Ten tips for classroom management
How to improve the participation of
students and create a positive climate for learning and discipline
org *
ALL HAVE HEARD
THIS ON STUDENTS: " If they are interested , it is easier to handle
." And it is true. But we still need rules, routines , trust and
participation
students for
the class runs smoothly and effectively. This guide will cover the practical
aspects of classroom management with
suggestions and
resources for Kindergarten through 12th grade .
Most of these
tips can be applied to students of all ages , but the techniques themselves are
different for different levels . For example , create a community (tip no. 1 )
, it could mean name games with students from elementary school, but set up a
photo booth for middle school students . the
n advice . 8 ,
incorporates positive rituals in class , might seem appropriate only for
elementary students , but includes suggestions
to make the
morning meeting is also an important part of the day for teens and tweens .
During my first
year of school, a teacher with experience told me : "You're so teacher
ethics as English ." What she means to me is that literature involves
themes and lessons for life , so inevitably end up talking seriously about the
moral , what is right and what is wrong and the difference between good
decisions and bad decisions . It is no coincidence then that the ten tips
offered openly propose social and emotional learning , or SEL ( Social and
Emotional Learning) ( http://www.edutopia.org/social - emotional- learning),*
an approach they teaches children how to face challenges, control their
emotions and build positive relationships .
Finally , we
all know that there are over ten tips for mastering the class, so visit the
Group Management Class
Edutopia and
share your experiences http://www.edutopia.org/groups/classroom - management.*
1. creates a community classroom management .
Establishing these -maestro -student relationships, student-student , class - community-and find the time and space needed to do from the beginning of the year over the following months can make all the difference
in class. In short, when there is affection in the air, there will be many fewer behavior problems .
Greet your students at the door : This simple gesture creates that moment when you and the student make eye contact, speak directly (" good morning " ) and have a connection. This may be the only personal contact
have that day with the student, but has much value. When you use a respectful way to greet another human being , you are implicitly telling all students that this is how we will communicate with us.
Get to know : Teachers and students begin to learn their names on the first day of school and should be able to be called by name after two weeks. Use interesting activities and age-appropriate students ( http://wilderdom.com/games/NameGames.html)* to learn names and get to know . As more and more students know the other students , they will begin to form
connections. This inevitably brings more empathy and understanding and finally , caring relationships with less conflict in the classroom.
The photos will help students to connect names and faces. In this article the NEA website (National Education Association,
National Education Association ) , retired middle school teacher Phil Nast recalls some of his favorite activities with photos, for example , students create their own passports in their first day of school : http://www.nea.org/ tools / getting- to- know- each- other.html . *
With the right app , you can even set up a photo booth in a corner of your living classes something that will appeal to teenagers and
tweens. Here is an example using the iPad : http://www.apple.com/es/ipad/built -in - apps/photobooth.html .
The experienced educator Peter Pappas recommends using the first day of school for teens to perform several tasks at the same time, to get students to think while they are learning .
In his blog Copy / Paste, explains how an interesting activity , such as solving a mystery , it can have multiple benefits : http://www.peterpappas.com/2010/08/first -day -school- engage- problem-
solve- how-to -get -students - thinking.html . *
Definitely take the time and energy required to build community and relationships in the classroom. The results justify the effort .
2. Create a safe, enjoyable and disciplined class.
PROPER PHYSICAL ENVIRONMENT helps create a positive learning community . When students enter a classroom , they need to be reflected . Its projects and written assignments should
occupy the walls, and should have easy access to materials and notes , as well as provide a place where class assignments .
Ask students to design their class : Students decide where to hang the dioramas on photosynthesis or book reports , and
also deal with hanging. Additionally, graphics , instructions -any poster should be permanently written by students . The more you recognize in the environment, will feel more valued
( and we, the teachers, have less conflict with them).
How is the lighting in your class? Try to make small adjustments , such as bringing a few lamps and turn off some of the fluorescent lights.
This can create a more peaceful and less institutional setting .
Learn more about the lighting in this Edutopia article , " What They See Is What We Get: A Primer on Light" ( What you see is what you get: an article on lighting) : http://www.edutopia.org/ what- they- see- what-we -get. *
Move desks and try different configurations of tables
You can also create a pleasant environment that is more suitable for collaboration. The social and emotional learning cooperative learning emphasizes student-centered . This means that the tables acomodarás will move in groups or students so that they are facing each other . This can make the class a little noisy, but helps create a
community of students much more quickly than if the desks are arranged in rows facing the front of the class. Take a risk and try !
