Classroom Management

1. Classroom
Management

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. 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. 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. Without classroom
management, students
would not get the
education they deserve
and may not even feel
safe in their school
environment.

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. An effective teacher recognizes
cognitive and cultural
diversity.
 Students learn through
different modalities, styles,
and a variety of multiple
intelligences.

8.  Learning is affected by
students’ cultural perceptions
and background experiences.

9. Professional Standards
• Dress –instructors should
model the highest standard
of professional behavior at
all times, including dress.

10. Notlike
this…

12. But this

13.  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.

14.  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

15.  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.

16.  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.

17. Game Plan forEffective
ClassroomManagement

18. I. Create a Positive
Climate
 When students feel
safe, secure, and are
engaged, learning
increases. Learning
decreases when
students feel
threatened or
unchallenged

19. A. Promote and Maintain
High Expectations
 Announce and post
statements that
communicate high
expectations.
 Reinforce high
expectations through

20. B. Know Your Students
 Call your students
by name
 Ensure learning
opportunities
promote diverse
student
background
(culturally and
socio-
economically)

21. C. Engage All Students in
the Learning Process
 Develop a system to ensure
all students are called on and
have an opportunity to
participate.

22. 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.

23. 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.

24. The learning environment
should be designed
according to learning
objectives and desired
outcomes not just habit
or a janitor’s best guess.

29. B. Have A Seat Plan
 Have a seating chart ready
before students arrive.
 Have a plan for helping them
find their seats.

30. 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.

31. D. Create Bulletin Boards
 Be sure bulletin boards are
informative, relevant,
aesthetic, and related to class
activities.

33. 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.

34. 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.

35. 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.

36. 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.

37. 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.

38. “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 . ”

39. 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.

40. 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.

41. 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.

42. 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.

43. 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).

44. 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.

45. 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.

46.  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).

47. . 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.

48. 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.

49. 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.

50. 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.

51. 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.

52. 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

53. Level of
Significance
Reward Penalty
Moderate
Posting Good
Work
Positive Note
to Parents
Special
Privileges
Staying after
school
Loss of
privileges
Call to
parents

54. 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

55. Examples of Misbehaviors
in Class
 Side conversations
 Rambling/going around the topic
 Arguing and disagreeing with
everything you say
 Silence
 Cheating

57. VII. Maintain
Momentum
 As the year progresses, stay focused
on successes and maintain the
momentum of continuous
improvement.

58. A. Expect the Unexpected
 Plan for interruptions in case
they occur.
typhoons, fire & earthquake
drills, symposium, mass,
school programs

59. B. Build a Culture of
Excellence
 Promote a continuous
desire to learn.
 Do not settle for less than
students’ best efforts.

60. C. Reflect and Seek Out
Support
 Learn from your experiences
and inevitable mistakes.
 Ask mentors, colleagues, and
administrators for assistance.
 Attend professional
development.

61. D. Take Care of Yourself
 Build skills for time and task
management.
 Find ways to relax, enjoy
the job, and manage stress.
 Celebrate success.