Classroom Management Quotes

What it takes to do a job will not be learned from management courses. It is principally a matter of experience, the proper attitude, and common sense — none of which can be taught in a classroom... Human experience shows that people, not organizations or management systems, get things done.

We are more than role models for our students; we are leaders and teachers of both an academic curriculum and a social curriculum.

It is said, in a fire, everyone runs away from it save for the fireman who run towards it. When dealing with students, be the fireman.

Rules and consequences are not the best tools for classroom management. Giving students goals and rewards is more effective. It’s about putting systems in place that actively incentivize good behavior and passively decentivize bad behavior. In this way, as a teacher you can spend less time on managing behaviors and more time on educating and leading.

They are a testament not only to the Afghans' hunger for literacy, but also to their willingness to pour scarce resources into this effort, even during a time of war. I have seen children studying in classrooms set up inside animal sheds, windowless basements, garages, and even an abandoned public toilet. We ourselves have run schools out of refugee tents, shipping containers, and the shells of bombed-out Soviet armored personnel carriers. The thirst for education over there is limitless. The Afghans want their children to go to school because literacy represents what neither we not anyone else has so far managed to offer them: hope, progress, and the possibility of controlling their own destiny.

A classroom needs to feel like a safe place for both students and teachers. In order for creativity and higher level thinking to be present in the classrooms, a feeling of safety must first be present in the classrooms.

I can't think of one great human being in the arts, or in history generally, who conformed, who succeeded, as educational experts tell us children must succeed, with his peer group...If a child in their classrooms does not succeed with his peer group, then it would seem to many that both child and teacher have failed. Have they? If we ever, God forbid, manage to make each child succeed with his peer group, we will produce a race of bland and faceless nonentities, and all poetry and mystery will vanish from the face of the earth.

Good classroom management is the art of dealing with problems positively and looking for solutions together so that everyone is involved and willing to find a remedy.

You don't treat the so-called little people poorly, because we don't have any little people here! The trainers, the managers, the secretaries, the people who work in the dorms and cafeterias and classroom buildings are all professionals, and they're all important or they wouldn't be working for Michigan football.

To key to classroom behavior management is to have a structured system in place whereby good behaviors are actively and abundantly rewarded, and bad behaviors are promptly and efficiently punished. Rewards should be like the air, ever present and always lingering. Punishment should be like a thunderstorm that is obvious and inconvenient yet quick, temporary and not abusive. The predominant theme of classroom management should be good behaviors and continuous rewards.

The key to classroom behavior management is to have a structured system in place whereby good behaviors are actively and abundantly rewarded, and bad behaviors are promptly and efficiently punished. Rewards should be like the air, ever present and always lingering. Punishment should be like a thunderstorm that is obvious and inconvenient yet quick, temporary and not abusive. The predominant theme of classroom management should be good behaviors and continuous rewards.

Teachers who have the best managed classrooms are those who spend the first two weeks of class teaching and practicing their procedures and routines (Marzano, Marzano, & Pickering, 2003).

Allowing bullying in the classroom is equivalent to excluding learning from the classroom. If bullying is present in the classroom it causes the classroom to not feel like a safe environment, and people do not learn in unsafe environments - except for those things which they feel will ensure their present safety.

the assistant principal told me how he “loved to read a great novel and discuss the meaning of life.” He smiled, sighed wistfully, and then turned suddenly serious. “But we can’t do that at our school. We have to focus on basic skills and classroom management.

The educational process must again provide the opportunity for students to make choices and live with the consequences of these choices. Teaching is not simply telling people what to believe and do.

How many things would be different in everyone’s surroundings if we hadn’t lived? How a good word many have encouraged some fellow and did something to him that he did it differently and better than he would otherwise. And through him somebody else was saved. How much we contribute to each other, how powerful we each are-and don’t know it.

