1. Classroom Management
Annastacia Hughes

2. Discussion
You have all been in classes that have been either well organized and helpful or unorganized and chaotic. What is the difference between these classrooms and the way that they’re run? What are the teachers doing differently?
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3. The Importance of a Well-Managed Classroom

4. Public and Professional Concerns
-National Polls identified classroom management as one of teachers’ most challenging problems
-Primary concern for beginning teachers
-Major reason that teachers leave the profession during the first three years

5. The Complexities of Classrooms
Researchers have identified several characteristics of classrooms that make them complex and demanding:
Classrooms are multidimensional and Simultaneous- Large numbers of events and tasks occur at the same time
Classroom events are immediate-Events occur rapidly and decisions must be made right now

6. Classroom events are unpredictable- Classroom events often take unexpected turns. Expert teachers should remain alert and learn to expect the unexpected
Classroom events are public- Teachers’ decisions are visible to all and constantly scrutinized.

7. Influence on Motivation and Learning
Students are more motivated and learn more in orderly environments.
Research indicates that safety and order are essential elements of productive learning environments.
Effective classroom management increases student engagement, decreases disruptive behaviors, and increases instructional time, all of which are related to improved student achievement.

8. Goals of Classroom Management
Classroom Management- Teachers’ strategies that create and maintain an orderly learning environment
Discipline- Teachers’ responses to student misbehavior
Based on this background, effective managers have three primary goals:
Developing learner responsibility
Creating positive classroom climate
Maximizing opportunity for learning

9. Developing Learner Responsibility
Developing student responsibility requires a cognitive approach to management.
Cognitive Approach to Management is an approach to classroom management that emphasizes the creation of an orderly classroom through the development of student understanding and responsibility.

10. Creating a Positive Classroom Environment
A positive classroom climate is an essential component of a productive learning environment.
Important factor is a caring teacher who communicates respect and concern for others.
Positive teacher-student relationships are vital
Student responsibility and courtesy fosters a positive learning climate.

11. Maximizing Time and Opportunity for Learning
As one moves allocated time to academic learning time, the correlation with learning gets stronger.
The ideal is to increase instructional, engaged, and academic time to maximize the use of allocated time.
Allocated time- Time a teacher or school designates for a content area or topic
Instructional time-Time left for teaching after routine management tasks are complete
Engaged time- time students are actively involved in learning activities
Academic learning time- time students are actively involved in learning activities during which they’re successful.

12. Planning for Productive Classroom Environments

13. Accommodating Student Characteristics
Students think, act, and feel differently at different stages of development- So students at different grade levels vary in the ways they respond to rules.
As a pattern, we see increasing independence and self-regulation as learners develop and mature.

14. Arranging Physical Environment
The physical arrangement of a room is essential to a good learning environment. Experts offer the following suggestion
Be sure all students can see chalkboard/projector. If students have to move disruptions are more likely
Ensure that you can see all students.
Make commonly used materials readily accessible
Keep high-traffic areas free of congestion
-When arranging desks, consider the types of activities involved. See charts on pages
-Personalizing your classroom with pictures, posters, students’ projects, etc. will increase students’ motivation to learn.

15. Organizing for Instruction
Classroom management and effective instruction are interdependent; you can’t have one without the other. Organization is an essential part of management.
Organization includes: Starting on time, preparing materials in advance, and establishing routines and procedures
Procedures is another important aspect of organizing for instruction. Procedures are guidelines for accomplishing recurring tasks, such as turning in papers, sharpening pencils, using the restroom, etc.
Rules are descriptions of standards for acceptable classroom behavior.

16. Teaching Rules and Procedures
The more thoroughly students understand rules and the reasons they exist, the more likely they are to obey them.
Use concrete examples to illustrate rules and procedures, i.e. demonstrate as well as explain your standards.

17. Beginning the School Year
Research proves that the patterns for the entire year are established in the first few days of school. It is important to:
Establish expectations
Plan structured instruction
Teach rules and procedures
Begin communication with parents
-Monitoring the rules throughout the school year maintains a productive learning environment that is ongoing. Effective teachers continually monitor rules, react to misbehaviors immediately, and explain the situation and broken rule.

18. Learning Contexts: Classroom Management in Urban Environments
As a result of diversity in the student body, students’ prior knowledge and experiences vary- as well as their views on acceptable patterns of behavior
Urban schools are also very large and negative stereo types about urban environments create the perception that working these contexts is difficult, if not impossible.

