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Like these kissing lessons !!! Check out the official app http://apple.co/1IFNVDX Want to make your lips even more Kissable? 100% Pure Fruit Pigmented Lip Glaze Cherry: http://amzn.to/1Oj7uYg Beauty by Earth 100% Natural Beeswax Lip Care: http://amzn.to/1MbsEHS bareMinerals 100% Natural Lipgloss - Cupcake: http://amzn.to/1JQfE4a Lip Smacker Starburst Party Pack Lip Glosses: http://amzn.to/1OWo3Ll L'oreal Colour Riche Lipcolour, Fairest Nude, 0.13-Ounce: http://amzn.to/1jbDRgt Watch more How to Kiss videos: http://www.howcast.com/videos/504768-How-to-Kiss-to-Turn-a-Guy-On-Kissing-Tips Speaker 1: Have you ever noticed that the girls who boys like the most aren't necessarily the girls who put out like everything right away. It's the girls who like keep them just like simmering for a very long time. That's because turning a guy on isn't necessarily about what you do it's more about what you don't do. So if you're making out with a guy and you want to kiss him to just really like get him riled up; light that fire. Don't be afraid to like pull back make him work for it and also be spontaneous. Men love to, I guess, be frustrated. There are very things guys do without being frustrated, war, sports, squat thrusts. They all have to be very frustrated to live their life. So help them be frustrated play a little hard to get. This is very different for us girls we don't like to be frustrated we like to just get everything right away. We like buffets. Men they like microwaves. Big difference. So here's a little demonstration how to kiss a guy to get him like just so frustrated because if you get a man angry you win. Speaker 2: I'm ready to get mad. Speaker 1: Are you? Speaker 2: Make me really made. Yea I'm starting to get frustrated. I want to fight you. Speaker 1: Fight Club. Speaker 2: I want to Fight Club you. You can't tell anyone about Fight Club. Speaker 1: See pull away. Make him come after you. That's a man's natural inclination even physically a woman receives and a man goes forwards. Make that kind of a theme of your hook up. He'll go berserk. Let's go back to the action. Right? Speaker 2: Yes we should definitely go back to the action.

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Look professional with these products to get you and your family Solid Color Skinny Tie Slim Necktie: 🔗https://amzn.to/36Ad6jC Casual Long Sleeve Stretch Dress: 🔗https://amzn.to/3ilsPFF Tie Clips for Men, Black Gold Blue Gray Silver Tie Bar Set for Regular Ties: 🔗https://amzn.to/34ZoJjE Plastic Magnetic Collar Stays: 🔗https://amzn.to/3trPGGc Tie Rack Best Closet Organizer with LED Lights: 🔗https://amzn.to/3ios8eJ Full Playlist: https://www.youtube.com/playlist?list=PLLALQuK1NDrgooyhniO8CkNisztS2OV4C Learn how to tie a tie! Tie the Windsor knot, step by step, in 2 minutes. This "tie tutorial" will have you looking sharp and confident in no time at all! How to tie a tie mirrored slowly. windsor knot, windsor knot tie, windsor knot steps, windsor knot half, windsor knot video, windsor knot instructions, windsor knot diagram, windsor knot vs half windsor, how to tie a tie, double windsor, full windsor, how to, necktie (garment), how to tie a necktie, half windsor. Hello. I'm Charles from Louis Purple, and today I'm going to teach you how to tie a Windsor knot. The Windsor knot is actually a very simple knot to tie, and it's very useful because it projects confidence. So it's a wide, triangular knot that's very suitable for presentations, job interviews, or cultural appearances, which I hope you don't frequent too often. So this is how you start. You just find the right balance depending on the length of your tie, with the wide end on the right hand side and the narrow end on the left. You might want to adjust exactly where the center of the tie should be at in the middle of your neck. So this is how you start. You cross over the wide end over the narrow end. You bring the wide end through the loop between the collar and the tie. And you bring the wide end back down. Then you just pull the wide end underneath, and then bring it up through the loop again in order to have a symmetrical shape, which should look like this. And you're almost done. There's only the easy part left and the most rewarding. Pull the wide end in front. Bring the wide end underneath, and then slide it inside the loop and tie it in the knot. You draw the knot up in order to fit your collar. So it's a knot that's really suitable for widespread collars. And as I said, then you can just adjust and tighten how big of a knot you like to obtain. This is how you tie a Windsor knot.