10 ways to raise a wild child. Not everyone wants to raise wild, free thinking children. But for those of you who do, here's my tips: 1. Create safe space for them to be outside for a least an hour a day. Preferable barefoot & muddy. 2. Provide them with toys made of natural materials. Silks, wood, wool, etc...Toys that encourage them to use their imagination. If you're looking for ideas, Google: 'Waldorf Toys'. Avoid noisy plastic toys. Yea, maybe they'll learn their alphabet from the talking toys, but at the expense of their own unique thoughts. Plastic toys that talk and iPads in cribs should be illegal. Seriously! 3. Limit screen time. If you think you can manage video game time and your kids will be the rare ones that don't get addicted, then go for it. I'm not that good so we just avoid them completely. There's no cable in our house and no video games. The result is that my kids like being outside cause it's boring inside...hah! Best plan ever! No kid is going to remember that great day of video games or TV. Send them outside! 4. Feed them foods that support life. Fluoride free water, GMO free organic foods, snacks free of harsh preservatives and refined sugars. Good oils that support healthy brain development. Eat to live! 5. Don't helicopter parent. Stay connected and tuned into their needs and safety, but don't hover. Kids like adults need space to roam and explore without the constant voice of an adult telling them what to do. Give them freedom! 6. Read to them. Kids don't do what they are told, they do what they see. If you're on your phone all the time, they will likely be doing the same thing some day. If you're reading, writing and creating your art (painting, cooking...whatever your art is) they will likely want to join you. It's like Emilie Buchwald said, "Children become readers in the laps of their parents (or guardians)." - it's so true! 7. Let them speak their truth. Don't assume that because they are young that you know more than them. They were born into a different time than you. Give them room to respectfully speak their mind and not feel like you're going to attack them. You'll be surprised what you might learn. 8. Freedom to learn. I realize that not everyone can homeschool, but damn, if you can, do it! Our current schools system is far from the best ever. Our kids deserve better. We simply can't expect our children to all learn the same things in the same way. Not every kid is the same. The current system does not support the unique gifts of our children. How can they with so many kids in one classroom. It's no fault of the teachers, they are doing the best they can. Too many kids and not enough parent involvement. If you send your kids to school and expect they are getting all they need, you are sadly mistaken. Don't let the public school system raise your kids, it's not their job, it's yours! 9. Skip the fear based parenting tactics. It may work short term. But the long term results will be devastating to the child's ability to be open and truthful with you. Children need guidance, but scaring them into listening is just lazy. Find new ways to get through to your kids. Be creative! 10. There's no perfect way to be a parent, but there's a million ways to be a good one. Just because every other parent is doing it, doesn't mean it's right for you and your child. Don't let other people's opinions and judgments influence how you're going to treat your kid. Be brave enough to question everything until you find what works for you. Don't be lazy! Fight your urge to be passive about the things that matter. Don't give up on your kid. This is the most important work you'll ever do. Give it everything you have.

getting the students to comprehend and achieve. There is no one right way to do this. Just like classroom management, there is no one right procedure for getting the students to do what you want them to do. There are many options, but they are based on core information.

Students want a safe, predictable, and nurturing environment—one that is consistent. Students like well-managed classes because no one yells at them, and learning takes place. Effective teachers spend the first two weeks teaching students to be in control of their own actions in a consistent classroom environment.

In the classroom, it was almost certainly the case that the women were managing a double bind that we face constantly: conform to traditional gender expectations, stay quiet and be liked, or violate those expectations and risk the penalties, including the penalty of being called puritanical, aggressive, and"humorless.

Student diversity in classrooms increases the need for diversity in teaching approaches.

When people seek the help of a professional, they usually have certain expectations about how a competent one looks and behaves.

It's always a kind of liberation to leave the classroom during a lesson, even just for a few minutes. As if you have managed to steal a little time for yourself, to take a break from reality

Conversations about grading weren’t like conversations about classroom management or assessment design, which teachers approached with openness and in deference to research. Instead, teachers talked about grading in a language of morals about the “real world” and beliefs about students; grading seemed to tap directly into the deepest sense of who teachers were in their classroom.

Though teachers pride themselves on having developed bionic hearing (the phrase “I heard that” is a common part of many teachers’ vocabularies), sometimes it is better to conceal such super-human powers.

In order for students to develop self-regulation skills, they need experience making choices. Unfortunately, some schools are in the business of issuing mandates that reduce choice in an effort to curtail misbehavior.

Establishing a pattern of reactive consequences can have disastrous effects on classroom efficiency and morale. Rather, a proactive strategy helps to give students an opportunity to demonstrate a positive contribution to the classroom community.

