Classroom management involves establishing procedures and rules to create a safe, productive learning environment. Effective classroom management provides time for learning, access to learning, and participation structures while encouraging self-management among students. Key aspects of classroom management include establishing clear routines and procedures, creating simple rules that are consistently enforced, planning engaging lessons, using proactive strategies like positive reinforcement, and understanding the functions of student misbehavior. With strong classroom management, teachers can maximize instructional time and help students achieve.

1. Classroom
Management

2. Introduction
– It’s effective discipline
– It’s being prepared for class
– It’s motivating your students
– It’s providing a safe, comfortable
learning environment
– It’s building your students’ self
esteem
– It’s being creative and imaginative
in daily lessons

3. Goals for Classroom
Management
• Time for learning
–Allocated time
–Engaged time or time on task
–Academic learning time
• Access to learning
• Participation structures
• Self-management

4. Importance of Classroom
Management
• Satisfaction and enjoyment in
teaching are dependent upon
leading students to cooperate
• Classroom management issues
are of highest concern for
beginning teachers
• Classroom management and
effective instruction are key in
ensuring student success and
learning

5. Classroom Procedures
• Administrative routines
• Student movement
• Housekeeping
• Lesson routines
• Teacher-student interactions
• Student-student interactions

6. Rules for Making Rules
• Do’s and don’ts
• Often written down and
posted
• Set the atmosphere
• Consistent with school
rules
• Consistent with
principles of learning
• Make a few, good
rules

7. Categories of Penalties
Contact parents
Express disappointment
Lose privileges
Exclude from group
Write a reflection
Detention
Visit the principal’s office

8. Maintaining a Good
Environment for Learning
• Busy students are better behaved
• Supervise students closely
• Include cues for desired behaviors
• Clear steps for activities
• Provide necessary materials
• Engage students in authentic
tasks
• Employ curiosity, interest

9. YOU SET THE TONE
• Set the tone for everything…behavior,
procedures, grades, work ethic,
attitude…everything!!
• Teach students to manage their own
behavior
• Students LEARN to be on-task and engaged
in the learning activities you have planned
for them…REMEMBER THIS…

10. • Be fair, firm and
consistent…remember that
students are, by nature, the
morality police.
• They can spot inconsistencies a
mile away and take joy in calling
you out on it!!
• Students may not enjoy
consequences of inappropriate
behavior but they will respect your
decisions if they know that you are
fair and apply
discipline/consequences fairly

11. POSITIVE IS A PLUS
• Build a positive, PROFESSIONAL
rapport with students
• Establish a positive classroom
environment…
• Model the positive behaviors and
attitude you desire in your
students

12. PLAN, PLAN, PLAN
• Planning engaging, purposeful
lessons is one of the best recipes for
a smooth, orderly classroom
• Over plan your lessons to minimize
waste of time
• Plan lessons that address multiple
learning styles and allow all students
to experience success

13. BE PREPARED!!
• Be organized
• Be on time
• Be prepared for changes to your
even the “best plans”
• Have a plan B
• Have a plan C
• Anticipate possible hiccups in your
lessons and activities

14. REFLECTIVE PLANNING

15. DEVELOP EFFECTIVE
BEHAVIOR CUES
• Focus attention on entire class
• Don’t talk over student chatter
• Silence can be effective
• Use softer voice so students
really have to listen to what
you’re saying
• Raise your hand

16. Transition vs. Allocated
Time
• Allocated time: the time periods you intend
for your students to be engaged in learning
activities
• Transition time: time periods that exist
between times allocated for learning
activities for e.g; Getting students
assembled and attentive

17. KEEP IT SIMPLE
• Make classroom rules simple
• Keep classroom procedures
simple
• Give clear and simple
instructions during classroom
activities
• Remember that even adults can
only process 3-4 instructions at
a time effectively!!

18. CLASSROOM ARRANGEMENT
• Make sure all students can see
and hear clearly (and you can
see them clearly)
• Arrangement is determined by
learning activity (lecture, class
discussion, small group work,
etc.)
• Allow room and easy access for
proximity control
• Think through class procedures
and learning activities and
arrange the room in the best
possible way

19. WITH-IT-NESS
• Withitness refers to a
teacher’s awareness of
what is going on in the
classroom

20. A teacher has “with-it-ness” if:
• When discipline problems occur, the
teacher consistently takes action to
suppress the misbehavior of exactly
those students who instigated the
problem
• When two discipline problems arise
concurrently, the teacher deals with
the most serious first

21. With-it-Ness (continued)
• When handling misbehavior –
make sure all students learn
what is unacceptable about
that behavior
• Getting angry or stressed does
not reduce future misbehavior
• Deal with misbehavior without
disrupting the learning activity

22. PROXIMITY AND BODY LANGUAGE
• Eye contact, facial expressions,
gestures, physical proximity to
students, and the way you carry
yourself will communicate that
you are in calm control of the
class and mean to be taken
seriously.
• Be free to roam
• Avoid turning
back to class

23. DEVELOP EFFECTIVE
BEHAVIOR CUES
• Focus attention on entire class
• Don’t talk over student chatter
• Silence can be effective
• Use softer voice so students
really have to listen to what
you’re saying
• Raise your hand

24. PROACTIVE VS. REACTIVE
• By using proactive teaching and
classroom management strategies,
more time is spent on teaching and
learning and less on reacting and
putting out fires.
• Being proactive means paying it
forward before class starts but
receives huge dividends in the end!!

25. USING HUMOR
• Use humor when appropriate
• Be able to laugh at yourself
• NEVER use sarcasm
• Sarcasm puts students on the
defensive and damages your
relationship

26. EVERY PERFORMER
NEEDS A STAGE
• Confrontation gives students a
“stage” to perform
• Avoid power struggles…no one
wins
• Give students a dignified way
to get out of a bad situation
• Address behavior issues in
private whenever possible

27. IT IS NOT PERSONAL
• Kids misbehave…that is their job!
• Kids test boundaries and limits…it is
a natural part of growing up!
• Kids don’t always do what we want
them to…no matter how much they
like us!
• DON’T TAKE IT PERSONNALY!!

28. Dealing with
Misbehavior

29. Functions of Behavior
• Every behavior has a function
• Four primary reasons for
disruptive behavior in the
classroom
– Power
– Revenge
– Attention
– Want to be left alone (i.e.,
disinterest or feelings of
inadequacy)

30. Functions of Behavior
• Many misbehaviors exhibited by
students are responses to a
behavior exhibited by the
teacher
• Understanding the function of a
behavior will help in knowing
how to deal with that behavior

31. Dealing with off-task
behaviors
• Either respond decisively or ignore it all
together
• Control the time and place for dealing
with off-task behavior
• Provide students with dignified ways to
terminate off-task behaviors
• Make specific references to behaviors,
do not make it a personal attack

32. Dealing with off-task
behaviors
• Remember that continuing with
classroom instruction is always
the main priority!!
• Utilize alternative lesson plans
• Utilize the help of colleagues
• Communicate and enlist the
help of parents/guardians

33. Power Seeking Behavior
• Power-seeking students
attempt to provoke
teachers into a struggle of
wills
• In most cases, the teacher
should direct attention to
other members of the class

34. Attention Seeking Behavior
• Attention-seeking students
prefer being punished, scolded,
or criticized to being ignored
• Give attention to this student
when he or she is on-task and
cooperating
• “Catch them being good!” – and
let them know you caught them