Planning and Executing Effective

Classroom Management Systems

 Session Objectives

CMWBAT...

ID the characteristics of good management systems

Explain how to execute management systems effectively

Explain how to go about “teaching” rules and consequences

 Norms

Share your good ideas

Ask questions if you’re unclear

Make the most of our time together

Building on your foundation
What stands out to you about the dynamic in this
high school classroom?
“There’s joy in structure”

Enthusiasm for learning

Uninhibitedness

Active participation

Student-directed
 Recipe for good
management

Ingredient #1: Clear

expectations

Ingredient #2: Positive

consequences

Ingredient #3: Negative

Consequences
Ingredient #1: Set Clear Expectations

Establish few rules that...

-are clear
-linked to observable behavior
-always enforceable

•Example: “Follow directions”

•Non-Example: “Raise your hand
and wait to be called on”
Turn-and-Talk: Example or
Non-Example?
Rule 1: “Raise your hand and wait to be called on
before you speak”

Rule 2: “Use appropriate school language: no put-

downs, teasing, or bad language”

Rule 3: “Do not leave the classroom without

permission”

Rule 4: “Be respectful”

Rule 5: “Complete all homework assignments”

What rules would you draft for your
classroom? Jot a few down now
Tried and True Rules for
Secondary Classrooms
Follow directions

Keep hands to yourself

No swearing, teasing, or put-downs

Be in your seat when the bell rings

Positive Consequences
Raffle tickets, pesos, or class money

Extra credit

Homework passes

Certificates of achievement

Positive phone call home

Baked goods/candy

Movie days

Pizza parties
Negative consequences

Warning

Deduction of incentives (class bucks, pesos, daily

participation points)

Phone call home

Meeting with teacher and/or administrator

Removal from class

 Why use systems?

Provides you with a transparent

means to reinforce and correct
behavior

Increases transparency and (when

executed well) reduces pushback

Boosts student investment

Allow teachers to be proactive as

opposed to reactive

Keep teachers positive

Systems for administering consequences
 Individual vs. Classwide
Individual Consequences
Classwide (+/-)
(+/-)

•Redirect several off-

•Reward/ redirect small # task students
of students
•Reinforce positive
•Prevent misbehaviors class-wide behavior
from spreading
•Facilitate transitions
Positive Consequences = Bribery?

Bribe: positive incentive

given in anticipation of
behavior

Reward: positive
incentive given as a
reward for positive
behavior
How systems are like
training wheels...
 Characteristics of Strong
Individual Consequence Systems

Visible (at least to the student)

Gradual increase of immediate consequences

Multiple opportunities for success

Linked to meaningful consequences

Element of competition
Individual: Behavior/
Participation Chart

• How it works:
-Students start each day with 5 out of 5 points
for behavior and 4 out of 5 for participation

-Positive consequences: teacher adds

additional points in dry erase marker (writes
in a 5 or 6)

-Negative consequences: cross out numbers

to subtract points. Students who reach 0 for
either behavior/participation receive a phone
call home

-Points count toward daily

participation/behavior grade (out of 10
points)
When does she use it?
Segment of lesson Student behavior Consequence

Deducts 1
Do Now Arrives late
participation point

Adds 1
INM/GP Answering CFUs participation
point(s)

Administer
Misbehavior, during natural
request to use pause
Any segment Deduct point(s)
bathroom, & refusal
to participate
Behavior/Participation
Chart in Action
 Characteristics of
Strong Individual Systems

Consequences visible (to

the student)?

Gradual increase of
immediate consequences?

Multiple opportunities for

success?

Tied to incentive that

invests them?

Element of competition?
 Betsy Demo #1

Live Demo

Q-and-A
Individual Consequence System
2: Clipboard
First Check = warning

Second check = loss of

participation point(s)

Third check = Phone call

home

Fourth check = Removal

from classroom, meeting
with administrator,
detention, behavior
reflection?
Indiv Conseq System 3:
Kat’s Self-Eval Sheet
Refusal to Work Form
 Group or Class-wide #1: Viaje al Exito

How it works:
• Each class has a symbol
• When a class exhibits good behavior =
move symbol from left-to-right to
bottom-to-top
•When class reaches end country,
receive reward

Example rewards
• Top row: movie day, baked goods,
homework passes
• Mid row: extra credit, oreos, etc.
• Bottom row: small candy
How long should it take to get reward?
• 2 weeks
 Does it Pass the Test?

