Brainstorming Activity…

Think of as many responses to the following

statement as you can…

An effective
teacher is…..

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 Describe a
well-managed
classroom
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 CLASSROOM MANAGEMENT

Classroom management refers to all of the things a teacher does to

organize students, space, time, and materials so student learning can take
place

Management skills are crucial and fundamental

A well-managed classroom has a set of procedures and routines that

structure the classroom

Two major goals…

1. To foster student involvement and cooperation in all classroom
activities
2. To establish a productive working environment.
Characteristics of a Well-
Managed Classroom…
Students are deeply involved with their work

Students know what is expected of them and are

generally successful

There is relatively little wasted time, confusion, or

disruption

The climate of the classroom is work-oriented, but

relaxed and pleasant.

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A well-managed classroom
is…
A task oriented environment

A predictable environment

Is ready and waiting for students

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Understanding Our
Students
Dealing With Student Behavior in
Today’s Classrooms

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Proactive Intervention Strategies
Classroom Rules
Classroom Schedule
Physical Space
Attention Signal
Beginning and Ending Routines
Student Work
Classroom Management Plan

 adapted from the Tough Kid series, and CHAMPs

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Classroom Rules…

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The Rules for Rules:
Keep the wording simple.
Have rules represent you basic
expectations
Keep the wording positive, if possible.
Make your rules specific.
Make your rules describe behavior that
is observable.

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Examples…
Inappropriate Rules: Preferred Rules:
 Be responsible
 Keep hands, feet, and
objects to yourself.
 Pay attention  Raise your hand and
 Do your best wait for permission to
speak.
 Be kind to others
 Sit in your seat unless
 Respect authority you have permission to
 Be polite leave it.
 Walk, don’t run, at all
times in the classroom.

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Classroom Schedules…

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Classroom Schedules
Avoid “Down Time”

Approximately 70% of the school day is

geared for academic engagement. (5.2 hrs.)

Begin each activity on-time.

“The best behavior plans are excellent academic

lesson plans.” – source unknown

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Classroom Schedules
Budget your academic time
 Example: 1 hr. allotment
 5 min. Teacher-directed review
 10 min. Introduction of new concepts
 10 min. Guided practice, working on
assignment
 25 min. Independent/Cooperative work
 10 min. Teacher-directed corrections

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Physical Space…

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Physical Space
Arrange desks to optimize the most
common types of instructional tasks you
will have students engaged in.
 Desks in Rows, Front to Back
 Desks in Row, Side to Side
 Desks in Clusters
 Desks in U-Shape

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Physical Space, cont.
Make sure you have access to all parts of the
room.

Feel free to assign seats, and change at will.

Minimize the disruptions caused by high

traffic areas in the class.

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Students Who Cause Behavioral
Problems:
Aggressive (the hyperactive, agitated,
unruly student)
Resistant (the student who won’t work)
Distractible (the student who can’t
concentrate)
Dependent (the student who wants help
all the time)

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Location for Students who
cause behavioral problems:
Separate—disruptive students;
maybe aggressive and resistant
students

Nearby—disruptive students;
maybe distractible, dependent, and
resistant

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 Teachers who are
ready maximize
student learning and
minimize student
misbehavior.
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Attention Signals…

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Attention Signal
Decide upon a signal you can use to get
students’ attention.

Teach students to respond to the signal

by focusing on you and maintaining
complete silence.

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Example: The “Hand Raise”
Say: “Class, your attention please.”

At the same time, swing right arm in a circular

motion from the 9:00 position to the 12:00
position.

This prompts all students to stop, look at you

and raise hand.

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Advantages to Hand Raise
It can be given from any location in the
room.
It can be used outside the classroom.
It has both a visual and auditory
component.
It has the “ripple effect”.

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Discipline, Routines and
Procedures…

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Important Aspects of a Well-
Disciplined Classroom…
Discipline
Procedures
Routines

Effective teachers introduce rules,

procedures, and routines on the very
first day of school and continue to teach
and reinforce them throughout the
school year.
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The number one problem in
the classroom is not
discipline; it is the lack of
procedures and routines.

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Discipline vs. Procedures…
Discipline: Concerns how students BEHAVE
Procedures: Concerns how things are DONE

Discipline: HAS penalties and rewards

Procedures: Have NO penalties or rewards

A procedure is simply a method or process

for how things are to be done in a
classroom.

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 Students must know from the very
beginning how they are expected to
behave and work in a classroom
environment.

