Thursday, March 17, 2022

Handout - The Ultimate Organized Classroom and New Teacher Advice

The Ultimate Organized Classroom 
A well-organized classroom that can practically run itself is easy to achieve. A classroom where files, supplies, and forms can be easily found, where you can easily identify and access student records, and where a substitute teacher can come in and pick up where you left off without any hitches. Just follow our easy steps to create the ultimate organized classroom. 

Step One: Organize resources and materials. Every teacher gets buried in paperwork from time to time. But there are painless ways to reduce clutter and confusion. 

Here are a few tips: 
Color code everything. Use the same color for all materials for each subject or unit. If you can, color code assignments and handouts by using colored copy paper. If you don't have access to colored paper, then use colored labels. Use colored labels on resource books for students so they'll return articles to the right notebook. Use different colors for student records in each class. 
Put everything in binders. Place your teacher resource books in three-ring binders using plastic sleeves. Once again, color code these binders according to subject. Use binders to store articles that you'd like to keep. Store items in boxes. 

Use plastic tubs or cardboard file boxes to store holiday projects, art projects, special books, and supplies. Be sure to label these boxes with the name of each project or unit. 

Step Two: Organize student records. As soon as you get your student list, set up a system that will allow you to access student records quickly and easily. 

Here are a few suggestions: 
Assign numbers to students. Assign the same number to each student that you used in your grade book. Have each student write his or her number on every assignment. Use corresponding student numbers to label all student materials, including mailboxes. 

Use an online grade book. Online grade books allow you to automatically give out online assignments and record grades. 

Make labels with each student's name. Have your students write their names and numbers on labels, which you can peel off and use for all folders, notebooks, and other materials that need student identification, including forms. T

Be prepared for new students. Have packets of information for new students prepared ahead of time so that when a new student enters your class in the middle of a lesson, you're ready. 

Create a seating chart. As soon as your class list is final, create a seating chart from your perspective at the front of the class. This should help you learn students' names and help keep some order in the classroom. Create an assignment basket or tray. 

Use a basket or tray for students to turn in assignments. You can have a different basket or tray for each class or subject. Then train your students to turn in assignments in these places. 

Step Three: Train your students. When your students know and understand class rules and procedures, they'll help you maintain order in the classroom throughout the school year. 

Here are a few key points: 
Establish classroom rules and policies. During the first week of school ask your students to suggest class rules. Chances are, the rules that they suggest will be similar to those you have in mind. If not, you can guide them. ("Should we have rules for getting ready for lunch? What should they be?") 

Include general classroom standards such as cooperation and routines, including restroom use, assignment turn-in, and work standards. Go over district rules with students. These might include suspension and school behavior codes. 

Explain class organization to students. Tell students where they will find supplies and how they should put supplies and materials back. Give them rewards or credits for following directions. 

Step Four: Prepare for extracurricular events. Preparing for activities in addition to the everyday routine can be a lot of work. If you plan ahead, you'll minimize the amount of stress that these events can produce. 

Plan field trips in advance. Take a large envelope (10" x 13"), glue a checklist to the front, and laminate it. On the checklist, include the following: group list directions consent forms emergency treatment forms name tags anything else that you might find necessary. On the day of the field trip use a wipe-off pen to check off which items are inside. Enclose what you need for the field trip and place the envelope on a table so the volunteer drivers can pick it up as they come inside. 

Make Back-to-School Night packets. On the day of Back-to-School Night, have your students create a packet for their families. Include the following: a welcome letter the school calendar your homework policy a copy of your daily/weekly schedule important phone numbers enrichment activities for parents to do with their children at home a calendar outline of your curriculum for the upcoming school year On Back-to-School Night, have all sign-up sheets for the entire school year out on one table. Include field-trip volunteers, room parents, classroom volunteers, etc. 

Step Five: Be prepared for absences. If you've organized your classroom well enough, a substitute teacher should have no problem working in your class when you're out with the flu. 

