Classroom Management Resource Guide!

Fiona Fogarty !

Rationale: Why should we create a proactive classroom management plan?!
In any classroom" preparation is a key component in learning# As teachers" it is our job to create a safe and e$ective learning environment that remains %exible to each student&s changing needs and learning styles# As the teacher prepares a comfortable and e$ective learning environment" a classroom management plan is also imperative because student actions will be a direct re%ection of their environment# Teacher preparation acts as a predictor" so that the class is ready for whatever comes up# '! Important Teacher Dispositions! Open)mindedness ! Equity! Flexibility ! Communication!

(#! *#! +#! ,#!

What all students need!
Before students can focus their energies on learning" it is important that their basic needs are met# ! These basic needs are survival" love and belonging" power" freedom" and fun# !

Survival refers to each student&s need to thrive and live safely within the classroom and within the school# Students need security in school arguably more than they need it at home# Security and consistency in school will create an environment where students can have their basic needs for survival met# Without a sense of security" learning would be minimal# '!

Love and belonging in the classroom creates a sense of community and furthers respect# ' The teacher can create love and belonging by -rst making the classroom a safe space to let each student be herself or himself# This can be achieved through community building activities that promote acceptance and tolerance among students# The teacher can also display himself or herself as non)judgmental and open)minded# It is so important for students to feel enough of a sense of belonging to be themselves amongst peers and teachers#!

Children and adolescents have little power over many things in their lives# By empowering students to make their own decisions" teachers can build con-dence and instill passion for learning# Without power" students will feel defeated and insigni-cant# Something as simple as the power to choose can make a big di$erence in students& lives# It shows trust and gives students a sense of purpose and worth# Teachers can give students jurisdiction over classroom policies" have students lead a class" and provide di$erentiation in assessments# !

Freedom in the classroom goes hand in hand with power# While students should have power over some aspects of their education" they should also have a sense of freedom# Freedom of thought and freedom of action are key# Students should be free to create their own meanings and to be themselves# Freedom in the classroom can be hard to manage because sometimes freedom can lead to mismanagement# Especially in adolescence" students must be able to exercise some freedom in school#!

Fun in the classroom is essential to relating material to students& lives# Outside of school" students will be addressing the need to have fun as much as possible# If we can provide some of that fun for them in school" they may become more engaged and committed to being a member of the school community# What is fun for some students may not be fun for others" so establishing a community based on interests and common understandings is essential# Many of us can remember some fun times in school . -eld days" school trips" etc# Even recess and lunch are fun for students because they can interact socially with one another" hopefully in a safe environment# !

While even the most resilient classroom students still have the need to learn" a student&s basic needs must be met simultaneously with the need to learn# The nature of being a teacher requires us to wear many hats# Many of us will spend more time with our students during the week than they will spend with their families# We cannot meet the need to learn without meeting other basic needs -rst# !

Classroom Floor Plan!
Every classroom teacher should have a plan for how the learning space will be organized in order to heighten learning e$ectiveness# The %ow of tra/c in a classroom" the accessibility of materials" and the seating arrangement all have an impact on students& level of learning and distractedness# !

0Implementation of strategies that in%uence students to make good choices" rather than ones that attempt to control student behavior1 is wisest 4Fisher" *22+5#!

0The physical environment can play a big role in enhancing or impeding students& learning1 !
)Barnett" *223 '!


Low wall shelves with materials!

Teacher Desk!


Moveable work tables with computers!


hairs! &C

Table & Chairs!

Table &

Chairs !

Table & Chairs!

Table & Chairs!

Coat Rack!


Teacher Table & Chair" small workspace!





Door to hallway!

Comfy! Chair!

Managing Instructional Time!

Types of Time!
Allocated time:' total time for teacher instruction and student learning! Instructional time: time teachers are actively teaching! Engaged time: time students are involved in a task! Academic learning time: time teachers can prove that students learned the
content or mastered the skill !

I#! Beginning Class!
At the beginning of class" students! will work individually to read or! write based on a prompt that will ! be written on the board# I will also! stand in the doorway to instruct ! each student on what to get! started on# My hope is that an! anticipatory set will become a ! classroom routine" to be checked ! for participation points and ! randomly collected to ensure ! students engagement# Once in a ! while" I will have a video or a song playing for students to respond to#!

