This document describes four classroom management styles: authoritarian, authoritative, laissez-faire, and indifferent. It provides examples of teachers who exemplify each style and discusses their approach to rules, discipline, student involvement, and motivation. Students' reactions to each style are also presented. The document aims to help readers identify their own classroom management profile by completing a multiple choice quiz and scoring themselves on the four styles.

1. What is Your ClassroomWhat is Your Classroom
Management Profile?Management Profile?
 Answer these 12 questions to learn more about your classroom management profile. The stepsAnswer these 12 questions to learn more about your classroom management profile. The steps
are simple: Read each statement carefully. Write your response, from the scale below, on aare simple: Read each statement carefully. Write your response, from the scale below, on a
sheet of paper. Respond to each statement based upon either actual or imagined classroomsheet of paper. Respond to each statement based upon either actual or imagined classroom
experience. Then, follow the scoring instructions below. It couldn't be easier!experience. Then, follow the scoring instructions below. It couldn't be easier!
1.1. = Strongly Disagree= Strongly Disagree
2.2. = Disagree= Disagree
3.3. = Neutral= Neutral
4.4. = Agree= Agree
5.5. = Strongly Agree= Strongly Agree
(1)(1) If a student is disruptive during class, I assign him/her to detention, without further discussion.If a student is disruptive during class, I assign him/her to detention, without further discussion.
(2)(2) I don't want to impose any rules on my students.I don't want to impose any rules on my students.
(3)(3) The classroom must be quiet in order for students to learn.The classroom must be quiet in order for students to learn.
(4)(4) I am concerned about both what my students learn and how they learn.I am concerned about both what my students learn and how they learn.
(5)(5) If a student turns in a late homework assignment, it is not my problem.If a student turns in a late homework assignment, it is not my problem.
(6)(6) I don't want to reprimand a student because it might hurt his/her feelings.I don't want to reprimand a student because it might hurt his/her feelings.
(7)(7) Class preparation isn't worth the effort.Class preparation isn't worth the effort.
(8)(8) I always try to explain the reasons behind my rules and decisions.I always try to explain the reasons behind my rules and decisions.
(9)(9) I will not accept excuses from a student who is tardy.I will not accept excuses from a student who is tardy.
(10)(10) The emotional well-being of my students is more important than classroom control.The emotional well-being of my students is more important than classroom control.
(11)(11) My students understand that they can interrupt my lecture if they have a relevant question.My students understand that they can interrupt my lecture if they have a relevant question.
(12)(12) If a student requests a hall pass, I always honor the request.If a student requests a hall pass, I always honor the request.

2. Scoring Your QuizScoring Your Quiz
 Add your responses to statements 1, 3, and 9. This is your score for theAdd your responses to statements 1, 3, and 9. This is your score for the
authoritarian styleauthoritarian style..
 Statements 4, 8 and 11 refer to theStatements 4, 8 and 11 refer to the authoritative styleauthoritative style..
 Statements 6, 10, and 12 refer to theStatements 6, 10, and 12 refer to the laissez-faire stylelaissez-faire style..
 Statements 2, 5, and 7 refer to theStatements 2, 5, and 7 refer to the indifferent styleindifferent style..
 The result is your classroom management profile. Your score for each managementThe result is your classroom management profile. Your score for each management
style can range from 3 to 15. A high score indicates a strong preference for thatstyle can range from 3 to 15. A high score indicates a strong preference for that
particular style. After you have scored your quiz, and determined your profile, readparticular style. After you have scored your quiz, and determined your profile, read
the descriptions of each management style. You may see a little bit of yourself inthe descriptions of each management style. You may see a little bit of yourself in
each one.each one.
 As you gain teaching experience, you may find that your preferred style(s) willAs you gain teaching experience, you may find that your preferred style(s) will
change. Over time, your profile may become more diverse or more focused. Also, itchange. Over time, your profile may become more diverse or more focused. Also, it
may be suitable to rely upon a specific style when addressing a particular situation ormay be suitable to rely upon a specific style when addressing a particular situation or
subject. Perhaps the successful teacher is one who can evaluate a situation and thensubject. Perhaps the successful teacher is one who can evaluate a situation and then
apply the appropriate style. Finally, remember that the intent of this exercise is toapply the appropriate style. Finally, remember that the intent of this exercise is to
inform you and arouse your curiosity regarding classroom management styles.inform you and arouse your curiosity regarding classroom management styles.
 The classroom management styles are adaptations of the parenting styles discussedThe classroom management styles are adaptations of the parenting styles discussed
inin AdolescenceAdolescence, by John T. Santrock. They were adapted by Kris Bosworth, Kevin, by John T. Santrock. They were adapted by Kris Bosworth, Kevin
McCracken, Paul Haakenson, Marsha Ritter Jones, Anne Grey, Laura Versaci, JulieMcCracken, Paul Haakenson, Marsha Ritter Jones, Anne Grey, Laura Versaci, Julie
James, and Ronen Hammer.James, and Ronen Hammer.