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Check out these bra products for your partner! Women's Full Figure Beauty Back Smoothing Bra: 🔗https://amzn.to/3iLnqrM Hook Elastic Stretchy Bra Extension Strap: 🔗https://amzn.to/3LpyWVW Bra and Undergarment Dresser Organizers: 🔗https://amzn.to/3IMDbcE Women Padded Sports Bra Fitness Workout Running Shirts Yoga Tank Top: 🔗https://amzn.to/3wRac5b Silicone Bra for Backless Dress with Nipple Covers Nude: 🔗https://amzn.to/3DkYtwO There's always room for improvement when it comes to sex. Watch the video and get to know more about how to be good in bed. When it comes to sex, there's always room for improvement. Get really good in bed with these tips: Step 1️: Masturbate Masturbate regularly. If you're a man, it will help you delay ejaculation during intercourse; if you're a woman, it will teach you the kind of stimulation you need to climax more easily. Step 2: Go with your gut Don't ask for feedback, pointers, or affirmation during sex -- they're instant mood killers. Go with your gut and then either proceed or switch gears based on your partner's reactions. Step 3: Be adventurous Be adventurous. In a poll about what makes someone good in bed, people cited "willingness to experiment" as one of the main factors. Tip: Vary your sexual positions: Using the same position could end long-term relationships, according to one sexologist. Step 4: Stroke your partner Stroke or lick your partner's inner thighs, the small of their back, and the area just below their belly button. Sex therapists say these areas are particularly sensitive to sensual stimulation. Tip: To make the experience even more intense for them, ask your partner to close their eyes. Step 5: Have more empathy Work on your ability to see things from your partner's perspective. Men and women who are highly empathetic are better lovers, according to research. Step 6: Stop worrying Stop worrying about being good in bed. Being preoccupied with how you rate as a lover is almost guaranteed to make you a bad one. Did You Know? Men with excess body fat last longer in bed than skinny men, according to research. #howtobegoodinbed #boostingsexlife #howcast

Check out these products to take your kisses to the next level! Overnight Intensive Lip Treatment: 🔗https://amzn.to/35nvWKw Sugar-Free Chewing Gum with Xylitol - Gum: 🔗https://amzn.to/3IPt0UL Lifter Gloss Hydrating Lip Gloss with Hyaluronic Acid: 🔗https://amzn.to/3Nx5E9K Moldable Mouth Guard for Teeth Grinding Clenching Bruxism: 🔗https://amzn.to/3Nx9G1Q Teeth Whitening Strip Kit: 🔗https://amzn.to/38hG4FT Like these kissing lessons !!! Check out the official app http://apple.co/1IFNVDX Want to make your lips even more Kissable? 100% Pure Fruit Pigmented Lip Glaze Cherry: http://amzn.to/1Oj7uYg Beauty by Earth 100% Natural Beeswax Lip Care: http://amzn.to/1MbsEHS bareMinerals 100% Natural Lipgloss - Cupcake: http://amzn.to/1JQfE4a Lip Smacker Starburst Party Pack Lip Glosses: http://amzn.to/1OWo3Ll L'oreal Colour Riche Lipcolour, Fairest Nude, 0.13-Ounce: http://amzn.to/1jbDRgt Watch more How to Kiss videos: http://www.howcast.com/videos/504764-How-to-French-Kiss-Kissing-Tips French kissing, despite what the name might imply is not necessarily all about giving someone all the tongue you got. That's great for sex, but not tongue exactly. Feelings, you want to give them all the feelings you have. Anyway, French kissing is a little bit about moderation and working up to a nice big frenchy frenchy tonguey kiss. So when you first go to French kiss someone, you don't want to just shove that tongue up in there. You want to build up to it, because like I always say the definition of pleasure is not getting what you want right away. So you want to build up a delicious little crescendo and then enjoy the fruits of your labor. So ladies, let the man be in the driver's seat when you guys kiss. Don't just shove your tongue up in there. And even if that's what he does, don't feel like you have to like sword fight him in your mouth. You can take a more submissive approach and hopefully he'll get the hint. Let's see. So if you guys are wondering exactly when to introduce the tongue in the whole kissing scenario, here's my advice: when lips meet lips, count to four, so one, two, three, four, then open your mouth and count to another like one, two, three, four, and then move the tongue. So it's a bunch of four counts. If you guys are dancers and you know how that works, sort of have in your head, it doesn't have to be right on beat. This isn't who wants to be America's Next dance, I don't know. But just sort of like count in your head so that you don't thrust your tongue into someone's mouth too soon. Do yourself a favor, don't count out loud. That is weird. No. You don't want to do like one, two, three, four. Because it's hard to kiss and count. Yeah. I tried it, so many times. So we're going to demonstrate and you're going to watch my fingers and you're going to see the actual counts of when this happens, and this is just is just a rough guide for you guys. See, that took quite a few four counts before we were like in frenchy territory. Yeah, it's not about getting in there quickly. It's about slowly... It's about the journey. ... slow... It's about the journey.

