Top 10 CLASSROOM MANAGEMENT Tips in 10 Minutes

Summary

In this video, Thom Gibson presents 10 effective classroom management tips packed into a concise 10-minute guide. He emphasizes that no single strategy is a catch-all solution, and effective classroom culture results from various approaches and adjustments. Key strategies include establishing seating charts on the first day, implementing short breaks during longer class sessions, maintaining personal greeting rituals, and utilizing non-verbal cues to manage noise levels. Thom also suggests techniques like 'Starbucks mode' for autonomy in workspaces and stresses the importance of respectful interactions to manage conflicts. Through these methods, Gibson aims to help educators foster a more productive and respectful classroom environment.

Highlights

• Establish a seating chart on Day 1 to prevent chaos. 🎓
• Introduce short breaks in classes over 45 minutes for better focus. ⏳
• Personal greetings at the door can positively set the day's tone. ✨
• Manage classroom noise with a creative 'NO' system. 🤫
• Encourage autonomy by allowing flexible seating, but with clear guidelines. 💡
• Address misbehavior respectfully outside the classroom for better outcomes. 🏫
• Use refocus sheets to guide students in self-reflection and improvement. 📋

Key Takeaways

• Start with clear seating plans for a smooth first day. 📝
• Incorporate short breaks to enhance productivity. ⏰
• Greet students individually to build rapport. 👋
• Address noise levels with a fun 'noise' erasure system. 📉
• Promote student autonomy with 'Starbucks mode.' ☕
• Handle disrespect calmly, away from peers to avoid escalation. 🚪
• Utilize reflective sheets for behavioral issues. 🗒️

Overview

Thom Gibson kicks off his video with a lively introduction, promising 10 invaluable classroom management tips delivered in just 10 minutes! With a sprinkle of humor and genuine understanding, he acknowledges the complexity of classroom dynamics and the lack of a one-size-fits-all solution. From the get-go, Thom emphasizes that these techniques are meant to bolster the current classroom culture, rather than serve as a magic wand.

With a well-orchestrated balance of tips, Thom breaks down his strategies with relatable anecdotes and clear instructions: Have a seating chart ready on day one, allow brain breaks in extended classes, and ensure a warm handshake or fist bump at the door. His tips aren’t rigid; instead, they’re adaptable, aimed at encouraging both teachers and students toward a harmonious classroom environment.

Thom’s advice extends to noise management and respectful conflict resolution. He creatively advocates for a 'noise' erasure game and introducing 'Starbucks mode' for a more flexible work approach. Handling disrespect with grace and having students fill out reflective forms for behavioral reflection rounds off his insightful advice. It's a treasure trove for teachers seeking to innovate and inspire within their classrooms!

