1. Instructional Management:
Improving Classroom Behavior

2. Author, Consultant, Teacher
Anita L. Archer, PhD
Author, Consultant, Teacher
Additional information can be found in Chapter 5 of this book:
Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient Teaching. NY: Guilford Publications.
Videos that illustrate explicit instruction can be found on this website.

3. Learning Intentions The participant will be able to:
Organize classroom space to support explicit instruction
Select or create classroom goals and rules
Introduce routines and procedures to support effective and efficient instruction

5. Big Idea # 1 Classroom Organization
Create an orderly learning environment that sets the stage for orderly behavior
Create a pleasant climate for you and your students

6. Motto
Space communicates

7. Big Idea #1 Classroom Organization
1. Design areas for specific activities
Whole class instruction
Small group instruction
Rug activities
Quiet reading area
Free choice games and activities
Computers

8. Big Idea #1 Classroom Organization
2. Arrange space so that :
a. Students face the teacher without turning around
b. Teacher has close proximity to students
c. Students can interact with partner and/or team

9. Big Idea #1 Classroom Organization
2. Arrange space so that :
d. Teacher can see all areas of room
e. Teacher can easily monitor all areas
f. Teacher and students can move easily around room

10. Big Idea #1 Classroom Organization
2. Arrange the space so that :
g. Teacher can access necessary instructional materials
h. Students can access necessary materials
See diagrams of possible room arrangements

11. Paired Rows

12. Slanted Rows

13. Slanted Tables

14. Double U

15. Double E

16. Big Idea #1 Classroom Organization
Assign seats
Elementary
Put student’s name on desk
Secondary
Number the desks
Make a seating chart with desks, numbers, and names
Give students a seating chart as they enter
Have students keep the seating chart to learn classmate’s names

17. Practice Activity (See Support Materials)
Directions:
Examine the two sets of classroom arrangements.
For each set, inspect the example and note the desirable qualities of the classroom.
Next, examine the corresponding non-example and record suggestions that you would make.

18. Big Idea # 2 Classroom Goals and Rules
Students are more likely to exhibit desired behaviors when expectations are clear

19. Big Idea # 2 Classroom Goals and Rules
Motto
What you expect = What you get

20. Big Idea # 2 Classroom Goals
With grade level team or school faculty, establish goals you would like children to reach
Goals reflect values you hold for students
Goals are more global than rules
Analogy
Goal - Drivers should be courteous
Rules - Speed limit 65
Stop for pedestrians in cross walk

21. Big Idea # 2 Classroom Goals
Example goals
Respect others
Be responsible
Do your best work
Cooperate with others

22. Big Idea # 2 Classroom Rules
Rules for Rules
Rules:
Are few in number
State desired behavior
Are short and simple
List observable behaviors
Begin with a verb
Clearly define behaviors
(Clarify in lessons)

23. Big Idea # 2 Classroom Rules
Your rules.
________________________________

24. Big Idea # 2 Classroom Rules
Example Rules
1. Arrive on time
2. Bring school materials only
3. Follow directions immediately
4. Participate in activities
5. Work during work sessions
6. Use language appropriate to school and work-place

25. Big Idea # 2 Classroom Rules
Introduce rules
Teach lessons on individual rules
Review rules
Post rules
Act as if you expect desired behaviors

26. Big Idea # 3 Routines and Procedures
In classes where routines and procedures are clearly delineated and taught during the initial weeks of school, appropriate behavior is much more likely to occur.

27. Big Idea # 3 Routines and Procedures
Motto
Predictability predicts ability

28. Big Idea # 3 Routines and Procedures
Step 1. Determine situations where a routine or procedure is needed
See list of possible routines in Support Materials
Check situation where a routine is necessary in your setting

29. Big Idea # 3 Routines and Procedures
Step 2: For each situation, determine a routine/procedure that:
- Promotes self-responsibility
- Doesn’t require teacher involvement
- Is effective and efficient
- Can be used consistently
Write down routines/procedures

30. Big Idea # 3 Routines and Procedures
Step 3. Teach most important routines/procedures
Step 4. Review routines/procedures
as needed

31. Big Idea # 3 Routines and Procedures Movement into the classroom - Elementary
Students assemble in designated area.
Teacher greets students.
Students and teacher walk to classroom.
OUTSIDE classroom, teacher gains students’ attention and gives directions for next activity.
Teacher opens the door and students enter.

