Class Room Management & Culture

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www.iteachforpakistan.org
Table of Contents
Ch#01: Holding High Expectations for Behavior
Ch#02: Creating and Implementing Effective Rules &
Consequences
Ch#03: Maximizing the Efficiency and Structure of Your Classroom
Ch#04: Responding to Misbehavior
Ch#05: Building a Sense of Community

Ch#06: Value Hard Work, Team Effort and Academic Achievement
Chapter#01
Holding High Expectations for

Behavior
Presenter: Farah Ali
DO NOW
Take a minute and look at this picture. Imagine if
you were a student in this classroom.
Think and discuss how would this affect your
behavior.
Session Objectives
FWBAT understand the importance of holding high
and explicit expectations for student behavior.
FWBAT empathize the importance of holding
expectations for themselves.
FWBAT differentiate between non-assertive,
assertive and hostile teaching style.
FWBAT outline effective ways to assert authority in
their new classroom.
Why have high expectations for

behavior?
Effective classroom environment leads to remarkable
class performance.
Shows the clarity of vision and determination of

teachers ability to handle a challenging situation.
Students emotional problems make good

behavior impossible
Inadequate parenting undermines a teachers
ability to a maintained classroom.
Students who live in a poverty stricken
environment are unable to behave appropriately.
Students with special needs cannot behave in
General Education classroom.
Holding high expectations is a must!

As Lee and Marlene Canter states you must believe
if the student is not behaving , its because they have
chosen not to or dont know how If students can
behave in one situation, surely they can be
influenced to behave in other situations.
Teacher provides the students a framework of how
she wants them to behave.
Takes responsibility for improving attitude and
learning together.
Major roadblock to successful

classroom behavior
Teachers inability to
handle a challenging
situation.
Negative expectations
about her ability to deal
with disruptive student
behavior.
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Approaches to assert effective

authority in classroom
Be in charge of and responsible for what
happens in your classroom. You must
recognize this and be mentally prepared to
accept responsibility for everything that
happens in your classroom.
In order to have effective classroom assert the
authority in a firm and positive manner.
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Characteristics of assertive, nonassertive and hostile teachers.
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Conclusion
Asserting authority effectively is a matter of consistency and
confidence. It means maintaining your students dignity and
not by relieving them of their consequences for their actions
but by enforcing expectations through even and calm delivery
of consequences.
Teachers need to have positive approach and strong belief in
their abilities to incorporate effective behavior in classroom.
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Chapter#02
Creating and Implementing

Effective Rules and Consequence
Presenter: Fatima Jamil Khan
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Do Now!
Think of a situation from the summer institute
when handling your class became a big issue
for you.
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Road Map of Presentation

First, characteristics of effective rules and
consequences.
Second, how to best teach these rules and
consequences.
Third, importance of reinforcing good
behavior through intangible, and intangible
rewards.
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Why Do You Need Rules?

Promote appropriate student behavior
Prevent student misbehavior
Create a sense of order and predictability in
your classroom
Set expectations for student behavior
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Determining Rules
Crafting Classroom Rules: Guidelines
1. Rules should be in the form of a positive statement.
Explain what students should be doing.
Respect your classmates in your words and actions.
2. Rules need to be stated clearly.

Easily understand the behavioral expectations.
Follow the teachers directions.
3. Rules should be few.

They will appear more important, easily remembered
and enforced.
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Determining Consequences
Consequences are used only after a rule has
failed.
A student needs to know what would happen
if he were to break a rule.
Discuss cause and relation with the students.
Bowling ball.
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Characteristics of Effective
Consequences
1. Gradual, progressing from less severe to more
severe.
Warning Detention Improvement Plan Guardian
contact Sent to Principal
2. Consequences should be natural and/or logical.

