A Unified, Consistent Management System

We all have an ideal classroom saved in our minds, perhaps under the file
name Learning Utopia.docx. This classroom is filled with successful,
engaged students who never disturb one another, who show up to class
ready to learn and leave with a smile. The materials all live in their separate
(labelled) bins. Nifty instructional tips and activities are used aplenty, with
technological integration for the 21st century student. These and many more
aspects operate in harmony with one another.
This utopia, difficult but possible, cannot come to fruition with just the power
of wishful thinking. There must be a myriad of systematic student and
teacher actions. Therefore, in my classroom, I will be utilizing the
collaborative learning model. This model falls between student-directed
learning and teacher-directed learning on the spectrum. I choose this model
because I want to both affirm students ability to make positive choices for
themselves and their peers, but also to retain the power to ensure that those
choices are indeed best for everyone. In other words, they will hold a great
deal of responsibility for upholding our ideals, but I will have the final say if I
must protect the well-being of the group. The students are provided with
choices, but the choices are confined to some degree by the teachers
professional judgment (Levin & Nolan, 2007).
It is imperative that all of the professional decisions that I make in regards to
management fall under this umbrella. Students are always watching for their
authority figured to be fair and kind. It would be easy to fall into the trap of
believing that every decision I make will automatically be in their best
interest, simply because I have more training and life experience than they.
But the stakes are too high to leave it up to my presumed skills. I must have
a unified approach before I may approach the classroom.

Management and Instruction: A Friendship

Management is for the sake of effective instruction, and effective instruction
leads to easy management. These two cannot be divorced (Rimm-Kaufman,
La Paro, Downer, & Pianta, 2005; Good & Brophy, 2008). As such, I will use
fast yet manageable pacing that emphasizes the purpose of our space:
engaged learning. With instructional activities that last for no longer than ten

minutes apiece, students will be too busy pulling on all of their intellectual
powers to misbehave. This dual-purpose pacing will both ensure that all
students learn the content of every unit, and encourage appropriate
behavior.
I also have three extra-curricular goals for students over the year.
1. Master the content that they need to move along to the next grade
successfully.
2. Begin to direct their own learning, become successful in their endeavors,
and in so doing, learn how to love learning.
3. Learn how to be responsible citizens of a learning society.
All of these instructional priorities place the emphasis on the student, but
they need a strong facilitator. Thus, the collaborative learning model will be
most effective.
Procedures: The Rhythm of How We Do Learning
The need for consistent procedures is intuitive as well as research-based.
When we walk into a classroom where everything has a place, and every
space has a clear purpose, we automatically assume that this is a room for
focused learning. Research also indicates that across the board, students
crave consistency so their attention is diverted from discerning their social
role (Who do I need to be? How am I supposed to act?) to constructing
knowledge (Levin & Nolan, 2007). Chelonnda Seroyer (2005) stresses this
point even further. She pronounces that teachers have a responsibility to
create this consistency for students with crystal clear procedures. This is
necessary not only because it is the most efficient way for everyone to learn,
but also because we may never know how much consistency a kid has in
their life (Seroyer, 2005)
An easy trap to fall into is that students will automatically retain and
perfectly execute procedures the first time they are introduced. As Evertson
and Emmer (1982) pinpoint, Teachers do not expect students to learn a
mathematical skill of its first presentation because they know students need
practice and feedback. Frequently, however, teachers forget this when it

comes to rules [and procedures]. They expect students to follow classroom

rules [and procedures] immediately (Levin & Nolan, 2007). Therefore, I will
invest instructional time during the first few weeks of school to explicitly
scaffold students into seamless operation in the classroom. After this period
of scaffolding, the goal is that student will hardly ever find themselves asking
for directions. They will either know precisely what to do, or precisely where
to look to remind themselves. This affirms my extra-curricular goal: that
students must learn how to be students just as much as they must learn
arithmetic.
Procedures
1. Entering the classroom
a. I
will
put
names
with
faces
outside of the door as
the students enter, and
hand them a seating
assignment
b. The students
will tell me about any
special
circumstances,
like scheduled checkouts
c. The students
will place homework in
the homework tray right
inside the door
d. The students
will check for their
classroom
job
assignment and get the
corresponding nametag
to keep on their person
e. The students
will
place
their
backpacks
and
unnecessary items in
their cubby and bring
materials to desk.

Rationales
1. Entering the classroom
a. This
will
eliminate confusion of
where they will sit, thus
saving instructional time
from
awkward
social
interaction.
b. I will then
possess the necessary
information
without
interruption
to
the
regular school day.
c. This is more
efficient than collecting
their papers individually
during class time.
d. This
will
provide two physical
reminders
of
what
logistical
responsibility
they will have that week.
e. This
will
declutter
their
desk
space, while allowing
them a bit of time to get
themselves together.
f. This
will
eliminate initial dead

f. They
then
begin
bellringer.

will
the

time.