19. Research indicates that although it is very challenging, classroom management in an urban environment does not have to be restrictive and harsh. This is accomplished through four factors:
Caring and supportive teachers
Clear standards for acceptable behavior
High structure (Order, structure, and predictability for students who come from unstable environments)
Effective Instruction

20. Communication With Parents

21. Benefits of Communication
Students benefit from home-school cooperation in several ways:
Greater willingness to d homework
Higher long-term achievement
More positive attitudes and behaviors
Better attendance and graduation rates
Greater enrollment in postsecondary education

22. Involving Parents:Instructional Principles
Teachers can enhance existing communication processes by following these principles:
1) Begin early communication with an initial letter to parents or other caregivers
2)Be proactive in maintaining communication links with the home
3)Emphasize accomplishments

23. Communication with Parents: Accommodating Learner Diversity
Classrooms with large numbers of students having diverse backgrounds present unique communication challenges.
Economics, culture, and language can all create barriers that limit the involvement of minority and low-SES parents in school activities
So what do we do?

24. Involving Minority Parents
Phone network- ask bilingual parents to phone other parents
Encourage parents to support their children’s efforts by:
Asking children about school each night
Asking to see samples of their children’s work and grades they’ve received
-Send out letters keeping parents updated on school activities, in several languages if possible

25. Intervening When Misbehavior Occurs

26. Guidelines for Successful Interventions
Intervening when problems occur is never easy. These general guidelines will increase the likelihood that your intervention will succeed:
Demonstrate withitness (Withitness is a teacher’s awareness of what is going on in all parts of the classroom at all times and the communication of this awareness to the students.
Preserve student dignity
Be consistent
Follow through
Keep intervention brief
Avoid arguments

27. Cognitive Interventions
Understanding is at the core of cognitive approaches to management, because learner understanding is essential for accepting rules
Three factors are important for promoting learner understanding:
Verbal-Nonverbal congruence- Teachers’ actions must match their verbal statements. i.e. Telling students to stop whispering but then turning around and ignoring them.
I-message- A nonaccusatory communication that addresses a behavior, describes the effects on the sender, and the feelings it generates in the sender.
Logical consequences- Outcomes that are conceptually related to the misbehavior. Learners see a link between their actions and the consequences that follow.

28. Behavioral Interventions
The foundation of a behavioral management system is comprised of clear rules and expectations followed by consistent consequences. It involves the following steps:
Prepare a list of specific rules
Specify reinforcements for obeying each rule and punishments for breaking the rules
Display the rules, and explain the consequences
Consistently apply consequences

29. An Intervention Continuum
Because infractions vary in severity, teachers’ reactions should also vary accordingly.
Minor Infractions Serious Infractions
[_____________________________________________________________________]
Praising Ignoring Using Using Applying
Desired inappropriate indirect desists Consequences
Behavior behavior cues

30. Praising desired behavior-Promoting desired behavior is an important goal, so praising students for displaying is the first intervention
Ignoring inappropriate behavior-Ignoring misbehavior should only be used for minor infractions
Using indirect cues-Effective teachers use indirect cues, proximity or ‘the look’, when students display behaviors that can’t be ignored but can be stopped without addressing them directly
Using desists- A verbal or nonverbal communication a teacher uses to stop a behavior.
Applying consequences-Use logical consequences that apply to the situation.

31. Serious Management Problems: Violence and Aggression

32. School Violence and Aggression
More than 1/3 of students have been involved in a physical fight
9.3 % of youth have carried a weapon to school in the past 12 months
It is likely that you will have to respond to violence at some point in your teaching career

33. Responding to Aggression Against Peers
Aggressive students must not be allowed to hurt peers or damage property. In many cases you are required to intervene. If you don’t you and the school can be sued for Negligence.
Negligence is the failure to exercise sufficient care in protecting students from injury.
An effective response to violence includes three steps:
Stop the incident (if possible)
Protect the victim
Get help

34. Responding to Bullying and Defiant Students
Teachers should react to bullying in the same way as they react to other aggressive acts: Those committing should be stopped and victims should be protected. Attempts can then be made for the bully to understand the consequences of their actions, both for the victims and themselves.
In dealing with defiant students, two suggestions are offered: First, remain calm to avoid a power struggle. Secondly, if possible, give the rest of the class an assignment and calmly but decisively step out of the classroom to talk. Have a serious and concerned tone, not a threatening one.

35. Long-Term Solutions to Violence and Aggression
Students must be helped to understand that aggression will not be permitted and that they’re accountable for their behavior.
Teaching students self-control, perspective taking, and constructive assertiveness can reduce aggressive behaviors.
Experts also suggest involvement of parents and mentors.

36. For more information on classroom management:
WORKS CITED
anonymous, (2007, October). Retrieved March 26, 2008, from Indoor Recess Ideas-Pro Teacher Community Web site: 2
Retrieved March 26, 2008, from NEA: Works4Me Tips Library Managing your classroom
Eggen, Paul (2007). Educational Psychology Windows on Classrooms. Upper Saddle River, New Jersey: Pearson Prentice Hall.