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Classroom Management Notebook

By Paul Delos SantosTable of Contents

Section 1 Philosophy of Discipline and Management
Goals of Discipline and Management
Different Models of Discipline
Coach Delos Santos Philosophy of Discipline
Section 2 Preventative Measures

Models of Room Arrangement

Coach Delos Santos Personal Beliefs
Rules and Procedures
Example of Rules and Procedures
Implementation of Rules and Procedures
Rules and Procedures Enforcement
Example of How Rules and Procedures Blend Together

Section 3 Supportive and Corrective Measures

First Steps - Redirecting and Warning

Consequences
Incentives
Accountability

Section 4 Working Effectively with Diverse Students and Families

Coach Delos Santos Home-School Communication Philosophy
Cultural Considerations with Discipline
Legal Issues: Students with Special Needs

Section 1 - Philosophy of
Discipline and Management
The most powerful leadership tool you have is your own
personal example. John Wooden

Goals of Discipline and Management

Teaching goes beyond the classroom. Teachers have a
responsibility to protect students in and outside of the
classroom by providing them with skills needed to
succeed.

When it comes to my students, my personal goal for

them is to teach them how to be independent, selfreliant and, more importantly, display a sense of selfefficacy that will allow them to self-discipline,
respect and responsibility. They have to trust that I
am preparing them for the anything they will
encounter past high school. By helping them develop
their self-efficacy, they are receiving an education
beyond content.

Different Models of Discipline

Discipline

Overall Goal or

Beliefs about

Teachers Role

Model

Purpose

Behavior

in the Classroom

Example:
Canter and Canters

To get students to choose to

conduct themselves properly.

Assertive Discipline

Teachers have a right to

teach and students have a
right to learn without being
interrupted by misbehavior.

To take charge and be

assertive (not aggressive,
hostile or permissive);
clearly confidently and
consistently express and
model class expectations.
Example: Classrooms with
Color-Card Flip Chart.

Kagan and Scott WinWin

Kagan and Scotts win-win is
a philosophy that handles fourdisruption types: aggression,
breaking the rules,
confrontation, and
disengagement. The KaganScott model focuses on
handling these disruptions with
these seven positions: attention
seeking, avoiding failure,
angry, control seeking,
energetic, bored, and
uninformed.

Glasser Control Theory

and Reality Theory

A philosophy of win-win which

is a philosophy that prevents and
deals with all classroom
disruptions.

The Kagan-Scott win-win

philosophy is built on three
pillars: same side,
collaborative solutions,
learned responsibility. The
pillar of same side focuses
on the idea that students
need to feel that the teacher
is on their side in helping
them solve an issue,
meaning they are less likely
to be disruptive.
Collaborative solutions
pillar focuses on the concept
that teachers and students
need to work together to
solve issues, prompting the
students to buy into the
solution. The final pillar
deals with the idea that the
disruption cannot continue.
Students need to learn
responsibility for their
actions and stop the
disruption from taking place
again.

Teacher have a role of

mentor on the side. Students
have to feel like the teacher
has their best interest at
heart, and will work toward
keeping that relationship
strong. By doing so,
disruptions could be cut
down because the student
feels a connection in a
positive relationship with
the teacher. Doing so can
cut down on disruptive
behavior and foster learned
responsibility when they do
disrupt the class.

Students need to feel important,

wanted and have freedom and
fun. Students are disciplined in a
manner where the focus remains

Students are to self-evaluate

their actions with the use of
a nine-step process outlined
in Glassers Reality

Teachers role is to serve as

a guide to help students
think about their actions and
remember they all have

Students need to feel welcomed

in the classroom, and be aware
of their actions, how it can
affect others and how to
evaluate and adapt their
behaviors.

solely on the behavior and not the

person.

Theory. Students are

required to think about their
actions and what can do in
the future to ensure they do
no break the rules again.
Escalating with each repeat
offense to the point where
removal from the classroom
takes place and the student
and outside forces are
forced to handle the
disruptive behavior.

consequences. The goal is

not to just evaluate, but also
make the corrective actions
that make the student more
aware of his or her actions.

Jones Fun and engaging

classroom.

Students disrupt class because

they are not engaged in the
classroom. The classroom should
be warm, filled with energy to
make students care and want to
interact with the material.

