Classroom Management Part 1:
Getting Off to a Good Start
Marla Yoshida
Classroom Management
UCI Extension • International Programs
http://teflclassroommanagement.pbworks.com
What is classroom management?
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Rules and procedures in your classroom
Student behavior and discipline
Motivation
Everything you do to make your classroom run
smoothly
Why is good classroom management
important?
• You must be able to manage your class before
you can teach your class.
• We can help prevent behavior problems
through good classroom management.
What do you want to change?
• No classroom is perfect. What are three
student behaviors in your classroom that you
would like to change?
Take a positive approach
• Recognize and reward students when they’re
being good.
• Try not to scold, nag, or shout. It doesn’t help.
• Express your instructions in a simple, positive,
respectful way. Compare:
Please listen. / All eyes on me. / Don’t talk to your friends. /
Be quiet. / Shut up! / Shhhhh! / Would you please be quiet?
• Set your expectations high. Your students can
accomplish more than you might think!
Positive self-fulfilling prophecies
• A self-fulfilling prophecy is an expectation that
causes itself to come true.
• Teachers’ expectations have a powerful
influence on their students.
• What are the implications of the Rosenthal
and Jacobson experiment for your teaching?
Becoming a teacher trainer
• When you return to Japan, you’re going to be
a valuable resource. You’ll undoubtedly be
asked to share what you’ve learned at UCI
with your fellow teachers, to give a report,
presentation, or workshop. In short, you will
be asked to be a teacher trainer.
• How do you feel about this possibility?
Planning a workshop/presentation
Select the content
• You can’t tell the audience everything. What
are the most useful and valuable things to
include?
• What do the participants need to know after
your presentation? (Knowledge)
• What do they need to be able to do? (Skills)
Planning a workshop/presentation
Organize the content
• What is the most logical arrangement of the
points? How will it flow best?
• What will you say about each topic?
• What will the participants do?
• What supporting materials will you use?
Handouts? PowerPoint? Pictures? Objects?
Example activities?
Planning a workshop/presentation
Rehearse the presentation
• Rehearse mentally. Picture the audience in
your mind as you prepare.
• Rehearse physically. Mirror? Videotape?
Colleague?
• Pacing and time management: Be realistic.
Planning a workshop/presentation
Overcome fear and nervousness
• Develop a new “teacher trainer persona”
• Be prepared. Be SOOOOOOO prepared.
• Be brave. The first time is scary, but it gets
easier. 
Your Presentation Assignment
• Choose an idea about classroom management
or good teaching practices. It can come from:
– An article
– A video, podcast, or other recording
– Your own teaching experience
• Make a 10-minute presentation to the class as
if you were giving a teacher training
workshop. (No more than 15 minutes.)
• Good luck, teacher trainers of the future!
Tools for Teaching
by Fred Jones
Part One: Building a Classroom Management System
Chapter 1: Learning from the “Natural Teachers”
Chapter 2: Focusing on Prevention
Advice from the “natural teachers”
• You have to mean business.
• The classroom will either belong to you or it
will belong to them. You’re in trouble if it
belongs to them.
Chapter 1
Typical classroom problems
Have you experienced any of these?
• Wasted time
• Passivity
• Goofing off
• Helpless handraisers
• What else?
Chapter 1
This doesn’t work.
Chapter 1
Focus on prevention: The challenge
• How do you get kids to do what you want
them to do when you ask them to do it? How
do you get kids to stop doing what you don’t
want them to do? How do you get kids to
cooperate?
Chapter 2
Your students are a motley crew. You need a plan.
Chapter 2
A useful classroom management
procedure must produce:
• Better behavior
• More learning
• Less hassle for the teacher
Chapter 2
Chapter 2
A look ahead: We’ll be talking about…
1. Instruction: Maximizing the rate of learning
while helping students become independent
learners.
2. Discipline: Getting students to quit goofing
off and get busy.
3. Motivation: Giving students a reason to work
hard while being conscientious.
Chapter 2
Tools for Teaching Workshop
Chapter 3
1. Instruction
Chapter 2
2. Discipline
• Think about the cost of your classroom
management system in terms of time, effort,
and aggravation. Keep it “cheap.”
• You have to mean business. No means no.
Chapter 2
3. Motivation
• Students think, “Why should I?” We have to
give them a reason.
Chapter 2