Classroom Management Key Components

Area #1: Procedures/Structures/Routines

● Beginning Routine/Start of Class
○ Students will get into the classroom, put their bags and coats in their lockers.
Students will then take their folders from their bags and hand in any
homework they had from the day before. Students will then return to their
desks and write out the day in their planner. They will then go up to the board
and make their lunch choice. After all of that is complete, they will read a
book or work on IXL on their iPads.
● Quiet/Attention Signals
○ I will use a noise meter using my computer that will detect noise. If it gets to a
point where it is too loud, it will make a sound to let the students know they
are too loud and need to quiet down.
● Physical Transitions (groups, pairs, labs, activities, carpet)
○ When students are to pair up, I will allow them to choose their own partners.
If they are to move and sit in a certain area, I will also let them choose. When
it comes to doing group work, I will have these groups pre determined based
on their levels or who they work best with.
● Dismissal or Lining Up
○ When the year begins I will line students up by numerical/alphabetical order. I
will go by groups of 5 to limit the cluster that is created. This way the students
can get their things or line up without having a bunch of commotion. As the
years goes on and they show that they can do this without creating chaos, I
will then start to release them all at the same time. This will be the same
process I use when allowing them to get bathroom/water breaks.
● Non-Verbal Cues (visuals, hand gestures, music)
○ When the day begins I will be playing music as the students come in. This
will be used to just allow them to unwind and feel welcome and comfortable.
When I shut the music off, this is the cue for students to put their work or
iPads away and have their eyes up front.
● Giving Directions
○ When giving directions, I will explicitly state and model exactly what the
students are supposed to do at each station. I will have the directions of
where students will go predetermined and up on the board as well. I will also
have charts that are up for students to refer to as the year goes on. When
 students start to slowly get the hang, I will then limit the amount of direction I
get as they then know what to do. I will have the students repeat and model
the directions for me each day until I feel like they have them down.
● Checking for Understanding
○ Throughout the day, I will use the thumbs up/down strategy to check for
understanding. I will also use their homework and work they complete to
check for understanding. I will correct it and circle the things they have gotten
wrong to allow them to correct. If I see a common mistake, I will then address
that mistake as a class. I will give my students pre tests in math to see what
they already know and what may be new to them.
● Holding Ground/No Arguing
○ At the beginning of the year, we will discuss how we communicate with each
other using respect. We will discuss what it means to argue and how that
isn’t a good thing. If I hear or see students arguing, I will have a talk with
them before each special of that day. This will show them that arguing is not
nice nor respectful.
● Raising Hands to Speak
○ Beginning day one, students and I will discuss and practice this every time
there's a question or comment to be made. I will also have an anchor chat
hung up at the front of the room that will show students how this will look. I
will only call on students that have their hands up. If a student blurts out
anything without having their hand up and being called on, I will say ‘be
respectful and raise your hand to speak.” When a student does raise their
hand, I will make sure I point that out and provide positive feedback to that. If
students can’t catch on, I will have them write, “I will raise my hand before I
speak and show respect to Mr. Mohr and my classmates.” 25 times.

Area #2: Engagement & Participation

● Variety (three or more activities per hour)
○ This is super important in classroom for students of all ages. This allows
students to be engaged because it is not forcing them to sit and do nothing
for an hour. This could look like things like group work, partner work,
independent work, and even hands-on activities. It allows students to change
their brain functions and do various things over the course of time.
● Collaboration (Students Talking/Peer Discussions)
○ I will use communication between students a lot in my classroom and in
many different ways. I will have times where students will talk in groups,
pairs, or as a whole class. I will use strategies like think-pair-share,
 large/small circles, and other collaborative strategies. This will allow them to
get up, move, and hear their peers’ ideas as well as their own.
● Movement (two or more times per hour)
○ This is another important thing that I will implement within my classroom.
Movement for students allows their brains time to reset and rest. It also
allows them to recoup and get ready to learn something else. Hence why it is
important to allow kids to go to recess and specials. I will have this
happening in the classroom by allowing for things like switching subjects,
periodic stretch times, breaks to the bathroom or drink, and even
experiments in or outside of the classroom. This will allow them ways in
which they get up and allow for them to have a ‘brain break’.
● Total Participation (all students think, write, share, or answer simultaneously)
○ In order to make this happen, I will use things like think-pair-share and
think-pair-write-share. This will make sure that all students are doing
something simultaneously. This will also help to make sure that the same
students aren’t answering all the time and allowing other students to share
their thoughts and ideas. When students are done talking, I will have them
show me thumbs up to let me know they are ready or I will use a timer and
they will be done when that goes off.
● Rigor (higher order thinking and tasks required)
○ When asking questions during instruction on work, I won’t always use
multiple choice or true/false. I will use open ended questions as a way to
make students expand on their thinking. This way they have to think about
how they answer or what they need in order to correctly answer the question.
● Instruction (explain, model, guided practice, independent practice)
○ I will mostly use the gradual release of responsibility in my classroom. In this
process, I will model for the students how to do certain things, then we will do
a couple together as a class, and then the students do it on their own. This
will let me see if they are able to understand or comprehend what they are
doing before they attempt on their own.
● Questioning/Probing
○ When using questioning techniques, I will ensure that I use proper wait time. I
will also make sure that I am allowing for discussion or communication
between peers and their ideas. I will make sure that students are raising their
hands and call on those students. I will then ask students to add to or expand
on thoughts and ideas. When students are struggling, I will make sure I have
supports to help guide them through conversations. I will also use various
talk strategies that will allow everyone to be engaged in the questioning
 process.
● Group Work (roles and productivity)
○ When doing group work, I will have instructions on the board that explains
what each group should do. I will then model those instructions to show the
students exactly what it should look/sound like. When dealing with younger
groups, I will use group work when they are doing things like review or
games, but with older groups, I will use this when it would be beneficial to
hear others’ ideas, like during experiments. I will use things like talk circles,
think pair share and so much more as was to allow for group to work
smoothly and effectively. I would want to use this as a way for students to
work and collaborate with others and hear others’ ideas.