Get away with office sex with these tools! Women's Casual Blazers Open Front Long Sleeve Work Office Jackets Blazer: 🔗https://amzn.to/3tPF7Nj Men's Long Sleeves Button Down Dress Shirts: 🔗https://amzn.to/3NuC4ln Company Wipes: 🔗https://amzn.to/3uBmw6P Ultra Plush Toilet Paper: 🔗https://amzn.to/35iD6Q2 Upgraded Small Tape Recorder for Lectures: 🔗https://amzn.to/3IINxdj Like these Sex and Dating lessons !!! Check out the official app http://apple.co/1P27qdO Feeling Frisky? Shades of Play; Steamy Word-Search Puzzles: http://amzn.to/1jRHwzS The VIP Room: A Ten Book Alpha Billionaire Romance Collection: http://amzn.to/1Lb7YeK Secretary [Blu-ray]: http://amzn.to/1Mi6yU2 Watch more How to Improve Your Sex Life videos: Whatever your reason for getting it on in the workplace – and, trust us, we don't want to know – make sure it stays between you and your amour. Step 1: Check for security cameras Make sure you know the location of all office security cameras so your little romp isn't caught on tape. Surveillance equipment is typically placed near entry and exit points and in rooms than contain merchandise or other valuables. But employers have been known to put cameras in employees’ private offices. Tip It’s illegal to put cameras in restrooms, so that’s usually a safe place. Step 2: Dress for sex-cess Dress for sex-cess, meaning clothes that go on and off quickly and don't wrinkle easily. Going commando saves a lot of time. Tip Ladies, remove your lipstick so your partner doesn't become a marked man. Step 3: Look for privacy Choose an out-of-the way location that doesn't get much foot traffic. A closet with a locked door is an excellent option. Step 4: Fake a meeting If one of you has an office, record yourselves having a fake conference call, then play the recording from behind closed doors; sounds of an important meeting will make co-workers think twice before barging in. Tip Lean a chair under the office doorknob to thwart surprise visitors; you can later claim the door was jammed if anyone asks. Step 5: Clean up Don't return to your desk without freshening up. Be sure to check your clothes for dead giveaways like inside-out blouses and missed buttons. Step 6: Do it late at night Play it safe by waiting until everyone leaves work for the night. Just make sure you know the cleaning staff’s routine and schedule before you pick a time and place or you’ll experience a whole different kind of coitus interruptus. Step 7: Keep your lips zipped If you are caught, say a simple "I'm sorry," and get back to work. Attempting to explain or justify can only make matters worse. Did You Know? Nineteen percent of men and eight percent of women say they've had sex at their workplace, according to one survey.