3. Authoritarian StyleAuthoritarian Style
 The authoritarian teacher places firm limits and controls on the studentsThe authoritarian teacher places firm limits and controls on the students. Students will. Students will
often have assigned seats for the entire term. The desks are usually in straight rowsoften have assigned seats for the entire term. The desks are usually in straight rows
and there are no deviations. Students must be in their seats at the beginning of classand there are no deviations. Students must be in their seats at the beginning of class
and they frequently remain there throughout the period. This teacher rarely gives halland they frequently remain there throughout the period. This teacher rarely gives hall
passes or recognizes excused absences. Often, it is quiet. Students know theypasses or recognizes excused absences. Often, it is quiet. Students know they
should not interrupt the teacher. Since verbal exchange and discussion areshould not interrupt the teacher. Since verbal exchange and discussion are
discouraged, the authoritarian's students do not have the opportunity to learn and/ordiscouraged, the authoritarian's students do not have the opportunity to learn and/or
practice communication skills.practice communication skills.
 This teacher prefers vigorous discipline and expects swift obedience. Failure to obeyThis teacher prefers vigorous discipline and expects swift obedience. Failure to obey
the teacher usually results in detention or a trip to the principal's office. In thisthe teacher usually results in detention or a trip to the principal's office. In this
classroom, students need to follow directions and not ask why.classroom, students need to follow directions and not ask why.
 At the extreme, the authoritarian teacher gives no indication that heshe cares for theAt the extreme, the authoritarian teacher gives no indication that heshe cares for the
students. Mr. Doe is a good example of an authoritarian teacher. His students receivestudents. Mr. Doe is a good example of an authoritarian teacher. His students receive
praise and encouragement infrequently, if at all. Also, he makes no effort to organizepraise and encouragement infrequently, if at all. Also, he makes no effort to organize
activities such as field trips. He feels that these special events only distract theactivities such as field trips. He feels that these special events only distract the
students from learning. After all, Mr. Doe believes that students need only listen to hisstudents from learning. After all, Mr. Doe believes that students need only listen to his
lecture to gain the necessary knowledge.lecture to gain the necessary knowledge.
 Students in this class are likely to be reluctant to initiate activity, since they may feelStudents in this class are likely to be reluctant to initiate activity, since they may feel
powerless. Mr. Doe tells the students what to do and when to do it. He makes allpowerless. Mr. Doe tells the students what to do and when to do it. He makes all
classroom decisions. Therefore, his style does little to increase achievementclassroom decisions. Therefore, his style does little to increase achievement
motivation or encourage the setting of personal goals.motivation or encourage the setting of personal goals.
 One Middle-school pupil reacts to this teaching style: “I don't really care for thisOne Middle-school pupil reacts to this teaching style: “I don't really care for this
teacher. He is really strict and doesn't seem to want to give his students a fairteacher. He is really strict and doesn't seem to want to give his students a fair
chance. He seems unfair, although that's just his way of getting his point across.”chance. He seems unfair, although that's just his way of getting his point across.”

4. Authoritative StyleAuthoritative Style
 The authoritative teacher places limits and controls on the students butThe authoritative teacher places limits and controls on the students but
simultaneously encourages independencesimultaneously encourages independence. This teacher often explains the reasons. This teacher often explains the reasons
behind the rules and decisions. If a student is disruptive, the teacher offers a polite,behind the rules and decisions. If a student is disruptive, the teacher offers a polite,
but firm, reprimand. This teacher sometimes metes out discipline, but only afterbut firm, reprimand. This teacher sometimes metes out discipline, but only after
careful consideration of the circumstances.careful consideration of the circumstances.
 The authoritative teacher is also open to considerable verbal interaction, includingThe authoritative teacher is also open to considerable verbal interaction, including
critical debates. The students know that they can interrupt the teacher if they have acritical debates. The students know that they can interrupt the teacher if they have a
relevant question or comment. This environment offers the students the opportunity torelevant question or comment. This environment offers the students the opportunity to
learn and practice communication skills.learn and practice communication skills.
 Ms. Smith exemplifies the authoritative teaching style. She exhibits a warm andMs. Smith exemplifies the authoritative teaching style. She exhibits a warm and
nurturing attitude toward the students and expresses genuine interest and affection.nurturing attitude toward the students and expresses genuine interest and affection.
Her classroom abounds with praise and encouragement. She often writes commentsHer classroom abounds with praise and encouragement. She often writes comments
on homework and offers positive remarks to students. This authoritative teacheron homework and offers positive remarks to students. This authoritative teacher
encourages self-reliant and socially competent behavior and fosters higherencourages self-reliant and socially competent behavior and fosters higher
achievement motivation. Often, she will guide the students through a project, ratherachievement motivation. Often, she will guide the students through a project, rather
than lead them.than lead them.
 A student reacts to this style: “I like this teacher. She is fair and understands thatA student reacts to this style: “I like this teacher. She is fair and understands that
students can't be perfect. She is the kind of teacher you can talk to without being putstudents can't be perfect. She is the kind of teacher you can talk to without being put
down or feeling embarrassed.”down or feeling embarrassed.”

