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Saved by 4 people (2 private), first by anonymouse user on 2008-04-07


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Understand that just because you’ve set up clear expectations for the classroom, every new situation needs a new set of expectations and a quick refresher course never does harm. If students have already internalized the expectations, then they can tell you what appropriate auditorium behavior is.

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So in my classroom, I do allows students to talk while they write. I do allow them to get up when they need a pencil or a Kleenex. But I do insist that when another student or I are addressing the whole class, they do not talk or get up and move around. That’s my boundary. It should not be crossed.

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The consequence of breaking a boundary should logically follow the offense

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The student understands when they’ve made a mistake and it’s easier for you to follow through when your consequence is reasonable. The most appropriate consequence should always be missing out on the activity that the rest of the class is doing for an amount of time equal to their age

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have actually found some success in assigning some of the noncompliant students different duties. Maybe I need them to file music for me, or straighten up the stuff on my desk.

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Basically, we just need to find a way for each kid to fit into the group. If we don’t, then they will create their own way. T

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In a nutshell, if you can preteach key concepts to small groups before you teach the whole group then the groups that are behind are better able to participate in the whole group.

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How does preteaching work if a child has already mastered the content you are trying to teach?

How in the world do you convince a parent that differentiation is even possible for the bright children?

If a child already knows the material, they will be bored if they have to keep going over it. And a bored child can and likely will cause problems in the classroom. And the parents will not be on your side if their child has little to no opportunities to learn in your classroom.

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