Comprehensiv

e Classroom
Management
Purpose
Effectively classroom management is a
preventive approach to learning for all,
where every students enjoys learning and
comes to class excited.
At times our best efforts fail short and thus

we must implement an effective, uplifting

strategy to cope with the behavior issues
that arise in our classrooms.
Teacher-Student Relationships
Positive student teacher relationships can
reduce behavior problems by 31 percent.
I will achieve a strong student relationship

by
greeting every student with a smile and a warm
face
conscious level of concern for all students
passion for teaching!
help to overcome outside influences that would
prevent students from learning
Teacher-Student Relationships
Overall I believe a teacher-student
relationship should have clear boundaries
but show that you are pillar in their life and
no matter what you can help them through
any situation. As teachers we make
mistakes and learn from them but you
should never make a student feel you dont
respect their opinion, space, values, or
learning. Have fun and show you care!
Communication is Key
I try a variety of techniques to keep parents
involved and informed like
Introductory letter: to inform the parents of how
my classroom works. The initial contact is very
important to open a line of communication and
build some positive experiences with the parents.
Introductory phone call: The phone call will
achieve the same goals as the letter but have
superior results, like in Jones and Jones.
Involving parents in the classroom: They get a
sense of belonging and understanding of their
childs education when they can help with labs
and field trips.
Communication is Key
Parent teacher conferences are important to many
parents because it gives them one on one time to discuss
their concerns and issues over with the teacher.
I encourage all my students to also attend. This allows for
them to provide them side of the story and give any
suggestions as well.
I give every parent a letter that summarizes what I
discuss for the parents to take home or give to a parent
that could not be there.
In addition I ensure that all my grading in order and make
sure that the grades give a good reflection of the
students performance. I want to have a variety of
assessments to discuss with the parents.
We do not get a large turnout, therefore I add some
incentive by giving extra credit or a grade forgiveness for
the parent coming to the school.
Good Instruction Matters
Human beings learn naturally by imitating others
Learn should be fun for all. Teachers should be

excited to teach and students need to be actively

involved but most important they need to be
having fun. In order to achieve this exciting
environment, students need to see adults
modeling learning in a positive light, receive
realistic and immediate feedback, and self
evaluate their own learning and efforts.
Use anticipatory sets at the beginning of each

class to grab students interest.

 Good Instruction Matters
Reinforce students to helps build their
knowledge and self esteem.
Use self-monitoring forms or structured
worksheets to help students keep track of
their own learning. It takes the load of you and
helps them assess their own learning.
I will also use a standards checklist where
students will rank the learning for specific
standards. This helps me understand they
knowledge level and them understand what
we must master.
When Prevention leads into Intervention

Students will always cause distractions and

not follow rules how we react to those
situations are what makes us better teachers.
Simply place a small note on the students desk. This
allows the teacher to quietly remind the student of
the correct behavior.
Calling on the student or involving them by using
their name works wonders. This gets their attention
on you and turns it away from the distraction.
Remind students of the classroom rule or procedure
they are not demonstrating. I will point to the rule
they are not following or ask them to tell me what
rule they are breaking.
 When Prevention leads into
Intervention
Provide students with the choices!
This will empower them and make
them feel they have a stake in your
classroom!
Problem Solving Form: are use to

analyze their behavior and describe

how they will change that behavior
to accommodate the rules.
Any student who has persistent and

serious behavior problems needs

some form of social skills training.
Behavior Contracts
Another critical component to classroom management
is Behavior Contracts. This is an agreement between
the teacher and student, in which the parties will
behave in such a manner.
They provide detailed instructions on how the student
will act and sometimes even the teacher.
It is very important to realize the behavior that you
want to modify or it will be useless.
An effective contract includes
Goals
The specific behavior and reward
Consequences
Time limits
Who and how the behavior will be monitored
How often the contract will be evaluated.
References
"Behavior Intervention Plan (BIP)." PBIS World RSS. N.p., n.d. Web. 26
July 2014. <http://www.pbisworld.com/tier-2/behavior-intervention-plan-
bip/>.
"Behavior Management Forms." teacher vision. N.p., n.d. Web. 16 July
2014. <https://www.teachervision.com/classroom-
discipline/resource/6283.html>.
"Five Resources for Parent-Teacher Conferences." Edutopia. N.p., n.d.
Web. 24 July 2014. <http://www.edutopia.org/blog/parent-teacher-
conference-resources-matt-davis>.
Haston, W. (2007). Teacher Modeling as an Effective Teaching Strategy.
Music Educators Journal, 93(4), 26-30.
Jones, Vernon F., and Louise S. Jones. Comprehensive classroom
management: creating communities of support and solving problems.
10th ed. Boston: Pearson, 2013. Print.
"Strategy Bank."Strategy Bank. West Virginia Education Department,
n.d. Web. 09 July 2014. <http://wvde.state.wv.us/strategybank/>.
Tanes, Zeynep, Kimberly E. Arnold, Abigail Selzer King, and Mary Ann
Remnet. "Using Signals for Appropriate Feedback: Perceptions and
Practices."Computers & Education57.4 (2011): 2414-422.Science
Direct. Web. 9 July 2014.
<http://ezproxy.marshall.edu:2054/science/article/pii/S03601315110012
29>.