MY CLASSROOM MANAGEMENT

APPROACH 
I. How do I encourage students to behave and More Ofte Less
work with me in the classroom? Often n Often
1. Do I show that I expect students to be orderly from
the first day on?

2. Do I expect everyone’s attention before I start

teaching?

3. Do I involve them in activities, ask questions, pose

problems, etc.?

4. Do I hold students accountable for abiding rules?

5. Am I businesslike but friendly?

6. In teacher-student relationship, do I keep a

psychological distance from them?

7. Do I treat minor disturbances calmly?

II. How do I handle group infractions or More Ofte Less

misbehavior? Often n Often
1. When students are restless, do I change the activity?

2. When students are beginning to engage in disturbances,

do I take measures to stop the behavior in the initial
stages?

3. Do I focus on the individual rather than the entire class?

4. Do I punish the group when unable to deal with the

individual or to find which individual is causing the
disturbance?

5. Do I maintain my temper and poise?

6. Do I threaten?

7. If I do threaten, do I carry it out?

8. Do I analyze my own behavior for possible cause of

student misbehavior, e.g., my mannerisms, speech,
 attitude, my rules and routines, etc.?

9. Do I seek guidance/help from others, e.g., co-teachers,

counselors, administrators? 

III. How do I deal with individual offenders in the More Often Less
classroom? Often Often
1. When a student is involved in a minor infraction
(whispering, annoying a neighbor, calling out) do I use
nonverbal signals while I continue to teach?

2. If the signals fail, do I instead move closer to the

student?

3. If my proximity fails, do I quietly talk to the student while

the rest of the class continues to work?

4. Do I physically punish misbehaving students?

IV. How do I deal with discipline problems that More Often Less
cannot be resolved in class? Often Often
1. Do I talk to the offender in private, before or after class?

2. If I punish, do I make the punishment fit the

misbehavior?

3. Do I leave the misbehaving student with the feeling that

he is ruining things for himself and the group?

4. Do I give the offender a chance to redeem himself?

5. Do I use available resources, e.g., student records,

suggestions from co-teachers and counselors, advice or
authority of the prefect?

6. Do I communicate with parents?

7. Do I analyze my methods, e.g., what am I doing wrong,

how am I contributing to the problem?

8. Do I refer the student to a counselor, the prefect, the

other administrators?

9. Do I rely on others for my classroom disciplinary

problems?
V. How do I develop and maintain a positive More Ofte Less
approach to classroom management? Often n Often
1. Do I stress what should be done, not what should not be
done?

2. Do I show appreciation for hard work and good behavior?

3. Do I make students feel I believe in them so long as they

are honest and don’t take advantage of my trust?

4. Do I express interest in e.g., what interests them, what

they did over the weekend, how school work is
progressing in other subjects, what pressures they are
encountering?

5. Do I condemn an infraction one time and ignore it

another time?

6. Am I respectful and considerate toward my students, not

arrogant nor condescending?

7. Do I establish clear and short rules, and enforce them?

8. Do I discuss consequences for acceptable and

unacceptable behavior?

9. Do I punish students for inappropriate behavior?

10. Do I establish classroom routines?

11. Do I ignore violations of rules or disruptions of routines?

12. Do I deal with misbehavior in a way that does not

interfere with my teaching?

13. Do I accept/excuse serious or contagious misbehavior

even if I have to stop teaching?

14. Do I establish order and control without having to assert

my authority?

15. Do I show that I am in control of the classroom without

overcontrolling students?

16. Do I reduce academic failure and promote academic

success?

17. Do I speak the way I want students to speak?

18. Do I keep an orderly room as I expect students to be

 orderly?

19. Do I check homework as I expect students to do their

homework?

20. Am I willing to make adjustments in my classroom

management approach?