Prepare to save time and money. Inspired by this thread.
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1. "Stamps. I use them as a behavior management system. If they are working on individual or even group assignments and it's getting too loud, I'll quietly go around and stamp papers that belong to students who have been working quietly. Within seconds you'll notice the class getting more quiet. The stamp doesn't mean anything unless you want it to. I say that they won't get full credit without the stamp. I teach high school, by the way, and they loooovvee stamps! Not sure why."
Submitted by Dannniiiii.
2. "Learning to use cheap plastic tablecloths as bulletin board backgrounds has changed my life."
Submitted by witzelsuchty.
3. "Assignment numbers! Every student has a number that they must write at the upper right corner of any paper they turn in. It allows me to alphabetize much more quickly. I (or a student) put the papers in numerical order, and they are alphabetized. Then when I grade, I can put them in the grade book simultaneously. If they forget to put the number it is -5 NFD (not following directions).
Submitted by srtarojaMiddle.
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4. "One great way to keep students on task while you are taking attendance or doing all the little beginning of class necessities is to have a daily bell ringer.
When the bell rings the students should begin to answer or respond to a question that is on the board. The response should not take longer than five minutes and can act as a review."
Submitted by mandymhz.
5. "ClassDojo is a wonderful tool that monitors behavior and attendance. Ever had a student out of control and needed intervention? This provides data... Need another way to do attendance? This also covers that.
Submitted by you-are-not-so-smart.
6. "If I see a kid doing something or starting to do something that causes distractions, I continue to teach as I casually approach their desk. Without acknowledging them directly or even making eye contact, I do two subtle taps on the corner or their desks. It avoids confrontation, invading their personal space, or disruption of the lesson while still acknowledging the need for correction. When I approach their desk, I take an indirect route so most students have no idea what I've done."
Submitted by snakesnakesnaaake.
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