henry lord middle school progressive discipline plan - Fall River Read more about referral, detention, administrative, meets, occurrence and verbal.

Classroom management strategies for middle school are not the same as elementary strategies. Learn how to manage a middle school classroom.

The educational strategies I use in my classroom are things I continuously reflect on and develop. The classroom management of my middle school classrooms is one of the things I’m most proud of with my teaching. I generally had a happy classroom that was under control and focused on learning, which wasn't always easy considering my classes each consisted of 30+ seventh graders at ALL possible academic levels working out of their seats on science experiments and activities. My biggest pieces of advice for a well-behaved class are to keep your rules and consequences simple, clear, and consistent. My Classroom Rules: I only had three rules in my classroom and they were broad enough to cover just about any out of line behavior. At the beginning of the year we went over these rules thoroughly and acted out examples and nonexamples so there was no room for confusion or purposeful misinterpretation. Find links to get these posters at the end of this blog post. Rule Number One: “Respect yourself, your peers, your teacher, and your surroundings.” This rule is meant to cover all interactions in the classroom. Students who respect themselves value their education and learning time and get their assignments completed to the best of their abilities. Students who respect their peers understand their classmates need a safe learning environment free of distractions and impolite communications. Students who respect their teacher recognize the importance of the education opportunities being presented in class and allow the teacher to facilitate lessons and help all students learn. Students who respect their surroundings acknowledge the resources, furniture, and equipment in class are used by others for the pursuit of education and need to be kept in good condition. Rule Number Two: “Raise your hand silently to speak.” Having strong student participation is important for learning, but entering chaos territory is so easy when middle school students are allowed to interject whenever and for whatever. Students need to know every voice is important; for everyone's thoughts, ideas, and questions to be heard there needs to be an order to the sharing process. Rule Number Three: “Follow all directions quickly the first time they are given.” It sounds basic (and it is) but so much educational time is saved with this rule, especially in a science classroom where there is limited time to complete time-consuming experiments. My Class Consequences: After much trial and error and some great advice from an administrator, I developed a list of consequences that worked perfectly to enforce the rules of my classroom. The key with consequences is they must be followed in order every single time for every single student. Find links to get these posters at the end of this blog post. Consequence Number One: "Warning." This was in place so I could let students know their behavior was unacceptable in the classroom and needed to be changed. I gave the warning in different ways to communicate with the offending student, depending on what worked the student’s personality. Sometimes I would approach the students discreetly and quietly tell them they had a warning. Other times I would catch the student's eye from across the room and show a number one with my finger. If I had a particularly easygoing class where the students were all comfortable with one another I'd pause in the lesson to tell the student they had a warning. Consequence Number Two: “Complete a Behavior Think Sheet and move seats.” If students continued to disregard the class rules they would get this consequence that served three purposes. First it removed the student from the situation, making it easier to revert to proper behavior. Second, it allowed them to reflect on their behavior and analyze its effect on themselves and others. Third, the BTS provided me with documentation of misbehavior that I could save and keep on file. I realized completing a BTS takes time out of learning, and so did the students. My lessons were fun, engaging, and rigorous; the students did not want to and could not afford to miss part of the lesson by acting out and completing a BTS. In addition, if the misbehavior was allowed to continue it would distract others from learning the content. Occasionally I would have a student test me by not completing the BTS. For those students I gave them a choice: They could complete it in my class and be late to their next class (without a pass), or they could leave it incomplete and move on to the third consequence. The Behavior Think Sheet (with English and Spanish copies included) is available in my Teachers Pay Teachers store. Consequence Number Three: “Parent or guardian contact.” If the first two consequences were not effective, consequence three often curbed the desire to misbehave. Sometimes I would have the student call home with me right after class. Sometimes I would make the contact immediately after school. Rarely, and only after exceptionally poor misbehavior, would the family be contacted during class. Consequence Number Four: “Referral.” I was lucky enough to teach in a school with a fantastic dean of discipline. The fourth consequence involved me contacting the dean about the student’s misbehavior and it would then be handled in a fair manner. In other schools a similar consequence might be used with the principal or other administrator instead. As I said earlier, the consequences should be followed in order every time for every student. There are exceptions to that, and I was always upfront and honest about the exceptions with my students. My students knew that if one student punched another student in class that a simple “warning” would not happen. That just wouldn't make any sense. The steps can be skipped for serious breaches of the classroom rules. The only other reason I would skip a consequence was for repeat offenders. If the same student had the same problem over and over again I met with that student privately to make a plan. Usually that plan involved skipping one or two steps in the list of consequences until the student was able to demonstrate appropriate behavior consistently over time. All of my classes knew skipping steps could occur in such situations, so there was never any backlash of “that’s unfair” if I went out of order. Using These Rules and Consequences in Your Classroom: As I mentioned, I created these rules and consequences for my middle school students. However, they work just as well as part of an upper elementary or early high school classroom management plan. I hope this post provided you with useful information and gave you ideas for rules and consequences in your own classroom. If you like my rules and consequences, save yourself some time by getting my rules and consequences posters from my TpT or Etsy store. The posters come in a variety of styles that are sure to brighten up your classroom while displaying important information that will make your teaching life easier. Find your favorite from the options below! And remember to check out the Behavior Think Sheet! Rules and Consequences Posters: Version 1: This is the original set with solid blocks of color and a structured layout. Version 2: It's a warm and calming set. Black and White: Perfect for printing restrictions—you can print the posters on vibrantly colored paper or grab a set of colored pencils and make them your own. Scales: They're wonderful for mermaid or dragon-themed classrooms. (Get it from Etsy instead.) Floral: My favorite! See these posters in the video below. (Get it from Etsy instead.) Lemons: Something about lemons just draws me in every time. I don't know if it's the happy yellow color or the reminder of delicious foods. (Get it from Etsy instead.)

