates take in order to migrate to an English-speaking country. This reflects the importance of the language on a global scale. As a result, the problem/cause and solution essay, a part of Writing Task 2 of the IELTS, is discussed here with an outline and vocabulary that will help you to prepare.

Learn some ways to achieve a band score of 8 for Writing Task 2 and check out this speaking skills essay for IELTS given below.

You should spend not more than 40 minutes on this task.

You should write at least 250 words.

In many countries, schools have severe problems with student behavior. What do you think are the causes of this? What solutions can you suggest?

Problem/Cause & Solution Essay

Introduction

• In many countries, the manner in which students conduct themselves in schools is quite distressing.
• There are numerous reasons behind this development that have led to such alarming behavior in young children, especially adolescents.
• In the following paragraphs, I will elaborate on the causes and possible solutions to tackle this issue.

Paragraph 1: Reasons/Causes of severe issues with student behavior.

Paragraph 2: Solutions to reduce this behavior.

Clearly restate the points covered in the essay.

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Sample Answer 1

In many countries, the manner in which students conduct themselves in school is quite distressing . There are numerous reasons behind this development that have led to such alarming behavior in young children, especially adolescents . In the following paragraphs, I will elaborate on the causes and possible solutions to tackle this issue.

To begin with, children lack proper awareness of the diversions around them due to a lack of adult supervision. For example, since most parents are working professionals who do not have the time to educate their children on the good and bad, these young people crave attention and easily go astray . Additionally, unbridled access to social media and video games exposes them to violent activities that are imitated by them to stand out among their mates. Further, excessive pressure created due to academic competition and societal comparisons forces some students to act out. For instance, students either go into depression due to demotivation or become vicious towards classmates who are better than them. Therefore, these factors, coupled with unhealthy lifestyles and peer pressure, tend to make students unruly , which is reflected in their etiquette at school.

There are several measures that can be taken by the elders to manage the misconduct of students at school and at home. Firstly, parents, irrespective of their busy schedules, should take time to look after their wards. For instance, spouses should divide their chores among themselves and interact with the children before bedtime, and occasionally, make them feel special through various activities. Secondly, involving grandparents in the upbringing of the child can give both company and help them to learn from each other. Thirdly, teachers should be careful not to compare the students, as each child has unique capabilities and may not achieve the same thing. Lastly, both family members and teachers should control access to the internet or cruel games that might affect the child’s psyche .

To sum up, guardians or parents should motivate the students for their efforts and take care of their surroundings so that external influences or bad lifestyle do not affect their demeanor and make them ill-tempered.

Looking for a detailed guide on IELTS Writing Task 2? Check here !

Important Vocabulary Used in the Essay on Behavior in Class 

• Distressing (adjective)

Meaning: upsetting or worrying

Eg: The workload was quite distressing for me today.

• Alarming (adjective)

Meaning: causing worry or fear

Eg: The way the sea levels are increasing is alarming for us.

• Adolescent (noun)

Meaning: a young person who is developing into an adult

Eg: Parents should guide adolescents properly.

• Crave (verb)

Meaning: to have a very strong feeling of wanting something

Eg: The baby craves for the mother’s touch.

• Astray (adverb)

Meaning: away from the correct path or way of doing something

Eg: The stranger led us astray from the main road.

• Unbridled (adjective)

Meaning: not controlled or limited

Eg: The young boy became arrogant due to the unbridled attention he received from his parents.

• Unruly (adjective)

Meaning: difficult to control or manage

Eg: His unruly behavior at the party caught everyone’s attention.

• Etiquette (noun)

Meaning: the set of rules or customs that control accepted behavior in particular social groups or social situations

Eg: Please maintain the table etiquette properly.

• Psyche (noun)

Meaning: the mind, or the deepest thoughts, feelings, or beliefs of a person or group

Eg: Freudian study deals with the human psyche.

• Demeanor (noun)

Meaning: a way of looking and behaving

Eg: Her calm demeanor attracts everyone.