Discipline will take place,

but unless it has substance,
it means nothing. Discipline
needs to be just as warm
and engaging as attempting
to pass on the content
knowledge, and not just
punishments for actions that
students may or may not see
as being disruptive.

Teachers must find methods

to reach even the delinquent
students through engaging
lessons, energy and visual
aids. By showing the
students the road map to
succeeding through fun
methods, students
helplessness decreases,
meaning less need for
disruptive behavior.

The purpose of Gossens method

is to have students metacognitively understand their own
behaviors and actions, and why
they do them. The philosophy
suggests that students behave in a
manner that rewards them than
others.

Every behavior has a

purpose, but students need
to know why they behave in
that manner. In order for
students to fix this, they
need to solve the issue and
understand why they behave
in such a manner. Once they
understand what they are
attempting to accomplish
with the behavior, they will
act accordingly to fulfill that
need in a less than
disruptive method.

Teachers should
acknowledge their human
qualities: respectfulness,
caring and ability to admit
failures and mistakes. When
it comes to discipline,
teachers need to manage the
classroom rather than
someone who forces guilt or
punishes students. Students
need to be aware of their
actions, so teachers should
hold students accountable to
the social contract, and see
how students are breaking
these rules to fill their own
needs.

Jones presents a high-energy

model that focuses on a
positive environment and not
reprimanded through
deprivation and meaningless
threats.
Gossen Restitutions

Gossen is a philosophy that

students should focus on
resolving their mistakes on
their own and focus on the
person they want to be rather
than acting in a way that
pleases their peers.

Coach Delos Santos Philosophy of Discipline

Teachers are supposed to great leaders. They need to be great coaches and
motivators, whose sage-like wisdom inspires students to reach their maximum potential.

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How teachers achieve this is not a matter of tried-and-true methods that will work for
every single person. Leadership will come in numerous forms. Some will rule their
classrooms with an iron fist, pushing students through sheer work production but never
forgetting to put an arm around a student when things are too difficult. Others will be
more forgiving of mistakes, allowing reflection and a proper assessment of the mistakes
to avoid in the future. Regardless of how a teacher leads, one element, however, needs to
be present in order for a teacher to be effective: classroom management.
Classroom management is different for every teacher. Female teachers will have
different methods than their male counterparts; laid-back personalities will utilize
different approaches than their more lock-and-step comrades. My classroom management
philosophy is built on the concept that disciplinary actions should focus on the idea that
actions have effects. It is built similarly to the Think Time program that has three goals:
1) provide consistent consequences across all teachers in the school when students
engage in disruptive behavior; 2) provide students with feedback for their disruptive
behavior and to allow for planning to avoid future incidents of such behavior; and 3)
engage teachers and students to cut off negative social exchanges and initiate positive
ones (Marzano et al., 2013, p. 33).
There are three pillars to my classroom management philosophy. The first pillar
comes from the Glassers control theory approach. My classroom needs to be a safe place
for students to share their ideas and feelings. They need to feel like they are truly a part of
something bigger than themselves with a sense of fun and freedom. Students are allowed
to learn in methods that they are most comfortable with, rather than one way being
superior to the others, and most of the disciplining and behavioral interventions focusing

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on the action and not the person doing the action with the goal of increasing
metacognition for ones actions. The Kagan and Scott model that breeds the ideas of
Win-Win is the second aspect of my classroom management philosophy. This is similar
to Glassers theory in a sense where the student is not the focus of the disciplinary action,
but rather the action. I try and correct the behavior and make them more self-aware. The
important thing that I have taken from the Kagan and Scott model is the concept that the
student needs to feel like I am on their side and help them feel that I am trying to make
them into a better individual. By utilizing this method, the student has more investment
into the classroom and their actions and, hopefully, develop a self-awareness toward their
actions. The final pillar of my philosophy is taken from Dr. Fred Jones, who wants to
make the classroom fun. Jones uses an engaging method where his high-energy brings
concepts to life with the use of visual aids to help remove the feeling of helplessness.
While Jones understands that discipline is necessary, it can do in a method that allows the
student to feel valued rather deprived of something he or she may not want. Classrooms
need to be fun and engaging, and if students feel confident, then they will have
confidence in their actions, which in turn can cut down on classroom management issues.
Ultimately, my classroom management style revolves around the students. I am
here to help them. I am here for their benefit. Everything I do in the classroom is done
with them in mind. They need to feel safe in the classroom. They need to feel like the
teacher has their back. They need to feel joy in learning. Discipline will be needed,
considering they are young adults. The important thing, however, is that they are told
what they are doing wrong and have them consider the consequences with the help of the
teacher. This will carry me as I continue my teaching career.

