Archive for the ‘Behavior Management’ Category

10 Terrific Ways to Use Library Pockets

Tuesday, July 29th, 2014

10 ways to use library pockets Teacher Created Resources

Library Pockets aren’t just for checking out books. They are so versatile, you can use them in many creative ways in the classroom.  As teachers start preparing for back to school, organization is key. You can use library pockets to stay organized with a classroom job chart, birthday bulletin board and more. Check out a few of our favorite library pocket ideas for some classroom inspiration.

Library Pockets Classroom Jobs Chart

CLASSROOM JOBS

Write different classroom jobs on each library pocket. Use string and clothespins to hang the library pockets to a bulletin board. Write student’s names on craft sticks and place in appropriate job pocket for each day. Use letters to spell out “Classroom Jobs”

 

 

 

 

 

 

 

Library Pockets Lunch Board Idea

LUNCH COUNT BOARD

Keep track of lunch count by labeling each library pocket as: brought lunch, hot lunch, salad bar, and potato bar. Write each student’s name on an accent and glue to a craft sticks. Place craft sticks in the appropriate lunch pocket for each day. Use letters to spell out “Lunch”. Complete by adding a coordinating border trim.

 

Library Pockets Student Treats Idea

TREAT POCKETS

Surprise students with a reward by writing their name on a library pocket and filling it with rewards, special treats or school supplies. Treat pockets filled with pencils & erasers are a great first day of school gift.

 

 

Library Pockets Birthday Bulletin Board Idea

BIRTHDAY BULLETIN BOARD

Create a birthday bulletin board by using decorative letters to spell out “birthdays”. Label each library pocket by month and attach to a chart or bulletin board. Write each student’s name on a mini accent and glue to craft sticks. Place each student stick in the library pocket of their birthday month. Use coordinating border trim to complete the look.

 

Library Pockets Reading Chart

WHAT WE ARE READING CHART

Label each library pocket with reading genres such as, fiction, non-fiction, poetry, fantasy, and biography. Glue library pockets to a large chart. Write each student’s name on a mini accent, and glue each accent to a craft stick. Place name sticks in appropriate category pocket.

 

 

 

 

 

 

 

 

Library Pockets Classroom Calendar

CLASSROOM CALENDAR

Hang a calendar grid with calendar cards. Below the calendar, write the days of the week on each library pocket. Write yesterday, today, and tomorrow on mini accents and glue to craft sticks. Use Create & Decorate pieces to write the current month, season, and weather. Put the whole look together with border trim.

 

Library Pocket Fact Card Holder

FACT CARD HOLDER

Add each student’s name to a library pocket. Punch a hole on the top left and top right of the library pocket. Loop ribbon around the holes and secure with a knot on each side. Decorate with stickers and mini stickers, and give to students for an easy way to hold fact cards for field trips or special events.

 

 

 

 

 

 

 

Library Pockets Number Chart Idea

NUMBER MATCHING CHART

Create a number matching chart by writing numbers 1-10 on each library pocket. Glue library pockets on a chart. Write numbers 1-10 on accents, and glue them onto craft sticks. Have students match the numbers by placing the numbered craft sticks in the corresponding pocket. Other varieties of this activity include using even or odd numbers, counting by fives, etc.

 

Library Pockets Synonyms WallSYNONYMS WALL

Make a synonym wall by writing a word on each library pocket. Stick the library pockets on a bulletin board. Write synonyms of each word on accents, and attach the accents to craft sticks. Have students place the synonym sticks in the corresponding word pocket. Embellish with decorative letters and scalloped straight borders.

 

Library Pockets Book Check OutLIBRARY CHECK-OUT SYSTEM

Assign each student a number. Label each library pocket a number to represent each student. Place on a chart and hang in the library or reading center. Insert a library check-out card in each pocket. Each time a student checks out a book they write down the book title, the day it was checked out, and the day it is due back.

 

 

 

 

 

Writing Effective Report Card Comments on Behavior

Friday, February 14th, 2014

Writing Effective Report Card Comments on Behavior

When it comes to writing report card comments and progress reports, it can be challenging to find effective words to communicate the details of each student’s progress. When writing report card comments, remember to focus on the positive first. Comments on both academic and personal behaviors should be assessed and written in a report card so that students and parents can see their strengths and areas of improvement in order to create a progressive, effective outcome. We have included some thoughtful, constructive, and easily-customizable report card comments designed to address behavior issues and strengthen parent-teacher communication and improve student behavior.

Proficient

  • ______ is a good citizen. He/she is dependable, responsible,
    and respectful.
  • ______ shares and listens. He/she works well with others.
  • _______is a pleasant, respectful, and well-behaved student.
  • Making Progress

  • Since our last conference, _______’s behavior has been improving.
    He/she is showing interest in his/her schoolwork and seems eager to learn.
  • _______ is showing increased desire to demonstrate appropriate attitude and acceptable behavior in the classroom.
  • _______ is learning to anticipate the consequences of his/her actions. This is improving his/her behavior because he/she is taking time to think before acting.
  • There has been noticeable improvement in _______’s behavior. He/she has made an effort to cooperate with his/her peers and practice self-control. Thank you for your support.
  • Lately, _______ has been working to correct his/her behavior, and I am very proud of him/her. I hope he/she continues to maintain improvement.
  • Needs Improvement

  • _______ can be very aggressive towards his classmates. Perhaps we should have him/her meet with the school counselor.
  • Please encourage _______ to use socially appropriate language at all time.
  • Socializing seems to be more important to ­_______ than classwork. He/she has great potential, but will not realize it until he/she pays better attention in class and focuses more in his/her work.
  • _______can be disruptive and disorderly. Please encourage him/her to be more responsible in his/her behavior, and call me to schedule a conference.
  • The above comments open the door to communication between the teacher and parents. It demonstrates reporting behavior progress in a clear, concise, and constructive manner. A teacher’s well written report card comments will be effective and can have the power to encourage and impact students and their parents positively.