3. Includes Students at the elaboration of rules, norms , routines and consequences RULES ARE DIFFERENT routines and rules.
The rules bring consequences , whereas routines and rules have reminders. ( Read the post Rebecca Alber Edutopia 's blog for more on the topic: http://www.edutopia.org/blog/rules -routines -school- year -start -classroom - management.)*
Social Contract : Setting either rules or routines , it is essential that students can give their opinion. The teacher's role is to facilitate
and guide students through the steps to develop contracts
social . What's the score? Students will have full control on what has been decided about rules , expectations and consequences in the classroom.
The start of the new school year is the ideal time to prepare one
social contract. Begin by asking the children to name all the things they see, feel and hear in class that make them feel comfortable ,
safe and happy. Use this graphic organizer : http://www.edutopia.org/pdfs/stw/edutopia - stw - louisville -sel -Y - chart.pdf,* to create a schema with the whole class and then decide on the rules, routines and
consequences together.
Discipline Development ( Developmental Discipline ) : How often notes that the same student is late to class, makes them nasty comments to peers or other negative behaviors repeated ? Customize this pattern with the discipline of development. It is a philosophy that requires the person to examine why something happened and then consider what can be done to rectify the situation and prevent it from happening again. The discipline of development encourages teachers to use activities to create a community, along with the appropriate consequences for the students think about how they behave and how they treat each other . Instead of punishment , the student can write a plan to " repair " or a letter of apology , or propose their own adequate and effective result .
Watch this video of " Schools That Work" series of Edutopia showing how the discipline of devel roll in the public schools of Jefferson County in Louisville , Kentucky : http://www.edutopia.org/louisville -sel -discipline -behavior -video. *
The Collaborative for Academic, Social , and Emotional Learning Initiative
(Initiative Collaborative Academic, Social and Emotional )
known as CASEL , share links to video examples and case studies of schools that implement social and emotional learning : http://casel.org/in - schools/selecting - programs/programs -in - action/.*
4.
Create a variety channel communication
HOW MANY DIFFERENT WAYS students can
communicate with you? The more options you have, the better.
Communication between teacher and students: If multiple reliable for students to talk with you options, classes will take place smoothly. Here are some ideas
to test:
› Encourage students to contact you online. Give them your e-mail account of school so that they can send questions, concerns and suggestions,
or use the tools of social media to connect with
students old enough to have Facebook accounts. If you want to create a private secondary channel for real-time discussion in class, see
tools such as TodaysMeet (http://todaysmeet.com/)* or Chatzy (http://www.chatzy.com). *
Try › be available at different times of day. This will ensure that all students can come and sit with you for a chat in private if necessary (before school, once a week for lunch any day after school).
› Place a suggestion box on your desk so that students can leave anonymous notes. You'll be surprised to receive messages like this: "Please heating up in the morning", "Richard annoys Jessica after class" or "Please give more examples to write a thesis."
› Ask them to students who deliver daily or weekly project notebooks. Includes one or two tasks in which students can write freely what you want, even a letter for you, if you so desire.
Communication among students: students grow emotionally and socially when they share their ideas and intellect with the other students. As teachers, we must explicitly devote to this as much as possible. We can do this through activities
as "think-pair-share" (think, get together and share), "talking-
triads "(conversations in threes), tea parties and Socratic seminars.
To know more about various routines of thought (and research
that support them), visit the website of Visible Thinking in Project
Zero Harvard: http://pzweb.harvard.edu/vt/VisibleThinking_html_files/VisibleThinking1.html.*
As for student groups, often tries to mix "cliques" are not formed. If you constantly broken groups and pairs, soon all students will have an activity shared with other students, and connections are visible.
Finally, when you're talking to the whole class, using phrases that are encouraging rather than accusatory, negative or discouraging. as
teachers, we must continually modeling behaviors-and the language
Communication between teacher and students: If multiple reliable for students to talk with you options, classes will take place smoothly. Here are some ideas
to test:
› Encourage students to contact you online. Give them your e-mail account of school so that they can send questions, concerns and suggestions,
or use the tools of social media to connect with
students old enough to have Facebook accounts. If you want to create a private secondary channel for real-time discussion in class, see
tools such as TodaysMeet (http://todaysmeet.com/)* or Chatzy (http://www.chatzy.com). *
Try › be available at different times of day. This will ensure that all students can come and sit with you for a chat in private if necessary (before school, once a week for lunch any day after school).
