Sie sind auf Seite 1von 24


Resource Guide!

Fiona Fogarty !
Rationale: Why should we create a
proactive classroom management plan?!
In any classroom" preparation is a
key component in learning# As Important Teacher
teachers" it is our job to create a Dispositions!
safe and e$ective learning (#! Open)mindedness !
environment that remains *#! Equity!
%exible to each student&s +#! Flexibility !
changing needs and learning ,#! Communication!
styles# As the teacher prepares a
comfortable and e$ective
learning environment" a
classroom management plan is
also imperative because student
actions will be a direct re%ection
of their environment# Teacher
preparation acts as a predictor" so
that the class is ready for
whatever comes up# '!
What all students need!
Before students can focus their energies on learning" it is important that their
basic needs are met# !
These basic needs are survival" love and belonging" power" freedom" and fun# !

Survival refers to each student&s need to
thrive and live safely within the
classroom and within the school#
Students need security in school
arguably more than they need it at
home# Security and consistency in
school will create an environment
where students can have their basic
needs for survival met# Without a sense
of security" learning would be minimal# '!
Love and belonging in the
classroom creates a sense of
community and furthers respect# '
The teacher can create love and
belonging by -rst making the
classroom a safe space to let each
student be herself or himself# This
can be achieved through POWER!
community building activities that Children and adolescents have little
promote acceptance and tolerance power over many things in their lives# By
among students# The teacher can empowering students to make their own
also display himself or herself as decisions" teachers can build con-dence
non)judgmental and open)minded# and instill passion for learning# Without
It is so important for students to power" students will feel defeated and
feel enough of a sense of insigni-cant# Something as simple as the
belonging to be themselves power to choose can make a big
amongst peers and teachers#! di$erence in students& lives# It shows trust
and gives students a sense of purpose and
worth# Teachers can give students
jurisdiction over classroom policies" have
students lead a class" and provide
di$erentiation in assessments# !
Freedom in the classroom goes hand in hand with power# While
students should have power over some aspects of their education"
they should also have a sense of freedom# Freedom of thought and
freedom of action are key# Students should be free to create their
own meanings and to be themselves# Freedom in the classroom can
be hard to manage because sometimes freedom can lead to
mismanagement# Especially in adolescence" students must be able
to exercise some freedom in school#!
Fun in the classroom is essential to relating material to students& lives#
Outside of school" students will be addressing the need to have fun as much
as possible# If we can provide some of that fun for them in school" they may
become more engaged and committed to being a member of the school
community# What is fun for some students may not be fun for others" so
establishing a community based on interests and common understandings is
essential# Many of us can remember some fun times in school . -eld days"
school trips" etc# Even recess and lunch are fun for students because they
can interact socially with one another" hopefully in a safe environment# !
While even the most
resilient classroom students
still have the need to learn"
a student&s basic needs
must be met
simultaneously with the
need to learn# The nature
of being a teacher requires
us to wear many hats#
Many of us will spend more
time with our students
during the week than they
will spend with their
families# We cannot meet
the need to learn without
meeting other basic needs
-rst# !
Classroom Floor Plan!
Every classroom teacher should have a plan for how the learning space will be organized in
order to heighten learning e$ectiveness# The %ow of tra/c in a classroom" the accessibility
of materials" and the seating arrangement all have an impact on students& level of learning
and distractedness# !

0Implementation of strategies that in%uence students

to make good choices" rather than ones that attempt to
control student behavior1 is wisest 4Fisher" *22+5#!

0The physical environment can play a big role in enhancing or

impeding students& learning1 !
)Barnett" *223 '!
Low wall shelves with materials!
Teacher Desk! Lamp!
Moveable work tables with computers!

i rs! Table & Chairs! Table

&C h a & Chairs
Table !
Table & Chairs!

Table & Chairs!

Coat Rack!
Teacher Table &
Chair" small


Door to

Bookshelves! Lamp!
Managing Instructional Time!

Types of Time!

Allocated time:' total time for teacher instruction and student learning!

Instructional time: time teachers are actively teaching!

Engaged time: time students are involved in a task!