II# Ending Class!
At the end of the class period or at the end of the day" to prevent students from packing up early and losing touch with instructional time" I would have them pack up early without leaving their seats# I would then provide an exit ticket activity and require a response from each student before leaving the room# I suggest allotting 7)(2 minutes for this strategy# !

III# Taking Attendance!
Attendance will be taken while I check bell ringers or exit slips# I can either walk around with a clipboard in the beginning of the class as I check student homework or check students o$ as they leave the room at the end of class#!

IV# Distributing & Collecting Papers!
I will have a box in the front of the room where students can drop o$ their work for some assignments" and this can be done as soon as they walk in the door# I can also physically collect work while I am walking around during the bell ringer and the attendance#!

V# Transitioning to a New Activity !
To aid the class in transitions" I will check for understanding from the previous section and then segue into a new activity by providing a new anticipatory set or by reviewing directions# I will also ask for student input and feedback so that they can remain engaged and not get lost#!

VI# Entering and Exiting the Room!
Students will enter and exit the room primarily at the beginning and the end of the class# While they will trickle in in the beginning based on their schedules" I will control end)of) class tra/c by having students work on exit tickets a8er they have packed up and have them hand me their slips upon leaving# Each student may leave the class period one time per day for bathroom use or other personal needs#!

VII# Redirecting Students& Attention!
Redirecting students& attention can be done through providing suggestions" pairing students up for collaborative work" or taking a student away from a collaborative e$ort and providing them with a more individualized plan for a classroom activity" when needed#!

IIX# Incomplete" Late or Missing Work!
If students come into class with incomplete" late" or missing work" they should not be penalized" but rather they should be supported in order to -nish this work e$ectively# Students can either be provided with class time or stay a8er school to complete missing work# However" if missing work is not made up in ample time" the students& grades will re%ect their failure to show progress# !

IX# Unpreparedness !
My policy for unprepared students will be that for each item them forget" they will need to leave something with me in turn for a classroom material" i#e# a pen# If a student needs to borrow a pen" I will hold on to something of theirs until the pen is returned#!

X# Pencil Sharpening!
Students may only use the pencil sharpener when they are instructed to move about the room# If a student needs a new pencil in the middle of instruction" I will pass them a portable pencil sharpener or have numerous sharpened pencils available#!

XI# Putting Students into Groups!
To put students into groups" I will either have them get together with people they are sitting with or hand out coordinated index cards and have students -nd which groups they are in 4famous pairs and trios5# Students might try and change cards to be with whomever they like" but I can write their names on the cards as well as something that they must group together in order to manage the groups#!

Fiona’s Classroom Rules !
(#! No speaking when someone else is speaking# ! *#! Look attentive" listen attentively# ! +#! Treat others with respect 4the way you want to be treated5# ! ,#! Safety . for yourself and others# ! 7#! Always do your best# ! 3#! Participate & use your voice# ! 9#! Respect everyone&s beliefs and opinions# ! :#! Leave the room only once per class period" if you need to# ! ;#! Be positive and encourage your classmates#! (2#!Believe in your strengths and improve on your weaknesses# !

Rules will be enforced via classroom discussion" collaborative additions or omissions to the rules and by being visible and prominent around the learning environment# !

Team Building Activities !
(# Low Ropes Course!
Working with a team on low ropes activities does great things for team building and building understanding between peers#' Each activity on a low ropes course varies" but most of them require trust and teamwork# In order to participate in a low ropes activity" a class would need a licensed facilitator to lead each activity# The Challenge by Choice philosophy of the low ropes course" 0enables every participant to experience their own success in the context of their own aspirations1 4Adventure Associates" *2(25#!

*# Step Up to the Line !
This activity can be done right in the classroom and is a good activity for the -rst day# A set of questions is needed" and nothing else# The teacher can even use this activity at multiple times of the year and make the questions more and more in)depth as the class gets to know one another# The teacher asks all students to stand in a line facing one side of the room# The teacher poses a question6statement" such as" 0step up to the line if you have ever felt lonely#1 Students will step forward and observe who is with them and who has remained behind them# At the end of the activity" the class can talk about things that they learned about each other and how the activity made them re)evaluate their relationships and perceptions#!

