• Where are My Students? (12 tips)
• Organizing Groups and Activities (11 tips)

Where are My Students?

Duplicate Passes

From Tiffany Hayes, a content mastery teacher at Leander High School in Leander, Texas:

"Students who leave my classroom to return to general education classes often dawdle in the halls or 'forget' to return to class completely. To solve this problem, I had my hall passes printed on carbonless, duplicate paper. Now, when I write a pass with the departure time on it, the student gets one copy and I save the other copy to drop in the general education teacher's box. This way, the teacher is kept informed about when that student left one classroom for another. The students are also aware that teachers are keeping track of the travel time to and from class. These passes were very unpopular with the students at first, but most have come to realize that the pass helps keep them out of trouble. Needless to say, the teachers love the new system!"

Supervisor Monitor

From Darlene Roker, a fifth grade teacher at Vermont Elementary School:

"I have permanent student monitors every three weeks but I used to have to continually remind them of their jobs. Now I have a supervisor monitor whose job is to make sure the other monitors are doing their jobs. The supervisor also checks to see if a substitute monitor is needed for an absent student. At the end of the three weeks, the supervisor gets to keep a special loving cup at his/her desk and is the line leader. The supervisor job is a once a year thing. It's both a coveted job and a good training position to foster leadership skills."

Bathroom Chips

From Shauna Hawes, a fifth grade teacher at Hidden Valley Elementary in Martinez, California:

"My students seem to need to go the bathroom all the time. I give each student a poker chip called a bathroom chip with the student's number written on it. I also make a chart of designated bathroom partners that changes weekly. Students may only use their chip once a week to go and they must take their designated partner of the opposite sex. If they don't use their chip during the week, then I give them extra tickets during our weekly reward time. If the child must go twice during the week then I keep their chip for the following week. I usually only have about five kids per week that need to leave the classroom."

Student Held Passes

From Shanta' Kemp, a teacher at Wellsville Jr/Sr High School In Wellsville, Kansas:

"I started using a hall pass to prevent my students from wasting time. They're only allowed two passes every nine weeks and if they want to leave the room; they are required to use one of these passes. This also teaches responsibility because they must have the actual pass I handed out to be excused from the room. There's no bookkeeping on my part. The students who choose to stay in class receive five extra credit points per pass not used. They must have the actual pass to get the extra credit though."

Abused Privileges

From Janet Romo, an ESL teacher at McKemy Middle School in Tempe, Arizona:

"It seems that my students constantly want passes so now each of my students may only have three passes every nine weeks. Each time they use a pass, I mark it on the list next to their name. After their third pass, they need to make up ten minutes of class during their lunch period. This way, if a student really does need to 'go' they can but if they just want to roam the halls they will think twice. I've only had one student opt for the lunchtime payback."

Hall Passes I

From Kara C. Granger, a math teacher at Buck Lodge Middle School in Adelphi, Maryland:

"In our school, our administration wants every child to have a hall pass when he or she leaves any classroom. However, I find that I could spend my entire period writing passes, so I have the kids do it themselves. Here's how: I have a clip board with a piece of paper that has columns labeled name, destination, time out and time back. When kids ask me, I give them permission at a good transition point and they fill everything out and take the pass to their destination. They're very good about completing the form because they know I check it."

Hall Passes II

From Meme Wells, a social studies teacher at Pocomoke High School in Ocean City, Maryland:

"As an Association leader, I attend a number of state meetings. I have found a use for all the name badges I have received. I re-use them in my classroom as hall passes! On the back of each pass I write the location (bathroom, office, library, locker, etc.). Students know to pick up the correct pass from the hook when they leave my room. If there are any questions in the hall or if the students leave the pass somewhere my name is printed on the other side."

Student Responsibility

From Fran Miller, a ninth through twelfth grade English teacher at Florence High School in Florence, Colorado:

"I like high school students to control when and if they may attend to business such as calling home, rest room, locker etc. It places the responsibility with them, where it belongs. However, I want some control over how often they leave, so at the beginning of the term, I give each student a set of personalized pre-printed passes. I decide how many times I think it is reasonable for them to leave, and give them that number of passes. To use a pass, students fill it out with date, destination, and time, and leave it on my desk and then leave. Meanwhile, I have not been interrupted from explaining an assignment, helping a student or whatever. The student has not wasted time waiting for my attention; I have a record of where they are, and they, not I, decide if they really need to leave. When students have used all of their passes, they may not leave. I make that clear from the beginning, and warn them to plan ahead, and consider saving at least one pass for emergencies."

Using Tent Cards on Desks

From Carol M. Dahl, a fifth grade teacher at Cedar Creek Community School in Cedar, Minnesota:

"Concern: for safety reasons, as well as instructional, it is imperative that a teacher know exactly where individual students are every minute of the school day. Problem: students leaving the classroom during the school day for various reasons (band lessons, choir, enrichment class, nurse, office, bathroom, absent, etc.) Solution: Tent cards (tag board strips folded in half), labeled with specific destinations. The student sets a tent card on his/her desk before leaving the classroom. Results: a glance at the desks can quickly let teachers, paraprofessionals, parent volunteers, or peers know the location of specific students. This is especially important during fire drills or calls from the office asking for a student."

End of the Day Confusion

From Patty Coulter, a kindergarten teacher at Walnut Ridge School in Ellwood City, Pennsylvania:

"Since our school is a neighborhood school, children leave school in a variety of ways. Some ride busses, some walk, and some are picked up by car, while others go to a local day care. This can make dismissal time confusing. To help our dismissal time go smoothly, I ask my children to sign in each morning. This is done by placing their name under a picture of a bus, car, person walking, etc. My sign-in board is on our magnetic chalkboard and I use magnetic tape on the backs of their names. Not only does this teach name recognition, it also serves as a working graph. Done first thing in the morning, it gives me time to check for parent notes or any changes in transportation. Subs love the way primary children handle this task independently!"

Study Hall Attendance

From Julie Woletz, a business education teacher at Cambridge High School in Cambridge, Wisconsin:

"Our school has an alternate-day schedule, which causes three groups of students to be in study hall:

• Every day students
• Monday, Wednesday, and alternate Fridays students
• Tuesday, Thursday, and alternate Fridays students

To assist in quick attendance, I color code students according to which day they should be in the room, and write all the names on one seating chart. Every day I overlay a blank transparency over the chart and cross students off who are in their seat when the bell rings. This allows me to catch those students who may sneak in tardy and identify who is not in the room. As student passes come in from the library or other classrooms, I can write the location on the transparency. This way, if the office is trying to locate a student who is assigned to my study hall, I know exactly where he/she is. I date the transparency, and keep it about a week, so I always have a record of who was where. I have found this to be very quick and efficient!"

When Students Move

From Anita L. Halfhill-Abbott, a Spanish teacher at Laurel Highlands Senior High School in Uniontown, Pennsylvania:

"Whenever a student moves out of the district, I provide him/her with a stamped, addressed envelope. I tell the student to wait a month to get acclimated to his/her new surroundings and then write me about how he/she is faring in the new school. Students tell me about all sorts of things. This information is valuable since subjects are taught in many different ways with different textbooks by teachers using different approaches."

Organizing Groups and Activities

Planning Activities 3 Years in Advance

From Joan Franze, a gifted education teacher at Brownstown, Leola, Middle School, Smoketown - Conestoga Valley School District in Lancaster, Pennsylvania:

It's always challenging to teach our gifted kids but so rewarding too! I've been doing this for 11 years now, K to 7. I currently have four schools. Our program is set up as pull-out enrichment. I see the kids for 1 1/2 (primary) and 2 (intermediate) hours at a time. The 7th grade is middle school, and a whole different story that I won't get into.

"If you see the same students several years in a row, tere are some ideas for planning out activities:

1. Plan a Year A, Year B, and Year C rotation of units to study.
2. Keep your thematic units general. Plan activities that teach important principles and require high level thinking skills. Include activities that come from every curriculum area. Never paint yourself into a corner where you MUST do something in a certain way! To meet individual needs, you have to have flexibility!
3. Make general rubrics for projects. Share them with the kids ahead of time. After a unit, have the kids fill out the rubric for how well they think they've done. After they fill it out, you come along and fill it out. Then have a mini-conference to discuss any discrepancies and how things went. We have developed some rubrics that have been very successful.
4. Here's a skeleton of our intermediate year A, B, and C plan: YEAR A -- Roller Coaster Physics and Law (We do a mock trial of the Big Bad Wolf); YEAR B -- Ancient Egypt (We make an interactive museum and invite all 4, 5, and 6 grades) and Creative Science Challenges; YEAR C -- Bridges (Get the toothpick bridges simulation book!!!) and Flight.
5. Having just two official units gives us the leeway to include other things too!"

Grouping Chart

From Vicky Lanz-Greenberg, a sixth grade teacher in Branford, Connecticut:

"Frequently, I like students to work in partners but I found that the same students were working together all the time and some of the kids were too shy to pick a partner or never selected by others. Now I make a 'Group Chart' at the beginning of each marking period. The chart has the students' names across the top and down the side. Whenever two kids work together, they put the date in the box where their names intersect. This allows the same pairings only twice and working alone only once. Now when I tell them to pick a partner, the more aggressive and confident students reach out to those who aren't because they know they have to work with everyone in the class at some point. Even the shy ones use this as a license to approach those they normally would not."

Group Work

From Linda Liebiedz, a physical education teacher at Roosevelt School in Manville, New Jersey:

"When choosing groups, I tell my students that when they are working they will not always be working with their best friend. I remind them that an important part of class is learning how to work in a group."

Stick Grouping

From Debra Shelton, a seventh grade special education teacher at Roblyer Middle School in El Reno, Oklahoma:

"I vary my classroom groups by greeting each student at the door with a craft stick. The tips of the sticks are color coded according to the area of the room they must go to or the activity they must work on first. This allows for a differentiation in grouping. The students really like this method and it's very simple to control."

Forming Groups

From Linda DeGreen:

"At the beginning of the school year, my students write their names on index cards. I use these to draw from when forming groups. I always shuffle the cards for randomness but I let the students know that I have the final say if I feel that a group is incompatible. Sometimes I pick the first three cards, pick every other card, or pick one card and let that student choose the other members of the group."

Comic Groups

From Aimee McCracken, a third grade teacher at Perry Elementary School in Perry, Ohio:

"I cut apart comic strips and pass them out to my students. They must walk around the room to find the rest of their comic strip. When they do, they have created a new team. This is an easy way to create groups. The kids think it's fun so there's no complaints."

Wanted Work Groups

From Diana Rein, an English teacher at Easton High School in Easton, Maryland:

"I use a sociogram to create workgroups in my class. Each student is asked to put his or her own name on a quarter sheet of paper. Under this name, the student writes the names of two others in the class with whom he or she would like to work. I promise to try to arrange for everyone to be with someone on his or her list. Slips of paper in hand, I sit with blank white paper and write the first student's name and that student's first choice of a co-worker, drawing an arrow to indicate that student #1 wanted #2. Going to the next slip, the process is continued until on my paper there is a graphic organizer showing the primary social relationships of the class. Taking a different colored pen, I go through the papers a second time, drawing arrows on the existing sociogram to show secondary relationships. At this point groups can be formed in a number of ways, considering strengths, behavior, cultural balance or other important factors. The key is to make sure that in each group each person is 'wanted' by or 'wants' to be with someone else. With 'wanted' workgroups based on the sociogram, everyone enjoys the social opportunity while valuable class time can focus on academic achievement."