Like these kissing lessons !!! Check out the official app http://apple.co/1IFNVDX Want to make your lips even more Kissable? 100% Pure Fruit Pigmented Lip Glaze Cherry: http://amzn.to/1Oj7uYg Beauty by Earth 100% Natural Beeswax Lip Care: http://amzn.to/1MbsEHS bareMinerals 100% Natural Lipgloss - Cupcake: http://amzn.to/1JQfE4a Lip Smacker Starburst Party Pack Lip Glosses: http://amzn.to/1OWo3Ll L'oreal Colour Riche Lipcolour, Fairest Nude, 0.13-Ounce: http://amzn.to/1jbDRgt Watch more Kissing 101 videos: http://www.howcast.com/videos/1572-How-to-Kiss-with-Passion Are you a good kisser? Anyone can be, with the right technique. Step 1: Clean your mouth Brush your teeth, floss and use mouthwash. Bad breath is the ruination of kissing. At the very least, have a mint. Step 2: Sit w/ partner in private Sit with your partner, preferably in private. Public displays of affection may be fun for you, but they make everyone else uncomfortable. Step 3: Relax Relax and clear your mind. Focus only on the person with you. Tip Angle your face to avoid crunching noses. Step 4: Touch lips Lean into the person until your lips touch. Step 5: Be soft & gentle Keep lip contact soft and gentle in the beginning. Step 6: Experiment Experiment with different movements and techniques. For instance, gently suck on your partner’s lower lip, or caress his lips lightly with your tongue. Step 7: Use your tongue Open your mouth enough to slowly slide your tongue into your partner’s mouth. If you get an enthusiastic response, start exploring the inside of each other’s mouth. Just remember to keep it slow and soft, not darting or invasive. Tip Don’t forget to breathe through your nose. Nothing ruins a good make-out like falling unconscious. Step 8: Come up for air As the make-out session intensifies, come up for air by kissing your partner’s face, ears, and neck, even giving them the occasional soft nip or gently tugging on their hair in the heat of the moment. Tip Truly passionate kissing has a sense of urgency, as if you’ve been waiting for this moment for so long that you can’t hold back. Step 9: Use your hands Use your hands: kissing is made complete by strokes and caresses. Try holding the person’s face as you kiss. Step 10: Practice Practice makes perfect. Did You Know? The longest kiss in film history, lasting 3 minutes and 5 seconds, was between Jane Wyman and Regis Tommey in 'You’re in the Army Now.'

From setting clear expectations to fostering a positive classroom atmosphere, these strategies will help you create a productive and enjoyable learning experience for both you and your students. Watch now to elevate your kindergarten teaching game! 💌 Let's stay Connected 💌 ➡️ Our website:https://www.howcast.com/ ➡️ Facebook:https://www.facebook.com/howcast ➡️ https://www.instagram.com/howcast/ About us:- Emphasizing high-quality instructional video production, Howcast brings you leading experts and accurate, reliable information on topics ranging from makeup tutorials, cute hairstyles, and nail art designs to soccer tricks, parkour, and skateboarding, plus how to Dougie, how to kiss, and much, much more. Howcast empowers people with engaging, useful how-to information wherever, whenever they need the know-how #Howcast #kindergartenclassroom #teachertips #classroommanagement Related searches:- kindergarten classroom management tips for kindergarten teachers behavior management in kindergarten mastering kindergarten classroom

Teaching is stressful. And one of the things that makes it really stressful for us is that, we deal with a lot of negative behaviors, misbehaviors or off-task behaviors from our students all day long every day. And it wears us down a little bit and one of the things to remember inside of that that will lower our stress, is to remember that students don't act out in a vacuum. Students that are coming from happy, healthy, secure backgrounds don't act out in class most of the time. Usually we're dealing with kids with really rough lives outside the classroom, and when we can remember that and have some compassion for that, it helps us lower our frustrations and that lowers our stress. And then we can work with them more productively around being accountable for their behavior but doing it in a way that isn't punishing them for misbehaving, but is rather trying to teach them behavioral lessons. So that they can survive and thrive not only in our classroom but in classrooms afterhours and throughout their schooling experience. Another thing to know about dealing with the stress of teaching is to understand that the job is infinite. Your inbox is never going to be empty, and teachers who are able to make peace with that are teachers who will lower their stress. That there's always more you can do, there's always