› Place a suggestion box on your desk so that students can leave anonymous notes. You'll be surprised to receive messages like this: "Please heating up in the morning", "Richard annoys Jessica after class" or "Please give more examples to write a thesis."
› Ask them to students who deliver daily or weekly project notebooks. Includes one or two tasks in which students can write freely what you want, even a letter for you, if you so desire.
Communication among students: students grow emotionally and socially when they share their ideas and intellect with the other students. As teachers, we must explicitly devote to this as much as possible. We can do this through activities
as "think-pair-share" (think, get together and share), "talking-
triads "(conversations in threes), tea parties and Socratic seminars.
To know more about various routines of thought (and research
that support them), visit the website of Visible Thinking in Project
Zero Harvard: http://pzweb.harvard.edu/vt/VisibleThinking_html_files/VisibleThinking1.html.*
As for student groups, often tries to mix "cliques" are not formed. If you constantly broken groups and pairs, soon all students will have an activity shared with other students, and connections are visible.
Finally, when you're talking to the whole class, using phrases that are encouraging rather than accusatory, negative or discouraging. as
teachers, we must continually modeling behaviors-and the language
5.
Always be calm, fair and consistent
CONFIDENCE IS THE HEART throbbing
and healthy functioning of a class. Without it, it is almost impossible to run a class, as well as build relationships with students. A peaceful, fair and consistent teacher is a
teacher you can trust. (The Edutopia blogger
Rebecca Alber shares more information about this topic: http://www.edutopia.org/trusting-relationships-teachers-
students.)
Tranquility: Always have a quiet and firm behavior, even if the head and heart tell you to act otherwise. (Never respond to anger, sarcasm or anger of a student with the same emotion.) Use your ability to act as teachers we all learn! And when you feel that your blood boil, remember this: the kids do not trust
teachers reactive and generally do not respect. Fear should never be the great motivator in our classes.
Staying calm means never raising his voice or talk over the class. If students are talking, wait. Wait a little longer. Wait until it is so uncomfortable that many students begin to silence others. Then, even if you feel more angry, use a soft, gentle voice
so you have to lean forward to hear. Now you have
controlled.
Justice: Although not feel the same for each student, they must never know or realize this. Being fair means that all students must follow the same rules-and receive the same exceptions to those rules.
To make sure you're right, remember to do the following:
› Avoid calling or choose the same students over and over again.
› Recognizes to the class that has made an exception (for a student, another class period or group) and, if possible, explain why.
› Keep a firm line between rules and routines. The rules bring consequences, whereas routines are reminders.
Consistency: If you have a day of ups and downs, keep the course and not change the agenda for that day or the structure of the class. This helps children feel safe.
Modeling positive behavior: While you're teaching, you must show compassion, concern, patience and self-control in every chance you get. The eyes of the students are on us at all times, even when we think we are mired in their tasks. They watch, listen, learn and then repeat the behaviors they see
teacher you can trust. (The Edutopia blogger
Rebecca Alber shares more information about this topic: http://www.edutopia.org/trusting-relationships-teachers-
students.)
Tranquility: Always have a quiet and firm behavior, even if the head and heart tell you to act otherwise. (Never respond to anger, sarcasm or anger of a student with the same emotion.) Use your ability to act as teachers we all learn! And when you feel that your blood boil, remember this: the kids do not trust
teachers reactive and generally do not respect. Fear should never be the great motivator in our classes.
Staying calm means never raising his voice or talk over the class. If students are talking, wait. Wait a little longer. Wait until it is so uncomfortable that many students begin to silence others. Then, even if you feel more angry, use a soft, gentle voice
so you have to lean forward to hear. Now you have
controlled.
Justice: Although not feel the same for each student, they must never know or realize this. Being fair means that all students must follow the same rules-and receive the same exceptions to those rules.
To make sure you're right, remember to do the following:
› Avoid calling or choose the same students over and over again.
› Recognizes to the class that has made an exception (for a student, another class period or group) and, if possible, explain why.
› Keep a firm line between rules and routines. The rules bring consequences, whereas routines are reminders.