2. Bellringer
This will be posted in the same
place on the board every day.
It will either connect to the
previous days lesson, give a
sneak peek of the days
content, or some combination
of both.

2. Bellringer
This will stretch their tired minds
into the right mode for
learning.

3. Morning Meeting
After the bellringer, we will all
gather at the sound of the
word of the day (chosen by a
student) in a neutral space of
the classroom, likely a rug in
the corner, and discuss our
excitements and concerns of
the day.

3. Morning Meeting
This
will
provide me with
information
about
every
students home life that I may
not have previously had. It
also promotes community and
trust between the students.

4. Using the Pencil Sharpener

This should be done before class
begins. If the lead breaks in
the middle of work, then the
student will hold up their
pencil in the air and wait for
me to trade with them for a
sharpened pencil.

4. Using the Pencil Sharpener

This machine is very noisy and
distracting. It also prevents
students from moving around
the classroom unnecessarily.

5. Going to the Bathroom

We will have a specified time to
line up and go together. In the
case of an emergency, the
student will hold up three
fingers and wait for my nod.
They will then sign the
bathroom notebook, returning
within 4 minutes.

5. Going to the Bathroom

This accountability will prevent
students from wandering when
they do not want to be in class
anymore.

6. Passing out Papers

I will hand the appropriate
number to the person at the
end of each row. They will pass
them to the side.

6. Passing out Papers

This will save me time from
walking to every students
desk. It also keeps students
from needing to turn around.
Their motivation to chat is
heightened
during
these
moments where I cannot see
their face.

7. Tight Transitions
7. Tight Transitions
I plan to use short (10 to 15 second) This is needed to save instructional
songs that indicate when we are time, while still allowing a bit of
moving to the next activity.

guidance so that students are not

feeling overwhelmed by trying to
readjust to the new activity

8. Classroom Jobs
These will rotate weekly on an
easily
accessible
bulletin
board.
Pencil sharpener
Sweeper
Bulletin
board

students

8. Classroom Jobs
Students will be excited to uphold
the classroom culture
of
organization.
To ensure everyone has
a good pencil, even when it
breaks in class
Help
students
with
allergies
Students
will
feel
ownership of their classroom,
because
they
were
the
creators and curators of the
decoration.
This gives every student
the chance to share their tips
of how to be a better student
with each other
Only at the end of the

will pass their paper face

school day--dont jump up in

down to the left until the

the middle of the lesson and

committee
School

Survival

Guide

Committee
Board eraser
Desk sanitizer (2 or 3
students)
Paper collector
This
include

plenty

will
of

dry

runs
All

one on the far left has a

full stack.
They

will

collect only from the end

be goofy
For health
This promotes a sense of
corporate responsibility. If they
dont collect the papers, then

of each row
Attendance taker
Will

no one gets their work turned

take

attendance, then turn it

into the office according
to the schools policy
Line leader
Special
materials
retriever (5-6 students)
They will be

in.
Corporate

responsibility

and community building (the

students

must

others names)
Promotes

learn

each

co-leadership

along with the teacher

Corporate responsibility

responsible for getting

enough
etc.

for

scissors,
their

glue,

row

or

group
9. Lining Up
The colors on their desks
(different for each row) will
correspond
with
my
commands to line up. I will
require all mouths closed
before lining up in groups. I
will change up the order of the
groups regularly.

9. Lining Up
This clearly signifies that we are
moving to a different activity,
and that we must be organized
in the transition. Switching it
up will keep them engaged
with the procedure.

10. Quieting Down

I will have several methods ready
to go: 1 hand in the air (they
will raise their hands until I put
mine down); Focus Fox (two
middle
fingers
touching
thumb, which they must
mirror); 1 2 3, eyes on me (1 2

10. Quieting Down

We need the teacher action and
the student response so that I
can ensure that I have 100%
attention before we continue.
This
will
maximize
my
economy of language and
minimize confusion about the

eyes
on
you);
a
self
composed--or
stolen--quiet
down song that lasts 7
seconds at the longest (sing
back their part); clapping a
rhythm (clap back); and any
others that I may find that
include a teacher action and a
student response. From these
options, we will vote in our
first Morning Meeting which
the students like the most.
Every few weeks, I will ask if
that quiet down procedure is
working, and we may switch it
up.

directions later. The physicality

keeps the students actively
engaged, also. Their vote from
options is in congruence with
the
collaborative
learning
model.

11. Non-Punitive Cool Down

When a student gets anxious for
any reason, whether it be from
pressure or from misbehavior,
they will have the opportunity
(with
permission--fanning
themselves calmly with one
hand until I give them the nod)
to sit in the reading corner to
gather their thoughts and
emotions. I may utilize this
space myself.

