Effective classroom management requires establishing consistent routines and procedures to maximize student engagement and learning. Key aspects of good management include having well-planned lessons, monitoring student behavior, dealing with misbehavior promptly and respectfully, understanding the functions behind student behaviors, and using techniques like proximity and positive reinforcement to minimize distractions. The first days of school are critical for setting expectations, so teachers should be prepared with procedures to establish control from day one.

1. CLASSROOM MANAGEMENT
Establishing a Well Oiled Learning
Machine

4. EFFECTIVE TEACHERS ARE
EXCELLENT CLASSROOM
MANAGERS

5. Key Principles
• Consistent, proactive discipline is the crux of
effective classroom management
• Establish routines for all the daily tasks and
needs
• Orchestrate smooth transitions and continuity
of momentum throughout the day
• Strike balance between variety and challenge
in student’s activities

6. • Be aware of all actions and activities in the
classroom
• Resolve minor inattention and disruption
before they become major disruptions
• Reinforce positive behaviors
• Treat minor disturbances calmly
• Work out a physical arrangement of chairs
that facilitate T-L process

7. When do you say that you are in a
well-managed classroom?
Thinking Time

8. The Need for Highly Effective Teachers
• Twenty five years ago family structures were
different, and teachers did not require the depth and
variety of social/emotional skills that are required of
today’s teachers.
• Teachers today are not only educators, but
therapists, parent substitutes, mentors, advocates,
managers and more
(NASET Module Series, Series II – Step 5,
and London Mentors).

9. Who is the
Effective Teacher?

10. • May have no clearly defined rules.
• Communicates rules sporadically and
as they are suddenly needed to stifle a
situation.
• Conveys rules in a gruff, angry, and
condescending manner.

11. • Winces, shrugs, or conveys via facial
expression or body language disbelief
in what is being said.
• Conveys that
“I’m only doing this because the
administration wants me to do it.”

12. • Tells students, “If you don’t want to learn,
that’s not my problem.”
• Berates students with meaningless phrases to
convey expectations “Don’t you know any
better?” or “How many times do I have to
tell you?

13. Eventually, NO!

14. • Has a discipline plan that does not
degrade students.
• Makes good eye contact
• Provides a copy of the plan for
each student.
• Enforces the rules consistently.

15. • Has learned how to discipline with
the body, not with the mouth.
• Teaches students the concept of
consequences and responsibility.
• Has self-confidence and faith in his or
her capabilities.

16. Remember
You may be the BEST COOK
in the world but you would fail
as an owner of a restaurant if
you do not know how to
MANAGE the restaurant.

17. A successful Restaurant is Ready
1. The Table is Ready.
2. The Dining Room is ready.
3. The Staff is Ready

18. 1.The Work Is Ready
2.The Room Is Ready
3.The Teacher Is Ready

19. WHO THEN IS THE EFFECTIVE
TEACHER?

20. •An effective teacher
MANAGES a classroom.
Becoming Better Classroom Managers
Harry Wong

21. • Primary purpose is to gain control of the
classroom
• Good classroom management results in
high levels of student engaged time

22. • The single most important factor
governing student learning is NOT
discipline; it is how a teacher manages
a classroom.
• Where there is no management,
students risk failure because of the
lack of structure.

23. Discipline vs. Procedure
• Discipline concerns how students behave.
• Procedures concern how things are done.
• Discipline has penalties and rewards.
• Procedures have no penalties or rewards.

24. How to prepare your Classroom
Procedures
1. Decide what activities will be taking place
for the school year.
2. Make list of PROCEDURAL steps the
students must follow to participate in
these activities.

25. • Entering the classroom
• If you are absent
• If you are tardy
• End of period class dismissal
• When you need help
• Collecting and returning of student work
• Walking in the hallways

26. Remember:
It is the procedures that set
the class up for achievement
and it starts on the very first
day of the school.

27. How to succeed in being a manager?

28. Three Step Approach for Teaching
Procedures
• Explain: State, explain, model, and demonstrate the
procedure.
• Rehearse: Rehearse and practice the procedure under your
supervision.
• Reinforce: Reteach, rehearse, practice, and reinforce the
classroom procedure
until it becomes a student
habit or routine.

