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Not every interviewer will ask you every one of these questions. However, if you are preparedto address these questions, you will leave the impression that you were prepared for your jobinterview, even if additional questions take you by surprise.

Key to good responses: Give specific examples to illustrate and back up what you say about

yourself. Don't just speak in vague, general terms.

Why did you decide to become a teacher?

Have you ever taken care of someone? Did you enjoy it?

Do you consider yourself a risk taker? (Give an example to back up your answer.)

Are you a positive and energetic person? (Give an example to back up your answer.)

If a student said she thought you were the worst teacher she ever had, how would you react and

what would you say?

If I were your principal and we were setting goals for next year, what would they be?

What is the last book you read?

Have you ever considered publishing a book?

Some people say you should demand respect. Do you agree or disagree?

Tell me about yourself.

How would you rank these in importance and why? Planning, discipline, methods, evaluation.

If a student came to you and said, "None of the other students like me," what would you tellhim/her?

Are you an empathetic person? Give an example.

How can you tell that a person is a good listener?

Are you an objective person? Give an example.

What do you want to do with your life?

How do you feel if a student does not meet a deadline?

It is the first day of class, you are writing something on the board and a paper wad hits you inthe back, what would you do? Later the same day, if all the students drop their pencils, what doyou do?

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What was the most frustrating thing that happened to you as a student teacher?

What was the best thing?

Do you believe you should build rapport with students? If yes, how?

How do you give your students recognition? Do you think a student can have too muchrecognition?

How do you encourage students to learn? Can a student be forced to learn?

How do you handle a child who seems gifted, but is a discipline problem?

How do you prefer to use computers in the classroom?

How do you present a new word to a class?

What are your strengths? What are your weaknesses?

What is the role of the principal? Does a conflict exist between your perception of a principal'srole and his/her role as your evaluator?

Describe your student teaching experience.

During your student teaching, were you ever involved with a situation at school involvingracial tension? If so, how did you handle it?

How do you establish authority/discipline? What do you do when a discipline problem arises?

What subjects have you taught?

Are you patient? Give an example.

Do you ever feel angry toward your students?

What will you be doing in five years?

What is your educational philosophy?

If you could create the ideal school, what would it be like?

Do you like to be challenged? (Give an example to back up your answer.)

What do you like most/dislike most about teaching?

How do you feel about noise in the classroom? How do you handle noise in the classroom?

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How would you handle making a difficult phone call to a parent?

Preparing for an interview is probably the most overlooked phase of securing a new job position. Everyone thinks it is easy until they enter an interview room in front of a panel ofeducators who are judging every move and every word. Then, reality sinks in! The panel might

include the superintendent of the school district, school principals, teachers, and parents, makingit critical to address your answers to all involved. The more you prepare for an interview, the

better your odds of securing a job offer will be.

Listed here are 15 common job interview questions and possible answers to give you some ideason what to include in your responses. Keep in mind, these are just possibilities and should beused with discretion. Each candidates background, teaching style, and experiences are different,and the answers should reflect those differences.

There is one thing you must remember that applies to everyone who interviews dont lie!Also, keep in mind, that you should tailor your answers to address the specific needs of a school

1) Tell me a little bit about yourself.

Oh, yes, this is the question that is most likely to be asked first. I call it a two minute commercialabout yourself. This is a great opportunity to sell yourself to the school district representatives.Keep in mind, if it is the first question asked, it will set the stage for the interview, so it needs to

be extremely strong. Dont be too modest. This will provide an overview, an introduction, toyou. You might start by stating, As you can see from my resume. and then mention yourdegrees and certifications and give a quick run down of your relevant experience. The last 1 minutes should be used to communicate your strengths and skills and what you can do toenhance education in their district. In other words, they are asking Why should we hire you?Practice this carefully. You need a few sentences that answer that question at the end of yourresponse. Also, at the end, you may want to mention why you would enjoy working for theschool district in the position for which they are hiring.

2) L ets pretend its almost the first day of school and you are a first grade teacher. Howwould you prepare your classroom?

This question tests how well you will manage the classroom. The philosophy is that the moreorganized you are, the more well-run your classroom will be. Dont give the panel just a fewwords they may be using a checklist to see how many items you mention. Plus, as a teacher,you should be very excited about this question and be able to speak for a while, but limit theresponse to two minutes.

Your response must provide them with an idea of how nurturing and inviting your classroomwill be to students. Come up with some creative decorating ideas, making sure they are student-centered. You could also mention a huge welcome sign, the daily schedule, age-appropriate

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posters, name tags for students, labeled desks (how will they be arranged?) and lockers, a list ofclass rules/consequences/rewards, and other labeled areas (e.g., the classroom library,manipulative storage, computer area), etc. Or, mention that you might invite parents andstudents to visit the classroom the day before school starts, with the administrators permission. If you have a portfolio with have pictures of other first days of school, this is a great chance to

share them with the panel.

