Tips and Tricks Portfolio

1. Tips and Tricks Portfolio Madison Herrmann

2. Class Bead Necklace Each child makes their own bead out of model magic “Special Helper” of the day wears the bead necklace and chooses next special helper At the end of the year take of beads one by one and say why you appreciate each student Each student receives their own necklace with their bead on it Critique and Implications: • I would use this in my own classroom because it creates a community • “Special Helper” sees their responsibility as a member of the class • Throughout the year, teacher must really get to know each student in order to list the appreciations on the last day of school. • Incorporates parts of the “responsive classroom” • The necklace could be used during the morning meeting for sharers as well. Doesn’t have to have one sole purpose.

3. Materials Checklist • Make laminated cards with various procedures and materials that are frequently used • For in-class activities post them on white board and make checks and “x’s” accordingly for whether they are or are not necessary for the assignment • Students should be aware that this is posted so they can look at it for easy reference. Critiques and Implications • Eliminates a lot of questions that could interrupt work time • Reduces embarrassment for students who may have not listened to all the directions • Provides clear expectations for classwork • Keeps students focused on the important parts of the assignment

4. The Stoplight Method • There are three cards: red, yellow, green • For each display of unwanted behavior, a card is flipped • Parents are notified of color that the student was on at the end of the day • Sometimes the stoplight method allows for students to move back up from a lower color (teacher’s discresion) Critiques and Implications • Allows for parents to monitor child’s behavior • Teacher is able to monitor the entire classroom behavior • Students take responsibility for their actions • Some students may be motivated to stay on green for the whole day • Some students may not be phased by the stoplight method however • Teacher must know students well before implementing this as an effective method.

5. Caught you being good! • When a student demonstrates a desired behavior, they get a “caught you being good” and a prize • Student isn’t told what the activity was because it is implied that they know why they’re being good. Critiques and Implications • Doesn’t single students out • Some students may want to exhibit good behavior all day because they wish to be “caught” • Some students may not be motivated by the prizes and the praise for their behavoir

6. Thumbs Up, Thumbs Down • When students are giving responses in a discussion, they ask if their friends agree or disagree • Students display a thumbs up or thumbs down for what they feel • If the majority agrees, the discussion continues, if the majority disagrees, then a student is asked for their justification for their disagreement Critiques and Implications • Allows for a lot of active participation in discussion from all students • Each student’s opinion is valued • Asking for justifications from students promotes learning and understanding of the subject area • If one student disagrees when the majority agrees, that has the potential to be overlooked and the student might have burning questions to be answered

7. Mystery Walker • The teacher picks a “mystery walker” for the hallways • No one knows who the mystery walker is • After the class returns, it is announced if the mystery walker was behaving well • Either whole class can be rewarded or just the mystery walker Critiques and Implications • Ideally, all students would want to behave in the hallways because they may be the chosen “mystery walker” • Students can be rewarded as a class • Targets a problem area that I’ve seen in a lot of schools: walking in the hallways • Students could set guidelines at the beginning of the year for what is “good behavior” as the mystery walker.

8. Warm and Fuzzies Jar • Explain to class that when they behave well it makes you warm and fuzzy inside • Each time the class does this, add a fuzzy to the jar • When the jar is full, reward the class with a voted on prize (pj party, extra long recess, ice cream party, reading marathon) Critiques and Implications • This can be used with the “mystery walker” a fuzzy could be added for the whole class because of the “mystery walker” • This is something I could see myself using for whole-class classroom management instead of just individual behavior rewards • Allows for ownership of the system because they vote on their reward in the beginning • I believe the teacher must have a positive relationship with the students and be respected by them in order for this to work in the classroom

9. Quiet Critters • Each child receives a quiet critter at the beginning of class • Critter must remain on edge of desk • Explain to student that the critter has fragile ears so it doesn’t like loud noises • Critter is taken and put in jar if its ears get hurt Critiques and Implications • Teacher must know their students because some may be sensitive when critter is taken away • Can foster the golden rule: “Don’t hurt anyone on the inside or out” because they are protecting their critter • This can be modified and added to in order to work optimally for a specific classroom • Useful for station time when quiet is expected.

10. Invisible Necklace • Explain to students that when you point to your neck and you’re meeting individually with a student that you are wearing the “invisible necklace” • This means that students should seek elsewhere for answers to questions and comments (peers) Critiques and Implications • Allows teacher to focus more on the student individually without interruptions from other students • Uses silent cues so that student is reminded without being embarrassed • Teaches students that they can reach out to their peers to answer any questions they may have and helps them to become more independent • Can be modified as another article of clothing that is invisible • If the teacher wishes, the necklace could be a tangible item

11. A Star and a Wish • When students are critiquing their peer’s work, they must provide their peer with one positive (star) and one constructive criticism (wish) comment • Explain to students that the wish isn’t saying that the work is bad or that they MUST change something. It is just a suggestion to make their work all it can possibly be Critiques and Implications • Teacher must make it very clear to students that this is meant to help their work and not hurt their feelings • This can help students with learning how to correctly provide constructive criticism for the future • Provides each student with a positive comment about their work along with the constructive criticism

12. Hand signals • Having hand signals for various activities that students need to do outside of the classroom (Bathroom, water, office, etc.) • Students are to be silent when they use their signals for the activity • Teach should limit the number of students allowed out at a time (students can agree on this) Critiques and Implications • Reduces interruptions from students asking to use the rest room • Allows students to know when they are able to leave the classroom because they know the limit of students allowed out at a time • Teacher must be observant and make sure students are following guidelines. • Teacher must also be attentive and notice when students are displaying a signal • Can be modified to use signals that indicate that the class needs to be quieter, etc.

13. Chill Zone • A place in the classroom where students can go to “cool off” • Students can decide for themselves to take a trip to the chill zone or a teach may suggest it • Student stays in the chill zone until they feel they are ready to participate appropriately in class Critiques and Implications • This allows students to assess their own actions within the classroom • The chill zone IS NOT a punishment or time out • Teacher does not need to place a time limit on the chill zone if she doesn’t think it is necessary • Teacher should explain to students that the chill zone is not used to punish them, but to help them have a better day

14. Tattle Monster • Have a stuffed animal for students to tattle to in order to eliminate tattling • Teacher explains to students the difference between tattling and telling a teacher and getting help Critiques and Implications • I believe this tool would work best for younger students who may really feel the need to tell someone about the actions of another student • The tattle monster provides an outlet for emotion • Reduces the number interruptions from tattling • Teacher can decide the rules with students about tattle monster guidelines

15. Peace Talks • Peace talks are designed for students to solve disputes between each other on their own • When students decide there is a problem, they are able to go somewhere within the classroom to speak together to soothe their conflict Critiques and Implications • Some students may not feel comfortable solving disputes without the assistance of an adult • Students are able to learn key tactics in dealing with conflict in their daily lives • Allows for less interruptions for the teacher to have to stop instruction and deal with these disputes within the classroom • Students can take responsibility in their social lives by trying to mend things between their peers

16. Story Telling • During transitions, teacher tells stories about her personal life or a made up story in order to keep noise down • Students are to listen to the story because teacher may ask questions about what happened in the story to make sure students were listening Critiques and Implications • Allows for smooth, quiet, focused transitions • Helps students with their listening skills • Has the potential to be a literacy activity • Students can feel more connected to teacher after the story because the story could be personal to teacher • Fosters a sense of community and a positive student- teacher relationship