Classroom management refers to all of the things that a teacher does to organize students, space, ti

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Classroom management refers to all of the things
that a teacher does to organize students, space,
time, and materials so that learning can take
place.

• Harry K. Wong

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Getting your attention

• I will raise my hand or ring a bell
• You will Freeze
• Then raise your hand and turn eyes and ears
  towards me
• Listen for instruction

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Welcome

• Todays presenters
• Todays participants

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Group Activity

• What are the components of a well structured
  classroom?

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Agenda

• Environment
• Procedures and routines
• Classroom Expectations
• Materials/Time
• Responding to appropriate and inappropriate
  behavior

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Classroom Environment

• Should be structured and well-organized
• Plan for traffic flow in, out and around the room
  for easy student and teacher access to all areas
• Minimize congestion in high-traffic areas
• Organize materials for distribution, storage and
  safety
• Arrange seating so that students can easily form
  pairs and small groups
• Ensure students are able to see you without
  having to move their chairs

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Classroom set up
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Student folders
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Easily located materials
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Areas of the classroom

• Define what activities will occur in different
  regions of the room by using dividers, chair
  arrangements and signs (pictures, words, symbols)

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Physical environment reminders

• Avoid seating students towards windows
• Have designated work spaces
• Have a designated area for 11 or small group
  work
• Minimize overcrowding (seating, traffic flow,
  etc.)
• Seating assignments
• Wall space
• Dividers
• Visual and auditory
• Temperature

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• Contrary to what many people believe, the 1
  problem in the classroom is not discipline it
  is the lack of procedures and routines. Classroom
  management has nothing to do with discipline.
• Harry K. Wong

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Routines and Procedures

• What is a procedure?
• A method or process for accomplishing things in
  the classroom.
• Remember that a smooth running classroom depends
  on your ability to teach procedures
• What are the benefits of establishing procedures?
  
• A series of procedures and routines creates
  structure for the classroom
• When students know how the classroom operates,
  the class suffers fewer interruptions
• A class with few interruptions is a class that
  advances learning
• (Wong, Professional Reference for Teachers)

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Examples
Example 2

• Example 1

• Leaving the classroom
• You must have a pass
• Only one person per pass
• Quickly and quietly walk to your destination
• Be respectful to any adults and students you may
  meet
• No wandering the hallways

Mrs. Krauses 2nd grade classroom
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Establishing routines and procedures

• Determine what activities the classroom will need
  procedures for
• Plan procedures from the beginning of the day
  through dismissal
• All expectations must be clear, not vague or
  ambiguous, and then taught, practiced, and
  reinforced
• Smooth classroom management is dependent on
  procedures becoming so well established and
  automatic that they become routine
• Teaching routines and procedures should be taught
  through modeling, practicing, reviewing, and
  re-teaching, as needed throughout the school year

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Quick Reference 3 step approach

• Explain State, explain, model and demonstrate
  the procedure
• Rehearse Rehearse and practice the procedure
  under your supervision
• Reinforce Re-teach, rehearse, practice and
  reinforce the classroom procedure until it
  becomes a student habit or routine
• Goal practice procedures until they become
  routines

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Example

• What do you like about this procedure?
• Would you make any changes? If so, what?
• What school activities could we develop a
  procedure for?

Mrs. Krauses 2nd grade classroom
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Activity

• Flip chart activity
• In your table groups, from the list weve
  created, develop a specific procedure for 1of the
  listed activities
• When your are finished, post your list on the
  wall
• Select a team member
• to share with the group

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Examples

• End of the day procedure
• Fill out your student planner.
• Gather all materials needed to complete homework.
• Get belongings from the hallway.
• Load backpack.
• Quietly put up your chair.
• When the teacher tells you line up in ABC order.
• You only leave when the teacher says so.

Mrs. Krauses 2nd grade classroom
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Mrs. Krauses 2nd grade classroom
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Rules Consequences
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Mr. St. Peters Classroom Rules

• Raise your hand to speak
• Do not hit or kick others
• Be sure your desk is not a mess and make sure
  your area is well kept and clean, throw trash in
  the waste basket. If your desk is a mess you will
  receive a consequence for disorganization.
• No getting out of you seat without permission
• Do not forget materials
• Use appropriate language and volume when inside
  the classroom
• Do not disturb others
• When finished with an assignment do not ask what
  to do next
• All rules will be reviewed on the first Monday of
  each month

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Classroom expectations key elements

• The class should be included in the initial
  rule-making phase
• Expectations should be brief and to the point
• Expectations should be stated positively
• Attention should be called to classroom
  expectations as often when they are being
  followed as when they are being broken
• Expectations should change depending on the
  situation and activity
• Students should be provided with advance notice
  which expectations are in effect
• Classroom expectations should be posted

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• Flip chart activity
• In your groups develop Training Rules for
  todays training
• Some tables will complete Lecture Rules and
  other tables will complete Group Activity Rules
• The presenter will assign which Rules you will
  complete
• Write rules on flip chart and post on wall
• Assign a team member to share with the group

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Quick Reference 3 step approach

• Explain State, explain, model and demonstrate
  the procedure
• Rehearse Rehearse and practice the procedure
  under your supervision
• Reinforce Re-teach, rehearse, practice and
  reinforce the classroom procedure until it
  becomes a student habit or routine

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Examples
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Examples
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Activity- Delete???