Consistency: If you have a day of ups and downs, keep the course and not change the agenda for that day or the structure of the class. This helps children feel safe.
Modeling positive behavior: While you're teaching, you must show compassion, concern, patience and self-control in every chance you get. The eyes of the students are on us at all times, even when we think we are mired in their tasks. They watch, listen, learn and then repeat the behaviors they see
6. Know your students
Meet
your students
MAKE YOURSELF THIS QUESTION: "What I know so well myself," Think of this helps you to know and understand your students. Looking your history (finance, culture, education and gender), you'll recognize the lens through which you see your students. For example, if you grew up in a middle class home but teach students mainly families live below the poverty line, you can take the time to learn about your specific challenges.
The Education Alliance (the Alliance of Education) has developed an online guide culturally responsive teaching: http://www.alliance.brown.edu/tdl/tl-strategies/crt-principles.shtml.*
Take a moment to think about where you stand. Consider the following characteristics of a culturally responsive educator:
› defies all stereotypes and faces in the curriculum and the educational environment.
› you strive to know their students and seek professional training and reading materials to learn how to be a better teacher for them.
› Help your students have hope and develop strategies to overcome academic and social barriers.
› Use texts that are relevant and relate to the lives and experiences of their students.
When we do our best to display all these qualities, we are including all children, especially those most difficult to understand.
How's it going in terms of getting your class is culturally
receptive? As a way to receive feedback, consider asking a colleague or mentor to observe your class. Coalition for Essential Schools (Coalition for Essential Schools) has developed an observation tool and discussion guide for this process to be productive.
Download the PDF: http://www.essentialschools.org/system/school_benchmarks/4/observation_tools/original/Culturally_Responsive.pdf.*
MAKE YOURSELF THIS QUESTION: "What I know so well myself," Think of this helps you to know and understand your students. Looking your history (finance, culture, education and gender), you'll recognize the lens through which you see your students. For example, if you grew up in a middle class home but teach students mainly families live below the poverty line, you can take the time to learn about your specific challenges.
The Education Alliance (the Alliance of Education) has developed an online guide culturally responsive teaching: http://www.alliance.brown.edu/tdl/tl-strategies/crt-principles.shtml.*
Take a moment to think about where you stand. Consider the following characteristics of a culturally responsive educator:
› defies all stereotypes and faces in the curriculum and the educational environment.
› you strive to know their students and seek professional training and reading materials to learn how to be a better teacher for them.
› Help your students have hope and develop strategies to overcome academic and social barriers.
› Use texts that are relevant and relate to the lives and experiences of their students.
When we do our best to display all these qualities, we are including all children, especially those most difficult to understand.
How's it going in terms of getting your class is culturally
receptive? As a way to receive feedback, consider asking a colleague or mentor to observe your class. Coalition for Essential Schools (Coalition for Essential Schools) has developed an observation tool and discussion guide for this process to be productive.
Download the PDF: http://www.essentialschools.org/system/school_benchmarks/4/observation_tools/original/Culturally_Responsive.pdf.*
7. Faces conflicts quickly and intelligently
DO NOT LET THE
CONFLICT GROW. This means you should be sure to address a problem that you have
with a student or between two students have as quickly as possible. the
negative feelings-from your hand or students-can worsen quickly.
Now, to handle these conflicts intelligently, you and the
student should be away from other students, maybe meet at the entrance of the classroom. Make naive questions as: "How I can help?". Accuse not a child at all. Act as if you really cared, but then feel the opposite. Usually, the student will be expected to disarm because're angry and have an aggressive attitude.
And always takes a positive approach. Say: "It seems that you have a
question "instead of" Why are you talking about and you're not working? ".
When students have conflicts between them, remains neutral. Use neutral language as act as a mediator to help resolve the problem peacefully.
Educators for Social Responsibilities (Educators for Social Responsibility) has a Center for Online Teachers with a variety of resources and ready to use in class materials (free registration required) that focus on conflict resolution: http: // www. esrnational.org/otc.*
Not In Our School (not in our school) (http://www.niot.org/nios)* shows stories of students and communities that make it against the "bullying" and prejudice. Online resources include classroom discussion guides and lesson plans designed to create safe, free of intolerance schools.
negative feelings-from your hand or students-can worsen quickly.