Here are a few tips that should help you be prepared for a substitute teacher at any time: 
Create a substitute teacher folder or binder early in the year. Use it to file class lists, fire drill rules, seating charts, times and schedule change information, and a general plan for the day for substitutes to follow. You might also include the names and numbers of teachers' aides, helpful teachers, office procedures, and classroom rules and policies. 

Provide substitutes with class subject information. Include notes on students to assist in certain areas. 

Label your cabinets. Itemize the contents of each cabinet so that substitutes can easily find any supplies or materials they need.



Advice for new teachers 
 
Take Charge – have a clear management plan with well-defined rewards and consequences. Explain it to the students, send it home to the parents, and ask for signatures on the plan from both students and parents. 

Keep students busy and engaged – have a number of potential class activities available. Bored kids get into trouble, busy kids stay out of trouble. 

Get peer support – if you are not assigned an official mentor, find an unofficial one. 

Get parental support – from extra supplies to celebration plans, parents are a hidden teacher resource but only if they are pulled into class activities. 

Organize yourself – develop a system that will keep you organized. There is a lot going on in teaching, grading, and monitoring children each day. 

Organize your students – teach students how to organize homework, notebooks, etc. 

Write and reflect – keep a journal to help you reflect on your first year and become a stronger teacher your second year. Have fun – teaching is not only stressful but joyful!!


Thursday, January 29, 2009

In Class Teaching Demonstration

In-Class Teaching Demonstration 
Art 141 Art for Elementary Teachers 
Instructor Kelly Parker 
50 pts 
Lesson Plan Time - Set up/Clean up 5 minutes 
Lesson 15 – 20 minutes 
Evaluation and critique 5 minutes 

Lesson Plan - Develop a visual art lesson that stresses individual creativity vs craft projects. 

Introduce specific art terms and concepts and have clear outcomes for the students. 

Use audio and visual aids to grab your audience and keep their attention. This will be a demonstration only of your skills in front of the class. You will have approximately 15 – 20 minutes to get your point across to the class. 

Your class will not be completely a whole project; this demonstration is to see how you relate to your class. Your class will consist of your peers. 

Most of the points for this lesson will be awarded on how well you put together a relatable visual package. 

Lesson plan package should include – 
1. 10 pts - Lesson Plan based on the lesson plan components hand out 
2. 5 pts - Art sample/example of final results to be used for your demonstration and turned in after the presentation. 
3. 3 pts – Lesson goals stated, art terms used, and age-appropriate and challenging for the grade level. 
3. 2 pts - Two sources minimum beyond your text. Include page numbers on the bibliography along with any websites you use. 
4. 5 pts – 2 copies of lesson plan for the instructor (one on the above due date, one on the day you teach to the class). 
5. 5 pts - Multicultural, art history, or cross-discipline connections should be evident in the plan. 
6. 10 pts - The lesson plan should have relevant music, books, posters, and other resources when presented. (At least 2 of these should be utilized) PLEASE make note of these in your lesson plan. 
7. 5 pts - When teaching your lesson - stand up, talk loudly, and interact with your students. Use downtime to question, add information, and re-demonstrate a technique to your students. 
 8. 5 pts - Overall organization of the lesson – time used effectively, evaluation of the finished project, follow-up activity, and sense of closure. 

 Tips on giving lessons – 
1. Arrange audio and visual aids ahead of time and make sure you know how to use them. See the instructor if you need suggestions. 
2. Practice ahead of time to see if you need to adjust your lesson for time. Always have a plan B and plan C. What happens if you have more time to fill? What happens if you need more time? 
3. Remember you are NOT teaching to peers, you are teaching to elementary students!! 

Miscellaneous tips – 
You will receive 5 points for filling out the evaluation completely with insightful comments.

 Attendance will be worth 10 points during peer demonstrations. 

Students need to be respectful of peer teachers – look, listen, and learn.

