(c) JIST Works 2012 Improving Classroom Management Skills Using the Ultimate Classroom Management Handbook

(c) JIST Works 2012 Getting Control Fifty percent of teachers surveyed agree that discipline and behavior issues are a major drawback to teaching. From the 2009 study “Teaching for a Living: How Teachers See the Profession Today” conducted by the nonprofit research organizations Public Agenda and Learning Point Associates (available at

(c) JIST Works 2012 Goals of the UCMH Equip teachers with specific classroom management strategies so they can devote more time to teaching. Equip teachers with specific classroom management strategies so they can devote more time to teaching. Create discipline strategies that are immediate, dealing with issues without the need for additional paperwork or conferences. Create discipline strategies that are immediate, dealing with issues without the need for additional paperwork or conferences. Help teachers to create a positive learning environment where the need to discipline students is minimized. Help teachers to create a positive learning environment where the need to discipline students is minimized.

(c) JIST Works 2012 The Truth About Classroom Rules The one rule: “If you make it so I can’t teach effectively and you or other students can’t learn effectively then there is a problem.” The one rule: “If you make it so I can’t teach effectively and you or other students can’t learn effectively then there is a problem.” It’s okay to be inconsistent—you can’t deal with every instance of misbehavior. It’s okay to be inconsistent—you can’t deal with every instance of misbehavior. But be sure to follow through on your threats. But be sure to follow through on your threats.

(c) JIST Works 2012 Classroom Management’s Basic Techniques Give them the pause Give them the pause Look toward the problem Look toward the problem Lower your voice Lower your voice Walk toward the misbehavior Walk toward the misbehavior Show them the “stop” sign Show them the “stop” sign Tap them back to attention Tap them back to attention Involve them in the lesson Involve them in the lesson

(c) JIST Works 2006 What to Say When Disciplining Students Let them decide their fate—give them the choice to behave or accept the consequences Let them decide their fate—give them the choice to behave or accept the consequences Make a positive request rather than point out the problem Make a positive request rather than point out the problem Let them know it’s the behavior you don’t like, not them Let them know it’s the behavior you don’t like, not them Don’t take away their dignity Don’t take away their dignity

(c) JIST Works 2006 What Every Kid Hates (Using Their Fears to Your Advantage) Loss of free time: keep them after class Loss of free time: keep them after class Separation from friends: threaten to move them to a different seat Separation from friends: threaten to move them to a different seat Negative peer pressure: help them to act in a way to avoid a negative peer response Negative peer pressure: help them to act in a way to avoid a negative peer response

(c) JIST Works 2006 Staying After Class Use names on the board as a conditioning tool Use names on the board as a conditioning tool Avoid giving students an audience for their protests Avoid giving students an audience for their protests Record the time it takes to get to other classes to know how long you can keep them Record the time it takes to get to other classes to know how long you can keep them

(c) JIST Works 2012 Managing the Final Minutes Use the “Three, two” method Use the “Three, two” method Close the door and express your concern for finishing the lesson in time Close the door and express your concern for finishing the lesson in time Express your concern for their academic welfare Express your concern for their academic welfare Establish a system for dismissing class Establish a system for dismissing class Finish your class with an exciting activity or exercise to keep students’ attention Finish your class with an exciting activity or exercise to keep students’ attention

(c) JIST Works 2006 Firing the Detention Gun Useful when all in-class options have been exhausted Useful when all in-class options have been exhausted Can be used as attention getters and deterrents for other students Can be used as attention getters and deterrents for other students Involves extra paper work and time in class Involves extra paper work and time in class Can lose effectiveness as a deterrent if used too frequently Can lose effectiveness as a deterrent if used too frequently Often requires extensive follow-up Often requires extensive follow-up Can cause administrators to doubt a teacher’s ability to manage a class Can cause administrators to doubt a teacher’s ability to manage a class

(c) JIST Works 2006 Managing Student Behavior Managing Student Behavior Using the Stay After Class Threat Effectively Using the Stay After Class Threat Effectively Making Seat Assignments Making Seat Assignments Using Peer Pressure to Improve Behavior Using Peer Pressure to Improve Behavior Handling Common Problems Handling Common Problems Dealing with Disruption Dealing with Disruption Confronting Moral and Ethical Issues Confronting Moral and Ethical Issues Providing Incentives to Behave Providing Incentives to Behave The Ultimate Classroom Control Guide, Part I

(c) JIST Works 2006 Connecting with Your Students Connecting with Your Students Answering the Hard Questions Every Teacher Is Asked Answering the Hard Questions Every Teacher Is Asked Preparing Students to Work Preparing Students to Work Providing an Environment for Achievement Providing an Environment for Achievement Rewarding Academic Success Rewarding Academic Success Managing Your Classroom Managing Your Classroom Conducting a Class Discussion Conducting a Class Discussion Teaching in All Seasons Teaching in All Seasons Working with Parents Working with Parents Preparing for a Substitute Teacher Preparing for a Substitute Teacher The Ultimate Classroom Control Guide, Part II

(c) JIST Works 2012 About the Author Dave Foley wrote the UCMH based on his 29 years of experience as an English and Social Studies teacher in junior high and middle schools Dave Foley wrote the UCMH based on his 29 years of experience as an English and Social Studies teacher in junior high and middle schools Named Cadillac, Michigan School District’s “Outstanding Person in Education” in 2002 Named Cadillac, Michigan School District’s “Outstanding Person in Education” in 2002 Earned a Master’s Degree in Guidance and Counseling at Michigan State University Earned a Master’s Degree in Guidance and Counseling at Michigan State University

(c) JIST Works 2012 “The best lesson plans in the world won’t succeed if student misbehavior hamstrings an educator’s attempts to teach. Good classroom management practices are vital to creating an environment where students can learn.” - Dave Foley, from the Introduction to the UCMH

(c) JIST Works 2012 Help Manage Your Classroom with the Ultimate Classroom Management Handbook Controlling your class with just one rule Controlling your class with just one rule What to do when you don’t know what to do What to do when you don’t know what to do A plan for practical jokers and answers for the arrogant A plan for practical jokers and answers for the arrogant Eliminating excuses for not turning in work Eliminating excuses for not turning in work A surefire cure for academic apathy A surefire cure for academic apathy Looking at things from the student’s point of view Looking at things from the student’s point of view Improving performance on standardized tests Improving performance on standardized tests Dealing with threats, plagiarism, cheating, teasers, and bullies Dealing with threats, plagiarism, cheating, teasers, and bullies Establishing classroom routines that improve learning and reduce the stress of teaching Establishing classroom routines that improve learning and reduce the stress of teaching