CLASSROOM MANAGEMENT:
HELPFUL HINTS
FOR TEACHERS
TABLE OF CONTENTS
Page
Introduction
..................................................................................1
Classroom Management .............................................................................2
Helpful Hints for Classroom Management
Discipline and Behaviour Management
Other Aspects to Consider
.............................................3
...................................................7
....................................................................10
Dealing with Severe Discipline Problems
Physical and Emotional Abuse
............................................15
............................................................16
Reproduction in whole or in part is authorized
if accompanied by a mention of the source.
Introduction
The Society has prepared this document to assist new teachers by offering
some helpful hints and suggestions in the area of classroom management.
Practising teachers may also find it useful as a series of reminders of
strategies which could serve as alternatives to those they currently use. As
our classrooms become more crowded and challenges we face every day
become more complex and diverse, these suggestions may be of some
small assistance.
If you find the document useful, please feel free to pass it along to a
colleague or a beginning teacher who may not have received a copy. If
you have any criticisms or suggestions for improvement, please forward
your comments to the Society.
Have a successful and productive year as you face the challenges before
you.
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CLASSROOM MANAGEMENT
In this handbook the term classroom management is used to refer to the following
aspects:
• classroom organization and procedures
• discipline and behaviour management
CLASSROOM ORGANIZATION AND PROCEDURES
Following are a few examples of aspects to consider when developing your
classroom organization plan:
Seating arrangement
Process for student access to materials and supplies
Classroom routines for starting and conducting each lesson and for class
dismissal
Activities for students to undertake when they arrive in class and when
they have completed their work
Classroom policy regarding interruptions for the use of the pencil
sharpener, phone, or washroom
Process for monitoring student work during class
Procedures to encourage total class participation during oral activities
Process for having students mark papers
Policy regarding student work (what are your expectations regarding
written work, incomplete work, make-up work, neatness, due dates etc.)
Provide information about expectations and evaluation criteria for each
student assignment
Organize a portfolio for each student. Include all student work, tests,
information regarding incomplete work and notes to parents
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HELPFUL HINTS FOR CLASSROOM MANAGEMENT
The following list of questions is intended to assist you in developing classroom
procedures which will help you to organize yourself and your classroom. Not all
questions are applicable to all grade levels.
Question
Your Answer
What is your policy regarding:
♦
heading papers?
♦
writing on the back of paper?
♦
colouring or drawing on paper?
♦
use of manuscript or cursive?
♦
use of pen, pencil or computer?
♦
late work?
♦
incomplete work?
♦
neatness?
♦
missing work?
♦
due dates?
♦
make-up work?
♦
what students do when they are finished their
work?
♦
distributing supplies and materials?
♦
putting away supplies and materials?
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Question
♦
classroom interruptions?
♦
use of the pencil sharpener?
♦
use of the washroom or fountain?
Your Answer
How do you intend to:
♦
post assignments?
♦
explain assignments to various groups?
♦
keep students working from one assignment
to another?
♦
let students know what assignments were
missed while they are absent?
♦
explain how assignments will be graded?
♦
keep students aware of requirements for longterm assignments?
♦
identify work turned in without a name or
identification mark?
♦
dismiss the class?
♦
use cues or signals for getting student
attention?
For effective monitoring of work, how and
when will you:
♦
make sure you get around to all students, not
just the distracting or demanding?
♦
look carefully enough at students' work in
progress to catch errors?
♦
achieve total class participation in oral
activities?
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Question
Your Answer
How do you want students to hand in work in
regard to:
♦
where they should place the completed work?
♦
when they should hand in their work?
♦
how you will keep track of whose work is and
is not turned in?
What will be your policy regarding:
♦
how students are to exchange papers?
♦
how students are to mark papers they check?
♦
what you will mark and what you will let the
students mark?
What will be your policy regarding:
♦
checking for turned-in work?
♦
work not turned in:
♦
i.
on time?
ii.
by the end of the day?
specific feedback?
i.
grades (marks)
ii.
written comments
iii. graded by student or teacher
♦
criteria for displayed work?
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Question
Your Answer
♦
how and when to return papers to students?
♦
having students correct their own papers?
♦
checking and returning corrections?
♦
determining report card grades?
i.
components to be included
ii.
weight or percent for each component
♦
grading daily assignments?
♦
recording grades with notations for
identification and clarification?
