Expect pushback and challenges to your authority during the first few weeks of school, especially if you teach in an exceptionally challenging environment. It’s normal, and it’s okay. You see, for now your students aren’t who they really are (or who they can become). … Read more
The SCM approach is built on simplicity. Although it takes commitment, and there is a fair amount to learn, anyone can do it. Short or tall, new hire or veteran, follow SCM like a paint-by-numbers Hokusai and you can create a thing of beauty. … Read more
It’s a common question here at SCM. Should you teach your classroom management plan immediately on the first day of school or wait and ease into it? Intuitively, it makes sense to wait. Perhaps a bonding activity or getting-to-know-you game is a better choice. … Read more
Last week’s article defined the conditions that must be met before enforcing consequences, which should be completed within the first hour of the first day of school. So . . . are you going to do it? Are you going to start holding students … Read more
Here at SCM, we believe you should start enforcing consequences as soon as possible (i.e., once the new school year begins). The quicker you’re able to establish a high standard of behavior the better. However, it must also be fair. Giving warnings and time-outs … Read more
After the first two or three weeks of school you may be lulled into thinking that you have a great class. But too often, it’s the moment it all goes awry. I see it year after year. Teachers beaming and chatty at early staff … Read more
If you’re a regular reader of SCM, then you’ll no doubt take your time teaching your classroom management plan. You’ll model what is and isn’t okay. You’ll provide examples. You’ll shore up gray areas and show your new class what not to do. This … Read more
Question: How do you know what you want your students to do from one moment to the next? Yes, you have a curriculum. You have a schedule. You have learning strategies. But how do you know what it’s all supposed to look like? How … Read more