Classroom Management Key Components

Area #1: Procedures/Structures/Routines

● Beginning Routine/Start of Class - The students would come into the classroom,
take their backpacks and coats off and put them in their cubbies or lockers. They
would mark what they are having for lunch on the board or put their cold lunch
away. They will turn in any assignments they might have and then the students will
take their seats and get ready for the day.
● Quiet/Attention Signals - The students would be expected to listen for attention
signals. I will most likely use “1, 2, 3 eyes on me” and they will respond with “1, 2
eyes on you”. Or I might simply clap my hands and have them clap back.
● Physical Transitions (groups, pairs, labs, activities, carpet) - The students will have
a signal to alert them that there will be a transition. Then they will be called over in
groups if we are doing groups or as a whole class if we are having carpet time.
● Dismissal or Lining Up - When doing dismissal this can get chaotic in the classroom.
I would dismiss students to start grabbing their things by rows or random numbers
that they pick at the end of the day. They would then stand in the line in that order
when they have gotten their things and wait for the school to dismiss them.
● Non-Verbal Cues (visuals, hand gestures, music) - This would include posters on
my board, gesturing to remind students to do something, playing calming music
during work, and much more.
● Giving Directions - When giving students directions I will want to be clear and
concise. I need to make sure that they understand what is expected of them and
that they have the tools to complete the assignment or activity on their own.
● Checking for Understanding - I will walk around the classroom and check in with
students one by one to make sure that they are getting the information and they
know what is going on.
● Holding Ground/No Arguing - It will be important to make sure that I follow through
with everything that I say. That means if I say “no” to something, the answer is no. I
will hold my ground and repeat my answer if I need to.
● Raising Hands to Speak - I will have students raise their hands as it is a good signal
to me that they either have a question or have something that they would like to
share. I will ask that they wait to be called on before blurting out an answer.

Having a routine along with structure in the classroom is so important for students'
learning. They rely on having a routine as it allows them to know what is coming next for
each area of the day. This is a great way for them to prepare for what is coming next
without having to be cued. This also allows them to have a little more independence within
the classroom as they don’t have to rely on the teacher to tell them what is coming next.

Area #2: Engagement & Participation

● Variety (three or more activities per hour) - This is a great way to make sure that
students stay engaged in the classroom, because having them focus on anything for
more than 30 minutes can be draining. I would make sure to have different stations
planned out if a lesson was ever needing to go longer. This way they can move
around and still be able to focus.
● Collaboration (Students Talking/Peer Discussions) - I think that it is important for
students to interact with each other. They will be expected to participate in peer
discussions when we have them.
● Movement (two or more times per hour) - I like having what I call brain breaks.
These are short 2-3 minute activities that you do throughout the day to get some
energy out or calm our bodies depending on what you need.
● Total Participation (all students think, write, share, or answer simultaneously) - I will
ask that all students participate in some way. In the beginning I might not have them
share out loud if they are not comfortable with that, but I would ask it eventually.
● Rigor (higher order thinking and tasks required) - Trying to introduce higher levels of
thinking would naturally produce rigor as it would push students to continue to move
up on their learning scale.
● Instruction (explain, model, guided practice, independent practice) - I would give
very clear instructions throughout the school year and would include what is
expected of them for each different lesson within my lesson plan to make sure that it
is followed.
● Questioning/Probing - Students will be encouraged to ask questions as this is a
great way to promote higher levels of thinking and get the whole class involved.
● Group Work (roles and productivity) - I will have group work eventually, however I
will have the students fill out forms at the end stating what each of them did to make
sure they divided the work up evenly. This would help prevent groups from having
one person do the assignment while the others put their name on it.