+# Me Bags !
Each student is given a paper bag# They will go home and choose up to (2 items that represent a piece of their identity" then share with the class and explain their items# Students can even -nd and decorate their own bags to bring in# Laura Candler says that this is 0a perfect way to share information about each other1 4Candler" *2(25#! ,# Walk in Someone Else&s Shoes!
Students line up along one wall#'Along the opposite wall is a mixed up pile of everyone&s shoes#'On 0Go1" students run to the shoe pile" -nd a pair and put them on#'They go back to the other wall and stand in the shoes#'A8er" ask the students if they felt comfortable in shoes that weren&t their own#'Guide the discussion to other things that -t some people" but not everyone#'Discuss learning styles and how some people learn best by seeing" hearing" etc#'This helps students to see that everyone is di$erent#'It is a great way to deal with issues that may arise from modi-cations for students with special needs#'This activity may help them see that learning is a di$erent 0-t1 for everyone#!

7# Pass the Clay!
Materials include a large piece of clay and a whistle# Students are in small groups# The team leader shouts an idea for the sculpture# The -rst person starts the sculpture# When the whistle blows" the clay is passed and work continues# Vary time between whistle blows# Completed sculptures are shared with the other groups 4students can give a story with their sculpture5# Change the leader a couple of times# Discuss the activity a8erwards# Ask the students if anyone felt like they spent more time6e$ort on the sculpture# Does that ever happen when you&re working in groups for school? What is good6bad about being part of a team? Discuss how to work in a team equally# This is a great activity to practice collaborative working#!

3# Comic Strip Chaos <
Give each students a piece of a comic strip#' They have to -nd the other students with the same comic" and then arrange themselves so that the comic strip scenes are in order# Can be done silently#' !

9# Proverbs!
On +x7 index cards" write proverbs that re%ect the core values of your classroom# Each proverb should be written on * index cards# Pass the cards out to the students and give them a moment to read their proverb and make sense of it in their minds# Tell the students that everyone in the room has someone with the same quote# Let them mingle and talk to each other until they -nd the other person who has the same proverb and they will talk about its meaning and signi-cance# A8er the students have had enough time to chat with their partners" each group can share their proverb and what they discussed# The intended purpose of this activity is to encourage communication and collaboration skills among students as they work together to interpret proverbs# This might help them get to know each other as they discuss their viewpoints# You could also ask students to give one way in which the proverb could be applied to the classroom# !

:# Category Ball!
Materials: A ball 4soccer ball preferably5" a permanent marker# Categories 4 food" places" movies" books" activities" etc#5 are written in the section of the ball# Students will roll the ball to each other and they must tell something about themselves according to each category# Example: The student sees the category movies and says 0my favorite movie is Mary Poppins because…1 Students will begin to feel comfortable in their environment if they are discussing things that are comfortable to them#! (2# Balloon Factory!
Students will be put into pairs# One student is given the instruction to blow up the balloons and tie the string around it and hand it to the other student# The other student is secretly given a list of guidelines for the balloon and a tack: example: the card will say the balloon must be blue or yellow and handed to you with the right hand# If the balloon does not meet these two standards the balloon is popped# The idea of the game is that the pair with the most balloons wins# The purpose is to show students that success is not possible without knowledge of expectations# Without understanding the standards for the balloon it is impossible to understand why the balloon is popped and therefore impossible for the student to change the way the give the balloon to the other student#!

;# Koosh Toss!
Materials: at least 7 Koosh balls# Students must throw the koosh ball to another student and catch the ball from a di$erent student# Students must remember the pattern in which they threw the ball# Once a pattern is established with one" the teacher will add another# This continues until students -nd they are having trouble throwing the ball before they must catch the next# The balls are not allowed to hit the %oor# Purpose: teambuilding# Students will have to problem) solve to make sure none of the balls hit the %oor and the pattern is maintained# Ideas may look like this: throw the ball slower" don&t throw the ball until the other person is ready to catch it" say the person&s name you are throwing it to…etc#!