Next, make it clear that you will have organized the textbooks, your lesson plan book, your grade book and other materials well before school begins. Mention several activities you mightinclude during the first day of school, including an ice-breaker, a trip to the restrooms, and a funart project.

The real key to this question is to show your enthusiasm, passion, excellent organizationalskills, and how you will create a warm and captivating environment in which students will feelsafe, where learning will be maximized, so that children will look forward to coming to schooleach day.

3) As a grade one teacher, how would you motivate parents to become involved in theclassroom and in their childs education?

What is critical to communicate in your response to this question is your understanding of theimportance of parental involvement and how you always encourage participation to strengthenstudent-teacher-parent relationships. (Grandparents can also be encouraged to participate.) Talkabout some of the things that parents can volunteer to do in the classroom, such as: reading with

students, preparing project materials, creating bulletin boards, sorting materials, setting uplearning centers, hanging up students w ork, etc.

Parental involvement means much more than just attending parent-teacher interviews. You mustset goals to keep the parents abreast of what is going on in the classroom. You cancommunicate that information and ask for volunteers through weekly or bi-weekly newsletters.You might inform parents when you are starting a new unit or specific projects and make surethey clearly understand the homework assignments each week. Make sure that parents areinvited to any momentous or appropriate events.

You should contact or speak to parents not just when a child is having difficulty, but also whenthey are doing well. Tell the hiring panel that you will call parents and send notes homecomplimenting students on good behavior. Also mention that you try to recruit bilingual parentsto help with communication as necessary.

Let the hiring committee know that you coach parents on how they can help their child succeedacademically. You may have read some resource book(s) to gain ideas that you couldimplement. If so, let the panel know. Holding a parent appreciation lunch or tea to acknowledge

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those who have helped in the classroom is a great idea. Consider attending some of the PTAmeetings. If your portfolio contains any past newsletters or parental communication letters,make sure you show these to the panel.

4) Are you a flexible teacher? If so, explain how.

Yes I am a flexible teacher. I can deal very effectively with people and students from all backgrounds and socio-economic groups. In teaching, I am completely aware that students havedifferent learning rates and styles. Some are fast learners and some are slow learners, some learn

best in auditory manner, others through actions or visual media. Still others have specificlearning disabilities. I am flexible in the sense that I address these differences and make it a

point to respond to their different needs. In my teaching, I make use of different learningstrategies so that my instruction will be interesting and motivating to students. I use lecture,discussion, hands-on activities, cooperative learning, projects, manipulatives, role playing,debates, reports, technology, and others. (Choose the ones appropriate to the subject and/or gradefor which you are applying.)

5) What did you find to be the most difficult aspect of student (intern) teaching?

For me, the most difficult part of student teaching is the limited contact hours with studentswithin one class period (or day). When I teach, I have so much information that I would like toimpart to my students that time flies by too fast. I always go to my classes full of energy andarmed with lessons which I believe will stimulate curiosity and spark understanding and newinsights in my students. There is so much information that I need to present for them to have a

comprehensive understanding of a concept. My

challenge is to make sure that I structure mylessons so effectively that learning takes place in one class period (or day). So I plan ahead tomaximize every minute of my class period (or day).

6) What ways do you assess and evaluate students?

In assessing students, I make use of different methods. I use formal and informal assessment procedures to promote social, academic, and physical development. The usual assessment that Iuse is written quizzes (case studies, discussions) and examinations. Throughout the semester, Ialso grade and assess students on their class participation such as recitations, reports, groupactivities, and seat work. I also assess and grade students based on their completion ofassignments and timeliness in submission. I also use authentic/alternative assessments, in whichthe student shows they can perform a task, such as making a speech or writing a story. I like touse written, oral, and day-to-day assessments.

7) What will you do to modify your teaching to meet the needs of a gifted student?

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A gifted student in the midst of the regular students can be a challenge in terms of addressing hisor her particular needs and capabilities. What I will do is to modify his work assignments inexpectation or length to fit his abilities. His tasks will require a higher level of understandingcompared to the regular students. During class discussions, I can direct questions to him or herthat require higher-level thinking skills. I also would encourage the gifted student to take a

leadership role in group work so that his classmates can emulate and be inspired by him.

8) What would your master teacher or cooperating teacher say about you?

My master teacher would say that I am incredibly energetic in teaching because I love what Ido! She would say that I am the type of person who also goes the extra mile to help my studentslearn and comprehend their lessons regardless of their abilities. She would say that I also try toteach values that are important in life, including the value of discipline.

9) What are some of the trends, issues, and methodologies in education that relate toyour specific curriculum area or grade level?

Here are some trends, issues, and methodologies that relate to most subjects and grade levels.You might say: It seems that increasingly students have more information and knowledge thanever before due to access to the internet. A teacher has to be aware of what the internet is, how itcan be used in positive ways, and how to protect students from negative influences on theinternet.

