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PROGRAM PLANNING AND DEVELOPMENT  * 2 HOURS * LEVEL 2

Positive Strategies for Classroom Management 

Real Strategies from an Experienced Educator

Page 13
Debbie Hasbrook, M. Ed.
Debbie Hasbrook has worked with children and families for 37 years. In that time she has been a home provider, teacher, center director, Regional and State conference presenter and Adjunct faculty at a number of colleges in Washington State. Debbie's education includes a Master of Education, Montessori Preschool Degree and several certifications.
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Debbie Hasbrook, M. Ed.
“While dismissing the children, it can become a mad dash with arms and legs flying to reach the learning center or activity of their choice. Or, you may see a child with low initiative quietly standing in the middle of the room unable to make a decision. The goal here is to maintain control of the children, help children work with others and to prevent conflict or injury. Here is an idea that has worked for many teachers.

As the children sit in front of you explain what activities are available and how many children will be allowed to work in each area. Choose children one at a time. Look for the child who is sitting nicely with eyes on you. Ask each child in turn where they would like to go first. As each child makes their decision, that child is free to get up and go directly to that center. If a child wants to go to a center that already has its quota of participants they must choose something else first; with the understanding that they can go to their first choice once there is space available.”  
Debbie Hasbrook, M. Ed.
Transition Rhymes for the Classroom
by Debbie Hasbrook, M. Ed.
Come Along and Play

It’s not just another day,
Come along with me and play,
Join your friends and have some fun.
We won’t stop till the day is done.

Come along and play,
Come along and play.
Going to be a great day,
Come along and play.

Tell me what you like to do,
Maybe we would like it too.
Show me how you like to play,
Together we will spend the day. 

Come along and play,
Come along and play.
Going to be a great day,
Come along and play.


I like to Pick things Up!
(To apples and bananas)
I like to pick things up,
And put them where they go.
I like to pick things up,
And put them where they go.
And when I pick things up,
Then I know where they go.
Going Outside (Inside) Transition 
1, 2 ,3 Are you looking at me?
3, 4, 5 We’re going outside (inside)
6, 7, 8 We don’t want to be late,
9 and 10 Take the hand of a friend.

I am …..
I am walking and walking and walking and walking
and walking and walking and walking.
Clap your hands!
I am hopping and hopping and hopping and hopping
and hopping and hopping and hopping.
Clap your hands!
(Insert dancing, spinning, crawling)

Can You Do This?
Can you do this as you walk along?
Can you raise your hands
as we sing this song.
Can you do this as you walk along?
Can you walk on your toes,
as we sing this song?
(insert: hop, hop, hop.; wiggle your body.) 

To Get From Here to There
I need to move my body
To get from here to there,
I can walk, I can hop
And wave my hands in the air!
“Proximity, room design, and gesture are physical prompts that redirect, manage and support movement in and around the classroom experience.” Debbie Hasbrook, M. Ed. 
“Be intentional. When deciding what to do, think of what the children will learn or experience. How will it influence their behavior, their cognitive function, their ability to discover and learn from their own experience?”  
Debbie Hasbrook, M. Ed.