Take a Card...

From Laura Long, a fourth grade teacher at Danville Elementary School in Danville, Pennsylvania:

"Since I do a lot of cooperative group activities I am always looking innovative ways to put students into groups. This is one of the ways which really worked for me. You will need a deck of cards. Before you begin make as many groups or pairs as you will need for your activity. For example: if you need 5 groups of three, you would get out 5 sets of 3 cards which are alike (3-5's, 3-Aces, etc.). Then have each student pick a card and tell them they cannot let anyone see it. After all the cards are distributed, explain that they have to find their other group members by using only hand motions or body motions. They can't use words or show their cards to anyone. It's a blast to watch."

Creative Grouping

From Carolyn Behrens, a family and consumer education teacher at Jefferson High School in Jefferson, Wisconsin:

"My students participate in many small groups throughout the semester. To learn to work in groups made up of different personalities, intellects, philosophies and learning styles, I divide the groups using a variety of ways:

1. Students give birthdays. I write these on the board and then put closest birthdays together. I also do this with last four digits of phone number, house number, parents anniversary.
2. What did you eat for dinner last night or breakfast this morning? Beef people form a group, pizza people form a group, etc.
3. What color is your family car? Like colors work together.
4. What color is your bedroom, bathroom, house, coat? Like colors work together.
5. What career would you like to have? Like fields work together.
6. Write a number on a piece of paper without letting anyone else see. Close numbers work together.
7. When students enter the room, I offer a basket of different kinds of candy. Students selecting the same kind form a group.
8. Students draw from a deck of cards which I have presorted with 3 kings, 3 queens, etc. if I want groups of three, 4 if I want groups of four, etc. Like numbers work together.
9. Students wearing red work together, blues work together. One day stripes work together, plaids work together, boots work together, tennies work together.
10. Students line up and I put the shortest with the tallest, next tallest with next shortest, etc.

When asking for student responses, I write the answers on the board. Because students might give false answers so that they work with a friend, I sometimes take the top student in each column to form a group rather than having all 'pizzas' work together. Therefore they don't know how I will form the group and I usually get honest answers. We find this a fun way to form groups and it helps students get to know each other."

Join the Club

From Denise Larrabee, a fourth grade teacher at Jericho Elementary in Jericho, Vermont:

"Teaching fourth grade has its rewards and challenges. My class is very much into clubs of various kinds so we've started many new clubs that all kids can be a part of one way or another. For example, the 'Did It, Done It' club consists of members who are up to snuff on home work. The 'Missing Pieces' club is for those who have a few pieces to catch up on. The 'Book It' club consists of members who have reached their monthly reading goal. When the entire class is a member of the 'Did It, Done It' club or the 'Multiplication Facts' club, we will have a special celebration. This will definitely deserve a change of pace day which is an incentive for all. This will help our class get it together and keep it together."

Label that Table

From Jean Paschke, a second grade teacher at Cornelius Hedges School in Kalispell, Montana:

"I label each table (you could use groups of desks, too) with a day of the week, so that we have a Monday table, a Tuesday table, etc. Then on the day of their table, the students do all the 'extras' that in the past I used charts to organize. For example, they use the computers at recess or free time. They read their journal stories to the class. They use games or manipulatives that are limited in number. You can add anything that needs to be charted. I also like to add responsibilities, like helping sharpen pencils or tidying up the room. It helps demonstrate the idea that along with privilege goes responsibility."

• Lining Up (2 tips)
• Treating Each Other with Respect (8 tips)
• Solving Disputes (1 tip)
• Drug Prevention (1 tip)
• Keeping Track of Student Money (2 tips)
• Lunchtime (7 tips)
• Rewarding Good Behavior (6 tips)
• Strategies You Can Use (7 tips)
• Strategizing for the Long Term (4 tips)

Lining Up

Try a Semi-Circle Instead

From Ken Takata, a sixth grade teacher at Eucalyptus Elementary School in Hawthorne, California:

"I never have students line up in a straight line before entering the room. Instead, I have them line up in a semi-circle facing the door. That way, right when I open the door, I can see all of the students' faces, what they are wearing, and can greet them all at the same time. I never have to worry about getting the attention of the back of the line."

Get Creative with Lining Up

From Eileen Durgin-Clinchard, a retired teacher from Lincoln, Nebraska:

"Ways to line up that do not include gender are short ways to illustrate that being different is fine. For example, students can line up according to shades of hair from dark to light. I point out that differences exist even among those who think they are alike. Are differences good or bad or just different? Why do we like some things? Name similarities. Or students line up according to birthdays and talk about seasons and bring out the value in seasons and weather. Or students line up according to when they were born and use a map to figure out who was born the closest to the school and who was the farthest away. Are they all from the same city or lots of different places? Does being from someplace different make you special? Is everyone special in some way?"

Treating Each Other with Respect

Knightly Actions

From Rochelle Gealt, a ninth grade reading teacher at Woodrow Wilson High School in Camden, New Jersey:

"I knight my students in order to encourage them to get along with others and focus on positive behavior. I dub all deserving students with my apple 'scepter' pointer stick. The class discusses the reason for a student's entrance into knighthood and that student vows to continue the knightly actions. Knightly actions can range from helping other students to improving in classwork. The knights fill in their shields that are displayed for all to see. All the knights have meetings at the Round Table where I read them excerpts from King Arthur and Sir Lancelot."

Positive Come Backs

From Lisa Osen, an educator, consultant and speaker in De Pere, Wisconsin:

"I make every effort to make sure kids are not abusive but sometimes abusive comments slip through. I remind them that if someone calls them a name, they should respond with something like, 'And what are you?'. Likewise, when they receive a compliment, they should simply say, 'thank you'. This teaches them that they have the ability to respond in a kind manner. They have the right to expect appropriate behavior and the comments others make shouldn't mentally or emotionally distract them from accomplishing the things they would like to achieve. We don't want kids who are mentally and emotionally unhealthy spreading their disease."

Kind Compliments

From Jan Formisano, a second grade teacher at Thomas Jefferson Elementary in Falls Church, Virginia:

"This is a strategy I use for teaching children to give and receive compliments. I choose a student of the week and make a colorful poster on which I write a few specific compliments about the student. My class takes time out at the end of the day for the children to give compliments to the student of the week. As I write the compliments on the poster, the children practice responding with thank yous and you're welcomes. We continue to do this everyday until there's no more room on the poster. The poster is displayed in our classroom along with pictures of that student's family, pets, and hobbies. At the end of the week, the special student gets a certificate and can take the poster home to share and hang up. The posters serve as authentic writing for students to read to their parents and reminders of how positive their peers feel about them."

Students Writing About Students

From Eileen Durgin-Clinchard, a retired teacher and adult educator from Omaha, Nebraska:

"When things get out of hand in the classroom, I take a break and have students write all the good things about each other student in the class. Then write the name of each student at the top of a piece of paper and copy on to that paper what everyone said about that student. Give the student the paper with the comments about her/him. Before long, the entire class will be smiling and saying, 'Really?' and 'I never knew that meant anything to anyone.' and 'I never knew others likes me so much.' You'll find students treasure this paper and keep it with them forever."

Valuing Ideas

From Jerry Cohee, a teacher mentor at Sandy Plains Elementary School in Baltimore, Maryland:

"I choose a teachable moment to tell a story that encourages risk-taking and mutual respect during discussion -- when a child's response to a question is met with tittering causing the child to feel embarrassed. I tell this story:

'This reminds me of a story I've been meaning to share. A few years ago many of my students went to see the circus when it was in town. Our discussion came around to trying to decide who was the most important person in the circus. One child raised his hand to say that the ringmaster was most important. Another said the acrobats were most important. Yet another said the motor cyclist was most important. Throughout the discussion a quiet hand attached to a patient person remained in the air. I asked that child, "Who do you think is most important?" The child announced that no one may have noticed but each time the lights went out a person went around checking the cables on the safety net to make certain no one was injured. We voted on who the class thought was the most important and the safety net person won, hands down.'

Then I tell the students we need a safety net in our class so that on one is ever harmed in any way. We discuss physical and emotional harm. I ask if there is some signal we can use with our bodies to alert one another that we need to raise the safety net to support someone in case he/she is in danger of falling. The signal we most often use is both hands clasped together and while still clasped, opened wide. This signal stops a student from laughing at a fellow student's idea and assures the speaker that he/she has everyone's attention. This strategy works well to make students aware of choices available to them in responding to classmates and also improves listening skills."

Student Compliments

From Jan Kardatzke, a fifth grade teacher at Emerald Elementary School in Broomfield, Colorado:

"In fifth grade, sometimes students are more interested in being mean to or teasing each other than in treating people respectfully. To help promote looking for the good in each other, we do 'put-ups' at least once a week. We thank individuals for nice things that they've done for us and for others. Around the holidays we have the students write compliments for everyone in our class. Those compliments are compiled into a full-page sheet, mounted on a decorated border, and given to the students for a holiday present. We've had many parents say that their students keep their gift on the bulletin board at home and are encouraged to refer to it when things aren't going so well. I love to see their reactions as they read it for the first time."

Fostering Friendships

From Alfred Lim, a fifth grade teacher in Alameda School District in California:

"The first impression is the best impression. I decorate my classroom door with a variation of the 'Friendship' concept translation. I have small groups collaborate on what friendship means and create their visual concept on large drawing paper. When complete, each group displays its work and permits the class to interpret their work. The displaying group then explains what went into their work of art. After all the groups finish, I tape their work on the door. Anyone who witnesses an act of friendship by a member in the class writes the name of that student on a strip of paper that I've prepared in advance and tacks it on the wall next to the door. This strip eventually circles the classroom as more names are tacked on. I make a point of asking the class who posted the names and asking them describe the act of friendship to the rest of the class."

Appropriate Feedback

From Susan May, a teacher and journalism advisor at McCook High School in McCook, Nebraska:

"I designed cute 'GLOW' and 'GROW' sheets to help students learn to make both positive comments and constructive criticism. I use these for students to critique projects they complete. I have also have all students put their projects on tables with a GLOW/GROW sheet beside it. Using different colors of ink, students make comments about their peers' projects. First, we discuss appropriate remarks and I model this."

Solving Disputes

Students Solving Disputes

From Zoe Greenberg, a second grade teacher at Clark Mills School in Manalapan, New Jersey:

"When I have two quarreling children who come to me, each telling me their side of the story, the first thing I ask them to do is to sit together somewhere away from the other children so they can have privacy. Next, I tell them to talk between themselves about what happened, and then come back to me when they both have the same story as to what really happened. Many times, through this discussion, they will conclude that it was just a misunderstanding, and they will come back to me and say they have resolved it by themselves. If this is not the case, then when they come to me, I know I will hear what is probably the 'truth' about what happened, and I am able to handle it from there. This teaches the students the importance of communication, and that many times they are able to resolve their own problems without my interference."

Helping Children Resolve Problems

From Marcia Williamson:

"I have several things I do to encourage children to confide or resolve their problems. These strategies allow me to give them my undivided attention at a time of my choosing and cuts down on the number of children who demand attention during times of transition.

