Classroom Management Part Five: Class Contributors

In my opinion, it is so important for students to learn responsibility at as early an age as possible. 

In my classroom, I make sure I help students understand what it means to be responsible and to make a commitment. To implement this, I decided to take my classroom jobs and make them more meaningful. I wanted my students to take ownership of their job and to do their very best. How did I do that? I'm glad you asked!

I took my job system and added in higher expectations. I also decided that in order to do a better job in the classroom with their responsibilities, they needed to hold the jobs for longer than a week. So, I switched to monthly job rotations. This allowed them to learn the job and develop it over the course of a month, rather than just a week. It also gave us more time in the classroom every Monday morning. Rather then randomly selecting the jobs with them each week, students were introduced and explained each job once at the beginning of the school year. Then, they applied for jobs. This was done as an early finisher activity and took little instruction time out of the day. I then took the applications home or used my planning period to assign the jobs. On the first day of the month (or first day we were in school at the beginning of the month) I would change the numbers before the students arrived. They knew that jobs would be changing, so they would find their new job and start it right away. It has saved a lot of time!

During the application process, students could use the following description cards to remind themselves the expectations of our jobs to help them apply for the best job for them. Here's a look at a few of those cards. I had them printed and laminated, and kept them on a binder ring. Students could go up and look at any time while they were applying. They also worked well for me to use to remind students of their job if they were failing to do it properly.

I kept the rings with the applications so I had everything in one convenient place. This is on the side of a tall shelf that is right next to my job posters wall. 

I noticed the year previous to implementing this new system, that students were often forgetting to do their jobs and I would have to remind them. The point of the jobs was to learn responsibility, but they also helped ME.. if I was having to remind them of their job, how was that actually helping? It wasn't! So, I decided that I needed a way to provide them of that reminder. So, I decided on using student lanyards. They would serve as a visual and tactile reminder. They could see on the bright card the job they had, and could also feel the lanyard around their neck and be reminded in that regard as well.

I also added the orange card you see. I knew I would be having 12 boys in my class and wanted them to come to school and "put on" an attitude of being ready to learn. When they put on the lanyard, they were ready to work and do their best. When they took it off for lunch and recess, they were free to have fun and relax a bit. When they returned to the classroom and put them back on, they were ready to work again.

We store them on a command hook next to the door so students can grab them as soon as they come in to the classroom and hang them up on the way out.

I added the small numbers so that we knew who the lanyard belonged to and to help students learn their numbers at the beginning of the year. 

I purchased the lanyards from Oriental Trading Company [only $6.99 a dozen] and the plastic card holders from Staples.

Then, at the beginning of the month when jobs changed, my paper passers would collect the job cards and we would redistribute them as we got settled in to the morning. It took little time and my students did it. It also helped them learn their friends jobs and they would help remind each other to complete them rather than me having to do so! They became quite helpful.

If you like this system, you can check it out on TpT here! you'll get everything you see above, with editable versions of the description cards and lanyard cards, with 25 different jobs included!

Or, if you want to just implement the application process to the job system you are already using, you can check that out here! 

Classroom Management Part Four: VIP Students!

V.I.P.

What does that mean to you when you hear that someone is a VIP?

Typically, I think of A-list celebrities and folks who have boatloads of cash. People our society deems "important." I also think of backstage passes to concerts. Generally, that's called a VIP pass, or something. Again, something society deems as "important."

I first saw the idea for this classroom management strategy on Instagram, and WISH I could remember who posted it and even came up with this fabulous idea. I know several of my teacher friends are implementing this in their classrooms, but I want to give credit where credit is due. If you are the originator of this idea, or know who is, and happen to be reading this. My props to you! This idea is fantastic. I love it and give you all of the credit for it! I can take none whatsoever.

That being said, I of course took it and ran with the idea, putting my own spin on it as I always do with anything I see. I would hope that's the mark of a good, creative teacher... I would hope...

Anyhow, here's what a VIP means in my classroom and how I use it for positive motivation.

Right away this school year, I knew I would need a large handful of tricks and tools to implement to keep up with my new students. In my class of 18, twelve are boys. TWELVE! That's a LOT of eight-year-old boy energy. So, when I first saw this VIP idea last school year, I didn't think much of it because I had a well-behaved class of 15, with 13 of them girls. It didn't seem necessary. But this year, boy did it EVER!

So, I finally decided to jump into it when I saw some cool school supplies on clearance at Target one day. There was also this really cool shower caddy that was on clearance for about $4 so I picked up (thinking there was no way I could fill it!) and set out shopping.

