Classroom Management

1. 1. Classroom Management
2. 2. What is Classroom Management?  Classroom management is the process of creating and maintaining
orderly classrooms. It is what you do to prepare the lesson, the environment, and the students for
learning.
3. 3. Effective classroom management consists of teacher behaviors that produce:  high levels of student
involvement in classroom activities  minimal amounts of student behavior that interfere with the
teacher’s or other students’ work  efficient use of instructional time
4. 4. Importance:  keeps students motivated to continue their work  allows more time for the teacher to
teach the lesson to the students  keeps disruptive behaviors down to a minimum
5. 5. Without classroom management, students would not get the education they deserve and may not
even feel safe in their school environment.
6. 6. An effective teacher understands issues that affect adolescent growth and behavior.  Children need
to feel valued.  Learners need to have fun and freedom.  Learning needs to be practical and
applicable.  Mistakes arise from inexperience.  Peer pressure is intense for teens.  Emotional energy
in teens runs high.
7. 7. An effective teacher recognizes cognitive and cultural diversity.  Students learn through different
modalities, styles, and a variety of multiple intelligences.
8. 8.  Learning is affected by students’ cultural perceptions and background experiences.
9. 9. Professional Standards • Dress –instructors should model the highest standard of professional
behavior at all times, including dress.
10. 12.  Speech – in class, as well as via phone and email. Humor is generally appropriate, but be cautious
because not all students will take your comments in the same manner. Avoid sarcasm.
11. 13.  Student confidentiality – students have the right to expect that their private issues remain private,
so all grade or performance issues should be handled on an individual basis
12. 14.  Behavior toward students – students have a right to expect that their instructors behave in a
professional and courteous manner. Teachers should model respect for students by virtue of the way
they interact with them.
13. 15.  Attitude – something attracted you to teaching at some point; try and remember what that was
and use it in your class. Each instructor has different strengths. Find yours and use them as a basis to
conduct your class.
14. 16. Plan for Effective ClassroomManagement
15. 17. I.Create a Positive Climate  When students feel safe, secure, and are engaged, learning increases.
Learning decreases when students feel threatened or unchallenged
16. 18. A. Promote and Maintain High Expectations  Announce and post statements that communicate high
expectations.  Reinforce high expectations through
17. 19. B. Know Your Students  Call your students by name  Ensure learning opportunities promote
diverse student background (culturally and socio- economically)
18. 20. C. Engage All Students in the Learning Process  Develop a system to ensure all students are called on
and have an opportunity to participate.
19. 21. II. Classroom Organization  In organizing your classroom, consider ways in which you can make
students feel welcome, encourage involvement, and allows for learning experiences in a multitude of
arrangements.
20. 22. A. Furniture Arrangement  Consider traffic flow for teacher proximity and student movement. 
Arrange student seating to allow for maximum visibility and accessibility to the learning activities and to
limit distractibility.  Create room arrangements that allow for flexibility and activities that may require
movement.
21. 23. The learning environment should be designed according to learning objectives and desired outcomes
not just habit or a janitor’s best guess.
22. 24. B. Have A Seat Plan  Have a seating chart ready before students arrive.  Have a plan for helping
them find their seats.
23. 25. C. Maintain Plans for Materials and Assignment Management  Have bins or folders for student
assignments.  Place materials for student activities in a regular location for student access.  Always
have materials and equipment checked and ready before students arrive.
24. 26. D. Create Bulletin Boards  Be sure bulletin boards are informative, relevant, aesthetic, and related
to class activities.
25. 27. III. Develop Rules, Routines, and Procedures  It is critical for an effective teacher to have rules and
procedures in place for students and that students fully understand the working expectations. Class rules
should be aligned with both the school’s plan and the school system’s code of student conduct.
26. 28. A. Create and Communicate (Verbally and in Writing) Fair Expectations  Create a limited number of
rules (three to five) that are clear, specific, and stated positively.  Involve students in the process of
understanding, developing, and implementing rules and procedures.  Reinforce rules by practicing them
with students.
27. 29. Sample Rules For The Secondary Level  Obey all school rules  Be prepared for class.  Be in your
seat and ready to work when the bell rings.  Obtain permission before speaking or leaving your seat. 
Respect and be polite to all people.  Respect other people's property.
28. 30. B. Develop Routines and Procedures for Tasks that Occur Regularly  Identify specific activities and
develop a step-by-step procedure for completing the activity (e.g., sharpening pencils, turning in
assignments, arrival and dismissal, quieting the class, etc.).  Practice these procedures with students.
29. 31. C. Set Up a System of Specific Consequences and Rewards  Be sure consequences are reasonable
and logical to the situation.  Be consistent and fair in applying consequences.