29. Behavioristic Approach
Monitor Student Behavior
• Physical layout: ability to see all
students
• Teacher movement: move around
the room
• Group focus: keep students involved
• Overlapping: ability to supervise
several activities at once

30. Behavioristic Approach
Monitor Student Behavior
• Withitness: communicate to students you are
aware of what's happening
• Pacing/movement management:
keep lessons and students
moving

31. Positive things teachers can do
1.Giving the students
•Immediate feedback
•Stars/merit
•Praises
•Positive remarks
•Angel or happy face

32. 1.Sanctions Teachers Do
1.ALLOWED
1.Giving the students
Notification slips
Sad face
Reasonable, realistic threats and
warning
Demerits
Additional task during breaks
Cold treatment
Stern look

37. The first days of school

38. Why do you need to succeed on the First
Days of School?
Key Idea: Your success
during the school year
will be determined by
what you do on the
first days of school.

39. The Importance of the First Days
of School
There is overwhelming evidence
that the first two to three weeks
of school are critical in
determining how well students will
achieve for the remainder of the
year.

40. What to do on the first day?
• Go to school earlier than normal
• Be just outside the door when students arrive.
• Smile and greet them.
• Instruct students where to sit.
• Set high expectations on the first day
• Implement the procedures

41. Cont…
• Effective teachers have lesson plans
and procedures that produce
student learning.
• Effective teachers establish control
over the classroom in the very first
week of school.

42. Take Away Points
The number one problem in the
classroom is not discipline: it
is the lack or procedures and
routines.

43. How to Dress for Success
• Key Idea: The effective teacher
dresses appropriately as a
professional educator to model
success.

44. Some Important Facts
• You are treated in direct
proportion to how you are dressed.
• You will not get a second chance to
make a first impression.
• Every time you act, you validate
how you appear to others.

45. Key Concepts
•Dress for four main effects:
• Respect
• Credibility
• Acceptance
• Authority

46. Take Away Point
• The wardrobe statements you make
influence how your students will behave and
achieve in your classroom. Conversely, how
students behave and what they achieve in
class will determine your success as a
teacher. When in doubt, dress more
conservatively; it makes you appear
confident about your professional future.

48. 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

49. 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

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

51. Techniques for Better Classroom Control
• Over plan your lessons to
ensure you fill the period
with learning activities
• Come to class prepared
• Show confidence in your
teaching
• Learn student names as
quickly as possible

52. Transition vs. Allocated Time
• Allocated time: the time periods you intend for your
students to be engaged in learning activities
• Transition time: time periods that exist between times
allocated for learning activities
• Examples
• Getting students assembled and attentive
• Assigning reading and directing to begin
• Getting students’ attention away from reading and preparing for
class discussion

53. With-it-ness
(Kounin)
•Withitness refers to a teacher’s
awareness of what is going on
in the classroom

54. Withitness (continued)
• When handling misbehavior – make sure
all students learn what is unacceptable
about that behavior
• Getting angry or stressed does not reduce
future misbehavior
• Deal with misbehavior without disrupting
the learning activity

55. Jones’ study of off-task behaviors
• 99% of off-task behaviors take one of several
forms
• Talking out of turn
• Clowning
• Daydreaming
• Moving about without permission
• Antisocial, dangerous behaviors make up a
fraction of the time students spend off-task

56. Proximity and Body Language
• Eye contact, facial expressions, gestures, physical
proximity to students, and the way you carry yourself
will communicate that you are in calm control of the
class and mean to be taken seriously.
• Be free to roam
• Don’t be predictable in your
movement

57. Cooperation through
communication
• Verbalize descriptions of behaviors and never value
judgments about individuals
• Verbalize feelings but remain in control
• DO NOT USE SARCASM
• Do not place labels (good or bad)
• Do not get students hooked on praise
• Praise the work and behavior – not the students
themselves
• Speak only to people when they are ready to listen

58. Dealing with
misbehavior

59. Functions of 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)

60. Functions of Behavior
• Many misbehaviors exhibited by students are
responses to a behavior exhibited by the teacher
• Do not tolerate undesirable behaviors no matter
what the excuse
• Understanding why a person exhibits a behavior
is no reason to tolerate it
• Understanding the function of a behavior will
help in knowing how to deal with that behavior