Academic learning time: time teachers can prove that students learned the
content or mastered the skill !
I#! Beginning Class! II# Ending Class!
At the beginning of class" students!
At the end of the class period or
will work individually to read or!
write based on a prompt that will !
at the end of the day" to prevent
be written on the board# I will also! students from packing up early
stand in the doorway to instruct ! and losing touch with
each student on what to get! instructional time" I would have
started on# My hope is that an! them pack up early without
anticipatory set will become a ! leaving their seats# I would then
classroom routine" to be checked ! provide an exit ticket activity and
for participation points and ! require a response from each
randomly collected to ensure !
student before leaving the room# I
students engagement# Once in a !
while" I will have a video or a song
suggest allotting 7)(2 minutes for
playing for students to this strategy# !
respond to#!
III# Taking Attendance!
Attendance will be taken while I check
bell ringers or exit slips# I can either walk
around with a clipboard in the beginning
of the class as I check student homework
or check students o$ as they leave the
room at the end of class#!

IV# Distributing & Collecting Papers!

I will have a box in the front of the room where
students can drop o$ their work for some
assignments" and this can be done as soon as they
walk in the door# I can also physically collect work
while I am walking around during the bell ringer
and the attendance#!
V# Transitioning to a New Activity !
To aid the class in transitions" I will
check for understanding from the
previous section and then segue into a
VI# Entering and Exiting the
new activity by providing a new
anticipatory set or by reviewing
Students will enter and exit the
directions# I will also ask for student
room primarily at the beginning
input and feedback so that they can
and the end of the class# While
remain engaged and not get lost#!
they will trickle in in the
beginning based on their
schedules" I will control end)of)
class tra/c by having students
work on exit tickets a8er they
have packed up and have them
hand me their slips upon
leaving# Each student may leave
the class period one time per
day for bathroom use or other
personal needs#!
VII# Redirecting IX# Unpreparedness !
IIX# Incomplete" Late or My policy for
Missing Work! unprepared students
Attention! If students come into
Redirecting will be that for each
class with incomplete" item them forget" they
students& attention late" or missing work"
can be done will need to leave
they should not be
through providing something with me in
penalized" but rather
suggestions" turn for a classroom
they should be
pairing students up supported in order to
material" i#e# a pen# If a
for collaborative -nish this work student needs to
work" or taking a e$ectively# Students can borrow a pen" I will
student away from either be provided with hold on to something
a collaborative class time or stay a8er of theirs until the pen is
e$ort and school to complete returned#!
providing them missing work# However"
with a more if missing work is not
made up in ample time"
individualized plan
the students& grades will
for a classroom
re%ect their failure to
activity" when
show progress# !
X# Pencil Sharpening!
Students may only use the pencil sharpener when they are instructed to
move about the room# If a student needs a new pencil in the middle of
instruction" I will pass them a portable pencil sharpener or have
numerous sharpened pencils available#!

XI# Putting Students into Groups!

To put students into groups" I will either have them get together with
people they are sitting with or hand out coordinated index cards and
have students -nd which groups they are in 4famous pairs and trios5#
Students might try and change cards to be with whomever they like" but
I can write their names on the cards as well as something that they must
group together in order to manage the groups#!
Fiona’s Classroom Rules!
(#! No speaking when someone else is speaking# !
*#! Look attentive" listen attentively# !
+#! Treat others with respect 4the way you want to be treated5# !
,#! Safety . for yourself and others# !
7#! Always do your best# !
3#! Participate & use your voice# !
9#! Respect everyone&s beliefs and opinions# !
:#! Leave the room only once per class period" if you need to# !
;#! Be positive and encourage your classmates#!
(2#!Believe in your strengths and improve on your weaknesses# !

