Classroom Management

Strategies for Effective

Instruction
Presenter: J. Lovejoy
Region One ESC
Workshop #59546

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Goals and Objectives…
1. To identify the characteristics of
effective teachers
2. To assist teachers in taking a look at
their own classroom management
style.
3. To identify techniques for organizing
and managing effective learning
environments

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www.kandela.com
Responsibility
• Definition: The capacity to reflect on actions, to
weigh choices, to make sensible judgements, and
to act accordingly.
Responsible behavior
requires thinking.

Compliance requires
obedience.

http://ptgmedia.pearsoncmg.com/images/9780135010631/downloads
/Henley_Ch1_Introd
16 Proactive Classroom Management Strategies

1. Organizing a productive 8. Teach, model, and reinforce

classroom prosocial skills
2. Establishing positive 9. Teacher proximity
relationships with all students
in the class 10. Motivation system to reward
desirable behavior
3. Positive greetings at the door 11. Goal setting and performance
to pre-correct and establish a feedback
positive climate
4. Classroom rules/expectations 12. Visual schedule of classroom
and procedures are visible and activities
known by every student 13. Effective cuing systems to
5. Transitions are managed well release and regain attention
6. Independent seatwork is 14. 5 to 1 ratio of positive: negative
managed and used when interactions
needed 15. Smiling and being nice
7. Communicating competently 16. Providing numerous
w/ students opportunities to respond
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 Classroom management is…
…all of the things that a teacher
does to organize students,
space, time and materials so
that instruction in content
and student learning can
take place.
Two major goals…
1. To foster student
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cooperation in all classroom
activities
2. To establish a productive
working environment.
-First Days of School, Wong
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Characteristics of
a well-managed
classroom

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http://mrsneadsclass.blogspot.com
Characteristics of a Well-Managed
Classroom…
• Students are deeply involved with their work

• Students know what is expected of them and are

generally successful

• There is relatively little wasted time, confusion, or

disruption

• The climate of the classroom is work-oriented, but

relaxed and pleasant.
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A well-managed classroom is…

• A task oriented environment

• A predictable environment

• Is ready and waiting for students

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Building a Consistent Management
Framework
Engaging Instruction

http://upload.content.pd360.com/PD360/media/video/PD360/2216/2216
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Retrieved from School Improvement Network:

http://www.schoolimprovement.com/classroom-management-
videos/?b=classroom-management

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 Vision and Intervention
Clear Relationships Engaging
High and
Procedures and Support Instruction
Expectations Redirection

“Together these components contribute to an

environment in which all students can succeed.”
Putting systems in place that empower students to be
successful!

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School Improvement Network
 Brainstorming Activity…
Think of as many responses to the following
statement as you can…

An effective
teacher is…..

Activity:
Use the envelopes provided and make two columns on your table with
headings of “Effective Teacher” and “A Dangerous Educator”. Place the
statements under the appropriate heading. 11
A Dangerous Educator…
• Believes that this job is not about relationships
• Believes that this is just a job, and when the school
day is over, the work’s all done.
• Believes that he/she can handle any situation,
alone.
• Believes that, “It was good enough for me, by golly,
it oughta’ be good enough for them.”
• Believes that all these kids need is “a good
whippin’.”

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A Dangerous Educator…
• Believes that what he/she does outside of here has
no bearing
• Believes that anger shouldn't be part of the
curriculum
• Never makes time to just sit and listen
• Believes that this kids have no right to be mad
• Believes that he/she can’t make a difference
• Believes that punishment is more effective than
discipline

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A Dangerous Educator…
• Thinks you shouldn’t smile until Thanksgiving.
• Believes that morality and values should only be
taught at home
• Sees the act, not the young person behind it.
• Believes that strict adherence to the rules is the
most important goal of any child’s day.
• Forgets he/she is modeling.
• Is a “structure monster”.

