CLASSROOM MANAGEMENT

TICKET PROGRAM
GRADES: K-6
I use a ticket program as part of my positive reinforcement. It can be adapted to any level of specific tasks bu
works best very broad.
MATERIALS:
• fair tickets (the kind in a big roll that tear in half, buy them at a discount type store not a teacher store

• fun looking bag or box

METHOD:
1. Whenever something gets done correctly by a group of students, the whole class, or one student, the s
involved get tickets.
2. They write their name on the back and place it into the ticket collector (the bag or box). The number o
given depends on the mood, the task or the number of students involved.
3. Giving tickets can fix a problem task. For example currently my class has a problem with playing in t
instead of washing hands.
4. I now give tickets for being 'quiet and quick' the group-boys or girls (I have 13 boys to 10 girls) that f
each gets one ticket.
5. The ticket number can also set an example. For example, in the times before school breaks students o
hard to control. If you have one or two students who are still finishing their work and staying quiet wh
the students are running and daydreaming of days off, give the well behaved students 10-30 tickets ea
really gets the attention of others.
6. Every two weeks have a raffle with all the names in the ticket collector. Ask a student to draw 3 ticket
of the students on the tickets are the winners of the week and receive a prize determined by the teache
loves folders and having lunch with me. Both prizes I can afford. I also keep a supply of $.95 book cl
around to use as special prizes if a student's name is on two of the tickets drawn. The students then tak
tickets to show at home.
 7. As you get into the older grades you can have different levels of prizes which the students see, the stu
save tickets for a chosen level.
This activity can also introduce probability, and number relations.
Submitted by,
ANNIE FIORITA
ANTHONY ELEMENTARY SCHOOL
ANTHONY, NM
aafiorita@aol.com

REMEMBER ALL OF YOUR STUDENTS' NAMES

GRADES: K-12
As a substitute teacher and traffic school instructor, I usually get a new set of forty people up to five times a w
as many as two hundred new names a week! Uhh! It's frustrating to look at all those faces and say, "That's ve
with the brown hair whose name escapes me right now'.?" As you know, remembering names builds the rapp
for YOU to do an effective teaching job. Here is my "Good With Names?" system that I developed over the y
you remember everyone's name just by simply looking at their face.
MATERIALS:
• none

METHOD:
1. After careful analysis of facial structure, I discovered twenty-six distinct visible areas (I call them VIE
And since there's only twenty-six letters in the alphabet, it was logical to place each letter on each one
spots. Don't worry, I show you the exact location of your new alphabet. It's made easy by placing mos
in the simplest and most effective locations. For instance, "H" is the HAIR and "J" is the jaw etc.
2. Since every letter is placed on exactly the same spot on everyone's face, it is consistent and incredibly
instance, upon meeting someone named "Tony" (male or female) your eyes will gravitate to the portio
designated with the Good With Names letter "T." Believe it or not, this sinks in and becomes ingraine
memory. So the next time you see "Tony" you will remember the spot that represents their name. This
ONE.
3. PHASE TWO will show you all the extended regions of all the twenty-six View Points. These are the
POINTS. These Sight Points represent almost every conceivable two-letter combination of every pers
other words, you will know the exact location of the "To" in the name Tony. Believe me, it's incredibl
remember a student when you know exactly where to retrieve the first two letters of their name.
Once you are familiar with the simple locations of the "Points" in the Good With Names System, you will ha
automatic trigger to remember names instantly and permanently.
submitted by
JEFF KORN
IMPROV TRAFFIC SCHOOL AND SUBSTITUTE TEACHER
LOS ANGELES, CA
jeffkorn@hotmail.com

OUTSTANDING STUDENTS LIST

GRADES: K-12
I developed this little technique when I was substitute teaching because I wanted an alternative to writing a st
on the board who was making bad behavioral choices. By seeing their names on the board and/or colored car
around, students who have chosen "bad" behavior are either rewarded and getting credit and notoriety for the
choices, or they are being shamed, especially since the whole class gets to see the names. This is not conduci
positive classroom environment. Instead, I like to give that credit to students who are making "good" choices
the focus on positive behaviors. This seems overly simplistic, but it really does work!! I call it my "Outstandi
List".
MATERIALS:
• a piece of the black or whiteboard wide enough to list names

• a whiteboard marker or some chalk

METHOD:
1. I use four criteria for having your name added to the OSL (although you may certainly add or modify
o Pay attention and follow directions.

o Be "appropriately" quiet.

o Follow class rules.

o Stay on task and complete your work.