5. Laissez-Faire StyleLaissez-Faire Style
 The laissez-faire teacher places few demand or controls on the studentsThe laissez-faire teacher places few demand or controls on the students. "Do your. "Do your
own thing" describes this classroom. This teacher accepts the student's impulses andown thing" describes this classroom. This teacher accepts the student's impulses and
actions and is less likely to monitor their behavior.actions and is less likely to monitor their behavior.
 Mr. Jones uses a laissez-faire style. He strives to not hurt the student's feelings andMr. Jones uses a laissez-faire style. He strives to not hurt the student's feelings and
has difficulty saying no to a student or enforcing rules. If a student disrupts the class,has difficulty saying no to a student or enforcing rules. If a student disrupts the class,
Mr. Jones may assume that he is not giving that student enough attention. When aMr. Jones may assume that he is not giving that student enough attention. When a
student interrupts a lecture, Mr. Jones accepts the interruption with the belief that thestudent interrupts a lecture, Mr. Jones accepts the interruption with the belief that the
student must surely have something valuable to add. When he does offer discipline, itstudent must surely have something valuable to add. When he does offer discipline, it
is likely to be inconsistent.is likely to be inconsistent.
 Mr. Jones is very involved with his students and cares for them very much. He isMr. Jones is very involved with his students and cares for them very much. He is
more concerned with the students' emotional well-being than he is with classroommore concerned with the students' emotional well-being than he is with classroom
control. He sometimes bases classroom decisions on his students feelings rathercontrol. He sometimes bases classroom decisions on his students feelings rather
than on their academic concerns.than on their academic concerns.
 Mr. Jones wants to be the students' friend. He may even encourage contact outsideMr. Jones wants to be the students' friend. He may even encourage contact outside
the classroom. He has a difficult time establishing boundaries between histhe classroom. He has a difficult time establishing boundaries between his
professional life and his personal life.professional life and his personal life.
 However, this overindulgent style is associated with students lack of socialHowever, this overindulgent style is associated with students lack of social
competence and self-control. It is difficult for students to learn socially acceptablecompetence and self-control. It is difficult for students to learn socially acceptable
behavior when the teacher is so permissive. With few demands placed upon them,behavior when the teacher is so permissive. With few demands placed upon them,
these students frequently have lower motivation to achieve.these students frequently have lower motivation to achieve.
 Regardless, students often like this teacher. A Middle School student says:Regardless, students often like this teacher. A Middle School student says:
 This is a pretty popular teacher. You don't have to be serious throughout the class.This is a pretty popular teacher. You don't have to be serious throughout the class.
But sometimes things get out of control and we learn nothing at all.But sometimes things get out of control and we learn nothing at all.

6. Indifferent StyleIndifferent Style
 The indifferent teacher is not very involved in the classroomThe indifferent teacher is not very involved in the classroom . This teacher places few. This teacher places few
demands, if any, on the students and appears generally uninterested. The indifferent teacher justdemands, if any, on the students and appears generally uninterested. The indifferent teacher just
doesn't want to impose on the students. As such, he/she often feels that class preparation is notdoesn't want to impose on the students. As such, he/she often feels that class preparation is not
worth the effort. Things like field trips and special projects are out of the question. This teacherworth the effort. Things like field trips and special projects are out of the question. This teacher
simply won't take the necessary preparation time. Sometimes, he/she will use the samesimply won't take the necessary preparation time. Sometimes, he/she will use the same
materials, year after year.materials, year after year.
 Also, classroom discipline is lacking. This teacher may lack the skills, confidence, or courage toAlso, classroom discipline is lacking. This teacher may lack the skills, confidence, or courage to
discipline students.discipline students.
 The students sense and reflect the teacher's indifferent attitude. Accordingly, very little learningThe students sense and reflect the teacher's indifferent attitude. Accordingly, very little learning
occurs. Everyone is just "going through the motions" and killing time. In this aloof environment,occurs. Everyone is just "going through the motions" and killing time. In this aloof environment,
the students have very few opportunities to observe or practice communication skills. With fewthe students have very few opportunities to observe or practice communication skills. With few
demands placed on them and very little discipline, students have low achievement motivation anddemands placed on them and very little discipline, students have low achievement motivation and
lack self-control.lack self-control.
 According to one student, “This teacher can't control the class and we never learn anything inAccording to one student, “This teacher can't control the class and we never learn anything in
there. There is hardly ever homework and people rarely bring their books.”there. There is hardly ever homework and people rarely bring their books.”
 Mrs. Johnson is a good example of an indifferent teacher. She uses the same lesson plans everyMrs. Johnson is a good example of an indifferent teacher. She uses the same lesson plans every
year, never bothering to update them. For her, each day is the same. She lectures for the firstyear, never bothering to update them. For her, each day is the same. She lectures for the first
twenty minutes of class. Sometimes she will show a film or a slideshow. When she does, ittwenty minutes of class. Sometimes she will show a film or a slideshow. When she does, it
becomes a substitute for her lecture, not a supplement. If there is any time left (and there alwaysbecomes a substitute for her lecture, not a supplement. If there is any time left (and there always
is) she allows students to study quietly and to talk softly. As long as they don't bother her, sheis) she allows students to study quietly and to talk softly. As long as they don't bother her, she
doesn't mind what they do. As far as she is concerned, the students are responsible for their owndoesn't mind what they do. As far as she is concerned, the students are responsible for their own
education.education.