Chapters

• 00:00 - 00:30: Introduction to Classroom Management Tips In this chapter, the narrator, Tom Gibson, introduces the topic of classroom management and intends to provide ten tips within ten minutes. He acknowledges the complex nature of classroom management and notes that each tip may not universally apply to every situation. The chapter aims to engage the readers by inviting them to share their own experiences with these tips and suggests that together, they might find ways to improve classroom effectiveness. Gibson also emphasizes that these tips are not panaceas but are intended to help foster better classroom culture and management.
• 00:30 - 01:00: Tip 1: Establish a Seating Chart In this chapter, the author emphasizes the importance of establishing a seating chart from day one as a classroom management technique. The seating chart is essential whether it's an elementary, middle, or high school classroom. The author advises not to apologize for implementing the seating chart despite expected complaints from students. Establishing clear seating arrangements from the beginning helps prevent confusion and ensures a smooth start, avoiding a confusing experience for students.
• 01:00 - 02:00: Tip 2: Take Breaks During Long Classes The chapter discusses the importance of taking breaks during long classes to maintain a good classroom dynamic. It suggests projecting the seating chart with students' first names to help them know where to sit, and encourages teachers not to hesitate in changing the seating arrangements if certain dynamics aren't working. If students question their new seating position, a brief explanation that it's better for the class dynamic is sufficient. If students have complaints, they should be addressed privately after class rather than publicly, to better handle and assess their concerns.
• 02:00 - 03:00: Tip 3: Greet Students at the Door The chapter emphasizes the importance of greeting students at the door to create a positive classroom atmosphere. The transcript also includes advice on managing class time, particularly recommending a short break for longer classes to improve productivity. Setting a timer and having clear rules about returning to seats promptly is suggested. The main focus is on fostering a welcoming environment and maintaining order through structured breaks and consequences.
• 03:00 - 04:00: Tip 4: Ensure Silence for Instructions This chapter emphasizes the importance of establishing a routine of greeting students at the door with a personal touch, such as saying their name and making eye contact, to create a positive interaction. It highlights Tip 4, which advises teachers to wait for complete silence before giving instructions, without showing annoyance, to ensure that all students are attentive and prepared to listen.
• 04:00 - 05:00: Tip 5: Manage Group Work Noise Levels The chapter focuses on managing noise levels during group work in a classroom setting. It suggests not giving instructions while students are still talking to convey the importance of listening. It builds on this by advising the use of a visual cue for noise control: writing the word 'NOISE' on the board and erasing letters as the noise level becomes unacceptable, thereby signaling to students to lower their volume.
• 05:00 - 06:00: Tip 6: Redirect Without Naming Students The chapter discusses a strategy for managing classroom noise without singling out individual students. It involves using a visible signal (such as writing 'NO' on the board) as a warning system to indicate when the noise level is becoming too high. The teacher erases parts of the signal to reflect escalating noise, ultimately leading to a period of silent work if the warnings are not heeded. This approach provides immediate feedback to students and encourages collective responsibility. It's particularly useful in group work settings, where collaboration is required, ensuring students remain engaged and aware of noise levels without direct confrontation.
• 06:00 - 07:00: Tip 7: Implement Flexible Seating with 'Starbucks Mode' The chapter discusses the importance of implementing flexible seating in classrooms, specifically through the concept known as 'Starbucks Mode.' This involves allowing students to work quietly and independently for a set amount of time, such as three minutes, before reconvening for group work. Additionally, the chapter advises against redirecting students by name, suggesting instead to use general reminders for completing tasks or getting ready, such as stating how many students are still needed to get their supplies out or clean up their desks.
• 07:00 - 08:00: Tip 8: Encourage Interaction with Turn and Talk In this chapter, the focus is on enhancing classroom interaction through the use of the 'Turn and Talk' strategy. The chapter emphasizes the importance of encouraging students to reflect on their participation without publicly redirecting them. This approach helps prevent power dynamics and potential embarrassment that could arise from public correction. Additionally, the chapter briefly introduces 'Starbucks mode,' a concept where students have freedom in choosing their workspace and partners, enhancing comfort and collaboration.
• 08:00 - 10:00: Tip 9: Handle Disrespect Professionally This chapter focuses on handling disrespect in a professional manner, emphasizing the importance of setting clear ground rules and providing students with autonomy. It suggests that teachers can motivate students by allowing them some freedom in choosing what to work on and the order of their tasks. When students are off task, the chapter advises addressing the issue privately and calmly, rather than publicly calling them out. It highlights the effectiveness of giving students another opportunity to engage and learn from their mistakes, thus maintaining a respectful and positive classroom environment.
• 10:00 - 11:00: Tip 10: Use a Hall Refocus Sheet Tip 10 discusses the use of a Hall Refocus Sheet as a strategy for maintaining order and focus in the classroom. The chapter emphasizes the importance of setting clear expectations and following through consistently, regardless of the label the strategy is given, such as 'Starbucks mode' or 'work mode.' The focus is on promoting desired behaviors by giving students structured opportunities to talk about relevant content. This encourages engagement and ensures that classroom discussions are productive and centered on the material being taught.
• 11:00 - 12:00: Conclusion and Further Engagement The chapter discusses strategies to increase student engagement and participation in classroom settings. It suggests allowing students to independently answer questions, share their thoughts with a peer, and then discuss their answers as a group. This approach helps students verbalize their thoughts, reducing boredom and fostering a more interactive learning environment.