Websites with Art Lesson Plans

Websites for ideas on lesson plans
Art 141 Art for Elementary Teachers
Instructor Kelly Parker

Art Lesson Plans -
www.dickblick.com
http://www.kinderart.com/
http://www.art-rageous.net/Art-Plans.html
http://www.theteacherscorner.net/lesson-plans/index.htm
http://www.theteachersguide.com/Artlessonplans.html
http://www.teach-nology.com/teachers/lesson_plans/arts/visual/
https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/

Handout - Good Books for Art Education


Book list for art education lessons – 

Tar Beach by Faith Ringgold (good for a "storyquilts" project) 

Katie’s Sunday Afternoon by James Mayhew 

My name is Georgia by Jeanette Winter 

Pablo Picasso: Breaking All the Rules by True Kelly (Smart about art series) 

Henri Matisse: Drawing with Scissors by Keesia Johnson and Jane O’Connor (Smart about Art series)

Georgia’s Bones by Jen Bryant 

The Pot that Juan Built by Nancy Andrews-Goebel 

Why is Blue Dog Blue? A tale of Colors By George Rodriguez 

Suzette and the Puppy: A story about Mary Cassatt by Joan Sweeney 

Picasso and the Girl with a Ponytail by Laurence Anholt 

The Cave Painter of Lascaux by Roberta Angeletti 

The Magical Garden of Claude Monet by Laurence Anholt 

Dreamer from the Village: The Story of Marc Chagall by Michelle Markel 

Art Dog by Thacher Hurd 

Frida by Jonah Winter 

Klimt and His Cat by Berenice Capatti 

The Yellow House by Susan Goldman Rubin 

When Pigasso Met Mootisse by Nina Laden 

Roberto the Insect Architect by Nina Laden 

Action Jackson by Jan Greenberg and Sandra Jordan 

The Story Painter: The Life of Jacob Lawrence (middle school reference) 

Degas and the Little Dancer by Laurence Anholt 

Leonardo and the Flying Boy by Laurence Anholt 

The Most Magnificent Mosque by Ann Jungman and Shelly Fowles 

Camille and the Sunflowers by Laurence Anholt 

The Dot by Peter Reynolds (for anyone who doubts they can make art) 

In My Family/En Mi Familia by Carmen Lomas Garza 

The Essential Series: Alexander Calder, Pablo Picasso, Mary Cassatt (each book features one artist) 

Ish by Peter M Reynolds

Sky Color by Peter M Reynolds

Beautiful Oops! By Barney Saltzberg

Harold and the Purple Crayon by Crockett Johnson

Not a Box by Antoinette Portis

 Green by Laura Vaccaro Seeger

 Mouse Paint by Ellen Stoll Walsh

 Little Blue and Little Yellow by Leo Lionni

 White Rabbit’s Color Book by Alan Baker

 Round Trip by Ann Jonas

 Jeremy Draws a Monster by Peter McCarty

 Red Sings from Treetops: A Year in Colors by Joyce Sidman

 Lines that Wiggle by Candace Whitman

 A Book About Color: A Clear and Simple Guide for Young Artists by Mark Gonyea

 I Spy Shapes in Art by Lucy Micklethwait

 The Chalk Box Kid by Clyde Robert Bulla

 The Paint Brush Kid by Clyde Robert Bulla

 Magritte’s Marvelous Hat by DB Johnson

 Any books by David Wiesner

Any books by Molly Bang

Any books by Lois Ehlert

Any books by Bob Raczka

Any books by Ed Emberley

Any books by Laurence Anholt

Any books by Graeme Base

Any books by Eric Carle

Any books by Margaret Wise Brown

Any books by Leo Lionni

This list is not complete by any means but it gives you a starting point and a fun way to introduce art into your classroom.