more time you could've put into grading those essays, more time you could've have put in into designing that activity, there's always going to be more. Make peace with the fact that sometimes, you’re just not going to get done everything that could've got done, and that's okay and that's going to lower our stress. The last thing I would say is, set time aside for yourself, make limits on when you will and won't be working on school work. Leave your classroom before 6 p.m. every day. Agree with yourself that you're not going to do any school work after 7 p.m. Even if you're doing it from home, there still going to a cut off. Give yourself a day or a part of a day that you agree not to do any school, maybe no work on Sundays, or maybe just a half of Sunday, no work before noon on Sunday, just so that you can recharge your batteries. Go out, see a movie, have dinner, talk to your spouse, see your children, do something that kind of gives you vitality and energy and recharge your battery, so that you can bring yourself fully with enthusiasm to your students in the classroom. Those are some ideas about lowering your stress. how to teach,classroom management,classroom management strategies,class management,disruptive classroom,establishing classroom rules,howcast,how to deal with negative behaviour,how surroundings affect children's behaviour,compassion for kids,how to make children productive,how to improve children's behaviour,how to do activities without stress,daily routine,how to active in classroom,How to Deal with the Stress of Teaching,Classroom Management

Need more resources for molding young minds? THE Classroom Management Book: http://amzn.to/1FXoDpb Setting Limits in the Classroom: http://amzn.to/1Pj0iMN Classroom Management: Real-World, Time-Tested Techniques: http://amzn.to/1Q8s4JV The Social--Emotional Learning Approach Children Deserve: http://amzn.to/1L0l6p3 Classroom Management for Elementary Teachers: http://amzn.to/1FTGdKQ Watch more Classroom Management Strategies videos: http://www.howcast.com/videos/517352-How-to-Connect-w-a-Challenging-Student-Classroom-Management How to positively connect with a challenging student. There are a lot of different ways to do this. A lot of them rely on, or most of them even rely on getting to know the student on a more personal level or creating some kind of personal connection with the student. Simple things might be light going to see them in a sports game after school that they are involved in or a recital or a performance that they are involved in. At the elementary level one way to do that is to join them at recess when they're playing Foursquare or Wall Ball, join in the game so they can feel a little bit more personally connected to you not as the authority figure, but more as a concerned friendly adult. That will often break down their feeling of resistance towards you if you're struggling with that particular student. A more structured way to bring about personal connection with students is to try a strategy we call the Two-by-Ten strategy. This is a strategy where you look for 2 minutes a day, 10 days in a row to have a personal connection with a particularly challenging student on anything the student happens to be interested in as long as the topic of conversation is G rated. Two minutes a day, ten days in a row. The research on this was done by a man named Raymond Wlodkowski and his research indicates that if you do the Two-by-Ten with a particularly challenging student their behavior can improve by up to 85%. They aren't the only ones that will improve, right? The whole class will improve because when this particular student does better, everybody does better if they're that much of a disruption initially. What's happening there, at least in my mind, is kids that are super challenging for us have a constantly cramping muscle and that muscle is cramping because they want but they don't have a personal connection with an adult authority figure. For most students, that desire for personal connection is paramount to learning content. When they act out it's their way of saying this need has not yet been met. When that need is met, when they do feel connected to us, that muscle relaxes, they relax and they are more able to focus and pay attention and do the things we want them to do in the classroom. One other way to connect with students is to find ways to be funny with them. Tell jokes. Have them tell jokes. Set it up in a super structured way so that you don't get inappropriate jokes but bringing levity, humor and laughter into the classroom really lowers the defenses of challenging students and can help us really positively connect with them and the whole class at the same time. Those are some ideas for positively connecting with students.

