Classroom & Behavior Management by Milkyas Solomon

Class Room &
Behavior
Management
www.thinkafricabusiness.com
Why
Class Room & Behavior ?
What is Classroom
management?
All Of The Things That A Teacher Does To Organize
Students, Space, Time And Materials So That Instruction In
Content And Student Learning Can Take Place.
Major Goals…
– It’s effective discipline
– It’s being prepared for class
– It’s motivating your students
– It’s providing a safe, comfortable learning environment
– It’s building your students’ self esteem &
– It’s being creative and imaginative in daily lessons
Why is it different for
EVERYONE?
Teaching Styles
Personality/Attitudes
Student population
Not all management
strategies are effective for
every teacher
So, try different strategies to see
if they work for you
Why is Classroom
Management Important?
 Satisfaction and
enjoyment in teaching are
dependent upon leading
students to cooperate
 “Classroom management
issues are of highest
concern for beginning
teachers”
What Is Human Behavior?
• The capacity of mental, physical,

emotional, and social
activities experienced during the
five stages of a human being's life -
prenatal, infancy, childhood,
adolescence, and adulthood.
• Includes the behaviors as dictated
by culture,
society, values, morals, ethics, and
genetics.
Disruptive And Non
Disruptive Behaviors ?
Off-Task/Non-Disruptive
• Quietly blend in while doing nothing,
• Spend a lot of time looking through things
• Say they are getting to the task and produce
few results
• Quietly mumble, hum, or make slight sounds
to self
• Day dream, look out window, around the
room,
• Play with things in desk, backpack, in folders,
etc
• Draw or do other tactile activities while
lesson is being presented
Disruptive Behaviors
• Arriving late
• Chit-chat during lesson
• Ringing cell phones and cell phone
conversations during class
• Classroom discussions hijacked and
monopolized by one student
• Disrespecting other student viewpoints
• Ridiculing the instructor's presentation
• Sleeping in class,
• Offensive individual hygiene issues, i.e., body
odor
Principles For Successful
Classroom Management
• Deal with disruptive
behaviors but also manage to
minimize off-task, non-
disruptive behaviors
• Teach students to manage
their own behavior
It is more natural to be off-task

than on!!!
Student Behavior!
Who is Responsible??
Triangular Role On The
Student Behavior
Family
Behavior
School Peers
We can trace out-of-control
behaviors to a variety of
factors…
• The Physical And Emotional
Climate Of The Child's Home
And Neighborhood
• The Amount of Stability And
Consistency In The Child’s Family
• The Parenting Styles Of The
Child’s Parents
• The Power And Influence Of
Peers In A Child’s Life
• The positive and negative
role models available to
the child
• The child’s exposure to
violent media
• The child’s emotional and
physical health
• The child’s own attitude
toward his/her anger
• parent’s divorce
• The average child has

watched 8,000 televised
murders and 100,000 acts
of violence before
finishing elementary
school (American
Psychological Association)
Characteristics Of A Well-
managed Classroom…
• Students Are Deeply Involved
With Their Work
• Students Know What Is Expected
Of Them
• There Is Relatively Little Wasted
Time, Confusion,
• The Climate Of The Classroom Is
Work-oriented, But Relaxed And
Pleasant.
• A Task Oriented Environment
• Is Ready And Waiting For
Students www.thinkafricabusiness.com
A Dangerous Educator…
• Believes that this job is not about relationships

• Believes that this is just a job, and when the school day is over,
the work’s all done.
• Believes that he/she can handle any situation, alone.
• Believes that all these kids need is “a good whipping’.”
• Believes that what he/she does outside of here has no bearing
• Never makes time to just sit and listen
• Believes that this kids have no right to be mad
• Believes that he/she can’t make a difference
• Believes that punishment is more effective than discipline
A Dangerous Educator…
• Thinks you shouldn’t smile until …..

• Believes that morality and values should
only be taught at home
• Sees the act, not the young person behind
it.
• Believes that strict adherence to the rules is
the most important goal of any child’s
day.
• Forgets he/she is modeling.
Determine Your Beliefs?
• It's not my job to discipline.”

