4 Classroom management is… What you do as a teacher to promote positive learning behavior with your students and to organize time, transitions, and materials in ways that make learning more efficient.
5 Agree or DisagreeBe extremely strict and stern when you begin teaching so that you can establish order from the beginning.Focus on “big picture” behavior issues with your students, rather than focusing on details of their behavior.Good classroom management shows itself in quiet and studious student behavior.A teacher should reward good behavior.Include tough consequences as part of your classroom management plan.
6 ObjectivesUnderstand how to mitigate problems in the classroom by discussing anticipated problems and identifying basic principles of management.
13 Ideas… Find ways to learn the names of your students. Name tagsName artName gamesName repetitionCreate activities in which students have to get to know each other…“Find Someone Who”Group ProjectsPair WorkStudents introduce themselvesStudents introduce each other“About me” projects, posters, and presentations
16 Ideas… Daily warm-up activities Agenda on the board each day Make every day proceedings easier and more efficient by establishing routines…Daily warm-up activitiesAgenda on the board each dayProcedures for handing in materialsProcedures for sitting down, lining up, exiting the classroom, etc.Procedures for asking for or retrieving materialsProcedures for accepting consequences and rewards for negative or positive behavior
17 #3: Give students responsibility in the classroom, and responsibility for their learning.
19 Ideas…Students can rotate doing basic management activities, like taking attendance, collecting papers, erasing the board, cleaning up their learning environment, etc.Communicate responsibilities to students’ parents as much as possible.If there is a policy, follow through with that policy to the greatest extent possible (homework, classwork, tests, projects, etc.)Numbered heads togetherAssign students to numbers or colors
23 Ideas…Students can help define classroom rules that promote respect and a good learning environment.Make sure there are fair consequences for breaking the rules, and that all students agree on them.Use rewards as you see fit. Make sure not to choose and show “favorites.”
24 My Rules… Be Punctual Be Prepared Be Polite Be Proactive Be Persistent Come to class on time.Be PreparedBring a pencil and notebook and do your homework.Be PoliteBe kind to people and treat them how you want to be treated.Be ProactiveDon’t guess at what you’re supposed to do. Find out what to do and do it!Be PersistentBe your best and do your best every day!Be PunctualBe PreparedBe PoliteBe ProactiveBe Persistent
25 Natural Reinforcement Natural reinforcement is what occurs directly as a result of the behavior. For example, a girl studies hard, pays attention in class, and does her homework. As a result, she gets excellent grades.
26 Token ReinforcementToken reinforcement is when points or tokens are awarded for performing certain actions. These tokens can then be exchanged for something of value.
27 Social ReinforcementSocial reinforcement involves expressing approval of a behavior, such as a teacher, parent, or employer saying or writing "Good job" or "Excellent work."
28 Tangible Reinforcement Tangible reinforcement involves the presentation of an actual, physical reward such as candy, treats, toys, money, and otherdesired objects.
29 Rules Consequences Rewards Work in groups of 3 or 4.Assume you will have 35 or more students in your classroom.Develop a list of rules, consequences, and rewards.Think about how you can get your students involved in the rule-making process.Present your ideas to everyone.
30 #5: Movement is important in a classroom, for both the teacher and the students.
32 Ideas…Think of and implement as many ways as possible to get students moving!Stretch breaksStand up, twirl in a circle, and sit down breaksSimon SaysFollow the leaderHokey PokeySongs (with dance/movements!)Class transitions (moving from individual to group work and vice versa)Total Physical Response activitiesDrawing, coloring, writing, manipulating objectsAgree or disagree movementsThumbs up/down, stand up or sit downGroup work
35 Ideas While routines are good for learning, so is variety. For example:Start class by playing music.Present your PowerPoint in all different colors.Stand at the back of the room while you present the lesson.Wear a funny hat.Have students throw a ball (or light object) every time they answer a question.Bring in something tangible for students to touch and look at related to the lesson to spark interest.Show a video clip.Have students answer questions by standing up rather than raising their hands.
36 #7: Use signals to get students’ attention or to change tasks in class.
38 Ideas…Train students to respond to your signals, to stop working, be quiet, or pay attention to you. You could clap your hands, flicker the lights, wave arms in the air, or hold up an object.OTHER IDEAS:The teacher stands at the front of class and claps in a pattern. The students mimic the pattern. If not all students have responded, the teacher claps again, and the students respond by mimicking the pattern again.Teacher: “One, Two, Three, Eyes on Me!”Students: “One, Two, Eyes on YOU!”Teacher: “If you can hear me clap once….twice….three times, etc.”