"A) I have a cartoon character called Mr. Mouse who is like our 'Dear Abby.' His picture is posted on a bulletin board. Students can take a piece of Mr. Mouse notepaper and write a private note to him asking for advice. The note is put in Mr. Mouse's mailbox and the reply is later left taped to the child's desk. The children love getting a note from the mysterious Mr. Mouse. They are reminded that Mr. Mouse is quite busy helping children and that, although he loves to get friendly mail from children, they should write just when they really need advice.

"B) I also have communication notebooks. These are numbered and as each child has their own number, these can be re-used each year after the used pages are removed. Students use these to write messages directly to me when they have a conflict with which they need help. I meet with them later to talk to them about the problem.

"C) When a problem tends to keep resurfacing, I start a dialog sheet. The children involved in the problem carry on a conversation on paper. This paper continues to be passed around the room. I let the children do most of the talking, and when they need input or redirection, I record my own ideas on the paper. This process really gets them talking to each other and each child must listen to the others, and be listened to, without interruptions."

Drug Prevention

Red Ribbon Week

From Michelle Welch, a food service manager at Heritage Junior High in Bakesfield, California; and Karen Lovell, a CNP Manager at Virgil I Grissom High School in Huntsville, Alabama:

"Here are some ideas of activities to do during Red Ribbon Week which is a 'Just Say No To Drugs' program during the last week of October:

1. Have the students trace one of their feet on red paper, cut it out, and sign it. Then, glue the feet on a huge white banner and spell out the words, Take A Stand Against Drugs with the feet. This can be hung at the front of the school.
2. Have students participate in a Planting of Promises. Ask a local nursery to donate several hundred red tulip bulbs and bulb food. Have the students plant a piece of paper with a promise to be drug free. On top of the paper, plant the bulb and the bulb food. In the spring, there will be a beautiful garden of red tulips to remind the students of the promise they made. Purple crocuses can also be planted among the tulips to spell out the word NO.
3. Assign each class a tree on the school grounds. Each class must tie a red ribbon around their tree to signify the unity of the student body against drugs.
4. Give all students a small red plastic ribbon to tie to a chain link fence within the perimeter of an outline of the word, NO.
5. Get the local grocery store to donate paper grocery bags. Have the students decorate them with a 'Say No to Drugs' slogan and return them to the grocery store to be used.
6. To rally at the end of the week, have the kids wear red and stand in front of the foot banner. Decorate with red helium balloons, hand out red licorice sticks and invite the local police to speak to the kids about drugs. End the event with a red punch and cookie party in the schoolyard."

Keeping Track of Student Money

Class Treasurer

From Jay Bird:

"Writing out receipts for every student during a fundraiser takes up too much of my instructional time. Instead, I have a class treasurer who has a Money Collection Sheet. The treasurer records each student's name, a description of what the money is for, the amount of cash, checks, money orders and the total amount. The Money Collection Sheet and the collected funds are placed in a moneybag and locked up when the treasurer has finished. I write the receipts during my conference period and post them in the classroom for the students to pick up."

Using a Drawer Organizer

From Romona Hunt, a primary grades (7, 8 and 9 year olds) teacher at Third District Elementary School in Lewisburg, Kentucky:

"To avoid having money lost or stolen, I use a Power Mechanix 30 drawer organizer. I put each child's name on a drawer. Each morning they have the option of giving me their money for the day. At lunch or snack time, I get it for them. It takes a lot less time and hassle than looking for missing money. The students know that if they don't give me their money I will not be responsible for it. Since it is also understood no one has any reason to be on the teacher's desk, I have no more problems with stolen money."

Lunchtime

Organized Mornings

From Marcia Fox, a sixth grade reading and social studies teacher at Wamego Middle School in Wamego, Kansas:

"My tip is to help organize lunch count and attendance in the mornings. When my students enter the room I have Popsicle sticks with their names on them lying on the table by the door. There is also a monthly menu taped to the table and three cups labeled hot lunch, salad bar, and not eating/sack lunch. Students place their Popsicle stick into the cup that shows their choice for the day and then they take their seat to copy the morning work from the board. While they are doing this, I can count the sticks in each cup and fill out the lunch count slip. It's also very easy to tell who is absent. All this is done without roll call or disrupting the quiet thinking time. Thanks to Harry Wong and his Effective Teacher ideas."

Accurate Lunch Count

From Lori Musa, a third grade teacher at Elizabeth Wilhelm Elementary School in North Las Vegas, Nevada:

"In order to take an accurate lunch count each day, I bought calendar cut outs in the shape of a school bus and wrote the students' names on them. I laminated the buses and stuck magnetic strips on the backs. I also made two small signs (Lunch From Home & School Lunch) and put magnetic strips on the back. I stuck the signs on the side of my bookcase and the buses on the back of the bookcase. Each student is responsible for moving their bus under the correct sign when they walk in the door. Now all I have to do is count 'School Lunch' buses. This also helps me see who's missing during a very hectic day."

Lunchroom Manners

From Wilma Playford, a first grade teacher at Wills Valley School in Ft. Payne, Alabama:

"Students who get to the lunch tables first finish quickly and often want to talk and play while the later ones try to eat. I explain that proper manners are to wait until everyone at the table is served before starting to eat. This way, all the students start and finish around the same time. The children learn proper etiquette and the lunch period runs much smoother."

Lunch Choices

From Carolyn Moneymaker, a first grade teacher:

"I get colored paint or counter top samples and write my students' names on them. These samples come with holes in them so I hang them from hooks on a tall bookcase. Four of the hooks are labeled with the lunch choices. The students come in and put the sample with their name on it under their lunch choice or under the selection that says they brought their lunch. The names that are left are the students who are absent."

Recess First, Then Lunch

From Carol Laughlin, a first grade teacher at Washington Communication Academy (a magnet school) in Rockford, Illinois:

"I was involved in a study at my school two years ago. We researched and studied the lunch plan. We discovered (American Dietetic Association Magazine, September 1996) that children eat more lunch when they go outside for recess first and then eat. Several fringe benefits of this plan are: children go back to class from the lunchroom rather than the playground and fights are reduced; fewer children have stomach aches after lunch because they will not have eaten and then run around."

Identifying Troublemakers

From Theresa Giery, a second grade teacher at Point O'View Elementary School in Virginia Beach, Virginia:

"To help the lunchroom monitor, all our children wear a clip with their name. A basket is brought to the lunchroom by the line leader of each room. If the monitor has trouble with a student she takes the clip and places it in the basket. When we teachers come to pick up the class we find out who was causing trouble in the lunchroom. The other students are not then punished for something that only one student was doing."

Lunch Music

From Michelle Williams, a math teacher at Forestville High School in Prince George's County, Maryland:

"For an added attraction at lunch, I play soothing music during lunch. Instrumental jazz or classical music will not only calm the students but allow a diverse artistic appreciation."

Lunch Pockets

From Mary Masters:

"In my classroom I have the standard pocket behavior chart with various colored cards. However, I've taken the concept one more step. In a tray near the door, I have additional cards that are not part of the behavior chart. There is hot pink for hot lunch, cool neon green for cold lunch and teal blue for breakfast. As students go to their desks, they put the appropriate card(s) in their pockets. If a student doesn't have a card in his/her pocket, I double check to see if the student is present. My student helper then prepares my attendance/lunch count record to go to the office. To facilitate this, I made an oversize student list in a large font on bright construction paper. After taking attendance/lunch count the cards are returned to the tray."

Rewarding Good Behavior

Love Boxes

From Patti Fawver, a sixth grade teacher at Bristol School in Bristol, Wisconsin:

"I order small items from the Oriental Express magazine to use as positive behavior incentives. I place small decorative boxes around my room and write the word LOVE on them. If I notice a student doing a kind deed or putting extra effort into a task, I ring my cordless doorbell and that student gets to pick a Love Box. As soon as the class hears the bell they know that someone just did something great. I explain who won and why. The student gets to choose one of the boxes and take the prize from it. Then I refill the box and use it again. This is a great way to recognize positive behavior in the classroom."

Personal Notes

From Darlene Roker, a fifth grade teacher at Vermont Avenue Elementary School:

"I send personal notes to all of my students. I make a pre-addressed envelope for each student and at random, select an envelope or two. I write a note to the students that were picked, put them in their envelopes and give the notes to them at the end of the day. When all the envelopes are used up, then it's time to pre-address another group of envelopes. This makes sure that no student is forgotten."

Distraction Tickets

From Linda Mariano, a special education teacher at Oswego County B.O.C.E.S. in Mexico, New York:

"I have certain students in my class who love to instigate and distract each other so I made distraction tickets. I give students a "DT Ticket" when they ignore the negative behavior of another and do not let that student distract them from their schoolwork. At the end of the day, we have a lottery drawing with the daily distraction tickets and the winner gets a special prize from the teacher. It really works!"

Snacks for Everyone

From George Beyer, a retired teacher from Flathead High School in Kalispell, Montana:

"To show my appreciation to the school staff that made my job as a teacher easier, I would bring in snacks for the custodians and secretaries once or twice a year. Snacks also play an important role with students. Unfortunately, not every family can afford to participate in pizza, taco and donut days. I would deposit money with our attendance secretary and let students know that if they needed money to participate they could withdraw the money anonymously under the condition that they help someone else who needs it sometime during their lives. Lastly, I always brought healthy snacks for those that weren't allowed to eat sweets."

Message Labels

From Melanie Finotti, a fourth grade teacher at Keystone Elementary School in Knox, Pennsylvania:

"I discovered a wonderful use for the printed address labels that so many companies sell. Instead of ordering address labels, my orders are for labels that contain messages to my students from me! Companies sell six hundred labels in assorted colors for as little as $7.95 plus shipping. Some of the messages that I have devised are: (1) Great job! I'm proud of your effort! (2) Parents: Please sign and return this graded paper. (3) You have just earned bonus points, congratulations! Teachers can customize all kinds of messages for their students. My students love to read what their sticker labels say!"

Beverage Passes

From Linda Wong, a fourth grade teacher at Walter Knott School in Buena Park, California:

"I give each table group of children a little receptacle to hold poker chips. I reward groups that are on task, ready to listen, etc., with a poker chip during the day. On Thursdays, each group counts their chips. The group or groups having the most earns a Friday Beverage Pass which entitles these students to bring a beverage from home to enjoy on Friday afternoons during our silent reading time. Children love it and the reward costs the teacher nothing! We empty the receptacles and start again the next week!"

Strategies You Can Use

Survival Kits

From Virginia Easterling, an eighth grade teacher at Alba Middle School in Bayou La Batre, Alabama:

"When students arrive for class, I have a brown lunch bag on each desk. In each bag is a toothpick, rubber band, Band-aid, mint, chocolate kiss, pencil, eraser, piece of chewing gum and a tea bag. These are the students' Survival Kits for everyday living. The toothpick is to remind them to pick out the good quality in others. The rubber band is to remind them to be flexible, as things may not always go as they want. The Band-aid is to remind them to mend hurt feelings. The pencil is to list their blessings and the eraser is to remind them that everyone makes mistakes but that it's okay. The chewing gum is to remind them to stick with it and they can accomplish anything. The mint reminds them that they are worth a mint and the kiss reminds them that everyone needs a kiss or a hug everyday. The tea bag is to relax daily and reflect on the positive things in their lives. This activity opens up the class for discussions on class rules and respect on the first day."

