Classroom Management Key Components

Area #1: Procedures/Structures/Routines

Establishing procedures and routines are crucial for a successful classroom management strategy.
Procedures and routines should be established at the beginning of the year and remain consistent throughout
the year. Frequent reminders after breaks should be used to remind students of the expectations. A teacher
can implement many procedures and routines in the classroom. Establishing procedures and routines takes a
lot of practice and repetition before students fully understand the expectations.
Beginning Routine/Start of Class
○ When students arrive at school, they will place their backpacks and winter gear in their
lockers. Projected on the SMART Board will be a slide deck that informs students what they
are supposed to be working on. I will give them instructions for their morning work, take
attendance and lunch count, and connect with each student. After the morning slides, I will
host a morning meeting to start the day by connecting with each other and setting goals for
the day.
● Quiet/Attention Signals
○ I will use a couple of different methods to get students’ attention. One way that I will do this is
to do callbacks. These will change throughout the year based on the season. I will also use a
noise like a doorbell or chime to get students’ attention.
● Physical Transitions (groups, pairs, labs, activities, carpet)
○ I will make sure to use an attention signal before giving directions. I will explain the
expectations and directions of group work, then put students into groups. Students will be
grouped via Flippity for random groups, or I will group students based on ability. If students
struggle to follow expectations of starting group work, I will have students repeat the starting
process until they perform it correctly.
● Dismissal or Lining Up
○ I will designate a specific area for students to line up at. I will designate one student to be a
‘hall monitor’ to monitor students as they line up in the hallway and walk to our destination.
Students will line up either by those who were following directions all day or randomly by
rows or desk pods.
● Non-Verbal Cues (visuals, hand gestures, music)
○ Posting visual directions for certain procedures will be posted in the classroom. Educational
music will be used as a timer in between transitions. Students will raise their hands when
they know the answer. They will use a thumbs up/thumbs down gesture as a formative
assessment from time to time.
● Giving Directions
○ When students are transitioning, it is important that I give clear, explicit directions. I will use
the strategy of “When I say ‘Go’”, which helps students listen to all directions before moving. I
will also write directions on the board and make sure students refer to them if they have
questions.
● Checking for Understanding
○ After I teach a procedure or give directions, I will have students think-pair-share with a
partner then tell me. I will also give students multiple opportunities to practice and share what
they know about the procedure and then reteach or reinforce their ideas.
 ● Holding Ground/No Arguing
○ If students argue with me after giving a consequence, a second consequence will be given. I
will give the student the ability to host a private conversation later to hear the student’s point
of view. I will make sure the argument doesn’t cause a class distraction. I will also give
students the ‘student lawyer’ speech that is described in the textbook.
● Raising Hands to Speak
○ Students will raise their hands to share their answers. I will wait until 8 hands are raised
before I pick a student to share their answer. I will make sure that I correct students to blurt
out and praise students who waited to raise their hands before speaking.

