1. Preventative Measures
Anticipating and planning for potential “stumbling blocks” in the classroom averts many management problems.
© Kappa Delta Pi 2014

2. Questions to Ponder
What is the difference between reactive and proactive teachers?
What differences might we see in their classrooms?
© Kappa Delta Pi 2014

3. Questions to Ponder When would class meetings be useful?
What elements should a teacher consider when planning a class meeting?
© Kappa Delta Pi 2014

4. Question to Ponder
Does “Practice Make Perfect”?
© Kappa Delta Pi 2014

5. Question to Ponder
What do you consider to be the most effective preventative ‘tool’ teachers can use in their classroom?
© Kappa Delta Pi 2014

6. Prevention 1—Correction
Why is it important to immediately correct misunderstandings?
Enjoy this 2:14-minute video about a math process that has gone awry.
Rectify misunderstandings before they become learned behaviors.
© Kappa Delta Pi 2014

7. Prevention 2—Checking Learning
How do teachers make certain that students are correctly learning the facts, processes, and tasks being taught?
Withitness
Observing and correcting as needed—
closely monitor students who may be having difficulty
Incorporating exercise and movement—
activity increases brain connections and retention
Making certain students are practicing “perfectly”
Conducting regular class meetings—
Opportunity to clarify whole-class misunderstandings
© Kappa Delta Pi 2014

8. Prevention 3—Class Meetings
Meetings, Benefits
Regular and Situational Class Meetings
Build community.
Create “buy-in”; students have a voice.
Regular Class Meetings
Provide democratic setting.
Value all input (students show openness, tolerance, and self-discipline to avoid interrupting others).
Begin during first week of school year to set classroom rules and consequences.
Schedule regularly to update students on academics, behavioral issues, and schedule changes.
© Kappa Delta Pi 2014

9. Prevention 3—Meetings Situational Classroom Meetings
Clarify Specific Behavior or Academic Issue
Students discuss misunderstandings, rules, and consequences.
Focus is on correcting a situation or problem, not on particular student.
Consequences for behavioral issues must be re-addressed.
Focus is on improvement for the good of all in the classroom, rather than changes needed in a particular student or group.
© Kappa Delta Pi 2014