Preventions for Disruptive Behavior !
Reinforcement: a way to strengthen productive behavior and weaken unproductive behavior# The environment is used so that productive behaviors are rewarded and unproductive behaviors are not# ! Positive Reinforcement: following'a behavior with something needed or wanted by students" the positive reinforcement must be meaningful" speci-c" and immediate# ! Negative Reinforcement: not a punishment but an adverse stimulus" ! a choice is given# ! Nonverbal Reinforcement: facial expressions 4teacher look5" eye contact" gestures" proximity" removing distractions" waiting" and recording student behavior# ! Verbal Reinforcement: using student&s name in a positive way" reminders6prompts6 cues . given quietly and privately" not a discussion" ! could be given generally to the whole class# ! Extinction: a behavior followed by no reinforcement: ignoring if possible"! not engaging right away# !

Interventions for Disruptive Behavior!
Provide multiple opportunities for the student to control his6her own behavior# ! Be sure you and6or the student are not disrupting the class# ! Minimize confrontations# ! Demands: tell the student exactly what to do privately and quietly" speak assertively not aggressively" use few words as possible" avoid sarcasm" don&t threaten" don&t ask rhetorical questions# ! Consequences: holding a student accountable for his6her behavior" directly related to what the student did" protect the child&s dignity# ! Possibilities: restitution" restoration" restriction" re%ection" student choice of consequences" and6or posting of consequences intervention plan# Be sure the student understands the behavior and why it is inappropriate#! Outside resources: principal" school psychologists" other professionals# !

15 Strategies for " Effective Classroom Management !
(#! Monitoring! *#! Modeling! +#! Environmental control! ,#! Talk to your students! 7#! Organization! 3#! Instructional planning! 9#! Have a gathering activity! :#! Keep everything in focus! ;#! Show empathy! (2#!Be relatable but professional! ((#! Di$erentiate Instruction! (*#!Use direct instruction lesson models! (+#!Meet basic student needs! (,#!Ask a student" 0Are you okay?! (7#!Establish democratic rules and procedures!

Works Cited!
Adventure Associates# 4*2(25# Low Ropes Courses# Retrieved from ! !http:66www#adventureassoc#com6team6ropes)courses6low)ropes#html! Barnett" Lynn# " Bransford" John D#" Cadwallader" Lynn#" Cra8" Elaine C#" Haley" Mary! !Ann#" Harris" Allatia#" Hause" Ellen#" Jones" Donald#" Nelson" Norman E#" Stiehl"! !Ruth#" Wilson" Cynthia#" & Woodell" Jim# 4*2235# Getting Results: A Professional Development !Course for !Community College Educators# Creating a Community of Learners! WGBH Educational "Foundation# Retrieved from http:66www#league#org6gettingresults6web6module(6diversity6 !build_space_learning#html! Ben Johnson# 4*2((" January ((5# The Most Important Need: The Need to Learn! !=Web blog># Retrieved from http:66www#edutopia#org6blog6need)to)learn)most)important)ben) !johnson# 4*2((" January (*5#! Candler" Laura# 4*2(25# Creating a Caring Classroom# 'Retrieved from! !http:66www#lauracandler#com6strategies6caringclass#php! Erwin" Jonathan# 4*22,5 The Classroom of Choice: Giving Students What They Need ! "and Getting What You Want# USA: ASCD#! Fisher" Jan#" Hoover" Ginny#" & McLeod" Joyce# 4*22+5# The Key Elements of Classroom ! "Management: Managing time and space! student behavior! and instructional ! "strategies# Alexandria" VA: The Association for Supervision and Curriculum! !Development#! Pass The Clay Game# 4n#d#5# Team Building Portal $ Activities! Games and Articles# ! !Retrieved January *2" *2((" from http:66www#teambuildingportal#com6games6pass)clay! Team Building Activities to Help Create a Sense of Community in Your Classroom# ! !4August (3" *22+5# Retrieved January *(" *2((" from http:66www#docstoc#com6docs6,9:+9936classroom) !team)building)activities!

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