You see, the premise for the VIP Student acknowledgement is that these students display above and beyond role model behavior. They are students who really don't need classroom management, because they are responsible, well-behaved, on task, respectful, everything a model student exemplifies. It doesn't mean they are the smartest, brightest, coolest, most popular, prettiest, whatever. It is none of those things. It is about their HEART, in my eyes.

So, after I bought A BUNCH of awesome goodies (more about those in a bit) I thought about what I expected of my VIP students. The next day at school, I asked my students what it meant to them when they heard "VIP" and then asked, "what should that look like in our classroom?"

I was blown away by their responses.

These all came from them. I had no part of it - I just wrote them down. They NAILED it!

I made these signs and badges. Every day, I select 2 student VIPs, and that day they wear these badges and display the signs on their desks. (the little plastic display signs are from Michaels)

I don't have room in my for a special VIP table, so instead the VIPs can choose to sit back with me and the tub of supplies at my table. (I don't have a teacher desk - I sit at our kidney table).

If you like the signs I use, you can download them HERE AS A FREEBIE!

I choose two VIPs almost every day, but sometimes, there aren't any. I don't force the VIP issue. I really make sure my students EARN it. Sometimes, I make notes about who should be VIP (and have even had a wait list before!) but other times, I just go off of memory. Plus, as with every class, I have a handful of "go-to" students who are always on task and reliable.

What I love most about this program is that it really DOES motivate students. I have a boy who comes in EVERY morning when he unpacks and looks to see who are the VIPs. He is highly motivated to earn it, and though he has only twice so far this year, I have seen a notable change in his overall behavior! How fantastic! I also love that I can acknowledge and reward the students who are always strong, positive role models. They earn a positive reward, rather than my giving a negative consequence to the rest of the class. This class has been together for many years (they are the only class in the grade) so they have had their share of challenges over the years. What has also been great about having VIPs, is that parents have also told me they appreciate that students are being recognized in a positive manner, rather than negatively.

So, here are all of the goodies, which I add to frequently!

Glitter glue, glitter markers, neon markers, metallic markers, metallic crayons, glitter crayons, special highlighters, giant highlighters from Target, a fun tape dispenser, Mr. Sketch scented markers, color changing markers (from Dollar Tree), scented erasers, fun-edged craft scissors, and twistable colored pencils.

I will say that it was a bit of an investment, but SO worth it. I keep my eyes open when I am out and about, especially looking in clearance sections. I was able to get the Mr. Sketch markers on clearance at Office Max after the back to school season.

The first day I brought this in, the class was so excited about using them. They were practically DROOLING over it! Their affinity for school supplies rivals my own.. I love it!

Just the other day, I asked them to share with me how it feels to them when they are VIP and why they like being the VIP for the day. Most of the responses I received were something along the lines of  "because it is awesome!" and "I get to use cool supplies!" or "I like using smelly markers." But a few of them touched me and completely blew me away. The impact of the VIP bin and a badge was more than I had ever expected.

This one got to me instantly. As soon as I read it, my heart broke. What must this little boy be feeling when he ISN'T VIP?? I am so glad he shared this, and that I can provide a way for him to feel important in the classroom. I want my students to know that they are special. To know they have value. They were created on and for a purpose, and in my classroom that means something. They are a VIP in God's eyes and I will not deny that either!

They are oh, so special. I want for them to feel special. To know that they are noticed. They are working hard. They are doing well. That I am proud of them and that I see it. I think sometimes it is so easy to focus on the negative behaviors and punishments in the classroom. I say that because I have been and continue to be guilty of it sometimes. I am by no means perfect. But, I am always reflecting and cognizant of where I place my attention. Some negative behaviors warrant addressing, some don't. I prefer to focus on the POSITIVE things my students are doing. The POSITIVE ways they are treating one another and honoring God with their actions, work, and speech every day. It's a choice I can make in response to the choices they make.

I look at it most simply as this: how will they remember feeling in third grade? If they remember that they felt special, I'll feel as though I was successful. If they don't feel as though they were special to me, I'll have failed. Simple as that.

I really loved reading this one too. I was glad this little boy realized that in our classroom, being VIP is EARNED, not given.