Area #2: Engagement & Participation

● Variety (three or more activities per hour)
○ Movement is beneficial in student learning. I will make sure to add variety in my lessons by
adding in sedentary activities, kinesthetic activities, and group-work activities.
● Collaboration (Students Talking/Peer Discussions)
○ I will utilize group work during certain lessons. This will allow students to collaborate and
communicate. I will also use frequent think-pair-share opportunities during the lesson. If
students sit in pods, I will have them talk in their pods and use talking chips so each student
gets an equal chance to share.
● Movement (two or more times per hour)
○ If students are sedentary for 30+ minutes, I will show a brain break video or play a song
students can dance to as a transition. I will incorporate kinesthetic games that follow the
content into lessons.
● Total Participation (all students think, write, share, or answer simultaneously)
○ To increase participation, I will utilize student whiteboards. Students will write their answers
on the board and then show me at the same time. It will give me instant feedback.
● Rigor (higher order thinking and tasks required)
○ I will differentiate for students based on ability. I will make sure that the rigor is challenging
for students at all levels. I can do this through stations and various methods for students to
show their learning.
● Instruction (explain, model, guided practice, independent practice)
○ I will follow the explicit instruction model of I do, we do, you do. I will model and explain for
students, practice with the students, and then students will practice by themselves.
● Questioning/Probing
○ I will base questions on students’ answers. I will make sure to follow Bloom’s Taxonomy for
higher-ordered thinking followed by questions such as “Why?” or “How did you come up with
that?”
● Group Work (roles and productivity)
○ Students will know the expectations of each role in group work. This might depend on the
project groups are put into. Once groups are assigned, students will know their roles by
talking about strengths and weaknesses with their group members.
Area #3: Rapport/Connection
● Teacher Warmth/Friendliness/Approachability
○ I will greet students at the door every morning and stand by the door as each student exits. I
will make sure to make a positive comment to each student as he or she enters or exits my
classroom.
● Teacher Enthusiasm/Energy/Excitement/Joy
○ I will demonstrate to students the excitement that I have for teaching by using enthusiasm in
my voice and using positive adjectives to describe the content. Sometimes I might have to
fake it, but it will benefit my students throughout the day.
● Teacher Humor/Laughter
○ It is important to let students know that I am not a robot and that I have feelings too. I will
take time to share funny stories of my life with the students. I will laugh at students’ jokes and
funny events that they share.
● Teacher Knowledge of individual students’ interests
○ The morning meeting will help me and the class learns about each student’s interests and
hobbies. I will make sure to have frequent, private conversations about their interests. I will
try to find common threads of interest and incorporate them into the instruction.
● Teacher Respect and Appreciation for students
○ If I want students to respect me, I will have to show respect and appreciation for my students.
I can do this by frequently reminding students of my appreciation and giving the students
small prizes or rewards (such as extra recess). I will show students respect by not talking
down to them and valuing their ideas and thoughts.
● Teacher Encouragement of students
○ Instead of using negative comments like “Wrong” or “Nope”, I will use comments such as
“Nice try”, “Thank you for sharing” or “You are on the right track.” I will use positive
reinforcement when students participate. I will also make sure to encourage students in their
hobbies and interests.
● Teacher sensitivity to student cultures and backgrounds
○ To be sensitive to each student’s culture and background, I will host a private meeting with
students and their parents to learn about their culture. I will make sure that I am being
sensitive to that student’s cultural norms in my classroom.

Area #4: Behavior Intervention/Consequences

● Regular use of gentle redirects (proximity, warnings, the look)
○ When students are not following expectations and I don’t want to disrupt the whole class, I
will use proximity to stand next to the student. I could also place my hand on the student’s
desk. I could also give students a certain look to know that they have to start following the
expectations.
● Consequences are reasonable and equitable
○ I will make sure that my consequences are directly related to the unwanted behavior. I don’t
want to use punishments. I will be fair with all students, and find a consequence that they can
learn the intended behavior.
 ● Consequences are given as choices (you have a choice right now...)
○ Again, I will make sure that consequences are related to the unwanted behavior. This can
also be done by giving them a choice. For example, “You have a choice right now. You can
either stop talking to your neighbor and distracting the class, or you can choose to move
seats. If you keep talking to your neighbor, your only choice will be to move seats.”
● Teacher uses soft eyes, soft voice during conflicts
○ It will be more effective to use soft eyes and a soft voice while handling conflicts so students
are more willing to be responsive to the conversation. I will remain calm and not raise my
voice or look tense.
● Teacher is firm, but also calm and compassionate (doesn’t yell or intimidate)
○ I will be firm with the students by making sure that they know what they did was wrong, but I
won’t humiliate or intimidate the student. I will make sure that I see the student’s point of view
before deciding on a consequence.
● Consistent follow through with consequences once they are earned (doesn’t make the same
request over and over)
○ I will make sure that I am consistent will all students when giving consequences. Of course,
there is some grey area with some students. When students earn a consequence, I will make
sure that I am firm with the execution of the consequence.
● Arguments/debates are delayed, done in private
○ When students try to argue, I will let students know that they can’t argue with the ref. If they
do, they will have to do it privately after class. Doing this in front of the class would be a
disruption and potentially embarrassing for the student.
● Progression up hierarchy is swift but fair
○ The consequence hierarchy in my classroom will follow the textbooks model. The first
category would be gentle reminders and warnings, the second category would be mild
consequences inside of the classroom, the third category would be moderate consequences
inside the classroom, and finally, the fourth category would be firm consequences outside of
the classroom. I will make sure students and parents are aware of the hierarchy at the
beginning of the year.

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