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It can be a powerful learning tool for students. In addition, technology in general has changededucation greatly. Using computers, videos, and other kinds of technology makes lessons moreinteresting and more fun. It also makes it easier to teach students with varying needs. Acomputer with internet access can open the world up to the classroom.

An issue that is important is teaching to state standards. School time is limited and we mustmake the best use of it that we can, so I try to relate every lesson and activity to a grade levelstandard. That keeps me focused on the overarching goal of improving education and helpingchildren do better academically.

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One of the most important methodologies in my opinion is teaching through multipleintelligences. Children learn in so many different ways. I try to reach everyone by teachingthrough the senses, using visual, auditory, and sense of touch to impart information. When

possible, I try to include the senses of taste and smell, too!

10) Do you know what is going on in education today? Do you have a passion for theprofession? In other words, do you stay current?

Here is a possible answer for this question. I love education. I think that it is imperative to be alifelong learner when one is a teacher. I plan to continue my education by (fill in this blank withyour own plans). Technology continues to evolve into a strategic part of education. TabletPCs and hand held devices are the newest gadgets on the market for students to use; the internetis an incredible resource. Technology provides interactive, individualized learning experiences,increasing student engagement and efficiency in safer and moresecure schools. Multiculturalism and securing equal opportunities for all are important themesin education. And, of course, teaching to state standards to upgrade student academic progressis very important.

11) What is your classroom management plan?

My general classroom management plan is to make my classroom feel like a home to everystudent. I want them to feel valued, intelligent, safe, and comfortable. I want them to respect me,

the teacher, and each other and to show that respect by treating everyone with kindness andcaring. The class environment must be conducive to learning so I welcome everyonesopinions and encourage and respect student differences. I try to understand the expectations ofmy students and make them aware of my expectations. I always make it a point to clearlycommunicate my expectations at the beginning of the school year. In this way, I ensure that thestudents and I are moving toward the same goal learning for all. I establish firm, but fair andconsistent discipline. I try to maintain a regular schedule each day. If the classroom is well-managed and teaching is effective, the participants in this learning environment will learn, grow,and become responsible citizens.

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12) What do you do to accommodate a student with an IEP?

An Individualized Education Plan will be successful if proper coordination and collaborationare emphasized by the teacher, parents, psychologist, and other school staff. I accommodate astudent with an IEP by planning a series of in-depth discussions with the parents to learn about

the students diagnosis and needs and later to inform the parents of his progress. This allows meto design an education program that addresses his specific needs and puts into place specialaccommodations. I also will document my own observations and evaluations of the studentsacademic work and behavior. As I gain knowledge and information about the student with theIEP, it will be easier for me to decide on the lessons and teaching and learning styles I should useto accommodate his needs and maximize his learning. There are many types of accommodations,depending on the students diagnosis, for example, instructing a student through the use of manipulatives, providing a seat near the front of the room, reinforcing positive behavior everyfew minutes, providing extra time for assignments, and giving tests orally instead of inwriting.

13) Do you enjoy teaching children? If so, how would I know if I observed your class?

What I most enjoy in teaching is hearing my students explain, in their own words, what theylearned in a particular lesson and watching them enjoy participating in a lesson. When youobserve my class, you will see that I get my students engaged in our discussions and activities.You will see that my students actively participate in each lesson. I make sure that all of themhave a chance to speak, express their thoughts, and share them with the class. I enjoy how theirfaces brighten every time I recognize their efforts t o learn by saying, Very good, Thats agreat idea, Good job, and other encouraging phrases. At the end of the lesson, you will hearthe students explain what they learned. Most of all, youll know that I enjoy teaching becausethe children in my class look happy.

14) How do you differentiate your teaching? Please provide a couple of examples.

My teaching is unique in the sense that while teaching approach is holistic, it is also inclusiveand individualized. It is holistic because I not only share knowledge with my students, but I alsoelicit knowledge from them. For instance, when I was teaching mathematics, I didnt simplyteach formulas and methods of solving mathematical problems. I also explained to my studentsthe value of understanding numbers and the great things we can use math for, such as the ability

to think logically. I include all students in my lessons. For those who have difficulty, I usecooperative learning, peer tutors, and re-teaching techniques. I attend to the individual needs ofthe students by modifying assignments. For example, when I had a group of gifted children inmy class, I regularly gave them special assignments to work on that would stimulate higher levelthinking skills and had them present their work to the class.

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3. Clap or tap in a pattern, for example, clap slowly twice and then clap fast three times. Thestudents are to stop what they are doing and repeat the pattern. If necessary, do it again until allchildren have responded and are quiet. You may want to vary the pattern.

4. Shake a shaker, touch a wind chime, ring a bell, play quiet music or use any kind of sound

maker as a signal for students to be attentive.