Now, to handle these conflicts intelligently, you and the
student should be away from other students, maybe meet at the entrance of the classroom. Make naive questions as: "How I can help?". Accuse not a child at all. Act as if you really cared, but then feel the opposite. Usually, the student will be expected to disarm because're angry and have an aggressive attitude.
And always takes a positive approach. Say: "It seems that you have a
question "instead of" Why are you talking about and you're not working? ".
When students have conflicts between them, remains neutral. Use neutral language as act as a mediator to help resolve the problem peacefully.
Educators for Social Responsibilities (Educators for Social Responsibility) has a Center for Online Teachers with a variety of resources and ready to use in class materials (free registration required) that focus on conflict resolution: http: // www. esrnational.org/otc.*
Not In Our School (not in our school) (http://www.niot.org/nios)* shows stories of students and communities that make it against the "bullying" and prejudice. Online resources include classroom discussion guides and lesson plans designed to create safe, free of intolerance schools.
8.
Incorporates positive rituals in class
It is more
common in grades elementary school day begins with a strategy to establish a
sense of community activity.
But a good
start is important at all ages . Here are some
suggestions to
achieve this.
Morning Meeting
: A brief forum during which he greets each person in the group . Create a
sense of "we're all in this together ." Edutopia Blogger Suzie Boss
of morning meetings described in a single school in Colorado:
http://www.edutopia.org/building -school -community- eagle- rock.*
Good things:
Ask them to volunteers to share something good that happened to them ( get an A
on a test or having a new baby in the family, for example). Students can also
share a future event that is positive ( such as a birthday or a trip ) .
A move : Ask
them to students to say a word that describes how they feel today. It begins
with a volunteer and then "move " for class . Give students the
option of checking, if they want.
9.
Keep the sense reality
DISCOVER THE THINGS that appeal to your students-trends, music, TV shows and games and incorporate while you teach them the skills, concepts and knowledge they need. It is good
connect learning to their lives whenever possible.
Harnessing knowledge and previous schemes: Father of critical pedagogy, Paulo Freire, rejected the idea that children are empty vessels. On the contrary, promoted the belief that students provide much-conventional knowledge rather than conventionally
teacher can take advantage of.
Children with "bad" behavior usually are treated and educated as if they need to be "filled" with information and knowledge. This tactic actually results in more behavioral problems. with
a constructivist approach, the teacher encourages students to form
active new ideas or concepts based on their beliefs and knowledge
current and previous.
Use essential questions: Substantial and extensive questions are a great way to introduce a unit of study and
help connect learning to students' lives. questions
essential not have a right or wrong answer, and they are not easy to answer. They give meaning and relevance to what they are studying
students, and aims to capture the attention and the thoughts of his heart and sometimes a group of students. Should not solve, they are for discussion and reflection.
Here are some examples of essential (but remember to use them strategically and sparingly):
› How animals are human and how humans are animals? (science)
› What is love? (Spanish / poetry)
› When is it acceptable to rebel? (story)
› What would life be without the math? (mathematical)
Authentic Assessment: Authentic assessment (http://www.edutopia.org/stw-assessment-school-of-the-future-introduction-video)* measures learning of students with tasks Bloom taxonomy
relevant, high-level, type of tasks students should do if they were actually working in the field of study.
To make an authentic assessment, you should plan backward, starting with what you want the children know and can do to the evaluation. Grant Wiggins, the acclaimed author of Understanding By Design, refers to this as "begin with the end in mind."
If the start and end of a unit they seem "real" to your students, then there is more likely to show interest in the
important intermediate trip. Edutopia blogger Suzie Boss explains how to bring projects to a good start: http://www.edutopia.org/blog/summer-pd-starting-projects-suzie-boss.*
Edutopia
DISCOVER THE THINGS that appeal to your students-trends, music, TV shows and games and incorporate while you teach them the skills, concepts and knowledge they need. It is good
connect learning to their lives whenever possible.
Harnessing knowledge and previous schemes: Father of critical pedagogy, Paulo Freire, rejected the idea that children are empty vessels. On the contrary, promoted the belief that students provide much-conventional knowledge rather than conventionally
teacher can take advantage of.
Children with "bad" behavior usually are treated and educated as if they need to be "filled" with information and knowledge. This tactic actually results in more behavioral problems. with
a constructivist approach, the teacher encourages students to form
active new ideas or concepts based on their beliefs and knowledge
current and previous.
