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Keep CALM and Teach: Empowering K-12 Learners With Positive Classroom Management Routines
Get to know the CALM method—an actionable, clear, and easy to remember framework for redirecting student behavior in the classroom. CALM stands for Communication, Accountability, Leadership, and Motivation. Whether you’re new to teaching, working with at-risk students, or you’ve been working in the profession for years but want a fresh approach, this book will provide you with
• Strategies to inspire a CALM classroom • Positive ways to redirect inappropriate behavior • Practical scripts to answer the question "What do I say when _______ happens? " • Step-by-step guides, checklists, and templates for ensuring a productive, engaging classroom community
1133771219
Keep CALM and Teach: Empowering K-12 Learners With Positive Classroom Management Routines
Get to know the CALM method—an actionable, clear, and easy to remember framework for redirecting student behavior in the classroom. CALM stands for Communication, Accountability, Leadership, and Motivation. Whether you’re new to teaching, working with at-risk students, or you’ve been working in the profession for years but want a fresh approach, this book will provide you with
• Strategies to inspire a CALM classroom • Positive ways to redirect inappropriate behavior • Practical scripts to answer the question "What do I say when _______ happens? " • Step-by-step guides, checklists, and templates for ensuring a productive, engaging classroom community
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Keep CALM and Teach: Empowering K-12 Learners With Positive Classroom Management Routines
Get to know the CALM method—an actionable, clear, and easy to remember framework for redirecting student behavior in the classroom. CALM stands for Communication, Accountability, Leadership, and Motivation. Whether you’re new to teaching, working with at-risk students, or you’ve been working in the profession for years but want a fresh approach, this book will provide you with
• Strategies to inspire a CALM classroom • Positive ways to redirect inappropriate behavior • Practical scripts to answer the question "What do I say when _______ happens? " • Step-by-step guides, checklists, and templates for ensuring a productive, engaging classroom community
Dr. Victoria Lentfer is an education instructor at the University of Nebraska at Omaha. She teaches classroom management and middle level courses. She is an educational consultant and founder of the CALM Classroom Management Program, which is a comprehensive behavior management and teacher leader program that provides communication models to guide teachers and students to an inclusive and productive classroom. She has more than 20 years of experience of providing instructional support and teaching at both the middle and high school urban districts, and extensive work with incarcerated youth. Victoria has also been a Trailblazer Leader and keynote speaker for the Association of Middle Level Education (AMLE).
Table of Contents
Preface Acknowledgments About the Author Chapter 1: The CALM Management Program How I Got From There to Here Teach Content and Behavior CALM Management Communication Accountability Leadership Motivation Proactive Measures Positive Reinforcements Pacing Learning Goals Behavior Goals Summary Reflection Questions Quick Wins Part I: CALM Communication Chapter 2: Positive Behavior Expectations Explicit Expectations Lead to Positive Results In the Research Beginning the CALM Classroom Process Bullying Special Situations Summary Reflection Questions Quick Wins Chapter 3: Redirect Behavior Model Redirect Behavior Model Defined Empower Students Framework of the Redirect Behavior Model Implementing the Phases of the Redirect Behavior Model Phase I: Explain Student Behavior Expectations Phase I: Noncompliance—What to Do if a Student Does Not Accept the Redirection Phase II: Encourage Student Ownership Phase III: Problem-Solve With the Noncompliant Student Delivering the Redirect Behavior Model Say It and Move On Make It Conversational Be Prepared for Students to Feel Uncomfortable Remain Calm Redirect Behavior Model for Instruction Summary Reflection Questions Quick Wins Chapter 4: Voice-Movement-Task Model Voice-Movement-Task Model Defined Research When to Use Voice Movement Materials Task Summary Reflection Questions Quick Wins Part II: CALM Accountability Chapter 5: Accountability—Collaborative Work Groups Think Beyond the Four Walls . . . Small-Group Interaction Model Prior to Activity (Standard Procedures for All Activities) Peer Feedback How to Teach Students to Provide Academic Feedback Positive Behavior Expectations for Feedback Role-Play Scenarios Summary Reflection Questions Quick Wins Chapter 6: Accountability—Conversations, Consequences, and Follow Through Student Choices Consequences to Promote Growth Conversations to Promote Growth Relying on Positive Consequences May Require a Change in Mindset Positive Consequences Consequences That Address Negative Behavior Inappropriate Responses to Negative Behavior Consequence Progression Follow Through Summary Reflection Questions Quick Wins Part III: CALM Leadership Chapter 7: Teacher as a Leader Five Effective Practices for a Teacher Leader Reflective Practice Communication Teacher Presence Positive Mindset Instruction Summary Reflection Questions Quick Wins Chapter 8: Student as a Leader The Student Communication Model Community Council Purpose of the Community Council Appointing the Council Leader When the Council Convenes Community Council Whole-Class Meeting Protocol Teacher Role Incentive Summary Reflection Questions Quick Wins Part IV: CALM Motivation Chapter 9: Motivation Plan Motivation Plan—Whole Class Disengaged Student—Work for Wins Disengaged Student—Mentor Tutoring Summary Reflection Questions Quick Wins Chapter 10: Final Thoughts Key Takeaways One Last Collaborative Group Activity Where Do We Go From Here? References Index