Rules will be enforced via classroom

discussion" collaborative additions or
omissions to the rules and by being
visible and prominent around the
learning environment# !
Team Building Activities!
(# Low Ropes Course!
Working with a team on low ropes activities does great things for team
building and building understanding between peers#' Each activity on a low
ropes course varies" but most of them require trust and teamwork# In order
to participate in a low ropes activity" a class would need a licensed
facilitator to lead each activity# The Challenge by Choice philosophy of the
low ropes course" 0enables every participant to experience their own success
in the context of their own aspirations1 4Adventure Associates" *2(25#!
*# Step Up to the Line !
This activity can be done right
in the classroom and is a good
+# Me Bags !
activity for the -rst day# A set Each student is given a paper bag# They will go home
of questions is needed" and and choose up to (2 items that represent a piece of
nothing else# The teacher can their identity" then share with the class and explain
even use this activity at their items# Students can even -nd and decorate
multiple times of the year and their own bags to bring in# Laura Candler says that
make the questions more and this is 0a perfect way to share information about
more in)depth as the class
each other1 4Candler" *2(25#!
gets to know one another#
The teacher asks all students
to stand in a line facing one
side of the room# The teacher ,# Walk in Someone Else&s Shoes!
poses a question6statement" Students line up along one wall#'Along the opposite wall is a
such as" 0step up to the line if mixed up pile of everyone&s shoes#'On 0Go1" students run to
you have ever felt lonely#1 the shoe pile" -nd a pair and put them on#'They go back to
Students will step forward the other wall and stand in the shoes#'A8er" ask the
and observe who is with them students if they felt comfortable in shoes that weren&t their
and who has remained behind own#'Guide the discussion to other things that -t some
them# At the end of the people" but not everyone#'Discuss learning styles and how
activity" the class can talk some people learn best by seeing" hearing" etc#'This helps
about things that they students to see that everyone is di$erent#'It is a great way
learned about each other and to deal with issues that may arise from modi-cations for
how the activity made them students with special needs#'This activity may help them see
re)evaluate their relationships that learning is a di$erent 0-t1 for everyone#!
and perceptions#!
7# Pass the Clay!
Materials include a large piece of clay and a whistle# Students are in small groups# The team
leader shouts an idea for the sculpture# The -rst person starts the sculpture# When the whistle
blows" the clay is passed and work continues# Vary time between whistle blows# Completed
sculptures are shared with the other groups 4students can give a story with their sculpture5#
Change the leader a couple of times# Discuss the activity a8erwards# Ask the students if
anyone felt like they spent more time6e$ort on the sculpture# Does that ever happen when
you&re working in groups for school? What is good6bad about being part of a team? Discuss
how to work in a team equally# This is a great activity to practice collaborative working#!

3# Comic Strip 9# Proverbs!

On +x7 index cards" write proverbs that re%ect the core values of
Chaos < your classroom# Each proverb should be written on * index cards#
Give each students a Pass the cards out to the students and give them a moment to read
piece of a comic their proverb and make sense of it in their minds# Tell the students
that everyone in the room has someone with the same quote# Let
strip#' They have to them mingle and talk to each other until they -nd the other
-nd the other person who has the same proverb and they will talk about its
students with the meaning and signi-cance# A8er the students have had enough time
to chat with their partners" each group can share their proverb and
same comic" and what they discussed# The intended purpose of this activity is to
then arrange encourage communication and collaboration skills among students
themselves so that as they work together to interpret proverbs# This might help them
the comic strip get to know each other as they discuss their viewpoints# You could
also ask students to give one way in which the proverb could be
scenes are in order# applied to the classroom# !
Can be done silently#' !
:# Category Ball! ;# Koosh Toss!
Materials: A ball 4soccer ball preferably5" a permanent Materials: at least 7 Koosh balls#
marker# Categories 4 food" places" movies" books" Students must throw the koosh
activities" etc#5 are written in the section of the ball# ball to another student and catch
Students will roll the ball to each other and they must the ball from a di$erent student#
tell something about themselves according to each Students must remember the
category# Example: The student sees the category pattern in which they threw the
movies and says 0my favorite movie is Mary Poppins ball# Once a pattern is established
because…1 Students will begin to feel comfortable in with one" the teacher will add
their environment if they are discussing things that another# This continues until
are comfortable to them#! students -nd they are having
trouble throwing the ball before
(2# Balloon Factory! they must catch the next# The
Students will be put into pairs# One student is given the balls are not allowed to hit the
instruction to blow up the balloons and tie the string around it %oor# Purpose: teambuilding#
and hand it to the other student# The other student is secretly Students will have to problem)
given a list of guidelines for the balloon and a tack: example: the solve to make sure none of the
card will say the balloon must be blue or yellow and handed to
balls hit the %oor and the pattern
you with the right hand# If the balloon does not meet these two
standards the balloon is popped# The idea of the game is that the is maintained# Ideas may look like
pair with the most balloons wins# The purpose is to show this: throw the ball slower" don&t
students that success is not possible without knowledge of throw the ball until the other
expectations# Without understanding the standards for the person is ready to catch it" say
balloon it is impossible to understand why the balloon is popped the person&s name you are
and therefore impossible for the student to change the way the throwing it to…etc#!
give the balloon to the other student#!
Preventions for Disruptive Behavior!
Reinforcement: a way to strengthen productive behavior and weaken
unproductive behavior# The environment is used so that productive behaviors are
rewarded and unproductive behaviors are not# !

