# Classroom Management Mentor Reference Card v1

Offseason Academy  
Core frame: **Manage the environment before you manage the child.**

## The Standard

**Clear. Calm. Consistent.**

- **Clear:** Students know what to do.
- **Calm:** The mentor does not escalate the moment.
- **Consistent:** Expectations stay steady across mentors and sessions.

## The Mentor Job

1. **Set the space.** Prepare the room, materials, boundaries, groups, and first step.
2. **Keep the flow.** Reduce waiting, demonstrate quickly, and keep students active.
3. **Redirect early.** Correct small moments before they become big ones.
4. **Repair when needed.** Restore connection while keeping the standard.

## Direction Formula

1. Name the task.
2. Show the task.
3. Name the first step.
4. Check for understanding.
5. Start quickly.

Example:

"Partner passing. Watch me. Toss underhand, catch, say the pillar word. First step: find a partner and stand on a cone. Go."

## Redirection Formula

**Name. Need. Next.**

Examples:

- "Jayden. I need your feet inside the boundary. Step back to your cone."
- "Ari. I need a level two voice. Try that again."
- "Sofia. I need you with your group. Rejoin on this side."

## Reset Formula

**Pause. Reset. Rejoin.**

Examples:

- "Pause. Reset your body. Rejoin when you are ready."
- "Pause. Lower the volume. Rejoin the circle."
- "Pause. Take one breath. Then try the transition again."

## Repair Language

- "What needs to be repaired?"
- "How do we get the group back on track?"
- "What can you say or do to fix the impact?"
- "We can recover from that. The next choice matters."
- "The mistake happened. Now we choose the repair."

## When the Group Gets Loud

Do:

- Stop the activity.
- Name the voice level.
- Model the expected volume.
- Restart only when ready.

Say:

"Freeze. That volume does not work in this space. We need level two voices. Show me level two with your partner, then we restart."

## When a Student Refuses

Do:

- Avoid a public power struggle.
- Lower the first step.
- Offer a role that keeps the student connected.
- Circle back privately.

Say:

"You do not have to be perfect at it. Start with one rep. If you need a smaller first step, I can help."

## When a Transition Falls Apart

Do:

- Stop calmly.
- Restate where to go, how to move, and what ready looks like.
- Practice it again.
- Name the improvement.

Say:

"Bring it back. We are going to run that transition again. When I say go, walk to your cone, hands to yourself, eyes forward. Ready. Go."

## First-Day Plan

Before working with students, know your:

- Attention signal:
- Arrival routine:
- Transition phrase:
- Redirection phrase:
- Repair phrase:

## Remember

The goal is not silence. The goal is productive energy.

The goal is not control. The goal is conditions.

Students should leave Offseason knowing what to do, how to rejoin, and how to recover.