7. Classroom Management:Classroom Management:
Strategies, Techniques,Strategies, Techniques,
and, oh yes, Pitfallsand, oh yes, Pitfalls
CAJE 32CAJE 32
Roland RothRoland Roth
Director of Education and ProgrammingDirector of Education and Programming
Congregation Beth Shalom, Wilmington, DECongregation Beth Shalom, Wilmington, DE
education@bethshalomwilmington.orgeducation@bethshalomwilmington.org

8. Effective Teaching… the First DayEffective Teaching… the First Day
 Rivka Shalom is fresh out of college, clueless butRivka Shalom is fresh out of college, clueless but
excited over being a new teacher. With 17 boxesexcited over being a new teacher. With 17 boxes
of activities she can't wait to make learning fun.of activities she can't wait to make learning fun.
So she starts the first day of school with her mostSo she starts the first day of school with her most
favorite fun activity and then spends the rest offavorite fun activity and then spends the rest of
the school year chasing after the class.the school year chasing after the class.
 Melissa Bat-Sheva scripted her first day of school.Melissa Bat-Sheva scripted her first day of school.
She is like a coach who scripts the first 25 playsShe is like a coach who scripts the first 25 plays
of a game. A teacher would not "wing it" in aof a game. A teacher would not "wing it" in a
classroom any more than a coach would "wing it"classroom any more than a coach would "wing it"
on a football field or a pilot would wing it on aon a football field or a pilot would wing it on a
flight from Baltimore to Kansas City! Theflight from Baltimore to Kansas City! The
successful and effective teacher goes in with asuccessful and effective teacher goes in with a
plan and modifies that plan if conditions change.plan and modifies that plan if conditions change.

9. Planning, Scripting, ReadyPlanning, Scripting, Ready
 Melissa began the first day of her first year of teaching with aMelissa began the first day of her first year of teaching with a
plan. She scripted the first day of school as follows:plan. She scripted the first day of school as follows:
 Greet each student at the door:Greet each student at the door:
• hand each child a classroom rules sheet (goes in notebook)hand each child a classroom rules sheet (goes in notebook)
• direct them toward their assigned seat (alphabetical)direct them toward their assigned seat (alphabetical)
• tell child to read and follow the instructions written on the boardtell child to read and follow the instructions written on the board
• have instructions written on board for them to start onhave instructions written on board for them to start on
• finish greeting the last to arrive in classfinish greeting the last to arrive in class
 Welcome students to class and introduce myself:Welcome students to class and introduce myself:
• my namemy name
• talk about family (husband, kids)talk about family (husband, kids)
• educationeducation
• where I'm from and where I livewhere I'm from and where I live
• tell them why I wanted to teachtell them why I wanted to teach

10. Planning, Scripting, Ready, cont.Planning, Scripting, Ready, cont.
 Arriving and leaving class:Arriving and leaving class:
• teach procedure for arriving in classteach procedure for arriving in class
• teach procedure for dismissal from classteach procedure for dismissal from class
 Explain rules and daily procedures:Explain rules and daily procedures:
• refer to the rules that are posted at frontrefer to the rules that are posted at front
• explain discipline plan and refer to posterexplain discipline plan and refer to poster
• go over procedures and refer to postergo over procedures and refer to poster
• talk about "We missed you" charttalk about "We missed you" chart
 Respecting the classroom and the art supplies:Respecting the classroom and the art supplies:
• refer to classroom rules and proceduresrefer to classroom rules and procedures
• teach them to be responsible for the art supplies andteach them to be responsible for the art supplies and
room; teach proceduresroom; teach procedures

11. Planning, Scripting, Ready, cont.Planning, Scripting, Ready, cont.
 Teachers things and students things:Teachers things and students things:
• some things are only for mesome things are only for me
• other things are for you to use as you need itother things are for you to use as you need it
 Explain thematic lessons and such:Explain thematic lessons and such:
• will be going along with what regular teacher is teachingwill be going along with what regular teacher is teaching
 Art centers:Art centers:
• everyone will get a chance to go to all the centerseveryone will get a chance to go to all the centers
• art centers board will have names (numbers) that tell us whoart centers board will have names (numbers) that tell us who
does what that daydoes what that day
 Notebooks:Notebooks:
• this is so that the child can record their grades and keep trackthis is so that the child can record their grades and keep track
of them for themselvesof them for themselves
• to store vocabulary words (Hebrew, etc.) for future useto store vocabulary words (Hebrew, etc.) for future use
• to write a weekly journal entry about what they liked mostto write a weekly journal entry about what they liked most
about the week’s lessonabout the week’s lesson