30. 32. “Whe ne ve r an instructo r im po se s two ve ry diffe re nt pe naltie s upo n two o r m o re stude nts
who have co m m itte d ve ry sim ilar vio latio ns, the re is an incre ase d like liho o d that the instructo r
can le g itim ate ly be accuse d o f e ng ag ing in discrim inato ry co nduct . ”
31. 33. IV. Assign and Manage Work  Assignments should be based on instructional objectives and provide
opportunities for students to extend, refine, or rehearse the skills or content of the lesson.
32. 34. A. Promote Student Responsibility and Accountability to Learning Make sure students fully
understand what they are supposed to do and how they are to do it.  Communicate clear procedures
for assignment distribution and collection.  Monitor student completion of assignments and mastery of
skills/content.  Provide timely feedback on assignments.  Develop and administer a fair and prompt
policy for make-up work.
33. 35. B. Develop and Implement a Fair and Consistent Grading Process  Ensure your system for grading is
consistent with the school and school system’s policy.  Record both formative and summative progress
of student growth.  Record both grades and daily attendance.  Involve students in monitoring their
own progress.
34. 36. V. Prepare for Instruction When students are actively engaged in learning, they are focused on the
task and are involved with the material, so fewer behavior problems exist. Therefore, an effective teacher
has prepared meaningful lessons that involve students for every minute of class time.
35. 37. A. Plan for Long-range Units and Daily Instruction  In planning, consider the following: (a) purposes
for instruction; (b) prerequisite learning needed to accomplish the goals for instruction; and (c)
procedures to be followed by students to achieve the objectives for instruction.  Utilize appropriate
resources for instructional planning such as Scope and Sequence documents, curriculum guides, and
textbooks and instruction resources (including print and non-print materials).
36. 38. Always think back over your day and determine those things that went well and those things that did
not. Make written notes in lesson plans and textbooks to remind yourself the next time.
37. 39. B. Develop Plans that Include Best Practices for Instructional Delivery Diagnose the strengths and
weaknesses of students and use these to guide instruction.  Develop lesson and unit plans from
curriculum and perceived needs of students.  Provide continuity between lessons and make this clear to
 students.  Include materials and activities for students according to their needs, interests, and abilities
at the appropriate level of difficulty.
38. 40.  Base assignments on the objectives of instruction and provide opportunities for students to
practice the instruction in guided and independent activities and/or projects.  Assess students based on
their accomplishment of the stated objective(s).
39. 41. . Do not get so tied to yourlesson plan that you lose the “teachable moments” that you might not
have scripted in advance. Be flexible enough to let go of the plan if necessary to seize the moments as
they come.
40. 42. VI. Manage Behavior  To manage behavior in the classroom, effective teachers use anticipatory
responses to reduce misbehaviors and are consistent in their delivery of consequences.
41. 43. A. Be Proactive  Identify the causes of misbehavior and develop routines and experiences that
reduce these occurrences.  Utilize proximity to monitor student involvement and behavior.  Model
appropriate behaviors.  Communicate and reinforce class rules and procedures.  Use verbal and non-
verbal cues to redirect inappropriate behaviors.
42. 44. B. Be Consistent  Follow through with all infractions by following the school’s behavior management
plan and the student code of conduct.  Communicate both positive and negative behaviors with parents
and students.  Use appropriate consequences.  Immediately correct behaviors.  Help students to
recognize inappropriate behaviors and related consequences.  Use neutral language when correcting
behaviors.
43. 45. If you come down on the offending student at a later date, he/she may wonder why you let the
behavior continue for so long. Silence on the part of the instructor is often interpreted by the students as
consent, so by not saying anything immediately, you are giving an implicit nod to the behavior. Failure to
resolve student misbehavior in a timely manner can also cause the other members of the class to
question your policies.
44. 46. Level of Significance Reward Penalty Minor Smile Compliment Cheery note on assignment Small
amount of tokens traded for small reward Eye contact Have student state rule broken Change seats
Isolation Confiscation of forbidden objects or notes
45. 47. Level of Significance Reward Penalty Moderate Posting Good Work Positive Note to Parents Special
Privileges Staying after school Loss of privileges Call to parents
46. 48. Level of Significance Reward Penalty Extensive Field Trip Large amounts of tokens traded for large
rewards Trip to Principal’s Office Loss of special class event
47. 49. Examples of Misbehaviors in Class  Side conversations  Rambling/going around the topic 
Arguing and disagreeing with everything you say  Silence  Cheating
48. 50. VII. Maintain Momentum  As the year progresses, stay focused on successes and maintain the
momentum of continuous improvement.
49. 51. A. Expect the Unexpected  Plan for interruptions in case they occur. typhoons, fire & earthquake
drills, symposium, mass, school programs
50. 52. B. Build a Culture of Excellence  Promote a continuous desire to learn.  Do not settle for less than
students’ best efforts.
51. 53. C. Reflect and Seek Out Support  Learn from your experiences and inevitable mistakes.  Ask
mentors, colleagues, and administrators for assistance.  Attend professional development.
52. 54. D. Take Care of Yourself  Build skills for time and task management.  Find ways to relax, enjoy the
job, and manage stress.  Celebrate success.