32. Big Idea # 3 Routines and Procedures Movement into the classroom - Secondary
Before bell rings, the teacher opens door and stands in doorway.
Teacher greets students as they arrive.
When the bell rings, the teacher closes the door.
Students begin warm-up activity when bell rings. OR
The teacher immediately begins a new lesson.

33. Big Idea # 3 Routines and Procedures Movement out of the classroom - Elementary
Line leader goes to door.
Teacher dismisses rows, tables, or groups when materials are organized.
When all children are lined up, line ender goes to end of line.
If necessary, the teacher reviews the guidelines for walking to new location (e.g., Stay with the group. Keep your hands and body to yourself. Use a “whisper” voice.)
Teacher walks in middle of line.

34. Big Idea # 3 Routines and Procedures Movement out of the classroom - Secondary
Students DO NOT pack up materials until teacher indicates end of class. The teacher NOT the bell dismisses students.
Teacher moves to door and dismisses students.
Teacher may require an exit task.
- Show me tomorrow’s assignment on your
calendar.
- Write a 10 word summary of today’s lesson.
Show it to me as you exit.
- Show me your notes from today’s lesson.
- Show me the rough draft of your paper.

35. Big Idea # 3 Routines and Procedures Use of the bathroom
Students should use the bathroom before school, before class, during recess, during passing period.
If there is an emergency, students should go to the bathroom during independent work time.
Students must sign out, turn over sign, or take a pass.
If the privilege is abused, the teacher will meet with the student.

36. Big Idea # 3 Routines and Procedures Use of pencil sharpener.
Sharpen your pencil BEFORE class.
Have more than one pencil in your pencil/pen pouch.
If your pencil lead breaks,
- use your extra pencil
- use a pen
- borrow a writing tool from your partner
NEVER interrupt a lesson to sharpen your pencil.

37. Big Idea # 3 Routines and Procedures Correcting work in class
Students take out correcting pen (pen, red pen, crayon).
Teacher shows or tells each answer.
Students indicate if answer is correct or incorrect on their paper.
Teacher reteaches difficult items.
Students use remaining time to correct any items.

38. Big Idea # 3 Routines and Procedures Tardy to Class
Student arrives late.
Teacher continues teaching.
Student signs in Tardy Notebook. Checks “excused” or “unexcused”.
Partner assists late-arriving student.
When free, the teacher talks to tardy student.
When appropriate, uses “payback” time as consequence.

39. Big Idea # 3 Routines and Procedures Absent - Elementary School
Partner collects assignments, homework, and notices and puts in desk of absent student.
Student returns to school and examines work in desk.
Student checks class calendar, noting work to be completed.
Student has same number of days to make up work as he/she missed.
Completed work is placed in Make-up Work box.

40. Big Idea # 3 Routines and Procedures Absent - Secondary
Partner picks up folder and writes name of absent student on it.
Partner collects assignments, homework, and notices and places in folder.
Partner may also fill out form with class information including: reading assignments, test dates, homework assignments, long term assignments.
At end of period, the folder is placed in box labeled “Work for students who are absent”.
Student returns and examines work in folder.
Student checks class calendar, noting work to be completed.
Student has same number of days to make up work as he/she missed.
Completed work is placed in Make-up Work box.

41. Big Idea # 3 Routines and Procedures No materials in class
Teacher sets clear expectations concerning materials.
Extra materials are available.
Student gets materials and fills out an IOU form.
If student has forgotten book, looks on with partner. OR
Uses loaner book with VERY bright book cover.

42. Big Idea # 3 Routines and Procedures Turning in or collecting work
Students write number on assignment.
Students pass work forward.
Student Monitor collects all papers from front row seats.
Monitor puts in numerical order.
Monitor places papers in box labeled by subject or period.
If more accountability is required:
Students place homework on corner of desk.
Teacher circulates and collects homework.

43. Big Idea # 3 Routines and Procedures Asking Questions During a Lesson - Elementary/Middle School
1. Students raise their hands when they have a PUBLIC QUESTION, one for which the answer will be useful to all students.
2. Students put their hands on their hearts when they have a PRIVATE question (Can I go to the restroom? Can I sharpen my pencil). When the teacher has a natural break, he/she will go to student.

