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Do Now:

What does classroom

management mean to you?

Cayla Wood

Classroom Management Presentation Outline

* Do Now: What does classroom management mean to you?
What is classroom management?
Where do I start?

Classroom climate
Conducting the class efficiently
Reaching all students
Establishing discipline
Understanding why students misbehave

Case Study

Teaching strategies for management


Discussion: Classroom experiences

Classroom management tips
Using Lemov to manage your classroom
Classroom management Apps
Discussion of management programs in the classroom

Classroom management myths

Discussion: What is something you learned today?

Your worst behaved student will

have perfect attendance.
Tom McIntyre

What is classroom
management refers to the way that teachers use different
skills and techniques to keep their students organized, on task,
focused, and engaged without disruptive behavior.

The best way to manage a classroom climate is through prevention

of disruptions.
Explain the rules and consequences to the students on the
first day of school
Make rules and consequences visible in the classroom so
that students can always see them.
Enforce all rules.
Do not make threats.

Acknowledge students who are on task and behaving, this

does not have to be praise.
Provide daily structure.
Engaging lessons result in less behavioral disruptions.

Where do I start?
Classroom management starts before the students even enter the
classroom on the first day of school.
Beginning areas to consider:
Classroom climate: How will your classroom be set up?

Conducting the class efficiently: reaching all students,

managing time, transitions

Students: how will you encourage them to do their best?

Discipline: be effective and consistent, foster mutual respect.

Classroom Climate

Layout of the classroom

Student visibility location of teachers desk/table
High-traffic areas
Room to move around desks

How students turn in completed work

What items will students have immediate access to?

Will items be at their desks/tables?

Transitions between lessons

Reminders vs. routine

Keeping students on task

Pace the room
Redirect by explaining what students should be doing

Conducting The Class

Set Efficiently
long-term goals for the students
Consider goals when planning for instruction

Set expectations for students work

Use brief directions
Try not to interrupt them while they are working

Dont lengthen time for an activity

Be consistent with expectations

Manage time
Use timers
Let students know how much time is left

Reaching All Students

Vary instruction
Visual, kinesthetic, auditory learners
Different interests
Different skill levels

Vary delivery
Front of the classroom vs. utilizing the room

Encourage students to do their best


Use proven teaching techniques

Balance time with different students
Assess prior knowledge
Check for understanding
LEMOV strategies!!!

Establishing Discipline

Learn students names quickly

Establish a way to quiet/stop students

Dim the lights
1, 2, 3 all eyes on me!

Intervene quickly when students misbehave


Dont make threats just threats

Always be consistent

Send students to administration as a last resort

Power struggle

Understanding Why
are four main reasons
students misbehave:

Attention wanting to be the center of attention

Pencil tapping, humming, blurting out

Power students want things their way

Acting out when they have an audience

Revenge hurt feelings

Physically or verbally acting out

Avoidance boredom or fear of failure

Sleeping, refusing to answer questions, ignoring the

Case Study:
Erik, a fourth grade student, excels in mathematics.
When it is time to transition to language arts, Erik
often complains that he does not feel well and
insists that he visits the nurses office. You notice
that this is becoming a daily event. When Erik
returns from the nurses office fifteen minutes later,
he says that he feels better, but he has missed half
of the new lesson.
What do you think is causing Eriks behavior and

Teaching Strategies for



Make sure that students are aware of rules and that they
understand them
Post them on the wall

Create 4-6 rules for students to follow

Listen and follow directions
Raise hand before speaking/leaving seat
Respect classmates and teacher
Keep hands, feet, and objects to yourself

Enforce all rules

Follow through on threats

Students work best when they follow a routine
Lets them know what is expected of them and what happens
Morning routines
Turning in homework
Transition routines
Do Now after breakfast or when entering the room
Sit on carpet when you finish activity
General routines
Jackets off when you enter the room
Put pencil away when finished writing
End of day routines
Pick up scraps

Praising students has proven to be affective as it can raise selfesteem and provide motivation in students.
Praise should:
Be given upon desirable behaviors or accomplishments

Specify praiseworthy accomplishments

Be sincere

Identify genuine effort

Compare success to effort and ability

Allow for person gratification; students should appreciate their


Have a set system for addressing misbehavior
Nonverbal cue


Miss out on an activity

Note sent home

Phone call home

Loss of privileges

Send to office (only if needed)

Keep students focused and engaged

Connect lessons to real life

Cater to student interests

Let students have choices

Vary instruction
Let students sit on the floor, take them outside

Let students self-monitor and take responsibility

Charts Was I in my seat? Did I listen to the teacher?

What are some of the ways your

mentor teacher addresses classroom
Do you feel comfortable following their
classroom management procedures?

Classroom Management Tips

Use positive reinforcement marbles, noodles, pom-poms in a jar

Take Brain Breaks - GoNoodle, popsicle sticks with actions,

physical activity cube

Have class jobs line leader, door holder, paper collector

Grouping systems different color manipulatives, colored rubber

bands, spinner

Small group time allow students to work with partners, groups,

ask 2 students before asking me

Compliment chains whenever students/class get compliments

from other teachers, add a loop to the chain

What about aggressive, disruptive, or


Avoid enforcing a consequence during the incident

Keep the other students away

Stay calm and observe the student

You need to assess the situation to determine the level of

Wait to talk to the student

If needed, tell the student youll talk about it later when theyre

Let the student calm down

Dont touch the student unless absolutely necessary

Document events

Using CHAMPS For Classroom


Using Lemov to Manage Your


Establishing and keeping daily routines (turning in homework,

seat assignments, warm-up activities)

Do Now
Brief activity given to students as they enter the room

Tight Transitions
Reading time Students get materials and prepare for

Seat Signals
Nonverbal cues to indicate need for a drink, sharpen pencil,

Positive Group Correction

Quick reminder of what the whole class should be doing

Do It Again

Classroom Management Apps

Noisy digital noise
reader, makes a sound when students are
too loud

Class Dojo - behavior tracking app, teacher can give and take
away points for each student

Teacher Kit All in one seating chart, attendance chart,

gradebook, and behavior tracker

Behavior Pro Keeps a running list of behaviors of each student

Random Student Click a button and the app will verbally call on
a student, it can also put students in random groups of 2-6

Sand Timer Allows you to display a timer on the Smart Board so

students are aware of the time they have to work on an

Is there a classroom
management App or a program
that you find useful with your

Classroom Management
shouldnt smile the first two months of the school year.

If youre nice, students will take advantage of you.

Too much fun causes students to misbehave.

Time-outs should be short (less than 10 minutes).

You need to reward students for good behavior.

You should send students to the office when they misbehave.

Lecturing students improves behavior.

Your roster determines how good (or bad) your class will be.

Spending time with students builds rapport.

What is something you learned

today during this presentation?

Do you have any



Greenberg,J.,Putman,H.,&Walsh,K.(2014).ClassroomManagement.Training Our Future Teachers,1-54.RetrievedJanuary
from behaviormanagement-menu