Teacher Empathy

From Karen Helm, a special education teacher at Tolleson Union High School in Tolleson, Arizona:

"A good way to instill empathy for the teacher is to have the rowdy or bored student teach a lesson for 20-30 minutes. The student becomes the teacher and I become the student that sits in his/her seat. The results are amazing! The student learns to understand the frustrations and rewards of teaching a lesson. Sometimes I pick the lessons and give the students materials. Other times, I let them teach something that is of interest to them. Try it, it works!"

From Dave Williams, a second grade teacher at Hereford Elementary School in Hereford, Pennsylvania:

"In order to prevent those wandering eyes during tests, I invested $5.00 for a pair of mirrored sunglasses with a holographic smiling face on each lens. While the holograms smile away to help brighten the day, the students never know where I'm looking, so cheating is not an option. Even better though, I can actually review lessons or complete paperwork at my desk while wearing the glasses."

Rules on Video

From Barbara Keihle, a language arts teacher at Nestucca High School in Cloverdale, Oregon:

"My drama class is producing a video tape of class rules and behavior. I assigned a different rule to a group of two or three students. They have to write, practice, and perform a skit demonstrating appropriate and inappropriate behavior. My drama students are having a great time producing the skits and the video will be a fun way to review the rules in all of my classes."

Watch Those Hands!

From L.C. Kerr, an art teacher at Forest Park Middle School in Forest Park, Georgia:

"We're in the habit of looking at students' faces almost always. But if you regularly drop your focus about 12"-18" and look at hands, you can see some very revealing things going on. This works especially well in class and when you're off duty. It helps stop problems before they happen."

Standing in Class

From Tamara Collins, a former teacher now at San Diego State University's Policy Studies Department in San Diego, California:

"When engaging in class discussion or questions, I always move to the opposite side of the room from the student who is talking, leaving most of the class between us. This keeps the student (and me!) focused on the class as a whole. It also forces quiet students to speak up!"

Morning Worksheet

From Toni Bush-Kellar, a second grade teacher for the Department of Defense in Osan, South Korea:

"After feeling stress from being bombarded with notes, stories and questions one too many times first thing in the morning, I created a morning worksheet. The morning worksheet contains material I want to cover in the class meeting but am unable to start right away due to the 'bombardment.' The students try to answer the daily math problem, a problem solving question, computation, daily analogies, daily geography and daily oral language as well as write to the morning prompt. The students receive a score for neatness. The students even helped me create the scoring rubric! The results are neater work and more attentiveness. It's a quick review for all and the 'gifted' students know that they can 'show' they knew the answers and don't feel punished by wait time or not being selected to share. Now I have a few crucial moments in the morning to respond to the notes, at least read them, and listen to the story about a student's mother being in the hospital!"

Strategizing for the Long Term

National Association of School Psychologists

From Peggy Saxon, a school psychologist in the Perry Local School District in Perry, OH:

"In light of the tragedy in Littleton, Colorado, educators may find valuable information on the National Association of School Psychologists web site, http://www.naspweb.org. If you click on 'What's New' on the home page, NASP resources on crisis prevention and violence prevention will come up."

Peer Pressure

From Jeanne Koenig, a counselor at Perry Elementary and Perry Middle School in Perry, Ohio:

"I ask students to list things they will say no to in the future, like stealing and cheating. Each student compiles and then signs and dates the personal list. I ask them to look at their list at least once a year to see if they are still abstaining from these behaviors. We also talk about 'red flags.' I bring a red flag to class and explain that this term can refer to things people might say to influence them to change their mind. Students list red flags like 'no one will ever know.' They also list ways of saying no, including the eight D.A.R.E. techniques: (1) just say no; (2) give an excuse or reason; (3) sound like a broken record; (4) walk away; (5) turn the cold shoulder; (6) change the subject; (7) avoid the situation; and (8) find strength in numbers. Finally, we view the Sunburst video 'You Can Say No: Here's How."

Positive Relationships with Law Enforcement

From Joan Millspaw, a media specialist at Perry High School in Perry, Ohio:

"I advise a 9th grade mentoring program that teams juniors and seniors with small groups of freshmen. The purpose of the program is to help these new ninth graders have a smooth transition between middle school and high school. This year we have a new school resource officer. Officer Parker has been instrumental in promoting positive relationships between teenagers and the local police department. With the disturbing incidents happening in schools across the country, the recent discussions with Officer Parker and the mentoring groups have allowed the students to ask questions and express feelings about their safety and our school environment. This program has let them know how much people care about them and what happens to them!"

Alumni Comments

From Susan May, a teacher and journalism advisor at McCook High School in McCook, Nebraska:

"When unannounced guests come to visit, I invite them to give an impromptu talk about what they have been doing since graduation. Most visitors are former newspaper and yearbook staff members. My current students pay close attention to what these students are accomplishing now."

• Relationships Among Students (1 tip)
• Techniques (4 tips)
• Colleague Support (2 tips)
• Parents (1 tip)

Relationships Among Students

Buddy System

From Angela Johnston, a fourth grade teacher at Clairton Elementary School in Clairton, Pennsylvania:

"I teach a self-contained class with full inclusion. This year we have all identified students in grade four in one room. There are 13 identified students in my classroom of 26 students. Within these identified students there are 10 identified as Learning Support and 3 as Gifted and Talented. The remainder of the 13 children are functioning at average or above average level. In order to keep students on track, I have assigned each identified student a buddy and manage my classroom on the buddy system. This works really well because it makes all students responsible for their own work. The buddies check up on each other and my work is cut in half. We also provide homework trackers within the school for each student so my buddies make sure each one has his/her homework assignment before leaving the classroom for the day. During my silent reading period each day the buddies read to each other. OK, it's not exactly SILENT but everyone is reading and it works really well. You will not believe the independence it has created for all students and how close these students have become. I have found I have time to chat with each team of buddies weekly and give praise. Self esteem has risen tremendously and peer acceptance has increased. They have become protectors of each other.

Techniques

Adaptations For Deaf/Blind Students

From Kathy Baumfalk, an interpreter for the deaf at Prescott School in Lincoln, Nebraska:

"When working with a deaf or blind student, many adaptations need to be made. Whatever curriculum we can get our hands on we try to make tactile and Braille for the student. This gives the student much more accessibility to the classroom and the lessons being taught. Having a skilled team is also a benefit to help meet the special needs of the student. A mobility specialist, vision specialist, speech pathologist, deaf education teacher, regular classroom teacher and interpreter make a well-balanced team. Each team player is important in helping the student be successful. As more students and staff learn sign language, the deaf/blind student becomes more and more independent."

Special Needs Students

From Andrea Phillips, a social studies teacher at Perry High School in Perry, Ohio:

"Inclusion can be a frightening concept. Teachers wonder how they will accommodate students with special needs into a regular classroom. Many of us do not have the time to make many accommodations, but what I have found out is that you really don't have to make many accommodations to make special needs successful students. Inclusion means including all students in the regular education classroom. I am not saying some accommodations do not have to be made. They do, especially when it comes to testing. What has worked4me is challenging all students, including special needs students, to do the best they can. My special needs students get the same assignments, same projects, and same worksheets as my regular students. Sure, they may need a little extra time, but given the chance they can do it. They have shown me time and again they can. This week we have been studying the Middle East Peace Process. It is my special needs students who have been coming through with the answers to the tough questions and I am so proud of them. My tip is to base teaching on the premise that ALL students can learn, not just the regular education students. Teachers don't have to be afraid of the extra work they'll need to do, the students will do it because they can do it!"

Multiple Strategies to Success

From Nancy Jenkins, a kindergarten teacher at Cresson Elementary School in Norwalk, California:

"I have had a fully included student in kindergarten for 2 years now (she was a young 5 the first year) and she will be going to first grade in the fall. I have learned that I have to ask questions and more questions, try different things, and even be ready to try something new or bizarre because the standards suggestions don't usually work. My student is wheel-chair bound and non-verbal as a result of cerebral palsy, however, there is a spark there. She is treated as one of the class and the other students include her in all activities. My strategies have included: enlarging small books for easier visibility, using a name stamp for papers, giving her more time to utter sounds for responses, using larger pencils, crayons or paint brushes, pairing her with another student to read or throw dice or do the activities her body is just not able to do. She gets to do all things and others get to help. The benefit to having a full inclusion student is evident to all. She interacts and gets all the richness of a regular classroom and the students get to see 'disabilities' as not scary, but just a challenge to overcome. My student is very much a part of the class and accepted as such... it's a joy to see."

Directions

From Ruth Crates, a ninth through twelfth grade intervention specialist at Kenton Senior High School in Kenton, Ohio:

"My colleague Ann Downing and I have used this activity for several years with DH/LD students. Giving written and verbal directions is a concept we work on in the classroom. Each student writes or dictates directions to his/her home. Then we hop in the car and follow the directions word for word and hopefully end up at the right destination. (Sometimes we don't.) Students are given immediate feedback (we either get there or we don't) and they can go back to the classroom with a success under their belt or can try again. This activity also helps us get a better idea of where the students come from and is helpful when home visits are necessary. Students really enjoy getting out of the classroom and sometimes we even have time to drive through the local fast food place for a soft drink. Because the atmosphere is more casual in the car, I learn a great deal from the students on these mini-trips. Knowlege of driving rules become quite evident - they are all back seat drivers! Of course, you can only do this with a small group, and permission slips, emergency medical slips, etc. have to be in place. This activity can also be used when we study local map skills and local transportation needs.

Colleague Support

Planning Together

From Tina Schofield, a special educator at Bear Creek Elementary School in Baltimore County, Maryland:

"The number one thing that has helped inclusion work for the classroom teachers and myself seems to be joint planning. Our school could not budget this but my creative instructional assistant Karen Clarke suggested she substitute at dismissal time once a week (3-3:30) so we can plan. The classroom teacher sends me a short form with a rough sketch of her upcoming week. We both bring our materials and ideas for lessons and use this time specifically to plan. We try to limit extraneous conversations. On the rare week that we do not get to plan, there is a significant difference on the delivery of services and the quality of team teaching.

Helping Other Teachers

From anonymous:

"As a special education teacher who works with first grade, I am always looking for ways to promote goodwill between regular and specialists. One of the complaints voiced in our building is that regular teachers have all of the homeroom duties and specialists get assigned [only] door duty, etc. This year I decided to take my turn with homeroom duties. Each month I treat one of the regular teachers who welcomes me into their rooms. When the bell rings I collect their students from outside, get them settled and help with the roll call and cafeteria orders. I also take this same class downstairs when it is time for lunch. The homeroom teacher gets a few more minutes for preparation in the morning and a chance to sit down a little longer at lunch. This simple gesture has smoothed the way for a lot of cooperation in the classroom between us.

Parents

Accommodating Blind Students

From Tracy Ostwald, a first grade teacher at Jefferson Elementary School in Appleton, Wisconsin:

"As well as being a teacher, I am the parent of a vision impaired student. I urge other classroom teachers to contact experts in the EEN field whenever they have questions or concerns. Blindness is a rather low incidence disability, and there are many teaachers who have had little or no experience in teaching a blind child. The nearest school for the visually handicapped can also be a great source of information. They can offer suggestions such as adaptations for mobility in the classroom or ways to make lessons more of a hands-on experience rather than purely visual. Contacting people with knowledge in the field is not a sign of weakness or lack of knowledge on our part, but rather a sign that we are willing to learn and ready to adapt for the child."

