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Lorem Ipsum Dolor Spring 2016

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The A r t of

Well-managed classrooms provide an environment in which teaching and learning can flourish. But a well-managed classroom doesn't just appear out of nowhere. It takes a good deal of effort to create—and the person who is most responsible for creating it is the teacher. We live in an era when research tells us that the teacher is probably the single most important factor affecting student achievement—at least the single most important factor that we can do much about.

-Robert Marzano

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Classroom Management Bookmarks

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Student Reflection Samples Page 4

Classroom Management Reminders

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Basics of Behavior: Discussion Prompts Page 8

Classroom Layout

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Classroom Management Plan

Classroom Management

http://www.ascd.org/ascd-express/vol11/1115-vilen.aspx

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Lorem Ipsum Dolor Spring 2016

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The BIG 5 Research-based classroom management strategies that every teacher should implement

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1. RULES Teachers should develop a limited set of positively stated expectations for behavior. These expectations should not simply be posted in the classroom; rather, they should be explicitly taught by discussion and practice and applied transparently and equitably.

2. ROUTINES Teachers should teach routines and procedures, including specific guidelines for how to act in a variety of situations. These routines should be taught at the beginning of the school year and then revisited periodically throughout the year. In turn, teachers should sustain momentum for instruction by orchestrating the management of time and materials by themselves and students, especially in transitions between activities.

3. PRAISE Teachers should reinforce positive behavior using praise and other rewards.

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4. MISBEHAVIOR Just as every parent learns that children will not always follow rules and has in mind consequences for noncompliance, so, too, do teachers need to determine the appropriate consequences for misbehavior and apply these consequences consistently. Consequences generally follow different levels of severity, escalating to one-on-one conferences with the teacher, detentions, meetings with parents or guardians, and so on.

5. ENGAGEMENT This technique is closely linked to the quality of instruction. Teachers should constantly engage students in the lesson, whether through creating an interesting lesson that holds students’ attention or through building in frequent opportunities for student participation. Students who are involved in the lesson generally have less inclination to act out.

http://cobaltblues.com

National Council on Teacher Quality Julie Greenberg, Hannah Putman and Kate Walsh

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http://primarychalkboard.blogspot.com/

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Classroom Management Routines and Procedures

Class Attention Signal(s)

Morning | Start of Class Routines

Entering the room

Getting started on work

Arriving late

Getting materials

Other

Routines for Managing Work

Getting assignments/turning in work

Managing independent work times

Managing cooperative work times

Students needing assistance

Transitioning

Other

End of Day | End of Class Routines

Ending instruction

Organizing and gathering materials

Giving feedback

Dismissal

Other

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Classroom Management Developing and Teaching Expectations

My Classroom Expectations What this Looks Like in My Class

Teaching Expectations

1. Method for Teaching Expectations at the Beginning of the Year

2. Plan for Re-Teaching

3. Strategies for Incorporating Expectations into Instruction

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Classroom Management Encouraging Positive Behavior

System for Reinforcing and Encouraging Student Behavior

Class-Wide Reinforcement System

Strategies for Increasing Positive Feedback

Strategies for honoring ALL students (voice, actions, opinions, background, etc)

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Basics of Behavior: Function Assessment Possible Functions:

Gain adult attention Avoid adult attention Gain peer attention Avoid peer attention Gain items/activities Avoid tasks/activities/work Gain sensory input Avoid sensory input

Grade Behavior Possible Function and Intervention

PK-5

Tyler is raising his hand in class during a math lesson. The teacher calls on several other students before Tyler. He becomes agitated and pounds on his desk causing all students to look at him.

6-12

You’ve assigned an online discussion assignment. You are reviewing student postings and discover inappropriate language and sexual references in the discussion.

3-12

Tracy will frequently become upset over her grades and will ask for extra credit. While normally you would be supportive of someone with her motivation, you are concerned because she frequently gets A’s and is often worried because of only a few points.

6-12

You believe that you see a student cheating during an exam, and you suspect that others are trying to cheat while you are not looking.

PK-5

Dillon does not make friends easily at school. Many of the students gossip about him. He is feeling down and about the other students teasing him.

PK-12

Selena is having family issues at home and is beginning to act out in class/school.

PK-12

The assignment/activity you gave today took less time than you had anticipated so you have 15 minutes remaining. You do not have the next day’s assignment/activity ready to go.

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Bas

Classroom Layout

Think about how to best support student needs within your classroom design and layout. Use the QR codes below to access digital design options (or simply draw an outline of your classroom below) and to learn more about layouts that optimize student learning. Remember to include: pencil sharpener, charging stations, late work bin, supply station, learning targets/success criteria, etc…

vior: Function Assessment

https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_studies/ics_effrmarr_elementary.pdf

http://classroom.4teachers.org/

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