5. Raise you hand and stand still until the students are quiet. Or, raise your right hand and put theindex finger of your left hand on your lips. The children are to do the same. Another idea is tohold up three fingers which is a silent signal for "Stop, look, listen." Then wait until all thechildren have their three fingers up and are quiet.

6. Say, in a normal tone of voice, "Clap once if you can hear me." Those listening will quietdown and clap one time. Then say, "Clap twice if you can hear me." More children respond withtwo claps. Finally say, "Clap three times if you can hear me." By this time you should have theattention of your students.

7. When you say, "Voices," teach the children to respond with a quiet, "Shhh..." Use it if thechildren are too loud. If you want their attention, say, "Voices" again and they respond with aquieter, "Shhh..." Say it a third time very quietly, "Voices." All students should be quiet andready to listen.

8. Tell your students that they will be playing, "The Still Waters Game" often, and that they willknow the game has begun when you say, "1, 2, 3, 3, 2, 1 still waters has begun." Ask them tofreeze like an ice cube and remain silent when they hear that sentence. Time the children to seehow long they can remain still. The goal is to beat their best time. Hold your fist in the air andeach time you see someone move or talk, put a finger up. Once you have all five fingers up,

check your watch and tell the class how long they were able to remain still.9. Practice having the children stop, look at the teacher and listen when the lights are flicked offand on.

10. Teach the difference between being silly and serious. Tell them that there is room for both ofthese behaviors. Then practice by saying, "Act silly!" Let them be silly. Then say, "Now, actserious." Model this often at the beginning of the year so when you say, "I need to have serious

behavior," they respond accordingly and are attentive.

11. Use a count down or count up system. Say, "You have until five to be ready for....... 1, 2, 3,

4, 5." Start a count down at whatever number you think the students need to be ready. Forexample, start with 5, 10 or 15 depending on the activity to be put away.

12. Say, "Boys and Girls" and then write numbers as a countdown on the board from 5 -4-3-2-1. The idea is that there is a consequence if you reach one before receiving everyone's attention.For example, a child talking may have to move or lose some free time, or use some otheroutcome for the whole class. Another idea is to hold up your hand and count silently to five on

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22.Teach young children the following chant:

Teacher says; "1, 2." Children say: "Eyes on you." Teacher: "3, 4." Children: "Crisscross on the floor." Teacher: "5, 6." Children: "No more tricks." Teacher: "7, 8." Children: "Sit up straight." Teacher, "9, 10." Children, "Let's begin!"

23. Sing the following words to the Frere Jacques tune: "Are you listening? Are you listening?Everyone! Everyone! If you are listening, if you are listening, look at me, look at me." Otherways to end the song are: "Snap your fingers" or "Pat your head."

24. Sit in your chair and start singing one song after another with no pauses. The children all joinin the singing and come to group time. You can do the same thing with poetry. Start reciting

poems that the children know and they will repeat them with you as they join the group.

25. Use motions like circling your hands quickly, then slow down and clap. You can also do themotions to a song like the "Itsy, Bitsy Spider.' When all of the children are copying the gesturessilently, sing the song through.

Note: A special thank you to all of the educators on teacher chatboards who contributed their"attention getting ideas" for use in this article.

ood vs. great teachers: how do you wish to be remembered?

27 Tuesday Nov 2012

Posted by grantwiggins in School Reform , Teaching

24 Comments

There are endless articles, blogs, essays on the difference between good and bad teachers. All theframeworks for teacher evaluation highlight the shades of difference. But to my eye there are fartoo few adequate analyses of the difference between good and great teachers.

I actually find that latter distinction more interesting, in a similar vein to the Jim Collins inquiryon businesses : how does one go from good to great? And like Collins, I think the difference isqualitative The actions, behavior, and attitudes of great teachers differ considerably from thoseof good teachers; its not just a matter of degree. (Thats why I find almost all the well -known

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evaluation systems humdrum they focus on mere goodness instead of being designed backwardfrom greatness. Thats for another blog).

Let me propose a set of distinctions admittedly a bit glib that may have value for sharpeningour sense of what greatness is in teaching:

Great teachers are in the talent-finding and talent-development business. Merely good teachers think they are mostly in the business of teaching stuff and helping

students so that it gets learned.

Great teachers are aiming for the future: are these students better able to succeed on their ownafter me and without me?

Merely good teachers look mostly to the past: did they learn what I taught and did they do whatI asked of them?

Great teachers decide what not to teach to ensure lasting emphases and memories Good teachers cover a lot of ground while making the content as interesting as possible.

Great teachers delight in smart-alecks and skeptics who clearly have raw but undirected talent. Good teachers are often threatened or bothered by smart alecks and skeptics.

Great teachers know us better than we know ourselves, especially in terms of intellectualcharacter.

Good teachers merely know us as students of the subject.