• Noise Control (10 tips)
• Staying On Task (6 tips)
• Transforming Behavior (10 tips)
• Tracking Behavior (11 tips)
• Discipline Referrals (4 tips)
• Safety Issues (15 tips)

Noise Control

Quiet Points

From Janie Allan, an elementary teacher at SonShine Christian Academy:

"My students have a hard time staying quiet so I came up with a point system. Each period is worth 20 points. If a student disobeys the quiet rule, the points are subtracted in increments. First they are left with 10 points and then 5 points. After the final infraction, they have 0 points left. At the end of the period, I record a running total of points on a section of the board. They like to see how many they can collect. They can spend them on extra computer time, stickers and treats but I set the prices high enough to ensure that I don't go bankrupt."

Quiet Lights

From Rajini Devi, a teacher at Swiss Cottage Primary School in Singapore:

"When my class gets too noisy, I switch off all the classroom lights and fans. Once the children find that the room has suddenly turned dim, they look around them. When they see me at the switch plate with my finger on my lips, which is our quiet signal, they know that they have been making lots of noise and it's time to be quiet and carry on with their task. Don't do it too often or it won't be as effective. I like this method because I don't have to bring in an extra resource such as a bell or chime to keep the class quiet."

V for Victory

From Raylene Wauda, an English teacher at Madison Middle School in Appleton, Wisconsin:

"Rather than yelling at my students to be quiet, they know to quiet down when I hold up my hand and use the V for victory sign. As soon as they see me, they make the signal too until the entire class is quiet. This is as effective in quieting an entire team of students in the auditorium as in the classroom setting."

Cooperative Colored Circles

From Elaine Wargo, a fourth grade teacher at Perry Elementary in Perry, Ohio:

"When working with cooperative groups, I keep the noise level under control by using colored circles. If a group is on task and using quiet voices, I give them a green circle. If I need to remind them about the noise level, I give them a yellow circle. If a group is way off task, I give them a red circle and step in to give them assistance. This is a great way to model appropriate behavior when I am just beginning to establish groups and ground rules. It also saves time because I don't have to interrupt the entire class to get one group back on track."

Getting Students' Attention with Chimes

From Pamela White, a third grade teacher at Parker Elementary School in Oakland, California:

"Since many teachers are having classroom management difficulties, I now use a chime to get children to settle down. They love the beautiful sound and it is a way to indirectly teach a little music."

Appropriate Talking Times

From Wendy Duvall, an eighth grade American History teacher at Coopertown Elementary School in Springfield, Tennessee:

"Students love to have time to talk and to share gossip. In order to keep them from doing it during instruction, I apply 'My Time'. During 'My Time', they must pay attention. They can not talk nor disturb others who are trying to learn and to pay attention. At the end of class, 'Their Time' is the last five minutes. The students want to have a few minutes to talk and to share amongst themselves."

Lowering Noise Levels

From Brenda Hutchinson, a retired second grade teacher from Oscar Adams Elementary in Gadsden, Alabama:

"To remind children of excess noise, I would raise both my hands in the air and wait for the children to do the same. They would respond until everyone in the class raised both of their hands. This was done with a smile and with a reminder of the appropriate noise level."

Noise Thermometer

From Susan Reich, a second grade teacher at Parkview Elementary in Rangely, Colorado:

"Last year as a first-year teacher, I tried what I call a 'noise thermometer' that my students keep their eyes on to monitor their own noise level. The tool worked so well that it will be a permanent fixture in my room. My noise thermometer looks like a three-foot thermometer with red Velcro that acts as the mercury. I number increments from zero (no noise) to ten (extreme noise/out of control). The thermometer starts at zero each morning. When my class gets louder I raise the thermometer to a level that matches their noise level. I never have to say a word. They see me near it and the room immediately becomes quieter! If it hits five, the class loses two minutes off recess and as it is raised even higher, they lose more time. This has proven to be an effective way for students to monitor themselves and work cooperatively to keep noise down. Last year, my class got to five only three times. I hate to use lost recess as a consequence, but losing six minutes all year isn't a bad trade-off for a relatively calm classroom."

Awesome Noise Control

From Deborah Allen, a fourth grade teacher at Valmead Elementary School in Lenoir, North Carolina:

"I used to have difficulty getting the class quiet. Nothing short of screaming 'shut up!' seemed to make any difference. Then I wrote the word 'awesome' on the board. When I had to speak to the entire class, I erased a letter beginning with the final letter. If the class made it to lunch time with the word intact, they sat where they liked. If not, they had assigned seats. If they lost the entire word by the end of the day, the following day they had silent lunch. If the entire word was intact at the end of the day, they were rewarded with 15 extra minutes of PE the next day. The first two days the class was at 'awe' by lunch time and they had an 'a' left at the end of the day. Each day they improved. This past week they had the word intact at lunch two days out of five. It worked for me when all else failed."

Silent Noise

From Susan Swenson, an art specialist at Kohl Elementary School in Boulder Valley, Colorado:

"Particularly useful at the start of the school year or on days near special events when students are talking during introductory instructions, I tell them they can keep talking, just without sound. It usually catches their attention quickly. Then I explain that when so many are talking all at once in the room, it just takes my words away. Trying to figure out the directives is hard when only my lips are moving and it usually gets the class quiet so that I can continue with directives."

Quieting Rambunctious Students

From Janet Shlegle, a special education and kindergarten teacher at Benjamin Banneker School in Loveville, Maryland:

"Quieting a rambunctious group can be a challenge, but I've had success in several primary grades with these simple tricks. I teach the children to copycat movement patterns, saying 'do what I do' while moving my arms up and down, patting my head, touching my nose, etc. Initially I do one movement, and then switch movements about every 5 seconds. Later, I will do a pattern of movements. Children need to watch and tend to stop talking as they concentrate on imitating. I praise children for copying quietly. In addition to getting their attention, this gives them a simple movement break, and if I combine activities that cross and uncross the midline it helps their sensory systems and improves their thinking skills.

"Another trick, especially for a noisier group, is to clap patterns and have them imitate. I teach the game during group time first and then from anywhere in the room, I can clap a pattern, and children begin imitating. I continue the same or varied patterns until everyone is quiet and joins the game. This strategy practices sensory processing as well as auditory attention and memory.

"Moving in the hall can be hard, but I have achieved almost silence by having the children 'Put a Bubble in Their Mouth.' They puff up their cheeks and close their lips. If they talk, they have popped their bubble. (Just watch that they don't hold their breath!) When we arrive at our destination, we all get to pop our bubbles. I remind them that bubbles don't make noise when they pop. We practice with real bubbles before the first time."

Noise Level Music

From Alan Pilkenton, a K-8 art teacher at Mid-Michigan Public School Academy in Lansing, Michigan:

"To get the attention of my students, I blow a harmonica. When the students hear the harmonica, they know that they are to stop what they are doing, look at me and listen quietly. I have the kindergarten and first grade students put their hands on their heads as well which they think is fun. I wear the harmonica around my neck at all times and use it with all my students, K-8."

Staying On Task

Raining Management

From Debra Shelton, a seventh grade special education teacher at Roblyer Middle School in El Reno, Oklahoma:

"In my class, there are many activities, projects and lessons going on all at once. In order to allow each student the freedom to move about as needed, yet stay on task; I use a rainstick to gain the attention of the class back to me. When I need to speak to the class as a whole or have the groups change activities, all I have to do is turn the rainstick over. The students automatically freeze and turn their attention toward me. It's the best thing I've ever done to maintain classroom management."

Wait Cards

From Linda Golomb, a second and third grade teacher at Cedarcreek School in Valencia, California:

"I use numbered cards to organize students who need my individual attention. I laminate the kind of cards made for classroom calendars and put them in order in a basket. When I am busy talking to someone, a student can come up and take a card. They take the card back to their seat instead of waiting in line. When I finish with one student, I call on the next number and a hand goes up to show me who I will conference with next."

Keeping Students On Task

From Gwenn Quirk, a third grade teacher at Dulles Elementary School in La Mirada, California:

"A nice addition to my bag of tricks has been a small kitchen timer for use in getting students to pay attention to the task at hand and not waste time. I set a specific time limit on many tasks and I've noticed a great improvement in finished work. I also recently borrowed an idea from on of my colleagues. I use a class set of highlighter pens when reading something such as a Weekly Reader. I let my students highlight specific words and phrases. It really keeps them on task. This also assists some students in reading and learning vocabulary."

Safekeeping Box

From Heather Greenwood, a Youth Behavior Specialist for grades K-5 at Sugar Grove Elementary School in Houston, Texas:

"Sometimes children bring things from home to play with, which makes it harder for them to pay attention. I decided to resolve this problem by creating a Safekeeping Box. I found a medium-sized box with a lid, decorated it, and put a label on the box that said 'Items in Safekeeping, To Be Returned Later'. When I see children playing with something that is distracting them, I ask them to put it in the Safekeeping Box and let them know that they can retrieve their item at the end of the day. This validates their important personal treasures and assures them they will be returned. Additionally, it cuts down on the distractions in the classroom, as the students learn quickly to avoid having things put into the box."

Ouchies

From Stephanie Urlage, a 4th grade teacher at White Hall Elementary School in Richmond, Kentucky:

"When I started my first year of teaching last year, I discovered it was popular for my fourth graders to go to the nurse's office for a band-aid or a spray of Bactine on a hang-nail or paper cut. To curb lost class time and personal frustration, I decided to keep a large bottle of clear aloe on the sink in the back of my classroom, along with a box of cotton swabs. After the students learned how to apply the aloe on their own without leaving or interrupting class, they were quite proud they could take care of the problem without asking for assistance. Their little ouchies also went away in the process!"

B.L.U.E.H.O.D.

From Kim Walker, a third grade teacher at Sunset Elementary in St. George, Utah:

"One year I had an extremely squirmy class and there was more directing going on than teaching. With the class I developed a signal to cover all the directions at once. The cue is 'bluehod.' It stands for 'Back to back of chair, Legs Under desks, Eyes on speaker, Hands On Desk.' I used it as a verbal cue for many years and then decided in some situations a silent signal could send the same message. I simply tap my shoulder, either shoulder, either hand. It is kind of a game and we see how quickly everyone responds. It has extended past the classroom to the halls, library, assemblies. Because of this, it has come to mean 'do what is expected for that particular situation.' It has worked well for me and any friends who have tried it. Keep it quick and fun."

Transforming Behavior

Tell Mr. Bucket

From Kirk Ver Halen, a third grade teacher at Cowart Elementary School in Dallas, Texas:

"I use a small plastic bucket to address the issue of tattling. I decorate the bucket with a sad face, a nose, eyes and some big ears. After I discuss tattling with the class, I tell my students that if they want to tattle, they must write their concern on a piece of paper and place it in Mr. Bucket. This has been a great help in stopping the tattling because kids don't get my attention. Later, I read what is placed in Mr. Bucket and then decide if anything needs to be addressed."

Points for Conduct and Attendance

From Sofia Libre, a seventh grade English teacher in Puerto Rico:

"Every written test I give to my students includes ten points for conduct. Points start counting in between tests. I erase bad conduct and let them try again for another period. There is always the opportunity for improvement. They understand that those ten bonus points for conduct help their final grade. In groups with poor attendance, I give five bonus points for good attendance. This incentive works well for both big and small groups. Solutions for middle school discipline and attendance problems give you the perfect atmosphere for the teaching and learning process to really take place."

