Innovative Solutions >>  A to Z Strategies for Students' Social, Emotional, Behavioral & School Problems >> More Effective Elementary School Classroom Management Strategies

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More Effective

Elementary School

Classroom Management Strategies

Awesome Classroom Management Interventions

Perfect for Elementary Students

The More You Learn, The More You Earn

To teach children about the importance of finishing school, bring in play money. Make 3 piles of money. In one pile, put $19,000; in the second pile, put $27,000; in the third pile, put $50,000. Ask the children to pick which pile of money would they most like to earn when they are grown-ups. Most kids will pick the $50,000 pile. Inform the children that $19,000 is what drop-outs earn; $27,000 is what high school graduates earn; $50,000 is what college grads earn.

After students have learned the value of school, teach them: "the more you learn, the more you earn."

Or, you can teach them this formula: "Each degree doubles the dollars."

That formula refers to the fact that a college grad tends to earn twice the salary of a high school grad, but the person with a grad degree can earn double the salary of a person with a single college degree, and so on.

lastchnewFind devices like this in our Last Chance School Success book, shown here. We have hundreds more creative devices in our other books. Don't miss our surprisingly unusual posters created to hammer home these critical concepts. Repetition is often key to effecting change so be sure to repeat, repeat, repeat.


Change Cage

This device assists young children to visualize how to improve a problem area.

You or the child can make the Change Cage, or you can work together. Groups of students can also fabricate the device.

To make: Take a cardboard box and cover with tin foil to make it look high-tech. Make a window that goes up and down in the box. This is a Change Cage.

Have the students make before and after pictures similar to those used to show weight loss in weight loss ads. These pictures should show the progression of change on a problem area the child is working on, such as attendance or learning handwriting.

Insert the pictures into the Change Cage, raising and lowering the window prior to each change in picture, to show students how change can and does occur.

This is a great device for young students who have lived through trauma, family crises or loss.


Harvey Hygiene

Make a bingo game, with a picture of Harvey Hygiene serving as the bingo card.

Harvey is a boy in his bathroom in front of the bathroom mirror. Instead of bingo tiles, use pictures of hygiene items, such as a hair brush and deodorant. These items can be clip art, downloaded from the internet, drawn or cut from magazines. If you prefer, students can make the bingo items.

Each student gets a unique assortment of hygiene items as their bingo pieces. Instead of saying "B-64" as in regular bingo, you say "This is what Harvey brushes his teeth with every morning."

Each child who has a picture of a tooth brush, places that item on Harvey. The first child to use up all their bingo items, wins. Winners can be given hygiene items such as cologne.

This bingo game is so popular, your students will ask to play it. It will help keep their awareness of hygiene high, and you can thread in information on hygiene as you play the game, so you are actually teaching them, while they think they are playing. You can eliminate some chronic problems via Harvey and this unique game.


Space Bubble

To teach young children about personal space and distance, get a hula hoop for each child. The hula hoop is the child's space bubble.

Have the children go through their daily routine with the hoola hoop so that they learn how to keep their space bubble from bumping anybody else's space bubble while in the cafeteria, on the school bus, in the classroom, etc.


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You've Got Problem Students

We've Got Answers

People often ask if we have strategies for their age group. We cover all kinds of problems and all ages. We don't just have terrific elementary school classroom management strategies; you can see lively, more effective classroom management strategies resources for high and middle schol students here.

We've trained everyone from primary teachers to Job Corps instructors. We think we have the best strategies for all ages of kids.

In our live workshop, we ask participants to tell us what ages and problem areas they want to hear about, but since we can't ask you that right now, here's an assortment of strategies grouped by elementary and secondary. We hope you'll agree we have the best answers to turnaround troubled kids of any age.

Here's a fact you may not know: Most strategies can be adapted to almost any age.

If you think about it, it makes sense: There are so many older and younger kids who don't read, don't listen, and don't process information well, that with just a tiny bit of adapting, you can make almost any intervention fit almost any kid of any age.

There are actually many more similarities than differences between older and younger students. For example, the dynamics that create and maintain problems like conduct disorders, work refusal and bad attitudes are universal, with little variation for the age of the youngster.

 That is why a single behavior or classroom management technique can so easily be varied for any student. We have thousands of classroom management methods, and most require almost no adjusting, or very minimal adjusting to fit your older or younger students.

We do tend to add a "bite" or "edge" to behavior and classroom management interventions for older students, and to leave out that element with younger kids. The addition of edginess to an intervention can make a method better hook or engage an older youngster. This component will be important if conventional methods have failed.

That edginess is often not needed with elementary students. To adapt interventions to your age group, often you simply need to add in that edge for an older student, and delete that element with a younger child.

Other adaptations you can use are common ones that you do all the time already. For example, you can choose smaller or easier words for a younger student. Those adaptations are ones you already are doing anyway.


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