-Malcolm Smith

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The Effective Teacher…
• Establishes good control of the classroom
• Does things right, consistently
• Affects and touches lives
• Exhibits positive expectations for ALL students
• Establishes good classroom management
techniques

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 The Effective
Teacher…

• Designs lessons for student mastery

• Works cooperatively and learns from colleagues
• Seeks out a mentor who serves as a role model
• Goes to professional meetings to learn
• Has a goal of striving for excellence

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The Effective Teacher…
• Can explain the district’s, school’s, and department or
grade level’s curriculum

• Realizes that teaching is not a private practice

• Is flexible and adaptable

• Listens, listens, listens

• Understands the research process

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The Effective Teacher…
• Teaches with proven research-based practices

• Knows the difference between an effective teacher

and an ineffective one

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In summary…
An effective teacher…

• Has positive expectations for student success

• Is an extremely good classroom manager

• Knows how to design lessons for student mastery

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 Understanding Our
Students
Dealing With Student Behavior in
Today’s Classrooms

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 This is not an easy time to work with
children and youth…
• One in six youths (age 10-17) has seen
or knows someone who has been shot
(Children’s Defense Fund)

• At least 160,000 students skip class

each day because they fear physical
harm (NEA)

• In the last 10 years, the likelihood that a

child under 18 will be killed by guns
rose almost 250% (FBI Uniform Crime
Reports)*

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• Every U.S. school day, 6,250 teachers are
threatened with bodily injury (NEA)

• More than 150,000 school age children bring a gun

to school each school day (Children’s Defense
Fund)

• More than 50% of children in the U.S. fear violent

crime against themselves or a family member
(Newsweek)*

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• Every 10 seconds a crime occurs in a U.S. school
(Children’s Defense Fund)

• 70% of those arrested for hate crimes are under

age 19 (U.S. News)*

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We can trace out-of-control behaviors to a variety of
factors…
• The physical and emotional climate of the child's home
and neighborhood

• The amount of stability and consistency in the child’s

family

• The parenting styles of the child’s parents

• The power and influence of peers in a child’s life*

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We can trace out-of-control behaviors to a variety of
factors…
• the positive and negative role models available to
the child

• The child’s exposure to violent media

• The child’s emotional and physical health

• The child’s own attitude toward his/her anger*

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The Changing Family
In the last two decades, there has been a 200% growth in single parent
households (U.S. Bureau of the Census)

The number of moms leaving home for work each morning has risen 65% in
the past 20 years (U.S. Bureau of Labor Statistics)

Nearly 1 in 4 children in the U.S. are living below the poverty level (Children's
Defense Fund)*
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More than half of all American children will witness their parent’s divorce (U.S.
Bureau of the Census)

In the last 10 years, the estimated number of child abuse victims has risen by
nearly 50% (National Committee for the Prevention of Child Abuse)
The average child has watched 8,000 televised murders and 100,000 acts of
violence before finishing elementary school (American Psychological
Association)* 27
Why Kids Misbehave
• Basic has several “Functions”:
• Attention from peers or adults
• Attain power/control
• Revenge or Retaliation
• Feels Good/Play
• Fear of Failure
• Getting something (Sensory Input)
• Imitation

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Proactive Intervention Strategies
• Classroom Rules
• Classroom Schedule
• Physical Space
• Attention Signal
• Beginning and Ending Routines
• Student Work
• Classroom Management Plan
 adapted from the Tough Kid series, and CHAMPs

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Classroom
Rules…

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Downloaded from https://www.cartoonstock.com/directory/s/school_discipline.asp
The Rules for Rules:
• Keep the number to a minimum (approx. 5).
• Keep the wording simple.
• Have rules represent you basic expectations
• Keep the wording positive, if possible.
• Make your rules specific.
• Make your rules describe behavior that is
observable.

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Classroom Rules, cont.
• Make your rules describe behavior that is
measurable.
• Assign consequences to breaking the rules.
• Always include a “compliance rule”.
• Keep the rules posted.
• Consider having rules recited daily for first two
weeks then periodically..

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Examples…
• Inappropriate Rules: • Preferred Rules:
• Be responsible • Keep hands, feet, and
• Pay attention objects to yourself.
• Do your best • Raise your hand and wait
• Be kind to others for permission to speak.
• Respect authority • Sit in your seat unless
you have permission to
• Be polite leave it.
• Walk, don’t run, at all
times in the classroom.

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Consequences
• The best consequences are reasonable and logical

• A reasonable consequence is one that follows

logically from the behavior rather than one that is
arbitrarily imposed

• The best logical consequences teach the students

to choose between acceptable and unacceptable
actions.