The Spirit of Giving

From Beth Hanusosky, a kindergarten through second grade counselor at Perry Elementary School in Perry, Ohio:

"I teach a lesson on how to graciously receive a gift. I bring a wrapped gift to class containing a brightly colored pair of socks. I set the scene by telling the children about my little nephew Matthew, who is always the same age as the children in the class, and my Great Aunt Ethel. Aunt Ethel is old and loves little Matthew, but she's not quite sure what young children want. Aunt Ethel has a hard time walking, but she goes to the mall every year to buy a present for Matthew. Matthew has been anticipating a Game Boy, but has not yet received one. He's been eyeing the package from Aunt Ethel, as it seems just the right size. Matthew eagerly opens the package only to find the socks and states, 'Oh no, only socks!'. Aunt Ethel's face shows her disappointment. After I tell this story to the class, I give them the following questions to think about. 'How do you think Aunt Ethel felt? How did Matthew feel? Why do people give gifts? How do you feel when you give a gift to someone?' The students take turns practicing appropriate comments they can use when receiving gifts. We discuss the spirit of giving as well as the importance of recognizing the feelings of the giver and the receiver."

Discipline Cards

From Lolita Cox, a sixth grade teacher at Museum Magnet Elementary School in St. Paul, Minnesota:

"I have green, yellow and red discipline cards on a chart for each student. At the beginning of the day each student has a green card showing on the chart. If a child is disruptive, he or she is told to pull their green card as a warning and their yellow card is exposed. After the yellow card is pulled, the child is given a five-minute time out. After the red card is pulled, the child is given a ten-minute time out. If the behavior continues, the child is sent to the school reflection room to talk to the Educational Assistant about how he or she can better handle a situation. Once a reflection sheet is satisfactorily completed, the child may return to class. Few students have to pull more than their green card before remembering to stay on task."

Behavior Bank

From Debby Klock, a second grade teacher at Lightfoot School in Sheboygan Falls, Wisconsin:

"I use a behavior system that also teaches money. At the beginning of the year I have all students punch out their money from the back of their math book to go in our 'bank.' Every morning two 'bankers' pass out five pennies to each student. If a student breaks a rule, I don't need to lecture. I just collect a penny or two. The children get the message very quickly. At the end of the day, the children trade in their pennies for nickels, dimes, or quarters. Once a week, they come to my 'store' to purchase stickers, bookmarks, posters, etc. They may not use pennies to shop so they must learn money skills. The kids love it and my class knows the value of a quarter. Parents donate some of the items for the store."

Rewards

From Sherry Hubbard, a principal at Carver Learning Center in San Angelo, Texas:

"I created a classroom management system called 'Hubbucks' after my last name. I initially developed the values with my class. I "make" money by enlarging $20 and $10 bills to 20% and putting my picture in place of the president's. I white out the serial number and replace it with 'Hubbucks.' I give each student $120 per six weeks. They cannot hoard the money from one six weeks to the next. The beauty of the system is there is no record keeping. Students write their names across the back of their money as soon as I give it to them so they cannot be used by another student. On the wall we post values - $10 for gum chewing, drinking or eating In class, no pen or paper, etc. Under each amount there is a list. Students are responsible for Hubbucks. At the end of the six weeks I accept whatever money is left in exchange for dropping up to four grades (for $30 each). I give so many grades that dropping four does not make a great difference. Now kids never even try to come to class late or without supplies because they value being able to drop low grades."

Reading to Students

From Debbie Blanchard, a middle school social studies teacher at New Horizons Learning Center (a public school serving severely emotionally disturbed kids) in Panama City, Florida:

"Any down-time in my classroom generally turns into chaos. I have solved this problem by reading to the kids each day when the lesson is completed. This also gives me the option of always having something in the bag when unexpected down-time occurs. The kids absolutely love to be read to! These big old 8th grade boys will gather around and sit at my feet while I read. While I am reading, the kids can draw, sit on the floor, put their head down, etc. This is the calmest time each period in my class. Besides the obvious of sneaking in concepts and historical information, the kids are exposed to literature they would never read themselves. It opens up topics for discussion, promotes listening comprehension, and is a way of modeling a love of reading."

Speaking Out of Turn

From Kevin Maxfield, an education student in Laramie, Wyoming:

"I am working with my mentor teacher, Lea Griffin, who has many classroom management techniques. One of my favorites is when she asks one student a question and another answers. She says to the student to whom the question was asked, 'How did you make your voice come out of his/her mouth?' It's very effective management technique that points out to the class, in a subtle way, communication tactfulness."

No Whining!

From Cheryl A. Corbin, a fifth grade teacher at Sunset Elementary School in Whitehall, Wisconsin:

"To cure students in my classroom who are chronic whiners, I have made a Whine Cup. This is NOT an award they want sitting on their desk. It consists of a plastic trophy cup to which I have added several Kleenex tissue for their tears. It is surprising how quickly they check their own behavior!"

Tests as Opportunities

From Harvey Smerilson, eighth grade math and honors algebra teacher at Discovery Middle School in Orlando, Florida:

"I noticed that some students get up tight at the mention of a test or quiz. To overcome this, I simply tell the kids, 'We don't have test or quizzes. You will have silver opportunities to show me your knowledge of the subject. We also have golden opportunities and even a platinum opportunity at the end of the semester.' The kids enjoy the terminology and have even taken it to other teachers who now do the same thing. Students who dreaded tests now look forward to sharing their knowledge with me."

Independent Thinkers

From Laraine Reisner, a fourth grade teacher in Los Angeles, California:

"Periodically, I have students who ask exorbitant amounts of questions, either for lack of using their skills to figure out an answer or for attention. I developed a plan to curb this behavior. When applicable, I give a student three 'tickets', made from colored construction paper each day, and whenever he/she asks me a question, a ticket must also be handed to me. When the tickets are used up, they may not ask me another question for that day. I have seen children become independent thinkers and self-sufficient when on this plan because they want to save the tickets for really important questions. It's a great way to develop problem solving skills."

Blackmail File

From Karen Marty, a retired fifth grade teacher from Columbine Elementary School in Grand Junction, Colorado:

"When I was a fifth grade teacher, I kept what I called a "Blackmail File." When a student repeated minor misbehaviors, I had a conference with the student and we wrote up what had been happening and came up with a plan. We both signed and dated the write-up, which went in the Blackmail File. If the misbehavior cleared up, nothing happened. If misbehavior continued, then I had a conference with the parent and the student. During the conference, anything in the Blackmail File was brought up and discussed. Most of the time the students appreciated having a chance to clean up their act."

Behavior Referrals

From Heather Burger, a sixth grade math and science teacher at Blacksburg Middle School in Blacksburg, Virginia

"I use several techniques when students are disruptive in the classroom. I make it a learning experience for the students, reminding them that they need to raise their hands, stay in their seats, etc.

"If a student still has a problem, I whisper a conversation about the behavior and show only the student the behavior slip. I tell the student the referral is filled out and ready to be given to the principal. I leave it upside down on the student's desk and tell the student that if there are no more problems, he/she can rip it up and throw it away after class. This lets them have control over their behavior.

"For other situations, I take the student out in the hallway and bring a referral slip to show that I mean business. If I am going to write up a student, we discuss why and strategies that can be taken so it will not happen again. The student fills out the referral himself listing the discipline problem and the action taken. 'Action taken' could be a conference, a call home, lunch or after-school detention, or a meeting with the principal, who chooses the student's consequence. Students usually choose after-school detention with me, and at the end of the detention we conference with the parent who picks up the student about why there was a detention and how to avoid it next time."

Ask Three Before Me

From Paul Brooks Clark, a technology coordinator at Manchester Memorial School in Manchester, Massachusetts:

"This 'oldie but goodie' still has legs. Teaching in a K-6 computer lab with 20+ students at a time can be quite taxing when the questions come fast and furious. The admonition 'Ask Three Before Me' can be a successful strategy on several fronts: the teacher is freed up to work individually with struggling students; the teacher can do more assessment; and the students asked for help can demonstrate their understanding of the topic. The student providing the help cannot just take the mouse and do the job, he must actually teach his classmate so the classmate understands the concept or skill."

Tracking Behavior

Behavior Notebook

From Maribeth Petery, a fourth grade teacher at Clay Elementary School in Ephrata, Pennsylvania:

"I keep track of responsible student conduct by assembling a 3-ring notebook and placing one page per student inside at the beginning of the year. On the first day of school, I show the students their blank page and challenge them to keep it blank for the whole school year. Here's how it works. When a student breaks one of our rules, that student must go to the behavior notebook and write a brief account of what transpired. If I agree with the assessment, I sign it and date it. This page is sent home with the report card at the end of the marking period. A big point is made of the fresh start for all at the beginning of the next marking period. If a student has a blank page all year, I send home the original blank page with a heartwarming note of praise for good behavior all year long."

Point Cups

From Jamie Whooley, a primary EBD teacher in Addison, Illinois:

"I recently augmented the behavior management system (token economy) in my classroom. All students at my school (K-12) have daily behavior charts. Their teachers are to keep the charts with the students at all times. These charts show the students' behavior in 5-minute intervals throughout the day and a section for fines and bonus points. The students in my class are beginning readers, and for the most part are unable to read the important things on their charts.

"I came up with a system using base ten blocks and colored unifex cubes. Students have a cup Velcroed to their desk. Every 5 minutes the student is working, I put a base ten block (1 unit) in their cup, each time the student receives ten blocks, they must come to the bank (me) and exchange them for a rod (10 units). If the student earns a fine, they must pay the bank with their earned points. They also have the opportunity to earn bonus points (color coded for each teacher in the classroom-use unifex cubes). The bonus points can be used to buy computer time during breaks. The base ten blocks can be used to purchase larger items from my store (toys, stickers, etc.).

"I still have to use the behavior charts in addition to the cups, but this works out great for the students. They are beginning to understand what the behavior management system is all about. Of course, they get angry when they have to pay their fines off, but it has reduced the number of times they act inappropriately in a given day!"

Traveling Binders and Saturday School

From Chris Merfeld, a sixth grade teacher at Southeast Warren Intermediate School in Lacona, Iowa:

"In order to keep records of student behavior and late assignments, our school has devised a simple record keeping system. Each teacher has a binder which travels with their class where ever they go. There's a form in the binder that the teacher can use to record any misbehaviors or missing work. The columns on the form include student name, subject, behavior, work and explanation. At the end of the day, I review the form and assign predetermined consequences for behavior or late work and then begin a new form the next day. This is an easy way to keep records for the entire quarter. We also have a Saturday school program, which is two hours for any student who has three or more late assignments per week. Students can also earn privilege points for good behavior and completed work."

Weekly Behavior Report

From Maryellen Eaves, a fourth grade teacher at Louisville Elementary School in Louisville, Mississippi:

"To keep parents informed of their child's progress and behavior, I send a Weekly Behavior Report home each Monday. The report has a box for each day in which I document both positive and negative behaviors and any grades the student has earned that week. I also note any special assignments. The parents must sign the report and send it back to school. The weekly report not only informs the parents, it's also good documentation for me."

Student Behavior Log

From P. Morse-McNeeley, a secondary special education teacher:

"I keep a weekly log on student behaviors. It's a form of a diary in which I note students' infractions of rules, disruptive behavior, and failure to do homework or activities in the classroom. Each student has a page in the log although thankfully, some are never used. The log proves to be very handy in parent conferences when a student demonstrates a continuous behavior problem. It's an excellent source of documentation for the teacher's protection too. I include any referrals that have been made to the office or counseling. On a more positive note, I also set up files for each student in which I keep some of their best work."