DISCIPLINE dictates how students are

to behave

PROCEDURES and ROUTINES dictate

how students are to work

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A PROCEDURE is A ROUTINE is what
how you want the student does
something done automatically
without prompting
or supervision
It is the
responsibility of the
the teacher to Becomes a habit,
communicate practice, or custom
effectively for the student

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A smooth-running class is
the responsibility of the
teacher, and it is the
result of the teacher’s
ability to teach
procedures.
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Dealing with Anger…

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If you want it…teach it. If you
expect to maintain it,
encourage it, acknowledge it,
and reinforce it.

 source unknown

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“Always say what you mean,
and mean what you say…but
don’t say it in a mean way.”
 Nicholas Long

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Classroom Environment…

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“No improvement will occur in
instruction until the classroom
climate improves.”

“Classrooms have personalities

just like people.”

-63 Ways of Improving Classroom Instruction

(Gary Phillips and Maurice Gibbons)

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If the classroom is a fish
bowl…

Piranha

Catfish

Goldfish
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Piranha…..
Are usually the “trouble-makers”
Can be passive aggressive or overtly
aggressive
Have negative attitude
Have attendance problems
Are “at risk”
Etc., etc., etc……

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Catfish…..
Go with the flow
Are usually good-natured, but have
limited motivation
Are social beings
Tend to cooperate; follow MOST rules
Perform to the average or just enough
to stay out of trouble with mom/dad
Etc., etc., etc……
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Goldfish…..
Are in the top 10-15% of their class
Are “teacher pleasers”
Are highly motivated to perform well
Show enthusiasm for learning
May be “over achievers” and /or high
achievers
Etc., etc., etc…….

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Pre-Planning Strategies
1. Determine the learning styles of your
students
2. Determine reading levels/skills of students
3. Inventory access to technology
4. Connect writing to what is being taught
5. Focus on academic expectations and core
content
6. Establish a variety of instructional strategies

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Essential Questions
What do I want all students to know and be able
to do at the end of this lesson?
What will I do to cause this learning to happen?
What will students do to facilitate this learning?
How will I assess to find out if this learning
happened?
What will I do for those who show through
assessment that the learning did not take place?

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Think-Pair-Share

“Best Practices” in Lesson Planning

Some Guiding Principles

Adapted From: 63 Ways of Teaching or Learning

Anything by Gary Phillips and Maurice Gibbons

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Thinking It Through…
Lesson Content
Learning Level
Instructional Methods, Materials,
Activities
Student Activities
Evaluation Tools, Strategies, Activities

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The Lesson Plan Rubric
Academic Focus
Instructional Strategies
Student Engagement
Writing Strategy
Reading Strategy
Technology Strategy
Assessment Strategy
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Unmotivated Students…

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The Unmotivated Student…

Problems often emerge during late

elementary or middle school.
Often initiated by early academic problem.
Begins to see school as a place of “drudgery”.
Will most often become discipline problem.
At risk of becoming a “drop out”.

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Unmotivated Student, cont.
Factors That Influence Motivation:
 Fear of Failure – “Better to look bad, than
stupid”. Safer not to try.
 Lack of Meaning – May not see relevance
to assignments.
 Emotional Distress – Anxiety/Depression
from influences at home.
 Learning Disability – Give up in frustration.

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Unmotivated Student, cont.
 Lack of Challenge
 Desire for Attention – look helpless to
teacher
 Peer Concern – not cool to like school
 Low Expectation – no encouragement from
home
 Expression of Anger – due to pressure from
parents

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Unmotivated Student
Interventions
Assess the origin,(records, teachers, etc)
Talk with the Student Privately – develop the
relationship.
Provide a Warm, Accepting Climate
Stay Close to the Student
Introduce the Lesson with Enthusiasm
Give Clear Direction and Feedback
Present Tasks in Manageable Doses
Orchestrate the Student’s Success
Highlight the Student’s Talents

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Unmotivated Student
Interventions, cont.
 Vary Your Teaching Style
 Relate Instruction to Student’s Interests
 Make Instruction Relevant to Real World
 Provide Hands-on Activities
 Apply “Meaningful Work”…CHAMPs
 Allow Student Some Control over What and How He
Learns
 Praise Student’s Efforts and Accomplishments
 If Student is Too Cool, consider incentives, rewards,
group recognition ( spark some competition)
 Challenge the Student

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HYPERACTIVITY…
Constant movement Provide structured high
activity tasks

Easily distracted
Allow for control
movement
Lack of control
Reward on-task
behaviors
Verbal

Use color codes for

Does not attend to cues recognitions of behaviors

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INATTENTION…
Passive Focus attention on key
elements of activity

Minimal problem- Develop and mental

solving skills map with student

Dependent learner Facilitate routine success

Help the student self-

Views ability versus monitor performance
effort as a problem

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IMPULSIVITY…
Speaks before thinking Provide short and specific
out answers directions

