Objectives:
 Upon completion of this
module learners will be able
to: Understand how to
establish and maintain
consistent routines and
procedures in order to set the
tone for the classroom create
a safe learning environment
Topics:
 Best practices for classroom
management
 Ineffective classroom
management
 Effective objectives for
students to follow
Best Practices for Classroom Management
 Classroom management is the process of making rules, holding
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students accountable for their actions, providing consequences
for negative behaviors and rewarding positive behaviors
Maintaining order within the classroom is essential for teachers
and students to interact within a healthy learning environment.
The following are best practices for teachers to follow in order to
effectively maintain order within the classroom.
Establish guidelines for students to follow daily.
Classroom rules helps teachers and students to stay organized.
Best Practices for Classroom Management
 Getting students involved with the development of the
guidelines will help to gain their buy in to the agreement.
 Creating a Behavior Contract will help students to understand
why guidelines are some important and by soliciting their
assistance, helps them to take ownership of their actions.
Class Behavior Contract Exercise
 Pair up into groups of three, one person will be the teacher and
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the other two will act as students.
Ask the students the following questions and document their
answers on flip chart paper.
Once complete, the class will review the responses and place a
check mark beside an idea as it is repeated by other groups.
Discuss the differences and similarity of the responses.
Question 1: How do you want me to treat you?
Question 2: How do you want to treat one another?
Question 3: How do you think I want to be treated?
Question 4: How should we treat one another when there is
conflict? Retrieved fromhttp://www.educationworld.com/a_lesson/lesson/lesson274.shtml
Encourage the students to sign the classroom agreement after it
is completed.
Best Practices for Classroom Management
 Classroom management starts with the teacher. When
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determining the best course of actions, teachers should conduct
an analysis on his or her current classes and answer the following
questions:
What method do you employ to get your students attention?
(Count to three? Raise your hand? Flick the lights or a bell?)
What are your students expected to do when they come in first
thing in the morning? from recess? lunch?
What routines are in place when students finish work early?
How do your students ask for assistance?
What are the consequences for unfinished work? late work?
sloppy work? the student who refuses to work?
Best Practices for Classroom Management
 What are the consequences when a student disturbs another
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student?
Where do students turn their assignments/tasks in?
What are your routines for sharpening pencils?
How does a student ask to leave the room to use the washroom?
Can more than one go at a time?
What are your dismissal routines?
What are your tidy up routines?
How are your students aware of all of your routines? Retrieved from
http://specialed.about.com/cs/teacherstrategies/a/routines.htm
 The questions will help teachers to develop routines for the
students to follow; however, one must remember that if breaking
the rules are not followed by consequences it defeats the purpose.
Best Practices for Classroom Management
 Students should also have consequences for following the rules
as well. Rewarding good behavior provides an incentive for
others to follow.
 Building relationships is an important aspect of managing
student behaviors. Teachers should take a proactive step in
getting to know each student in order to understand his or her
motivational and de-motivational attributes. Teachers cannot
fix what they cannot understand.
 Taking the time to get to know the students builds trust, respect
and it allows the student to open up to the teacher more easily
when something is wrong.
Best Practices for Classroom Management
 Classroom management is determined by time management. If
there are gaps of time when instruction or activities aren’t taking
please leaves room for disruptions to commence. Therefore,
teachers should create detailed lesson plans, prepare more
material than the allotted time. And keep the students engaged
every moment they are within the classroom setting.
 Finally, the physical setting of the classroom plays an important part of
maintaining behaviors.
 The physical setting of the classroom should be arranged in a manner
that is conducive to learning.
Best Practices for Classroom Management
 Learning begins from the moment the students enter the
classroom and teachers should maximize every teachable
moment. The learning environment is a key component within
that process.
 One way to ensure the physical setting is conducive to learning is
to utilize the physical setting checklist retrieved from
www.pbismaryland.org .
 Teachers can also use the checklists on each other in order to
critique the physical settings of their classrooms respectively.
Physical Setting Checklist
The physical classroom setting is organized in a manner that promotes learning
and independence, as evidence by:
Observation
Yes
1.
Are the walls, floors, and furniture
clean and in good repair?
2.
Is the furniture adjusted to the proper
size for the students?
3.
Are rules, routines, and procedures
posted in a manner that is easy to see?
4.
Are rules, routines, and procedures
posted in a manner that all could read
or understand (visuals)?
5.
Are unnecessary and distracting items
removed from view and reach?
6.
Are all materials organized and easily
accessible?
7.
Do students have secure and adequate
spaces for personal storage?
8.
Has furniture been placed to decrease
traffic flow challenges?
9.
Do instructional areas of the classroom
have clear, visual boundaries for
students?
No
Retrieved from http://www.pbismaryland.org/documents/Best%20Practices%20Checklist.pdf
Unclear
Ineffective Classroom Management
 Ineffective classroom management results from but not limited to
the following:
 Using physical contact to correct negative behavior
 Verbalizing strong demands for students to perform in an
authoritarian manner. Motivating with an iron fist.
 Loosing one’s temper in reaction to a student’s negative behavior.
Reacting out of anger
 Using sarcasm towards students in a form of mocking remarks
usually intended to wound as well as amuse.
Ineffective Classroom Management
 Constantly warning a student of the consequences of his or
her bad behavior but never following through with the actual
discipline.
Note: The afore mentioned attributes are counter productive
to a positive learning environment.
Ineffective Classroom Management Video
 The link below depicts a classroom setting in which classroom
management is ineffective.