Sample Answer 2

In numerous nations, the behavior of students within educational institutions is a cause for concern. Multiple factors have contributed to the emergence of disorderly behavior among young individuals, particularly adolescents. In the subsequent sections, I will delve into the underlying reasons and potential remedies to address this matter.

One significant cause of behavioral issues in schools is the breakdown of the traditional family structure. With more families facing single-parent households or both parents working long hours, children may lack the necessary guidance and supervision. This can result in a lack of discipline and a decline in values taught within the home. Furthermore, economic challenges can lead to financial stress, which often trickles down to affect a child’s emotional well-being. Moreover, the influence of media and technology cannot be underestimated. The constant exposure to violent or inappropriate content desensitizes students to aggressive behavior, making them more prone to acting out inappropriately. Additionally, social media platforms can exacerbate conflicts among students, leading to disruptions within the school setting.

To address these issues, schools should prioritize fostering a strong sense of community. Implementing mentorship programs and involving parents in their child’s education can create a support system that reinforces positive behavior. Schools can also provide workshops and resources to help parents develop effective discipline strategies at home. Furthermore, it is imperative to incorporate media literacy into the curriculum. In addition, schools should promote extracurricular activities that encourage teamwork, leadership, and conflict resolution skills. These activities not only provide an outlet for pent-up energy but also instill values that promote positive behavior.

In conclusion, the severe problems with student behavior in schools stem from a combination of factors. However, by facilitating a sense of community, teaching media literacy, and providing opportunities for positive engagement, schools can work towards creating a more conducive learning environment for all students.

Important Vocabulary Used in the Essay on Behavior in Class

• Disorderly (Adjective)

Meaning: It describes something that is chaotic, messy, or not well-organized.

Eg: The disorderly classroom made it challenging for the teacher to conduct the lesson effectively.

• Trickles Down (Verb phrase)

Meaning: It refers to a process in which something, often wealth or information, gradually passes or spreads from a higher level to a lower level.

Eg: In some economic systems, the idea is that when wealth trickles down from the rich to the poor, it benefits everyone in society.

• Desensitizes (verb)

Meaning: To make less sensitive or responsive to something.

Eg: The continuous exposure to violent movies desensitizes children to real-life aggression.

• Exacerbate (verb)

Meaning: To make a problem, bad situation, or negative feeling worse.

Eg: Adding fuel to the fire will only exacerbate the conflicts among students.

• Fostering (Noun)

Meaning: It refers to the act of nurturing, promoting, or encouraging the growth or development of something.

Eg: The fostering of creativity in schools is essential for students’ overall development.

• Mentorship (Noun)

Meaning: The guidance and support provided by a mentor, usually a more experienced or knowledgeable person.

Eg: The mentorship program pairs experienced teachers with new educators to offer guidance and support.

• Imperative (Adjective)

Meaning: It signifies something that is crucial, necessary, or of utmost importance.

Eg: It is imperative that we address the environmental challenges facing our planet to ensure a sustainable future.

• Pent-Up (Adjective)

Meaning: It describes emotions or energy that has been suppressed, restrained, or held back for a period.

Eg: After a long day of work, she had a pent-up desire to relax and unwind by taking a long walk in the park.

• Conducive (adjective)

Meaning: Making a certain situation or outcome likely or possible.

Eg: A peaceful and inclusive classroom environment is conducive to effective learning.

Also, check:

• Academic IELTS Writing Task 2 Topic (In September 2015) & Band 9.0 Essay
• Academic IELTS Writing Task 2 Topic ( In January 2016) & Band 9 Model Essay.
• Academic IELTS Writing Task 2 Topic (In July 2015) & Band 9.0 Argumentative Essay
• Academic IELTS Writing Task 2 Topic: Architecture & History – Sample Essay
• Academic IELTS Writing Task 2 Topic: Environment & Sample Essay
• Academic IELTS Writing Task 2 Topic: Economic Growth With Model Essay

Practice IELTS Writing Task 2 based on Essay types

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Better Classroom Management Can’t Wait. How to Make Changes Now

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Next year. Whenever I talk to new teachers, whether informally or within a teacher education course that I instruct, there is consistent talk of the changes they will make “next year.”