39 #8: Use rubrics for marking papers and setting standards for student work.
40 #8: Use rubrics for marking papers and setting standards for student work.
41 #8: Use rubrics for marking papers and setting standards for student work.
43 Ideas…Develop standard rubrics for student work, such as essays, projects, presentations, tests, or other assignments.Train students to use rubrics, so they understand the expectations for each assignment, and so they can begin to use rubrics for peer editing.Make it easy on yourself! Post the rubrics or have them on hand, then mark student work in your grade book on a regular basis.
44 #9: Use a teacher’s notebook for monitoring and keeping notes for grading.
46 Ideas…Take notes about individual students (or groups), regarding class participation, homework, or other tasks.Seating chart?AttendanceGive a mark or grade for each student each day. This could be done at the end of the lesson as students do a closing activity or line up. Give yourself time to do this each day. It will really help you to remember what happened and give you more accuracy in figuring final grades.
47 #10: Address classroom management or behavior issues with PEP: Proximity, Eye Contact, Personal Touch.
49 Ideas…Proximity: Moving closer to a student allows the teacher to continue the lesson without interruption, while giving the student a little extra attention.Eye Contact: Making eye contact with students shows that the teacher is focusing on them and paying individual attention.Personal Touch: By adding a “personal touch”, whether it’s calling out a student’s name in the lesson or tapping a student on the shoulder, the teacher can call the student’s attention back to the lesson without further interruption. Students like to hear their names, and like to feel noticed by the teacher.
50 Scenarios… Get into groups and read your scenario. Discuss how you would handle it.Present to the group.
51 Scenario 1You have 40 students in your second grade classroom. Of the 40, five of them are exceptionally hyperactive. What do you do with those students to maximize on their strengths and minimize classroom disruption?
52 Scenario 2You have a student who will fail your class. The parents are extremely angry and over protective. They do not understand why their student is failing, believe it is your fault, and are bringing the matter to the principal. What do you say, bring, and do at the meeting with the principal?
53 Scenario 3You have established a wonderfully organized plan and are trying to implement it in your class, but it is very different from what goes on in other classrooms at your school. The students are not following your plan as much as you would like and are not following procedures as you’d like. What do you do?
54 Scenario 4You have 40 students in your fifth grade classroom. Of the 40, five of them are very quiet and with all of the other students in your classroom, it is easy to ignore them or look over their needs. How do you plan to involve them in class activities and make sure their needs are being met?
55 Scenario 5Your students do not have books and half of them usually do not bring pencils to class. You have no technology in your classroom. How do you plan to encourage students to be prepared, equip them with materials, and maximize on limited resources or find resources to use?
56 Scenario 6You have a student who is bullying other students in class. What do you do to stop or minimize this problem?
57 Scenario 7The teacher you are co-teaching with does not like any of your ideas and is constantly shutting down new strategies that you would like to implement. What do you do?
58 Scenario 8After the first 10 minutes of your first day of class, when you are working with a co-teacher, you are on your own. You receive very little feedback or support from the staff at your school. What do you do?
59 Scenario 9You have several students in your class who do not seem to be making progress in their learning. How do you change the daily routines and activities in your classroom to help address their challenges on a daily basis?
60 Scenario 10The expectations for lesson planning, grading, reporting, and extra curricular activity involvement you have at your school are overwhelming. You have had very little sleep and do not have time to enjoy your personal life in the evenings or on the weekends. What do you do?
61 Scenario 11A student speaks to you in an extremely disrespectful way in front of the entire class. How do you react?
62 Classroom Management Discussion What issues do you anticipate having with managing a classroom?
64 SourcesChandler, C. (2012). Large classes: Tips & techniques for teachers [Web]. Retrieved fromLinsin, M. (2013, December 21). Smart classroom management: simply effective tips and strategies. Retrieved fromOpp-Beckman, L., Klinghammer, S.J. (2006). Managing large classes. Shaping the Way We Teach. (57-64). Washington, D.C.: Office of English Language Programs.Suo, Y. (n.d.). How to make a lesson plan. Retrieved from"Teachnology." Teachnology: The Online Teacher Resource. N.p.. Web. 25 Sep <http://www.teach-nology.com/tutorials/teaching/lesson_plan/>.