It is important that my classroom expectations are clear for my students. A list of expectations is posted at the front of the room, to serve as a reminder to my students, and myself, of what is expected each and every day. Students are regularly given verbal reminders of the expectations, in order to maintain a safe and orderly environment.
If a student needs more than a verbal reminder of expectations, we have a "regroup" section located at the side of the room. This gives students a chance to remove themselves from the classroom setting and reflect on their behavior and the choices they are making. In the "Regroup" section, students write a reflection over the choice they have just made. These reflections follow our school-weide John Collins writing program. Students write a Type 3 reflection that explains how their actions do not adhere to Hoyt's SOAR (safety, order, achievement, and respect) behavior expectations.
If a student needs more than a verbal reminder of expectations, we have a "regroup" section located at the side of the room. This gives students a chance to remove themselves from the classroom setting and reflect on their behavior and the choices they are making. In the "Regroup" section, students write a reflection over the choice they have just made. These reflections follow our school-weide John Collins writing program. Students write a Type 3 reflection that explains how their actions do not adhere to Hoyt's SOAR (safety, order, achievement, and respect) behavior expectations.
If a student needs to regroup in a more isolated setting, I might send them to an empty classroom to regroup with another teacher.
In this example, a student was sent to regroup across the hall with Miss Walters, after tipping another students desk. I simply flipped the writing prompt to "Safety", handed the student a blank paper, and gave them time to reflect. After conferencing with the neighboring teacher, she signed off on his reflection and he was allowed to rejoin class.
Popsicle sticks serve as a staple in our classroom. These stick are used to call on students to answer questions or to share written responses. This simple strategy has been a life saver in terms of reducing blurting out from students. These sticks also increase student engagement, because anyone can be called at anytime. When students know there is a chance they will have to respond, they are more likely to complete the task and be prepared. The sticks are also used to quickly pair or group students for activities or partner work.