12. Overview/ObjectivesOverview/Objectives
 Classroom Management is requiresClassroom Management is requires
planningplanning
 Before the First DayBefore the First Day
 Classroom SetupClassroom Setup
 General Rules for Promoting EffectiveGeneral Rules for Promoting Effective
Classroom ManagementClassroom Management
 General Guidelines for Good ClassroomGeneral Guidelines for Good Classroom
Management PracticeManagement Practice

13. Teresa Wasinger, Pleasant Valley Middle School
Before the First Day
A LIST OF THINGS TO DO
BEFORE SCHOOL STARTS
ROOM ENVIRONMENT
• Decide on a theme for your classroom
• Prepare/purchase bulletin board
materials
• Decide where to post notices/materials
• Make a classroom welcome sign
• Set up learning centers, display tables,
and student work areas

14. Teresa Wasinger, Pleasant Valley Middle School
Before the First Day,
cont.
• SUPPLIES
• Writing, drawing, and construction paper
• Pencils/Pens
• Crayons
• Paste/glue
• Stapler/staples
• Paper clips
• Rubber bands
• Straight and safety pins
• Transparent tape
• Manila folders
• Marking pens
• Rulers
• Art supplies
• Grade book
• Lesson plan book
• Attendance materials
• Textbooks/workbooks
• Boxes for keeping units

15. Teresa Wasinger, Pleasant Valley Middle School
Before the First Day,
cont.
• FIND OUT ABOUT
• Fire drills
• Tornado drills
• Lunch procedure
• Staff handbook
• Dismissal procedure
• Your colleagues
• STUDENT PREP
• Make student name tags
• Prepare first-day materials to send home (emergency
cards, school/classroom rules, bus regulations/info,
letter to parents, classroom schedule)
• Prepare class list
• Decide on your seating procedure
• Check records for students with special needs

16. Teresa Wasinger, Pleasant Valley Middle School
Before the First Day,
cont.
• GETTING ORGANIZED
• Brainstorm class expectations
• Arrange desks
• Pin up bulletin boards, notices, etc.
• Write lesson plans for the first week
• Duplicate materials for first week
• Write daily schedule, date, and your
name on the board
• Prepare files for parent correspondence,
school bulletins, and sub teachers

17. Teresa Wasinger, Pleasant Valley Middle School
Before the First Day,
cont.
• THINK ABOUT PROCEDURES FOR...
• Book distribution
• Turning in work, format of work
• Handing back assignments
• Homework
• Grading--recording grades, extra credit, portfolios
• Housekeeping procedures--clean up, supply storage
• Rewards and incentives
• Communicating with parents
• Signals for students' attention
• Daily routines--beginning of day, transition times,
independent and group work
• Agenda use and motivators

18. Dr. Scott Mandela, Pacoima Middle SchoolDr. Scott Mandela, Pacoima Middle School
Classroom SetupClassroom Setup
It is typical for classrooms to be set up in rows,It is typical for classrooms to be set up in rows,
or lately, in groups of 3-4 tables (which allow foror lately, in groups of 3-4 tables (which allow for
easier cooperative learning). However, there areeasier cooperative learning). However, there are
fundamental problems for each:fundamental problems for each:

In rows, studies have shown that the further back youIn rows, studies have shown that the further back you
go, the more discipline problems there are. Thego, the more discipline problems there are. The
visual, aural and physical stimulation from the teachervisual, aural and physical stimulation from the teacher
is increasingly diminished as you move further back.is increasingly diminished as you move further back.
This allows boredom to set in, and as a result,This allows boredom to set in, and as a result,
potential disruption.potential disruption.

19. Dr. Scott Mandela, Pacoima Middle SchoolDr. Scott Mandela, Pacoima Middle School
Classroom Setup, cont.Classroom Setup, cont.
In groups, the opposite is true.In groups, the opposite is true. Students are overStudents are over
stimulatedstimulated--by the peers that are now not only next to--by the peers that are now not only next to
him/her, but across the table! There is now MORE tohim/her, but across the table! There is now MORE to
distract the student, leaving it harder for the teacher todistract the student, leaving it harder for the teacher to
keep the student focused on any frontal instruction.keep the student focused on any frontal instruction.
An alternative is to arrange the chairs/tables into a three-An alternative is to arrange the chairs/tables into a three-
sided "box" shape, (with an occasional second row ifsided "box" shape, (with an occasional second row if
room demands). In this fashion,room demands). In this fashion, EVERY STUDENT IS INEVERY STUDENT IS IN
THE FIRST ROW!THE FIRST ROW! The teacher can freely move aroundThe teacher can freely move around
the room while talking, and therefore giving "personal"the room while talking, and therefore giving "personal"
contact with each student. The result: greater attentioncontact with each student. The result: greater attention
and fewer discipline problems. Desks/tables can beand fewer discipline problems. Desks/tables can be
moved into cooperative learning groups as neededmoved into cooperative learning groups as needed
usually within two-three minutes!usually within two-three minutes!