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Possible Corrective Consequences
• Proximity management
• Verbal reprimand/Warning
• Time owed after class
• In-class time-out
• Parental contact
• Restitution
• Principal Notification Form
• Disciplinary Referral

It should be noted that prior to enacting corrective

consequences, positive reinforcement strategies
should be utilized.
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Activity….
• For the following types of student behavior,
develop both an example of a logical consequence
AND an illogical consequence…
• Chews gum
• Turns in sloppy paper
• Walks in the classroom noisily
• Passes paper in incorrectly
• Arrives late
• Does not bring textbook
• Does not bring pencil or pen

Use chart paper to record your answers.

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 Problem-Prevention Techniques

• Provide enough space, variety of materials.

• Establish consistent, balanced routine.

• Support children’s choices, interests.

• Plan for transitions.

• Keep waiting periods short, active.

Region One ESC 2006 38

Problem-Prevention Techniques

• Respect behavioral differences.

• Respect children’s ideas, concerns, feelings.

• Set reasonable limits & expectations.

• Stop destructive/aggressive behavior.

• Use observations in daily planning.

Region One ESC 2006 39
 Turtle

Avoids the problem or mentions it

but doesn’t follow through.
•“Don’t you think you might need a sweater?”
•“Don’t you think that you might break the stapler?”
•“I hope you don’t hurt each other”.

Region One ESC 2006 40

 Shark
Jumps right in and solves children’s problems for them. Tends
to be directive and critical. Blames children for their actions.
Provides too much structure with no room for child input.
•“I can’t believe you’re going outside without a sweater! Go get
your sweater on NOW!”
•“That’s it with the stapler. I’m putting it away until you can
learn to use it properly.”
•Jenny, give that block to Tara. She had it first. You go sit in the
time out chair and think about playing nicely with the other
children.”
Region One ESC 2006 41
 Owl
Acknowledges the problem or conflict and engages
with the children in problem solving. Acts as a
mediator providing support and structure for conflict
resolution.
• “It’s cold outside, but you don’t want to wear your sweater.
What can we do so that you can go outside and not be cold?”
• “What’s the matter with the stapler?”
• “Jenny, Tara, what’s happening here?”

Region One ESC 2006 42

Problem Solving and Conflict Resolution

1. Approach calmly.
2. Acknowledge feelings.
3. Gather information. (take the object of
the conflict)
4. Restate the problem.
5. Ask for solutions and choose one
together.
6. Be prepared to offer follow-up support.

Region One ESC 2006 43

Links for Behavior Management
Strategies
• http://www.behavioradvisor.com/11583.html
• http://www.behavioradvisor.com/715TipsInsert.ht
ml
• http://topnotchteaching.com/experts/behaviour-
management-strategies/
• http://www.evidencebasedteaching.org.au/top-10-
behaviour-management-strategies/
• http://thecornerstoneforteachers.com/free-
resources/behavior-management/pro-active
 Classroom
Schedules…

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Classroom Schedules
• Avoid “Down Time”

• Approximately 70% of the school day is geared for

academic engagement. (5.2 hrs.)

• Begin each activity on-time.

“The best behavior plans are excellent academic

lesson plans.” – source unknown

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Classroom Schedules
• Budget your academic time
• Example: 1 hr. allotment
• 5 min. Teacher-directed review
• 10 min. Introduction of new concepts
• 10 min. Guided practice, working on assignment
• 25 min. Independent/Cooperative work
• 10 min. Teacher-directed corrections

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Links to Daily Schedules
• The Daily Five example
http://www.bainbridgeclass.com/readingworkshop
.htm

• https://www.thedailycafe.com/
• http://www.schoolimprovement.com/classroom-
management-keys/

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Links to Daily Schedules
• The Daily Five example
http://www.bainbridgeclass.com/readingworkshop
.htm
• https://www.thedailycafe.com/

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Physical Space…

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Physical Space
• Arrange desks to optimize the most common types
of instructional tasks you will have students
engaged in.
• Desks in Rows, Front to Back
• Desks in Row, Side to Side
• Desks in Clusters
• Desks in U-Shape

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Physical Space, cont.
• Make sure you have access to all parts of the room.

• Feel free to assign seats, and change at will.

• Minimize the disruptions caused by high traffic

areas in the class.

• Arrange to devote some of your bulletin

board/display space to student work.
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Physical Space, cont.
• If needed, arrange for a “Time-Out” space in your
classroom that is as unobtrusive as possible.