11. Non-Punitive Cool Down

When the choice is between an
academic agenda and an
emotional issue, the emotional
issue will grab the attention
every time. This principle
applies to more than simply
the third grade. In the school
day, allowing that space to
sort through the psyche will
contribute
to
a
more
productive work day, as well
as a more emotionally healthy
environment. Modeling this
process myself will normalize
taking care of ourselves.

Creating Rules, Creating a Positive Learning Environment

According to Kauchak and Eggan (1987), there are six principles to rule
creation:
Solicit student input
State rules positively

Minimize the number

Clear and specific wording
Emphasize rationales
Planning consequences

As such, I plan to avoid the trap of creating an exhaustive list of rules for
every situation my frazzled teacher anxiety can muster. In the very first
morning meeting, we will have a discussion about what kind of environment
we wish to create. We will then transform those into rules that follow those
principles. Collaborative learning style, I will ensure that the students list of
rules includes:

respect for diversity,

keeping our hands to ourselves,
keep to a gentle walk inside,
Committing to a positive learning environment for everyone
and allowing the person talking the floor.

Expectation Communication
I have already referred to the import of the first few weeks of school. This
period is when students will discover and commit to exactly what is asked of
them. This will not be an abstract list to memorize, though. I will create a
scaffolded unit of instruction for the rules and procedures. Practicing one or
two procedures explicitly at several points during the day will map a memory
path for every student. I will do this with all of the procedures, eventually
scaffolding off the assistance as the students start to integrate them into
their everyday conduct. After this initial practice, I will issue reminders of the
rules and procedures. Until it becomes a chronic behavior issue, I will
conduct these reminders non-obtrusively and non-punitively.
Expectation communication is not limited to students, though. Please also
see the enclosed parent letter.
Violations: What to Do When the Limits are Pushed
Judging

from my knowledge of human development and my field

experience, it is detrimental to anyones self-esteem to be called out for their

misbehavior in front of everyone. It is still a common practice, even with the
teachers I have observed. These instructors believe that shame is a powerful

behavior modifier. The body of research indicates that this positive change is
short-lived, born merely of a desire to get off the hot seat. In fact, a power
struggle with a student subconsciously communicates the message that
power, rather than a positive behavioral change, was the goal in the first
place. James Levin and James F. Nolan (2007) take this principle even further:
If punishments are aggressively delivered, this models the bullying
process. This time its a bigger, stronger adult picking on the smaller, weaker
bully.
But I also observe that it is very difficult for a teacher to remember what they
have yelled at any certain kid about in the past. So even though that child
might have straightened up, they may be called out for something
different. At a certain point, this barrage of reprimands must wear at a childs
estimation of their abilities to please anyone, which does lasting damage.
In light of this knowledge, my interventions will remain unobtrusive for as
long as possible. Levin and Nolan (2007) have designed a hierarchy of
interventions, ranging from those allowing students the most opportunity to
self-correct (non-verbal) to those relying on teacher-centered authority
(verbal and consequences). Using their basic model, I will combine their
suggestions, Doug Lemovs (2010), Chelonnda Seroyers (2005), and any
other that fit into the collaborative learning model.
1. Changing the pace
2. Redirection of energy
3. Planned Ignoring
a. This may only be used when misbehavior is slight
(surface behavior) and does not interfere with anyones right to
learn
4. Eye contact/disapproving look/shake of head
5. Proximity
a. Begin walking toward student
b. Stand obviously near student while teaching the
lesson
6. Peer reinforcement

7. Smooth integration of students name while giving directions

8. (Private) questioning if they know that their behavior is affecting
themselves and others
9. (Private) direct appeal for changed behavior
10.
Glassers (1969, 1992) Triplets (private)
a. What are you doing?
b. Is it against the rules?
c. What should you be doing?
d. These three may be transformed into statement if
there is doubt about the students ability to be honest and
sincere
11.
Seroyers (2005) student responsibility card
a. Includes spaces for student name, date, description
of violation, and student signature that commits to a conference
after class
12.
(Public) explicit redirection
13.
Canters (2001) Broken Record (public)
a. Repeat directions verbatim until compliance is given,
so as to avoid bantering with a students excuses
14.
Logical consequences
a. As the name suggests, these consequences are as
closely related to the misbehavior as possible to emphasize that
students must take responsibility for their actions through
reparations