Need more resources for molding young minds? THE Classroom Management Book: http://amzn.to/1FXoDpb Setting Limits in the Classroom: http://amzn.to/1Pj0iMN Classroom Management: Real-World, Time-Tested Techniques: http://amzn.to/1Q8s4JV The Social--Emotional Learning Approach Children Deserve: http://amzn.to/1L0l6p3 Classroom Management for Elementary Teachers: http://amzn.to/1FTGdKQ Watch more Classroom Management Strategies videos: http://www.howcast.com/videos/517372-How-to-Deal-with-Disrespectful-Students-Classroom-Management Disrespect comes in a lot of different forms and people mean different things by it. But regardless of what you mean by disrespect, the way I look at it is, when kids are doing things I do not want them to do, that feel attacking or disrespectful to me, I like to think that that's just a test. A behavioral test that they're giving me to try and find out who we're going to be together in the classroom. Kids who test their teachers that way, or act disrespectful in the classroom, are battling something in their life where they don't trust adults, for whatever reason. And they have some experience where adults will ultimately either abandon or abuse. Not necessarily physically, but emotionally abandon or abuse. And because that's been their experience, now they have to test every adult they come into contact with, to see if that person is safe enough, if that person loves them enough, cares enough to hold them accountable for their behavior but do it without giving up on them. And often times, those behavioral tests that students give us feel like disrespect. But if we can think of it as just a test for us to pass for them to figure out who we're going to be together, that will soften the way we discipline students in those moments. So, if students are saying things like, "I don't care. I don't have to do that. I hate you. This is stupid. I'm bored." Or whatever these things are that feel like disrespect to us, come up with a default thing that you can say in those moments that does assume the best of them and passes the behavioral test. For example, one of my default things was, "Mrs. Dearborn what can I do right now to behave better?" So, if a student's saying, "This is stupid. Why do we got to do this?" "You know what you could be doing to behave better right now?" I want to go underneath their resistance or their disrespect and speak to the heart of the issue, which is that they don't feel safe and they want my help to feel safe in my classroom and with me. If a student says, "I don't have to do that." Or, "I hate you." Or whatever that might be I say, "You know what, I hear you saying that but we're going to work together in a productive way. So, you know what you could be doing right now?" I don't need to take those kinds of comments personally and really they're not personal. The students don't really want to be attacking me, they just want me to prove to them that I can care deeply about them while still holding them accountable to speak and act appropriately in my class. And if I can pass that behavioral test then we can work productively together in the class. That's what I would do about disrespect in the classroom.

Need more resources for molding young minds? THE Classroom Management Book: http://amzn.to/1FXoDpb Setting Limits in the Classroom: http://amzn.to/1Pj0iMN Classroom Management: Real-World, Time-Tested Techniques: http://amzn.to/1Q8s4JV The Social--Emotional Learning Approach Children Deserve: http://amzn.to/1L0l6p3 Classroom Management for Elementary Teachers: http://amzn.to/1FTGdKQ Watch more Classroom Management Strategies videos: http://www.howcast.com/videos/517363-How-to-Deal-with-Student-Arguing-Classroom-Management There are multiple ways you can deal with student arguing. They all have within them, though, be really clear with the students what the policy is. If arguing is not okay, never okay, then make that clear to students and set up a procedure that enforces that or helps reinforce that for you. And I'll give you a couple of examples. The easiest thing I ever saw around arguing was a teacher in Arizona who, when her students would argue with her, or start to argue with her about something, she'd say 'Oh, no. I think you have forgotten, I argue by appointment only. If you'd like to make an appointment, put your name on the board and we'll set that up, but right now, do this'. And for her that worked, the students would be like 'Nah, never mind', and they just do what she asked them to do, because it wasn't worth making an appointment to argue with her later. They were really just trying to distract her and that procedure, that policy, took care of them trying to distract and got them back on task. A more involved version of teaching students not to argue is something we call Arguing With The Ref or No Arguing With The Ref. No Arguing With The Ref is a policy where you teach the students that it's not okay to argue with you and what will happen if they do argue with you. So I might have a couple of students and I might have asked a student to stop talking while I am talking and she continues, so I move up my consequences hierarchy to the students name and the teacher look. So I say her name 'Sally!', and she stops for a moment and I think that's enough, I'm assuming the best about her and I move on, but five seconds later she's talking again. So I move up to a verbal warning, 'Sally, if you continue to talk while I am talking, you will have to move to the front of the room for the rest of the lesson'. Now this is something that Sally doesn't want, so she says 'Mrs. Dearborn, I promise I'll never speak again in my natural born life', I say 'That's all right, Sally. Just while I'm speaking with be sufficient', and we move on with the lesson. I'm turning around to write something on the board and I hear 'Blop, blop', 'Sally, look what you have won. An all expenses paid trip to the front of the room. Come on down'. So, Sally, at this point, is very likely to argue with me, but if Sally does argue with me, then there will be a very clear consequence in place for that arguing. And this is, again, one of those things that we role-play with students, what Sally should do, and the best of all possible worlds is she should let me know that she disagrees with that decisions and you can set up a procedure for her to do this. For example, you might teach to your students that if I make a decision and you don't agree with it, you can let me know that you don't agree, non-verbally, by giving me a particular hand-gesture, like this. For T, time-out, I need a teacher talk. So then when I ask her to move and she thinks I'm in the wrong and that she shouldn't have to move, she can give me the T, I can match it, I point, she moves. Later on, when I have time, I can call her up. 