Visible?

Gradual increase of
immediate consequences?

Multiple opportunities for

success?

Tied to incentive that invests

them?

Element of competition?
How do students respond?
Group or class-wide #2: Country
Teams
How it works

Positive consequence = Trace over lettering to spell out E-X-I-T-O!!!!!

Every group member of each team that spells out E-X-I-T-O will receive a
peso

Team that earns most “points” (# of letters, !’s) will get 3 pesos each

Negative consequence = Erase letters and !’s

Pesos can be exchanged for incentives in the class store (food, extra credit,
homework passes, etc.)

Facilitation tip: team-building activities to foster identity, mutual accountability

Cost for each good/product

 Betsy Demo #2

Live demo

Q-and-A
Clearly Explain the System

Provide
rationale and
explain system
Check for
understanding

Model
example/non- Use guided notes to
example ensure they internalize
it!
Tenets of Strong Execution

Tenet 1: “Be private when you can, and public when you must”

Tenet 2: Give 1 private warning, then administer consequences

swiftly and consistently

Tenet 3: Do not engage or talk over

Tenet 4: Leverage the system that’s most appropriate (big fires =

classwide/group, little fires = individual)

Tenet 5: Administer consequences with a poker face

Tenet 6: Narrate positive behaviors

Which tenets do you see
being applied here?

QuickTime™ and a
decompressor
are needed to see this picture.
Which tenets do you see
being applied here?

QuickTime™ and a
decompressor
are needed to see this picture.
Which tenet(s) are
being applied here?

QuickTime™ and a
decompressor
are needed to see this picture.
Knowing When to Leverage

• Class-wide = during transitions, when a good

number of students are talking/off task
• Individual = when a handful of students are off
task; start early with challenging students
Least Invasive Intervention
 Type of Intervention
Non-verbal

Positive Group Correction

Anonymous individual correction

Private individual correction

Lightning-quick public correction

Severity of
infraction Consequence
“Be private when you can,
public when you must”
 In pairs...

Discuss how you might

respond to each of the
following student
misbehaviors (5
minutes)

Share-out (5-10 minutes)

 Precise Praise

“Narrate the world you wish to see, not the world as

it is...”

Trait 1: Praise must be genuine (distinguish

acknowledgement from praise)

Trait 2: Praise replicable actions, not traits

Trait 3: Praise loud, fix soft

Question: In what way does this teacher’s behavior
narration add to our understanding of “precise praise”?

QuickTime™ and a
decompressor
are needed to see this picture.
 What did she do well?

Praises behaviors, not traits

Acknowledges someone from

each group so that students have
role model they follow

Differentiates between praise

and acknowledgement

Recognizes actions that will

lead to mastery of content
Question: In what way does this teacher’s behavior
narration add to our understanding of “precise praise”?
 What did he do well?

Praising loud, fixing soft

Acknowledging student
role models at different
points of the room

Praising replicable
actions
 Example statement Reframe

“Everyone followed my directions. Everybody jumped to it the first time

Good” and started working.

“Jamal, you’ve turned yourself around

Jamal, you’re showing a lot of
since this morning”
perseverance. Keep it up!

“Can you please pick up your pencil

Thank you for picking up your pencil.
that you dropped? Excellent!”

I appreciate that you all entered class

“I appreciate that you guys came in so
without talking and immediately got
orderly”
started on your do now.
 Demo

Volunteer rehearses lesson for 5

min

Assigned misbehaviors
 Build Relationships
with Your Students

• Systems/consequences will work

with 90-95% of students

• For that especially spunky 5-10%,

the most powerful management
strategy is building a good
relationship
 Work time...

For the next segment,

work on
crafting/revising/editing
your management plan