About a month ago, I caught two of my sweet girls passing notes to each other. As I read it, it say "student A and student B are so lucky!" (I won't use their names) and she meant they were lucky because they were chosen to be VIPs that day. Though I needed to punish and discuss with them the note passing, I instead focused on the "lucky" part of the note. It bothered me. That word always does. Lucky. I don't like it. It's a major pet peeve of mine... and I will save you from that rant. That's all you really need to know so I'll move on to the rest of the story.... What bothered me was that she didn't see that those two students had EARNED being VIP that day with their hard work the day before. She missed it completely. So, we stopped and talked about it as a class. We reviewed the anchor chart we had made about being VIP, and how it isn't "lucky" to be able to do those things. It comes from discipline and hard work. We are not jealous of those who are VIPs, we are excited for and encourage them because they earned it.

I think it goes along well with the feeling special from above. I certainly don't want them to feel "better than" someone else. I don't allow bragging or boasting in anyway either. But I hope that it instills within themselves some small amount of pride and confidence that they are doing well, that they are loved, that they are special.

Because they are.

Classroom Management Part Two: Managing Students with OCD

I said in my previous post that I do not claim to be a classroom management expert. I also do not claim to be anywhere near an expert on OCD, children with OCD, or anything in any realm of any of those things.

I am a teacher. I am teachable. I like to learn and become the best I can possibly be! So, this year, when I presented with a new student and new challenges to face, I knew I would need to learn and adapt even more. I was able to tell right away that this student had some compulsive, almost anxiety-related behaviors, and our intervention specialist who comes in my room a few mornings a week noticed them as well.

They typically didn't (and still don't) interfere with our learning throughout the day, but they were starting to become a bit overwhelming for me to deal with on top of other behaviors and typical day to day learning activities.

Post Your Daily Schedule

One of the biggest things that would happen constantly throughout the day would be questions about our schedule. "What time is snack?".... "How much longer until lunch?" .... "What are we doing after this?" were questions I heard multiple times a day, every day at the beginning of the school year. He would get out of his seat and come ask me these things whenever he wanted to know the answers as soon as he thought of them, no matter what were doing. It was becoming a lot to handle, as I said before, so I now make sure to post our classroom schedule every single day.

It's a lot easier said than done, as my schedule changes almost daily with individual tutoring pull-outs, a teacher who joins us three afternoons a week, and a special that disrupts two of our days. I have A LOT of these schedule cards (and even have to make a few new ones within the week!) and I have to change it every morning, but it has been SO worth it. The questions about what we are doing next and when a specific activity happens no longer occur. He can look at our posted schedule, look at the clock, and know when every thing will be happening. With a constantly changing schedule, it also helps keep ME on track, especially for all of the students being pulled out every day.

The schedule cards I use are from Amy Groesbeck on TpT. They are completely editable and she tells you in the pack what fonts she used for each part. I printed them at 50% onto cardstock so they were small enough to fit into this pocket chart. She has them sized for a half-sheet of paper. I just made the schedule headers to mimic them and created the clocks using clip art from Ashley Hughes. I cut and laminated them all and keep them in a little paper pocket on the wall next to it so they don't get lost!

The orange pocket chart is from the Target Dollar Spot. I was so excited when I saw it, I bought the last 4 they had. Orange is my favorite color (if you can't tell!) and is one of my main classroom colors. I HAD to have them!

Board Reminders

Another organizational tip that has helped manage his anxiety and compulsion is this student is posting labels all throughout the classroom, especially at the board. Here's what my whiteboard looks like...

Whenever my students need to take out items for specific activities or subjects, I made these cards for the board. I put a check mark next to them as I tell them what to get out, and it prevents the "What do I need!?" question that ALL students ask repeatedly! I write on or under the "workbook" and "notebook" cards for the specific subject they need, such as Science, Language, or Math. Those have been the MOST helpful, since some students take out one instead of the other (we use a lot of interactive notebooks!)

I also get asked "What can I do now?" A LOT. Still. It's frustrating. 

But I have these "All done? Pick one?" choice cards posted in the front of the room. My students can choose from any of these activities after they finish an activity or independent work before our next part of the day. Slowly they are learning that these are choices they can ALWAYS make WITHOUT ASKING, but we are getting there. My student with obsessive compulsive issues understands this very well. My students who struggle are my rule-following people-pleasers. They want to make sure they are always doing what they are supposed to, so they constantly ask to make sure they don't get in trouble. I completely understand that. I am the same way.

If you like the board signs I made above, you can download them HERE FOR FREE!