Natural follow from the event or situation, logical are
structured learning.
3. Consequences should maintain the dignity of

the student.
Same consequence for similar misbehavior.
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Potential Consequences
Consequence
Description
Send student to
another room
This strategy serves to provide the student with a chance to calm

down and regroup. Be sure to avoid communicating an attitude of
good riddance, leaving your classroom with no further
consequence might be exactly what your student wants.
Revoke Privileges
Chronic behavior results in loss of break time, classroom jobs, or

other predetermined valuable activities.
Time-out chair
Physical space where the student can go to cool off and think of
the behavior.
Move student to
another seat
Moving a distracting or distracted student to another seat is very

effective with younger students and at times also with older
students.
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Systems for Tracking

Consequences
Traffic Lights
The green, yellow and red regions of a traffic light represent
different levels of behavior. The teacher moves the names up and
down depending on student behavior. (Green=Excellent,
Yellow=Warning and Red=Consequence)
Check Sheets
At secondary level teachers post a piece of paper that each class of
students. When a student breaks a rule, the teacher gives a verbal
warning and puts a students initials on the class sheets. If further
rules are broken, the teacher puts a check by the initials. (1
Check=Stay after class, 2 Checks=Reflection forms, 3 Checks=
Parents contacted)
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Teaching Expectations
Some teachers establish rules and consequences
without student inputs, while others develop them
collaboratively.
Teachers who establish rules want to show themselves
as authoritative and they feel collaboration would
make the students feel that they are their friends.
Teachers who collaboratively decide rules not only
have established authority but have also come into the
conversation with a clear idea of how they will ensure
the effective creation of rules.
Irrespective of the approach, you must keep in mind
the characteristics of rules and consequences discussed
earlier.
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Teaching Expectations
Discuss the rationale and positive side of
rules. Invests students.
Specific expectation relevant to each rule.
Especially if they encompass several
behaviors. Eg, Respect your classmates.
Demonstrate the consequences of breaking
the rules. Modeling
CFUs cause-effect quiz
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Reinforcing Good Behavior

Students need to know when they are
demonstrating the desired expectations.
Positive reinforcement is a way of ensuring the
students dont misbehave to gain attention.
Warning: You dont want to get into a habit of
praising or rewarding constantly for meeting a low
bar, this can send the signal that you have LOW
expectations for their behavior and can also make
students dependent on your positive reaction to meet
even the most basic expectations.
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Recommendations for
Praising
Be Specific. Narrate if someone else has already done
what youve asked. Ayub is sitting quietly, ready to go
outside for recess.
Highlight Improvement. Foster the idea that students
can learn to behave, point out when students are
making strides in this direction. Class, I am proud of
you for remembering to walk quietly in line.
Indicate how following expectations yields benefits.
Our homework is challenging but because everyone is
in their learning position, I know you will be able to
learn a lot and do a great job.
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Chapter#05
Building a Sense of Community

Presenter: Qazi Zulqurnain
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Before we proceed further, I would want to pose

question to stimulate your thought process.
Is Classroom Management an answer to everything a
teacher confronts?
Do your students feel Secure?
Do they get a sense of social belonging and
acceptance?
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The answer lies in Building a Sense of

Community
Establishing a respectful tone
Helping students bond with you and their classmates
Promoting an environment of respect and tolerance
in which each individual feels valued
Helping students to resolve conflicts effectively.
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1. Establishing a Respectful tone (teachers should

adhere to this regardless of the behavior they experience from
students)
Refrain from Sarcasm (Damages Self-esteem, humiliating,

adult-discourse)
Use natural tone rather than yelling and condescending

Being aware of what you say and how you say it ( you can
videotape your lesson to have an idea)
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2. Establishing Bond with and among students

for some students, a teachers care and concern is the number
1 factor that influences their learning
=> Teacher-Student Relationship

Learn about your students personal likings, interest useful for
LP planning.
=> Attend Student Activities (outside of school setting genuine
interest)
=> Lead Student activities
=>Eat Lunch with Students
=> Personal Notes to Students
=> Contact outside of School
=>Suggestion Box
=> Celebrate Birthdays
=> Join in Community events you can initiate an event
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3. Creating a Community That Values All Students

