You can reset your classroom any time. It’s never too late!
But one of the best times to consider a reset is after a break of some sort. Try some of these tips to reset!
CLEAN UP
*Clean up your classroom. Get your students to help. Somehow, a messy environment encourages poor work habits and less than stellar behavior. A simple process like cleaning up can help reset your own expectations and alert students that there are going to be some changes around here!
Start with your own space. If you use a small group table or a table for your computer, clean up those spaces. If you have a teacher bookshelf in the classroom, straighten up the books, recycle whatever you can, store resources in a closet or cabinets if they are not used every day.
Now – for your students. Have them clean up their tables, desk caddies, or desks. Everything needs to be removed and either put in the appropriate place or recycled/thrown away. Then move on to student storage spaces, such as cubbies. Have them clean those out by removing everything and only putting back what needs to be there.
What about all those stray papers flying around? They belong somewhere – in student binders, student folders, turn in work bins, or the recycling bin if they are past their use.
You can then give students cleaning wipes to clean up all surfaces. They will love showing you and each other how dirty the wipes are when they finish! (Make sure they wash their hands afterward.)
REVIEW/RESET PROCEDURES
*Now it’s time to reset your classroom procedures. I like to make a T-chart for this. I list the procedures that we’re doing well on the left and the procedures that need some practice on the right. Starting with the positive (what we’re doing right) is always helpful.
You can share your list with your students or, even better, you can make a class T-chart with their suggestions. (See if they match up with yours! They might be more strict about what they need to improve than you are.)
To reset procedures from the right side of that chart, choose 1 – 3 procedures to start.
Here are some quick tips for resetting procedures.
1 – introduce the procedure
2 – discuss why it’s important
3 – discuss what it should look like and sound like
4 – model the right way to follow the procedure
5 – act out the wrong way to follow the procedure (really exaggerate this – it keeps things light and students enjoy it)
6 – review what it SHOULD look like or sound like
7 – practice the correct procedure
List the “focus procedures” on the board. This helps keep those procedures at top of mind for both you and your students.
When you and your students believe that those procedures are “mastered,” move on to the next 1-3 procedures and repeat.
REVIEW/RESET RULES & CONSEQUENCES
*Now that your classroom is clean and procedures are being reviewed, review your rules and consequences.
I tend to keep classroom rules fairly simple so they can cover a lot of behaviors and so they can be remembered easily.
You may have seen posts about “1 Rule Classroom” on social media. Here it is:
If what you are doing:
~interferes with learning
~hurts someone’s heart or
~prevents you from being your best self
YOU SHOULDN’T BE DOING IT.
If the rules that you and your class created at the beginning of the year are not working somehow, don’t be afraid to repeat the process, or simplify it to one rule.
Now for the consequences. Follow your school’s procedures, of course, but here is a simple framework:
1 – Use some kind of visual warning to redirect (hand signal, “teacher look,” proximity, quietly shaking your head NO, gently touching the student on the shoulder).
2 – Call attention to positive behaviors as a reminder of what is expected.
3 – Set limits by reminding students what you expect (and what you will not tolerate). Allow students to fix it without redirection.
4 – Pull the student aside and have a private conversation (or as private as possible) with a natural consequence. (Change seat, use a calming area to get yourself under control, etc.)
5 – Provide choices (which gives the student some sense of control in the situation).
6 – Change the student’s location.
7 – Consider using a buddy teacher’s classroom as a place for a student to “reset” by being in a different environment.
8 – Use some sort of “think sheet” or reflection sheet (here are some examples from We Are Teachers website).
9 – Contact parent/caregiver.
10 – Seek other help for the student’s behavior.
*Once you have established or revisited your procedures and rules, we get to the hardest part – you have to be consistent. You don’t have to be mean about it, but you do need to say what you mean and mean what you say.
Use logical consequences whenever possible.
Remove a student from a situation (partner, table group, area) where they are not doing their best work or are causing problems for others.
If they “broke” something (made some kind of mess or hurt someone’s feelings, etc.), they need to “fix” it. (That might mean cleaning something up or having a conversation with the other student or writing a letter of apology, once they are ready to apologize.)
Suppose they are misusing something (technology, breaking pencils on purpose, talking at inappropriate times to students at their table). In that case, they might need to lose the privilege for a period of time. (Losing the privilege of using technology, sitting alone instead of at a table with others, for example.)
In the case of pencils – offering them golf pencils is a way to give them a pencil, but have it be a material that is not as easy to misuse.
*Provide time to practice whatever procedure or rule is not being consistently followed. I know it’s a pain, but it’s another way to show students that you mean business.
When/if it becomes an issue of only a few students not following expectations, let the rest of the class go on to some activity and schedule a time when those few students can practice with you. (Maybe they have to be late to lunch or recess?)
*Use other tools (besides your voice) to get students’ attention. Clapping rhythms, a doorbell chime, a bell, windchimes – whatever works for you.
*Get kids up and moving whenever possible. I have more suggestions for doing that in this post.
*Keeping kids active is great, but sometimes you just need some peace and quiet.
One good technique for that is to get students’ attention (and wait for their silence), then tell them that you are all going to take one minute of silence. During this time, no one should talk, move, or make any other noises. Closing eyes is optional (but encouraged). Demonstrate how to take deep breaths (breathe in to a count of four, then out for a count of four).