Behavior Logs

From Stephanie Tatel, a fifth grade teacher at a public charter school in New Haven, Connecticut:

"I have an extremely active class with a lot of kids who have severe behavior issues. In order to get those kids to begin monitoring themselves and to be sure those who are in charge at home know what is going on in the classroom, they carry around a behavior log. This is a clipboard that has a sheet taped to it that lists the expected behaviors at all times. I clip another sheet to it that is a chart for the week with a little box for each class, including lunch and recess. The student has to get it signed at the end of every class by the teacher. The teacher also writes a short note about the student's behavior. These students carry the behavior logs around all day and feel very important because they have clipboards. It is a great opportunity to continually discuss the student's behavior, to emphasize positive behaviors and problem-solve around the negative ones. At the end of every day, I Xerox the log and staple it into the student's homework folder for their parent to see. This is a great way to track behavior. There are consequences for negative reports and rewards for positive ones. This is a long-term approach but it is the most effective way I have found to get these kids to pay attention to their behavior and encourage them to take responsibility for it."

Behavior Notes

From Lourdes Nelson, a third grade teacher at Lakeview Elementary School in Nashville, Tennessee:

"I found a quick and easy way to document my students' behavior. I use a steno notebook and list my children by student numbers. I use one page for each day. This enables me to quickly note any behavior problem and I can go back and pull up incidents should it be required."

Behavior Box

From Carol Jacobs, a primary special education teacher in East Ramapo School District, New York:

"I have a file box with an index card for each child in my class. I jot down comments and dates as incidents occur on the cards. When I write reports or have parent conferences, I can use the cards to substantiate what I'm saying. Another advantage to using the index cards is that I can be selective in what I choose to report to the parents so that I don't appear to be bombarding them with too much information. These cards are also very helpful when I'm organizing my thoughts for a report."

Behavioral Seating Chart

From Melanie McCarty, a sixth grade science teacher at Elwood Community Middle School in Elwood, Indiana:

"I have trouble remembering the behavioral history of kids in my class. I recognize the escalation or improvement of problems but it s hard for me to remember specific dates and incidents. I make my seating chart so that the box with the student's name in it is large. When a student has a problem, I write the date, code number for the rule, and if necessary, a note about what happened. I use a new copy of my seating chart each week. It looks very professional to be able to recite exact dates of incidents when parents ask."

Behavior Contracts

From Kirsten Sayle, a second grade teacher at Perry Elementary School in Perry, Ohio:

"One of my discipline tools is a daily behavior contract that is used for a few students who need a daily review of behavior. I designed a chart using Microsoft Word that breaks down the day into halves or thirds, depending on the student's behavioral needs. I created it on 1/4 of a sheet of paper so that four charts fit on one 8 1/2" x 11" sheet. I cut the charts, punch them in the corner, and then put them on a ring. I keep them in a basket on my desk. At the end of the day, I call each child with a contract to my desk. We review their behavior and if they made good choices for each part of the day, I place a small sticker in the box according to the time of day that they made good choices. If they made a bad choice, we discuss it and I write a quick recap in the box about their behavior choices. The contracts are sent home daily for parents to review. It is quick and efficient. Students enjoy seeing the stickers. The teacher, students and parents get daily feedback. Some parents support the contract at home by granting privileges or taking them away according to the number of stickers they earn each day."

Documenting Student Behavior

From Ellen Winer, a special education resource/inclusion teacher at Perry Elementary School in Perry, Ohio:

"Most of the students I work with demonstrate behavior that is more inappropriate than the typical misbehavior in the regular classroom. It is important for me to keep track of the specific behaviors each student is working on in order to gauge progress or regression. Using Excel to report time, I make graphs to demonstrate each student's achievement. The finished product is well done and looks professional. This has been very helpful in reporting to teachers, parents and administrators. The students are impressed, too!"

Managing Behavior

From Janet Beggerly, a second grade teacher in Miami, Oklahoma:

"Here's a tip for keeping track of good and bad notes on students. Take a blank monthly calendar - you can make your own if you have Print Shop. It doesn't take that long to fill out the dates each month. Then on the days you have trouble with students or students do something neat, list their names on the square for that particular day with a one or two word reminder of what they did. It's very easy at the end of the month to look back and see how the month went. Another method I have used (taken from a magazine) is to take the very small post-it notes and write the child's name and the date with the comment. Then stick the note inside a file folder. This is great, but you may still want to go through this every month so you don't get over-noted! I have used both of these methods, and they work equally well, especially when parents want to know how things have been going for their child that month."

Discipline Referrals

Cell Phone Discipline

From Nikki Sheffield, a teacher at East Laurens Elementary in Dublin, Georgia:

"I use my cell phone to help me with disruptive students. When a problem occurs, I just call any number and push the clear button. The students think I pressed the send button. I pretend that I am talking to their parents. You should see the expressions on their faces! Try this, it works!"

Questioning Behavior

From Laraine Reisner, a fourth grade teacher in Los Angeles, California:

"When one of my students has a discipline problem I just go into my file cabinet and take out a previously copied form. There are four questions on the form with enough lines underneath to answer. The questions are:

1. What did I do wrong?
2. Why wasn't my action acceptable?
3. What should I have been doing instead?
4. What will I do in the future?

I read the completed form over with the student to make sure all facts are correct and then mail the forms home to the parents. This system forces the students to own up to their actions. I've found that it works wonderfully in curbing behavior problems."

After Class Referral

From Billy Harris, a middle school teacher:

"I fill out my office referrals after class and drop them off at the discipline office during lunch or after school. This way the students don't know when they are going to get a referral. The administrators appreciate it because when a student is sent to the office they may be involved in more important situations. This method works very well as it allows the administrator to get to it at a more opportune time and it keeps the students a bit off guard."

Non-Embarrassing Discipline

From Billy Harris, a middle school teacher:

"I have discovered ways of enforcing discipline without disrupting the class or embarrassing the student. First I give a look, move towards, or deliver a note the student. If that does not work, I fill out a referral and leave the name blank. I tape it to the wall and tell the class if there's anyone who just cannot help but talk, that person should come forward, put their name on the referral and talk with the assistant principal. This usually does the trick."

Safety Issues

Releasing Tension Due to Violence

From Kathy Gaji, a second grade teacher at Brookside Elementary School in Binghamton, New York:

"This is a way of putting the recent shooting in Colorado into perspective for young children who often feel that what they see on TV will happen to them next. Our classroom walls are covered with pegboard. When talking about the recent shooting, I told the children to pretend that every hole in the pegboard is a school somewhere in the United States. I then showed them eight holes out of all the holes on the pegboard and told them that these eight holes represent the schools where shootings of this type have occurred. Your classroom walls are probably not covered with pegboard but you can use something else comparable such as a large jar of pennies, all the math manipulatives in your class put together, etc. The tension level decreased considerably when I used this idea."

Crisis Plans

From Madaline Fennell, a first grade teacher in Omaha, Nebraska:

"Our school district has been actively working on safety issues for a number of years. One of the products of this discussion has been the development of crisis plans for all buildings. The plan covers how staff should react to a number of situations (intruders in the building, intruder with a weapon, bomb threat, suicide, etc.) as well as several methods of communicating information (intercom, folders, cell phones).

We have also prepared crisis kits with student rosters, flashlights, activities for students to complete, and copies of the plan. To make sure that we have a working knowledge of our plan, some buildings hold unannounced drills to stay on their toes. In addition, we are very strict about our visitor policy. We have signs posted at every door that welcome visitors but require them to check in at the office and receive a bright yellow visitor badge. Random checks are conducted by our district office to make sure that a stranger cannot just wander through the building without being confronted. All staff are held responsible for stopping unknown people who are not wearing a badge and asking them to go to the office."

From Pat Terrell, a teacher at Montclair High School in Montclair, California:

"To ensure a smooth running school, our comprehensive high school's administrators and proctors meet the school buses each morning and detain students who wear prohibited gang-style clothing. The students are given 'loaner' sweat pants and T-shirts for the day. Students who are out of class must have a legitimate pass or they are taken to the Learning Center and detained for the rest of the period. The combination of monitoring clothing and keeping students in class keeps our school environment pretty safe."

Backpack-Free Classrooms

From Carol Kolbe, a teacher in Whitehall, Michigan:

"Our school has instituted a "no backpack in the classroom" rule and has embarked on a partnership with the local police department through which an officer schooled in community policing has his home base at the high school and is present there during school hours."

Emergency Procedures

From Deanna Walvatne, a science and chemistry teacher at Waverly-Shell Rock High School in Waverly, Iowa:

"If there should be an incident at our high school of 770 students, we hear a special code over the P.A. or intercom. It tells us what the incident is, specifically, and where it is taking place. We lock our classroom door, close the blinds, and make sure the students are behind or under tables, desks, or counters. The local police are also aware of the emergency procedures."

Block Scheduling as Safety Measure

From Judy Ratzlaff, a Spanish teacher at Orange Park High School in Orange Park, Florida:

"Our School Improvement Committee came up with a plan several years ago. We have block scheduling, which cuts down on the number of times a day a student can change classes and get into trouble. We have 100-minute classes and three classes a day. We have six subjects a quarter just as if they were all taught in one day, only it is split into two days. Teachers teach 5 classes in two days so that leaves them free one class to patrol the campus and hallways every two days. We have a large faculty so that each teacher does hall duty one quarter on one quarter off. Three golf carts with two teachers each roam the outdoor part of the campus. The rest of the teachers have hall duty or a tardy hall duty.

No one is to be in the hall without a pass. A pass system was devised. They are color coded so that upstairs bathroom passes are only good upstairs. Hall passes are another color and are good all over the campus, library passes are also different. Each pass must have the name of the bearer on it, with one person per pass, the time of the pass and other than the Library and bathroom pass there must be a destination and coming and return time. When we have had bomb threats we have called in the passes and been able to find out who was out on the campus at the time. We even caught one once with the pass method. No personal mobile phones or pagers are allowed at our school. All visitors must have a pass. We have a lock down and emergency plan to lock in the kids that are in schoolrooms and remove others to a safe place. Everyone has a place to go in the emergency. All teachers have instructions of how to keep their students safe in an emergency."

Many Safety Strategies

From Sue Mersic, a third grade teacher at Darley Road Elementary School in Claymont, Delaware:

"We are a K-3 school with a student population of 400, located in an area of suburban poverty with nearly 600 apartments, many of which are Section 8, mixed with low-end single family homes. The student population changes 50% every two years. Our poverty rate is 63% and our minority population is 53%. Here's what we've done to create a safe environment:

1. Our students wear a uniform standard of dress-blue or khaki pants, skirts or shorts and a white shirt with collar, red, white or blue sweater.
2. We play classical music on the intercom before and after school.
3. Outside windows are bullet proof.
4. Only the front doors are unlocked. All others are kept locked at all times.
5. Staff and volunteers will soon wear photo ID.
6. Outside lighting has been increased and maintained.
7. We employ an interventionist who is stationed at the main office to query any adult or teenager who enters the front door. He also deals with students who are out of control and immediately removes them from class.
8. We have an automatic 5-day suspension and referral to a psychologist for any child who threatens to kill anyone.
9. We have an automatic suspension and police referral for any child who brings a weapon of any kind to school.
10. We automatically suspend and refer to the police any child who engaged in fighting.
11. We enforce strict rules that children never touch each other except in friendly contact.
12. Our crisis plan with code word ensures that teachers go into 'lock down' mode should any crisis arise.
13. Children never go anywhere alone - always in two's.
14. Our staff are devoted to children, teaching, and learning."