Many first-year teachers in particular speak longingly about how their actions and classrooms will be improved the following school year. They describe all their mistakes this past year and how they will fix them in the fall.

Undoubtedly, one will eventually regurgitate some version of the old saw: “The first two weeks of the school year are crucial for classroom management and establishing rules and expectations.”

Teachers believe these two weeks are when they should develop the classroom structures that will allow students to know what to expect for the remainder of the school year. Conversely, because they were unable to establish such structures within their first two weeks of a school year, they can only look forward to correcting it the following year.

I’m here to say it’s all a lie.

Believing that one can establish their classroom management plan in the first two weeks of the school year is just one of the many “truths” about “managing” student behavior that teachers learn.

In my own first year of teaching , the first two weeks—and beyond —were full of difficulties. I struggled to understand which rules to enact or how to enforce consequences consistently. At some point, things improved but only well after two weeks. Through support and experience, I and many beginning teachers get better at managing the classroom.

But how? This is the question that all preservice and beginning teachers ask as they consider classroom management. Having now spent over a decade teaching preservice teachers and researching how teachers successfully manage classrooms , I’ve identified some key strategies that can improve classroom management at any point in the year.

Interestingly, these strategies have developed from repeated maxims—or what I deem as misconceptions:

“I build relationships before, between, and after classes.”

While informal conversations before class or between periods are positive, teachers can build relationships within lessons more effectively. Building relationships is central to every classroom, but it’s easier said than done. I love this meta-analysis (find the main table!) that lists concrete strategies from praise and check-ins to rewards and self-regulation.

You won’t know how to manage your students until you know who they are. This means ignoring other trite expressions, such as “not smiling before Christmas.”

“I need to focus on a good lesson, not classroom management.”

A good lesson engages students, reducing opportunities to misbehave. A good lesson also can be derailed if students’ perspectives are not considered. Here are a few tips:

• Think about what students do for each activity, not just what the teacher does. Interesting demonstrations and lectures often have students sitting quietly at their desks for a whole lesson. Consider other ways they could learn the material (e.g., small-group activities) and the appropriate directions and transitions needed to get there.
• Build from their interest. Whether it’s using examples about Paw Patrol or Taylor Swift, incorporating students’ interests engages them.
• Overplan material. Timing is difficult for beginning teachers, so it’s important to have an abundance of activities per day. You’d rather end long (and put a pin in it for tomorrow) than not have enough for your students to do. The more you have prepared, the less time you’ll spend dealing with misbehavior.

“I manage all my students the same.”

Consistent rules, procedures, and expectations are crucial in establishing the boundaries of your classroom. However, while the sentiment of treating everyone the same is understandable, we know that discipline is not administered equally.

Instead, teachers must be responsive to their class and understand that students may respond differently to consequences. Just like we do with instruction, it is important to manage behavior in a way that meets students where they are rather than treating them all the same.

Allow for some flexibility or have students offer suggestions for what’s important for their learning. Teachers can also find ways to promote positive interactions, such as utilizing nonverbal actions, specific praise, and parent partnerships to accommodate for student differences.

While these classroom management sayings are meant to help beginning teachers, they ultimately hurt students by ignoring how teachers can adapt classroom management skills throughout the school year. Of course, these recommendations are not exhaustive, and teachers must recognize that what works now may not work with next year’s students.

Instead of buying into these misnomers, teachers need to focus on skills that they can improve now. Don’t try to change everything all at once; find a few specific strategies to prioritize per day or week and solidify them in your classroom.

Teachers can even utilize the current classroom as a trial-and-error period to see which strategies they like best. Instead of waiting until next year’s first two weeks, how about changing things today?

