Better Teaching Through

Better Classroom
Management
Category: Teacher Essentials0

PDX 113520
Workshop Overview

Better Teaching Through Better Classroom Management

Following is a general overview of this workshop, including desired participant out-
comes, an explanation of the workshop’s alignment with Learning Forward Standards
for Professional Learning, and resources that are included in print and electronic form.

Category: Teacher Essentials

Duration: Full workshop – 3 hours

Desired Outcomes:
Participants will…
• Identify the goal of classroom management.
• Describe the characteristics of great classroom management.
• Explain the importance of rules, control, and order in great classroom manage-
ment.
• Apply strategies learned for developing great classroom management.

Learning Forward Standards for Professional Learning:

• Learning Communities: Occurs within learning communities committed to
continuous improvement, collective responsibility, and goal alignment.
• Leadership: Requires skillful leaders who develop capacity, advocate, and cre-
ate support systems for professional learning.
• Resources: Requires prioritizing, monitoring, and coordinating resources for
educator learning.
• Data: Uses a variety of sources and types of student, educator, and system data
to plan, assess, and evaluate professional learning.
• Learning Designs: Integrates theories, research, and models of human learning
to achieve its intended outcomes.
• Implementation: Applies research on change and sustains support for imple-
mentation of professional learning for long term change.
• Outcomes: Aligns its outcomes with educator performance and student curricu-
lum standards.

Resources in This Binder:

• Handouts:
• Workshop Agenda
• Attendee Notes
• 3-2-1 Evaluation Form
• Certificate of Completion
• “Think About It” Exercise
• Ready, Set, Go Planning Activity

©THE MASTER TEACHER

Section I: Pre-Class and Promotional Materials
Topic Outline
Understanding the general flow of topics to be covered is an important part
of giving a strong presentation. This allows the presenter(s) to lead effective
group discussions and speak extemporaneously. Following are the main topics covered
in this PowerPoint presentation. As you prepare to give the workshop, you may want
to refer to this page often.
Main Topics:
1. Classroom Management
2. Parts of Classroom Management
3. Classroom Management Powers
4. Rules, Order, and Control
5. Classroom Management Strategies

Subtopics:
1. Classroom Management
a. Goal of Classroom Management
b. Classroom Management and Discipline

2. Parts of Classroom Management

a. Classroom Structures
b. Classroom Routines
c. Classroom Strategies

3. Classroom Management Powers

a. Six Classroom Management Powers

4. Rules, Order, and Control

a. Rules
b. Order
c. Control

5. Classroom Management Strategies

a. Communication
b. Self-Management

©THE MASTER TEACHER

Section III: Presenter Materials and Notes
Presentation Outline
This outline is designed for you to see the PowerPoint presentation at a
glance. Note that slide numbers and the approximate amount of time needed
per slide are shown in the right two columns. The times in bold print show the
approximate total time needed for that topic, which includes the approximate
times for the activities, shown in parentheses. You might consider keeping this
page within reach during the presentation.

Section of Presentation Slide # Timing (mins)

Getting Started
Introduce self, co-teacher, participants 1-2
Explain materials issued to participants
Cover objectives (from Workshop Overview) 2 10
Activity—Quick Write 4 (5)
Topic 1—Classroom Management 3-9 30
Discussion Point—Classroom Management vs. Discipline 7 (5)
Topic 2—Parts of Classroom Management 10-14 25
Discussion Point—Relationship of the Three Parts
of Classroom Management to Each Other 11 (5)
Topic 3—Classroom Management Powers 15-17 10
Break
Topic 4—Rules, Order, and Control 18-25 45
Activity—What Are the Rules? 25 (20)
Topic 5 – Classroom Management Strategies 26-34 50
Discussion Point – The Fewer the Words, the Better 27 (5)
Discussion Point – Significance of Self-Management 29 (5)
Activity – Promoting Self-Management 34 (25)
Closing Remarks 35 5
Total of 2 hours and 55 minutes (not including break)

Helpful tip!
This workshop can
be broken up into
12 shorter sessions so
that you can adapt
the presentation
according to your
time constraints.

©THE MASTER TEACHER

Section III: Presenter Materials and Notes
Slide 12

For the class to flow smoothly, students must know your structure like the back
of their hand. Every class day, every unit of study, and each lesson is made up of a
number of parts. These parts of class are held together in a particular structured way.

The way these structured parts are arranged or put together can be smooth or rough,
and they can form good transitions from one class activity to another—or the transitions
can be fractured and clumsy.

It’s in the interruption between lesson parts that time and focus are lost, student confu-
sion is born, and behavior problems tend to arise.

Questions to answer:
What is important?
Who does what?
Who is in charge?
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©THE MASTER TEACHER
Slide 13

Better Teaching Through Better Classroom Management

Routine is the prescribed, detailed course of action designed to be followed reg-
ularly by both students and teachers. You have routines in your classroom for every-
thing from completing makeup work to asking questions in class.

Identify every important and frequent routine you employ.

The routine must consist of a set of customary and often mechanically performed proce-
dures or activities that students can learn, know, and follow. Whether it’s turning in a
paper, going to recess, going to lunch, or returning from an assembly, your routine must
include what and how students will do and the behavior you expect.

Johnson, Rice, Edgington, and Williams write: “Routine procedures address arriving in
and exiting the classroom, making transitions, turning in homework, and going to the
restroom. Daily routine procedures, such as keeping supplies organized and handling
paperwork, literally can make the difference between a smooth-running classroom and
one that seems disjointed.”
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____________________________________________________________________________ ©THE MASTER TEACHER
Section III: Presenter Materials and Notes
Slide 34

Promoting Self-Management
Allow 20 to 25 minutes for this activity.

Have participants work with a partner to plan an activity that promotes self-manage-
ment. Remind participants of the key skills students must possess to manage work. Tell
them that their activity should focus on one of these skills. After the pairs have finished
preparing their plans, have them gather into larger groups to discuss their activity. The
group should then discuss what will and will not work in this activity.

If time allows, share well-worked activities with the entire group. Discuss the problems
groups encountered when creating self-management activities.

Debrief: Tell participants that the opportunity to promote self-management skills

comes up constantly. Self-management skills can be taught during any activity, ranging
from small classroom tasks to large-scale research projects.
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©THE MASTER TEACHER
Section V: Post-Class Materials
“Think About It” Exercise
Have staff complete this exercise to begin implementing what they learned
during the workshop. Distribute this document to staff by attaching the file to
the Next Day Follow-Up Email, or make copies for the staff.

1. Describe how you established control and order in your class prior
to the workshop. How effective were these classroom management
strategies?
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2. What tools, in addition to those covered in the presentation, will

you need in order to maintain a controlled and orderly classroom?
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3. Are there any department or schoolwide management initiatives

that you would like to see implemented?
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