Classroom Management Key Components

Area #1: Procedures/Structures/Routines

● Beginning Routine/Start of Class- Students will put away their coats, bookbags, and any other
personal items in their locker. As students are entering the classroom I will greet the “Good morning
(student name). Displayed on the board will be “Get Started” this will a small activity they can
complete while they wait for me to take attendance.
● Quiet/Attention Signals- When I need to get student attention I will say, “Give me five. Eyes are
watching, ears are listening, lips are zipped, hands and feet are still.”
● Physical Transitions (groups, pairs, labs, activities, carpet)- Students will be called by
pods, rows, or tables to transition (it just depends on the seating chart we are using at the time).
Groups can be chosen by drawing sticks, who they are sitting close, or an online took such as Wheel
of Names (https://wheelofnames.com/).
● Dismissal or Lining Up- Students will be dismissed or asked to line up based on who is
representing or following the directions. To make fun and engaging I can say, “Whoever plays soccer
can line up” or “Students that favorite ice cream is strawberry.” These techniques would especially be
important to use at the beginning of the school year when you are getting to know students.
● Non-Verbal Cues (visuals, hand gestures, music)- Visuals, hand gestures, facial
expressions, body movement and posture, eye contact, touch, space, and pauses are all examples
of non-verbal cues. They all can be used in the classroom to reinforce actions and procedures in the
classroom.
● Giving Directions- Directions can be given in multiple ways. They can be written on the board,
given a physical copy (i.e. slip of paper with directions on it), visually stated, modeled, or can be
repeated by students. After reading off the directions it is important to check for understanding.
● Checking for Understanding- The teacher can check for understanding by asking students to
signal how they are feeling with a thumbs up, thumbs down, or thumbs sideways. Teachers can also
travel around the room and check in with students to see if they have any questions.
● Holding Ground/No Arguing- For older students (or younger) I like the idea behind “Arguing
Appointments'' or “teacher student conversation pass” both of these procedures give time to think,
but also allow for a private conversation to be had with the teacher. It gives students and teachers
time to step away from the disagreement and the revisit in private with a clear mind,
● Raising Hands to Speak- I will remind students the appropriate way to get my attention is by
raising their hand. I will praise the students that follow directions and raise their hand.

“A teacher is one who makes herself/himself progressively unnecessary” -Thomas Carruthers (Smith and
Dearborn 102). As teachers we strive to get to a certain point in the year where students can perform and do
task without much direction, they know the expectations and procedures without any reminding. This can be
accomplished through many techniques and procedures, however the most prominent is through the use of
auditory (tell you), visual (show you), and kinesthetic (you do it). To get to the point that Thomas Carruthers
talks about, teachers need to begin teaching procedures on the first day of school, which I will do. After the
first day it needs to be routinely taught and reviewed every time the procedure is performed. Throughout the
process I will offer students feedback and support, but slowly scaffold my support to the point where the can
perform it on their own.”