Stay Consistent

This is a difficult thing to do sometimes (well, maybe not for you, but for me it is!) When you tell your student who has an obsessive-compulsive personality, they will remember it. I promise. They won't forget. So be consistent in what you say. I have noticed that my student can have a difficult time adjusting to change, so I make sure that routines are consistent because they are important. My overall behavior management system stays the same all year. I pass out tickets for positive behavior choices. If I want to change it up or encourage better overall behavior as a class, I make them additional to our current system. They still earn tickets individually, but I also add in a whole class reward or small group rewards that they can earn. This excites and engages him, without the anxiety of change to overall routine.

If something will change, I make sure to tell him one-on-one so he knows. I don't make it a big deal. I just explain what is going to be different and why, and make sure to answer any questions he may have. Then. the change isn't sprung on him during the day and he is prepared for it in advance.

I also have to stay consistent in my prep. He expects there to be VIP students chosen every day (more about that coming soon). He'll come in the classroom when he unpacks in the morning and look to see if I chose VIPs already. If I haven't, he'll ask. "No VIPs today?" (He says it like "vip" as a word, rather then the three letters - it's adorable!) or "Will there be VIPs today?" So, I have to be consistent, or he'll remind me. Being consistent in MY daily routine helps keep me on task and helps prevent those questions and anxieties for him.

Remove Distractions

My student with these tendencies this year loves to read. I mean absolutely LOVES to read. So much so that it becomes an obsession. He would read all day long if I let him. (Great problem to have, right!?) Well, not really. With my Daily 5 set up, my students have personal book bins at their seats with them and I encourage them to always be full of high-interest books. For this little boy, that can be a problem because he won't stop reading. In the middle of a math lesson, he'll have a book out and be completely engrossed in it.

One day, genius struck, and I realized that I didn't need to take away the books. I never want to discourage a student from reading! But I did need to take away the distraction of the books. So, he still has a book bin, he just doesn't keep it next to him at all times. Instead, his bin is kept across the room on the chair of our writing center. When he finishes all of his work, he may then go get his book bin to read. It has helped him pay attention to lessons MUCH better now. He hasn't needed reminded of this either, and always remembers the rule (a plus to his obsessive tendencies). I do have to remind him to clean up when we are finished reading during Read to Self time, but I don't think that will change. But the difference of asking him to stop reading during our lessons has been tremendous in the past two months with this one small change!


I hope you found some helpful tips and tools for managing students with OCD and obsessive tendencies. As I mentioned before, I am no expert. But having a student in my classroom with some of these tendencies, I have discovered a few things to have helped me to manage the day-to-day routines of our classroom, and save a little bit of my sanity along the way! I hope they can be a help for you, too, now and/or in the future!

Classroom Management Strategies: Part One

By no means do I consider myself a classroom management expert. But I do have over 7 years of classroom experience under my belt, and long list of creative ideas I've tried in my classroom during that time. Some have been extremely successful while others.. not so much. So over the next few weeks I'd like to take some time to share with you some  kid tested, teacher approved, real life strategies for classroom management straight from my classroom to yours!

This week, I'll start with a strategy that I use to help promoted positive behavior choices beginning the first week of school! [I hesitate to say the first day, because, well, we all know how insane the first day of school is.. and while we aspire to start on day one.. it definitely doesn't happen. I'll admit it for us all!).

My behavior system is certainly nothing fancy. I will fully admit that to start it off. Fancy isn't always practical, and I am definitely a practical teacher. So, if you're looking for something fancy, high-tech, or amazing brilliance... you won't find that here. It's just a simple, instant-reward ticket system. It works for me and my class, and if you're looking for something new to replace your clip chart, it might work for you too.

Like I mentioned above, I use tickets. Legit raffle tickets. They're low cost and super easy. Rip up a bunch and you're ready to go. Low-prep, low cost. I'm all about it! Here's a link to a bunch of cute, different colored ones I found on Amazon. For about $15 you'd be set forever. Literally. But I picked up my roll at a local party store, and I'm pretty sure I've even seen them at Wal-Mart before. So, they are easy to find and not expensive by any means. One roll should last you the rest of your teaching career!

I use them to reward my students positively. Let me say that again. I use it to reward my students positively. I pass them out to them over the course of the day for expected classroom behaviors.

and when I pass them out, I use positive words.

I like to teach my students to be polite. That includes raising their hands to speak rather than interrupting. Whether it is myself, another teacher, or another student talking, they need to learn to wait their turn patiently, and when they do I reward them and encourage them.

This one is huge. I have quite a chatty class this year, and they talk. Constantly. If one student starts to talk, it's like an epidemic and within seconds the whole class is talking. So, when I see a student working quietly (thankfully there's always at least one child who is!) I reward them with a ticket or two and say this. Usually, within a few seconds, another student takes notice (because they want a ticket too!) and like another epidemic, the talking begins to reverse and the class quiets down again. It's a wonderful thing!

