This document provides information about classroom management for Lake George Elementary School teachers. It discusses the importance of effective classroom management and cites discipline and job burnout as issues related to poor management. The document outlines research-validated practices for management, including establishing clear rules and consequences. It describes the three phases of management - planning, implementing, and maintaining. Examples of strategies for redirecting problem behaviors are also provided, along with guidance on when to call the Dean for student issues.

1. 2 0 1 4 - 2 0 1 5 L A K E G E O R G E E L E M E N T A R Y
S C H O O L
CLASSROOM
MANAGEMENT

2. FACTS ABOUT CLASSROOM
MANAGEMENT
 Discipline is one of the most serious
issues related to effective teaching.
Classroom management is cited as
one of the most prevalent reasons for
job burnout.
Classroom management is cited as
one of the most prevalent reasons for
attrition of first-year teachers.

3. FACTS ABOUT BEHAVIOR
Behavior is anything we SAY or DO
It is how we react to our environment
Behaviors are often LEARNED and continue
because they serve a PURPOSE or FUNCTION
We engage in behavior because we have learned
that a DESIRED OUTCOME occurs
Behaviors occur because they are signaled by an
event in the environment (or antecedent) and
reinforced by consequences
Source: Florida’s PBS Project at USF 2003-2004

4. CLASSROOM MANAGEMENT HAS
TWO DISTINCT PURPOSES:
• 1.) “ To establish and sustain an
orderly environment so students
can engage in meaningful
academic learning”
• 2.) “To enhance student social
and moral growth”

5. RESEARCH-VALIDATED PRACTICES
FOR CLASSROOM MANAGEMENT
Provide advance organizers/pre-corrections
Keep students engaged
Provide a positive focus
Consistently enforce school/class rules
Proactively correct rule violations and social
behavior errors
Teach and plan for smooth transitions
 Source: Proven Effective Classroom Practices: Florida’s Positive Behavior Support Project

6. TEACHERS WITH EFFECTIVE BEHAVIOR
MANAGEMENT:
Set clear classroom standards and consequences
for behavior/procedures
Apply the standards and consequences fairly and
consistently
Establish smooth, efficient classroom routines
Interact with students in a positive, caring way
Provide incentives, rewards, & recognition to
promote excellence
Provide bell-to-bell instruction
Utilize seating arrangements that allow for
monitoring and attention

7. THREE PHASES OF CLASSROOM
MANAGEMENT
1.) Planning:
Occurs before the beginning of the year. Harry Wong
states that, “ If you don’t have a plan you are
planning to fail.”
2.) Implementing:
Occurs at the beginning of school; deliberate
instruction and introduction
3.) Maintaining:
Occurs throughout the year; immediate responses to
behavior

8. ESTABLISHING CLASSROOM RULES
(PLANNING)
Effective classroom rules should be ……
Established by teacher and students together
Reasonable
Observable
Brief and specific
Enforceable
Constantly monitored
Clearly and positively stated
Few in number
Enforced

9. LOGICAL STRATEGIES FOR HANDLING PROBLEM
BEHAVIOR (IMPLEMENTING)
Natural
Match the severity of the
behavior
Should match the perceived
function of the behavior
Should not result in a power
struggle

10. HOW TO CHANGE BEHAVIOR (MAINTAINING)
Modify setting
Remove the rewarding effects of
behavior
Implement procedures to encourage
the behavior you want
Implement procedures to correct
undesirable behavior

11. EXAMPLES OF EFFECTIVE STRATEGIES FOR REDIRECTING PROBLEM
BEHAVIOR
(MAINTAINING)
• Clarification – Reminding student of expectations, should
be brief, concise and not reflect emotions or judgment.
• Reinforcement of Others – Use of praise or earned rewards
to reinforce the appropriate behaviors of other students in the
classroom.
• Proximity Control- Teacher moving closer to the
misbehaving student.
• Signal Interference- Non-verbal techniques such as eye
contact, hand gestures, facial frowns, and body posture
which communicate information to the student.

12. EXAMPLES OF EFFECTIVE STRATEGIES FOR REDIRECTING
PROBLEM BEHAVIOR
(MAINTAINING)
• Redirection- Distract the student to change their focus.
• Premac Principle- You work before you play. “ As soon as you
____ you can _____.
• Planned Ignoring-teacher ignores the student’s behavior so
that the student will soon discontinue and return attention to
learning.
• Environmental Adjustment- Changing an aspect of the
student’s learning environment; This can include moving the
student away from distractions and removing distractions from
the student’s work area.
• Curriculum Adjustment- Making changes to the student’s
academic tasks. This can include pre-teaching information
adjusting the difficulty of the task, or allowing additional time.