Handout - Art Curriculum Assessments for K - 6

Art Curriculum Assessments 
K – 6 grades 

Kindergarten 
Line: identifying different types of line, incorporating continuous line, observing emotional qualities of line, constructing lines Shape: identifying basic shapes to create figures 
Color: identifying primary and secondary colors 
Texture: identifying and using different textures, simulating textures 
Pattern: identifying and constructing patterns 
Art Appreciation: introducing famous artists in history, using age-appropriate books, posters, and videos 

First Grade 
Line: identifying different lines and their emotive qualities, drawing lines to express mood, utilizing continuous lines to construct drawings 
Shape: identifying geometric and organic shapes, utilizing organic and geometric shapes in creating paintings and drawings, appreciating and understanding shape 
Color: identifying primary and secondary colors, introducing warm and cool colors 
Texture: real vs. simulated textures, creating textures in a variety of media 
Form: introducing the concepts of 2-D and 3-D, mass, space 
Balance: introducing and exploring the concepts of symmetrical and asymmetrical balance 
Art Appreciation: exploring famous contemporary and historical artists 

Second Grade 
Line: continuing and expanding the exploration of line 
Shape: further exploring concepts of geometric and organic shapes 
Color: identifying complementary colors; creating a color wheel to explore mixing and creating colors Pattern: identifying and constructing rhythm through pattern, creating radiating patterns 
Form: constructing 3-D forms 
Art Appreciation: exploring and emulating the work of famous artists Multicultural integration: exploring the art and traditions of various cultures in correlation with core classroom curriculum 

Third Grade 
Line: continuing and expanding the exploration of line 
Shape: further exploring concepts of geometric and organic shapes 
Color: identifying complementary colors; using a color wheel to explore mixing and creating secondary, intermediate, and complementary colors, as well as shades and tints 
Principles of Art: introducing balance, movement, and contrast 
Art Appreciation: exploring and emulating the work of famous artists 
Multicultural Studies: exploring the art and traditions of various cultures in correlation with core classroom curriculum 

Fourth Grade 
Line: hatching and crosshatching lines to create value 
Form: identifying 3-D forms, mass, space, and creating forms 
Aesthetics: introducing the concept of aesthetics in students' own art through self-reflection and writing 
Art Appreciation: exploring and emulating the work of famous artists 
Multicultural Studies: exploring the art and traditions of various cultures in correlation with core classroom curriculum 

Fifth Grade 
Line: creating complex drawings through the utilization of various lines 
Color: analogous and monochromatic color schemes 
Aesthetics: expanding the concept of aesthetics in students' own art through self-reflection, group critiques, and writing 
Art Appreciation: exploring, analyzing, and emulating the work of famous artists 
Multicultural Studies: exploring the art and traditions of various cultures in correlation with humanities curriculum 

Sixth Grade 
Line: creating complex drawings through the utilization of various lines 
Space: introducing perspective and creating the illusion of space in drawings 
Composition: understanding the concept of composition in creating unique paintings and drawings 
Aesthetics: expanding the concept of aesthetics in students' own art through self-reflection, group critiques, and writing 
Art Appreciation: continuing to explore, analyze, and emulate the work of famous artists 
Multicultural Studies: exploring the art and traditions of various cultures in correlation with humanities curriculum



Handout - Guide to Building Visual Art Lessons

Guide to Building Visual Arts Lessons 

Kindergarten students are adventurous and intuitive. They accept the world the way it is and have a hard time isolating specific information from a larger pool. They don't categorize objects logically. When drawing, kindergartners do not use realistic proportions. They draw things that are important to them in large scale, and might exclude things that are not important to them. Rather than drawing what they see visually, they tend to draw what they know about the person or object they are drawing. Effective lessons for students at this age are short and repetitive. Repetition is particularly important in kindergarten because it encourages students to experiment and gives them time to develop awareness. Perceptual development is intense at this age, and experiences that stimulate multiple senses such as sound, touch, and smell work particularly well. When looking at a work of art, students are able to: pick out an object that is different from the rest. distinguish between bright and light, as well as dull and dark, colors. recognize basic shapes such as squares, triangles, and circles. identify types of lines, such as long and short, thick and thin, and straight and curved. 

