Classroom Management - Baltimore County Public Schools

New Teacher Orientation
August 15, 2013
Success from the Start
Strengthening Instruction through
Professional Conduct and
Classroom Management
Warm Up:
Complete the handout:
“Professional Conduct – Or Not?”
Maryland Teacher Professional
Development Standards
Content Standards
V. Student Learning Environments – Effective
professional development ensures that all
teachers are able to create safe, secure, and
supportive learning environments for all students.
5b. Professional development provides opportunities
for teachers to develop and practice student
ownership of management routines and practice
creative solutions to conflicts.
Today’s Objective
Participants will examine various
strategies to manage one’s self
and one’s classroom in order to
develop a plan that establishes a
safe and orderly learning
Take - Away
• Create a tri-fold.
• Title the cover “My Management Plan.”
• Title the first section “Managing My Self.”
• Title the second section “Managing My
• Title the third section “Building
Relationships with Students.”
Video Clip
• Watch the video clip from Bad
• Be prepared to discuss the
teacher’s professional conduct.
Maintaining Professional
Review BCPS Board Policy and
Rule 4100. Contact your principal
with any questions.
Managing One’s Self
• Define Your Role
– You are a Teacher.
– You are NOT the parent.
– You are NOT a peer.
Set Boundaries
• Respect and maintain appropriate
• Engage in appropriate
• Compliment and provide rewards
and consequences appropriately.
Become a Positive Role
• Dress professionally.
• Speak and write professionally
utilizing correct grammar.
• Be respectful and responsible.
• Maintain student confidentiality.
• Manage your on-line footprint.
• Plan for success.
Take – Away
Reflect on Board Policy and Rule
4100. On the “Managing My Self”
section of your tri-fold:
• identify an ‘a-ha’
• predict how it will affect your
classroom management.
Today’s Objective
Participants will examine various
strategies to manage one’s self
and one’s classroom in order to
develop a plan that establishes a
safe and orderly learning
Managing the Classroom
What are the differences between a
procedure/routine and a rule?
• A procedure is a method of how
activities are to be done in the
• A rule sets limits to guide behavior
and provides consequences, positive
or negative.
Carousel– Establishing
and Maintaining Routines
• Chart paper is posted around the room with five
routines that are important to establish and
maintain in your classroom.
• Stand in front of your designated poster with
your assigned group.
• When the instructor tells you to begin, discuss
the routine with your group and write how you
could establish this routine in your classroom.
• After 1 minute, you will move with your group
to the next poster to discuss and write about
the next routine.
Take – Away
• Gallery Walk - Take a walk
around the room to review the
• On the “Managing My
Classroom” section of your
tri-fold, add two or more
routines/procedures that you will
establish in your classroom.
Teaching Procedures
State, explain, model, and demonstrate the
Rehearse and practice the procedure.
Reteach, rehearse, practice, and reinforce
the procedure until it becomes a student
habit or routine.
Procedures and Room
• An important component in
successful classroom management is
arranging the physical setting for
teaching to support the procedures
you have in your classroom.
• Effective room arrangement can help
you cope with the complex demands
of teaching 20 to 30 students in
your classroom.
Five Keys to Effective
Room Arrangement
• Design your classroom to reflect your
personality and instructional style and needs of
the students.
• Keep high traffic areas free of congestion.
• Arrange students where they can be easily seen
by the teacher.
• Place frequently used teaching materials and
student supplies where they are readily
• Place displays and instructional materials where
they can be easily seen by the students.
Room Arrangement
The most important feature of room
arrangement is not where the furniture
goes, but, rather, where it does not go.
(Jones, 2000)
Additional Room
Arrangements That Work!
Take - Away
On the back of your tri-fold,
describe or draw your first seating
arrangement for your classroom.
Be sure to include the placement
of your desk and at least one
area designated for student
supplies/materials or books.
“Say what you mean, and mean
what you say.”
Fred Jones
Common Misconceptions
Concerning Classroom
Rules (Jones, 1996)
• Students should know how to behave by
this time.
• Rules are announced.
• If you do a good job with your rules at
the beginning of the year, you will not
have to deal with them later.
• Teaching rules is a matter of being strict.
• Students dislike classroom rules.
• I have so much material to cover, I can’t
afford two weeks for rules.
Important Considerations
Rules should:
Be specific, to the point, and
consistent with established school
Be written, using positive language.
Be limited to 3 - 5 in number.
Be posted with the consequences.
As you review the important
considerations about rules, add
two rules to the “Managing My
Classroom” section of your tri-fold
that you will implement in your
Building Relationships
“The quality of teacher-student
relationships is the keystone for
all other aspects of classroom
(Marzano and Marzano, Dimensions of Learning)
Suggestions for Building
• Address students by name.
• Demonstrate civility (Say, “Please,”
“Thank you,” “I’m sorry.”).
• Know your students as individuals.
• Be approachable and capable but
don’t be a pal.
• Reveal passion for your work and
for life.
• Smile!
Activities for Building
Introduce Yourself
“All About Me” Bags
Team Building Activities
Personal Interest Inventories
Others ????
Take – Away
On the “Building Relationships
with Students” section of your
tri-fold, add two ways you will
create relationships with the
students in your classroom.
Today’s Objective
Participants will examine various
strategies to manage one’s self
and one’s classroom in order to
develop a plan that establishes a
safe and orderly learning
• Clearly define your role as a teacher and
set boundaries.
• Clearly define and teach classroom
procedures, routines, and rules.
• Model respect. Build positive relationships.
• Monitor student behaviors and address
inappropriate behavior promptly and
• Plan effective lessons every day.
“What you do on the first days of
school will determine your success
or failure for the rest of the
school year.
You will either win or lose your
class on the first days of school.”
-Harry Wong
• To access a copy of the PowerPoint
presentation for this workshop, as
well as many other useful resources
for BCPS new teachers, go to the
New Teacher Resource Portal.
• A link to the New Teacher Resource
Portal is included on the flash drive
you received in your tote bag.
• Bad Teacher. Dir. Jake Kasdan. Perf. Cameron Diaz, Jason
Segel, and Justin Timberlake. 2011. DVD. Columbia Pictures.
• Baltimore County Board of Education. Policy and Rule 4100.
Howard, Lynn F. Ready for Anything - Supporting New
Teachers for Success. Englewood, CO: Advanced Learning
Press, 2006.
Jones, Fredric H. Positive Classroom Discipline. New York:
McGraw-Hill, 1987.
• McCarney, Stephen B., Kathy Cummins Wunderlich, and
Angela M. Bauer. Pre-Referral and Intervention Manual.
Columbia, MO: Hawthorne Educational Resources, 1999.
• Orange, Carolyn. 44 Smart Strategies for Avoiding
Classroom Mistakes. Thousand Oaks, CA: A Sage
Publications, CO, 2005.
• Paterson, Kathy. 55 Teaching Dilemmas. Ontario, Canada:
Pembroke Publishers, 2005.
• Rutherford, Paula, Why Didn’t I Learn This in College?.
Alexandria, VA: Just Ask Publications, 2002.
• Staff of Canter & Associates, eds. First-Class Teacher:
Strategies for New Teachers. Santa Monica, CA:
Canter and Associates,
Inc., 1998.
• Wong, Harry K. and Rosemary T. Wong. The First Days of
Mountain View, CA: Harry K. Wong Publications,
Inc., 2005.