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Keep CALM and Teach
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Keep CALM and Teach
Empowering K-12 Learners With Positive Classroom Management Routines

First Edition


September 2018 | 240 pages | Corwin

What do you say when . . .

More than ever before, students are coming to school with social, emotional, and behavioral issues that could have a negative impact on their learning. What’s more, the pressure on teachers for their students to perform well on high-stakes testing can take the focus away from addressing behavioral issues. Luckily, there’s a practical solution for managing behavior in the classroom. Get to know the CALM method—an actionable, clear, and easy to remember framework for redirecting student behavior.

CALM stands for Communication, Accountability, Leadership, and Motivation. It is an inclusive approach to behavior focused on building relationships, community, behavior skills, and academic achievement. The CALM framework provides teachers with successful behavior strategies that will create a comfortable, safe, respectful, and encouraging learning environment for students and teachers alike. Whether you’re new to teaching, working with at-risk students, or you’ve been working in the profession for years but want a fresh approach, this book will provide you with

  • Strategies to inspire a CALM classroom
  • Positive ways to redirect inappropriate behavior
  • Practical scripts to answer the question "What do I say when _______ happens?"
  • Step-by-step guides, checklists, and templates for ensuring a productive, engaging classroom community 

Developing classroom management skills and techniques that work can be extremely challenging, but it doesn’t have to be. Keep CALM with proactive strategies for creating a culture of respect, accountability, and a strong sense of community!

 
Preface
 
Acknowledgments
 
About the Author
 
Chapter 1: The CALM Management Program
How I Got From There to Here

 
Teach Content and Behavior

 
CALM Management

 
Communication

 
Accountability

 
Leadership

 
Motivation

 
Proactive Measures

 
Positive Reinforcements

 
Pacing

 
Learning Goals

 
Behavior Goals

 
Summary

 
Reflection Questions

 
Quick Wins

 
 
Part I: CALM Communication
 
Chapter 2: Positive Behavior Expectations
Explicit Expectations Lead to Positive Results

 
In the Research

 
Beginning the CALM Classroom Process

 
Bullying

 
Special Situations

 
Summary

 
Reflection Questions

 
Quick Wins

 
 
Chapter 3: Redirect Behavior Model
Redirect Behavior Model Defined

 
Empower Students

 
Framework of the Redirect Behavior Model

 
Implementing the Phases of the Redirect Behavior Model

 
Phase I: Explain Student Behavior Expectations

 
Phase I: Noncompliance—What to Do if a Student Does Not Accept the Redirection

 
Phase II: Encourage Student Ownership

 
Phase III: Problem-Solve With the Noncompliant Student

 
Delivering the Redirect Behavior Model

 
Say It and Move On

 
Make It Conversational

 
Be Prepared for Students to Feel Uncomfortable

 
Remain Calm

 
Redirect Behavior Model for Instruction

 
Summary

 
Reflection Questions

 
Quick Wins

 
 
Chapter 4: Voice-Movement-Task Model
Voice-Movement-Task Model Defined

 
Research

 
When to Use

 
Voice

 
Movement

 
Materials

 
Task

 
Summary

 
Reflection Questions

 
Quick Wins

 
 
Part II: CALM Accountability
 
Chapter 5: Accountability—Collaborative Work Groups
Think Beyond the Four Walls . . .

 
Small-Group Interaction Model

 
Prior to Activity (Standard Procedures for All Activities)

 
Peer Feedback

 
How to Teach Students to Provide Academic Feedback

 
Positive Behavior Expectations for Feedback

 
Role-Play Scenarios

 
Summary

 
Reflection Questions

 
Quick Wins

 
 
Chapter 6: Accountability—Conversations, Consequences, and Follow Through
Student Choices

 
Consequences to Promote Growth

 
Conversations to Promote Growth

 
Relying on Positive Consequences May Require a Change in Mindset

 
Positive Consequences

 
Consequences That Address Negative Behavior

 
Inappropriate Responses to Negative Behavior

 
Consequence Progression

 
Follow Through

 
Summary

 
Reflection Questions

 
Quick Wins

 
 
Part III: CALM Leadership
 
Chapter 7: Teacher as a Leader
Five Effective Practices for a Teacher Leader

 
Reflective Practice

 
Communication

 
Teacher Presence

 
Positive Mindset

 
Instruction

 
Summary

 
Reflection Questions

 
Quick Wins

 
 
Chapter 8: Student as a Leader
The Student Communication Model

 
Community Council

 
Purpose of the Community Council

 
Appointing the Council Leader

 
When the Council Convenes

 
Community Council Whole-Class Meeting Protocol

 
Teacher Role

 
Incentive

 
Summary

 
Reflection Questions

 
Quick Wins

 
 
Part IV: CALM Motivation
 
Chapter 9: Motivation Plan
Motivation Plan—Whole Class

 
Disengaged Student—Work for Wins

 
Disengaged Student—Mentor Tutoring

 
Summary

 
Reflection Questions

 
Quick Wins

 
 
Chapter 10: Final Thoughts
Key Takeaways

 
One Last Collaborative Group Activity

 
Where Do We Go From Here?

 
 
References
 
Index

“As an ESL teacher educator, I am grateful that Dr. Lentfer’s CALM Management Program addresses the needs of diverse learners. With its strong focus on building relationships, the CALM Management strategies will empower teacher candidates, experienced teachers, teacher educators, and most importantly students of all ages, languages, and cultural backgrounds.”

Dr. Sandra Rodriguez-Arroyo, Associate Professor of Education, ESL/Bilingual Education and Literacy
University of Nebraska at Omaha

“This is one of the best classroom management books that I have read. The CALM management tools will help all educators at any stages of their careers. The activities, real-world examples, and reflection questions made the content interactive and meaningful. This book is an invaluable resource for teachers at all levels of their careers!”

Susan M. Swearer, PhD, Willa Cather Professor of Educational Psychology
University of Nebraska - Lincoln

“This book would be a great supplemental resource for my student teachers in their field assignments. Teacher candidates identify classroom management as one of the most difficult tasks to undertake. I will recommend this book to my student teachers as a way to positively look at classroom management and tackling student behavior issues.”

Natalie Young, Ed. D.
Professor at Northern Illinois University
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Sample Materials & Chapters

Table of Contents

Preface

Chapter 1


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ISBN: 9781506397764

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