I walked out of the classroom and felt like dancing and singing. It all gave me hope. It gave me a little bit of joy. And I kept trying to find the little pieces of joy in my life. That's the only way I managed to make it through all of that death and change

model’s blind spots reflect the judgments and priorities of its creators. While the choices in Google Maps and avionics software appear cut and dried, others are far more problematic. The value-added model in Washington, D.C., schools, to return to that example, evaluates teachers largely on the basis of students’ test scores, while ignoring how much the teachers engage the students, work on specific skills, deal with classroom management, or help students with personal and family problems. It’s overly simple, sacrificing accuracy and insight for efficiency.

research suggests that all students are motivated to learn, as long as there are clear expectations, the tasks and activities have value, and the learning environment promotes intrinsic motivation (Wlodkowski & Ginsberg, 1995; Eccles & Wigfield, 1985; Feather, 1982; Kovalik & Olsen, 2005).

I guess that's what my dad did. Stopped agreeing with reality. I could do it for as long as it took me to get from my classroom to the office. He managed it for sixteen years. He must have had more mental discipline than me. Or maybe it wasn't that much of an effort to pretend that I didn't exist.

Zero-tolerance discipline policies, specifically the controversial category of willful defiance, have become a routine way by which to punish and marginalize Black girls in learning spaces when they directly confront adults or indirectly complicate the teacher’s ability to manage the classroom—not necessarily actions that pose a threat to the physical safety of anyone on campus.

I continued to find it much easier to assimilate knowledge within the structured military environment than at college, for at training sites such as Mare Island, outside influences were kept to a minimum.  All I had to do was make my bunk in the morning, show up at the appointed classrooms, and focus on the subject at hand.  Others took care of the daily routine of life while we hit the books.

At the school, my son’s confidence amazes me. Most of the new kindergarten children are clinging to their mothers, but Bobby saunters toward his classroom without a backward glance. At the last moment he remembers me, sprinting back to whisper in my ear, “Will you be all right without me?” No, Bobby. Let’s go home. We’ll try this another day, I manage not to say. “I’ll be fine. You go and have some fun.

Terrible as this is, there’s worse news. An article in the New York Times points out a statistic that should make our nation’s leaders tremble… suspension rates, kindergarten through high school, have nearly doubled from the early 1970s through 2006. Whatever is happening with our test scores, something else, something catastrophic, is going on in our schools. As countless teachers across America can testify, disruptive kids are hijacking our classrooms.

Fortunately, new platforms and technology have made homeschooling manageable on many fronts. Parents can do everything from accessing first-rate courses online to finding support from other parents in the same situation. The best part is that they can completely tailor the experience to the learning style and interest of their children and give them the attention that they would never get in the classroom. The results are striking. Twenty-five percent of homeschooled children are at least one grade ahead of their traditionally schooled peers. The homeschooled population, as a whole, scores exceptionally higher on academic achievement tests.5 This shift is perhaps the best glimpse of the future of education—mass customization alongside personalized attention. Like banking, it will return to a human-scale model based on relationships and personal needs, and it will be where much of the disruption in the economy and labor market occurs in the next few decades.

I am criticizing the professionalization of teaching children because these young human beings are not cogs in a machine, And I am trying to identify the root of the problem for all those wonderful adults who went into teaching thinking that they could commit to nurturing the lives of many children only to end up having the system squash their excellent motives. Our current school system replicates factories and requires classroom managers more than teachers. Teachers are appreciably frustrated.

Creating the Weather in the Classroom As Haim Ginott suggests, teachers “create the weather” in the classroom:   I have come to the frightening conclusion that I am the decisive element in the classroom. It is my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture, or an instrument of inspiration. I can humiliate, or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child is humanized or dehumanized [p. x].

The larger problem here is that many teachers are so desperate to keep their classrooms in order that they will do anything to maintain it. This is understandable—an “End justifies the means” mentality is at the heart of many explanations of how children are handled these days. Given some of the practically impossible situations confronting teachers today, it seems reasonable. But let’s be honest. It might be explicable. It might be effective. But it is not good teaching. We can do better. I know this because I’ve been there. I’ve fallen into the same trap. The simple truth is that most classrooms today are managed by one thing and one thing only: fear.

Microassaults involve misusing power and privilege in subtle ways to marginalize students and create different outcomes based on race or class. In the classroom, a microassault might look like giving a more severe punishment to a student of color than his White classmate who was engaged in the same behavior. Or it might look like overemphasizing military-like behavior management strategies for students of color. With younger children, it looks like excluding them from fun activities as punishment for minor infractions. Microinsults involve being insensitive to culturally and linguistically diverse students and trivializing their racial and cultural identity such as not learning to pronounce a student’s name or giving the student an anglicized name to make it easier on the teacher. Continually confusing two students of the same race and casually brushing it off as “they all look alike.” Microinvalidations involve actions that negate or nullify a person of color’s experiences or realities such as ignoring each student’s rich funds of knowledge. They are also expressed when we don’t want to acknowledge the realities of structural racialization or implicit bias. It takes the form of trivializing and dismissing students’ experiences, telling them they are being too sensitive or accusing them of “playing the race card.”

