Self-Management Strategies
It is important that students have the opportunity to learn ways to manage their own behavior. In my classroom I will foster students' autonomy and independence by teaching them self-management strategies that work best for them. Some of these strategies are listed below.
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Stoplight System
This is a system where there are three circles, one red, one yellow, and one green, posted somewhere in the room where all students can see it. The system will be a way for students to measure their own understanding. The green will mean that students understand the concepts and instructions, and are ready to keep going. Yellow means, they have some questions, but it's not an emergency, and they can continue to work on other things. Red means that they are completely stuck and cannot continue until they talk with the teacher.
CCSS.ELA-Literacy.SL.3.1.c: Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
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Fidgets
Fidgets allow a physical release of energy for students that may have pent up energy. These are small toys or objects that students can manipulate with their hands in a quiet and appropriate manner during instruction. These are especially great for Kinesthetic learners that need to be moving in some way to learn their best. Plus, it allows students to move without disrupting others.
Fidgets allow a physical release of energy for students that may have pent up energy. These are small toys or objects that students can manipulate with their hands in a quiet and appropriate manner during instruction. These are especially great for Kinesthetic learners that need to be moving in some way to learn their best. Plus, it allows students to move without disrupting others.
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Brain Breaks
Brain breaks allow students an opportunity to move around and release some energy, whether it be physical, or from stress or frustration. These allow for students to get their whole body moving. This can be done at the individual level, or as a whole class if you see that students as a group are having a hard time focusing and staying on task. Things that can be included as a Brain Break are jumping jacks, stretches, and hopping on one foot... just to name a few!
"I'm Done!" Bucket
This management strategy is similar to that of Brain Breaks, accept these don't all have to be related to movement. This provides several activities for students to do when they are finished working. Things to include in the I'm Done bucket are: work on homework, read independently, or work on another assignment that's not finished. This allows students to manage their time in an effective manner without constantly yelling out I'm Done!
Silent Signals
Silent signals are great regrouping strategies that help students accomplish many things. They can be used to regain children's attention by having the teacher raise her hand and have students freeze and raise their hands when they notice the teacher doing this. This eliminates the need to shout to get students' attention. Also, silent signals can be used for smooth and organized transitions. For instance, these signals can be used to help students clean up their materials and get ready for the next activity, or for going from the rug back to their seats. Silent signals are a respectful and appropriate way to let students know what is expected of them at different times during the day, without having to explicitly tell students to clean up and come to the rug. This is something that they will learn to do by themselves through the use of silent signals.
This management strategy is similar to that of Brain Breaks, accept these don't all have to be related to movement. This provides several activities for students to do when they are finished working. Things to include in the I'm Done bucket are: work on homework, read independently, or work on another assignment that's not finished. This allows students to manage their time in an effective manner without constantly yelling out I'm Done!
Silent Signals
Silent signals are great regrouping strategies that help students accomplish many things. They can be used to regain children's attention by having the teacher raise her hand and have students freeze and raise their hands when they notice the teacher doing this. This eliminates the need to shout to get students' attention. Also, silent signals can be used for smooth and organized transitions. For instance, these signals can be used to help students clean up their materials and get ready for the next activity, or for going from the rug back to their seats. Silent signals are a respectful and appropriate way to let students know what is expected of them at different times during the day, without having to explicitly tell students to clean up and come to the rug. This is something that they will learn to do by themselves through the use of silent signals.
![Picture](/uploads/2/5/9/9/25999273/674171.png?156)
Noise Reminders
This would be a visual reminder of how loud the students should be at any given time during the day. It would simply be a sign, where all the students could see it, that tells the students what noise level they should be at. I like this system because it doesn't single any one student out; it's a noise check for the whole class. Students can look at the chart on their own to see what noise level they should be at, and monitor their noise level from that.