Orderly Coming and Going

From Charlene McDaniel, a band and strings teacher at Guilford Elementary School in Howard County, Maryland:

"Our new principal has organized arrival and dismissal time to be safe and orderly by having the students enter through the main entrance only with all non-classroom teachers as hall monitors. Last year the students entered and left by the closest door of the building to their classroom. This streamline of student flow allows for friendly greetings and gentle reminders of proper hallway behavior. The classroom teachers are in the classrooms to greet the students and start the day. For dismissal, the classes are lined up and escorted by the classroom teacher down the main corridor to the main entrance. Again the hall monitors can give reminders of behavior and also friendly wishes for a good weekend or 'see you tomorrow.' The order of class dismissal is according to their proximity to the main door, not by grade level. This organization provides safety and orderliness to the students beginning and ending of each day."

Safety Ideas

From Cindy Burrell, a special education teacher at The McCarthy/Teszler School in Spartanburg, South Carolina:

"We have a Safety Committee that meets and reviews all accidents and incidents that have been reported. Some steps that have been taken to make our school more secure include: ID badges for all staff members, once a month fire drills, twice a year tornado drills, evacuation drills (in case of a real fire, natural disaster, train wreck, chemical spill, etc.). We have emergency buttons in all rooms (if an emergency happens, we push the 'panic button' and a signal goes off in the office via our intercom system). All visitors are to report to the office. If we see someone we don't recognize in the building, we stop them and ask if we can help them. We all have input via the Safety Committee to suggest steps to make our school safe."

More Safety Measures

From Diane Agoranos, a fourth grade teacher at Greenbrook Elementary School in Hanover Park, Illinois:

"Our school has installed a video camera at the main entrance with a buzzer. When a visitor wishes to enter the building they must buzz the office, identify who they are, and then the secretary will automatically unlock the door. Visitors who stay in the building must wear a nametag that is then returned to the office when they leave. All building doors are locked after the students have entered and the tardy bells sounded. Teachers who take the children outside for recess must check out a building key when leaving and return it when going back to class. There are over 600 students in the building and this safety system seems to be working."

Safety Measures on an Open Campus

From Kathleen Spengler, a fourth grade teacher at Lake Mary Elementary School in Lake Mary, Florida:

"Since we have an open campus, one set rule we have is that all students must have a buddy whenever they go anywhere on campus: clinic, office, errands, etc. All adults wear an identification badge as do volunteers. Visitors must sign in and wear a visitor button as well. Students have also been instructed not to talk with anyone who does not have a badge on. These procedures help us all stay aware of safety on campus."

Secured School

From Cindy Jones, a fifth grade teacher at Rowland Elementary School in Rowland Heights, California:

"We have a secured school during class hours. There is only one entrance unlocked during school hours, and that is to allow entrance through one office door and to exit out the other door. When parents and/or students enter, they must check in. Visitors receive and wear a stick-on tag to identify them. Tardy students are dealt with at that time. Our custodian locks the gated entrances to our school as soon as the morning bell rings. He then unlocks the gates right before dismissal. It seems to work well, as we never have strangers walking around campus. Also we have a buddy system, where students never go anywhere alone."

Badges

From Julia Todd, a teacher at Raymore-Peculiar High School in Peculiar, Missouri:

"In our school we have started with ID badges. We purchased a computer program, camera and special printer with grant money. We started with teachers and administrators wearing badges. In a high school of 1100, sometimes students don't know who the teachers are. Since we've been wearing our badges, parents feel more comfortable coming up to a teacher and asking questions because they know we belong in the building. We have also made badges for students who are teacher aides, cadet teachers and tutors. These students go into the elementary buildings and are easily recognized by their badge. All students will have badges in a couple of months, but it takes time to photograph and print all students. There is an advantage to having the student ID, also. Local movie theaters give a 50 percent discount with the ID. This has motivated students to ask for their ID. The IDs were designed by students and the student body voted on their favorite design. This gave the students some ownership of the ID badges."

Uniforms for Staff and Students

From Gretchen Simpson, a teacher at Jamestown Elementary School in Augusta, Georgia:

"Uniforms are our school's dress code. Staff wear uniforms on Mondays and Fridays. It is very easy to see the UN-uniformed. We also wear picture ID badges."

Lock Down Procedure

From Katy Armagost, a teacher at Mt. Vernon High School in Mt. Vernon, Washington:

"We have a lock-down procedure in place where each teacher locks room door and secures outside doors where possible. We have twice yearly drills. Once I was able to 'sweep' a passing visitor into my room before I locked the door, since he happened to be in the right place at the right time. What great publicity to the community, right? We have two security people with radio contact, three administrators who patrol without fail during non-class time, video cameras mounted around campus and soon will have a city policeman with an on-campus office. We have no metal detectors, no fencing, no student vs. intruder identification system. We all keep our fingers crossed during periods of full moon and warm weather. So far, so good."

• Seating Charts (13 tips)
• Take a Number (5 tips)
• Taking Attendance (5 tips)
• Classroom Layout (1 tip)

Seating Charts

Assigning Seats

From Kristin Zerbe, an English teacher at John Dickinson High School in Wilmington, Delaware:

"Before the first day of school, I make up seating charts for each class period in alphabetical order keeping the seating boy/girl as much as possible. Instead of having the students stand up while I call out their seat, I place an index card on each desk. The cards list the period number and the student assigned to that particular desk. I write the directions on the board asking them to find their card and I greet the students as they enter the room. They know I mean business when they enter and we don't have to waste time assigning seats. This procedure also helps me learn their names fast as they are sitting in alphabetical order."

Digital Seating Chart

From Mary Patterson, a sixth grade science teacher at Hamilton Middle School in Cypress, Texas:

"I use a digital camera to create a modern seating chart. I take each student's picture, laminate the pictures and cut them apart. Then, I stick Velcro dots on to the backs of the pictures and onto a laminated poster board. This way, I can easily change their seats around during the year. My substitutes love me for this! I also have a library of student photos for future use and awards."

A Variety of Uses for Seating Charts

From Nicole Honour, a World Geography and AP Government teacher at Keystone Heights Junior/Senior High School in Keystone Heights, Florida:

"I laminate my seating charts and use them in a variety of ways. With my laminated charts, I can check daily attendance, record homework, monitor participation and document student behavior. I also use my seating chart as I distribute textbooks. I write the textbook number next to the student's name on my chart. I put a sticker next to each child's name and as I do a check for covered books, I put the sticker on their bookcover. This also lets me test myself on their names. I am amazed that I really do know all their names after only two days! Never underestimate the power of a sticker. My high school students go crazy over them!"

Velcro Mats

From Lana Schaefer, a preschool teacher:

"My students sit on the floor for group activities. In the past, I've used mats or carpet squares to designate where they should sit. They are a chore to move and the children continually shift about on them. In searching for a solution, I took colored hook side Velcro, cut it into four-inch strips and wrote each child's name on one. The strips cling to the carpeted floor and can even be vacuumed over. Now the children no longer move about."

Drawing Seats

From Dana Wells, an eighth grade history teacher at Immokalee Middle School in Immokalee, Florida:

"I give each child a playing card as they enter the classroom. The students must match their cards with laminated hints that I tape to the desks. The hints are clues to the cards such as H-4 (four of hearts), S-8 (eight of spades), D-9, and C-10. The children must use their critical thinking skills to figure out the clues and find their seats. I also assign seats by handing out pictures of the presidents and they must match the faces to the names on the desks. These fun activities help my students discover new things each day."

Adjustable Seating Chart

From Mary Westphal, an English teacher at San Gorgonio High School in Riverside, California:

"I trim post-it notes to fit my seating chart board. By using these stickers, I can quickly relocate students to a new seat without messing up my whole chart. I also photocopy the chart weekly and use it to take notes on students' responses, absences, demerits and such. This gives me documented participation when grading time comes."

Seating Charts and Grading

From Amanda Beaudin, a ninth and tenth grade science and health teacher at Elizabeth High School in Elizabeth, Colorado:

"When I make seating charts, I write students' names on post-it notes and place them on a paper with desks drawn on it. Then, I put the chart in a sheet protector. This works very well because students can be moved quickly and easily when their seating assignments don't work. When I need a new arrangement, I don't have to rewrite every name. This also gives me a fast way to record the students' grades. I use an overhead marker on the seating chart and then record their grades in the gradebook later".

Seating Arrangements

From David Fehringer, a seventh grade math teacher at Hudson Middle School in Hudson, Wisconsin:

"I number all my desks from one to whatever. Then, I place numbers in a hat that corresponds to the number of desks in the classroom. As students walk into the room, they pick a random number. This is where they will sit for the day. This system saves me time because I do not have to make up a seating chart. It also gives the students opportunities to work with different classmates. There is a lot less complaining as the students soon realize that where they sit is just the luck of the draw."

Student Pictures

From Joyce Johnson, an English and English as a second language teacher at Roosevelt Middle School in Glendale, California:

"With so many students to keep track of during the year, I have included a small picture of each child on my five seating charts with tape under each for when I change seating. I staple a sheet of transparency film over the chart and can make notes on the transparency with markers for pertinent information. This is also a great help for substitutes, who can quickly put the face and name together for quick reference."

Clear Overlays

From Jean Burgraff, a math teacher at Apollo High School in St. Cloud, Minnesota:

"I put a sheet protector over seating charts, so that I can write things on them with an overhead pen which easily comes clean the next day with a little water."

Post-It Notes

From Carole Cills, a seventh grade science teacher at Howard M. Phifer Middle School in Pennsauken, New Jersey:

"To make seating charts for my classes, I write student names on mini-post-it notes and then stick the notes to the inside of a manila folder. It's so easy to change my seating arrangement and the stickiness of the notes lasts the entire year! I label the outside of the folder to identify the class and I am set for anyone who has to take over my class."

Sharing Seating Charts with Students

From Mary Jo Edwards, a math teacher at East Carteret High School in Beaufort, North Carolina:

"I always assign seats for the purposes of helping me learn names, taking attendance and controling behavior. But getting students in the proper seats the first day (and every time I change the arrangement) was always a headache. This year I tried something new. I made copies of the seating chart and handed one to each student as they entered the room. By the time the bell rang, they had all found their seats and class was ready to begin."

Changeable Seating Chart

From Pat Arnold, a sixth grade math teacher at Loggers' Run Middle School in Boca Raton, Florida:

"I have a great tip for making a seating chart. In middle school, we have so many students whose seats and classes constantly change that I found this to be a big help. I laminate an 81/2" X 11" sheet of colored paper. I then set up the chart with removable labels with the students' names at the location of their desks. As their seats change, the labels can be easily moved to a new location on the chart. I also place this inside of a 3-ring sheet protector. I can then use an overhead marker to mark absences, incomplete work, or any other notations for the day over the student's name. This makes recording a simple end of the day task!"

Take a Number

Missing Numbers

From anonymous:

"I keep track of assignments by assigning each student a number. All I have to do is look through the number list and I k