• “I'm here to teach.”
• “In my day…"
• "That kid is just bad.”
• “He/She 'll never change."
What is Behavior
Management?
• Behavior management is a larger concept
than discipline.
• Discipline is implemented after a problem
occurs whereas behavior management seeks
to prevent problems in the first place.
PUNISHMENT
VS.
DISCIPLINE
Punishment
Why Do We Punish?
– Because It Works
• Punishment Is Effective For
Approximately 95% Of Our Students
– It’s Quick
• Punishment Produces A Rapid (But
Often Temporary) Suppression Of
Behavior
– It Requires Lower Level Thinking
Skills.
• D: Strives To Replace An
Unwanted Behavior With
A Desirable Behavior
• P: Takes Away A Behavior

By Force, But Replaces It
With Nothing
• D: Is Firm And
Consistent, But
Peaceful
• P: Inflicts Harm In
The Name Of
Good
• D: Positive
Behavioral Change Is
Expected
• P: The Worst Is
Expected, And The
Worst Is Often
Received www.thinkafricabusiness.com
• D: The Youth may be Angry At Fist, But
Calls For Self-evaluation And Change
Rather Than Self-degradation
• P: Agitates And Often Causes Anger

And Resentment On The Part Of The
Child (Which May Have Caused The
Behavior In The First Place).
• D: Takes Time And Energy
But Consequences Are
Logical And Encourage
Restitution
• P: Is Immediate And High-

impact But Is Hardly Ever
Logical
• D: Allows Child To Rebuild
Self-esteem
• P: Damages Fragile Self-

esteem
• D: Disciplinarian Is In Control
Of His/Her Own Emotions
• P: Allows Anger To Be
Released Physically By
Punisher, Allowing For
Dangerous Loss Of Control On
Adult’s Part
• D: Is Not Threatening,
Dangerous Or Abusive
• P: Can Be Physically
And Emotionally
Dangerous
• D: Allows For Reflection
And Restitution
• P: Does Not Allow The

Child To Make Up For
His/Her Behavior
• D: Is Caring But Takes
Time And Planning
• P: Is Often “Off The

Cuff” And Emotionally
Charged
Behavior Management 14
Principles
Change Parents
Choice. Assigning blame
Symptom Structure
Reacting and Proactive Expectation
Consistency! Planning
Engagement Golden Rule
winning the battle Making Mistake
www.thinkafrica
business.com
1. Give It Time
Lasting change takes

time.
Behavior is a habit.
* Think of a bad habit

you have overcome, or
one you still have.
Lasting Change Takes Time
2. Choices
You cannot make anyone

do anything unless they
choose to cooperate.
* Children allow us to do
what we do in our
classrooms.
Ex: "You can choose to get on task
and work with your group, or you
can choose to sit over here by
yourself, fill out a reflection sheet,
and take an F on the assignment
for the day. Of course, I will have
to inform your parent if you
choose the latter, but it's still your
choice. You know what is best for
you."
3. Behavior
• Behavior is a symptom of other issues.

A response to something inside the
classroom:
• Other students, Teachers
• Assignment/classwork (content or
structure)
• A response to something outside of
your classroom: Home, Other classes,
Other teachers, Hallway issues,
Neighborhood
There is always a reason for what is
occurring. There is always a goal
behind every behavior:
• Attention, Power, Revenge,
Avoidance of failure
• Address the behavior, but
investigate to figure out the cause.
If the cause is not addressed, the
problem will continue.
4. Reacting
Reacting to a problem
generally escalates the
problem, while being
proactive usually helps to
deescalate or avoid the
problem in the first
place.
What do the following
common teacher
reactions accomplish?
* Yelling
* Arguing with students
* Criticizing the student
* Throwing students
out of the roomwww.thinkafricabusiness.com
5. Consistency
We Often Shoot Ourselves In The

Foot By Having Too Many Rules
And Failing To Enforce Them.
• Minimum Rules With
Maximum Consistency Is The
Best Guideline.
• A key factor is consistency.
Rules and consequences should
be consistent in the classroom,
across the grade level, and
throughout the school.
Create, direct teach,
practice, and reinforce clear
procedures for everything
that needs to be done by
students in your classroom.
Establish clear routines in

your classroom.
Procedures and Routines
When procedures are

With your neighbor,
identify at least one explained, rehearsed, and
procedure in your
classroom that reinforced, they eventually
needs some
“construction.”
become routines.
Discuss some ways
to improve the way
in which you teach
your students this
procedure to make
it routine.
Three Steps to Teach Procedures…
1. Explain. State, Explain, Model, And

Demonstrate The Procedure.
2. Rehearse. Practice The Procedure Under
Your Supervision.
3. Reinforce. Reteach, Rehearse, Practice,
And Reinforce The Classroom Procedure
Until It Becomes A Student Habit Or
Routine. www.thinkafricabusiness.com
A Smooth-running Class Is The
Responsibility Of The
Teacher, And It Is The Result
Of The Teacher’s Ability To
Teach Procedures.
Ponder This…
• You Don’t Build Your Football