Suggested Lessons 
 www.getty.edu/museum 
Create an Illuminated Alphabet Word Book 

Suggestions for Discussion Have students engage in exercises to identify the elements of art. For example, a guided-looking activity could focus on the elements of color, shape, and line. Asking questions that call on students to compare things that are alike and different is also effective at this grade level. Suggestions for Art Production Encourage intuition and spontaneous expression by providing a variety of materials. This allows for free expression of ideas and space. For example, in one activity you can give students access to different types of paint (watercolors, poster paint, tempera), crayons, pens, pencils, and papers of various colors and sizes to give them choices and experience with wet, dry, opaque, and transparent media. 

Two-dimensional production: Large-sized paper and large brushes allow these students, who are still developing fine motor skills, to make big gestures. Students can use paint to explore color and color mixing. Develop students' abilities to recognize the names of art tools and describe their functions. 

Three-dimensional production: Clay and clay substitutes teach additive and subtractive concepts. Students can explore texture by constructing three-dimensional sculptural collages. 

GRADES 1 and 2 First and second graders are easily engaged and are interested in many things. It is important to present one idea or tool at a time to them to support their cognitive abilities. At this age they particularly enjoy fantasy and make-believe. These students are moving from an egocentric outlook to an awareness of the world as it functions beyond their direct experience. They are refining their motor skills and have a strong interest in making things. At this age students have a hard time with abstract concepts. They do not engage with things that they cannot see in front of them. First and second graders are interested in artworks depicting subjects that are familiar to them, such as animals, family, and people engaged in everyday activities. When looking at a work of art, students are able to: analyze similarities and differences. learn and use new vocabulary. identify details. identify artistic media. identify primary and secondary colors and discuss how color relates to feelings and moods. describe various types of lines. find basic geometric shapes and forms in their world—plants, animals, figures, etc. 

Suggested Lessons 
 www.getty.edu/museum 

Suggestions for Discussion At this age students like ideas that have an emotional appeal and encourage their imagination. Asking students to imagine that they are a part of a work of art can be effective. They enjoy sharing their ideas and feelings with others, and inquiry that taps into this can lead to fruitful discussion if the teacher keeps the discussion to one concept. These students also like to learn and use new vocabulary. Describing elements in a work of art orally will develop their effective use of new words. Suggestions for Art Production First and second graders need time to discover, experiment with, and manipulate new tools and media. 

Two-dimensional production: Explore a variety of tools and materials such as markers, charcoal, pastels, crayons, watercolor, and tempera. Provide different kinds of painting experiences so that students can experiment with spatter, sponge, and string techniques, as well as color blending. Crayons with color names printed on them will develop students' color vocabularies. 

Three-dimensional production: Students at this age are interested in three-dimensional construction and will enjoy mask making, sculpting in clay, creating dioramas, weaving, and puppet making.

GRADES 3 and 4 Third and fourth grade students are very social and feel a strong need to belong to a peer group. They are eager to please and cooperate with a teacher, but can also work independently. They have begun to develop the visual acuity to recognize details and to understand how objects are depicted in two dimensions. As a result, their drawings will include greater detail than those of younger children. They can see the difference between two- and three-dimensional space, but may not be able to represent the third dimension themselves. Advanced students will begin to experiment with concepts related to three-dimensional rendering such as color and size difference, overlapping, and one-point perspective. These students find realistic works of art easier to understand than abstract ones. They understand and experiment with composition, and recognize symmetry and asymmetry. They can also distinguish between genres of art such as portrait, landscape, and still life. When looking at works of art, these students want to know why and how things were made, how long it took to make them, and, if functional, how they work. When looking at a work of art, students are able to: discuss differences and similarities in form and shape of body parts and architectural elements. identify three-dimensional forms such as cubes, spheres, and cones. find examples of line repetition and pattern. understand viewpoint, such as "bird's eye" (something depicted as if from a very high vantage point) and "worm's eye" (something depicted as if from a very low vantage point). explain basic perspective using foreground, middle ground, and background. identify genres such as portrait, still life, and landscape; and media such as marble, paint, photography, wood, etc 

Suggested Lessons 
www.getty.edu/museum 

Suggestions for Discussion Students at this age like to talk and listen. They are able to interpret and speculate about meaning, interact as a group, and respond to questions. Thus, discussions work well at this age. Independent discussion of a specific idea in small groups can also be effective. Discussions in which students articulate how a work of art makes them feel and what they like or do not like about it will build critical thinking skills and vocabulary. 