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Section 2 Preventative
Measures
A failure to prepare is preparing to fail. John Wooden

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Models of Room Arrangement

Fred Jones in Tools for Teaching mentions this:

There are multiple methods to arrange a classroom. Each

has its own benefits, uses, and purposes.
Rows

Rows works best when teachers want to have lectures and note-taking
sessions. It limits distractions, places all students with their eyes toward the
chalkboard/whiteboard. The teacher can see all of the classroom and the
rows provided ample space for circulation. Placing students in rows also
increases the how much work the students turn in independently.

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Groups

When placing students in groups, the purpose is to increase social

interaction. This should be used when a teacher wants to foster collaboration
in the classroom. There should, however, be room for the teacher to circulate
the classroom to ensure students are still on task.

Discussion-based seating arrangements

Students should be placed in this setting to encourage discussion and seeing

the other person while they are talking. The teacher needs room to be in the
center to facilitate and keep the conversation going. Note how there is room
for the teacher to move around freely in positions where the students. Other
potential discussion-based seating arrangements include a circle.

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Coach Delos Santos Personal Beliefs

My personal belief when it comes to organizing a classroom
is the use of groups. It is my personal belief to use that method
because I enjoy the use of collaboration in my classroom. When it
comes to high school, I have to begin preparing students for the
next phases of their lives. The light at the end of the compulsory
education tunnel is seen the moment they step into a high school.
My job is to help them understand the need of collaboration and
how to work together in groups. I enjoy groups because it forces
students to work as a team and rely on each other. The important
thing when using this method is the amount of redirection.
Students, when placed in this setting, are exposed to social
distractions, so teachers will have to keep the students on task. This
setting is also not overly conducive to lectures, but it can work. My
second choice would be the Double E. The Double E allows for
collaboration, discussion and can be an effective when lecturing.
The setup is limits student distractions more than the group setting,
but still provides an opportunity for both collaboration and
independent student work. This also helps the teacher and student

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build a closer connection as the teacher can circulate around and

open the floor to discussion.

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Rules and Procedures

Rules and procedures are two of the important elements
of effective classroom management. By properly
establishing rules and procedures, the teacher establishes
control of the classroom and sets forth the expectation on
how students are supposed to act and behave (Marzano et
al., 2003, p. 13).
Rules need to be simple and kept to a limited number,
ranging from 3 to 5 (Wong, 2001, p. 147). The reason: the
more rules that exist, the more likely students will forget.
With that being said, if there are more than five rules, Wong
suggest that teachers do not post more than five.
Procedures, on the other hand, are how students are
supposed to act in the classroom when it comes to doing
specific task, such as asking to go to the restroom, turning
in homework, and other actions that students perform.
Both rules and procedures should be created at the
beginning of the school year, though it can be reinforced
during the school year. The first few weeks, in my
classroom, will be spent teaching self-reliance and how
to solve actions without teacher prompting. Do not,
however, change rules.

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Example of Rules and Procedures

Rules should outline general behaviors in the classroom.
Examples of rules:
Be Respectful Create the expectation that students
will show respect to other students and teachers
Be Prepared Create the
expectation that students
will be ready to work the
moment they step into the
classroom.
Be Accountable Create
the expectation that
students will be
accountable for their
absences, actions and that
breaking the rules have consequences and they are
responsible for their own actions.
Examples of Procedures:
Pass all papers to the front of the classroom when
turning in assignments.
Raise your hand with three fingers up to signal you
need to use the restroom.
Enter the classroom, immediately begin working on
the homework once the bell rings.

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Implementation of Rules and Procedures

In order to properly implement classroom rules and
procedures, follow these steps courtesy of a STAR Sheet,
created by The IRIS Center at Vanderbilt.

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Rules and Procedures Enforcement

Breaking rules and procedures should have fair
consequences. Teachers should avoid heavy-handed with
penalties when breaking rules and procedures. These will
be discussed in the next section on what needs to be done to
correct, but overall, teachers should also praise positive
actions when students are following the rules and
procedures.
James Nolan and James Levin go over how to be proactive
with this in their book Principals of Classroom
Management.

