1. Classroom Management On a sticky note answer the following :
What does classroom management mean to you?
What do you think of when you hear the words classroom management?

2. Classroom management video

3. Proactive Classroom Management: A host of proactive strategies that teachers can implement to prevent the occurrence of problem behaviors and create a classroom environment that is conducive to learning

4. The 2 Most Important Variables for Learning
Time devoted to instruction (TDI)
How much actual time throughout the day is devoted to learning activities?
Direct instruction, small group activities, independent seatwork
Academic engaged time (AET)
The extent to which students are engaged or paying attention to the instruction
Learning does not occur if the student is not paying attention

5. The Numbers: Increasing TDI or AET
5 hours of possible instruction per day (300 minutes)
Engage in efforts to increase TDI and/or AET
Increase by:
5 minutes per day = +25 minutes per week; hours for year
10 minutes per day = +50 minutes per week; hours for year
15 minutes per day = +75 minutes per week; hours for year
30 minutes per day = +150 minutes per week; hours for year

6. Why is it more difficult to manage the Behavior of a Group than an Individual?
More of them and only one of you
Difficult to please everyone at once
Diverse motivations, interests, and skill levels
Peer contagion
People do things in the context of groups that they would never do alone

7. 16 Proactive Classroom Management Strategies
Organizing a productive classroom
Establishing positive relationships with all students in the class
Positive greetings at the door to pre-correct and establish a positive climate
Classroom rules/expectations and procedures are visible and known by every student
Transitions are managed well
Independent seatwork is managed and used when needed
Communicating competently w/ students
Teach, model, and reinforce pro- social skills
Teacher proximity
Motivation system to reward desirable behavior
Goal setting and performance feedback
Visual schedule of classroom activities
Effective cuing systems to release and regain attention
5 to 1 ratio of positive to negative interactions
Smiling and being nice
Providing numerous opportunities to respond

8. #1 Organizing a Productive Classroom
All students can see instruction without having to strain or engage in effort
Students do not face traffic areas (distractibility)
Problem students are not seated next to one another
Easy to walk without disruption
Seating rows with paired desks instead of tables
Reduces disruptive behavior (Whedall et al., 1981)
Increases academic productivity (Bennett & Blundell, 1983)
Why? Environmental structures us associated with greater on task behavior.

9. #2 Establishing positive relationships
Put more effort into an assignment...
Get To Know Your Students. ...
Protect the Student's Self-Esteem. ...
Build Goodwill on Good Days. ...
Listen to Students.

10. #3 Positive Greeting
Positive greetings at the door to establish a positive classroom atmosphere and pre-correct problem behavior
Standing at the DOOR!
Positive verbal or non-verbal interactions with students as they walk into the room
Pre-correct individual student or all students
Positive relationships make the individual behavioral compliance easy to achieve.

11. #4 Classroom Rules and Procedures
Establish clear rules/expectations
Rules/expectations stated in the positive
No more than 3 to 5 rules/expectations
Review rules/expectations on a weekly basis
Reinforce rule abiding behaviors
Response cost rule violating behaviors
Students become clear on what desired behaviors are in your class.

12. #5 Transitions
Signal for attention. When it's time to wrap up an activity and transition to something new, the first step is to signal for your students' attention. ...
Use “In a moment.” ...
Give your directions. ...
Use your “Go” signal. ...
Observe. ...
Building A Bridge.
Simply being prepared
Studies indicate that in some classes students spend more time transitioning than engaged in learning.

13. #6 Independent Seatwork
Managing independent seatwork
Independent seatwork is associated with lower rates of engagement and student achievement than teacher-led activities
Clear expectations
Have backup assignment/activity for those who finish early
Peer-assisted assignment correcting
Lengthy independent skill practice produces an environment where problem behaviors can occur.

14. #7 Communication Communicating competently w/ students
Praise, encouraging feedback, empathy statements and smiling
Delivering effective praise:
Contingency
Specificity
Sincerity
Delivering effective reprimands or corrective statements
Brevity
Non-emotional
Non-threatening, soft voice
Proximity
Competent Communication provides the vehicle to deliver effective praise and reprimands.