61. Dealing with off-task behaviors
• 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

62. Dealing with off-task behaviors
• Avoid playing detective
• Utilize alternative lesson plans
• Utilize the help of colleagues
• Utilize the help of guardians
• DO NOT USE CORPORAL PUNISHMENT
• A form of contrived punishment in which physical pain or
discomfort is intentionally inflicted upon an individual for
the purpose of trying to get that individual to be sorry he
or she displayed a particular behavior

63. Attention Seeking Behavior
• Attention-seeking students prefer being punished,
admonished, or criticized to being ignored
• Give attention to this student when he or she is on-
task and cooperating
• “Catch them being good!” – and let them know you
caught them

64. Power Seeking Behavior
• Power-seeking students attempt to provoke teachers
into a struggle of wills
• In most cases, the teacher should direct attention to
other members of the class

65. Behavior: Rambling -- wandering around
and off the subject. Using far-fetched
examples or analogies.
POSSIBLE RESPONSES:
Refocus attention by restating relevant point.
Direct questions to group that is back on the subject
Ask how topic relates to current topic being discussed.
Use visual aids, begin to write on board, turn on overhead
projector.
Say: "Would you summarize your main point please?" or
"Are you asking...?"

66. Behavior: Shyness or Silence -- lack of
participation
POSSIBLE RESPONSES:
o Change teaching strategies from group discussion to
individual written exercises or a videotape
o Give strong positive reinforcement for any
contribution.
o Involve by directly asking him/her a question.
o Make eye contact.
o Appoint to be small group leader.

67. Behavior: Talkativeness -- knowing
everything, manipulation, chronic whining.
POSSIBLE RESPONSES:
o Acknowledge comments made.
o Give limited time to express viewpoint or feelings, and
then move on.
o Make eye contact with another participant and move
toward that person.
o Give the person individual attention during breaks.
o Say: "That's an interesting point. Now let's see what
other other people think."

68. Behavior: Sharpshooting -- trying to shoot
you down or trip you up.
POSSIBLE RESPONSES:
o Admit that you do not know the answer and
redirect the question the group or the individual
who asked it.
o Acknowledge that this is a joint learning
experience.
o Ignore the behavior.

69. Behavior: Heckling/Arguing -- disagreeing with
everything you say; making personal attacks.
POSSIBLE RESPONSES:
• Redirect question to group or supportive
individuals.
Recognize participant's feelings and move
one.
Acknowledge positive points.
Say: "I appreciate your comments, but I'd
like to hear from others," or "It looks like
we disagree."

70. Behavior: Grandstanding -- getting caught up in
one's own agenda or thoughts to the detriment of
other learners.
POSSIBLE RESPONSES:
o Say: "You are entitled to your opinion, belief or
feelings, but now it's time we moved on to the
next subject," or
o "Can you restate that as a question?" or
o "We'd like to hear more about that if there is
time after the presentation."

71. Behavior: Overt Hostility/Resistance --
angry, belligerent, combative behavior.
POSSIBLE RESPONSES:
o Hostility can be a mask for fear. Reframe hostility as fear
to depersonalize it.
o Respond to fear, not hostility.
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.

72. Behavior: Griping -- maybe legitimate complaining.
POSSIBLE RESPONSES:
o Point out that we can't change policy here.
o Validate his/her point.
o Indicate you'll discuss the problem with the
participant privately.
o Indicate time pressure.

73. Behavior: Side Conversations -- may be related to
subject or personal. Distracts group members and you.
POSSIBLE RESPONSES:
Don't embarrass talkers.
Ask their opinion on topic being discussed.
Ask talkers if they would like to share their ideas.
Casually move toward those talking.
Make eye contact with them.
Standing near the talkers, ask a near-by
participant a question so that the new discussion
is near the talkers.
As a last resort, stop and wait.

74. One of the greatest gifts a caring teacher can
contribute to children is to help them learn to
sit when they feel like running, to raise their
hand when they feel like talking, to be polite
to their neighbor, to stand in line without
pushing, and to do their homework when they
feel like playing. By introducing procedures in
the classroom, you are also introducing
procedures as a way of living a happy and
successful life.