The document discusses effective classroom management strategies. It emphasizes that teacher actions have twice the impact on student achievement as other school policies. Key aspects of effective classroom management include exhibiting appropriate levels of dominance, cooperation, and awareness of student needs. Teachers should clearly communicate expectations, reward positive behaviors, develop engaging curriculum, and implement individualized interventions for students who are not responding to universal strategies. The document provides numerous specific techniques and recommendations for teachers to establish orderly learning environments and maximize student success.

1. Classroom management

2. a The “teacher” factor
• Research has shown us that teachers’ actions in their classrooms
have twice the impact on student achievement as do school
policies regarding curriculum, assessment, staff collegiality, and
community involvement.
• We also know that one of the classroom teacher’s most important
jobs is managing the classroom effectively.

3. a The “keystones”
• The quality of teacher-student relationships is based on three specific teacher
behaviors:
1. Exhibiting appropriate levels of dominance
2. Exhibiting appropriate levels of cooperation
3. Being aware of high-needs students.

4. a 1. Dominance / Rules
• Raising our voice to get students' attention is not the best approach
• Differentiate your tone
• Speak only when students are quiet and ready
• Use hand signals and other non-verbal communication
• Have them raise their hand along with their questions
• Try clapping your hands three times
• Always have a well-designed, engaging lesson

5. a 2. The approach
• Movements & Variations
• Be a child (fun, rhythm, coordination)
• Encouragement
• Positive language
• Interaction

6. a 3. The program
Although effective classroom management produces a variety of positive outcomes for
students, according to a 2006 survey of pre-K through grade 12 teachers conducted by
APA, teachers report a lack of support in implementing classroom management
strategies. Chaotic classroom environments are a large issue for teachers and can
contribute to high teacher stress and burnout rates. Therefore, it is important to use
effective classroom management strategies at the universal level in a tiered model, as
they serve as both prevention and intervention methods that promote positive
outcomes for students.
• Establishes and sustains an orderly environment in the classroom.
• Increases meaningful academic learning and facilitates social and emotional growth.
• Decreases negative behaviors and increases time spent academically engaged.

7. a 4. Three basic principles
Classroom management systems are effective because they increase student success by creating
an orderly learning environment that enhances students' academic skills and competencies, as
well as their social and emotional development. Classroom management systems are most
effective when they adhere to three basic principles
• Emphasize student expectations for behavior and learning.
• Promote active learning and student involvement.
• Identify important student behaviors for success. More specifically:
• What behaviors are required to reach the goals of learning activities?
• What implications does a particular learning activity have for student roles?
• How will the teacher prepare students to take on these roles?

8. a 5. Classroom management routines
Teachers should not assume that students know the appropriate and expected classroom behaviors. Instead, teachers should
make it a priority to help their students understand what appropriate classroom behaviors are and make this information
explicit.
• Spend extra time teaching expectations at the beginning of the school year; this plan will help students get into the practice
of following rules right from the start.
• Reteach your goals throughout the year, and make sure your students are familiar with these goals. It could be helpful to
display them in your classroom.
• Make your classroom goals easy to understand and measurable (e.g., if your goal is to "be respectful" make sure your
students know what that means. Provide them examples of respectful behaviors that you expect from them).
• Generally, do not exceed five expectations at a time; too many expectations will cause students to forget directions.
• Adapt behavior expectations based on context such as group size or setting.

9. Reward positive behaviors
• Student praise is one of the most effective ways of increasing positive behavior. Giving behavior-specific
praise that identifies what the student has done correctly is a powerful strategy for increasing good behavior.
• Assess what rewards are reinforcing for your students: do they appreciate teacher attention or prefer small
prizes? Rewards only work if the student finds them reinforcing, so rewards may need to be tailored for
individual students.
Develop a curriculum that facilitates student engagement
• Ensure that the difficulty level of the instructional materials is appropriate for the students. Instructional
materials that are too easy or too difficult can result in off-task behavior.
• Create opportunities for student choice in materials studied. Student choice allows for greater ownership of
academic experience. Incorporate student interest into the curriculum, causing the students to become more
invested in what they are learning
What if a student isn't responding to instruction or intervention?
• If a student isn't responding to universal instruction/intervention with classroom appropriate behavior, they
may need a stronger or customized intervention. Implementing intensive socio-emotional interventions for
students with behavior difficulties is an effective means of enhancing classroom management because socio-
emotional interventions can equip students with the competencies, skills and motivation they need to behave
appropriately in school.

10. a 6. Recommendations for teachers
• Recommendations for teachers
• Do not use vague rules.
• Do not have rules that you are unwilling to enforce.
• Do not ignore student behaviors that violate school or classroom rules (they will not go away).
• Do not engage in ambiguous or inconsistent treatment of misbehavior.
• Do not use overly harsh or embarrassing punishments or punishments delivered without accompanying support.
• Do not use corporal punishment.
• Avoid out-of-school suspension whenever possible.
• Do not try to solve problems alone if you have serious concerns about a student. Refer to your school psychologist or
special education professional.

11. a Recommendations for teachers
• Reward system
• Names & Voice
• Saying something good
• Signals
• Contract
• Leaders
• Video

12. a Principles for successful classroom
management
• Deal with disruptive behaviors but also manage to minimize off-
task, non-disruptive behaviors
• Teach students to manage their own behavior
• Students learn to be on-task and engaged in the learning activities
you have planned for them
• It is more natural to be off-task than on

13. a Techniques for Better Classroom Control
• 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
• Direct your instruction so that students know what is going to happen

14. a Techniques for Better Classroom Control
• Monitor groups of students to check progress
• Move around the room so students have to pay attention more readily
• Engage in low profile intervention of disruptions
• Make sure classroom is comfortable and safe

15. a 5 steps
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

16. a 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)

17. a Behavior
• Remain focused and calm; organize thoughts
• Either respond decisively or ignore it all together
• Distinguish between off-task behaviors and off-task behavior patterns
• Control the time and place for dealing with off-task behavior
• Provide students with dignified ways to terminate off-task behaviors

18. a Behavior
POSSIBLE RESPONSES:
o "We'd like to hear more about that if there is time after the lunch….
o Indicate you'll discuss the problem with the participant privately. .
o Respond to action, not to the person.
o Remain calm and polite. Keep your temper in check.
o Don't disagree, but build on or around what has been said.
o Move closer to the hostile person, maintain eye contact.
o Always allow him or her a way to gracefully retreat from the confrontation.

20. The best teachers teach from the heart
not from the book