Classroom couple game

Winner has the most correct answers. Using software that is older may not allow the game to play as created. Nothing will be mailed or shipped. Instead you will receive three electronic files. There is no limit on how many times you can play the game for your personal use.

However, you may not redistribute the files or sell printed items for profit. If you like this game, please check out my other game sheets, party instructions and hosting ideas.

Please feel free to ask questions or offer feedback. I appreciate your business and look forward to working with you again. Your email address will not be published. Using an Attention Signal. Physical Classroom Structure. Developing and Using Clear Academic Objectives. Values Card Sort — Example. Card Sort Introduction. Coaching — Interview Guide. Opening the Meeting. Defining and Teaching Classroom Rules. Miss Faber.

What is Classroom Climate? Classroom climate is a term used to give attention to a constellation of factors including teacher-student interactions, teacher tone, student-student interactions, the overall level of respect for one another, and classroom orderliness.

Having positive, respectful teacher-student relationships is the foundation to effective classroom management. Why is it important? Positive classroom climates are ones in which students feel important, supported, respected, and valued. Classroom climates that foster effective teacher-student relationships are associated with increased academic engagement and student satisfaction with school.

Climates where students do not feel respected or valued lead to student disengagement in school, resulting in higher levels of disruptive behavior. Concentration Areas. Use of Noncontingent Attention. Interactions with Students. What is Behavior Management? Behavior management is a term used to give attention to classroom strategies that respond to student behaviors and the extent to which these are done consistently.

Effective behavior management is NOT about gaining student compliance. Instead, effective behavior management includes strategies to promote positive classroom behaviors and prevent problems before they occur, while responding to misconduct in a calm and consistent manner. Effective behavior management is proactive, placing emphasis on preventing problems rather than waiting to punish behaviors after they occur.

Effective behavior management practices are linked to improvements in student social behavior and academics. Ineffective behavior management in the classroom can interfere with academic instruction, increase student risk for emotional and behavior problems, and lead to high levels of teacher stress.

Active Supervision. Use of Praise. Use of Reprimands. Positive to Negative Ratio. Used Variety of Reinforcement. What is Instruction Management? Instructional management is a term used to give attention to teacher preparation of academic lessons and the extent to which academic instruction is rigorous, relevant, and delivered at a pace appropriate to the content.

Effective instructional management keeps students engaged in learning and decreases disruptive or off-task student behaviors. Brisk pacing during teacher-led instruction has been shown to decrease problem behavior and increase academic achievement. There is a direct link between how instruction is delivered in a classroom and the behavior of students. Developmentally appropriate academic opportunities i. Further, when students are engaged in academic instruction, they have higher levels of achievement.

Schedule Posted and Followed. Academic Objectives Clear. Student Accuracy. Student Engagement. What is Classroom Structure? Classroom structure is a term used to describe the actual physical layout of a classroom, organization of materials in the classroom, and the extent to which classroom expectations and routines are explicitly defined and taught.

Well-structured classrooms are predictable and organized. Crowded and cluttered classrooms can set the stage for problem behaviors. Well-structured classrooms increase efficiency, leaving more time for instruction and the promotion of positive academic and social behaviors among students. These include increased student attention, friendlier peer interactions, and less disruptive behavior and aggression. Well-structured classrooms have established routines that align with classroom rules and expectations.

Physical Layout. Classroom Rules. Reviewing the Schedule. Notice how this teacher reviews the schedule for the day with the students first thing in the morning.

This teacher demonstrates writing in cursive a skill the class is working on while going over the schedule. She also provides opportunities to respond see Increasing Opportunities to Respond by asking them to read the words as she writes them.

What did you like about how the teacher reviewed the schedule for the day? How could this be helpful to students? How might you incorporate a review of the schedule into your mornings? Reviewing Writing Assignment. Notice how she describes what the students will be required to do on the handout.

She engages the class by asking questions along the way. What did you like about how the teacher explained the objectives of the handout?

How do you think the students in that class are feeling? How might you incorporate some of what you saw and liked about how she explained the lesson in your classroom? Example 1: Hug. This teacher greets every student as they come in the door in the morning. Notice that students choose how they want to be greeted by receiving a hug or high five.

This allows all the students to feel comfortable with the greeting. What did you like about how this teacher greeted each student as they arrived? How might you go about greeting each student? What do you think the benefits are to greeting students every day? Example 2: Moving Between Desks. Notice how the teacher moves around the room between the desks, commenting on the work she sees as she goes.

Good job. How do you think the way the teacher moved around the room and commented on the work helped to keep students on task? What could you do to make it easier for you to move around your classroom and use active supervision? Greeting Students at the Door. Using Journals to Build Relationships. Identifying Reinforcers for the Classroom. Example 2: Sharing. A student is concerned about a peer using his pencil. Notice how she points out that Sofia peer was so kind and was a good friend.

Notice how she calmly discusses how the boy in the video could think about sharing in the future. What did you like about how this teacher used coaching to help the students solve the problem?

What might you do differently? How do you see yourself using social-emotional coaching in your classroom? Example 1: Problem Solving. The students in this video are working together on an activity.

One student comments that others are cheating. Notice how the teacher recognizes the problem from across the room see Using Active Supervision. Notice how she prompts the students to find the solution.

Notice how she makes sure all the students understand the activity before leaving to help other students. Her use of praise following a student responding helps to get other students on task and makes it more likely that students will respond quickly in the future.

Using Social and Emotional Coaching. Example 3: Learner Look. How can using behavior-specific praise help get students not ready to get on task more quickly? What did you like about how the teacher used behavior-specific praise? How do you think it made that student feel?

How might other students respond after hearing the teacher? How might you use this strategy in your classroom?

Example 2: Calling on Student. Video Prompt. Watch how this teacher uses behavior-specific praise when calling on a student to answer a question. How does using behavior-specific praise make it clear to students what the expectation is at that time? Example 1: Whole Class Compliment. In this video, you will see a teacher using several strategies, including providing behavior-specific praise. Notice how she uses both individual and group opportunities to respond see Increasing Opportunities to Respond.

What did you like about how this teacher used praise in her classroom? How do you think Bailey felt when her class recognized her good work? How might you incorporate some of what you saw in this video into your daily teaching? Using Behavior-specific Praise. Example 3: Private Comments. Notice how the teacher checks in with each student as they do independent work.

She comments on their work, provides feedback as needed, and gives a lot of praise privately to each student. How do you think the students felt as the teacher privately gave each praise or commented on their work? What did you like about the way the teacher used active supervision here? Example 1: Dot Charts.