Area #2: Engagement & Participation

● Variety (three or more activities per hour)- In the classroom it is essential to change up
instruction throughout the day, especially since there are multiple different learning styles in the
classroom. In the classroom I will have discussion time, teacher instruction, small group, hands-on,
and independent work time.
● Collaboration (Students Talking/Peer Discussions)- Oftentimes students learn just as much
from each other, as they do the teacher. When it is at appropriate times students need to be
encouraged to share their thoughts with each other, when this occurs students see others point of
view.
● Movement (two or more times per hour)- Movement is an essential part of creating the best
classroom environment. This can be worked into the classroom by having mini brain breaks
throughout the day. An example of this would be yoga, it is calming but still gets the body moving. It
stimulates brain cells and gets the blood pumping!
● Total Participation (all students think, write, share, or answer simultaneously)-
Creating opportunities in the classroom where all students participate is essential, it helps gauge an
understanding of where students are at in their learning. Students can share their thoughts through
online resources such as a discussion board on Nearpod or Google Classroom. Another technique is
having students voice their answer all at once.
● Rigor (higher order thinking and tasks required)- In the classroom we need to create an
environment where critical thinking and analyzing is supported and welcomed. Our assignments
need to be a representation of how students are going to apply their knowledge in the real world.
● Instruction (explain, model, guided practice, independent practice)- During my teaching
experiences I have become a fan of the I Do, We Do, You Do approach, this is where the teacher
models it first/explains, then it is performed together, and finally the students try it on their own.
● Questioning/Probing- It's important to ask questions in the classroom that support higher level
thinking. Oftentimes students like to give one word responses. I try to expand their thinking by asking
“Why do you think that?” “Can you give me an example?” “Tell me more.” It is also important to give
students enough time to think through their responses.
● Group Work (roles and productivity)- I think collaboration/group work in the classroom is
essential, through this students can learn to work with a variety of people and experience different
thought processes/opinions. Each group member should be assigned a different role that leads to
the goal of the overall project. Groups can be flexible; they can either be heterogeneous,
homogenous, or mixed depending on the outcome of the project. In group work a variety of different
learning styles should be welcomed so they can learn from each other.

A key aspect in the classroom environment is class participation and engagement is essential. In the
classroom I like to build on knowledge students already have so they feel more comfortable sharing their
thoughts and experiences. Throughout my student teaching experiences I have observed that students enjoy
using white boards or smart pals to share their responses, this is also a great way for determining what skill
or concept students are struggling with without singling them out. I also have found building off of their peers'
thoughts is another great way to keep students engaged. For example this can be done by asking questions
such as “How did you get that answer?” “Do you disagree or agree?” “I disagree or agree with ____
because…” “To add on to what ____ said…” “Does anyone who hasn’t spoken care to comment?” During
these discussions my role is to guide them, they are the ones building off of each other's thoughts and adding
to the conversations.

Area #3: Rapport/Connection

● Teacher Warmth/Friendliness/Approachability- When students feel like they are valued in
the classroom, they are more likely to participate and less likely to act out.
● Teacher Enthusiasm/Energy/Excitement/Joy- Each day is a new day, an opportunity to do
better then last with a clean slate. Teachers need to demonstrate this in the classroom by welcoming
each day with a smile and a positive attitude. In the end students will work just has hard to receive
this reaction too.
● Teacher Humor/Laughter- The classroom isn’t meant to be serious all the time. Laughter should
be welcomed whenever possible, it boost the mood and creates positive energy.
● Teacher Knowledge of individual students’ interests- Teachers should work hard to get to
know their students throughout the school year. Students love to see their teachers at basketball,
volleyball, football, hockey, dance and soccer games (any activity the student takes great pride in).
Recognizing their interests and accomplishments shows students that they are valued.
● Teacher Respect and Appreciation for students- Respect must be given from both parties in
the classroom. All students need to be shown respect for who they are and what they believe in.
Once students know they are respected and valued, they will reciprocate those feelings.
● Teacher Encouragement of students- Every student in the classroom, no matter the level they
are at, needs to be encouraged at all times. Doing their best work should always be encouraged.
● Teacher sensitivity to student cultures and backgrounds- It is important to recognize
all students' cultures and backgrounds in the classroom. When students enter the classroom they are
coming from all walks of life with different situations, beliefs, cultures, struggles, and hardships. We
must take the time to learn about the students that are entering our classroom because what can be
seen as a sign of respect for some, for example eye contact, might be a sign of disrespect for others.
When we show students that their culture and beliefs are valued, welcomed, and relevant in the
classroom it creates a more positive learning environment.