'Sally, you gave me the T, you wanted to talk about that decision what do you want to say?', so then she goes into this elaborate explanation, how she can prove that it wasn't her that was talking when I asked her to move, and I play the whole thing back, and I realize she might be right. So I send her back to her original seat, but at the end of the lesson, I might debrief that procedure with the entire class. 'Class, during that lesson I asked Sally to move for talking, she didn't agree, so she gave me the T to let me know she wanted to talk about it, but she did, in fact, move. Later when we spoke, I realized I was wrong. It was not Sally who was talking. So she's back where she started. No harm, no foul'. In the meantime, I have also spoken with the student who did call out, who I mistakenly thought was Sally and I've dealt with that as well, so all is well there. But what I want to point out to you class is this, if Sally had argued with me, even though I was in the wrong, Sally would've gotten a second consequence, because in my class there is no arguing with the ref'. Using those words, arguing with the ref, is some

Need more resources for molding young minds? THE Classroom Management Book: http://amzn.to/1FXoDpb Setting Limits in the Classroom: http://amzn.to/1Pj0iMN Classroom Management: Real-World, Time-Tested Techniques: http://amzn.to/1Q8s4JV The Social--Emotional Learning Approach Children Deserve: http://amzn.to/1L0l6p3 Classroom Management for Elementary Teachers: http://amzn.to/1FTGdKQ Watch more Classroom Management Strategies videos: http://www.howcast.com/videos/517333-4-Tips-for-Kindergarten-Teachers-Classroom-Management Classroom management tips for kindergarten and first grade and really for any elementary grade. The number one tip I can give you is teach your procedures as if they're content. The top two procedures, for me, that made the biggest difference when I taught elementary school was teaching the kids how to line up at the door and teaching them how to transition from table groups to carpet and back again. This can be done just like we're teaching content. For example, with teaching kids how to line up at the door, break the kids into five groups, number each group, one, two, three, four, five. Have the fives stand in an example of a perfect line, how you always hope to see them when they line up at the door. Let the ones lay about on the floor and then everything in between. And then debrief. Kids, why is this line a five? Why is this line a one? What's the difference here between a five line and four line? Now, you have a common language and now when you need them to line up at the door you say, "All right students. Come over here and line up at the door. I need to see a five before I'm going to let you go out to recess." Now, they're going to do all the work and it's going to be all non-verbal for you. The kids come, they line up at the door, and you just hold up fingers to represent what number their line looks like. From the rubric on lining up that you just taught them. What happens with little kids is, you hold up a three and some kid in the line will go, "Come on guys! We look like a three!" And they'll start to self-correct which is great, right? You could help them out non-verbally. You get a five, you point, they go. They do all the work and you get to relax in sight of having a perfect line every time they line up. With transitions from table groups to carpet the number one way I liked to do that was to use a song. So, I'd choose a short song or a piece of a song, just the end of a particular song. And I would teach it to the students. "Students, this is going to be our transition song." I'd play it for them because you can't assume they've heard it before, even if you're choosing something little kids would have heard, like a Disney movie song. And I say, "From now on, this is going to be our transition song. You're going to have the length of this song to move from your table groups to your carpet spots. I want you sitting criss-cross applesauce on that carpet by the time that song ends." And then practice with them. "So, now kids, I'm going to put this song on. Let's see if we can do it." They come to the carpet, they sit down. You debrief. "That was pretty good. There was a lot of pushing and shoving though. That's never necessary. And this would better I think as a silent activity so we're going to try it again. I'm going to put the song on again. I want you to go from the carpet back to your table groups in silence without touching anybody else in the room. Let's see if we can get there by the end of the song, sitting please, in polite position when we get to the table groups." And you try it again. And you do it a couple more times, debriefing each time until you have a smooth transition that takes 30 or 40 seconds. The kids know exactly what the expectation is and we've made it a little bit fun for them by using a song which is more entertaining than just getting up and silently moving to the carpet or silently moving back to their table groups. So, get those kids lining up and get those transitions smooth. Teach the procedure. Practice the procedure, debrief the procedure. Make it what you want it to be. It will change the way your classroom runs.