Team On The Day Of The
Game.
• You Don’t Drill A Well When

You Get Thirsty.
• And You Don’t Discuss

Procedures Once An
Emergency Has Begun.
Eg. Fire, earthquake
6. If students are engaged,
they are not causing
trouble.
How can students misbehave if
their attention is focused on
something productive?
Engaging, high-interest, relevant

lessons are the positive to acting
out.
7. CHOOSE YOUR BATTLES
You Can Win The Battle But

Lose The War. Choose Your
Battles Wisely.
* You May Be Able To Bully A

Child Into Submission, But At What
Cost?
* Ongoing, Intensified Behavior

Problems May Result.
* Think before acting.
* Seek long-term solutions.
* Ask yourself, "Will this action/response
help or hurt the situation in the long-
run?“
“Go to the office!!!!” should not be the
first response unless the offense is totally
reprehensible, dangerous, thoroughly
disruptive and against a hard and fast
school rule.
8. Parents
• Parents can be allies or

enemies
• Despite children's
protestations to the
contrary, parents are still
the primary influence in
their children's lives.
Make a POSITIVE contact
with the parent or
guardian early in the year
BEFORE any problems
arise.
When talking with parents

about a discipline problem,
focus on behaviors that
need to be addressed:
9. Blame
Assigning blame is ineffective.
Assigning blame is nothing

more than passing the
responsibility on to someone
else.
At the end of the blame game,
you're still faced with a
PROBLEM!
10. Structure
Children need structure.
Children WANT and NEED

normalcy in their lives.
CHAOS begets CHAOS.
If children are physically

and/or mentally challenged
by an uncertain, unclear, or
unstable environment, they
feel out of control.
• Implications for the Classroom
* Teach routines and
procedures.
* Create order in your
classroom.
* Physical arrangement of
furniture
* Organization of materials
* Traffic patterns
11. Expectations
Students rise or fall

according to our
expectations.
* If the teacher doesn't

think the kid can behave
or do the task, who is
the child disagree?
Make expectations clear
and explicit through
classroom rules,
routines, and
procedures.
Make expectations clear

and explicit through
your verbal AND
nonverbal interactions
with students.
12. Planning
• The old adage, "Idle hands
are the Devil's workshop," is
true.
• Kids seek to entertain
themselves during
downtime, and many
problems can occur during
these periods of time.
* Always, always, ALWAYS plan ahead of time.
* Create a file of, "If you finish early" activities
that students can access when they complete an
assignment. (Word searches, magazine articles,
puzzles, etc. are great and easy!)
* Start class with a "bell ringer" or opening

activity for kids to do while you take attendance
and collect your thoughts and materials.
(Quizzes, journals, problems, etc.)
13. Do Unto Others
• Do unto others as you

would have them do
unto you.
• We want to be
respected and trusted;
so do the kids.
14. Adults Make Mistakes, too!
We ALL make mistakes.

Think of a mistake you have made in
your life. *Does your mistake mean you
are stupid?
* Should we treat you as if you were

going to make the same mistake over
and over again?
Mistakes are an opportunity to grow

and learn, and sometimes we need help
from others in that task.
Don't hold a child's mistake
from September against
him all year long. Assign a
natural consequence and
give the child another
chance.
Remember that students

are still children, and they
have many mistakes ahead
of them in their lives. So
do we.
Behavior Management Tricks
1. Use humor to address your concerns and

avoid a conflict.
2. Eye contact
3. Teacher proximity
4. Call home/ Communicate
5. Ignore the behavior
(attention-seeking,
especially)
6. Mention the student's name while
teaching
Send a secret signal!
7. Give an I-message (When you_______

I feel _____ because _________. Please
stop.)
8. Do the unexpected (talk
to the wall, lower your
voice, change your voice,
etc.)
Michelle Rhee 9. Change the student's

seat
10.. Distract the student
(ask for assistance with
something, ask a
question, etc.)
11. Change the subject
12. Sing
13. TEACHER - STUDENT RELATIONSHIP
• Talking informally with students before, during and after class

about their interests
• Greeting students outside of school
• Singling out a few students each day in the lunchroom and
talking to them
• Being aware of and commenting on important events in
students’ lives
• Complimenting students on important achievements in and
out of school
• Meeting students at the door as they come into class and
saying hello to each child, making sure to use his or her name
first.
Effective Classroom
Management Begins
OUTSIDE
The Classroom Door.
15. Make Mistakes Okay
16. Recognize Positive