Great teachers get more from us than we thought possible to give Good teachers have high expectations and passions, and think that the rest is up to us.

Great teachers sometimes bend the rules and fudge the grades on behalf of raw student talent. Good teachers uphold standards and grade according to the scores students earned.

Here is a report from a students science teacher from the elite British school of Eton, no less who in a final report makes clear his stance as a good teacher:

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Alas for this teacher, the student in question grew up to be a Nobel prize winner who cheekilydisplays this report on his web site and has it framed in his office.

Such stories are not amusing outliers. I have personally witnessed many such reports andattitudes as a student, teacher, parent, and colleague.

I have often in workshops told the story of a former student of mine, Chris, who was mostlysuccessful but viewed as a big pain-in-the-you-know-what by many of his teachers. I saw Chrisup close not only as his teacher but as the advisor to the school paper where he was editor. Heonce got us all in trouble by writing an expose of the work and living conditions of the schoolscafeteria and building and grounds workers published on parents day, no less. The Deanconfiscated all the copies. I admired him and fought on his behalf a few times.

Chris grew up to be Chris Hedges, Pulitzer-winning report for the New York Times.

Many talented people in the arts are famously hard to deal with; John Lennon and James Brownare familiar examples. And speaking of talent recognition, Lennon and the Beatles notoriouslyFAILED their audition at Decca Records in 1962. (I have a high-quality bootleg of the tape: youcan hear a song on my bands site here .) Jaime Escalante, one of the most well-known greatteachers, was extremely difficult to work with (as reported in the wonderful Jay Mathewsaccount of Escalantes work at Garfield HS). Had it not been for his Principal and some otherknowing supervisors, Escalante would likely have never accomplished what he did. I saw ateacher in Portland HS in Maine years ago who was the greatest teacher I ever saw LeonBerkowitz. He refused to join with his colleagues on school reform projects and was notoriouslycranky.

There are numerous such stories about Albert Einstein, as readers no doubt know. (Alas, many ofthem are untrue, such as the story that he did poorly all through school.) But Einstein clearly

bristled under the kind of good teachers I am describing (as recounted in Isaacsons biography ofEinstein):

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He would later be able to pull off his contrariness with a grace that was generally endearing,once he was accepted as a genius. But it did not play so well when he was merely a sassy studentat the Munich Gymnasium . He was very uncomfortable in school, according to his sister. Hefound the style of teaching rote drills, impatience with questioning to be repugnantthesystematic training in the worship of authority was particularly unpleasant.

Skepticism and a resistance to received wisdom became a hallmark of his life. As he proclaimedin a letter to a fatherly friend in 1901, a foolish faith in authority is the worst enemy of truth.

I once led a workshop on critical thinking and asked teachers to fill out a T-chart with critical onone side and uncritical on the other. Curiously, many teachers proposed such indicators asattentive, disciplined, and follows directions and procedures carefully as indicative of criticalthinkers. When I suggested that those sounded to me like indicators of compliance a teachernoted that, indeed, when she had proposed skeptical at her table they had rejected it as thehallmark of uncritical thinkers!

This is all very personal for me, as you might guess. I was a smart aleck; I was not a successfulstudent for many years. It wasnt until one high school teacher and one college teacher saw sometalent in me to nourish that I turned the corner and began to believe in my worth as a thinker. Istill seethe with dislike for a teacher who never once praised me for anything I did all year(though he was a very good teacher and highly respected by others). I almost dropped out of bothcollege and grad school in the face of teachers who didnt know me, didnt care to know me, andonly cared to give me low grades to teach me a lesson about hard work and scholarship. When Idecided to be a teacher in part, motivated to right the wrongs inflicted on me I vowed to findand reward learners who showed potential, whether as thinkers, soccer players, teachers, trainersor unit writers. And I can honestly say that of all I have accomplished as an educator (and as a

parent) I am most proud of what I have accomplished as a talent scout.

So, ask yourself, honestly: do your behaviors and attitudes suggest that you are sufficiently in thescouting and talent-development business? Or do they suggest that you are too much in thecontent-mastery business? (Notice I am not saying that it is impossible to be both; I am talkingabout the good teacher as being too focused on one and not the other).

Yes, yes, I know the pressures on you; I know the schedules, the syllabi, the standards, theevaluation system, the pressures of 700-page textbooks. Please, consider, however: do you thinkgreatness comes without challenge and sacrifice, in teaching or anything else? More pointedly:do you really believe in the long run that it is mastery of your content that determines a stu dentslong- term fate? Cant you think of teachers whose greatness lay in their ability to see and

promote sometimes at the expense of time, rules or policies what others ignored in you?How, then, do you wish to be remembered as a teacher: merely good? Or great?