♦
having students keep a record of their own
grades?
♦
grading completed stages of long-term
assignments?
♦
student self-assessment?
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DISCIPLINE AND BEHAVIOUR MANAGEMENT
Discipline and good behaviour are learned. Teachers are encouraged to guide
their students to know what to do and how to do it in all situations. The challenge
for teachers is to aim to maintain a positive classroom climate with a minimum of
disruptions. Students appreciate teachers who are firm, friendly and professional.
1.
DISCIPLINE WITH DIGNITY
Always try to validate the person by giving the message that the behaviour
is inappropriate, not the student. Aim to have a secure, inviting classroom
where the dignity of others is always respected. It is helpful to remember
that children are basically good, and that inappropriate behaviour is a
purposeful response to a need for either attention, power, revenge or
avoidance of failure. Separate the action from the person.
2.
ASSIST STUDENTS IN TAKING RESPONSIBILITY FOR THEIR
OWN LEARNING AND BEHAVIOUR
The teacher's role can be to help students understand that with rights come
responsibilities. Encourage your students to be responsible for their own
learning and behaviour. By learning that each decision or choice brings a
consequence, students develop new skills.
3.
KEEP RULES SIMPLE
Generally it is very important for students to know what is expected of
them. According to Barbara Colorosso, the teacher's role can be to guide
the discussion and offer suggestions in the development of class rules and
consequences.
It can also be helpful to discuss situations as they arise and to develop
rules cooperatively. Rules can be posted and for some classes, a copy
could be sent to parents.
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Generally, rules should:
♦
♦
♦
be short, simple, precise and consistently administered;
provide the type of structure which allows each student to grow
and provide time to think;
be stated in positive terms and help create a positive nonthreatening environment
Examples of simple rules include the following:
a)
b)
c)
d)
4.
show up on time
be prepared
do assignments
respect your own and others' spaces
WHEN RULES ARE NOT RESPECTED, CONCENTRATE ON THE
BEHAVIOUR AND THE CONSEQUENCES. KEEP CONSEQUENCES SIMPLE
Deal only with what you see in a consistent and calm manner. Students
have to learn that with the right to attend school, comes the responsibility
to respect the rights of others and to become actively and positively
involved in their own learning. Consequences should always be related to
a rule and applied consistently and fairly.
Generally consequences should:
♦
♦
♦
♦
5.
be clear, specific and related to a rule
include a range of alternatives
be natural or logical and age appropriate
not be a punishment
STUDENTS NEED TO FEEL AND TO BELIEVE THAT THEY ARE
BEING TREATED FAIRLY
Fairness is important. Students and their teachers may have different
perceptions regarding fairness. Students who feel they are treated unfairly
need a non-confrontational forum in which to have a discussion.
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6.
TRY TO RESOLVE DISCIPLINE PROBLEMS THROUGH
PROBLEM-SOLVING PROCESSES
Students who experience logical and realistic consequences learn that they
can have positive control over their lives. Try to examine student-related
and teacher-related reasons for which there may be discipline problems.
Check with colleagues and your school administrator
to ensure that you have support for your discipline
and behaviour management plan.
Remember ... To say what you mean.
Mean what you say.
Do what you said you would do.
Tell me and I'll forget.
Show me and I may not remember.
Involve me and I'll understand.
(Author unknown)
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OTHER ASPECTS TO CONSIDER
1.
GENERAL SUGGESTIONS TO HELP REDUCE CONFLICT
Following are some ideas that may help reduce classroom conflict. It is
helpful for teacher to:
♦
be in the classroom when students arrive;
♦
be organized and prepared before each lesson;
♦
insist that everyone, including guests, be treated with respect;
♦
listen to student opinions and consider their feelings;
♦
help students to maintain their sense of humour and tolerant
attitude;
♦
assist students to make appropriate choices;
♦
help students to develop decision-making skills;
♦
help students to live with mistakes and take them in stride;
♦
try to use a quiet, friendly tone of voice;
♦
show faith in the student and build on strengths;
♦
encourage the development of a positive climate to enhance
students' ability to value themselves;
♦
believe that all students are lovable and capable;
♦
aim to be consistent, matter of fact and calm;
♦
use realistic, logical consequences, and reinforce them; and
♦
try to be firm and fair.
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2.
POWER STRUGGLES
A power struggle occurs when teacher and student want to control a
situation.
