Classroom Management Key Components

Area #1: Procedures/Structures/Routines

● Beginning Routine/Start of Class
● Quiet/Attention Signals
● Physical Transitions (groups, pairs, labs, activities, carpet)
● Dismissal or Lining Up
● Non-Verbal Cues (visuals, hand gestures, music)
● Giving Directions
● Checking for Understanding
● Holding Ground/No Arguing
● Raising Hands to Speak

Area #2: Engagement & Participation

● Variety (three or more activities per hour)
● Collaboration (Students Talking/Peer Discussions)
● Movement (two or more times per hour)
● Total Participation (all students think, write, share, or answer simultaneously)
● Rigor (higher order thinking and tasks required)
● Instruction (explain, model, guided practice, independent practice)
● Questioning/Probing
● Group Work (roles and productivity)

Area #3: Rapport/Connection

● Teacher Warmth/Friendliness/Approachability
● Teacher Enthusiasm/Energy/Excitement/Joy
● Teacher Humor/Laughter
● Teacher Knowledge of individual students’ interests
● Teacher Respect and Appreciation for students
● Teacher Encouragement of students
● Teacher sensitivity to student cultures and backgrounds
Area #4: Behavior Intervention/Consequences
● Regular use of gentle redirects (proximity, warnings, the look)
● Consequences are reasonable and equitable
● Consequences are given as choices (you have a choice right now...)
● Teacher uses soft eyes, soft voice during conflicts
● Teacher is firm, but also calm and compassionate (doesn’t yell or intimidate)
● Consistent follow through with consequences once they are earned (doesn’t make
the same request over and over)
● Arguments/debates are delayed, done in private
● Progression up hierarchy is swift but fair

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Area 1: Procedures/Structures/Routines

In the beginning of the school year it is important to set clear, reasonable, and achievable goals

and rules for students. This is something that you must do right away at the beginning of the year

to avoid any confusion and early problems.

As we start a new school year, I will spend some time with my students talking about rules that

we need to know throughout the day. We will talk about and model how we walk in the hallway,

how we sit at our desks/floor, when it's okay to ask to use the restroom or get a drink, etc. We

will also talk about and walk through each part of our typical daily schedule. We will spend time

talking and creating statements that help describe us and our classroom and how we can be great

classmates and friends. Some of these procedures are talked about in our textbook on page 160.

These will all be established in the first few days so that our classroom is set up to be successful.
I will focus on the main procedures and then “once the initial procedures are established, let your

content determine which procedures are best for you to teach next” (Smith & Dearborn 160).

Area 2: Engagement & Participation

Movement and participation are very important for student learning and engagement. Movement

should be used throughout the day in all classrooms because it helps students refocus and prepare

for the next activity.

“Our brains are very hungry; they “eat” oxygen and glucose for energy” (Smith & Dearborn

183). As we work through our daily tasks, there will be times throughout the day for brain breaks

and other movement activities in addition to scheduled movement times such as PE or recess.

Even moving from the floor back to desks in between instructional activities can help give the

students a break and keep students focused. Throughout the day we will have times where we

take a quick break from instructional time and we can do an activity such as a dance video or

short game that can allow us to reset and refocus for the next activity. Throughout the

instructional time, I will be looking to hear student responses to get more participation. This can
help me see the learning and what students aren’t quite understanding. I will also be using a

scaffolding approach to instruction so that students get more of a gradual release of

responsibilities. We will start lessons as a whole group where I show them the new skill. Then I

will have students assist me in the topic and then this will lead to independent practice so that I

can see the progress and learning.

Area 3: Rapport/Connection

Building rapport and having a positive connection with students and their families can help

create positive behavior in the classroom. If the students trust you, they will be more likely to

follow rules, and listen when needed.

At the beginning of the school year, I will send out an introduction letter to introduce myself and

some things about our classroom. This would also be the time where I send out my contact

information and just overall begin building that positive relationship with students and families. I

will continue these positive relationships as we meet at an open house or meet the teacher night.

Starting to build rapport and connections at the beginning of the year will be very important to

the success in the classroom. “As they feel safe and comfortable in your class, they are more

motivated to learn and participate” (Smith & Dearborn 156). When you build those positive

connections, you are more likely to gain respect from the students and they will be more willing

and ready to learn.

Area 4: Behavior Intervention/Consequences

Redirection can help students learn what the correct response and correct reaction should be.

These can be great teaching moments for students. It is also important that as a teacher you are

firm, but also calm and compassionate. Your students need to know that school is a time to get

learning done. It needs to be taken seriously, but the students also need to know that you care

about them and that you are there to help them when needed. They also need to know when it is

okay to have fun.

Behavior is a huge part of classroom management and all of these areas help build on the topic of

classroom management. They all work together to create the environment of your classroom.

When you are creating and setting goals/rules, you are setting the stage for what your classroom

looks like and how you act in the classroom. When you are allowing for movement and creating

a classroom that allows for questions and curiosity, you are setting up your classroom

management. When you are building relationships with students and their families, you are

creating that positive environment for students which can also lessen the negative behaviors. You

will still have some behaviors in the classroom, and when that happens, I will redirect and help

the student learn from what they did using natural/logical consequences. “Natural/logical

consequences allow students to easily make connections between their choices and the

consequences that follow” (Smith & Dearborn 210).

 Works Cited

Smith, R., & Dearborn, G. (2016). Conscious Classroom Management: Unlocking the

Secrets of Great Teaching. Fairfax, California: Conscious Teaching.