Serious Misbehavior
If the student develops a pattern of chronic misbehavior after signing the
action plan, this will indicate to me that the student has a deeper motivation
that must be addressed with different methods. Depending on the situation,
parents, principals, and counselors will be included in the conference. These
same powerful figures will be consulted in severe situations the first time,
especially those which threaten the physical and/or psychological health of
themselves or other students.
Attention is Not Just for the Troublemakers: Affecting Positive Behavior
30 years ago, the name of the game was coping with management. Now,
the rhetoric has shifted to influencing (Levin & Nolan, 2007) This shift has

occurred because of the intuitive principle that the only person that anyone
can control is themselves (Levin & Nolan, 2007). Considering this, I will be
responsible for shifting my behavior to increase positive behavior in my
students. I will do this through precise praise--which includes careful listening
to students answers to find a particular element worthy of admiration
(Lemov, 2010). I will also acknowledge (not fuss over) students who follow
my clearly explained directions the first time, thus creating a harmonious
culture.
To adapt my behavior to influence students further, I can also draw on four
authority bases. French and Raven (1960) outlined these four in hierarchical
format, from those which are most likely to encourage student control over
their behavior to those that increase teacher control. In my collaborative
learning model, I will rely primarily on the first two, and the third when
necessary after many opportunities for self-correction.
1. Referent
a. When a teacher has referent authority, students
behave as the teacher wishes because they enjoy a positive
relationship with the teacher and like the teacher as a person
(Levin & Nolan, 2007).
b. Referent authority must not be confused with the
situation in which the teacher attempts to be the students
friend. A teacher who wants to be friends with students usually is
dependent on students to fulfill his personal needs (Levin &
Nolan, 2007).
c. This authority based is especially relevant to my
future context, because I will likely have many students of color.
According to Lisa Delpits (2012) research, teachers who are
warm demanders are most effective in teaching students of
color they dont want to disappoint a teacher who believes in
them (qtd in Levin & Nolan, 2007).
2. Expert

a. Most of us have a few intelligent role models. This

role is the one that teachers with expert authority strive to fill.
Students wish to absorb the knowledge that we can offer, and
strive to fulfill our expectations so that they might learn more.
b. For this authority base to be effective, two
important conditions must be fulfilled: (1) the students must
believe the teacher has both special knowledge and the teaching
skills to help them acquire that knowledge, and (2) the students
must value learning what the teacher is teaching (Levin &
Nolan, 2007).
c. This authority base will be a bit more challenging to
apply to my context. Since my classroom will likely be
multicultural, I must overcome the implicit question Why do you
get to decide what is important for me to know in my life, white
lady? I must use it heavily in conjunction with referent authority.
To do this, I will research, observe, and ask what my students
value, and find an avenue to relate that to the expertise that I
will share.
3. Legitimate
a. Students

behave

because

the

teacher

is

the

teacher, and inherent in that role are a certain legitimacy and

authority (Levin & Nolan, 2007).
b. Though this authority base is not as effective longterm as the first two, my classroom will include some legitimate
authority in serious misbehavior situations. As a generalization, it
is also an authority base of African American culture generally,
which may allow some familiarity for my students.
4. Reward/Coercive
a. [they] are really two sides of the same coin. They
are both based on behavioral notions of learning, foster teacher
control over student behavior, and are governed by the same
principles of application (Levin & Nolan, 2007).

b. A great deal of controversy surrounds the effects of

rewards on students intrinsic motivation. Lepper and Green
(1978) first noted that rewarding children for engaging in
activities that had been initially intrinsically motivating resulted
in decreased intrinsic motivation for those activities (Levin &
Nolan, 2007).
c. This authority base is controversial in regards of
intrinsic motivation. Since developing an internal love of learning
is one of my primary instructional priorities, I will only use
external systems (such as stickers, extra rewards, removal of
privileges, etc.) when I can simultaneously communicate the
importance of the activity in and of itself.
Using primarily the first two authority bases, I will be slightly altering my
behavior to model what students behavior should look like. Though this
statement may seem rather vague, the application of these authority bases
is situational and individual, and thus would not fit into this document. For
instance, I enjoy a close, invested relationship (referent authority) with
Taiquon, and he is continuously moving around the room during the lesson. I
can pull him aside to say that I spent a long time designing this lesson so
that he and his colleagues will understand the material. This should cause
him to reevaluate his own behavior so that my hard work does not go to
waste, and he does not miss the opportunity to learn.

References

Kauchak, D. & Eggen, P. (1987). Learning and Teaching: Research-Based

Methods (6th
ed.). Boston, MA: Pearson.
Lemov, D. (2010). Teach Like a Champion: 49 Techniques That Put Students
on the Path
to College. San Francisco, CA: Jossey-Bass.
Levin, J. & Nolan, J. F. (2007). Principles of Classroom Management: A
Professional
Decision-Making Model (7th ed.). Boston, MA: Pearson.
Wong, H. K. (Producer), & Wong, R. T. (Producer). (2009) Using The First Days
Of School
With Chelonnda Seroyer [DVD]. United States: Harry K. Wong
Publications, Inc.
Wong, H. K. & Wong, R. T. (2009). The First Days of School: How To Be An
Effective
Teacher. Mountain View, CA: Harry K. Wong Publications, Inc.