What do we know about how effective classroom management is first established? 1

 All research points to the beginning of the school year as the linchpin for effective classroom management.  Most effective teachers not only planned for classroom management before actually beginning the school year, but they also spent more time ensuring that management activities were:  Understood by all students  Generally accepted by students  Practiced until they became routine 2

Arrange and decorate your room in a manner that supports effective classroom management 3

Remember that the classroom is the learning environment for you and your students… Your students will be participating in a variety of activities and using different areas of the room, and they will need to enter and leave the room rapidly when classes change. You will get better results if you arrange your room to permit orderly movement, few distractions, and efficient use of available space. 4

 You can easily see all students.  Students can easily see all presentations and demonstrations.  Frequently used materials are easily accessible.  Pathways facilitate traffic flow.  It is easy to organize students into pairs, triads, and small groups.  The room does not provide or highlight unnecessary distractions. 5

ELEMENTARY  Whole group instruction (desk, presentation equipment)  Cooperative learning possibilities  Small group meeting place  Learning centers SECONDARY  Whole class instruction (desk, presentation equipment)  Desk arrangement (closeness, cooperative learning)  Small group meeting place  Labs and work stations 6

ELEMENTARY  Calendar  School announcements and information  Expectations for assignments  Daily agenda and schedule  Posters and information on current topics  Rules and procedures  A place to display student work SECONDARY  School announcements and information  Daily agenda and schedule  Posters and information on current topics  A place to display student work 7

Begin with a strong first day of class 8

ELEMENTARY  Name tags  Greet them!  Seating chart  Don’t allow students to wander around and become confused  Tell students something about yourself and do a brief get-acquainted activity.  Present and discuss classroom rules and procedures SECONDARY  Stand at door and greet  Begin with administrative tasks  Tell students your name and something about yourself  Do a brief get-acquainted activity  Do brief activity that conveys content and activities  Course outline and expectations  Written copy of rules and procedures  End class with end-of-class procedure 9

 Send a letter home to parents before school begins.  Send a letter home to students before school begins.  Number one concern: Am I in the right room?  Post information next to door: Your name, room number, grade level or subject, a greeting 10

 Help students find their assigned seats:  Have names on place cards  Have names on seating chart projected on screen  Give them an index card (B5, A8) and ask them to find their seats based on projected chart  Have a first assignment on board or projector. Tell them to start to work on it immediately. Should be short, easy to complete, and successful for all students. 11

Emphasize classroom management for the first few days 12

 Introduce new students  Review and provide rationales for rules and procedures  Practice classroom routines. Be explicit.  Go over grading procedures.  Get to know everyone’s names and something about them.  Begin communicating with parents. 13