Classroom Management

the best teacher you ever had and why they

were the best.

What is one strategy that teacher used for

classroom management?

Recall Now identify a teacher that you would

consider one of the worst teachers you ever
had and

Identify specific actions that you feel have

earned them this title.
 – It’s effective discipline
– It’s being prepared for class
– It’s motivating your students
– It’s providing a safe, comfortable
What is learning environment
Classroom – It’s building your students’ self
Management? esteem
– It’s being creative and imaginative in
daily lessons
– And . . .
 WHY?
– Teaching Styles
– Personality/Attitudes
– Student population
. . . It’s – Not all management strategies are
different for effective for every teacher
EVERYONE!!
• Try different strategies to see if they
work for you
 SELF ASSESSMENT
• Fist-to-Five…Where are you with classroom
management?
• A fist indicates you are still thinking?
What is your • One finger indicates extremely frustrated.
• Two fingers indicates frustrated.
classroom • Three fingers indicates that you are surviving.
management • Four fingers indicates that you are pretty
profile? comfortable and things are working well.
• Five fingers indicates that your classroom runs
smoothly with very few issues. What are you doing
here?? 
 • Satisfaction and enjoyment in
teaching are dependent upon leading
Why is students to cooperate
Classroom • Classroom management issues are of
Management the highest concern for teachers
Important? • Classroom management and effective
instruction are a key in ensuring
student success and learning
 • Set the tone for everything…behavior, procedures,
grades, work ethic, attitude…everything!!
• Teach students to manage their own behavior
• Students LEARN to be on-task and engaged in the
learning activities you have planned for them…
YOU SET REMEMBER THIS…
THE TONE “It is more natural to be off-task than on!”
• Teach, teach, and re-teach routine classroom
procedures
• Model/provide exemplars for excellence in student
work and attitudes
 • Be fair, firm and consistent…remember
that students are, by nature, the morality
police.
• They can spot inconsistencies a mile away
and take joy in calling you out on it!!
FFC • Students may not enjoy consequences of
inappropriate behavior but they will respect
your decisions if they know that you are fair
and apply discipline/consequences fairly
 • Build a positive, PROFESSIONAL
rapport with students
• Establish a positive classroom
ACCENTUATE environment…greet students at the
THE door everyday with a smile
POSITIVE • Model the positive behaviors and
attitude you desire in your students
 • Planning engaging, purposeful lessons is
one of the best recipes for a smooth,
orderly classroom
• Over plan your lessons to minimize down
time…down time is every teacher’s worst
PLAN, PLAN &
enemy
PLAN • Plan lessons that address multiple learning
styles and allow all students to experience
success
 • Be organized
• Be on time
• Be prepared for changes, even the “best
laid plans” can go haywire.
• Have a plan B
BE PREPARED!! • Have a plan C
• Anticipate possible hiccups in your
lessons and activities
• In other words…winging it is not an
option!!
 • Focus attention on entire class
• Don’t talk over student chatter
• Silence can be effective
DEVELOP • Use softer voice so students really
EFFECTIVE have to listen to what you’re
BEHAVIOR saying
CUES • Raise your hand
 • Allocated time: the time periods you intend
for your students to be engaged in learning
activities
• Transition time: time periods that exist
between times allocated for learning activities
Transition – Examples
vs. • Getting students assembled and attentive
• Assigning reading and directing to begin
Allocated
• Getting students’ attention away from
Time reading and preparing for class
discussion
 • The Goal:
– Increase the variety of learning
activities but decrease transition
time.
Transition • Student engagement and on-task
vs. behaviors are dependent on how
smoothly and efficiently teachers
Allocated move from one learning activity to
Time another
 KEEP IT SIMPLE SUGAR

• Make classroom rules simple

• Keep classroom procedures simple
• Give clear and simple instructions
KISS during classroom activities
• Remember that even adults can only
process 3-4 instructions at a time
effectively!!
 • Make sure all students can see and hear
clearly (and you can see them clearly)
• Arrangement is determined by learning
activity (lecture, class discussion, small
group work, etc.)
CLASSROOM • Allow room and easy access for proximity
ARRANGEMENT control
• Think through class procedures and learning
activities and arrange the room in the best
possible way
 A teacher has “with-it-ness” if:

• When discipline problems occur, the teacher

consistently takes action to suppress the
misbehavior of exactly those students who
WITH-IT-NESS instigated the problem
• When two discipline problems arise
With-it-ness refers concurrently, the teacher deals with the most
to a teacher’s serious first
awareness of what • The teacher decisively handles instances of
is going on in the
classroom off-task behavior before the behaviors either
get out of hand or are modeled by others
 • When handling misbehavior –
make sure all students learn what is
unacceptable about that behavior
With-it-Ness • Getting angry or stressed does not
(continued) reduce future misbehavior
• Deal with misbehavior without
disrupting the learning activity
 PROXIMITY AND BODY LANGUAGE
• Eye contact, facial expressions, gestures,
physical proximity to students, and the way you
carry yourself will communicate that you are in
“ACTIONS calm control of the class and mean to be taken
SPEAK seriously.
• Be free to roam
LOUDER • Avoid turning your back to class
THAN
WORDS”
 • Focus attention on entire class
• Don’t talk over student chatter
• Silence can be effective
DEVELOP • Use softer voice so students
EFFECTIVE really have to listen to what
BEHAVIOR you’re saying
CUES • Raise your hand
 • The best teachers use all of the strategies
already mentioned and more to ensure that
their classroom runs like a well-oiled
machine.
PROACTIVE • By using proactive teaching and classroom
management strategies, more time is spent
VS. on teaching and learning and less on
REACTIVE reacting and putting out fires.
• Being proactive means paying it forward
before class starts but receives huge
dividends in the end!!
 USING HUMOR
• Use humor when appropriate
“LAUGHTER • Be able to laugh at yourself
IS THE • NEVER use sarcasm
BEST
MEDICINE” • Sarcasm puts students on the
defensive and damages your
relationship
 • Confrontation gives students a
“stage” to perform
• Avoid power struggles…no one wins
EVERY
PERFORMER • Give students a dignified way to get
out of a bad situation
NEEDS A • Address behavior issues in private
STAGE whenever possible
 IT IS NOT PERSONAL

• Kids make poor choices…that is what

they do!
• Kids misbehave…that is their job!
DEVELOPE
• Kids test boundaries and limits…it is a
A
natural part of growing up!
THICK • Kids don’t always do what we want them
SKIN to…no matter how much they like us!
• DON’T TAKE IT PERSONNALY!!
THE HONEYMOON IS OVER!!

Dealing with Misbehaviour

 • Every behavior has a function
• Four primary reasons for disruptive
behavior in the classroom
Functions – Power
of – Revenge
Behaviour – Attention
– Want to be left alone (i.e., disinterest
or feelings of inadequacy)
 • Many misbehaviors exhibited by
students are responses to a behaviour
exhibited by the teacher
• Do not tolerate undesirable
Functions behaviours no matter what the
of excuse
Behaviour • Knowing the child better will help in
knowing how to deal with that
behaviour
 • Remain focused and calm; organize
thoughts
• Either respond decisively or ignore it all
together
Dealing with • Distinguish between off-task behaviors and
off-task off-task behavior patterns
• Control the time and place for dealing with
behaviors
off-task behavior
• Provide students with dignified ways to
terminate off-task behaviors
 • Make specific references to
behaviors, do not make it a personal
attack.
• Remember that continuing with
classroom instruction is always the
Dealing with main priority!!
off-task • Utilize the help of colleagues
behaviors • Communicate and enlist the help of
coordinators & heads.
 • Power-seeking students attempt
to provoke teachers into a
struggle of wills
Power Seeking
• In most cases, the teacher should
Behavior
direct attention to other members
of the class
 • Attention-seeking students prefer
being punished, admonished, or
criticized to being ignored
Attention • Give attention to this student when
Seeking he or she is on-task and cooperating
Behaviour • “Catch them being good!” – and let
them know you caught them
 POSSIBLE RESPONSES:
Acknowledge comments made.
Give limited time to express viewpoint or
Behavior: feelings, and then move on.
Talkativeness -- Make eye contact with another participant
knowing and move toward that person.
Give the person individual attention during
everything,
breaks.
manipulation, Say: "That's an interesting point. Now let's
chronic see what other other people think."
whining.
 POSSIBLE RESPONSES:
Admit that you do not know the answer
and redirect the question the group or
Behavior: the individual who asked it.
Sharpshooting Acknowledge that this is a joint
-- trying to learning experience.
Ignore the behavior.
shoot you
Speak to the student in private…take
down or trip
the stage away
you up. KNOW YOUR CONTENT!!
 POSSIBLE RESPONSES:
Say: "You are entitled to your opinion,
Behavior: belief or feelings, but now it's time we
Grandstanding moved on to the next subject," or
-- getting caught "Can you restate that as a question?"
up in one's own or
agenda or "We'd like to hear more about that if
thoughts to the there is time after the presentation."
detriment of
other learners.
 POSSIBLE RESPONSES:
Hostility can be a mask for fear. Reframe
hostility as fear to depersonalize it.
Remain calm and polite. Keep your
Behavior: Overt temper in check.
Hostility, Don't disagree, but build on or around
what has been said.
Resistance
Move closer to the hostile person,
angry, maintain eye contact.
combative Always allow him or her a way to
behavior. gracefully retreat from the confrontation.
THANK YOU