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How to Behave In Class

Last Updated: March 19, 2024 Approved

This article was co-authored by César de León, M.Ed. . César de León is an Educational Leadership Consultant and currently serves as an Assistant Principal for the Austin Independent School District in Austin, TX. César specializes in education program development, curriculum improvement, student mentorship, social justice, equity leadership, and family and community engagement. He is passionate about eradicating inequities in schools for all children, especially those who have been historically underserved and marginalized. César holds a Bachelor’s degree in Education and Biology from Texas State University and a Master’s degree in Educational Leadership from The University of Texas at Austin. wikiHow marks an article as reader-approved once it receives enough positive feedback. This article has 38 testimonials from our readers, earning it our reader-approved status. This article has been viewed 590,217 times.

Some students find themselves constantly in trouble at school. There are so many ways to become distracted, and you are hardly alone! If you have trouble paying attention, sitting still, and are getting constantly called out by your teacher, you can still learn to follow the rules and channel your energy into becoming a better student.

Tips for Good Behavior in School

• Raise your hand if you wish to speak or ask a question.
• Listen to your teacher’s instructions and follow them carefully.
• Be quiet and respectful when your teacher or another student is speaking.
• Take notes on topics you may struggle to remember or understand.
• Sit by classmates who won’t encourage you to make noise or get in trouble.
• Participate in class activities to motivate yourself to enjoy the material.

Learning the Rules

• Be quiet. Typically, any time after class has started, it is time to be quiet. Save the things you want to say to your friends for later. If you have a question about an assignment, raise your hand when appropriate to ask, write it down to yourself and ask the teacher later.
• Avoid sitting with friends that get you in trouble. One of the common ways a student gets loud and disruptive is talking with friends. Sit up front to avoid the temptation to chat during class if you can. There's plenty of time to socialize at recess and lunch and after school. It’s also good to avoid bullies and "fr-enemies" other people who can tempt you into misbehavior. (You can talk to your teacher about this, and maybe pretend that you "have to" sit where you do, to take social pressure off of you.)
• Be on time. You need to be in the building when school starts, and you need to be in your seat when class starts. If you're struggling to make it to class on time, looking into time organization skills, material organization skills, and figuring out how much time you really need for transitions.

• Have something specific and brief to say, so you're not wasting class time rambling. The most appropriate time to raise your hand and speak is when you have a question that other students might have, as well. "What pages are we supposed to read for tomorrow?" and "How do you find the lowest common denominator?" are both appropriate questions.
• Inappropriate questions include things that are particular only to you, or things that are off-topic. "Why did I get a D?" or "What do you think of LeBron James, Miss Johnson?" are probably both inappropriate (albeit maybe interesting or funny) questions for class. If you want to talk to your teacher about these things, write down your question, and wait until after class.

• Don't work on homework for other classes during work time, unless you've been given permission. If you're given time to work on a group project, don't withdraw from the group and sit working on your math homework. You're wasting work time, and the time of others.

• If you've got a reputation as a trouble-maker, many teachers will be impressed if you're sincere about wanting to be better in class. Making the effort to talk to your teacher is a good first step in changing the way your teacher looks at you.
• Get to know your teacher! Your teacher is a person--not just a teacher! He or she has interests, feelings, and opinions. Getting to know your teacher as an individual may make it easier to listen and respond to him or her. Also, your teacher may get to know you as a person, too! This rapport can make working together a lot easier.

• Charter schools, challenge programs, and other kinds of alternatives may be a better fit for you, if you're struggling with your behavior. Talk to your parents about the possibility of switching schools. If your parents are unwilling to listen, talk to a guidance counselor at your current school about the possibilities.

Staying on Task

• Don’t “do your math,” pretend to be a rocket scientist learning to plot the paths of rockets, or an astronaut trying to plot your course home from the planet Zebulon 4. Pretend that you're Albert Einstein, cracking the secrets of nuclear energy.
• Don't "practice handwriting," pretend that you're translating secret messages from a mysterious government agency, or that you're learning to speak Klingon.
• Don't "do your reading," imagine that you're a famous author preparing to give a lecture in front of a crowd of adoring fans, or that you're a supercomputer uploading information into its positronic net.