Suggestions for Art Production Manipulative media, such as weaving and clay, help refine small muscle growth, which leads to greater control in handling tools. Group projects like murals and quilts can be successful with this age group because they reinforce social connections and offer a sense of belonging to a group. 

Two-dimensional production: Students at this age like to create works of art from their own stories and imaginations. Pairing a writing assignment with an art assignment will make this connection. Students are ready to practice basic skills for representing three dimensions, such as single-point perspective or adjusting size to pictorial space (large in the foreground, small in the background). 

Three-dimensional production: Art projects such as origami, macramé, beadwork and jewelry making, and papier-mâché satisfy students' interest in how objects are made and refine fine motor skills. 

GRADES 5 and 6 Students at this age are starting to become aware of social structures—from peer groups to global societies. They are interested in the environment, their local community and national roles, and social issues. Their own place in the world is not, however, their only concern. These students are sensitive to personal issues such as bodily functions, grooming, their own perceived inadequacies, and social status. Students will discuss likes, dislikes, and issues, and express their opinions. But they often value standards of beauty or success seen in popular culture. Students at this age might be both analytical and emotional in their approach to making art. Their motor skills and ability to represent the world will be advanced enough that they will begin to develop their own individual styles. They are able to tackle long-term, multi-step projects, and if given encouragement will expand their artistic horizons with new tools and techniques. When looking at a work of art, students are able to: identify light sources and discuss the depiction of light and shadow. identify positive and negative space. discuss concepts of hue, value, and intensity in color. analyze how an artist achieved a textural effect. recognize genres and media. speak to the impact a work of art has on their emotions. recognize works of artists based on style. 

Suggested Lessons 
 www.getty.edu/museum 

Suggestions for Discussion At this age, students can discuss how the elements and principles of design inform basic composition. Discussions about the elements will solidify this knowledge. Ask students to compare and contrast style, materials, processes, and techniques in artworks. Students will be eager to discuss their opinions and personal responses. 

Suggestions for Art Production After years of short classroom art projects, these students are ready for a more in-depth artistic experience. Research, field trips, and new techniques and materials can be useful components of a multi-step art project. Reinforce appropriate vocabulary so that students can articulate their process. 

Two-dimensional production: Have students practice making lines of all types through drawing exercises such as gesture and contour drawings, and shading techniques such as hatching or cross-hatching. These students will be ready to learn some advanced techniques for creating three-dimensional space including gradations of color, one- and two-point perspective, soft and sharp shadows, changes in scale, overlapping, and experiments with various light sources. Encourage them to be creative in finding new applications for media and tools. 

Three-dimensional production: Working with three-dimensional materials offers students opportunities for visual and tactile thinking. Incorporate design planning into the process by having students make sketches, preparatory drawings, blueprints, and three-dimensional models before completing the final work of art.



Handout - Classroom Management Ideas

Class Room Management ideas 

11 simple ideas that can make a big difference to you, your students, and your students' families. 

1. Send a postcard to each student a week or two before the first day of school. Introduce yourself and mention some of the activities you've planned for the year. Suggest a great book or a silly assignment for students to complete before school begins. 

2. Every Friday during the year, send home a note describing the next week's schedule. Include special events, birthdays, tests, quizzes, important assignments, field trips, parents' nights, assemblies, and so on. 

3. When you create your seating chart, use small sticky notes with students' names on them. They're easy to move if you want to rearrange the class -- or move a single student. 