The aim is to get the students actively involved in seeking this evidence: their role is not simply to do tasks as decided by teachers, but to actively manage and understand their learning gains. This includes evaluating their own progress, being more responsible for their learning, and being involved with peers in learning together about gains in learning. If students are to become active evaluators of their own progress, teachers must provide the students with appropriate feedback so that they can engage in this task. Van den Bergh, Ros, and Beijaard (2010: 3) describe the task thus: Fostering active learning seems a very challenging and demanding task for teachers, requiring knowledge of students’ learning processes, skills in providing guidance and feedback and classroom management. The need is to engage students in this same challenging and demanding task. The suggestion in this chapter is to start lessons with helping students to understand the intention of the lesson and showing them what success might look like at the end. Many times, teachers look for the interesting beginning to a lesson – for the hook, and the motivating question. Dan Willingham (2009) has provided an excellent argument for not thinking in this way. He advocates starting with what the student is likely to think about. Interesting hooks, demonstrations, fascinating facts, and likewise may seem to be captivating (and often are), but he suggests that there are likely to be other parts of the lesson that are more suitable for the attention-grabber. The place for the attention-grabber is more likely to be at the end of the lesson, because this will help to consolidate what has been learnt. Most importantly,Willingham asks teachers to think long and hard about how to make the connection between the attention-grabber and the point that it is designed to make; preferably, that point will be the main idea from the lesson. Having too many open-ended activities (discovery learning, searching the Internet, preparing PowerPoint presentations) can make it difficult to direct students’ attention to that which matters – because they often love to explore the details, the irrelevancies, and the unimportant while doing these activities. One of Willingham's principles is that any teaching method is most useful when there is plenty of prompt feedback about whether the student is thinking about a problem in the right way. Similarly, he promotes the notion that assignments should be primarily about what the teacher wants the students to think about (not about demonstrating ‘what they know’). Students are very good at ignoring what you say (‘I value connections, deep ideas, your thoughts’) and seeing what you value (corrections to the grammar, comments on referencing, correctness or absence of facts). Thus teachers must develop a scoring rubric for any assignment before they complete the question or prompts, and show the rubric to the students so that they know what the teacher values. Such formative feedback can reinforce the ‘big ideas’ and the important understandings, and help to make the investment of

Teachers in general face common problems of practice. Their professional success depends on their ability to motivate an involuntary group of students to learn what the teacher is teaching. In an effort to accomplish this, teachers invest heavily in developing a teaching persona that enables them to establish a relationship with students and lure them to learn. Once they have worked out a personal approach for managing the instruction of students within the walls of their classroom, they are likely to resist vigorously any effort by reformers or administrators or any other intruders to transform their approach to teaching. Teacher resistance to fundamental instructional reform is grounded in a deep personal investment in the way they teach and a sense that tinkering with this approach could threaten their very ability to manage a class (much less teach a particular curriculum) effectively.

As already suggested, when the individual first learns who it is that he must now accept a his own, he is likely, at the very least, to feel some ambivalence; for these others will not only be patently stigmatized, and thus not like the normal person he knows himself to be, but ma also have other attributes with which he finds it difficult to associate himself. What may end up as a freemasonry may begin with a shudder. A newly blind girl on a visit to The Lighthouse [probably the Chicago Lighthouse, one of the oldest social service agencies in Chicago serving the blind or visually impaired] directly from leaving the hospital provides an illustration: „My questions about a guide dog were politely turned aside. Another sighted worker took me in tow to show me around. We visited the Braille library; the classrooms; the clubrooms where the blind members of the music and dramatic groups meet; the recreation hall where on festive occasion the blind play together; the cafeteria, where all the blind gather to eat together; the huge workshops where the blind earn a subsistence income by making mops and brooms, weaving rugs, caning chairs. As we moved from room to room, I could hear the shuffling of feet, the muted voices, the tap-tap-tapping of canes. Here was the safe, segregated world of the sightless — a completely different world, I was assured by the social worker, from the one I had just left…. I was expected to join this world. To give up my profession and to earn my living making mops. The Lighthouse would be happy to teach me how to make mops. I was to spend the rest of my life making mops with other blind people, eating with other blind people, dancing with other blind people. I became nauseated with fear, as the picture grew in my mind. Never had I come upon such destructive segregation.“ (p.37)

