1. Newly Appointed
Teachers Conference
Batemans Bay
Classroom Management

2. Classroom Management Preparation Relationships Behaviour Personality
Routine
Classroom
Management
Variety
Parents
Room
organisation

3. Preparation Lessons planned at their level Students have a purpose……
Whiteboard / blackboard / smartboard items written/organised.
Photocopies done
Work areas ready – pencils, pens, books paper……
Transitions ready
Early finishers tasks…

4. Routine
Routines are the standard operating procedures or predicable sequences of events that promote smooth and timely accomplishment of specific classroom activities.
Their purpose is not to reduce the class program to a set of rules but to avoid the teacher having to make repetitive statements about what pupils should do.
Timetables - Make it visual!
2. Use of classroom space
Desks and personal storage space for
pupil use
• Storage of class materials for pupil use
• Learning centres and equipment areas
• Pencil sharpener, wastebasket, sink
• Teacher’s table and storage space
• Shared resources, bookshelves
3. Movement in and out of classroom
• Beginning the school day
• Leaving the room
• Returning to the room
• Ending the school day
4. Whole-class procedures
• Distributing and collecting materials
• Behaviour during disruptions or delays
• Pupil participation in class discussions
• Assignments and homework
• Pupil behaviour during classwork
Handing in/handing back pupil work
• Out-of-seat procedures
• What to do when a task is finished
• Morning session routine
• End-of-day requirements
General procedures
• Toilet
• Emergency drills
• Housekeeping – watering plants,
feeding pets, monitors, cleaning
chalkboards
• Administrative matters – absences, roll
call, collecting money, record keeping.
6. Small-group procedures
• Preparing for group work
• Pupil movement in and out of group
• Bringing materials to a group
• Expected behaviour
• Recording progress

5. Routines
For example:
Routine for money, absent notes, permission notes
Routine for bookwork
Routine distributing art materials
Routine for canteen lunch orders
Routine for handing in completed work
Routine if the teacher is called out of the room.
Routine for going to the toilet
Routine for working in small groups
Routine for lining up

8. Make it visual
Many and varied, have some fun!
Teach the whole curriculum… the 3 Rs but also… CAPA, - art, dance, music. S&T – hands on, PEPDH – get out there teach basic skills, enjoy games time. Cogs

10. Munch 'n crunch

16. Relationships 1. Committed 2. Listening 3. Compassionate 4. Confident
5. Tough
6. Fair
7. Resourceful
8. Flexible
9. Supportive
10. Advocacy
11. Prepared
12. Approachable
13. Reliable
14. Tolerant
to working with children who display challenging behaviour in a positive way
2.obviously, actively, responsibly and purposefully
3. see, understand and act positively
4. happy with yourself and with what you are doing
5. determined, persistent, resilient, able to handle the disappointments, the slow nature of progress and the reversals that can be a feature of the work. Tough on behalf of the children.
6. prepared to listen, willing to allow children to express themselves. Able to display fairness to all concerned.
7. innovative, participative and quick thinking
8. able to respond to circumstances which may change quickly and inexplicably, able to try different strategies
9. able to support all children even those who present a challenge
10 prepared to be an advocate for children who are subject to being scapegoats, picked on, bullied
11. to be involved in situations/incidents, the unexpected, the harrowing and the difficult
12.being there for children
13. able to handle information sensitively and professionally. Able to treat pupil confidences appropriately and with respect
14. an acceptance of the child, if not the behaviour, understanding the slow pace of change in children’s attitudes, behaviours, social skills and self motivation

17. Management tester 1 …
It is straight after the lunch bell, your class has just seated themselves, in run group of boys to explain that a boy is locked in a cubicle in the boy’s toilets and appears to be unconscious. The principal is there but needs your assistance…..
How will you manage to leave your class and deal with this emergency?

18. Behaviour Speak when you are angry
and you will make the best speech you will ever regret.
Lawrence J Peter

19. Establish
behaviour
boundaries /
rules

20. A clear set of rules

23. The Pyramid 2% - 3% may require intervention strategies
12% will explore the boundaries of classroom management strategies
85% students prosper within classroom management strategies

24. Behaviour The problem student… Take time to understand the behaviour
Medication?
Poor diet?
Late nights?
family?
Classroom
disruption?
Work too hard
Too easy?
Bullying?
Centre of
attention?

26. Behaviour

30. When it is all too much... Have a time out area for the student
Send on a message
Have a buddy /
supervisor
you can send student to
Refer to LST,
counsellor
Share your
problems

31. Parents
Be available…
Keep them informed… notes home, information afternoons / evenings, informal chats.
Be positive … you are talking about their nearest and dearest…
Utilise them as classroom helpers….

32. Room Organisation
Clearly marked function areas … trays, books, bags, seating,
Bright visual displays – word charts, tables charts, published work, art, science
Furniture arranged for easy flow, easy visual access to ‘board’ areas….
‘Areas’ …. Computers, mat, reading, wet….

39. Variety Teach the whole curriculum….
Key Learning Area Proportion of Time
English 25% - 35%
Mathematics 20%
Science and Technology 6 % - 10%
PDHPE 6 % - 10%
HSIE 6 % - 10%
Creative and Practical Arts6 % - 10%
Additional activities up to 20%

40. Personality You are a major part of each individual’s life…
Be positive….
Allow time for humour….
Show enthusiasm for your teaching….

41. Confrontational - yelling - excessive punishment
The Classroom Manager
Warm relationships.
Poor preparation
Humour.
9 – 3 teacher.
Conditions of learning.
Silly humour.
Groups.
Cooperative learning.
SUCCESSFUL RANGE.
King of the kids.
VAK – variety of teaching styles.
Excellent planning.
Poor standards.
MI.
Motivational techniques.
Laissez - faire
Clearly and often stated standards, expectations & rules.
Routines not established.
Charisma
IDEAL TEACHING STYLE.
Accelerative strategies.
Specific & explicit teaching.
Modelling examples.
Routines & procedures.
Same teaching style.
Laissez faire – ‘leave it alone’ …. a policy of allowing events to take their own course
confidence.
Sarcasm.
Immobile
Rule by fear.
Put downs.
Confrontational - yelling - excessive punishment
Authority