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Keep CALM and Teach

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

A Joint Publication With AMLE

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!

About the Author
Chapter 1: The CALM Management Program
How I Got From There to Here  
Teach Content and Behavior  
CALM Management  
Proactive Measures  
Positive Reinforcements  
Learning Goals  
Behavior Goals  
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  
Special Situations  
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  
Reflection Questions  
Quick Wins  
Chapter 4: Voice-Movement-Task Model
Voice-Movement-Task Model Defined  
When to Use  
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  
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  
Reflection Questions  
Quick Wins  
Part III: CALM Leadership
Chapter 7: Teacher as a Leader
Five Effective Practices for a Teacher Leader  
Reflective Practice  
Teacher Presence  
Positive Mindset  
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  
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  
Reflection Questions  
Quick Wins  
Chapter 10: Final Thoughts
Key Takeaways  
One Last Collaborative Group Activity  
Where Do We Go From Here?  

“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

Sample Materials & Chapters

Table of Contents


Chapter 1

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ISBN: 9781506397764

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