2. There are several rewards to being on the OSL: Those students will line up first when going to lunch,
first at recess and at the end of the day, get first choice of playground equipment, and each student on
a small candy (Jolly Rancher) as they leave at the end of the day.
3. A key advantage for the teacher is that if you catch a "behaviorally-challenged" student being on task
early in the day) you can "cement" this good behavior by adding his name to the OSL, maybe comme
addition. Seeing his name (finally) on the "good" list is a special reward, and he will likely attempt to
the days to come. Conversely, if you see a student (whose name is already on the OSL) slipping in be
can silently erase his name without any disciplinary comment whatsoever; this student will be inform
and will usually get back to good behavior.
4. Another advantage to the OSL is that occasionally a student will raise his or her hand and ask why the
the OSL. I am able to then troubleshoot the student's behavior, and the student is the one who asked fo
troubleshooting, and is thus likely to respond well. (It is important to remind the kids that if they do n
 the OSL, that doesn't mean they are "bad" students. That just means that the listed students were "outs
this particular day. Tomorrow is a different day).
5. The OSL is flexible throughout the day...usually I add or delete names after each activity and sometim
quiet activities when students are on task. I have used this little tool extensively for 2nd grade, 4th gra
during substitute teaching at 1-8 grade levels (I have not tried it for Kindergarten or high school).
submitted by

DOUG HORSPOOL
LINDA VERDE ELEMENTARY SCHOOL
LANCASTER, CA
d.horspool@verizon.net

INSTANT WHITE BOARDS

GRADES: K-12
I wish I could take total credit for this idea, but I found it from another source and stole it immediately as all
should. This is a great way to get all students involved by writing answers to questions and a quick and easy a
make sure all students are understanding whatever concept is being taught.
MATERIALS:
• 8 X 11 card stock

• plastic sheet protectors

• erasable markers

METHOD:
1. Smooth finish sheet protectors work great as individual white boards. Place a sheet of 8 x 11 card stoc
combination of colors) in the protector and the students have small whiteboards they can keep in their
2. Regular markers work fine and one can use anything from Kleenex, to cut up sweats, to socks as erase
whiteboards are great for vocabulary practice.
3. This is also great for math problems, correcting sentences in language arts, spelling practice, etc. I kee
baskets on the tables for the students to use. Otherwise they end up taking them home and not bringin
Submitted by,
PATTY PASON
SPRING CREEK ELEMENTARY SCHOOL
SPRING CREEK, NV
nevadasunset@citlink.net

THE EASY "A"

 GRADES: 3-12
This is one way I use to help organize my classroom and ensure that both my parents and students remain aw
projects and due dates in my class.
MATERIALS:
• none

METHOD:
1. When I assign a major project or novel study I send home a one page paper that details the requireme
includes the due date and any specific grading criteria (size of project, use of colored pencils) that mig
definition of a major project is one that would take 2 or more weeks to complete and that parents shou
of or supervising. I run these off on colored paper and send them home with students. At the bottom o
place for the child and the parent to sign. It must be dated as well. The students are to keep all of the p
for this bottom signed portion. I give them 3 days to return this to me for an EASY A--- the only extra
in any subject.
2. Students keep the remainder of the paper as guide to completing their project.I have found that this ha
In reading we do studies of novels, so there is one for each novel. If they are long novels, I will divide
two with a sheet for each section. I also use EASY A for large book report projects. In English, I give
poetry assignments. Each month my 4th and 5th graders must memorize a famous poem. The possibil
unlimited in any subject.
3. The advantages are that 1) I want parents aware of major assignments from the very beginning, 2) som
work constantly and seldom feel the joy of associating an A with their name, and 3) this is my only w
extra credit!! I make sure parents know this from the beginning and so I am not constantly being both
parent wanting a last minute chance to pull up Junior's grade. As I do not do this often in any one subj
not skew my grades!
4. One note of caution! In one week I had to hand this out in my reading class and in my homeroom. I u
both letters. Yuck. It is easier to use a different color each time you run one off!
submitted by

SHELLEY BOWEN
MITCHELL K-6 SCHOOL
ATWATER, CA
fambowen@cyberlynk.com

A COMPLIMENT CHAIN
GRADES: K-5
MATERIALS:
• links--math manipulatives or paper clips
METHOD:
1. Whenever my students display outstanding behavior they are complimented by me. Of course we hav
discussed what a compliment is and its importance. If they receive a compliment from me I add a link
2. They may also receive compliments from other teachers. However, they may not ask for a complimen
teacher to tell me they were complimented.
3. When the chain reaches the bottom of our bulletin board we will have a popcorn and movie party.
This can easily be adjusted to fit any classroom needs.
submitted by

YVONNE STURDIVANT
UNIVERSITY OF CENTRAL ARKANSAS CHILD STUDY CENTER
CONWAY, AK
yvonne@conwaycorp.net

Back to TEACHERS HELPING TEACHERS MAIN PAGE