Classroom Management Key Components

Area #1: Procedures/Structures/Routines

● Beginning Routine/Start of Class - Students will come into class and sit at desks
quietly. If they are not ready by the start we will leave the room, line up, and start
again.
● Quiet/Attention Signals - Clapping routine, simon says, countdown from 5 using
hand.
● Physical Transitions (groups, pairs, labs, activities, carpet) - Students are going to
be called by the row of desks they are in to transition. If not in a row then by tables
and so on.
● Dismissal or Lining Up - Students will line up at the door, they will face forward, and
be quiet until they are ready to leave. (Or sit down back at desks and try again)
● Non-Verbal Cues (visuals, hand gestures, music) - Thumbs up for yes or good job,
standing next to the student that is disrupting, tapping on their desk to get back to
work, rubric for the students to follow directions.
● Giving Directions -Directions will be told to students with main points put up on the
board. If a student doesn’t hear then I will ask another student to tell them.
● Checking for Understanding - Will walk around room to constantly check for
understanding of the students. Will also ask for questions at the end along with if
they would like to come up after they can to discuss. Ask for a thumbs up or thumbs
down to check for students who understand or need extra help.
● Holding Ground/No Arguing - Students are expected to follow directions. If they
have something they would like to talk about they are more than welcome to come
talk in private.
● Raising Hands to Speak - Students will raise their hand to speak and if they have
any questions.

Starting your class with routines, and expectations sets the tone for the rest of the year.
Having students follow the procedures,structures, and routines of the class will help them
transition into the class along with knowing what is expected of them. I know I personally
struggle at times with this and holding expectations as I like to let some things slide. That is
something I need to get better at and need to not answer students when they aren’t raising
their hand along with making sure they are silent or all listening at the start of class/lessons
or when transitioning to another.

Area #2: Engagement & Participation

● Variety (three or more activities per hour) - Constantly changing what the students
 and what they are doing will keep them engaged. Having a discussion with the
students on the carpet in the front, think pair share, instruction at their desks, then
work time around the room where they could move.
● Collaboration (Students Talking/Peer Discussions) - Students should interact with
their peers, discuss, and share thoughts of what they think. Using think pair share,
and groupings will be great to do this.
● Movement (two or more times per hour) - Having the kids move around the
classroom to do different activities will keep them moving and the blood flowing.
● Total Participation (all students think, write, share, or answer simultaneously) - Have
students write their answer on a small white board to share what they are thinking.
They could all raise at the same time so one isn’t singled out.
● Rigor (higher order thinking and tasks required) - Have the students really think and
form their own answers. Don’t give simple answers they could use. Using their
writing and thinking skills to determine an answer on their own gets synapses firing.
● Instruction (explain, model, guided practice, independent practice) - The I do, We
do, You do approach is a nice guideline to follow. Sometimes it is always hard to
specifically follow and fine to break away from as long as it is still along those lines.
● Questioning/Probing - The students need to be asked questions that get their
synapses firing. Having the students think about why they think that or how they
came to that conclusion will help with high order thinking. Students need time to
think about their answers and form them. Being lost can build a bridge that leads the
way to higher level thinking.
● Group Work (roles and productivity) - Students may not always want to work in
groups especially if they can’t choose them. Learning to work in groups especially
with people you are unfamiliar with will build those social and communication skills
that they will use in the future.

I feel this section can be very difficult for me. Having all the students participate with total
participation is something I struggled with and using whiteboards or things where all the
students answer at once will help the classroom environment and participation immensely.
Having the students think about their answers can be something a little difficult for me as
sometimes the questions I ask may be too difficult. Finding a balance is key. I do like to
follow a I do, we do, you do approach but find this difficult to exactly follow at times so I use
it more as a flexible guideline more than anything.

Area #3: Rapport/Connection

● Teacher Warmth/Friendliness/Approachability - Being warm and friendly with the
students is something you have to do so they feel comfortable to ask questions and
will help them want to participate.
 ● Teacher Enthusiasm/Energy/Excitement/Joy - As a teacher you have to have
energy with the lesson you are teaching. If you don’t the students will feel that and
won’t be excited if you aren’t.
● Teacher Humor/Laughter - Having fun in the class is a good thing and laughing with
the students can build those relationships. You must find the right balance between
having fun and being productive.
● Teacher Knowledge of individual students’ interests - If you know what the students
like and get to know them this will help with future lesson plans. Incorporating those
will help the students be engaged. Also going to student extracurriculars will build
those relationships with the students as you have something to talk to them with.
● Teacher Respect and Appreciation for students - If you don’t respect the students
why should they respect you.
● Teacher Encouragement of students - Every student needs encouragement. If they
are high level or low level the students need encouragement to succeed. Showering
with positive reinforcement to encourage students to keep performing at the level
you want.
● Teacher sensitivity to student cultures and backgrounds - Knowing your students
backgrounds, cultures, and what they went through will help you interact with the
student and their families. Some things you normally do may not be accepted or
normal in another student's culture.

Having a good relationship with your student such as knowing their interests, being
involved in those interests, sharing laughter, and being friendly can build your classroom
from being another class to being another home for the student. All these come into play in
making the classroom comfortable for the student and will make them want to come to
school that much more. Finding a balance between the laughter can be a difficult one in
my opinion. You can laugh and have fun with the students but when it's work time and
such you need to hold the student to the expectations you have set or they will collapse.

Area #4: Behavior Intervention/Consequences

● Regular use of gentle redirects (proximity, warnings, the look) - When a student is
doing something they shouldn’t be I either say “ (insert name) are we done?” if it is
during a lesson. A look in their direction might work as well. If it is during work time I
would simply walk by and tap their desk and remind them what we should be doing.
● Consequences are reasonable and equitable - Having the students know the
expectations and enforcing those expectations are what build a classroom. Having
the students help you build the expectations will help hold them accountable as they
helped create the rules for the classroom.
● Consequences are given as choices (you have a choice right now...) - If the work
must be finished now the student would be told either can finish it now, take it home
 and finish, or finish it during recess. Having options for the students as well such as
having work time right away in the morning would be a good idea.
● Teacher uses soft eyes, soft voice during conflicts - Softening your voice when
talking to the student will show them that you care more. Instead of you just being
mad all the time and it making you seem like you are out to get them or are the
warden.
● Teacher is firm, but also calm and compassionate (doesn’t yell or intimidate) - Being
calm with the students is something that must be done. If you lose control of your
emotions you will lose your students.
● Consistent follow through with consequences once they are earned (doesn’t make
the same request over and over) - You have to be consistent with consequences
and expectations. If you aren't, the students will start to not know what the
expectations are.
● Arguments/debates are delayed, done in private - Having these in private will help
the student not feel targeted or embarrassed in front of class. You can also have a
more personal conversation with the student.
● Progression up hierarchy is swift but fair - Being fair with the students will help them
meet expectations. If you have a consequence that doesn’t fit the action the
students will think you are out to get them.

This area specifically is something I am constantly learning from and thinking about how
my interactions went even after they are over. Trying to learn from every single interaction
and how I handled it. Did the interaction take too long and did I lose them, did they
understand my point, was it too short and I let them off the hook, did I lose my cool or how
could I have handled that differently are things I am always thinking about after I engage
with a student involving consequences and behaviors. All these things such as choices,
using soft eyes, follow through, firm but calm, and things along those lines are stuff I need
to constantly improve on. Even if I have them down there is always room to improve.

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