And here are some thoughts for parents. If you’re lucky enough to have control over where your child goes to school, whether by scouting out a magnet school, moving to a neighborhood whose public schools you like, or sending your kids to private or parochial school, you can look for a school that prizes independent interests and emphasizes autonomy conducts group activities in moderation and in small, carefully managed groups values kindness, caring, empathy, good citizenship insists on orderly classrooms and hallways is organized into small, quiet classes chooses teachers who seem to understand the shy/serious/introverted/sensitive temperament focuses its academic/athletic/extracurricular activities on subjects that are particularly interesting to your child strongly enforces an anti-bullying program emphasizes a tolerant, down-to-earth culture attracts like-minded peers, for example intellectual kids, or artistic or athletic ones, depending on your child’s preference

To implement these changes, the school initially followed a more typical, top-down strategy of reform: the state sent in a consultant to implement changes. “It was an outsider who came in and talked about the civil rights movement and did touchy feely group discussions,” Guthertz recalls. “Someone else came in and for one day taught behavior management strategies that focused on controlling and penalizing students versus making changes in teaching practices that would engage and support them. That blew up at the school. The administration got rid of that program.” The issues that come with this kind of approach to school reform—“do what the district, state, or consultants say”—have been a recurring theme in the long careers of Guthertz, Roth, and McKamey. “It comes off as an attempt to hijack the effort by the teachers to think about education,” McKamey comments. “It’s the deepest disrespect. The teacher has been teaching for ten years and someone is going to come in and say, ‘I’m going to show you something.’ Most of these people have never taught in the classroom.

Many college courses in the humanities focus on discussion over lecture. Students read course material ahead of time and have a discussion in class. Harvard Business School took this to the extreme by pioneering case-based learning more than a hundred years ago, and many business schools have since followed suit. There are no lectures there, not even in subjects like accounting or finance. Students read a ten-to twenty-page description of a particular company’s or person’s circumstance—called a “case”—on their own time and then participate in a discussion/debate in class (where attendance is mandatory). Professors are there to facilitate the discussion, not to dominate it. I can tell you from personal experience that despite there being eighty students in the room, you cannot zone out. Your brain is actively processing what your peers are saying while you try to come to your own conclusions so that you can contribute during the entire eighty-minute session. The time goes by faster than you want it to; students are more engaged than in any traditional classroom I’ve ever been a part of. Most importantly, the ideas that you and your peers collectively generate stick. To this day, comments and ways of thinking about a problem that my peers shared with me (or that I shared during class) nearly ten years ago come back to me as I try to help manage the growth and opportunities surrounding the Khan Academy.

An excellent illustration of this notion comes from another intriguing experiment conducted on psychology students. In this case students were given, in advance of class, either a complete set of notes on the lecture for the day or a partial set of notes—one that consisted of “headings and titles of definitions and concepts, which required students to add information to complete the notes” (Cornelius & Owen-DeSchryver 2008, p. 8). So the students who received the full notes had the knowledge network for the day handed to them prior to class (through the course learning management system); the students who received the partial notes received only the frame of that knowledge network, and had to fill in the rest on their own. The students in both conditions performed comparably on the first two examinations for the course. On the third and final examinations, however, as the amount of course material increased and required deeper understanding, the students in the partial-notes condition outperformed their full-note peers. Especially relevant for the argument that connections improve comprehension, the students in the partial-notes condition outperformed their peers on conceptual questions on the final exam. As the authors explained, “On a [final] test that required knowledge of a large number of concepts, rote memorization was not feasible, so students who encoded the information by actively taking notes throughout the semester may have performed better because they had experienced better conceptual understanding” (p. 10). This experiment has obvious implications for classroom teaching, or even the creation of reading guides or lecture notes for an online courses. However, the important point for now is that the partial notes gave students an organized framework that enabled and encouraged them to see and make new connections on their own.

The purchasing of technology is so decentralized (especially in a large district like mine), that there are often purchases made in haste that neglect to cross-reference the preexistent resources.