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Example of How Rules and Procedures

Blend Together
When rules and procedures are properly in place, the
classroom lesson, in an ideal setting, would flow from
activity to activity seamlessly. For example, here is a layout
of an example of how a day would go with strong rules and
procedures in place:
Upon entering the classroom students take out
their notebooks and begin working on the Do
Now activity (Be prepared).
From there the class regroups and the students
actively listen to the teacher, taking notes with
minimal interruption and redirection (Be
respectful).
After working in groups during an independent
activity, each student turns in his or her
homework, completely filled out (Be
accountable).
During this activity, students are expected to follow the
rules at all times during the lesson and school day.

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Section 3 - Supportive and

Corrective Measures
What to do with a mistake: Recognize it, admit it, learn
from it, forget it. Dean Smith

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First Steps - Redirecting and Warning

When redirecting and warning students following a rules
infraction, it is best to use non-verbal interventions first.
This is a method that James Nolan and James Levin talk
about in their book Principals of Classroom Management.

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Consequences
Consequences need to exist if rules and procedures are to
be followed. Progressive discipline is the first way to go
with each infraction beginning with a verbal warning. Each
following broken rule results in a more severe
consequences concluding with extreme consequences such
as suspension, or even worse, expulsion (Marzano et. al.
2003, 110-112)
Here is an example of progressive discipline for a
classroom:
Verbal Warning
Post-Class Meeting
Parent Contact
Afterschool/Lunch Detention
Deans Referral

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Incentives
On the other side of consequences comes incentives.
Incentives are an excellent way to reward students who
model the behaviors deemed fit for the classroom. By
offering praise to the students who are modeling the
behavior. It does not have to result in a reward, but general
praise is good for a student and it allows the other students
to see the model that is rewarded appreciation.
As teachers, if we are genuine in expressing what we
appreciate about our students, then we make and reinforce a
person connection with them (Smith, 2004, p 197).

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Accountability
Overall, students need to be held accountable for their
actions both positive and negative. Appreciation and praise
should be handed to the kids following the proper rules and
procedures, while students whom break the rules and
procedures need to learn that their actions have
consequences.

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Section 4 - Working
Effectively with Diverse
Students and Families
Effective teamwork begins and ends with
communication. Mike Krzyzewski

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Coach Delos Santos Home-School

Communication Philosophy
Teachers cannot monitor the behavior of their students 24
hours a day, seven days a week. They need to have support
from parents at home. I have a philosophy that gets parents
involved with their childrens education. I call home for
both appreciations of their talents and abilities and when
they need to face consequences. By building a sense of
trust a students home life, the message translates back to
the student that the teacher legitimately cares about them
and they want what is best. When a teacher calls home, the
impact of a positive phone call can go a long way.

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Cultural Considerations with Discipline

When disciplining students, a students culture must be considered.
Teachers have to respect different cultures if they are to build trust
with their students. For example, teachers should not get too upset
when a student with a Hispanic heritage calls them mister or
miss. These are cultural norms they have grown up. If a teacher
does not take these into consideration, then the student could
become a classroom disruption.
Among its other goals, culturally responsive instruction aims to
teach students that differences in viewpoint and culture are to be
cherished and appreciated rather than judged and feared (Lynch,
2012).

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Legal Issues: Students with Special Needs

Students with special needs also need to recognize that they too
must follow the rules and procedures of a classroom, which helps
in maintaining order in a classroom. Beware, though, some
students with special needs require different ways to discipline and
show consequences than their counterparts.
Remember: When it in doubt, refer to the students teacher of
record and the Individualized Education Plan for details on how to
approach disciplining students with special needs. IEPs are legally
binding.

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References
Levin, J., & Nolan, J. F. (2000). Principles of classroom management: A professional
decision-making model. Boston: Allyn and Bacon.
Lynch, E. M. (2012). Promoting Respect for Cultural Diversity in the Classroom.
Retrieved March 22, 2016, from http://www.huffingtonpost.com/matthew-lynchedd/promoting-respect-for-cul_b_1187683.html
Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that
works: Research-based strategies for every teacher. Alexandria, VA: Association
for Supervision and Curriculum Development.
Smith, R. (n.d.). Conscious classroom management: Unlocking the secrets of great
teaching.
Wong, H. K., & Wong, R. T. (n.d.). The First Days of School: How to Be an Effective
Teacher.