• Flip chart activity
• Get into your table group and write down 4-5
  rules for your class/program.
• Be prepared to share

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Rules and Consequences

• Rules are most effective when there are
  consistent and predictable consequences to face
  if students break them and rewards if students
  follow them.
• When you see a violation of one of the rules,
  immediately and quietly give out the penalty as
  you continue with the lesson or class work.
• Turning cards

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Materials

• Be prepared with necessary materials and daily
  assignments/tasks
• Materials should be organized and stored in a
  manner so that they are easily accessed and
  returned
• Storage tubs, student notebook or file folder
  with defined sections, individual cubbies, etc.
• Use hands on materials, increase engagement
• Be aware of
• Degree of choice
• Level of engagement based on student interests
• Exs
• Vary input/output
• Vary modalities- lecture, visual, auditory, hands
  on
• Written, oral, demonstrate, draw, etc.

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Easily located materials
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Time

• Minimize down time
• Consistent daily posting
• Daily schedule
• Current task and expectations
• Establish consistent procedures for distributing
  and collecting papers/materials
• Consider
• Duration of activities
• Variety of activities lecture, group work, ind.
  work, desk work, academic/preferred, etc.
• Sequence of activities i.e. less preferred then
  preferred
• Incorporate breaks as needed, and/or complete
  tasks in chunks
• Provide warnings before transitions

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Minimize downtime through procedures

• Establish a procedure for the beginning of the
  period or day
• When class starts, the first priority is to get
  students working, not to take attendance or
  answer individual questions
• __________________________________________________
  ______
• Have an assignment posted before the students
  enter
• Have it posted in the same consistent location
  every day
• This way, the students know that they are
  expected to get to work immediately upon entering
  the classroom
• Must dos and may dos

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Attention Management

• Too much time is often wasted regaining students
  attention beginning, during or ending an activity
• Well structured classrooms have a procedure for
  gaining students attention
• Examples
• Teacher raises hand
• Eyes on the speaker
• Lips closed
• Ears listening
• Sit/stand up straight
• Hands and feet quiet
• Clap once if you can hear me
• Freeze
• What are some attention getting strategies you
  use in your class?
• Marshall (2005) Discipline without Stress,
  Punishments or Rewards

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Responding to appropriate inappropriate behavior
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Responding to appropriate behavior

• Monitor for students performance throughout the
  day
• Respond positively and immediately to appropriate
  behavior
• Establish eye contact
• Respond positively with enthusiasm and sincerity
• Recognize and acknowledge the appropriate
  behavior
• Be specific
• Use a variety of praise statements
• Pair verbal praise with tangible reinforcement if
  necessary
• Exs ?

Taken from LRBI Checklist High Rates of Positive
Responses Preliminary Strategies
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Example of using praise

• During story time, Mr. Weatherby selects those
  students who are listening to be his helpers.
  John and Ralph, you are listening. Come help me
  pass out the crackers. As he scans the
  classroom, he notices that several other students
  are waiting quietly. Looking in their direction,
  he says, I like the way the front row is waiting
  for us to start. Thanks.

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Responding to inappropriate behavior Setting
limits

• Setting a limit is not the same as issuing an
  ultimatum
• Limits are not threats, Take that cap off right
  now, or youll get detention
• Limits offer choices with consequences
• Purpose of limits is to teach, not to punish

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Limits will be most effective when they are

• Simple and clear
• Reasonable
• Enforceable

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Setting limits- 5 step approach

• 1. Explain which behavior is inappropriate
• ? Stop that right now!
• ? Yelling across the room is disruptful to the
  other students working.
• 2. State what the student should be doing
• ? You know what youre supposed to be doing
  right now.
• ? You can raise your hand or walk up to my desk
  if you would like to speak with me

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Setting limits

• 3. Instead of issuing an ultimatum, tell the
  student what his/her choices are, and what the
  consequences of those choices will be
• Positive Choice If/then statement, followed by
  
• Negative Choice If/then statement
• ? Do this or else youll lose recess for the
  rest of the week!
• ? If you raise your hand or come up to the
  desk, then I will be happy to help you with the
  assignment, if you continue to yell out then we
  will have to talk about it during your recess
  time.

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Setting limits

• Allow time
• Im not leaving until you give an answer right
  now!
• Ill give you a minute to think about your
  choices and then Ill come check back with you.
• Be prepared to enforce your consequences
• ? Not following through with keeping him in at
  recess when the behavior continues.
• Following through, keeping him in at recess to
  talk about his classroom behavior.

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Setting limits example

• When you have your head down on the desk you are
  not following directions and are off task.
• I would like you to begin working on problem 2
  on the Math worksheet.
• If you complete the assigned assignment you will
  be able to enjoy some free time outside with the
  your classmates, if you choose not to complete
  the assignment we will need to stay inside and
  finish while the others go outside.
• It is your choice. I will check back with you in
  a few moments.

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Responding to inappropriate behavior

• Anticipate difficulties, be prepared and have a
  plan
• Acknowledge and reinforce appropriate behavior,
  and intervene early before inappropriate behavior
  escalates
• Establish and communicate clear and predictable
  consequences
• Be consistent
• For more significant behavior difficulties, be
  aware of environmental factors and the function
  of the behavior
• Debrief with student and staff as appropriate

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Questions? Comments?Thank You!!!