20. Linda Starr, Education World
General Rules for Promoting
Effective Classroom
Management
 Thirteen steps teachers can take at the beginning of the year to promote effective
classroom management are:
1. Develop a set of written expectations you can live with and enforce.
2. Be consistent. Be consistent. Be consistent.
3. Be patient with yourself and with your students.
4. Make parents your allies. Call early and often. Use the word "concerned."
5. When communicating a concern, be specific and descriptive.
6. Don't talk too much. Use the first 15 minutes of class for lectures or presentations,
then get the kids working.
7. Break the class period into two or three different activities. Be sure each activity
segues smoothly into the next.
8. Begin at the very beginning of each class period and end at the very end.
9. Don't roll call. Take the roll with your seating chart while students are working.
10. Keep all students actively involved. For example, while a student does a presentation,
involve the other students in evaluating it.
11. Discipline individual students quietly and privately. Never engage in a disciplinary
conversation across the room.
12. Keep your sense of perspective and your sense of humor.
13. Know when to ask for help.

21. Linda Starr, Education World
Important Strategies
 Once students are settled in the classroom, you'll want to
continue with some of these teacher-recommended techniques
for maintaining control without confrontation:
 Establish eye contact.
 Move around the room and increase proximity to restless students.
 Send a silent signal.
 Give a quiet reminder.
 Re-direct a student's attention.
 Begin a new activity.
 Offer a choice.
 Use humor.
 Provide positive reinforcement.
 Wait quietly until everyone is on task.
 Ask a directed question.

22. Linda Starr, Education World
Calming Routines
 Many teachers have found that the best way to start
the school day is to greet each student
personally as he or she enters the classroom. They
use the opportunity to establish rapport, and to deal
with such minor problems as gum chewing,
boisterous behavior, bad moods, or unwanted
materials, quietly and discretely -- before they can
erupt into public confrontations that threaten control
and disrupt the class. A warm personal welcome
sets the tone for the day. Offer students a choice
of three greetings -- a handshake, a high five, or a
hug. Their response can tell a lot about how each
student is feeling that day.

23. Tony Murphy, Catholic Boys HS (Dublin, Ireland)
General Guidelines for Good
Classroom Management Practice
 There are many different practices that
are used for good classroom
management.
 As with all classroom
management practices, adapt
what you like to your classroom
taking account the age and personality
of the class as a group, and of you as
an educator.

24. Tony Murphy, Catholic Boys HS (Dublin, Ireland)
Classroom Management,
cont.
 Maintaining good order in classrooms is one of the
most difficult tasks facing young inexperienced
teachers. The task has become more difficult over
the past few decades as young people's
attitudes to people in authority have changed
dramatically. Some of the changes have led to
greater self-confidence in students. Others--such as
the acceptance of violence to achieve ends, attitudes
to substance abuse and an increasing lack of respect
for authority--have made classroom management
and life in school generally more difficult, and more
demanding, on those who are charged with
maintaining a positive learning environment.

25. Tony Murphy, Catholic Boys HS (Dublin, Ireland)
Classroom Management,
cont.
 Many disruptive behaviors in the classroom
can be alleviated before they become serious
discipline problems. Such behaviors can be
reduced by the teacher's ability to employ
effective organizational practices. Such
practices are at the heart of the teaching
process and are essential to establishing and
maintaining classroom control.

26. Tony Murphy, Catholic Boys HS (Dublin, Irel
Solid Organizational Practices (SOP)
 The following set of organizational practices
should help to establish effective control of
the classroom by the teacher:

27. Tony Murphy, Catholic Boys HS (Dublin, Irel
SOP: Get Off to a Good Start
 The first “honeymoon” encounter between the
teacher and the students is when they formulate
their impressions of the teacher. Students sit
quietly, raise their hands to respond and are
generally well behaved. The teacher is easily misled
into thinking that this is an ideal class and may relax
their vigilance. Students within a week will begin to
test the waters to see what they can "get away with".
It is during this period that the effective teacher will
establish the expected ground-rules for classroom
behavior.

28. Tony Murphy, Catholic Boys HS (Dublin, Irel
SOP: Learning School Policies
 Prior to meeting the class for the first time,
the teacher should become familiar with
school policies concerning acceptable
student behavior and disciplinary
procedures. The teacher should definitely
know what the school expects from both
student and teacher in regard to discipline.

29. Tony Murphy, Catholic Boys HS (Dublin, Irel
SOP: Establishing Rules
 Establish a set of classroom rules to
guide the behavior of students at once.
Discuss the rationale of these rules with the
students to ensure they understand and see
the need for each rule. Keep the list of rules
short. The rules most often involve paying
attention, respect for others, excessive noise,
securing materials and completion of
homework assignments.