What are some effective teaching strategies? There are hundreds of effective teaching strategies, but if I had to narrow it down to just a couple, this is what I would say: Get your students moving. Students want to move and really want to have our students up and out of their seats moving in some fashion every twenty to thirty minutes. Even if we're teaching High School, we want to have that kind of movement. There's a saying in education that when "the bum is numb, the brain is the same." So we need to get them out of their seats. And there's lots of different ways that you could do that, and some are really involved, and some are really simple. For example, if you're teaching, your students are working on something, maybe silently, or you're doing some kind of direct instruction and you noticed that fifteen minutes have gone by. You can just stop and say, "You know what students, it's been 15-20 minutes, we need to get the circulation flowing, stand up; do four cross laterals and sit back down." They stand up, "1-2-3-4" and they sit back down and that's it, and you move on with your instruction. That's movement, and that works. You can do more involved things. Have them stand up, find a partner, talk for 47 seconds about something you were just talking about and then sit back down. Lots of ways to bring movement in but the more we do that the less our students act out, because really what they want to be doing is moving and talking. And we can make that legal for them, to move and talk in the classroom, they're much less likely than to be acting out throughout the lesson. My second tip is get students talking more to each other, to you, just more of them and less of you. The students are hearing our voices way too much. And because they are hearing our voices way too much they are tuning us out. And then they're not hearing what we're saying, not hearing the instructions that we're giving. And really the brain processes information by talking it out with somebody else. So if you're the person doing all the talking in the class then your brain is the one that's going to get heavier, not the students. My current research in education indicates that at the elementary level, in an average elementary school classrooms, 80% of the talk happening in the classroom is happening from the teacher. That means the teacher's brain is getting heavier, not the students. So we want to shift that, have kids talking to each other all the time. This is: You give your instruction, turn to a partner, and repeat the instructions to your partner. Have the students work silently in pairs of groups on something and then have them talk about the process of working in the group. If you're lecturing them, or doing direct instruction, pause every 7-10 minutes. Have them turn and talk about or do something with the information you are giving them. Draw a picture that represents what I was just talking about, or write a summary, or write down, or share out loud two questions you have about what I was just talking about. Something though that you are not the person talking for more than 10 minutes at a time, and that they have an opportunity to work with and massage and process that information. My third tip is get everybody 100% on task. When you are giving instructions, when you are asking questions, when you are doing class discussions, a lot of what I see in the classroom related to engagement is teachers asking a question or posing a question to their class and then they get a few hands raised, and they call on the same five hands over and over and over again. Which means those five kids are really getting the information, and that's great, but those are not the only five kids who are supposed to be getting the information. So how do we bring 100% engagement? Don't take volunteers. That's my #1 idea. Call on students randomly. Even better, have everybody write down a possible answer. Maybe use little whiteboards, hold up their answers so that you could see 100% of students attempted to answer the question that you asked. It can be really fast, they erase it and you move on. The more you can bring 100% engagement where 100% of students have to answer a question or talk about what you asked them how to teach,classroom management,classroom management strategies,class management,disruptive classroom,establishing classroom rules,howcast,effective teaching strategies,classroom manadements,some effective teaching strategies,how to manage students,giving students instructions,making students active in class room,students here our voices,educations elementary level,average elementory schools,3 Effective Teaching Strategies,| Classroom Management