Budgeting is used where costs are not allocated in

The pieces of the classroom management puzzle fall into three broad areas: • Instruction – maximizing the rate of learning while making independent learners out of helpless hand-raisers • Discipline – getting students to quit goofing off and get busy • Motivation – giving students a reason to work hard while being conscientious

From coloured report cards to track children who are repeatedly disrupting to names on the board, there are dangers lurking everywhere. The key to managing your classroom is to know your counter-intuitives and refuse to be drawn by them.

Innovations are happening in conventional schooling. Some people will read the chapters to come and respond that their own children’s schools are incorporating evidence-based changes, making them more like Montessori schools—eliminating grades, combining ages, using a lot of group work, and so on. One could take the view that over the years, conventional schooling has gradually been discovering and incorporating many of the principles that Dr. Montessori discovered in the first half of the 20th century. However, although schooling is changing, those changes are often relatively superficial. A professor of education might develop a new reading or math program that is then adopted with great fanfare by a few school systems, but the curricular change is minute relative to the entire curriculum, and the Lockean model of the child and the factory structure of the school environment still underlie most of the child’s school day and year. “Adding new ‘techniques’ to the classroom does not lead to the developmental of a coherent philosophy. For example, adding the technique of having children work in ‘co-operative learning’ teams is quite different than a system in which collaboration is inherent in the structure” (Rogoff, Turkanis, & Bartlett, 2001, p. 13). Although small changes are made reflecting newer research on how children learn, particularly in good neighborhood elementary schools, most of the time, in most U.S. schools, conventional structures predominate (Hiebert, 1999; McCaslin et al., 2006; NICHD, 2005; Stigler, Gallimore, & Hiebert, 2000), and observers rate most classes to be low in quality (Weiss, Pasley, Smith, Banilower, & Heck, 2003). Superficial insertions of research-supported methods do not penetrate the underlying models on which are schools are based. Deeper change, implementing more realistic models of the child and the school, is necessary to improve schooling. How can we know what those new models should be? As in medicine, where there have been increasing calls for using research results to inform patient treatments, education reform must more thoroughly and deeply implement what the evidence indicates will work best. This has been advocated repeatedly over the years, even by Thorndike. Certainly more and more researchers, educators, and policy makers are heeding the call to take an evidence-based stance on education. Yet the changes made thus far in response to these calls have not managed to address to the fundamental problems of the poor models. The time has come for rethinking education, making it evidence based from the ground up, beginning with the child and the conditions under which children thrive. Considered en masse, the evidence from psychological research suggests truly radical change is needed to provide children with a form of schooling that will optimize their social and cognitive development. A better form of schooling will change the Lockean model of the child and the factory structure on which our schools are built into something radically different and much better suited to how children actually learn.

Incorporating principles of emotional intelligence into transformative teaching practices equips students with essential skills for navigating social interactions, managing stress, and cultivating empathy, thus promoting a positive classroom culture conducive to learning.

Maya’s face as though wondering what to tell her. ‘It’s just I know they weren’t always happy, and I did once wonder if they’d have stayed together… There was something my husband, George, said when you were first in my maths class. As you know, he taught the other year one class at your primary school and mentioned how once he’d had to break up an argument between your parents when they were waiting to pick you up from school. It must have been pretty heated for him to remember it after all that time – he wasn’t one to gossip. Apparently, Mrs Lyons wouldn’t let you out of your classroom until George had managed to calm them down.’ Maya feels her stomach clench. ‘All couples argue.’ ‘I know.’ Mrs Ellis pats her hand. ‘And that’s why you mustn’t worry about it. It was a long time ago, anyway.’ The bus is stopping. Bending to her bag, Mrs Ellis moves it so that it’s not in the way of the people getting on. ‘But if you ever feel you want to spread your wings, you mustn’t feel your dad would be on his own. He’s a grown man, and you can’t make him your responsibility. I’m sure he has friends, neighbours, even work colleagues who would keep an eye on him. Doesn’t he have his own private practice in Lyme Regis?’ ‘Yes, but it’s not the same. He needs me.’ Maya’s voice slips away, so it’s barely a whisper. ‘Yes, he needs me. It’s why I couldn’t go to university.’ She doesn’t want to talk about that time for, although her dad had been encouraging when she’d first told him she was applying, a week after the forms were filled in, a cloud had settled over him. One that was darker than previous ones. Maya had tempted him with his favourite food, enticed him out for healing walks along the clifftop, but nothing she’d done could lift it. Eventually, telling herself it was because of what she’d done, she’d deleted her application from the computer. When her dad had found out and asked why she’d done it, she’d told him it was because she couldn’t face more studying. Would rather earn a living. Whether he’d believed her or not, she couldn’t say. What she did know was that he’d never tried to change her mind. ‘Do you like your job, Maya?’ Maya lowers her eyes and studies her hands. It’s something she hasn’t given much thought to. Her job is just something she does to get through