PS: For a nice story on teachers who were in the business of talent development and not contentmastery, listen to Terry Gross re -played interview of Dave Brubeck on his death where Brubeckdescribes the crisis at the end of his conservato ry

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studies. http://www.npr.org/2012/12/07/166724259/celebrating-the-life-of-jazz-pianist-dave- brubeck

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Elementary Classroom Rules and Management

By Leah Davies, M.Ed.

Elementary classrooms can become better learning environments when teachers have rules,classroom management skills, and a belief that each child can be successful. Rules help create a

predictable atmosphere that limit classroom disruptions and encourage children to use self-control. Children need to be taught that it is their responsibility to make appropriate choices andthat they will be held accountable for their actions.

Teachers may decide to establish rules or allow their students to assist in formulating them.Teachers who involve their children in the rule making process contend that students are morelikely to follow them. One way to involve students in forming rules is to have them brainstorm asa class or in small groups why they come to school and their goals for learning. Then ask them toname rules that will help them achieve their goals. Write their ideas on the board. If a child statesa rule negatively, such as, Dont come to school late, ask how it could be stated in a positiveway. Below are some examples.

Come to school on time.

Bring what you need with you.

Listen to the teacher.

Follow directions.

Be kind to others.

Use manners.

Work hard.

Do your best.

Keep your hands and feet to yourself.

Follow playground rules.

Then assist them in consolidating their list into three to five basic rules, such as:

be prepared;

be respectful;

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be productive; and

be safe.

After the rules are decided upon, you may want to have the students sign a copy of them and

display them. Review and define each one as needed. Students are more likely to follow the rulesif they are clearly stated and understood, and if classroom management procedures are in placeand followed.

Some examples of procedures or routines that need to be explained, practiced often and followedconsistently:

what to do upon entering the classroom;

what signal will be used to get their attention(see 25 Ways to Obtain Childrens Attention in a School

Setting );

what to do when a signal is given;

what to do when it is group time;

what to do if they want to speak;

what to do if they need to use the restroom;

what to do if they need to sharpen their pencil;

what to do when they need help;

what to do when they are finished with their work;

how to line up;

how to walk in the hall;

what to do in the cafeteria;

what to do if a visitor is in the classroom;

what to do if the teacher is not in the room;

what to do when the fire alarm rings; and

what to do before being dismissed.

In addition, listing the schedule for the day helps children know what to expect.

Here is an example of a teachers management plan for individual students:

First infraction: Name on board.

Second: Student writes down the rule that he/she broke.

Third: Student looses ten minutes of recess

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Fourth: A parent is called or a note is sent home for the parent to sign and return.

Fifth: The student is sent to the principal.

When deemed appropriate provide choices. For example: if a child does not stay on task and

complete his work, you could say, Do you want to finish it during free time or recess? Or, if achild is being disruptive, you could say, Would you like to sit in the thinking chair or at yourdesk with your head down? (see Love and Logic Basics ). When given a choice, students tendto feel respected and are more likely to comply. However, allow only a short time for the choiceto be made and if the child does not choose, make the choice for him/her. As much as possible,have the consequence directly relate to the offense.

After deciding what rules and management procedures you will use, discuss consequences for broken rules. However, allow yourself some flexibility. Consequences for inappropriate behaviorneed to focus on helping a child learn from his/her mistakes. At times you may want to meetwith a child alone and ask him what you could do to help him make constructive choices. Then

listen, share thoughts with your student and develop a plan of action.

An idea for classroom management is to put a word on the board such as responsibility. Whenthe class does well, a letter is underlined in red, and when they are off task, the red underline isdeleted for one letter. When the whole word is underlined in red, the class earns a privilege suchas a theme day or viewing a movie. Having the children brainstorm and vote on ideas of whatthey would like to receive for their exemplary behavior can foster their desire to follow the rules.

A management plan for group work is to divide the children into teams of four or five students.Review what is expected and give each team points for listening to instructions, being respectfultoward each other, completing the assignment, etc. After keeping track of the points for a week,

the team with the most points could earn extra recess, lunch with the teacher or free time. Startthe point system over again the following week.

Signals that a child or students need to be on task include: staring, frowning, shaking your head,standing close, holding your finger or hand a predetermined way, or placing a childs name onthe board. Making a check on the board may signify a consequence such as the class losing fiveminutes of recess.

Positive consequences for appropriate behavior or exceptional effort also need to be used toreinforce constructive actions. Examples are: specific verbal recognition (see Effective Praise ),certificates, handshakes, high fives, thumbs up, smiles, and earned privileges such as getting toeat with a friend from another class or being the teachers assistant. Other acknowledgmentscould be computer, homework or library passes, or a positive phone call or note sent home to a

parent. When an entire class has done exceptionally well on a test or project, provide a funactivity like playing games or having a special snack (see Rewards in the Classroom ).

Teachers need to anticipate and deal with problem behaviors before they escalate. When teachersenforce a classroom management plan and rules, as well as build a positive relationship withtheir students, the children will more likely develop self-discipline and learning will take place.