30. Tony Murphy, Catholic Boys HS (Dublin, Irel
SOP: Overplanning Lessons
 “Overplan” the lessons for the first week
or two. It is important for the teacher to
impress on the students from the outset that
he or she is organized and confident of their
ability to get through the syllabus.

31. Tony Murphy, Catholic Boys HS (Dublin, Irel
SOP: Learning Names
 Devise a seating arrangement whereby
students' names are quickly learned.
Calling a student by his or her name early in
the year gives the student an increased
sense of well being. It also gives a teacher
greater control of situations. “Shmueli, stop
talking and finish your work” is more effective
than “Let us stop talking and finish our work”.

32. Tony Murphy, Catholic Boys HS (Dublin, Irel
SOP: Be Firm and Consistent
 A teacher can be firm yet still be
supportive and friendly with students. A
firm teacher can provide an environment
where the students feel safe and secure.
Many teachers report that it is easier to begin
the year in a firm manner and relax later,
than to begin in a lax manner and then try to
become firm.

33. Rochelle Chenoweth, Elkins Middle School (WV)Rochelle Chenoweth, Elkins Middle School (WV)
Teacher Survival Kits…Teacher Survival Kits…
 Place all items in a brown lunch bag along with this handout:Place all items in a brown lunch bag along with this handout:
 1. When it spills, wipe it (1. When it spills, wipe it (paper towelpaper towel))
 2. When it cries or sneezes, dry it (2. When it cries or sneezes, dry it (tissuetissue))
 3. When it bleeds bandage it (3. When it bleeds bandage it (Band-AidBand-Aid))
 4. When it needs a hug and a kiss, give it (4. When it needs a hug and a kiss, give it (candy kisscandy kiss))
 5. When it rips, pin it (5. When it rips, pin it (safety pinsafety pin))
 6. When it's sour, sweeten it (6. When it's sour, sweeten it (pack of sugarpack of sugar))
 7. When it's wrong, erase it (7. When it's wrong, erase it (erasereraser))
 8. When it pounds, soothe it (8. When it pounds, soothe it (aspirinaspirin))
 9. When it hurts, grin and "bear" it (9. When it hurts, grin and "bear" it (bear stickerbear sticker))
 10. When it's important, write it down (10. When it's important, write it down (note pad sheetnote pad sheet))
 11. When it's a good day, chalk it up (11. When it's a good day, chalk it up (piece of chalkpiece of chalk))
 12. When it's a bad day, ask G-d for strength and hope for a12. When it's a bad day, ask G-d for strength and hope for a
better day tomorrow (better day tomorrow (nothing is found in the survival kit for thisnothing is found in the survival kit for this
need - it comes only from the heart and soul of the teacherneed - it comes only from the heart and soul of the teacher).).
 13. When it's gossip, cut it out and dispose of it (13. When it's gossip, cut it out and dispose of it (word gossip onword gossip on
a sheet of paper with cutting dashes around ita sheet of paper with cutting dashes around it))

34. Rochelle Chenoweth, Elkins Middle School (WV)Rochelle Chenoweth, Elkins Middle School (WV)
…… Student Welcome BagsStudent Welcome Bags
 TheThe cotton ballcotton ball is to remind you that this room is full of kindis to remind you that this room is full of kind
words and warm feelings.words and warm feelings.
 TheThe chocolate kisschocolate kiss is to comfort you when you are feeling sad.is to comfort you when you are feeling sad.
 TheThe tissuetissue is to remind you to help dry someone's tears.is to remind you to help dry someone's tears.
 TheThe stickersticker is to remind you that we all stick together and helpis to remind you that we all stick together and help
each other.each other.
 TheThe starstar is to remind you to shine and always try your best.is to remind you to shine and always try your best.
 TheThe gold threadgold thread is to remind you that friendship ties our heartsis to remind you that friendship ties our hearts
together.together.
 TheThe rubber bandrubber band is to remind you to hug someone.is to remind you to hug someone.
 TheThe pennypenny is to remind you that you are valuable and special.is to remind you that you are valuable and special.
 TheThe toothpicktoothpick is to remind you to "pick out" the good qualities inis to remind you to "pick out" the good qualities in
your classmates.your classmates.
 TheThe bandagebandage is to heal hurt feelings in your friends and inis to heal hurt feelings in your friends and in
yourself.yourself.
 TheThe erasereraser is to remind you that we all make mistakes, and thatis to remind you that we all make mistakes, and that
is O.K.is O.K.
 TheThe life saverlife saver is to remind you that you can come to me if youis to remind you that you can come to me if you
need someone to talk to.need someone to talk to.

