EFFECTIVE CLASSROOM

MANAGEMENT
November, 2015

EFFECTIVE CLASSROOM
MANAGEMENT
Session Goals
Identify + discuss 4 common misconceptions
about CM
Broaden ones concept of CM
Identify 5 key aspects of CM
Discuss 2 common CM issues that impact teachers
Introduce concrete, practical strategies to address
these CM issues

EFFECTIVE CLASSROOM
MANAGEMENT
Todays presentation and work results from compiling
many resources. Specifics are available upon request
and/or via internet research. For example, the Good
Behavior Game can be found on many websites and
cited in many research studies.
It was my pleasure to research and compile the
following information.
Todays goal is to identify, share, and discuss what
works.

EFFECTIVE CLASSROOM
MANAGEMENT
Where does classroom management fit in the Danielson Framework?

EFFECTIVE CLASSROOM
MANAGEMENT
Common Bad Classroom Management Advice
Dont smile until Christmas.
Develop a bag of tricks.
Never let them see you sweat.
Dont ever turn your back on the class.

EFFECTIVE CLASSROOM
MANAGEMENT
Research
Classroom management can be considered the greatest
research success story of the 20th century. We now have a
set of well established principles that are implemented by
effective classroom managers.
Brophy (2006)

EFFECTIVE CLASSROOM
MANAGEMENT
Common Misconceptions
Classroom management is synonymous with
discipline
Effective CM results in quiet classroom
An effective CM plan relies on rewards and
punishments
Engaging instruction is the management

EFFECTIVE CLASSROOM
MANAGEMENT
Goal of Classroom Management
To develop an environment conducive to academic
and social emotional learning (Evertson and
Weinstein, 2005)

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The Process of Classroom Management

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MANAGEMENT
Concept Summary
The more, earlier, and better you do the
early (left-hand) items, the less you need of
the later (right-hand) items.

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MANAGEMENT
Reflection
How does this timeline model challenge or confirm
your classroom management plan?
In what ways could you expand your classroom
management plan?

EFFECTIVE CLASSROOM
MANAGEMENT

Problematic Issue #1
How do I develop a balance
between caring and
control/order?

EFFECTIVE CLASSROOM
MANAGEMENT
What Role Does Caring Play in the Classroom?
Repeatedly, research tells us that students who
perceive their teachers as caring and respectful
are more likely to CHOOSE to:
Engage in prosocial and responsible behavior
Adhere to classroom rules and routines
Engage in academic activities

EFFECTIVE CLASSROOM
MANAGEMENT
Ways To Show You Care
Smile
Greet students at the door
Be fair
Become aware of developmental characteristics
Be sensitive to students moods and concerns
Be a real person, not just a teacher
Take a personal interest in each student
Maintain a sense of humor
Be respectful of all students

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MANAGEMENT
Ways To Show You Care (Continued)
Offer sincere compliments and praise
Be available to talk when students need to
Provide academic support
Provide personal support
Implement well-planned and engaging lessons
Hold high expectations for all students
Dont yell
Provide ongoing feedback to students about their progress

EFFECTIVE CLASSROOM
MANAGEMENT
Communicating That You Are In Control
Use an authoritative and confident tone
Present yourself as a strong authority figure
Clearly communicate your expectations through
the use of rules and routines
Impose clear limits
Expect and give respect

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MANAGEMENT
Developing Classroom Rules and Routines
Develop between 4-6 rules about behavior
Write the rules using positive language
Teach and demonstrate the rules
Post the rules in a prominent spot
Develop clear routines that provide direction about
how to complete different classroom tasks
(pencils, bathroom, paper)

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MANAGEMENT
Concept Summary
We cant think of caring and order as different things.
Establishing order IS a caring act.
Students who feel cared for are more likely to follow rules and
routines.
Caring relationships cant be established in chaos.
The #1 reason students decide to behave or not is whether they
have a relationship with, like, and want to connect with the
teacher. This reason becomes stronger as the student ages.

EFFECTIVE CLASSROOM
MANAGEMENT

Problematic Issue #2
The cultural mismatch

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MANAGEMENT
Current Statistics
Approximately 87% of teachers are white, middle
class, monolingual, females
Approximately 1/3 of the children in elementary
and secondary schools is a student of color
Approximately one in seven students comes from
a home where a language other than English is
spoken

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MANAGEMENT
Using Culturally Consistent Language
In white, middle class families, parents often
use indirect statements sometimes referred
to as politeness formulas (Make, 1997)
such as your room is getting really messy
(to communicate that the child should clean
up the room) or I see some hands that need
washing (a direction to wash hands).

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MANAGEMENT
Using Culturally Consistent Language
In contrast, in some cultures the speech
patterns are quite different. For example,
Delpit (1995) explains that African American
parents use more explicit directives (i.e.
Clean your room before dinner. and Wash
your hands.).

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Concept Summary
Its ok to be a WARM DEMANDER; use an authoritative
(not authoritarian) and confident tone.
Use a discourse pattern that connects with the student.
Also, can you include students personal
experiences/surroundings in the lesson for relatability?
Discourse disconnects set students up for a behavioral
correction incident because they did not understand
your content or urgency.

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Distribution and Discussion of Handouts From SSI
Tips for Effective Classroom Management
Behavior-Specific Praise in the Classroom
Teacher Praise: An Efficient Tool to Motivate Students
Six Ways Youre (Unintentionally) Telling your Kids NOT
to Listen
How To: Manage Problem Behaviors: Precision Requests

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Selected Resources to Review
How to Be an Effective Teacher: The First Days of School by Harry K.
Wong and Rosemary T. Wong
Elementary Classroom Management: Lessons from Research and
Practice by Carol Weinstein
Middle and High School Classroom Management: Lessons from
Research and Practice by Carol Weinstein
Elementary Classroom Management by Emmer and Evertson
Classroom Management for Middle and High School Teachers by
Emmer and Evertson
Handouts by Linda A. Reddy, Ph.D. & Christopher M. Dudek, M.Ed.

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Summary
Identify + discuss 4 common misconceptions about CM
Broaden ones conception of CM u Identify 5 key aspects
of CM
Discuss 2 common CM issues that impact beginning
teachers
Introduce concrete, practical strategies to address these
CM issues

EFFECTIVE CLASSROOM
MANAGEMENT
Reflection
In what ways might the classroom management
ideas discussed today impact your practice?
What can you use starting tomorrow morning?
What resonated with you the most from todays
discussion?