• Desks do not have to be in traditional rows, but all

chairs should face forward so that all eyes are
focused on the teacher

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Students Who Cause Behavioral Problems:

• Aggressive (the hyperactive, agitated, unruly

student)
• Resistant (the student who won’t work)
• Distractible (the student who can’t concentrate)
• Dependent (the student who wants help all the
time)

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Location for Students who cause
behavioral problems:
• Separate—disruptive students; maybe aggressive
and resistant students

• Nearby—disruptive students; maybe distractible,

dependent, and resistant

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Prepare the Work Area…
• Arrange work areas and seats so that you can
easily see and monitor all the students and areas
no matter where you are in the room
• Be sure that students will be able to see you as
well as frequently used areas of the classroom
• Keep traffic areas clear
• Keep access to storage areas, bookcases, cabinets,
and doors clear
• Learn the emergency procedures
• Make sure you have enough chairs for the work
areas

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Prepare the Work Area…
• Be sure to have all necessary materials in easily accessible
areas

• Test any equipment to make sure that it works BEFORE you

use it

• Use materials such as tote bags, boxes, coffee cans,

dishpans, etc. to store materials that students will need.

• Arrange work areas where students can go for reading and

math groups, science, lab areas, project work, learning
centers, and independent study.

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Prepare the Student Area…
• Plan areas for student belongings
• Coats
• Binders
• Backpacks
• Books
• Lunchboxes
• Lost and found items
• others

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Prepare the Wall Space…
• Cover one or more bulletin boards with colored
paper and trim, and leave it bare for the purpose of
displaying student work and artifacts.
• Display your discipline plan in a prominent place.
• Post procedures, assigned duties, calendar, clock,
emergency information, schedules, menus, charts,
maps, decorations, birthdays, and student work.
• Have a consistent place for listing the day’s or
week’s assignments

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Prepare the Wall Space…
• Post a large example of the proper heading or style
for papers to be done in class

• Post examples of tests students will take,

assignments they will turn in, and papers they will
write

• Display the feature topic, theme, chapter, or skill

for the day or the current unit

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 Prepare the bookcases…

• Do not place the bookcases or display wall

where they obstruct any lines of visions

• Rotate materials on the shelves, and leave out http://2ndgradestff.blogspot.com

only those items that you are willing to allow
students to handle

• Do not place books or other loose materials

near an exit where they can easily disappear
or where they may hide emergency
information
http://www.mrstrenz.net

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 Prepare the Teaching Materials…
• Let students know what materials you want them to bring
from home. Have a place and a procedure ready for the
storage of these materials.
• Have a seating plan prepared.
• Have basic materials ready
• Find and organize containers for materials.
• Store seldom used materials out of the way
• Place electronic media where there are electrical outlets and
where the students will not trip over the wires; have
extension cords, adapter plugs, and batteries
• Obtain a supply of the forms that are used for daily school
routines
• Organize, file, inventory

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Prepare Yourself and Your Area…
• Do not create a barrier between yourself and the
students.
• Place your desk away from the door so that no one
can take things from your desk and quickly walk
out.
• Communicate to your students that everything in
and on you desk is to be treated as personal
property and off limits to them

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Prepare Yourself and Your Area…

• Keep your personal belongings in a safe location

• Have emergency materials handy
• Personal items
• Extra lunch money
• Obtain the materials that you need before you
need them

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Teachers who are ready
maximize student
learning and minimize
student misbehavior.

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Attention
Signals…

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Attention Signal
• Decide upon a signal you can use to get students’
attention.

• Teach students to respond to the signal by focusing

on you and maintaining complete silence.

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Example: The “Hand Raise”
• Say: “Class, your attention please.”

• At the same time, swing right arm in a circular

motion from the 9:00 position to the 12:00
position.

• This prompts all students to stop, look at you and

raise hand.

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Advantages to Hand Raise
• It can be given from any location in the room.
• It can be used outside the classroom.
• It has both a visual and auditory component.
• It has the “ripple effect”.

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Let’s Share other Attention
Getters
• Discuss with a shoulder
partner the methods you use
to get attention from your
students.
• How well does it work?
• You will have 3 minutes.
• Be ready to share out with
the large group.
Summary
• Questions?

Where do I get more info or guidance?

o Staff Developments
o Mentors
o Administrators
o Region One ESC
Contact Info
Juanita Lovejoy
• Education Specialist
• Special Education Program
• [email protected]
• 956-984-6215