The document discusses effective classroom management strategies aimed at maintaining a productive learning environment, addressing discipline issues, and supporting student engagement. It emphasizes the importance of planning, organization, and routines to reduce behavioral problems and foster positive self-discipline among students. The document also outlines approaches for negotiating power dynamics in the classroom and provides guidelines for addressing misbehavior and enhancing student motivation.

1. ACTIVITY
 Please list at least three ideas that, as a
teacher, would be effective management
procedures for your classroom?
1.
2.
3.
“ Classroom management embraces all
actions teachers take to maintain a smooth,
focused flow of activity for the purpose of
nurturing learners’ academic and personal
development.”

2. CLASSROOM MANAGEMENT &
DISCIPLINE
 How will you, the teacher, deal with discipline
problems?
 Good management plans reduce discipline
problems & leave learners feeling positive about the
class.
 Effective classroom management is one of the
greatest challenges facing teachers.
 Teachers must maintain a classroom environment
that supports learning.

3.  A poll of public attitudes rated lack of
discipline as one of the top problems facing
today’s schools.
 There is evidence that suggests that as much as
80% of all discipline problems result from
ineffective planning & teaching.
 Researchers point out that you can diminish
the probability that you will face serious
behavior problems when you plan and
implement a management strategy before the
school year begins.
 More teachers in Illinois lose their jobs because
of too much or too little discipline than for any
other reason.

4. SPACE MANAGEMENT
 Please consider the comfort level of your
learners. What will crowding, clutter, noise,
excessive heat or cold do to them?
 Wall Space – Display learner’s work, schedules,
rules, announcements, motivational displays, etc
 Floor Space – Configurations for whole-group,
small group, & activity centers.
 Traffic Patterns – Heavy vs. low usage.
 Teacher’s Desk – Locate in the back
 Equipment Storage – Equipment must be both
secure and accessible.

5. TIME MANAGEMENT
 Researchers have found a high % of time
spent on non-instructional tasks.
 Past – Teachers believed that students
needed to be kept busy for good student
behavior. (Do worksheets / Seat Work)
 Research reveals that students in
classes where teachers spend more time
on instruction, learn more.
 Today – Teachers must make sure that
students are engaged in productive
learning. (plan activities that are authentic
and motivating)

6. 1. Transitions – Occur when there is a shift
from one activity to another. Time is lost!
Plan carefully – organize materials in advance;
provide clear instructions; establish a time frame
to finish.
2. Beginning Class – Perform routine admin.
duties quickly; Establish a signal system to begin
“ All eyes on me, 1,2,3.”
3. Lesson Pacing – Lessons should move
briskly without excessive repetition. What do you
do with learners who finish early?
Follow up activities should not be more of the
same.

7. 4. Providing Assistance – Research shows
teachers spend too much time working one-on-
one with students. 20 seconds is recommended.
Must avoid doing the work for the learner.
Provide one suggestion. Build confidence – offer
praise for successful small steps. Move on, but
check back later for on task behavior.
5. Establishing Routines & Procedures –
Plan, teach, & display procedures for handling
recurring & predictable events. What will
learners do when they enter the classroom;
personal problem to discuss with the teacher;
passing out & collecting work; daily attendance;
sharpening pencils; using the restroom, etc.

8. NEGOTIATIONS
Are you comfortable in sharing power with members of
your class?
Effective management is better conceived of as a
process involving negotiation between teacher and
learners. We want experiences that lead to non-
coercive self-discipline and self-control.
Characteristics of Negotiations:
1. Learners are more apt to exercise self-control if they
perceive environment as warm, trusting and positive.
2. If allowed to make choices they develop responsibility.
3. Learners who have better positive self-concepts
interact more positively with other classmates.
4. Learners who feel a sense of belonging take pride in
their membership.

9. DISCIPLINE
 Expert Power – exert influence over others
 Referent Power – Trustworthy, respect
 Legitimate Power – position held
 Reward Power – Ability to provide something like grades,
praise, privileges.
 Coercive Power – authority to punish
Expert power & referent power are the types most
consistent with the negotiations view of classroom
management.

10. BASIC PRINCIPLES FOR DISCIPLINE
1. Avoid power conflicts / put downs.
2. Use private correction - isolates the misbehaving
student.
3. Seek out the causes of the misbehavior so this
situation is less likely to reoccur.
4. Learn to distinguish between minor and major
problems (Don’t Overreact)
5. Respond to each situation in a fair and consistent
manner.

11. RESPONSES SUPPORTING SELF-
CONTROL
 Reinforce productive behavior – use
verbal praise, incentives
 Use nonverbal signals to show
disapproval – gestures, eye movements,
facial exp.
 Use proximity control – move toward &
stand near while continuing to teach
 Use learner’s name in context of lesson
 Redirecting a learner’s attention
 Have learners take personal action –
Count to ten, put head down, go to a time-
out spot, etc.

12. PROVIDING SITUATIONAL ASSISTANCE
Take time for a quiet word
Provide a rule reminder
Remove the learner from the
situation
Respond with clarity & firmness
Arrange a conference with student
Ask parents for help

13. IMPLEMENTING CONSEQUENCES
 Lose a privilege – Be sure that what you take
away is valued by the student.
 Provide for in-class isolation – Be sure student
cannot interact with classmates.
 Remove the learner – Never leave the student
alone in the hallway; Have someone escort person
to the office.
 Making up wasted time – Keep in during recess or
before or after school. Must have parent approval
during off school hours.
 Involve parents & the School Team – Document
(date, time, behaviors) all misbehaviors. Post class
rules and reiterate often. Have a plan in place to
help the student.

14. STUDENT ENGAGEMENT
 Motivation - students are thinking about and
working on academic learning activities. They are
involved.
 Variety of activities help keep students from
becoming bored by the same lessons day after day.
 Field Trips, Guest Speakers, Small-group Work,
Debates, Writing Activities, Independent Work
(authentic application)

15. HANDLING MISBEHAVIOR
Rudolf Dreikurs indicated that students fall into
one of four areas of misbehaving.
1. A student misbehaves to get recognition
2. A student seeks revenge & inflicts emotional or
physical pain on others.
3. A student defies authority to gain control.
4. A student will withdraw from learning.

16. ASSERTIVE DISCIPLINE
 Lee & Marlene Canter wrote an article entitled
“Teach Students Responsibility By Giving Choices”
 Canter said teachers need to take charge of their
classroom in a firm / positive manner.
 Rewards for compliance / consequences for
breaking rules / posting of rules

17. SITUATION ONE:
 A BOY IN YOUR CLASS CONTINUES TO
DISRUPT PLAY TIME FOR STUDENTS. HE
FORCES HIMSELF ON THE SOCCER FIELD A
NUMBER OF TIMES AND KICKS THE SOCCER
BALL AWAY FROM BOTH TEAMS AND THEN
RUNS AWAY!
 WHAT WOULD YOU DO?

18. SITUATION TWO:
 A STUDENT CONTINUES TO TALK IN CLASS
AND REFUSES TO DO ANY SCHOOL WORK. HE
SINGS, WHISPERS, TALKS AND DOES
ANYTHING ELSE THAT HE WANTS TO DO.
 WHAT WOULD YOU DO?