Use essential questions: Substantial and extensive questions are a great way to introduce a unit of study and
help connect learning to students' lives. questions
essential not have a right or wrong answer, and they are not easy to answer. They give meaning and relevance to what they are studying
students, and aims to capture the attention and the thoughts of his heart and sometimes a group of students. Should not solve, they are for discussion and reflection.
Here are some examples of essential (but remember to use them strategically and sparingly):
› How animals are human and how humans are animals? (science)
› What is love? (Spanish / poetry)
› When is it acceptable to rebel? (story)
› What would life be without the math? (mathematical)
Authentic Assessment: Authentic assessment (http://www.edutopia.org/stw-assessment-school-of-the-future-introduction-video)* measures learning of students with tasks Bloom taxonomy
relevant, high-level, type of tasks students should do if they were actually working in the field of study.
To make an authentic assessment, you should plan backward, starting with what you want the children know and can do to the evaluation. Grant Wiggins, the acclaimed author of Understanding By Design, refers to this as "begin with the end in mind."
If the start and end of a unit they seem "real" to your students, then there is more likely to show interest in the
important intermediate trip. Edutopia blogger Suzie Boss explains how to bring projects to a good start: http://www.edutopia.org/blog/summer-pd-starting-projects-suzie-boss.*
Edutopia
10.
Works with parents and guardians
THIS IS THE LAST ADVICE FOR A GOOD REASON. Teachers know that working together with parents is not easy and is completely under our control. Return a call from a teacher can not be a number one priority dad or guardian. They may be more concerned
to pay the bills, put food on the table, face the challenges of being a dad
single, and many other things even imagine.
However, it is worth making an extra effort to connect the house with the school for the benefits that this implies for students. Here are some simple but foolproof to connect and work with parents and guardians forms.
First, job inquiry: Ask them to children to complete a record like "About Me" during the first week of school.
Ask them about their favorite books and materials and things that are
nice. Also ask them for the phone numbers of their parents or guardians.
Digital Age: Consider creating your own website, or wiki page on the school website so that parents can look quickly and
catch up soon on the topics of study and classroom assignments and to do in the house. Edmodo (http://www.edmodo.com) offers a free platform to create a secure social network for your students and
their families.
Face to face: In the days of "open house" (open to visitors school) and "back-to-school night" (meeting back to school), or any other night for families, make sure you have enough cards presentation
or cards with contact information including your e-mail, phone number (optional), the number of classroom and telephone number of the school. This may seem basic, but the card not only allows parents to easily communicate with you, but also shows them that you want to be called.
Calling home: Make calls "positive" whenever you can. There is nothing more depressing than having to sit after a day of classes and call home five students to give bad news. Call the houses to tell something positive you'll be happy the day you and them, and opens the door to a relationship.
When you need to call with a problem, be sure to mention first
something positive about the student before saying: "One issue that concerns me ...".
THIS IS THE LAST ADVICE FOR A GOOD REASON. Teachers know that working together with parents is not easy and is completely under our control. Return a call from a teacher can not be a number one priority dad or guardian. They may be more concerned
to pay the bills, put food on the table, face the challenges of being a dad
single, and many other things even imagine.
However, it is worth making an extra effort to connect the house with the school for the benefits that this implies for students. Here are some simple but foolproof to connect and work with parents and guardians forms.
First, job inquiry: Ask them to children to complete a record like "About Me" during the first week of school.
Ask them about their favorite books and materials and things that are
nice. Also ask them for the phone numbers of their parents or guardians.
Digital Age: Consider creating your own website, or wiki page on the school website so that parents can look quickly and
catch up soon on the topics of study and classroom assignments and to do in the house. Edmodo (http://www.edmodo.com) offers a free platform to create a secure social network for your students and
their families.
Face to face: In the days of "open house" (open to visitors school) and "back-to-school night" (meeting back to school), or any other night for families, make sure you have enough cards presentation
or cards with contact information including your e-mail, phone number (optional), the number of classroom and telephone number of the school. This may seem basic, but the card not only allows parents to easily communicate with you, but also shows them that you want to be called.
Calling home: Make calls "positive" whenever you can. There is nothing more depressing than having to sit after a day of classes and call home five students to give bad news. Call the houses to tell something positive you'll be happy the day you and them, and opens the door to a relationship.
When you need to call with a problem, be sure to mention first
something positive about the student before saying: "One issue that concerns me ...".
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