• Taking notes can also help you improve your handwriting, which can help your grades improve and your relationship with your teacher a lot better. No one wants to read chicken-scratches.
• Don't worry about listening to the whole lesson at once, just focus on catching the next important thing the teacher says. Go one step at a time.

• The textbook or books for the specific class
• A pencil, ink pen, or other writing utensil
• Enough loose paper or notebook paper to take notes or complete an assignment
• A folder or binder for class materials
• Your homework, fully completed

• If you're struggling, find out about tutoring or homework help available at your school. Many schools have free tutoring programs after school that are available to students who want to improve their grades and get a little help, which everybody needs sometimes.

Avoiding Trouble

• The class clowns will always stand out, but that doesn't mean that these students are the best kind of friends you could make. Look to the quiet kids and try to hang out at recess, or sit with someone you don't normally talk to during lunch to find out if you get along.
• Don't be afraid to tell your friends that you can't sit next to them because you don't want to get in trouble. If your friends are true friends, they'll understand your desire to avoid getting into trouble and support you.
• Sit still. But if you want to behave in class, it's very important that you learn to relax and pay attention to stay on task. The best way to do this is to focus on sitting still. Don't fidget, mess around with the items in your desk, or bother your neighbors. Just sit quietly and listen to the lesson.

• Ask your parents to join up with a sports team or other club if you want to have something to do after school. Chess clubs, music clubs, and lots of organizations are available to students looking to get involved and stay busy having fun outside of school.

• A sleep study at the Harvard Medical School concluded that more sleep means better memory retention. [6] X Research source After being asked to memorize a series of random words, respondents who slept more the night before scored more highly on the test. If you want to improve your behavior and your grades, get more rest.
• Don't keep your cellphone next to your bed. Lots of kids–up to 10% according to the National Sleep Study–are awakened regularly and distracted in the middle of the night by their friends or parents texts or Facebook updates on cellphones, making it difficult to settle down and fall asleep. If you're struggling with tiredness throughout the day, keep your cell phone out of reach. [7] X Research source

• Falling glucose levels are linked directly to a release in adrenaline, meaning that when your blood sugar dips, your body makes up for it hormonally by running on more adrenaline, making you more irritable and restless. [8] X Research source
• Try to avoid candy and soda during lunch. Getting all geared-up on sugar means you'll crash in a few hours, making it very difficult to behave in the afternoon.
• If you don't like the meals at school, take some time in the morning to pack a good lunch that you'll enjoy eating. Try to eat some fresh fruit and vegetables, like apples, carrot sticks, or other healthy snacks you enjoy eating.

Expert Q&A

• If you mishear a statement, ask the teacher to repeat it. Thanks Helpful 3 Not Helpful 0
• Be attentive and take well-structured notes. If you do the job in class, you will have less work at home so this is more productive. The teacher is also there to consult with you if you have any issues. Thanks Helpful 2 Not Helpful 1
• Use your time effectively. And always believe you can. If you believe in your self, nothing can stop you. When you go to school always be confident. Thanks Helpful 2 Not Helpful 0

• If someone is trying to get your attention, tell them that you're not interested, or better yet, ignore it. Thanks Helpful 112 Not Helpful 7
• Do not sit with friends, especially if you usually get in trouble. Even if you're not a troublemaker, the act of not sitting with your friends reduces the urge to talk and mess around. Thanks Helpful 87 Not Helpful 14
• Don't bring distractions, such as marbles or collector's cards, to your class. Thanks Helpful 84 Not Helpful 15

Things You'll Need

• All necessary supplies for school

You Might Also Like

• ↑ César de León, M.Ed.. Educational Leadership Consultant. Expert Interview. 11 November 2020.
• ↑ https://www.scientificamerican.com/article/snooze-or-lose-memory-ret/
• ↑ https://www.psychologytoday.com/blog/teen-angst/201112/twas-the-night-school
• ↑ https://www.drgreene.com/relationship-sugar-behavior-children/