Set a timer. And enjoy the quiet. (Or play a calming music playlist if you prefer.)
This helps calm everyone, brings down the “temperature” of a stressed or agitated class, and helps everyone reset.
What about students who will not comply? This is where your rules and consequences need to come into play. It’s also fine to let students know that you will continue practicing one minute of silence until everyone gets it “right.” Once students see how relaxing it is, they usually get on board.
*One of my favorite ways to reset behavior is to have a mystery student every day.
I write down the name of a random student, but I don’t tell the class the name of the student. Then we choose a focus behavior that we are working on. It could be a procedure as mentioned above, or it could be some other behavior that needs some “work” (like excessive talking during work times, interrupting/blurting out, rowdy transitions, etc.).
Throughout the day I remind them that I am watching the mystery student to see if they are showing the appropriate behavior.
At the end of the day, I do one of two things.
If the mystery student exhibits the appropriate behaviors, I announce their name (if they’re okay with that) and the class earns points toward some kind of class reward (such as free time or extra recess).
If the mystery student did not exhibit the appropriate behavior, I do not announce their name. I simply say that the mystery student did not meet the goal, but that tomorrow is a new day and a chance to do better.
*Notice and comment on the good things your class is doing. Don’t make this about singling out a “teacher’s pet”; instead, find things that many students are doing. (If you do want to give shout-outs to individual students, you might do that with a private post-it note OR choose different students every day to highlight so that it doesn’t become a “choosing favorites” issue.)
*A great way to reinforce positive behaviors and recognize students is to use something as simple as a mailing label sticker. You can write on them (or print them) with comments like:
*ask me how I had a great day today
*ask me how I helped my teacher
*ask me how I helped a friend
*ask me why I am proud of myself
*ask me how I made good choices
(or any other fun ideas you have). Most students really love getting these and proudly wear them home.
*Give occasional “you deserve it” class rewards. Whenever it works for you, do something fun like giving them extra recess, 15 minutes of free time to draw, play games or just talk, bring a stuffy to school day, “beach day” or “camping day” (they can set up towels as beach mats or campsites and do their work there that day). If you’re allowed to give food treats, small pieces of candy or non-allergenic treats are fun.
RELATIONSHIPS & SOCIAL SKILLS
*If social skills are an issue, you can read some picture books about kindness (see my list HERE) and reinforce your expectation that everyone treat each other with kindness and respect. It’s fun to create some scenarios and have students act out good ways to talk to each other (encouraging each other instead of criticizing, for instance, or ways and times to use good manners).
*Work on your relationships with your students, especially students who are more difficult to love. Try to touch base with each student positively every day (a checklist helps you keep track of this).
Use the words “I noticed . . . “ to point out something you see that the child is doing well or something that you see they enjoy (as a way to start a conversation). Join them at recess and just chat. Sit with one or two students at lunch (allowing them to choose a friend to join). This will help students want to do the right thing. (No, it does not solve every problem. But it helps make many behaviors better.)
*Default to compassion. Asking a student about what is going on with them always works better than accusing or assuming the worst. (Again – no, it will not solve every problem. But it will give you a heck of a lot more information about how to help the child while reassuring the child of your love and concern.)
*Contact families/caregivers with positive information about their child. A simple email or voice mail or message on a family communication site will do. Keep track of these communications so you can make sure you get to every student.
RESET YOURSELF
Here are an assortment of tips for taking care of yourself while resetting your class!
*Do some “spring cleaning” at home. Play some music, declutter a closet, clean up an area that is bothering you.
*Buy some inexpensive home decor that cheers you up. Fake plants,
fake flowers (or buy yourself some real flowers!), new dishtowels, a good-smelling candle, a cute notebook, some new Flair pens, and/or a bag for your pens! Whatever makes you smile!
*Plan a fun “field trip” for yourself, even if it’s to a local state park.
*Try a different workout, even if it’s just for 15 minutes
*Buy yourself something new to wear! Try Stitch Fix if you want a personal shopper to make some choices for you. You only pay for what you choose to keep!
*Find some new playlists on Spotify (or Apple Music) or make your own!
*Get a new water bottle and keep yourself hydrated!
*Stock up on healthy snacks like protein bars or packs of almonds.
*Make a list of movies or shows you want to watch when you have the time.
*Make a list of books you want to read when you have the time.
*Go for a walk and enjoy the sunshine and fresh air.
*Keep a gratitude journal .
*Make some plans with a friend.
*Clean out your closets and donate whatever you don’t need.
*Do something creative – calligraphy, writing, painting, playing a musical instrument.
*Plan some spring and summer menus.
*Splurge on a manicure and pedicure.
*Eat some really good ice cream!
*Do a brain dump in a journal.
*Plant some flowers or a new plant.
*Try meditation.
*Try some yoga poses.
There you have it! Some quick and relatively easy ways to reset your classroom (and yourself) after a break, or any time of year.
I have several posts with more detail about resetting. But if you’re interested in a mini-course with more resetting guidance, get on the waiting list here!
The post How to Reset Your Classroom After a Break (or Any Time of Year) first appeared on Still Teaching, Still Learning.