Dealing with power struggles can be difficult for teachers. When this
happens to you, try to:
♦
Ignore the student's attempt to engage you in a power struggle.
♦
Insist that the teaching and learning needs be met.
♦
Meet with the student individually to describe, in objective and
explicit terms, the behaviour which you cannot accept.
♦
Give a warning, stress the consequence, and then follow through.
♦
Arrange for time out from the classroom or school.
♦
Seek intervention by appropriate school personnel.
♦
Involve parents and students in the development of an action plan.
You are encouraged to try to avoid the following strategies:
♦
♦
punishment as a way to teach appropriate behaviour
accepting excuses, bargaining or blaming
arguing
put-downs, sarcasm, embarrassment or humiliation
rescuing students rather than teaching problem-solving skills
acting hastily without knowing the implications of your actions
punishing the whole class for the misdeeds of a few
♦
inconsistency in providing rewards and reinforcement
♦
♦
♦
♦
♦
Even with the most careful preparation, students will test you. Let the
students know that while you disapprove of their actions, you still value
them as people. If you are going to show you are angry do it because you
have decided it is appropriate not because you are "out of control".
Apologize if you make a mistake. Students need to be reminded that
teachers are human too.
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3.
DIFFERENCES BETWEEN PUNISHMENT AND DISCIPLINING
WITH DIGNITY
(i)
Punishment
1)
2)
3)
4)
5)
(ii)
Discipline With Dignity
1)
2)
3)
4)
4.
is adult oriented;
requires that someone make a judgment;
imposes power from without;
arouses anger, or resentment; and
invites more conflict.
shows students what they have done wrong;
shows how the students can take ownership for the
problem;
shows processes for students to learn to solve the problems
they have created; and
leaves the students' dignity intact.
A POTPOURRI OF HELPFUL HINTS FOR EFFECTIVE
DISCIPLINE
(A)
Monitor student behaviour
Use an "active eye". See what is going on. Try to avoid becoming
preoccupied with someone or something while ignoring the rest of
the class. This benefits your discipline program as well as being
an effective teaching strategy.
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(B)
Be consistent
Have the same expectations for appropriate behaviour for all
students. Your students should know that you will enforce rules
consistently and apply an appropriate consequence. Your goal is
to be fair, but that might mean not applying the identical
consequence to all students. If one student is frequently late, you
may apply a different consequence than you would to a student
who was late for the first time. In knowing that you will be fair,
but not equal, your students should understand that being equal is
not always fair. In order to be consistent, be certain that the
consequences you apply are reasonable and appropriate.
(C)
Promptly manage inappropriate behaviour
Simply looking the student directly in the eye for prolonged
contact while you continue your lesson sends a non-verbal
message that says "I saw what you did and I want it stopped".
♦
Proximity
Continuing your lesson while you move about the room,
pausing near "trouble spots" can let students know that
even though they are not near the teacher's desk, they are
still expected to demonstrate appropriate behaviour.
Getting "boxed in" behind your desk or podium may
encourage misbehaviour in the far corners of the room.
♦
Pause
The continuous sound of "teacher talk" can provide
students with a noise screen for their own conversations.
An occasional pause - just a few seconds of silence - can
bring an off-task student back into focus.
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♦
Gesture
This can be added to the above strategy for emphasis. A
shaking of your head helps to stress your message to the
student.
♦
Asking for a Response
Hearing your name can be an attention-getter, even if you
are not paying attention. Including a student's name into a
question can often bring the student back into the lesson.
Remembering the student's dignity, it would be appropriate
to say the student's name first, in order to allow the student
to hear the question he or she will be expected to answer.
The purpose is to get the student back into the lesson, not
embarrass him or her.
♦
Praising Appropriate Behaviour
When large numbers of students misbehave, addressing the
whole group may be necessary. Rather than addressing the
negative behaviour, praising the students demonstrating
appropriate behaviour cues the misbehaving students and
reinforces the other students.
♦
Active Participation
Sometimes having the students respond to a question or
become involved in an activity can eliminate the
undesirable behaviour. Asking for a show of hands, having
students perform a physical activity or having each student
write a quick answer to a question can make all students
accountable for an immediate response.
