The document provides an overview of effective classroom management strategies. It discusses establishing clear rules and consequences, using positive reinforcement of good behaviors, giving students responsibility for their learning environment, avoiding public confrontations, connecting with parents, and being organized as a teacher. Specific techniques mentioned include using mystery motivators, calming areas, attention grabbers, hand signals, and establishing rules and behavior contracts. The overall message is that classroom management requires preparing students for success through clear expectations and focusing on positive behaviors.

1. "Management refers to your role as a
teacher in creating a classroom
environment where success is possible. It
refers to how order is established and
maintained in the classroom"
(Savage & Savage, 2010, p.6).

2. WHAT IS CLASSROOM MANAGEMENT?
• 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. BOOK OF THE MEETING
Have You Filled a Bucket Today
By: Carol McCloud

6. HTTP://WWW.SIMPLYKINDER.COM/AUTHOR/JENNIFER/
http://www.simplykinder.com/2014/07/why-
i-took-my-behavior-chart-off-my-wall.html

7. • “I really felt as if I was quick to just call people out and have them
go pull their card. Someone was talking while I was talking… I
gave a warning and then they had to pull their card. They had to
do the walk of shame over to the wall and their card had to be on
my yellow pocket chart for the rest of the day. But did I really give
that child a fair chance to explain why they were talking. Simply
stated – no. I would have a conversation with them after but the
emotional damage and embarrassment was done and that really
started killing ME inside. And then to post it on the wall for
everyone to see just seemed unfair.”

8. • “So we started focusing on rules more! I made these great
rules to use in my room and we began to make that the
focus. Every day we would stand behind our chairs and my
handy helper would point while the entire class recited the
rules. Every day… we never missed.”

9. Here I just took an object and the kids passed
it to the person I saw doing something
good. So if there was a student with an
undesired behavior – I would say oh thanks
Johny for sitting quietly, please pass the
fish to Amy who is sitting on her bottom.
CIRCLE TIME

10. PARENT COMMUNICATION

11. DO-OVERS
“Let’s try that again.” – “What’s another way to say that?” – “How can we
do that differently?”
The “IDEAL” Approach to handle misbehavior discussed in the book is:
I – Immediate response;
D – Directly respond to the child, making eye contact
E – Efficiently use words and firmness;
A – Action-based “do-overs”;
L – Level your response to the behavior, not the child.

12. CHILD CREATING GOALS
Dr. Baynum- would you please share what
you did with your third grade goals.

14. DURING SMALL GROUP

15. DURING SMALL GROUP CONTINUED…

16. #1: Establish classroom rules immediately and
enforce them consistently.
#2: Set logical rules and consequences.
#3: Use positive instead of negative language
#4: Make your students feel responsible for their
own learning environment.
#5: Praise efforts and achievements for their
own sake, not for the sake of teacher
approval.
#6: Be mindful of different learning paces and
keep the students occupied.
12 TIPS

17. #7: Avoid confrontations in front of students.
#8: Connect with the parents.
#9: Interactively model behaviors.
#10: Get the attention of every student before
beginning class.
#11: Use proximity and directness to your
advantage.
#12: Be organized.
http://www.elementaryeducationdegree.com/cl
assroom-management-tips/
CONTINUED…

18. VOICE LEVELS
Check out
teacherspayteachers.com

19. TATTLING

20. HAND SIGNALS

21. HAND SIGNALS CONTINUED
Checking for
Understanding
(**informal assessment)

23. MYSTERY MOTIVATORS
• Incentive systems designed to deliver random
rewards for appropriate behavior
• Can be used for single students, teams, or a whole
class
• Depends on what you as the teacher want to
implement in the classroom on what behaviors you
want to focus on to reward

24. Explain HOW this works in the classroom
Refer to the book The Tough Kid Tool Box

25. • Awesome for ANY student who may have a
behavior problem in class or even just to
reward your class for excellent behavior
during small group settings, large group
instruction or individually

26. ATTENTION GRABBERS

27. CALMING AREAS

28. • Have a contract
for students to
sign at the
beginning of the
year
• Make sure
students
understand and
know the rules
and your
expectations of
them
RULES AND CONTRACTS

29. CONTINUED…

30. 1.Take advantage of the
new school year or term
to set the stage for
cooperation
2. Be particularly prepared
and organized
3. Minimize transition time
4. Utilize a communication
style that establishing
non-threatening,
comfortable environment
5. Clearly establish
expectations for conduct
5 STEPS TO CLASSROOM MANAGEMENT
www.usu.edu/ata/docs/classroom_manage
ment.ppt

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OCTOBER 7th AT 5 PM