Top 10 CLASSROOM MANAGEMENT Tips in 10 Minutes Transcription

• 00:00 - 00:30 howdy ladies and gents my name is Tom Gibson and in this video I'm giving you 10 classroom management tips in ten minutes classroom management has a lot of nuance to it so for each one of these there are gonna be situations where you're like well what about or I tried this but let me know if there's any in particular that you have tried and struggled with and maybe we can kind of figure out how to make it maybe a little bit more effective in your classroom additionally none of these is a singular silver bullet to your classroom management problems classroom management classroom culture are influenced by tons of
• 00:30 - 01:00 different variables but these are some of the classroom management techniques that have helped me create positive classroom culture in my classroom tip number one have a seating chart on day one elementary middle school and high school have a seating chart don't apologize for the seating chart the students will complain except that complaint and say oh I know it's the worst isn't it and then ask them to go to their seats the clearer you can do this the better so students aren't confused and don't know where to go because you don't want those first few moments on that first day to be a confusing experience for your students
• 01:00 - 01:30 so I like to project the seating chart on the board with the students first names so they know exactly where to sit don't be shy about changing up the seating chart if you realize certain dynamics are not working if students asked why did you move me say I just thought it was better for the classroom dynamic you don't have to give any more explanation than that if students complain about a particular spot that they are sitting in ask them to come talk to you after class or during lunch don't engage in that conversation in a public way hear the concerns tell them you hear them and it's up to you you can decide whether or not their concerns are valid or you can say I'm gonna go ahead
• 01:30 - 02:00 and keep you in the spot for now and I will let you know if anything changes I do appreciate you bringing this concern to me tip number two if you have classes that are more than 45 or 50 minutes I recommend having a short three to five minute break in the middle of that class it will cut into class time but having a little bit of brain break will actually make the second half of your class more productive set an actual timer up on the board and then tell students that they have to be back in their seats by the time the timer gets to zero or they are not allowed to leave next time we have a break as a consequence tip number three
• 02:00 - 02:30 greet students at the door every day say their name make eye contact with them shake their hand or give them a high-five or a fist bump tell them it's good to see them and and welcome them into class it creates at least one positive interaction that you have with every student that day tip number four if you ask for the students attention do not start giving your instructions until it is silent you don't have to look annoyed while you're waiting but when you ask for their attention just look around the room and wait until they
• 02:30 - 03:00 have stopped talking because if you start giving your instructions when other students are talking they are getting the message that they actually don't have to stop talking when you ask for their attention tip number five is related to tip number four if you are doing group work and the students are on task but the noise level keeps getting a little bit louder but you're not sure what to do because they are on task but they're kind of loud right the word noise up on the board if it gets too loud erase the e and then if it continues to get too loud erase the S
• 03:00 - 03:30 and if it continues to stay loud erase the I all you should have left is n o if you get down to n O there is no talking for five minutes ten minutes fifteen minutes whatever it is and the students have to work silently this is usually pretty effective because you are giving students those three chances they are getting that immediate feedback when they are getting too loud and they're a lot more bought into it because you didn't say no more talking have a plan for what they're going to do particularly if it's group work and they generally have to work together what are they gonna do for those three or five
• 03:30 - 04:00 minutes that they are working silently you can even say okay we're doing three minutes of silent work each of you is gonna work on your individual part you will be able to come back together and continue making progress once the three minutes are up tip number six is avoid redirecting students by name as much as you can if you're waiting for students to get their supplies out or if you're waiting for students to get in line or if you're waiting for students to clean up their desk use the tip I'm still waiting for three students to get their folders out still waiting for two students to clear off their desk and
• 04:00 - 04:30 that causes all the students to stop reflect am I one of those students oh I'm not okay or I am one of the students oh my gosh let me hurry up the less you redirect students publicly the less opportunity you're creating for some kind of Howard dynamic or for the student to come back with kind of a snarky remark because they're a little bit embarrassed of you calling them out and generally makes things run a lot smoother tip number seven consider doing Starbucks mode in your classroom Starbucks mode is where the students can work wherever they want in the classroom with whomever they want and if I can't I give them a list of things that they can
• 04:30 - 05:00 work on and they can decide what order they want to work on it students are more motivated when they have more autonomy and so before you implement Starbucks mode go ahead and set the ground rules that if you are off task I will ask you to return to your seat and work independently and then follow through with that you don't have to be mad you don't even have to call students out publicly but just go over to say hey or a little off task so let's go ahead and return back to our seat oh please can I stay right here promise I'll keep working don't worry you'll get another chance tomorrow let's go back and work at our seat for the rest of the day stay