This is another big one for my class this year. I a lot of boys. A LOT. 12 of them to be exact. And they are rowdy! They easily get off task and just love to talk. There's a lot of creativity in them (which I love!) and energy, spunk, exuberance for learning.. I adore them. But I also need them to stay focused when it's time to focus. So when I see one of them focusing when and how they need to be to learn, I reward that with these two phrases and some tickets. It helps and I am thankful for it! 

I also encourage my students when they are working hard. HOW that looks for every student is different. They work at different levels and paces, but as long as they are working hard on their assigned task, I am happy about it. So, of course, I encourage and reward it!

Now, that doesn't mean I don't use them negatively sometimes. But it's only SOMETIMES! If I have to repeat myself numerous times with directly and students still aren't obeying, or if I've rewarded ALL of the other students and that child is still off-task and not making the proper behavior choice, I will take a ticket. Usually, it starts with a warning because sometimes that's enough. However, there have been occasions where the taking of tickets is warranted. It happens. 

Here's how else I use them...

>>>For small group behavior rewards, with a Behavior BINGO chart. When ALL students in their pod are on-task, working hard and working quietly, I tell their captain to color in a square. When they fill a row, everyone in the group gets 10 tickets. When they fill up the board, they get a bonus 10 tickets. Let me tell you what, they encourage each other to be quiet and working! I love the teamwork!

>>>I have a Homework Club, from 4th Grade Frolics, and reward my students at the end of every month with about 15 to 20 tickets (depending on the length of the month and amount of assigned homework). 

>>>Mystery Student rewards! Sometimes, I need to run to the bathroom, or make a copy, or step of the classroom for a minute or two. It happens, it does. So, I'll pull a student name and tell them there is a Mystery Student watching for me while I am gone. They don't know who the Mystery Student is, only I do, and when I return to the classroom, I ask the Mystery Student if the class earned 2 tickets, lost 2 tickets, or nothing happens. 

>>>Field trips! I am NO NONSENSE when it comes to field trips. I have high behavior expectations when I take my class in public. So, I usually tell them that they have one choice: to earn x amount of tickets, or lose x amount of tickets. No in between, no individual-based rewards. They have to work together and they all must be well-behaved. I take no nonsense. Field trips are serious.

So, now what do I do with all of these tickets they are earning?? I'm glad you asked!

I have no-cost (and some low cost) rewards in my prize box, and at the end of every week my students are allowed to shop from the prize box with their tickets. 

These are my reward passes. I no longer buy little trinkets. They become SO costly! So, I use what's already in my classroom, what they ALREADY find to be special, and make it a pass! What's included in them all, here's the rundown:
>>Kindle time
>>computer time
>>no homework for a night
>>sit somewhere else for the day
>>bring in a stuffed animal for the day
>>show and tell
>>lunch with the teacher
>>write with a marker
>>choose your class job
>>free time for the class... and so many more!

Some of the low-cost ones on my end are higher-priced on their end. I have a Teacher Treat and Teacher Lunch pass where they request a treat to be brought in [Panera bagel, local coffee shop muffin or cookie -- they are HUGE! -- brownie, etc] and I bring it in for them. It's a BIG DEAL! Teacher Lunch is an even bigger deal.. they get to request lunch and I bring it in for them and they get to eat with me in the classroom!

I keep all of the reward prizes in this handy little supply box.

I made a little sign to show them how much things cost. I'll explain VIPs in a later post. VIPs are kind of a big deal.

 A former students gave me this owl as a gift one year for my birthday. I keep it on a shelf out of student reach, always filled with tickets. I also keep them in my pocket all day to pass out as the day goes on.

So, that's it! Strategy number one: a positive behavior management system. The key to is this: CONSISTENCY. My students know what I expect and what they should do. If my expectations and rewards remain consistent, I can continue to build (train) their positive choices. Then, over time, I slowly remove the ticket as the reward, but say the phrase the confirm and encourage their positive behavior choices! So far, after 46 days of school, I have been unable to do that with my current group, but we're working on it! :)

What are your thoughts? Do you implement a similar strategy? Share it with me below! I always enjoy finding new ways to approach classroom management!

I'll be back soon to talk about more classroom management ideas, including

>>>Managing Students with OCD

>>>Student Contributors: Class Jobs to Promote Responsibility

>>>The Fairness Cup

Follow me on Bloglovin' so you don't miss my next post!