(students should not be marginalized because of their
personal identity)
Determine your own personal biases
Engage and Involve all students
Teach Tolerance
Respond effectively to insensitivity
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4. Helping Students Resolve Conflicts

Students need to be taught that conflict can be healthy.
Teach Students to step back and explain as to what
happened.
Make students listen each other.
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Chapter#06
Value Hard Work, Team Effort and

Academic Achievement
Presenter: M. Aqeel Ashraf
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DO NOW
Is it possible to create an environment in which
students behave and feel respected by others
and yet arent especially motivated to work
hard?
(Think of this question in context of your summer institute
classroom)
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Session Objectives
FWBAT will be able to develop an academic vision for
their classrooms.
FWBAT reflect on what they will celebrate and value
in their classrooms.
FWBAT to ensure that their classrooms reflect and
reinforce values
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Begin with a Shared

Academic Vision
Select Your Message
Reinforce Your
Message Over Time
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Begin With a Shared Academic Vision
Big Goal v/s Just Passing Class

New track of academic possibility and opportunity
Example:
Each child in a second-grade classroom could have
a goal of gaining two grade levels of growth in
reading which would give students access to whole
new shelves in the library
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Begin With a Shared Academic Vision
Break your Big Academic Goal into many short-term

goals, because;
End result always excites students
Students must utilize the academic skills gained
throughout the unit to produce end results.
Expose students to broader audience (go public)
Pursue Service Learning
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Select Your Message

Student beliefs about learning and their ability or inability
to succeed
To counter these beliefs, select behaviors or values that
support your goal
Convey those values in clear & comprehensible
messages
Example:
Effort Breeds Success (Value: Hard Work)
We Succeed Together (Value: Team Effort)
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Reinforce Your Message Over Time
01: Model Your Message

Practice what you preach
Example:
Story of Margaret Cate (DC 98)
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02: Market Your Message

Marketing will help audience to internalize the
desired message and act according.
Establish a Class Name, Theme or Motto
Implement Class Chants

Create Visual Displays
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03: Develop Policies that Reflect What You Value

Your class room practices must be align with your
values.
Example:
Class value: Mistakes are Learning Opportunities
Practices:
Students can retake an assessment on which they
didnt performed well
You can create a Mistake Wall in the class
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04: Implement Systems That Celebrate What You value
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Closing
Exit Ticket
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Ch#05: Building a Sense of Community

Holding High Expectations for

Why have high expectations for

Shows the clarity of vision and determination of

Students emotional problems make good

Holding high expectations is a must!

Major roadblock to successful

Approaches to assert effective

Characteristics of assertive, nonassertive and hostile teachers.

Creating and Implementing

Road Map of Presentation

Why Do You Need Rules?

2. Rules need to be stated clearly.

3. Rules should be few.

2. Consequences should be natural and/or logical.

3. Consequences should maintain the dignity of

This strategy serves to provide the student with a chance to calm

Chronic behavior results in loss of break time, classroom jobs, or

Moving a distracting or distracted student to another seat is very

Systems for Tracking

Reinforcing Good Behavior

Building a Sense of Community

Before we proceed further, I would want to pose

The answer lies in Building a Sense of

1. Establishing a Respectful tone (teachers should

Refrain from Sarcasm (Damages Self-esteem, humiliating,

Use natural tone rather than yelling and condescending

2. Establishing Bond with and among students

=> Teacher-Student Relationship

3. Creating a Community That Values All Students

4. Helping Students Resolve Conflicts

Value Hard Work, Team Effort and

Begin with a Shared

Select Your Message

Begin With a Shared Academic Vision

Big Goal v/s Just Passing Class

Begin With a Shared Academic Vision

Break your Big Academic Goal into many short-term

Select Your Message

Reinforce Your Message Over Time

01: Model Your Message

Reinforce Your Message Over Time

02: Market Your Message

Establish a Class Name, Theme or Motto

Implement Class Chants

Reinforce Your Message Over Time

03: Develop Policies that Reflect What You Value

Reinforce Your Message Over Time

04: Implement Systems That Celebrate What You value

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