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Rewards in the Classroom

By Leah Davies, M.Ed.

Children can be categorized as intrinsically or extrinsically motivated. Children who aremotivated intrinsically exhibit a desire to learn. Usually they pursue a subject for the pleasure oflearning or for a feeling of accomplishment. Intrinsically motivated students tend to preferchallenging tasks and to understand information in depth. They are more likely to choose

projects that demand greater effort than extrinsically motivated children who usually work toreceive some reward or to avoid a penalty. Extrinsically motivated students tend to gravitatetoward easier tasks and are inclined to put forth the minimal amount of effort for the maximumreward. Even though children who enter school are often inclined to be either intrinsically orextrinsically motivated, a worthwhile goal for educators is to foster intrinsic motivation inchildren.

Many teachers believe that student motivation can be "jump started" by providing tangiblerewards such as stickers, candy or prizes. They assert that reinforcing appropriate behaviors canhave positive results since children tend to continue or repeat an action that is rewarded. Theystate that some parents do not encourage their children to do their best at school and hence thestudents are indifferent to learning. These teachers insist that tangible rewards can help thesestudents develop a reason to apply themselves. They state that through the use of rewardschildren learn to listen, to complete work, and to behave appropriately.

Others argue that rewards devalue learning and counteract the development of self-discipline andintrinsic motivation. For example, when a child does an assignment to get a piece of candy, youhave not taught him or her the value of hard work or learning. These opponents assert that

tangible rewards produce short-term changes and only serve as motivators if children want them.They contend that the use of rewards fosters competition and the "What's in it for me?" attitude;the more they are used, the more incentives students expect. They maintain that rewards canhave a negative effect upon student initiative and performance because they are seen as bribesused to control, and that older children in particular may feel insulted and/or manipulated whenrewards are offered. Critical observers point out that rewards have not been shown to change

behavior when children are left unsupervised.

One teacher reported: "I used to use tangible rewards because they had immediate results. Now,instead, I use praise and positive feedback that is sincere, timely, and specific. I believe thechildren cooperate in class because I respect them, and because I impress upon them that what

they are learning is important to their future. Giving tangible rewards does not foster a sense of pride in work well done. I worry about children who are accustomed to being rewardedconstantly, i.e. the first time my class played a game, the students ask, 'What do we get if wewin?' I replied, 'The satisfaction of knowing you did a great job.'"

If a teacher decides to use a tangible reward program it needs to be simple to manage. Involvinga student or students in selecting a reward can contribute to its successful use. School suppliesand/or foods that have some nutritional value are preferable to candy, unhealthy snacks or prizes.

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Ideally, after the rewards are given and the desired results are obtained, the teacher will modifythe program by raising his or her expectations, reducing the rewards and phasing them outaltogether.

Many teachers report that they prefer intangible rewards over tangible ones. These teachers

provide opportunities for their students to earn points or tokens that can be exchanged for special privileges. Some examples are free activity time, reading time, computer time, choosing a bookto be read to the class, assisting the librarian, extra recess, leading a class game, eating lunchwith the teacher, or having their picture taken with the principal (see Effective Praise andMotivating Children ). Also timely, sincere verbal comments like, "I notice Ally is sitting downand ready to listen. I appreciate that." Written positive comments such as, "100! Super work! Onto division!" also serve to motivate most children. Another example is when a teacher calls a

parent to comment on a child's progress. Or, when a class has worked particularly hard on a project, having a surprise popcorn party can serve as a reward that promotes a feeling ofclassroom community.

Rewards can involve a contract with an individual child, be offered to a class or used toacknowledge a school-wide accomplishment. Counselors or teachers may contract withindividual children to extinguish inappropriate behaviors such as fighting, not completinghomework, talking out in class, or truancy. Having a child or children participate in goal settingincreases their interest in attaining it. For a class-wide reward, the students may decide on aweekly goal; for example, that each class member will follow the lunchroom rules without onereminder. The intangible reward could be an extra fifteen minutes of free time on Fridayafternoon. Achieving a school-wide goal of reading one thousand books with each student

participating could be celebrated by having a special event for all students.

To instill intrinsic motivation in children teachers need to create a noncompetitive, caringenvironment in which each child feels valued, respected and acknowledged (see Educator'sGuide to Enhancing Children's Life Skills or Successful Teachers ). Cooperative learning thatrecognizes improvement in each child is a way to enhance intrinsic motivation among studentsso that classroom management is not dependent upon the use of rewards.

Educating Homeless Children

By Leah Davies, M.Ed.

In 1987, the Stewart B. McKinney Homeless Assistance Act became law. Its purpose was to protect the educational rights of homeless children by mandating that states remove barriers that prevent these students from receiving a quality education. The law has been amended severaltimes to be more inclusive. It requires states to review their school residency laws and revise anythat prevent homeless children from receiving an appropriate education with minimumdisruption. School officials are obligated to facilitate student enrollment and placement, expediterecords, and make transportation arrangements.