35. Ginny Hoover, Abe Hoover Middle School
Ideas for Middle School
Teachers
• In order to teach, you must have control
over your classroom. This does not mean
you should act like a dictator. If you try to
teach without establishing control, then
the quality of teaching will suffer.
• In order to have true respect, you must
give it. This does not mean that you accept
undesirable comments in the classroom nor
does it mean that you can run a classroom
without some consequences.

36. Ginny Hoover, Abe Hoover Middle School
Middle School Teachers,
cont.
• In order to have discipline there will be
consequences for bad decisions. This
does not mean that consequences must be
harsh to accomplish its job. Harsh
consequences do not accomplish much
except for breeding hatred. Consequences
should fit the offense. Often the natural
consequence is the best.

37. Ginny Hoover, Abe Hoover Middle School
Middle School Teachers,
cont.
• In order to be the authority figure in a
classroom, there is an imaginary line that
you shouldn't cross. Does that mean you
cannot be a friend to your students? No, it
means that if the friendship gets in the
way of education, then it has crossed the
imaginary line. (For instance, others may
see such conduct as playing favorites and
it could undermine your relationships with
them.)

38. Ginny Hoover, Abe Hoover Middle School
Middle School Teachers,
cont.
• A teacher cannot always be fair, but
should strive to fairly apply the
rules.
• A positive classroom will accomplish
much more than a classroom that is
filled with negativism--don't
threaten your students.

39. Ginny Hoover, Abe Hoover Middle School
Middle School Teachers,
cont.
• If you discipline in anger, your judgment can be in
error. Learn to be calm in the face of
problems. It will be a healthier approach for you,
and your students will learn from your problem
solving abilities. Don't take your students'
remarks personally--students at this age may hate
a teacher one day and love him/her then next. It
is a sign of their age, not their overall opinion of
the teacher.

40. Ginny Hoover, Abe Hoover Middle School
Middle School Teachers,
cont.
• It is important to act, not react. Give students
choices--for example: 1. You may leave the room
and go to . . . . .(a pre-selected place--maybe
another teacher can provide a time out corner if
you don't have a time out room). 2. You may stay
here and make changes in your personal choices.
3. You may stay in the room, but change your seat
to an area where you agree there will be fewer
problems.---When you give students choices, they
have power--power to make a good choice and
continue receiving instruction.

41. Ginny Hoover, Abe Hoover Middle School
Middle School Teachers,
cont.
• If the emotional and/or physical well being of a
student is at risk, then the offender should be
removed from the room--no choices.
• If teachers copy the discipline style of
another, it may not fit them or their
classroom. Classroom control, like teaching,
requires personalization--what works best for
your is what you should do.
• The above list is generalities that work. Think
about using them.... Whatever you choose, keep a
positive atmosphere in the classroom.

42. Back to the Beginning…
 At the end of her first year as a teacher, Melissa writes:
 “My first day of school was a success. Each of my students had a
place to sit and an art number, which they would use for the
duration of the year. The overhead projector was ready with
seatwork on the board and they worked quietly until I was ready
to introduce myself. I let them know what I expected and that
each of them would be successful. Classroom management
and having a procedure for everything is a key factor in
success, but I have also found that having a place for
everything and everything in it's place is also very
important. The longer it takes to find a paper or get out work for
students who have been absent, the more distracted other
students become.”

43. In the End
 If you do not plan, the students will plan
for you.
 The effective teacher organizes and
structures the classroom for his/her
success, but most importantly, for the
success of the students.

44. Suggested Title
 Positive Discipline: A Teacher's A-Z Guide, Revised 2nd Edition: Hundreds of
Solutions for Every Possible Classroom Behavior Problem (Paperback)
by Jane Nelsen (Prima Publishing) www.positivediscipline.com

45. Recommended Websites
 www.nea.org/classmanagement
 www.teachers.net
 www.classroommanagement.com
 http://education.indiana.edu/cas/
 theteachersguide.com/classmanagment
 www.teachervision.com

46. A Prayer for Our TeachersA Prayer for Our Teachers
 Kaddish DeRabbananKaddish DeRabbanan
(music & lyrics by Debbie Friedman)(music & lyrics by Debbie Friedman)
For our Teachers and their StudentsFor our Teachers and their Students
And the Students of the StudentsAnd the Students of the Students
We ask for Peace and Loving-KindnessWe ask for Peace and Loving-Kindness
And let us say Amen.And let us say Amen.
And for those who study TorahAnd for those who study Torah
Here and EverywhereHere and Everywhere
May they be blessed, with all they needMay they be blessed, with all they need
And let us say Amen.And let us say Amen.
We ask for Peace, and Loving-Kindness,We ask for Peace, and Loving-Kindness,
And Let us say Amen.And Let us say Amen.
We ask for Peace, and Loving-Kindness,We ask for Peace, and Loving-Kindness,
And Let us say Amen.And Let us say Amen.

47. Thank you for coming to this session
on Classroom Management
To get a copy of this slide show (and
outline) email:
education@bethshalomwilmington.org
or call Roland Roth at 302-654-0154.
Safe Travels and see you in Vermont!