Removing troublemakers might make the other prison camps easier to manage, but Eggers the schoolmaster was acutely aware that if you put all the naughtiest boys in one class they pool their resistance, egg one another on, and soon your classroom is on fire.

Learning translates into performance only if you monitor it outside the classroom.

Therefore, this e-textbook is as much a tool for teachers as it is for students. The prime

The International Baccalaureate does not restrict the

Classroom management is the cornerstone of effective teaching, creating the foundation upon which students are engaged, focused, and in harmony with the learning process.

Effective classroom management isn't just about controlling students’ behaviour; it's about fostering a culture of respect, responsibility, and collaboration among those students.

A well-managed classroom is like a well-oiled machine, where every student knows their role, every activity runs smoothly, and every voice is heard.

Classroom management isn't just about rules and consequences; it's about building relationships, understanding individual needs, and creating a sense of belonging for every student.

The art of classroom management lies in the delicate balance between structure and flexibility, discipline and compassion, authority and empathy.

Classroom management is not just about preventing disruptions; it's about fostering engagement, curiosity, and a love for learning that lasts a lifetime.

At the heart of effective classroom management is proactive planning, setting clear expectations, and creating a positive learning environment where students feel safe and supported.

Classroom management is not a one-size-fits-all approach; it's about finding the right blend of strategies and techniques that resonate with your teaching style and your students' needs.

Student engagement fuel the flames of curiosity and fosters a love for learning in every student.

Clear expectations set the stage for success in the classroom, providing students with a roadmap for behaviour, participation, and academic achievement.

Relationships are the heart of effective classroom management, building trust, respect, and cooperation among students and teachers alike.

At its core, classroom management is about empowering students to take ownership of their learning journey, fostering independence, and cultivating a community of learners who support and encourage each other.

Clear expectations + engaging instruction + strong relationships = a recipe for success in the classroom.

A well-managed classroom is like a well-tuned orchestra, where each student plays their part harmoniously, creating beautiful music together.

In an inclusive classroom environment, every student feels valued, respected, and capable of reaching their full potential.

The principles of classroom management guide teachers in creating environments where every student can thrive, learn, and succeed.

Effective classroom management isn't just about controlling behaviour; it's about creating a culture of respect, responsibility, and collaboration.

A supportive classroom is a safe haven where students can take risks, make mistakes, and grow both academically and emotionally.

In a supportive classroom, every student's voice is heard, valued, and respected, creating a sense of belonging and empowerment.

Excessive use of rewards and punishments may lead to a focus on compliance rather than genuine learning, hindering students' intrinsic motivation and long-term growth.

Public humiliation and verbal abuse have lasting effects on students' self-esteem and mental well-being, undermining the very foundation of a supportive learning environment

Corporal punishment has no place in a classroom built on respect, compassion, and understanding

In a classroom, every student deserves to feel safe, respected, and valued, free from the fear of unfair treatment or punishment.

Discrimination and biased treatment perpetuate inequity and injustice, creating barriers to learning and undermining the principles of fairness and equality in the classroom.

Authoritarian approaches may instil fear and obedience in the short term, but they erode trust and autonomy, essential elements of a healthy teacher-student relationship.

Zero-tolerance policies, without considering individual circumstances and context, risk alienating students and may cause them to misbehave.

A school's curriculum crafts a roadmap for students' educational journey, guiding them towards knowledge, skills, and success.

The way we manage our classrooms sends a powerful message to our students about our values and priorities. Let's choose techniques that uplift and empower, rather than diminish and harm.

As educators, it's our responsibility to create environments where students can thrive academically and emotionally, without resorting to harmful or demeaning practices.

Effective classroom management is about fostering a culture of empathy, collaboration, and mutual respect, where every student's dignity and rights are upheld.

A well-designed curriculum is like a treasure trove, filled with opportunities for students to explore, discover, and grow intellectually, socially, and emotionally.

