Good teaching is a critical component in behavior management.  A great deal of misbehavior occurs because the students are not interested in the lesson.  Kids who are bored will create their own entertainment.  Back in the 1970's Jacob Kounin wrote about how to manage behavior via our teaching style and techniques.  Many of the ideas found below eminate from his work.  At a future date, this page will contain more information on the strategies recommended by him.  Stay tuned. 

Here are some ways to engage youngsters in your lessons.  Rate your proficiency on each item on a 0-3 scale.  Set the professional goal of obtaining a higher score when you complete the checklist again in a couple of weeks.
 

___My "do now" activity (something the kids start working on the as soon as they enter the room) is designed to help kids prepare for my upcoming lesson.

Click here for more info on using a "Do Now" to get kids to settle down at the beginning of class

___My lessons start promptly. I do not answer questions unrelated to the lesson.  Students are told that
        they can ask that question AFTER the lesson.

___My lessons open with an interesting item, activity, question, or statement.

___I am dynamic and entertaining in my presentations.  If my students are going
        to be excited about learning, I have to be excited about teaching.

___I make use of instructional variety by changing the manner of presentation
        often (media, guest speaker, group work, computer).

___Activities are challenging and enjoyable.

___My students realize that they are learning and making progress.

___I keep the momentum of my lessons moving ahead.

___I keep students attentive and involved.
    -mentioning that "someone" will be asked a question "on this" soon
        (group alerting)
     -involving kids in discussion and demonstration
     -everyone holds up a card with the answer to your question written on it
     -everyone writes an answer before youngsters are selected at random to read
          (the teacher circulates to observe the answers of non-reciters)
     -challenging the students
          -"You're really going to have to pay attention to even think about this one."
          -"I'm betting that no one can figure this one out, but anyone want to try?"

___I catch kids being good...A LOT!!!!!
    -"That's using your noggin."
    -"Thoughtful answer."
    -"Thanks for volunteering to attempt a really difficult question."
    -"That's a good start to our complex answer.  Who can build on Amy's
        contribution?"

___I avoid:
     -focusing on one student for too long
     -choosing a particular student to answer before asking the question

___I get rid of distractions from the lesson.
     -loudspeaker announcements (Organize tenured teachers to complain to administration)
     - intruders who "just want to make a quick announcement" (I tell them to return later)
     -little reminders that interrupt students' concentration while they work
             -"Remember to place your name and date at the top of the paper."
             -"Remember that each paragraph must contain a topic sentence."

___When "drill" is necessary, I engage the students in fast-paced, high-energy
        activities with high success rates.

___If I use competition, students never compete against other students.  They compete
        in groups or against a standard.

___I make sure that I bring closure to the lesson, rather than stopping abruptly.
        -quick review
        -have kids tell three important points covered in the lesson

___I prepare my students for the transition to the next task/class.
        -"We'll be looking into community relations in our next period.  You'll need
            to have a pencil, notebook and textbook on your desk to be ready."
        -"Next up, we'll be discussing how the women's movement has changed
            society.  In the next few minutes, discuss with your tablemates how sports,
            jobs, politics, and other areas have been influenced.  I'll expect each table to
            be able to contribute four points to our discussion."

Many of these ideas come from the writings of Jacob Kounin, a pioneer in the field of classroom management.  You'll see his ideas in the recommended plans of modern writers.  Rarely is he given the credit for the ideas.

Click here to see how the ideas of Jacob Kounin were placed into practice in one classroom

 

Click here for a list of ideas for regaining kids' attention when it wanes

 
 

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Author: Tom McIntyre     www.BehaviorAdvisor.com