Behaviors
Techniques that Backfire
Raising your voice

Yelling
Saying "I'm the boss here"
Insisting on having the last word
Using tense body language, such as
rigid posture or clenched hands
Using degrading, insulting, humiliating, or
embarrassing putdowns
Using sarcasm
Acting superior
Using physical force
Drawing unrelated persons into the
conflict
Having a double standard -- making
students do what I say, not what I do
Insisting that I am right

Backing the student into a corner
Pleading or bribing
Bringing up unrelated events
Generalizing about students by making
remarks such as "All you kids are the
same"
Mimicking the student
Making comparisons with
siblings or other students
Rewarding the student
• Good Teaching Is Like Gardening. The
Most Important Part Of The Activity Is
Preparation Of The Soil So That Plants Can
Grow.
• The Rest Is About Providing Daily

Nutrients (Lessons) And Removing The
Weeds (Incorrect Information Or
Behavior).
The Challenge
SO...What's the challenge?
* We are human, and it FEELS GOOD to let
loose on a kid who is giving us grief.
Unfortunately, after we have gone off, the
problem still exists, is probably worse, and we
have provided a poor example of how to
handle problems for our students.

The Challenge
HOWEVER, when you remain calm, you
are in control. It diffuses the behavior of
the student.
A Teachers Story….
Resources
• Behavior http://cpt.fsu.edu/tree/behavior.html
• The Behavior Homepage
http://www.state.ky.us/agencies/behave/homepage.html
• Behavior, Motivation, and Self-Control
http://mentalhelp.net/psyhelp/chap4
• Behavior, Research, and Teaching
http://brt.uoregon.edu/
• Can Teach: Classroom Management
http://www.canteach.ca/elementary/classman.html
• Classroom Discipline Resources
http://7-12educators.miningco.com/msub49.htm
• Classroom Management
http://www.temple.edu/CETP/temple_teach/cm-intro.html
• TeachNet Classroom Management
http://www.teachnet.com/how-to/manage/
• Classroom Manangement
http://www.geom.umn.edu/~dwiggins/plan.html
• Classroom Management and Cooperative Discipline
http://pdts.uh.edu/~freiberg/cm/index3.html
• BehaviorAdvisor
http://maxweber.hunter.cuny.edu/pub/eres/EDSPC715_MCINTYRE/715Hom
ePage.html
• Middle School Diaries
http://www.middleweb.com/msdiaries01/MSDiaryEllenB46.html

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Class Room &

• The capacity of mental, physical,

It is more natural to be off-task

• The average child has

• Believes that this job is not about relationships

• Thinks you shouldn’t smile until …..

• It's not my job to discipline.”

• P: Takes Away A Behavior

• P: Agitates And Often Causes Anger

• P: Is Immediate And High-

• P: Damages Fragile Self-

• P: Does Not Allow The

• P: Is Often “Off The

Lasting change takes

* Think of a bad habit

You cannot make anyone

• Behavior is a symptom of other issues.

We Often Shoot Ourselves In The

Establish clear routines in

When procedures are

1. Explain. State, Explain, Model, And

• You Don’t Build Your Football

• You Don’t Drill A Well When

• And You Don’t Discuss

Engaging, high-interest, relevant

You Can Win The Battle But

* You May Be Able To Bully A

* Ongoing, Intensified Behavior

• Parents can be allies or

When talking with parents

Assigning blame is ineffective.

Assigning blame is nothing

Children need structure.

Children WANT and NEED

CHAOS begets CHAOS.

If children are physically

Students rise or fall

* If the teacher doesn't

Make expectations clear

* Start class with a "bell ringer" or opening

• Do unto others as you

We ALL make mistakes.

* Should we treat you as if you were

Mistakes are an opportunity to grow

Remember that students

1. Use humor to address your concerns and

Send a secret signal!

7. Give an I-message (When you_______

Michelle Rhee 9. Change the student's

• Talking informally with students before, during and after class

16. Recognize Positive

Raising your voice

Drawing unrelated persons into the

Having a double standard -- making

students do what I say, not what I do

Insisting that I am right

Bringing up unrelated events

Generalizing about students by making

remarks such as "All you kids are the

Making comparisons with

siblings or other students

Rewarding the student

• The Rest Is About Providing Daily

Classroom & Behavior Management by Milkyas Solomon

Classroom & Behavior Management by Milkyas Solomon