Cannot monitor Reflective evaluation

behavior
Develop problem-solving
Impatient with
repetition Model expected behaviors

Avoids anxiety Allow behavior outlets

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DISRUPTIVE BEHAVIOR…
Refuses to do work Reinforce positive
behavior
Defy authority
Use high interest
Intimidates other personally relevant
students material

Distract teaching Provide short successes

through verbal or
physical means

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Key Ideas…

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Descriptors of the Ideal Classroom that
Reflects Excellent Instruction in the Area
of Behavior Management
The classroom is organized in a manner that encourages
order, participation, independence, and continuous
learning
There is a small number of meaningful rules
Students understand and enforce rules
The teacher is constantly teaching independent behavior
management skills
The teacher spends an appropriate amount of time at the
beginning of the school year establishing the culture and
climate for positive acceptable behavior
Student’s demonstrating appropriate behaviors constantly
receive positive reinforcement

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Descriptors of the Ideal Classroom that
Reflects Excellent Instruction in the Area
of Behavior Management
The teacher handles inappropriate behavior in a firm,
fair, consistent, and caring manner
The teacher’s interactions with students are positive
and reinforce the importance of student success
The teacher has several motivators that reinforce and
shape student positive behaviors
Classroom instruction is well organized, meaningful,
and allows for student differences (individual and
group)
Classroom management strategies are appropriate to
the environment and needs of the students

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Descriptors of the Ideal Classroom that
Reflects Excellent Instruction in the Area
of Behavior Management
There is an established communication between
home and school
Students receive constant positive reinforcement for
doing good work and encouragement to do better
Student work is displayed throughout the classroom
and behavior and learning reinforcers are visible
throughout the room

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Descriptors of a Teacher Who is Successful
at Behavior Instruction and Reinforcement

The teacher has the ability to KNOW

and effectively RELATE to his/her
students
 Establishes rapport and trust
 Separates unacceptable behavior from
student as a person
 Knows total student in and out of school
 Knows student’s interests/likes/dislikes

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Descriptors of a Teacher Who is Successful
at Behavior Instruction and Reinforcement

The teacher has practical and current

KNOWLEDGE of behavior management
strategies
 Classroom design
 Classroom management
 Establishing baseline data
 Developing a behavior plan

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Descriptors of a Teacher Who is Successful
at Behavior Instruction and Reinforcement

The teacher APPLIES behavior

management strategies in a FLEXIBLE
and TIMELY manner
 Ability to quickly analyze situation and
appropriately apply techniques
 Has good timing-when and where to react
and respond

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Descriptors of a Teacher Who is Successful
at Behavior Instruction and Reinforcement

The teacher is CONSISTNET, has good

FOLLOW-THROGUH, and FOLLOW-UP
WITH STUDENTS
 Is clear and predictable from day 1
 Communicates expectations often
 Can re-establish respect after encounters
 constantly reinforces expected behavior

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Teachers who are successful at behavior
instruction and reinforcement…

Have a keen AWARENESS of the classroom

ATTEND to more than one matter at a time
Train students to follow established classroom
PROCEDURES/ROUTINES without disturbing others
PACE their instruction without unnecessary delays
Use a variety of techniques to keep students
INTERESTED and INVOLVED
Use various techniques to check student INVOLOVEMNT,
LEARNING, and ATTENTION
Use EFFECTIVE TECHNIQUES with individual students
that guide other student’s behavior

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Word Wall Activity…
In your group, discuss the term(s) that you
have chosen.

Think about what we have discussed about

this item today.

Share:
 Your thoughts and
 A factual statement

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 Now What?

Where do I go from here?

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Resources

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Contacting Today’s Presenters….
Lisa Smith, Instruction/Behavior Consultant
Upper Cumberland Special Education Cooperative
Phone: 606-337-3555
Email: galasmith@jellico.net

Keith Lakes, Behavior Consultant

Upper Cumberland Special Education Cooperative
Phone: 606-364-4673
Email: prtcnet.org

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 UPPER CUMBERLAND SPECIAL
EDUCATION COOPERATIVE STAFF

Ginger Brashear, Director Carla Jordan, Complex Needs/AT

Phone: 549-7000 ext 34 Phone: 606-546-3111157
Email: gbrashear@whitley.k12.ky.us Email: cjordan@knox.k12.ky.us

Gary Smith, Due Process Keith Lakes, Behavior

Phone: 606-337-3555 Phone: 606-364-4673
Email: gsmith@jellico.com Email: prtcnet.org

Angela Bray, Instruction Lisa Smith, Instruction/Behavior

Phone: 606-679-1123 Phone: 606-337-3555
Email: abray1@pulaski.net Email: galasmith@jellico.net
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