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Today has been one of those days where you just want to pull your hair out and wish you could start all over. My kids are bouncing from left to right, using their voices non stop! Of course on this type of a day, all I want to do is rearrange desks, re-do line order, seating arrangements on the carpet etc etc etc! I came across this really fun idea that requires less talking in the classroom and more working... and thats exactly what I need! Hope you all enjoy this. Maybe this is change me kiddos- haha who am I kidding! Download (251 KB)

Last week I kicked off the chamber ensemble unit that I do with all of my bands. Lucy Green's research on informal learning in music ensembles helped me to create this project. I began this project last year with my 8th graders, a highly motivated group that enjoyed a challenge. It was very successful and I tried it again with last year's 6th graders at the end of the year and it was a success. So this year I am having the 8th graders prepare this for an upcoming performance in March. I asked for volunteer groups in 7th grade and got six groups. I will complete this project with the 6th graders at the end of the year. This project can be risky-again, I am allowing the students to take complete control of their final product, but it has so many benefits: increased musicality in individual and group playing, increased leadership by students, increased individual responsibility of students to learn their music and increased confidence. I let the students know what the expectations will be of the project-they can pick their own groups, but choose wisely, as they will have limited time to practice. They will be practicing during band (in a practice room) at 10 minute intervals. They will be making the musical decisions such as who is playing what part, how to rehearse sections...etc. I do provide them with this to help them get through the first rehearsal: Some guidelines to help make this a positive experience! Play through all parts together, so you know how each part goes. Assign parts based on interest and how, as a group, you think the piece will sound best. You should be playing 60% of the time. When you are discussing the musical details, use musical language (articulations, dynamics…etc). Be helpful of each other! Have one person sit out and listen to the group to give constructive and positive feedback! For the 8th and 7th grade project students choose a piece out of the "Festival Ensembles" books that we work out of. I create a schedule and each group will practice about six times by themselves. This is key here-the groups are rehearsing without me because I am working with the rest of the band on our concert music! I take one rehearsal to listen to all of the groups and offer some advice-they get a few more rehearsals and then they have their performance. This is a required performance at our Fine Arts Night-so students must be responsible for their work. At the concert I explain to the parents the purpose of the project and that this is really the fruit of the students' labor. Parents can appreciate it. Will the groups be perfect? Maybe a few of them will, but there will be a lot of effort put into this performances. At the end of the experience I do have the students complete a self and group evaluation: This is such an incredible experience. Students grow through this on many levels. I am curious to see how this 8th grade group does as they have been a tricky group since 6th grade. They are really fun kids but extremely social and competitive. This is my third year with them and I didn't figure it out until this year that it is the boys that are the talkers. My girls are very respectful and basically just wait it out. This is a group that I have a tough time getting upset with because they make me laugh so much, but they drive me nuts too. Have you ever had a group like that? I have told them this too and they admit everything, which I can appreciate as well. We'll see how this turns out! What sort of chamber groups do you have as part of your curriculum? How have you integrated them into your classes?