    For more tips on report card comments in all subjects see, Writing Effective Report Card Comments.

    Classroom Management: The Hunt for a Toolbox

    Monday, September 10th, 2012

    When I first started teaching, how each day went depended a lot on how benevolent my students were feeling. It is embarrassing to admit that. It’s not as though I didn’t know a lot about classroom management; I just didn’t know how to make it work yet. The weeks went on and I learned every day, but I still had a few students who just had a lot of energy. You know, the ones who hate sitting down at all, who you check in with before class starts so when they need them, they will have that pencil and paper ready, rather than lurking at the bottom of their backpacks under missed assignments that are slowly being turned into pulp with the help of an old banana.

    Often these kids had really great attitudes, and most days I was able to keep everyone on task using my limited mental toolbox of classroom management strategies. But there were days, usually days when something different was happening, like rain or a modified bell schedule, when my class was straining at the seams, led by these special, energetic students. I could feel the moment when things started to go downhill, when productive energy got that wild note and I knew it was going to be a long day.

    Then one day, a student came into my classroom asking if I had the red toolbox.

    “What?” I asked in utter confusion.

    “The red toolbox. Mr. V said you might have it,” the kid answered helpfully.

    I knew I didn’t have any red toolbox, but since the kid was already there, I looked through any closet or drawer where a toolbox could be hiding. Had there been after-hours repairs on my classroom? Finally, I had to turn him away.

    “That’s okay, he said it might be Mrs. L who has it. He couldn’t remember.”

    Hmmm.

    At lunch, I got the scoop. The red toolbox is the trick that drains that little bit of extra energy while you get the rest of your class back on track. You simply write a hall pass for a student, before anything negative happens but after you see what direction things are heading, and your very energetic student rushes off to do you an important favor. Teachers in the know will look for the box, then suddenly remember that a certain teacher on the other side of the school might have borrowed it. This has to be done carefully, or students can spend forty-five minutes wandering around looking for the red toolbox. It is important to find out where students have already looked, and if you think they’ve been out of class for more than a few minutes, it might be time to say, “Sorry. I just can’t remember who has it. You’d better get back to class.”

    In this age of bell-to-bell teaching, I imagine this isn’t a popular strategy for everyone. The idea is that you keep the students exposed to content whether they’re able to participate meaningfully right then or not, right? I say, let them stretch their legs for five minutes and come back feeling good about themselves for helping and ready to learn.

    Reading Aloud in Middle Grade Classrooms

    Tuesday, September 6th, 2011

    After lunch my kids used to come barreling into the classroom.  They had wolfed down lunches and then run off to play basketball or gossip among themselves.  They came into class sweaty and chatty.  They would throw their backpacks down, grab their books, pens and papers, and sprawl in their chairs.  How would I ever get them to focus after lunch when they really wanted to continue that basketball game?

    So here’s what I did.  You might want to try this, it was easy and it worked.  I read aloud to them.  I picked up a good old-fashioned book, and took the first few precious minutes of the class to read.  Some might question this.  After all it wasn’t getting them right to work, they weren’t being engaged in an assignment.  But to that I say, phooey.  They were getting to hear a story, one that I knew would captivate them.  As 7th graders they wouldn’t pick up books that they thought sounded “babyish.”  But if the teacher was reading a book to them they had to listen didn’t they?

    My students hadn’t had lots of exposure to the bigger world so I tried to find things they could enjoy.  One of my favorites was Old Yeller.  Of course it was what Jim Trelease, author of The Read-Aloud Handbook, would call a “cry book.”  At the end of the book there was always a few students with their heads down on the desk, tears dripping from their eyes.  I found the best way to handle that was to not.  I just let them cry.  If they wanted to talk about it later we did so privately and individually.

    Another kind of story the kids liked were those that were a bit absurd.  I remember reading James and the Giant Peach.  Any time I read a book I planned where I would stop each time.  However, with this book we all got carried away.  I almost finished it the first time I read it aloud to a class.  To be that enthralled by a book sometimes makes it okay to just read aloud for an hour.

    For a group of particularly challenged learners I read the first of the Little House books by Laura Ingalls Wilder.  With these I had to spend a lot of time talking about vocabulary before I began reading.  While it might seem simple, most of my students were second language learners, so it took a lot to help them understand.  But they did enjoy the books and often asked me to read the next one in the series, which I happily did.

    If you teach young students no doubt you read to your kids, but what about older ones?  I always felt if nothing else the kids could hear a really good book.  And it must have worked, as they always calmed down as they listened and enjoyed the story.  I had finished reading and we could progress through the rest of the class, focused on whatever the task at hand for the rest of the day.