Curriculum development is the foundation upon which a school's educational philosophy and mission are built, shaping the learning experiences of every student.

One lesser-known fact about school curriculums is that they are dynamic and responsive, reflecting ongoing changes in educational research, societal needs, and student aspirations.

A curriculum is not just a set of lessons; it's a blueprint for cultivating young minds and preparing them for the challenges of tomorrow.

students probe and prod ever angle of the subject

International Baccalaureate orientated e-book has attempted to focus

patience the teacher is bound to become an “expert

Lindsay Massaro demonstrates adept Classroom Management skills, fostering an environment conducive to artistic exploration and growth.

All of this told of harm done, of a drug that made a child depressed, lonely, and filled with a sense of inadequacy, and when researchers looked at whether Ritalin at least helped hyperactive children fare well academically, to get good grades and thus succeed as students, they found that it wasn’t so. Being able to focus intently on a math test, it turned out, didn’t translate into long-term academic achievement. This drug, Sroufe explained in 1973, enhances performance on “repetitive, routinized tasks that require sustained attention,” but “reasoning, problem solving and learning do not seem to be [positively] affected.”26 Five years later, Herbert Rie was much more negative. He reported that Ritalin did not produce any benefit on the students’ “vocabulary, reading, spelling, or math,” and hindered their ability to solve problems. “The reactions of the children strongly suggest a reduction in commitment of the sort that would seem critical for learning.”27 That same year, Russell Barkley at the Medical College of Wisconsin reviewed the relevant scientific literature and concluded “the major effect of stimulants appears to be an improvement in classroom manageability rather than academic performance.”28 Next it was James Swanson’s turn to weigh in. The fact that the drugs often left children “isolated, withdrawn and overfocused” could “impair rather than improve learning,” he said.29 Carol Whalen, a psychologist from the University of California at Irvine, noted in 1997 that “especially worrisome has been the suggestion that the unsalutary effects [of Ritalin] occur in the realm of complex, high-order cognitive functions such as flexible problem-solving or divergent thinking.”30 Finally, in 2002, Canadian investigators conducted a meta-analysis of the literature, reviewing fourteen studies involving 1,379 youths that had lasted at least three months, and they determined that there was “little evidence for improved academic performance.”31

Lindsay Massaro, based in New Jersey, is celebrated as an adept art teacher known for her mastery in classroom management and private art instruction. Her extensive experience has refined her knack for cultivating a supportive and inspiring environment, enabling students to explore and enhance their artistic abilities under her expert guidance.

Is Dane the alpha type?" he asked. "No. Beta all the way. I can't stand alphas." "Why? Do they make you nervous?" "Not at all." I have him a mock-threatening glance. "I eat alpha males for breakfast." There was a spark of mischief in his dark eyes. "I'll be over here early then." And he left before I could manage a reply.

He had mounted the first three steps of the scaffold, when a young newsman tore forward, ran to him and, from below, seized the railing to stop him. “Dr. Stadler!” he cried in a desperate whisper. “Tell them the truth! Tell them that you had nothing to do with it! Tell them what sort of infernal machine it is and for what purpose it’s intended to be used! Tell the country what sort of people are trying to rule it! Nobody can doubt your word! Tell them the truth! Save us! You’re the only one who can!” Dr. Stadler looked down at him. He was young; his movements and voice had that swift, sharp clarity which belongs to competence; among his aged, corrupt, favor-ridden and pull-created colleagues, he had managed to achieve the rank of elite of the political press, by means and in the role of a last, irresistible spark of ability. His eyes had the look of an eager, unfrightened intelligence; they were the kind of eyes Dr. Stadler had seen looking up at him from the benches of classrooms. He noticed that this boy’s eyes were hazel; they had a tinge of green. Dr. Stadler turned his head and saw that Ferris had come rushing to his side, like a servant or a jailer. “I do not expect to be insulted by disloyal young punks with treasonable motives,” said Dr. Stadler loudly. Dr. Ferris whirled upon the young man and snapped, his face out of control, distorted by rage at the unexpected and unplanned, “Give me your press card and your work permit!” “I am proud,” Dr. Stadler read into the microphone and into the attentive silence of a nation, “that my years of work in the service of science have brought me the honor of placing into the hands of our great leader, Mr. Thompson, a new instrument with an incalculable potential for a civilizing and liberating influence upon the mind of man. . . .