Active classroom participation is very important within the classroom. This allows students
to share their thoughts and ideas with the class. All students should be expected to
participate in some way or another. I might not make all of them share orally within the first
couple of weeks if they are not comfortable with that, but I would like them to at least write
down their thoughts for someone else to share.
Area #3: Rapport/Connection
● Teacher Warmth/Friendliness/Approachability - This is very important to me, so I will
want to be open in the beginning of the school year by reminding students that I will
be there for them if they need anything. I will also want to quickly build rapport with
my students to help make them feel comfortable and safe in my classroom.
● Teacher Enthusiasm/Energy/Excitement/Joy - Make sure to come to class with a
smile on your face and a cup of coffee if you need one. The students will feed off of
your energy, so if you are more positive and energetic they will be more excited
about class each day.
● Teacher Humor/Laughter - It is okay to make jokes and get your students to laugh
every once in a while. This is a great way to promote a sense of belonging within
your classroom as the whole class will bond.
● Teacher Knowledge of individual students’ interests - Have days where the students
get to share about themselves. This is a great way for them to share what they like
to do outside of the classroom and get the students to all know a little bit more about
one another.
● Teacher Respect and Appreciation for students - Make sure you show how much
you respect each of your students by accepting who they are and much more.
Respect is a two way street in a classroom. If you respect them, they will respect
you.
● Teacher Encouragement of students - Always give encouragement to students as it
will promote how well they do in your classroom.
● Teacher sensitivity to student cultures and backgrounds - Be respectful of every
student's culture and background. You could have a day where each student gets to
share about their culture, background, or heritage.

This area is the one that I think might be the most important. Students must feel safe within
their classroom and feel that they are in a functioning learning environment in order to
succeed within the classroom. There has been research done about how someone feels
can have an effect on their learning. If you are in a positive mood you are more likely to be
engaged in your learning.

Area #4: Behavior Intervention/Consequences

● Regular use of gentle redirects (proximity, warnings, the look) - Every teacher
should have “the look” down by the first week of school. But make sure you are only
using it when it is needed. Try using verbal warnings if they still need redirection. Or
if you are walking by them you could tap their desk as a signal to quiet down or stop
what they are doing.
 ● Consequences are reasonable and equitable - Students should have consequences
for their actions. In the beginning of the year I would have the class make a rule
chart of everything that they want on their and make sure that they follow it
throughout the year. If they are to do something they should not be doing, the
consequence should fit the action.
● Consequences are given as choices (you have a choice right now...) - Presenting
choices makes the students feel like they have some control over what they get to
do. This will help them feel more independent while still getting them to do
something that is acceptable during that time.
● Teacher uses soft eyes, soft voice during conflicts - Be gentle when trying to calm a
situation. If you are yelling at the students it will only agitate them or make the
situation worse. The best thing to do is to remain calm and try to talk through how
they are feeling as this usually plays a big part as to how they act.
● Teacher is firm, but also calm and compassionate (doesn’t yell or intimidate) - This
goes along with respect. You should not have to yell at your students to get them to
follow directions. Be direct with them. Make sure that they know that you will follow
through with what you say, but you also will be there to listen to them if they need
that.
● Consistent follow through with consequences once they are earned (doesn’t make
the same request over and over) - Students depend on structure within a classroom
and in order to maintain that you must have consistent follow through and
consequences if needed.
● Arguments/debates are delayed, done in private - You can ask a student to talk with
you after class or quietly hand them a note that says this so no one else in the class
needs to know what is going on. This type of conversation should be between you
and only the student that was involved.
● Progression up hierarchy is swift but fair - Each student moves at their own pace.
Give them the right tools that they need within your classroom to succeed. Make
sure all of them are following the rules as these will be important in the classroom,
but the consequences of not following those rules will be followed. They will be fair
and just, but they will happen.

Behaviors can be more challenging to work with if you do not know what to look for when a
behavior is happening. A behavior is just a form of communication. There are a few
different functions that a behavior could be. Most of the time a student either wants
attention or they want to avoid something that they don’t want to do. It is important for the
teacher to talk to and/or communicate with these students to understand what they are
trying to achieve with their behavior. The teacher then needs to figure out an appropriate
consequence for their behavior.
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