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School personnel often coordinate the delivery of a wide variety of social support services forthese children. They can include breakfast and lunch, after-school programs, counseling, schoolsupplies, hygiene products, clothing, and physical, dental and mental health services. Summersessions, preschool programs, and tutoring can also be offered. Assistance to the parents ofhomeless children is often provided.

The nature of homelessness needs to be understood. Homeless families have no shelter of theirown, are often hungry and may need medical or mental health assistance. They live inemergency or transitional shelters, cars, campgrounds, bus stations, or abandoned buildings.When families double up with friends or relatives they are considered homeless, as are migratoryworkers with children. They are homeless for a variety of reasons including the absence of strongfamily ties, illness, unemployment, divorce, decrease in public assistance, mental illness, drugaddiction, domestic violence, or other serious problems. Many homeless parents have jobs, yetare unable to afford housing. Families may be chronically homeless or homeless for a short

period of time.

Many of these families experience feelings of shame. Parents are often embarrassed by theirsituation and children fear being stigmatized by their peers. The lack of financial resources cancause parental preoccupation with problems and stifle their ability to be emotionally available fortheir child or children.

Children who have no permanent residence lack a sense of security. They are frequently ill,unable to concentrate and may exhibit unruly or withdrawn behavior. Feelings of sadness,loneliness, hopelessness, fear and anger take a toll on these students and usually result in lowself-esteem, poor social skills, and below average academic performance.

The severity of these childrens problems is often related to the length of time they are exposed

to a homeless lifestyle. If these children and their families do not receive the help they need, thecycle of being impoverished and having a multitude of problems will likely continue.

How can teachers assist homeless children?

1. Realize that you r classroom may be a childs only stable haven.

2. Understand that these students may have experienced some sort of trauma, violence and/orabuse.

3. Know that they may be suffering from Post Traumatic Stress Disorder (PTSD) (see Educators

Guide to Post-Traumatic Stress Disorder in Children ) or situational anxiety.4. Be aware that they are most likely frustrated and angry about their situation.

5. Understand that acting out is a way that children communicate their fear and anxiety.

6. Realize that homeless children may be inattentive because they are tired.

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7. Do not make assumptions about a childs potential based on his or her living situation.

8. Tell these children that they are capable and have high expectations for their success.

9. Offer acceptance, assistance and support (see Successful Teachers).

10. Provide a predictable schedule and environment where they feel safe and a sense of belonging.

11. Use cooperative learning groups and other techniques to further peer acceptance.

12. Provide a buddy for a homeless child.

13. Furnish a quiet place for an out-of-control child to calm down.

14. Facilitate a childs evaluation for special programs and/or counseling when appropriate.

15. Be caring and respectful toward these students and their parents.

What are possible roles of a school counselor or other school staff?

1. Promote compassion among the student body.

2. Provide sensitivity training for children who bully.

3. Furnish individual and group counseling for homeless students.

4. Offer social skills, assertiveness and anger management training for those students who needthese skills.

5. Coordinate before or after school care and/or tutoring.

6. Present awareness training for school personnel on poverty and homelessness.

7. Facilitate communication among parents, teachers and other school staff.

8. Coordinate social services for these families.

An educators goal is to establish parental involvement, yet it is d ifficult to achieve since parentsare often distracted and/or unaware of their childs basic needs. However, with encouragementsome parents will become partners in their childs education (see Increasing Parent Involvementin School). When school staff provide a supportive relationship with parents, trust can develop.Some schools or agencies provide parent training and an opportunity for parents to further their

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education. Parents also may be offered job training courses, volunteer opportunities or part timeemployment.

Settings for educating homeless students range from total segregation to completemainstreaming. In addition, some classes are held in shelters. Sometimes homeless students in

public schools are kept together in a class or asked to gather before class begins in order toreceive available services.

There are those who believe that special schools for the homeless meet the needs of thesestudents better than a regular public school. They argue that these self-contained schools aredesigned specifically for homeless children and therefore offer more benefits. The servicesfrequently provided include: transportation, meals, bathing facilities, storage space for

belongings, clean clothing, shoes, personal hygiene items, health care, physicals, and informationconcerning pubic assistance. There are also blankets, pillows and alarm clocks for children totake with them. One advantage of grouping these children is that they know that they are not theonly ones who are homeless.

Recent national studies, however, support homeless children attending mainstream schools. Theauthors assert that regular public schools are better able to serve more children due to decreasedcosts. In addition, they contend that the academic needs of homeless students are better metthrough the variety of public school course offerings. They claim that when homeless studentsare mainstreamed, they are less stigmatized by peers.

For further information on educating homeless children and educational resources for teachersand counselors, visit www.nationalhomeless.org .