Some students do more than just put themselves at risk - they can put your entire classroom off balance. Here are 14 strategies for engaging your entire classroom. From establishing expectations to getting student buy-in on them, you'll learn ways you can keep students focused on learning from the time they walk into your classroom, to the time they leave.

Routines make life predictable for students. In their harried and often unpredictable world, classroom routines provide stability and balance which enhances learning. Learn three key areas of routine for your classroom and evaluate how you're doing to create and maintain classroom consistency.

The characteristics of your classroom rules matter. There is a crucial distinction between telling kids rules and teaching those rules much as you would teach content, with discussion, examples and practice. How do your rules stack up?

Acknowledging your students' unique characteristics - while working to understand them as people - is key for establishing a rapport that extends beyond the lessons at hand. How are you building relationships with your students?

Students' relationships with one another in the classroom help set the foundation for working in a team-oriented world. To help you assess and continually evaluate whether you're providing ample, structured opportunity for them to interact, learn to respect, and learn from each other, please check out this ASSIST tool.

Induction can make the difference between motivated, happy teachers and a workplace that is rife with morale issues. Learn 6 critical things beginning teachers need to learn - and how both mentors and principals can set up and support an effective induction program.

A strong induction program has both orientation and on-going programs that support, nurture and foster growth of teaching skills and talents. Strong induction programs make a real difference for teacher quality. Learn and model the four key components of strong induction programs.

There are six characteristics of strong induction programs. They are critical to understand since the characteristics build on one another to create a comprehensive induction program that is effective and sustaining. Mentor teachers and principals each have a role in induction. Do you know what yours is?

You should review this mentor assessment three times per year - at the beginning, middle and end of the school year. There are five primary categories for assessing your goals, and targets within each section to help you evaluate your progress. In addition, there is a helpful section on how to find time to mentor and where to find resources for mentoring.

Working together is the real nitty-gritty behind induction programs. Each school is a concert of different personalities, roles and responsibilities working together to create a symphony of education. Our overview of the plan for working together, authored by Dorothea Anagnostopoulos will help provide a broad-brushstroke look at induction programs and why they're essential. They may be required, of course, but they should also be desired to create a harmonious school environment.

There are two sections of the Michigan School Code that mandate components for teacher induction. The two sections are provided verbatim then clarified so you can be sure your induction program complies with the legal requirements.

There are six Michigan Teacher Induction and Mentoring Standards to follow. Each standard is outlined clearly and contains targeted items that are part of the standard. Matching your induction program with these benchmarks will help you see where gaps in your induction or mentoring programs could be filled - and how to fill them.

What do beginning teachers need and want from their principals? Our guide will help you uncover the core needs your teachers expect from your leadership. The guide is divided into positive actions and their effects, and negative actions and their effects. You can look to the guide to see if you're meeting the positive actions - and if they're eliciting the positive effects you desire, or if you have areas that need improvement. Plus you can look directly to the behaviors your teachers are exhibiting and see clearly whether your support is positive or negative.

Is your school culture ready for induction? Our four-part guide is designed to be used by a team of beginning teachers, mentor teachers and administrators. From this criteria, you can see where your school culture either supports a strong induction program or has areas of weakness that could undermine an induction program. This valuable tool is integral to the induction planning process and provides an annual review of programs as well.