Getting to know your students for who they are as both a student in school and a person out of school plays
a huge role in the tone of the classroom. When students can see and feel they are valued they will put effort
into the classroom. It is important that each student knows they are valued and cared for in my classroom. In
my classroom we are a family and we value all the qualities that make us unique and who we are. I show
students I care and value them by greeting them at the door each morning by their name (“Good morning,
______). Get to know each student's name as soon as possible. Greeting students in the morning like this
sets a warm inviting tone for the rest of the day, week, month, and year. At the end of the day I try to
acknowledge each student, thank them for working hard and then tell them to have a great night.
Area #4: Behavior Intervention/Consequences
● Regular use of gentle redirects (proximity, warnings, the look)- Sometimes when
redirecting a student the most simple of acts makes a huge difference. When a student is beginning
to misbehave I begin to close the proximity between us slowly to let them know I am watching and
paying attention. Another strategy I like to use is a gentle tap on the shoulder to redirect their
attention to the activity we are completing.
● Consequences are reasonable and equitable- In order to create the best classroom
environment certain rules need to be followed, and if not followed they certain consequences need to
be put into place. When I develop a classroom with my class I think it is important to develop them
together, that way we are all on the same wave with expectations etc. It is important to create visuals
for the students that represent these rules. For example, showing the rules for using the restroom. I
will be sure to review this rules often with my students.
● Consequences are given as choices (you have a choice right now...)- When giving
consequences I have learned that students like to have a choice or say in the matter, so I try to do
that as much as possible. I like to say, “You can complete this right now or you can complete it after
school.” I try not to put recess on the table because it is important that students take their recess time
to move around and clear their head.
● Teacher uses soft eyes, soft voice during conflicts- Facial expressions are another
non-verbal cue that is used in the classroom often. In the classroom, I try to soften my facial
expressions as much as possible since it plays such a role in how students respond in any given
situation. Students can sense when we are angry and in turn will respond in the same manner.
“When our frustration spills in our voices and body language in the classroom students feel it (Smith
and Dearborn 73).
● Teacher is firm, but also calm and compassionate (doesn’t yell or intimidate)- This is
an area I continue to work on. I am calm and compassionate, but I continue to try to do better in
remaining firm and budging from my decision. “In making a choice in our role as a teacher (or
coach), it helps to anticipate what the ramifications our decisions will be (Smith and Dearborn 77).
This reminds me to always stay firm in the decisions I make in the classroom.
● Consistent follow through with consequences once they are earned (doesn’t make
the same request over and over)- When making a request to the class I have a three strikes in
your out type of motto. If I ask students three times to do something and it is not done then I will give
out a consequence. When this happens I call the student back to my desk or have a conversation
with them there. I ask them to remind me what the directions were, I then ask them to tell me if they
think they were following the directions.
● Arguments/debates are delayed, done in private- In the classroom when a situation begins
to arise between a student and myself I keep the conversation as private as possible. I simply just
ask the student, “Please come see me in the hallway” or “Can we visit after school, please.” This
gives the student, and I time to regain our thoughts as to how best to deal with the situation. But has
the extra cushion of doing it in private so others do not overhear.
● Progression up hierarchy is swift but fair- “When we assume the best about our students, we
see consequences as a way to accelerate their growth (Smith and Dearborn 209). As situations arise
in the classroom it is important that we assume the best about our students and see how the
consequences can benefit them as a student and a person. It is important that these consequences
range from simple to more complex, they should all have: be natural and/or logical, provide some
 wiggle room for the teacher, stay within the teacher’s comfort zone, and be specific and concrete.
When giving consequences they need to match the situation that it was given for. For example, we
can’t send students to the principal's office for speaking when the teacher was.

Behavior interactions and consequences is an area I continue to grow in each day. Each day is a new
experience and situation that I haven’t had to deal with the day before, and adds an extra layer with different
students and their behavior. I am an explainer, I over explain most times, so I have been aware of the times
when I need to just stop saying, “No” and move on. If I feel like a student needs an explanation on why that is
my decision then I will come have them visit with me in private. It gives the student a voice in the situation, as
well as, giving them ownership/responsibility for their actions. When both teacher and student work together
they are creating the best resolution to the situation. I am still learning and growing each day. I am willing to
take suggestions and put in the work to become the best possible teacher for my students.

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