Positive Reinforcement: following'a behavior with something needed or wanted by

students" the positive reinforcement must be meaningful" speci-c" and immediate# !

Negative Reinforcement: not a punishment but an adverse stimulus" !

a choice is given# !

Nonverbal Reinforcement: facial expressions 4teacher look5" eye contact" gestures"

proximity" removing distractions" waiting" and recording student behavior# !

Verbal Reinforcement: using student&s name in a positive way" reminders6prompts6

cues . given quietly and privately" not a discussion" !
could be given generally to the whole class# !

Extinction: a behavior followed by no reinforcement: ignoring if possible"!

not engaging right away# !
Interventions for Disruptive Behavior!
Provide multiple opportunities for the student to control his6her own behavior# !

Be sure you and6or the student are not disrupting the class# !

Minimize confrontations# !

Demands: tell the student exactly what to do privately and quietly" speak
assertively not aggressively" use few words as possible" avoid sarcasm" don&t
threaten" don&t ask rhetorical questions# !

Consequences: holding a student accountable for his6her behavior" directly related

to what the student did" protect the child&s dignity# !

Possibilities: restitution" restoration" restriction" re%ection" student choice of

consequences" and6or posting of consequences intervention plan# Be sure the
student understands the behavior and why it is inappropriate#!

Outside resources: principal" school psychologists" other professionals# !

15 Strategies for "
Effective Classroom Management!
(#! Monitoring!
*#! Modeling!
+#! Environmental control!
,#! Talk to your students!
7#! Organization!
3#! Instructional planning!
9#! Have a gathering activity!
:#! Keep everything in focus!
;#! Show empathy!
(2#!Be relatable but professional!
((#! Di$erentiate Instruction!
(*#!Use direct instruction lesson models!
(+#!Meet basic student needs!
(,#!Ask a student" 0Are you okay?!
(7#!Establish democratic rules and procedures!
Works Cited!

Adventure Associates# 4*2(25# Low Ropes Courses# Retrieved from !

Barnett" Lynn# " Bransford" John D#" Cadwallader" Lynn#" Cra8" Elaine C#" Haley" Mary!
!Ann#" Harris" Allatia#" Hause" Ellen#" Jones" Donald#" Nelson" Norman E#" Stiehl"!
!Ruth#" Wilson" Cynthia#" & Woodell" Jim# 4*2235# Getting Results: A Professional Development
!Course for !Community College Educators# Creating a Community of Learners! WGBH Educational
"Foundation# Retrieved from http:66www#league#org6gettingresults6web6module(6diversity6
Ben Johnson# 4*2((" January ((5# The Most Important Need: The Need to Learn!
!=Web blog># Retrieved from http:66www#edutopia#org6blog6need)to)learn)most)important)ben)
!johnson# 4*2((" January (*5#!
Candler" Laura# 4*2(25# Creating a Caring Classroom# 'Retrieved from!
Erwin" Jonathan# 4*22,5 The Classroom of Choice: Giving Students What They Need !
"and Getting What You Want# USA: ASCD#!
Fisher" Jan#" Hoover" Ginny#" & McLeod" Joyce# 4*22+5# The Key Elements of Classroom !
"Management: Managing time and space! student behavior! and instructional !
"strategies# Alexandria" VA: The Association for Supervision and Curriculum!
Pass The Clay Game# 4n#d#5# Team Building Portal $ Activities! Games and Articles# !
!Retrieved January *2" *2((" from http:66www#teambuildingportal#com6games6pass)clay!
Team Building Activities to Help Create a Sense of Community in Your Classroom# !
!4August (3" *22+5# Retrieved January *(" *2((" from http:66www#docstoc#com6docs6,9:+9936classroom)