• 05:00 - 05:30 firm stay kind but stick to your expectations I don't call it Starbucks mode I just call it work mode and I saw that some teachers actually call it Starbucks mode so call it what you will but just set the expectation and then follow through tip number eight do turn and talk or think pair share as often as you can because your students are probably going to be talking in class so you might as well give them as much opportunity to talk about the things that you want them to talk about the content that you have for them as much as possible so the general idea of turning talk or think pair share is that
• 05:30 - 06:00 you take a few moments to answer a question independently on your own walk around and make sure that everyone's answering if they don't know what to write just tell them to put a guess then turn to your neighbor what did you write did you guys write the same thing did you answer in the same way then as a group let's hear a few of the answers that you guys have and so if you're building this in every couple of minutes students are thinking and then talking to the person next to them and then you guys are talking as a group about it they are getting that opportunity to talk into verbalize and it's a lot less of just them sitting and getting bored and then kind of wanting to talk about
• 06:00 - 06:30 something else that is off topic and off task tip number nine if a student says or does something disrespectful to you or to another student with everything you have do not respond in kind do not respond in a disrespectful snarky angry frustrated way because it will make things worse avoid any type of engagement confrontation in front of the rest of the class but politely and
• 06:30 - 07:00 genuinely politely ask them to step out into the hall could you please step out why I didn't do anything I understand would you step out and we'll talk about in the hallway I don't understand I didn't do anything why are you sending me out in the hall this is the third time I'm asking you please step out in the hallway you can be firm but be polite if you engage in front of the class that soon will have all the more reason that they do not want to back down they do not want to seem weak in front of their peers and so if you remove them from that situation and have that dialog and that conversation out in the hall they're not trying to save face
• 07:00 - 07:30 and then if they do continue to be disrespectful the other students aren't seeing that and all they know is that they said something disrespectful they got sent out in the hall and the teacher addressed it which communicates to them that disrespect doesn't go unaddressed in the classroom because if you start something in front of the rest of the classmates it's not uncommon for them to start ganging up on you and now instead of dealing with one student you've got their friends or other students like yeah he didn't say anything I didn't hear him say anything why are you being so unfair you're all then you're working in a really really crappy situation that nobody wants no teacher wants to be in
• 07:30 - 08:00 it's exhausting and it just makes things worse so as much as you can have this conversation out in the hall where that classroom dynamic is not there to heighten the situation if you are feeling frustrated and angry with that student wait till you've cooled down a little bit before you go and talk to that student when you go talk to them when you get out there you can ask them do you understand why I sent you out here they may say yes they may continue to be defensive if they're putting up a little bit more resistance tell them it's okay for them to be frustrated it's okay for them to be bored it's okay for
• 08:00 - 08:30 them to think a lesson it's lame it is not okay for them to behave the way that they behave it is not okay for them to talk to you the way they talk to you is not okay for them to talk to their peers the way they talk to their peers and it's not going to be accepted tell them that you respect them and tell them this only if it's true and you expect respect from them as well and you expect other students to treat them with respect and expect them to treat other students with respect then work to restore ask them why they said or did what they said genuinely be curious not so why did you do that why did you do that if you knew
• 08:30 - 09:00 it was unacceptable but I want to know why you said what you said what was it that was frustrating you having this conversation with them out in the hall is not going to solve all your problems and it doesn't mean that everything's going to be perfect and restored and you guys can go back into the classroom together and everything's fine but it is so much better than in some kind of power struggle in front of their peers and you are reiterating expectations to them and you are genuinely being curious about what it was that caused the incident and tip number 10 has to do with that last tip I
• 09:00 - 09:30 have a Hall refocus sheet that I have my students fill out if they ever get sent out in the hall they can do that while they're waiting for you to come out and it says what happened why did it happen a lot of the reflective questions that force them to stop think about what they did and begin to restore the behavior and it also serves the documentation if you have a student that's repeatedly sent out in the hall you could say we've got this situation where you're sent up for X and then it happened again two weeks later and then again a week after that on the back of the refocus form you can jot some notes down if they weren't being completely candid in their
• 09:30 - 10:00 reflection so that way you have a little bit more of the full picture when you look back to your documentation if you like that Hall refocus form emailed to you it's a Google Doc so if you'd like to tweak it you can I will email it to you just go ahead and put your name and email in the link down below to get the free refocus sheet it will sign you up for my newsletter but they'll be an option if you only want the refocus form but don't want to get the newsletter you can go ahead and unsubscribe from the newsletter as soon as you get it so that was ten classroom management tips hopefully it was under around ten minute it's hard to say because I haven't edited yet but we'll see there are tons
• 10:00 - 10:30 of classroom management tips that I did not get to let me know in the comments down below what your top classroom management tip would be for other educators and what's been the most fruitful for you in your classroom if you'd like to stay in the loop with any upcoming videos I create content to help teachers do innovative work in the classroom so hopefully this dive into classroom management will help you do just that and open up more time to do innovative work go ahead and hit subscribe my name is Tom Gibson I hope you learned something today and hopefully I will see you in the next video