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So I've been doing a lot of reading this summer! Namely--- the FANTASTICALLY STUPENDOUS-- Ron Clark. I read his books and feel like a LOUSY teacher-- but he ignites in me a desire to do SO MUCH BETTER than I ever thought I could before! These two are my favorites of his! He does SUCH a great job of offering encouragement and purpose! When you read his essential rules, he adds purpose, and he talks about the importance of the rules coming from a desire to see students be the best version of themselves. For my classroom I decided to go a slightly different route in terms of number-- but kept the spirit of several of his rules! Take Ten! Our Classroom Rules! 1. If someone does something well or wins, we will congratulate that person! If you win or do well at something do NOT brag. If you lose do not show anger. Instead say something like “I really enjoyed the competition and I look forward to playing you again”. To show anger or sarcasm such as “I wasn’t really trying anyway” shows weakness. (Ron Clark Rule!) 2. Do not smack your lips, tsk, roll you eyes or show disrespect with gestures. (Ron Clark Rule!) 3. Occasionally we may grade each other’s paper as a group. When we grade papers as a group you are not to comment on another person’s grade. The only marks you should make on their paper is an “X” and the number they got incorrect. (INSPIRED by a Ron Clark Rule!) 4. Homework will be turned in EVERY Thursday for this subject with NO EXCEPTIONS. You have two nights to complete your homework and online access to homework. If you do not have a copy of your homework on Thursday you will fill out a “Taking a Zero” form. If you have your homework and it is incomplete you will be required to take 1/5 of the grade. (I take ONE combined homework grade a six weeks-- each HW is worth between twenty and twenty-five points) (INSPIRED by a Ron Clark Rule!) This is the "Taking a Zero" form for my students to fill out! 5. NO matter WHAT the situation: Be Honest. Even if you have done something wrong it is best to admit it to me because I will respect that and oftentimes I will forgo any disciplinary measures because of your honesty (Ron Clark Rule!) 6. Do NOT cheat. Cheating shows weakness and will make any other true victories in the class hollow to others. NO ONE likes a cheater. It disappoints me GREATLY and will cause me to lose trust in you. (My Rule-- Cheating "irks" me a lot) 7. Not studying is NOT a virtue; therefore do not act like it is such. To say you “didn’t study” if you get a good grade is hurtful to those who did study and struggled or is cheapening to those who studied and did well. To say you “didn’t study” and you failed makes you look ignorant and lazy. People can understand if when you study you do poorly, we have ALL been there. (My Rule-- Favorite of this year) 8. Accept that you will make mistakes. Learn from them. And MOVE ON. (Ron Clark Rule!) 9. Your grade is NO ONE’S business but your own. You do not need to shout out your grades when you get it. If you do poorly do NOT just wad up your paper and throw it away. You will not be able to learn from your mistakes OR know what you did wrong if you just throw it away. (My Rule-- I hate the kids shouting out their bad scores "Haha-- I got a 35" and it is a chorus of bad grades and it makes the kids feel like getting bad grades is cool! It KILLED me to watch that happen this year!) 10. Be aware of our daily classroom expectations and live them out daily. (My Rule-- Expectations and Rules are different. Expectations are a part of routine-- rules to me outline a limit on actions) This is the sign that will go up in my room as a short reminder of the rules! This typed up version of the rules will go on the front cover of my student's Interactive Student Notebook! A lot of these rules come from things I've seen over the past two years that have irked me about kids. I love being able to love my students. Sometimes they do things though that make it harder to love them-- these rules I'm hoping will outline expectations with purpose and help them be the great kids I know they are!