Area #3: Rapport/Connection

● Teacher Warmth/Friendliness/Approachability
○ As a teacher, my goal will be to meet and welcome every student to my
classroom each morning. I will greet them and ask them how they are doing
as a way to build that sense of warmth. I will hold morning meetings with
them expressing how I want them to be during the day. I will allow them a
chance to share anything fun they had done. This will allow me to get to
know my students and build that welcomeness.
● Teacher Enthusiasm/Energy/Excitement/Joy
○ My goal is to have my students enjoy me being there teacher and to never
dread class with me. Therefore, I will always be enthusiastic and energized
when being around my students. I will do things like provide positive
feedback to get my students to be joyful.
● Teacher Humor/Laughter
○ I also want my students to know that I like to throw around sarcasm and joke
around. Therefore, I will constantly joke around with my kids and banter back
and forth with them. This will show them that we can learn and have fun at
the same time.
● Teacher Knowledge of individual students’ interests
○ Throughout the year, especially at the beginning, I will do a lot of get to know
you activities as a way to learn more about my students. I will do this as a
way to know them and then relate with them. I will then use this as a way to
show them that I care about them and their passions.
● Teacher Respect and Appreciation for students
○ I will spend the first day or so talking about how we can show respect for the
teachers and other students as well as appreciate them. It is important for us
 as teachers to respect and appreciate our students. Therefore, I will hold
various goals and other fun activities within the classroom that students can
work towards by showing these two things.
● Teacher Encouragement of students
○ I will use this as a way to get the most out of my students. I will use
encouragement as a way to motivate students and get them the confidence
to complete tasks or assignments that they may not like or are uncomfortable
with. Having goals, parties, and rewards are a few ways in which I will
encourage them and motivate them.
● Teacher sensitivity to student cultures and backgrounds
○ I will make sure that everyone understands that various cultures are
awesome and welcomed in my class. I will allow for opportunities for
students share their unique cultures and see how they may relate to
others. Doing this will show all students that they are respected and
welcomed and that everyone wants to learn about their backgrounds.

This area may be one of the most important for me. I want to build relationships and
connections with my students starting on day one. I know that if I can build these,
my students will enjoy being in my class, we can have fun with one another, and
learning will be at an all time high. It will be my biggest challenge to make sure that
everyone feels welcomed and comfortable in my classroom.

Area #4: Behavior Intervention/Consequences

● Regular use of gentle redirects (proximity, warnings, the look)
○ I will give a lot of non verbal cues (stare, point, etc) and verbal warnings
when I feel they are needed. If students aren’t doing what I am expecting of
them, I will especially use these. If students are not working on their work, I
can tap on their desks. Things like waiting and calling on students are also
things that I will use. I will use these when students need a quick reminder.
● Consequences are reasonable and equitable
○ Together on one of the first days, as a class we will create a class rules list.
This list will include all the rules that students need to follow. This will always
stay on the wall as a reminder for students. When done with that list, we will
then make a list of consequences that students could face if they break the
rules. This will allow them to choose their own consequences and be
reasonable.
● Consequences are given as choices (you have a choice right now...)
 ○ When given choices, I will offer students a choice between something they
may not like or something that they find boring. I may ask students to
repeatedly writing something or give them a choice to sit quietly with their
head on their desk for 3 minutes. This will then make them hold themselves
accountable and follow the rules.
● Teacher uses soft eyes, soft voice during conflicts
○ This shows that you are trying to help them and not make the situation worse
and prove that you actually care about them. You are letting them know that
you as a teacher understands mistakes but you expect better out of them.
● Teacher is firm, but also calm and compassionate (doesn’t yell or intimidate)
○ This shows the students that you can’t be rattled by what they are doing. It
shows that you aren’t going to back down to their foolishness. Using a calm
demeanor will hopefully show them that you care and will make them
understand that you don’t deal with their behavior but don’t become upset
over it.
● Consistent follow through with consequences once they are earned (doesn’t make
the same request over and over)
○ Consistency is key when dealing with behaviors. You have to stay consistent
on the rules and consequences that you have set. If students see that you
aren’t consistent, they will continue to push buttons and show bad behaviors.
● Arguments/debates are delayed, done in private
○ I will not call out a student in front of their peers for super bad behavior. I will
talk to them in private so that way they don’t become embarrassed or use it
as a method to waste class time. I will then use this as a time to punish that
student for their bad behavior.
● Progression up hierarchy is swift but fair
○ I will not punish students unequally depending on the various situations. All
students will be held to the same standard. Therefore, when students make
the same mistake, they will serve the same consequences. If the student
continues to act out, then the punishment becomes a little more extreme
however, still fair to the situation and student.

This is also a very important thing that I will keep in my classroom. I want to make sure that
I hold my ground on consequences and behaviors. I want to be strong, remain composed,
and stay passionate towards the student. I want to show them that I am trying to help them
but also expecting that they follow the rules and not act out.

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