 While watching the video, learners should document any
observable ineffective classroom management practices
demonstrated by the teacher and students.
 Prepare to discuss the findings after the video is shown.
 http://www.youtube.com/watch?v=B4b8GQ-2YfU
Effective Objectives for Students to Follow
 It is important for teachers to devise effective objectives for
students to follow. The objectives should be created to promote
desired behaviors and results.
 Having a plan is essential to accomplishment of any objective.
Students will know if a lesson or activity is facilitated to them
lacking the preparation necessary for a successful outcome.
Therefore, it is important to plan, plan, plan.
 The objectives should promote classroom participation.
Students should be encouraged to respond clearly and politely
during classroom discussion.
Effective Objectives for Students to Follow
 Teachers should set the example by displaying a positive
attitude, an eagerness to set a positive tone and the ability to
promote a positive culture within the classroom.
 Teachers should strive to understand the students’ points of
views by putting themselves in the students’ shoes and seeing
things from their perspective. By doing so, the teacher will
develop the level of empathy needed to identify with the
students on their level. Remember students are people to.
Module 3
Classroom Response
Objective
 Upon completion of this
module, learners will be able
to respond appropriately to
students’ behaviors within
the classroom.
Topics
 Conflict Resolution
 Physical Proximity
Conflict Resolution
 Conflict resolution is the act of facilitating a peaceful ending to a
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dispute of disagreement.
Students with social behavioral problems often shout out
answers, grab or snatch items from others and possibly become
physically violent with other students.
In order to combat social behavioral problems demonstrated by
students or to minimize conflict, teachers must understand how
to employ the three levels of conflict resolution.
The three levels of conflict resolution are negotiation, mediation
and arbitration.
Negotiation- When two or more parties meet to resolve their
issues or concerns with each.
Conflict Resolution
 Mediation – Utilizing a third party to resolve the issues among
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two or more people.
Arbitration – Utilizing a neutral party to assist with the
resolution of a dispute among two or more people.
Communication is key to conflict resolution.
Teachers must be able to identify and decode verbal and nonverbal queues communicated among students to indicate if
conflict is on the horizon.
Students may communicate with each other in the form of an
argument or strife.
Conflict Resolution
 They may communicate the existence of conflict in a non-verbal
manner by making an angry face, folding their arms in a
rebellious manner, they may demonstrate gestures that are
currently known to offend and hurt others.
 Teachers must remain alert and constantly scan the classroom to
give a long glare to discourage inappropriate behavior and to
serve as acknowledgement of all activities the students are
currently engaged in.
Physical Proximity
 The physical proximity of student within the classroom can play
an important part in maintaining order within the classroom.
 Student have friends within the class which causes them to
become chatty or loose focus. Others may have classmates they
cannot get along with that causes disorder.
 Students may become distracted if they sit next to a window in
which they move their attention to what's going on outside of
the classroom instead on focusing on the teacher.
 Some students loose focus if they sit in the back of the class, they
become disinterested and feel as though they can get lost within
the classroom.
Physical Proximity
 Teachers have to take a proactive step in understanding the
overall make up of their classroom and understand the
characteristics of their students.
 If teachers have students who negatively impact the hormonal
balance of the classroom, may have to reassign seats whenever
necessary and move students, who become distracted by outside
elements that are easily viewed from within the classroom.
Classroom Management Jeopardy
 Lets find out how much we have learned from classroom
management courses.
 Divide into two groups, prepare to provide your answers in the
form of a question. If the answer is not in the form of a question,
the team will loose its turn.
 Classroommanagementjeopardygame.ppt
Conclusion
 In order for classroom management to occur, teachers must
understand the importance of providing sound structure within
the classroom.
 Ineffective classroom management is detrimental to the learning
process. Teachers cannot effectively facilitate the lesson and
students cannot retain the information communicated by the
teacher.
 Effective classroom management requires teachers to engage in
effect lesson planning by adding more material than needed.
This concept allows for instruction to monopolize the entire time
set aside for instruction.
 Classroom agreements are most beneficial when teachers reach
out to students to seek their buy in to the process.
Conclusion Cont.
 Teachers must take appropriate steps to build relationships with
their students in order to understand what motivates and
demotivates them.
 Creating checklists and seeking the observational assistance of
peers helps teachers ensure that all aspects pertaining to
classroom management is taken into consideration.
 Finally, teachers must understand that learning occurs at the
very moment students enter the classroom. Teachers must
project a positive attitude and lead by example and ensure that
there are consequences for behaviors demonstrated by the
students. Positive consequences for positive behaviors and
negative consequences for negative behaviors. Students must
understand the big picture and how they fit into that process
and that the overall goal of classroom management is to create a
positive environment conducive to learning.
References
Ten activities for establishing classroom rules/lesson plan. (2011, July).
Retrieved January 3, 2012 from
http://www.educationworld.com/a_lesson/lesson/lesson274.shtml
Classroom routines: a must! Supporting behaviors with routines. (n.d.)
Retrieved January 3, 2012 from
http://specialed.about.com/cs/teacherstrategies/a/routines.htm
Classroom management ms. gray’s class. [YouTube video]. (2009 March,
19). [with Shannon Mahoney, Leah Gray, Roger Freed, Milton
MacDonald, Jason Pearson, Cathleen Soltis and Chris Dubbs].
Retrieved from http://www.youtube.com/watch?v=B4b8GQ-2YfU
Best practice classroom management checklist. (n.d.) Retrieved January 3,
2012 from
http://www.pbismaryland.org/documents/Best%20Practices%20Checkli
st.pdf