1. The Three F’s of Classroom Managment
Foundation, Field and Flow

2. Classroom Management - What and Why?
Classroom management is a complex practice that requires teachers to possess a multi-level skill set.
Classroom management is the most important factor governing student learning (Wong 1998)
Classroom management is a multi-faceted construct that includes three broad dimensions: person, instruction, discipline (Laut, 1999)
Classroom management is not and should not be considered as a construct divorced from the classroom teaching and learning experience

3. What are the Three F’s?
Extensive review of research and literature revealed three over-arching themes of successful classroom management
Foundation- the rules, consequences, attitudes and impressions established by the teacher from the first day of class and beyond
Field – the environment or playing field the teacher establishes in the classroom
Flow – the fluid movement of the lessons such that it can be directed and channeled in its course by both teachers and students toward a learning objective

4. Foundation Rules and expectations for behavior and performance.
Must begin on 1st day (Douglas 1986).
Clear expectations related to rules and procedures must be established along with consequences for not following these rules.
Teacher uses the rules to foster respect among students and among student and teacher.
Does not mean high levels of discipline.
Ultimate goal is to use management to avoid discipline.

5. Field – Environment in the Classroom
Must foster a classroom environment of respect & cooperation.
High expectations for all students.
Teacher “withitness” is critical (knowing what’s going on).
Need to have respect and awareness of equity issues and diversity.
Appropriate implementation of rules and procedures is critical.
Students should face logical consequences to breaking the rules.
Humor is important. Humor emancipates creativity and stimulates higher level thinking. Individuals who find humor are:
Persistent problem solvers
Flexible to consider alternatives
Relieved of tension

6. Flow – “Keep it Moving” Flow consists of:
Time management used in presenting the lesson
Learning theories used by the teacher to provide activities and variety to the lesson
Questioning strategies used to drive the lesson and assess the learning of the student
The lesson design
Any materials or technology used as part of the lesson design
Proper flow deters student boredom, frustration, and consequent behaviors.
No wasted or undirected use of time at the beginning and end of the lesson.
It is critical to have momentum and smoothness in lesson (Kounin 1970).

7. Consider a 5E Lesson Cycle to Improve Flow
Engagement – used to capture student interest in topic and check for student mastery of prior knowledge
Exploration - small group tasks to explore and discover lesson objectives
Explanation – Students present to the teacher and their classmates their findings
Extension or Elaboration – broaden lesson objectives to more complex levels and make connections
Evaluation – summative assessment of student learning of the lesson objectives.

8. Conclusion
The Three F’s theory provides a comprehensive theory of classroom management.
Promotes use of proper rules and procedures.
Encourages active learning processes that allow for effective teaching and learning in the classroom.
Proactive approach that fends off behavior problems by engaging students in the learning process through use of smoothly delivered and properly designed lessons.
Structured enough to provide a blueprint while being flexible enough to allow for individual teacher personality and teaching style.

9. Checkpoint
What are the 3 “F”’s of classroom management? Briefly describe each “F” and why it’s important.
Foundation- the rules, consequences, attitudes and impressions established by the teacher from the first day of class and beyond. This lays the groundwork for a productive learning environment.
Field – the environment or playing field the teacher establishes in the classroom. Teacher needs to enforce high expectations for behavior and learning consistently.
Flow – the fluid movement of the lessons such that it can be directed and channeled in its course by both teachers and students toward a learning objective. Creates active learning situation that is essential to a proactive classroom management approach.