4. Set up a Morning Corner, and stock it with activities students can do as soon as they arrive each day. Some ideas for settling them down -- and in -- include the following: 
o Pose a few brain teasers on index cards or on the board every morning. 
o Provide writing paper, and suggest a few people that students might write to -- a friend, a relative, a pen pal, a newspaper editor, or a person in the news. 
o Write the days' events in code, and have students decipher it. 
o Laminate an assortment of crossword puzzles, anagrams, word searches, and number puzzles from newspapers or magazines, and display them with washable markers. 
o Fill a Challenge Box with extra-credit activities related to their classwork. 
o Turn a shoebox into a Suggestion Box, and invite students to use it to ask for help, submit complaints or problems, or suggest ideas for classroom activities. 

5. Have students make a school passport or sports trading card. Ask each student to glue his or her photograph to a notecard or an index card and then encourage students to add personalized information, such as interests and goals, likes and dislikes, family members, and special friends. Keep the passports at your desk. Students can use them as hall passes, and you can use them to learn your students' names. (Keep a disposable camera handy to take those pictures -- and others.) Can you think of other interesting hall passes? 

6. Create a class jigsaw puzzle. Cut large sheets of paper (enough to cover a bulletin board) into interlocking pieces. Provide each student with a piece of the puzzle and ask students to draw pictures of themselves engaged in a favorite activity. Encourage students to include words, phrases, or symbols that relate to the activity shown or to their feelings about it. When the puzzle pieces are done, have students assemble the puzzle on the bulletin board. (It's a good idea to write identifying numbers on the back of the puzzle pieces as you cut them and to keep a map of the correct arrangement -- just in case.) 

7. Purchase a sheet of white melamine from a local building supply store, and cut it into 12-inch squares. Sand rough edges, and provide each student with an individual dry-erase board. Keep paper towels and odorless dry-erase markers on hand. 

8. Write each student's name on a craft stick, and store the sticks in an unbreakable container. Use the sticks to call on students during class activities and discussions to make sure everyone gets a turn. Or use them to pick partners or groups for cooperative activities. Other items veteran teachers use to assure random selection or to create pairs or groups include the following: 
o clothespins labeled with students' names 
o oversized playing cards 
o computer-created "business cards" 

9. Begin each day or class period with a brief reading -- a short poem, a famous or funny quote, a surprising fact or statistic, or an inspiring message. 

10. Computerize as many school tasks as possible: Record and compute grades; file lesson plans, teaching masters, tests, quizzes, and notices; keep records of significant events, student incidents, parent conferences, and so on. 

11. Play classical or instrumental background music during study periods or seat work time. 

12 more steps teachers can take at the beginning of the year to promote effective classroom management. 
1. Develop a set of written expectations you can live with and enforce. 
2. Be consistent. Be consistent. Be consistent. 
3. Be patient with yourself and with your students. 
4. Make parents your allies. Call early and often. Use the word "concerned." When communicating a concern, be specific and descriptive. 
5. Don't talk too much. Use the first 15 minutes of class for lectures or presentations, then get the kids working. 
6. Break the class period into two or three different activities. Be sure each activity segues smoothly into the next. 
7. Begin at the very beginning of each class period and end at the very end. 
8. Don't roll call. Take attendance with your seating chart while students are working. 
9. Keep all students actively involved. For example, while a student does a presentation, involve the other students in evaluating it. 
10. Discipline individual students quietly and privately. Never engage in a disciplinary conversation across the room. 
11. Keep your sense of perspective and your sense of humor. 
12. Know when to ask for help. 

Techniques for maintaining control without confrontation: 
· Establish eye contact. 
· Move around the room and increase proximity to restless students. 
· Send a silent signal. 
· Give a quiet reminder. 
· Re-direct a student's attention.
· Begin a new activity. 
· Offer a choice. 
· Use humor. 
· Provide positive reinforcement. 
· Wait quietly until everyone is on task. 
· Ask a directed question.