15. #8 Modeling
Teach and model behavioral expectations and pro-social skills (SW-PBS)
Set aside time to teach pro-social skills for success in the classroom
Sharing, listening, waiting turns, question asking
Provide examples/non-examples
Catch’em being good
aka – behavior specific praise
Allows for students to learn and practice modeled behavior.

16. #9 Teacher Proximity Teacher proximity
Teacher movement throughout the classroom increases academic engagement
Proximity reduces challenging behaviors in students
“Teach like the floor is on fire”
Can’t stand in the same spot for long before your feet get burned
Students act out less when adults are more visibly monitoring their behavior.

17. #10 Motivation Motivation System
System of delivering rewards or contingent access to desired activities or privileges based on performance
Allows students to receive payoff for maintaining on-task behavior
Helps students who are not inherently good at or motivated to do academic tasks
Reinforcement increases to engage in less desired activities/

18. #11 Goal Setting / Feedback
Goal setting and performance feedback
Establish a reasonably ambitious behavioral goal for each student
Deliver periodic feedback to the students based on their progress toward goal attainment
Reward the individual students and/or entire class for meeting preset goal
Students are motivated to stay on task and complete work when goals and feedback are used.

19. #12 Agenda Visual schedule posted of daily activities
Students know what to expect
Students know when to expect which activities
Students know how much time will be devoted to each activity
Students can better self-manage their behavior and time
Students can better manage their behavior when they know what to expect.

20. #13 Routines and Procedures
Effective cueing systems to release and regain control
Develop signals that release and regain attention
Avoid shouting or using the light switch
Utilize students themselves as a way to prompt and regain attention from other students
“If you can hear me raise your hand.”
Clap three times…snap three times
Routines and gestures to gain and release attention decrease lost of instructional time.

21. #14 Ratio of Positives vs. Negatives
5 to 1 ratio of positive to negative interactions
Positive interactions consist of words, gestures (thumbs up), or physical contact (pat on the shoulder, high five) that have a positive quality to them and are delivered contingent on desirable behavior
Helps students learn expected behaviors and teachers build stronger relationships with students
Reprimands or corrective statements work better in the context of a positive, reinforcing environment
This ration gets the job done! This ratio is proven to result in rapid learning of expectations.

22. #15 Smiling (Mirror Neurons!)
Neurons that fire when another person acts; thus, the neuron "mirrors" the behavior of the other
IMPLICATIONS:
Students learn via modeling from educators and peers
Students will treat us how we treat them (if we’re mean-they’re mean; if we’re nice-they’re nice)
Negative behaviors are harder to maintain under the onslaught of positives.

23. Mirror Neurons – the power of smiling
Randomized trial looking at performance under smiling versus no smiling conditions:
Those in the smile group perceived the world in a better light: To them,
boring material was more interesting,
neutral images looked more positive,
even bland drinks seemed tastier
PLUS, people who smile more live an average of 7 years longer than those who smile less

24. #16 Discussions
Classrooms in which teachers provide students with numerous opportunities to respond, are associated with higher student engagement which is incompatible with problem behavior
Must pass the dead man’s test
If a dead man can be as successful in a classroom as a live student, then there aren’t enough opportunities for students to respond and interact with the learning content
High students engagement results in less opportunity for behavior problem.

25. De-escalation Strategies
Do not intimidate the student (get on the student’s level)
Your eyes below the student’s
Use a calm voice
Fewer words the better
Non-threatening body posture
Do not stand over the student
Stand to the side
Caring statements
Empathy, perspective-taking, encouragement
Give the student a way out
Alternative activity, “Not now, later,” “why don’t you take a break and get some water”
Avoiding shaming, ridiculing, and/or embarrassing the student

26. References
Barbara Kinsley. How not to handle classroom management. October 31,
Classroom Management Techniques. CPI /Classroom-Management-Techniques. October 30, 2017
7 Classroom Management Techniques Teachers Swear By. management-techniques/. October 30, 2017.