13. THREE MOST IMPORTANT PRINCIPLES OF PREVENTATIVE
CLASSROOM MANAGEMENT
• 1.) Establishing Rapport
• 2.) Defining Behavioral Expectations
• 3.) Reinforcing Student Performance

15. SHAREPOINT: DISCIPLINE
What to find on SharePoint:
• Classroom Management Plans
• Data Collection Tools
• Graphs for Behavior
• Examples of Point Sheets/Behavior Charts
• Examples of Behavior Contracts
• Examples of Interventions ( Behavior of the Week )

17. REFERRAL INFORMATION
NEW INFORMATION 2014-2015
I.)How to fill out the referral.
II.) New this year: Simulated Weapons
• Brandishing a partially consumed pastry food item to simulate a
firearm or weapon.
• Possessing a toy firearm or weapon that is 2 inches or less in length.
• Possessing a toy firearm or weapon made of plastic snap-together
blocks.
• Using a finger or hand to simulate a firearm or weapon.
• Using a pencil, pen, or other writing or drawing utensil to simulate a
forearm or weapon.
• ** A student may be subject to disciplinary action if simulating a
firearm or weapon while playing substantially disrupts student
learning, causes bodily harm to another person, or places another
person in reasonable fear of bodily harm.**

18. STUDENT CODE OF CONDUCT
Code of Conduct Presentation
( A Power Point presentation will be emailed for use with this.)
I understand that it is my responsibility to present the Code of Conduct to my class each
grading period. I have presented this information on the following date for this First Quinn. I
also understand that it is my responsibility to review this code with any new students who
enter my classroom throughout the school year.
Date: _______________________________
Signature: ___________________________
Printed Name: ________________________
Please return this form to the Mr. Unger by September 5th, 2014.

19. STUDENT CODE OF CONDUCT
** EVERY STUDENT MUST SIGN THAT THEY HAVE HEARD
THE STUDENT CODE OF CONDUCT*****
• These papers for students to sign will be in your
boxes, please return to Mr. Unger by September, 5th.

20. LEVEL 1 &2 REFERRAL
IMMEDIATE REMOVAL
CLASSROOM INTERVENTIONS/ NOTIFICATIONS
• Hazing
• Classroom Disruption
• Dress Code
• Insubordination/Open Defiance
• Profane, Obscene, or Abusive Language/Materials
• Repeated Misconduct of a less serious nature
• Tardiness
• Unsubstantiated Bullying/Harassment
• Fighting
• Intimidation/Threats
• Stealing ( Under 50$ )
• Bullying
• Other serious misconduct

21. LEVEL 3 &4 REFERRAL
IMMEDIATE REMOVAL
• Hazing
• Physical Attack
• Fighting
• Firecrackers/Fireworks
• Gross insubordination/Open Defiance
• Contraband Material
• Bullying/Harassment
• Threats
• Alcohol/Drugs
• Arson
• Bomb Threat
• Firearms
• Sexual Assault
• Other Weapons

22. LETS PLAY
WHEN TO CALL THE DEAN
• Example: Johnny Awesome came to class this morning
unprepared for the day. He does not have a pencil to
write with and forgot his homework packet that you
have asked him to bring 72 days in a row. You:
a.) Write a level 3 referral and send him to the Dean for
guy time.
b.) Call the Dean and ask him to suspend Mr. Awesome for
ten days.
c.) Send him to the office without talking to anyone,
including the Dean.
d.) Review your classroom management plan, contact
Johnny’s parents, and give him an appropriate
consequence in your classroom.

23. LETS PLAY
WHEN TO CALL THE DEAN
• Example: Your class is headed to lunch when you
suddenly smell what you think is smoke. You call the
office who quickly sounds the fire alarm for safety. After
the school has been evacuated and safely brought
back into school, one of your students says I saw Sally
earlier with a lighter in her book bag. You:
• a.) Call the Dean and the office
• b.) Do nothing, Sally has never been in trouble at Lake
George, it could not have been her.
• c.) Search her book bag
• d.) Accuse Sally of arson and setting the school on fore
and quickly write her a level 4 referral.

24. LETS PLAY
WHEN TO CALL THE DEAN
• Example: You have taken your class to eat lunch
outside for a reward. One of your students comes
up to you and tells you that he saw another student
with a gun in his pants. You:
• a.)Scream, “He’s got a gun and tell all of your
students to run for their lives.”
• B.) Quietly tell the student to walk inside to the office
and get the Dean.
• C.) Ask the student who may or may not have a gun
in his pants to pull up his shirt and pull his pants
down so you can see what he has.
• D.) Confront the student telling him you know he has
a weapon and then write him a level 4 referral.

25. WHEN IN DOUBT?????
Call me…………..
Ext: 3492244