Anne E. Eddy

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My Classroom Management Style
Anne E. Eddy
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An organized classroom is one where classroom
rules, procedures and teacher expectations are
clearly explained.
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State Rules Positively

• Respect Yourself

• WORK TO THE BEST OF YOUR ABILITY
• PRACTICE SAFETY FIRST

• Respect Others

• LISTEN THE FIRST TIME DIRECTIONS ARE GIVEN
• LISTEN WHILE OTHERS ARE SPEAKING
• RAISE YOUR HAND FOR HELP
• SPEAK IN LOW LEVELS

• Be Responsible For Your Actions

• COME PREPARED TO CLASS
• ASK PERMISSION TO LEAVE YOUR SEAT
• CLEAN UP AFTER YOURSELF
• USE CLASSTIME WISELY

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Communicate to students how the classroom is to
be organized and where materials are stored
(Stronge, 2002, 29).
C L E A N U P P R O C E D U R E S

• PUT ARTWORK ON YOUR SHELF
• PUT MATERIALS IN THE PROPER BINS
• WIPE OFF THE TABLES
• CLEAN THE FLOOR
• WASH YOUR HANDS
• SIT QUIETLY
• LINE UP WHEN TABLE IS CALLED
• PUSH CHAIRS IN

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• Establish clear expectations with students.

• Practice procedures daily to reinforce behavior.

• Reinforce rules throughout the school year.

• Be consistent with inappropriate behavior.

PRACTICE MAKES PERFECT!
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Consequences do not have to be severe to be
effective (Canter,1992, 40).
PRINCIPALS OFFICE
Consequences for Misbehavior

• 1st offense Warning
• 2nd offense Seat Moved
• 3rd offense Call Home to Parents
• 4th offense Sent to Principals Office

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Students should be free to be
spontaneous, learn from their mistakes,
take risks, and become actively
involved in the learning process
(Jones, 2004, 257).
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Student contribution is essential for students
to feel comfortable in the classroom.
Teachers Should

• Include students in the process of establishing
  rules,
• procedures, and consequences.

• Incorporate student participation in decorating
  the
• classroom.

• Encourage all students to participate in
  classroom
• discussions.

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Students need to know that their teachers

• Care about them.
• Believe in them.
• Listen to them.
• Excel in their subject area
• Want them to succeed.

Until the students know that you care, they
dont care what you know (Jones, 2002, 38).
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Establish Positive Teacher/Student Relationships
By

• Learning the students names

• Greeting them at the door

• Smiling at them

• Learning about their interests

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Classroom organization is necessary for
classrooms to run effectively.
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• Seat Problem Students Toward The Front

• Organize The Classroom

• Move Around The Classroom

• Clear Aisle Ways

• Seat Attention Starved Students Away
• From The Action

Design Your Classroom So Students Are In Close
Proximity (Jones, 2002, 38).
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M Y C L A S S R O O M
2
9
1
4
6
3
5
7
8
10
1, 2 Storage 8 Teacher Desk 3
Demonstration Table 9 Blackboard 4 - 7
Student Desks 10 Sinks
Key
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Create An Organized Classroom Arrangement.

• Keep classroom displays well maintained

• Organize supplies and materials

• Label supplies and materials

• Keep teachers desk free from clutter

• Update bulletin boards

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Center Learning Around the Students
Students Should

• Be comfortable in the classroom

• Have enough space to work

• Know where to locate materials

• Have a voice in classroom matters

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The achievement of learning may not be enough to
motivate some students so teachers need to be
creative to get their students excited about
performing to the best of their ability.
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Your expectations of your students will greatly
influence their achievement in your classroom and
ultimately their lives (Wong, 43).
TEACHERS SHOULD

• Maintain high expectations for student
  achievement
• Create a positive learning environment for
  student success
• Generate energy and excitement in the classroom

STUDENTS SHOULD

• Rise to their teachers expectations
• Work to the best of their ability

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MOTIVATION TECHNIQUES

• Teachers Energy

• Projects and Assignments

• Student Pride

• Grades

• Rewards

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Students may need more than grades to motivate
them. I use a sparkly red heart sticker to
inspire my students to excel.
My Grading Scale
Schools Grading Scale
S Perfection S Exceeds
Expectations S Satisfactory S-
Below Expectations NS Not Satisfactory
S Exceeds Expectations S
Satisfactory S- Below Expectations NS
Not Satisfactory
A i m F o r P e r f e c t i o n !
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Parents and teachers should work together as a
team.
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Parents Are The Greatest Influence In Their
Childrens Lives (Gootman, 1997, 13).
Teachers Need To

• Communicate effectively with parents
• Establish positive relationships with parents
• Rely on parents for support
• Inform parents of unacceptable behavior
• Inform parents of satisfactory behavior

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Establishing Positive Parent/Teacher
Communication

• Initial Letter Home
• Quarter Outlines of Curriculum
• Parent/Teacher Conferences
• Phone Calls/Notes Home
• Open House

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Contacting Parents
1. Establish a Concern

• Im calling because I am concerned about Dans
  behavior in art class.

2. Explain the Problem

• He is out of his seat frequently during class
  and does not seem to be
• motivated to complete his project in class.

3. Clarify the Steps Taken to Correct the
Behavior

• I have spoken with Dan about his behavior and
  moved his seat.

4. Ask the Parent for Help and Support

• Would you be willing to discuss this issue with
  Dan?

5. Follow Up With the Parent

• I was just calling to let you know that Dan
  completed his project in
• class and has been staying in his seat. Thank
  you for your support.

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R E S O U R C E S
Bender, Y. (2003). The New Teachers Handbook.
Norwich, VT Nomad Press. Canter, L. (1992).
Assertive Discipline. Santa Monica, CA Lee
Canter and Associates. Gootman, M.
(1997). The Caring Teachers Guide to Discipline.
Thousand Oaks, CA Corwin Press,
Inc Jones, F. (2000). Tools for Teaching. Santa
Cruz, CA Fredric H. Jones and
Associates, Inc. Jones, V. and Jones, J. (2004).
Comprehensive Classroom Management. New
York, NYPearson Education, Inc Stronge, J.
(2002). Qualities of Effective Teachers.
Alexandria, VA Association for
Supervision and Curriculum Development. Wong, H.
and Wong, R. (1998). The First Days of School.
Mountainview, CA Harry K. Wong
Publication, Inc.