44. Big Idea # 3 Routines and Procedures
Big Idea # 3 Routines and Procedures Gaining assistance during independent/cooperative tasks
Red and Green Card
Student attempts task, consulting with worked examples in the text or from lesson.
When student has a question, the RED side of the card is placed up.
(Other signals can be used such as a “Help Wanted” sign or a book on the corner of desk.)
Student must continue working.
Teacher moves around room monitoring (Walk around. Look around. Talk around.)
When teacher sees a RED card, assistance is provided.

45. Big Idea # 6 Routines and Procedures
Big Idea # 6 Routines and Procedures Gaining assistance during independent/cooperative tasks
Only When Near
When the student has a question and the teacher is NOT near, the student may consult with his/her partner or uses the rule “Three Before Me”.
If assistance is not adequate, student circles the item and continues working.
The teacher moves around the room monitoring (Walk around. Look around. Talk around.)
When the teacher is NEAR, the student may raise his/her hand and request assistance.

46. Big Idea # 3 Routines and Procedures Signals for speaking
0 - Silence (Teacher raises closed fist.)
1 - Whisper (Teacher puts up one finger.)
2 - Quiet conversation
3 - Speaking voice
4 - Outside voice

47. Big Idea # 3 Routines and Procedures Working with a Partner
Looks Like
Sounds Like
You are:
Looking at your partner
Leaning toward your partner
Smiling (pleasant face)
On-task
Whispering
Giving “put ups”
Encouraging

48. Big Idea # 3 Routines and Procedures Walking to another location.
Looks Like
Sounds Like
You are:
Keeping your hands and your body to yourself
Moving quickly without running
Carrying necessary materials
Whispering

49. Big Idea # 3 Routines and Procedures Independent work (When teacher is teaching small group)
Looks Like
Sounds Like
You are:
Working at your desk
Doing assignments
Comprehension exercises
Handwriting practice
Spelling practice
Summary writing
Correcting work with keys
Reading book
Not talking as you work
Quietly asking your partner for help
Quietly asking the “Expert” for help

50. Big Idea # 3 Routines and Procedures Oral presentations - Speaker
Looks Like
Sounds Like
You are:
Standing in front of class
Facing classmates
Smiling (pleasant face)
You have support materials ready (overheads, charts, notes)
NOT fidgeting
Prepared
Presenting information with clarity
Using a voice that is easy to hear
Answering questions

51. Practice Activity Situation: _________________________
Looks Like
Sounds Like

52. Big Idea # 4 Buffer and Sponge Activities
When students do not have a task to complete or an activity to participate in or have to wait for the next activity, behavior challenges will surface.

53. Big Idea # 4 Buffer and Sponge Activities
Motto
Avoid the void for they will fill it.

54. Big Idea # 4 Buffer Activities
Determine buffer activities that students can do when work is done
These activities should be:
Quiet
Independent (one child)
Done for variable amounts of time

55. Big Idea # 4 Buffer Activities
List possible buffer activities
___________________________________________

56. Big Idea # 4 Buffer Activities Example - Elementary
When you are done:
Check your work for completion, accuracy, and neatness.
Correct your work with a key if available.
Work on other assignments that are due today or in the near future.
If ALL of your work is done, select one of these activities:
Read a book
Study your spelling words
Complete a “Bonus” assignment from the work box
Assist your partner or others if help is requested

57. Big Idea # 4 Buffer Activities Example - Secondary
When you are done:
Check your work for completion, accuracy, and neatness.
Correct your work with a key if available.
Work on long term assignments for this class.
Work on homework from other classes.
If ALL of your work is done, select one of these activities:
Read a book
Study for an upcoming test
Assist your partner or others if help is requested
DO NOT interrupt the work or thinking of classmates.

58. Big Idea # 4 Sponge Activities
Sponge activities will be used when you have a few moments
These sponge activities should:
Be short
Require no materials or special preparation
Reinforce content (If possible)
Be easy for all students.
FUN FUN FUN

59. Big Idea # 4 Sponge Activities
Categories
I will say a category. Be ready to add your example.
I will say four items. Figure out the category and be ready to add your example.
Telephone Number
Make as many problems as you can using your telephone number.
Rearrange the numbers to make the largest number possible.
Fortunately, Unfortunately
“I will start the story. Be ready to add to it. Fortunately…. Unfortunately …..

60. Big Idea # 4 Sponge Activities
Plan a number of sponge activities that match your content area and age of students.
___________________________________________

61. Management Motto
Teach with passion
Manage with compassion