The Beverley Taylor Sorenson Arts Learning Program has created a series of six videos with basic classroom management tools for arts specialists. Click on the links below to access the videos.
- Establish your expectations and teach them explicitly.
- Use established rules in other classrooms and spaces, and add your own expectations.
- Make rules observable and measurable.
- Establish procedures for specific activities.
- Post rules and procedures with visual cues to help ELL and young students understand.
- Make sure you get everyone’s attention before giving verbal directives.
- Move purposefully around the classroom to manage behavior and monitor student work.
- Reinforce good behavior and conference with students who need feedback.
- Use your physical presence to curtail negative behavior.
- Make eye contact with students to let them know you are aware of their behavior.
- Hold up a finger or tap their desk if they continue with negative behavior.
- Give students positive directives to clarify, maintain, or redirect an activity.
- Use cueing to reinforce positive behavior while clarifying your expectations to others.
- Give three positive cues before specifically redirecting a student who is off task.
- Use cueing to reinforce the desired procedure for specific activities.
- Plan for transitions, and be realistic about time limits for students to begin and finish tasks.
- Teach students to become aware of managing their time.
- Give verbal reminders about upcoming transitions.
- Plan “brain breaks” into your instruction time to get the wiggles out and regain focus.
- Plan an end-of-class routine to clean up, review what the students learned, and give closure.
Developmentally Appropriate Practice:
- Rule of thumb for general population
- Individual child development
- Cultural development
Review the attributes and skills of the grades you will be teaching.
- A series for short videos by Dr. Bill Rogers (as referenced in the video)