About This Article

The easiest way to behave in class is to pay attention to the teacher. If you're tempted to talk, don't sit next to any friends who might get you in trouble. Once class has started, try to keep quiet so that you can hear what the teacher is saying and you don’t distract other students. If you have a question or want to say something, raise your hand and wait for the teacher to call on you. If you’re still having a hard time, let your teacher know that you are trying to improve your behavior, so they can explain their expectations and find ways to help you. For tips on how to overcome the temptation to check your cellphone in class, read on! Did this summary help you? Yes No

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Classroom Management Strategies Analytical Essay

Managing a classroom comprise an application of numerous classroom management strategies. Thus, management is a broad term used to imply, assisting, refereeing, administering, and disciplining of students academically. Due to different student backgrounds, their behavior varies greatly.

Classroom management strategies are policies that discourage unruly students from interfering with learning processes. For example, students are not supposed to have dangerous weapons in school or class, break classrooms nor be eligible to drug abuse. The paper examines five strategies, which are beneficial in creating a smooth learning environment. (Rodriguez, (n.d), Para. 1-3).

Perhaps a question to ask oneself is why students will not follow the said classroom rules and regulations. Kids will behave in a strange manner like it or not. However, teachers must stop this habit. A good teacher is the one who has the interest of students at heart. They should instruct students that their main purpose of students being in school is to learn and not to involve disruptive activities.

All classroom management strategies evolve around teachers. Only teachers have an audacity of commanding sanity in classrooms. The first strategy that teachers cam use to manage classrooms effectively, is by involving students through verbal communication. This creates familiarity between students and teachers.

If a teacher sees students in the laboratory or on the field playing and talks to them about the activity, they are doing, these students will have respect to the teacher both inside and outside classroom. Moreover, teachers ought to congratulate students whenever they do nice things. By doing so, students will have a positive mentality about a certain teacher’s concern and care towards them.

The second strategy to apply in management a classroom is to distribute period time in doing various classroom activities. The main reason for doing this is to make the lesson move cordially. Teachers should use a teacher-student questions approach at one point while on the other hand; a teacher can make students either stand or move in front of the class near a black wall or black board as a way of discouraging boredom. (Hayden, 2009, Para. 2-11).

Some student can find it boring when, a teacher lectures the whole period without any engagement. Instead, teachers should introduce hand activities in classrooms so that students do not become disruptive. Practical activities become effervescent to students who are otherwise disruptive when bored.

The fourth classroom management strategy is using a mind caning strategy. When some students engage in unsettling activities like talking, moving chairs, or stabbing, the teacher should abruptly pick these students to answer a deliberate question. At times, the teacher should approach these students and stand by their side while watching their moves. They will become shy, realize their mistakes and desist from it then engage themselves effectively into learning. (Rodriguez, (n.d), Para. 7-25).

Lastly, teachers can order some unruly students to match out of the classroom at least once for a while. This happens when disruptive students cannot stop their habit even after using all of the above strategies.

Some experienced tutors have suggested that, teachers should take these students to the field or in a hall and ask them to list their problems. Through this mechanism, students might list other external factors, which make them to be unruly in classrooms. Consequently, the teacher can develop a new mechanism to handle the student.

In conclusion, guidance and counseling can be a solution to extremely defiant students. Sometimes teachers can send these students to the school administration for further disciplinary actions. However, cases like this should be minimal so that other students do not become fearful of teachers. Overall, students will always be disrupting in classrooms unless they are fully engaged in doing mind-occupying activities.

Reference List

Hayden, K. (2009). Top Five Management Strategies-They Really Work. Web.

Rodriguez, L. (n.d). Classroom Management. Web.

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IvyPanda. (2018, June 28). Classroom Management Strategies. https://ivypanda.com/essays/classroom-management-strategies/

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IvyPanda . 2018. "Classroom Management Strategies." June 28, 2018. https://ivypanda.com/essays/classroom-management-strategies/.

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