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DEALING WITH SEVERE DISCIPLINE PROBLEMS
Even though you may have done everything in your power to avoid it, you may
have a situation where the misbehaviour is severe. Consequences, whether for
major or minor misbehaviour, should be logical, natural and related to the rule.
Find out what the limits are in your school.
Following are some questions to consider:
♦
Can you keep students after school?
♦
Is there a detention policy? What is the procedure for getting assistance
from a counselor or principal?
♦
In what cases should the principal be involved in your discipline
procedures?
♦
In what cases should the student be suspended or expelled?
♦
Having this knowledge will make it possible for you to keep your sense of
autonomy in handling any situation. Getting assistance from others is
different from giving away your role in the discipline plan.
Enlisting the assistance of parents is an important strategy to employ. Your
approach will have a lot to do with the level of cooperation you might receive.
Consult the parents for assistance and ideas to help deal with the situation. Very
few parents object to a teacher approaching them with an idea that might help
their child if the idea shows the teacher's commitment to the success of the child.
Students have the right to be in school. With that right comes
the responsibility to respect the rights of others and to become
actively involved in their own academic learning. School
boards have the right to suspend or to expel students who are
unwilling to cooperate with teachers and with the school system.
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PHYSICAL AND EMOTIONAL ABUSE
The Manitoba Teachers' Society strongly adheres to the principle that no student
or teacher should be subjected to any form of abuse. Students have the right to be
treated with dignity and respect. Teachers have the right to a professional
working environment free from physical, emotional or sexual abuse or
harassment.
PHYSICAL ABUSE
♦
acts of violence against individuals, their families and/or their property
(e.g. hitting, kicking, slapping, breaking belongings, throwing objects,
etc.)
EMOTIONAL ABUSE
♦
verbal abuse including insults, obscene gestures, verbal abuse or abusive
phone calls;
♦
the after shock of physical abuse;
♦
harassment based on gender, race or lifestyle;
♦
the threat of physical violence against an individual or family members;
♦
lack of appropriate response to a situation of abuse or harassment.
WORKPLACE HARASSMENT
♦
behaviour which intimidates, threatens, or harries a teacher in such a way
as to deny the teacher his/her dignity and respect, and causes offense,
embarrassment or humiliation.
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CHILD ABUSE
You are encouraged to be well-informed about rights and responsibilities. The
Child and Family Services Act (Section 17 and 18) obliges a person who has
information that leads that person to reasonably believe that a child is or might be
in need of protection to report forthwith the information to an agency or to a
parent or guardian of the child. You are also encouraged to check with your
principal to obtain information about division and school policies and programs.
AVOIDING INAPPROPRIATE CONTACT WITH STUDENTS
Teachers are encouraged to avoid engaging in any communication or action
which could be interpreted as inappropriate, offensive, abusive, or violent
towards a student. Teachers are encouraged to utilize self-evaluation and to
check with colleagues when unsure if words or actions might be inappropriate.
As a consequence of an allegation of inappropriate touching, a teacher can be at
risk of being in breach of the law, of being registered as a child abuser, of losing
his or her job and of jeopardizing his or her right to a teaching certificate.
USE OF PHYSICAL FORCE
The Manitoba Teachers' Society believes that teachers should avoid use of
corporal punishment.
Section 43 of the Criminal Code of Canada protects a teacher from charges of
assault in the use of physical force to discipline a student provided that the force
is reasonable under the circumstances. In recent years, the courts have begun
to interpret a teacher's right to use physical force much more conservatively than
in the past as a result of changing community standards over the acceptability of
physical punishment. Teachers should therefore restrict the use of force to
situations in which they are either protecting the safety of the student or the safety
of others. As a general rule, force should be used only as a means of protection.
Schools and school boards have a legal right to suspend and to expel students
for inappropriate behaviour towards other students or towards teachers. As a
teacher, you are encouraged to seek support and advice rather than expending
valuable energy blaming yourself for a difficult situation for which you are not
responsible.
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If you have reason to believe that you are being subjected to inappropriate
behaviour on the part of a student, a colleague, an employer, or a member of
the community, you are encouraged to contact your local association president
or call The Manitoba Teachers' Society Central Office for information about
general process and advice to address the matter. When a teacher experiences
abusive behaviour, it is important to request and expect support from the school
administration and staff. If you have been subjected to abuse, you are
encouraged to contact Central MTS at: 888-7961 or 1-800-262-8803.
Updated July, 2005/sh
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