1. Classroom Management
“THE FAB 15”

2. WHO ARE YOU?? TWO TRUTHS AND A LIE Record 3 statements about yourself.
2 of the statements should be truthful
1 should be a lie
We will try to spot the lie!!

3. BEST IN SHOW
Identify the best teacher you ever had (K-College name isn’t important) and why they were the best. What is one strategy that teacher used for classroom management? Now identify a teacher that you would consider one of the worst teachers you ever had (K-College) and Definitely do not give any names on this one!! Identify specific actions that you feel have earned them this title.

4. What is Classroom Management?
It’s effective discipline
It’s being prepared for class
It’s motivating your students
It’s providing a safe, comfortable learning environment
It’s building your students’ self esteem
It’s being creative and imaginative in daily lessons
And . . .

5. . . . It’s different for EVERYONE!!
WHY?
Teaching Styles
Personality/Attitudes
Student population
Not all management strategies are effective for every teacher
Try different strategies to see if they work for you

6. QUIZ TIME!!
What is your classroom management profile?

7. WHICH POOH CHARACTER ARE YOU??
Rabbit
Owl
Piglet
Eeyore

8. SELF ASSESSMENT Fist-to-Five…Where are you with classroom management?
A fist indicates you are still thinking?
One finger indicates extremely frustrated.
Two fingers indicates frustrated.
Three fingers indicates that you are surviving.
Four fingers indicates that you are pretty comfortable and things are working well.
Five fingers indicates that your classroom runs smoothly with very few issues. What are you doing here?? 

9. Why is Classroom Management Important?
Satisfaction and enjoyment in teaching are dependent upon leading students to cooperate
Classroom management issues are of highest concern for beginning teachers
Classroom management and effective instruction are key in ensuring student success and learning

10. THE FAB 15…
LET’S BEGIN!

11. FAB 15…NUMBER 1
“EXPECT THE BEST… TEACH THE REST”

12. YOU SET THE TONE
Set the tone for everything…behavior, procedures, grades, work ethic, attitude…everything!!
Teach students to manage their own behavior
Students LEARN to be on-task and engaged in the learning activities you have planned for them…REMEMBER THIS…
“It is more natural to be off-task than on!”
Teach, teach, and re-teach routine classroom procedures
Model/provide exemplars for excellence in student work and attitudes

13. FAB 15…NUMBER 2
I KNOW, I KNOW, YOU HAVE HEARD
THIS A MILLION TIMES..

14. FFC
Be fair, firm and consistent…remember that students are, by nature, the morality police.
They can spot inconsistencies a mile away and take joy in calling you out on it!!
Students may not enjoy consequences of inappropriate behavior but they will respect your decisions if they know that you are fair and apply discipline/consequences fairly

15. ACCENTUATE THE POSITIVE
FAB 15…NUMBER 3
ACCENTUATE THE POSITIVE

16. POSITIVE IS A PLUS
Build a positive, PROFESSIONAL rapport with students
Establish a positive classroom environment…greet students at the door everyday with a smile
Model the positive behaviors and attitude you desire in your students

17. FAB 15…NUMBER 4
“IF YOU DO NOT HAVE A PLAN, THEN YOU ARE PLANNING TO FAIL!!” BENJAMIN FRANKLIN

18. PLAN, PLAN, PLAN
Planning engaging, purposeful lessons is one of the best recipes for a smooth, orderly classroom
Over plan your lessons to minimize down time…down time is every teacher’s worst enemy
Plan lessons that address multiple learning styles and allow all students to experience success

19. FAB 15…NUMBER 5
THE BOY SCOUTS SAID IT BEST…

20. BE PREPARED!! Be organized Be on time
Be prepared for changes to your even the “best laid plans”
Have a plan B
Have a plan C
Anticipate possible hiccups in your lessons and activities
In other words…winging it is not an option!!

21. REFLECTIVE PLANNING

22. DEVELOP EFFECTIVE BEHAVIOR CUES
Focus attention on entire class
Don’t talk over student chatter
Silence can be effective
Use softer voice so students really have to listen to what you’re saying
Raise your hand

23. FAB 15…NUMBER 6
“TIME IS OF THE ESSENCE”

24. Transition vs. Allocated Time
Allocated time: the time periods you intend for your students to be engaged in learning activities
Transition time: time periods that exist between times allocated for learning activities
Examples
Getting students assembled and attentive
Assigning reading and directing to begin
Getting students’ attention away from reading and preparing for class discussion

25. Transition vs. Allocated Time
The Goal:
Increase the variety of learning activities but decrease transition time.
Student engagement and on-task behaviors are dependent on how smoothly and efficiently teachers move from one learning activity to another

26. FAB 15…NUMBER 7
K.I.S.S.

27. KEEP IT SIMPLE SUGAR Make classroom rules simple
Keep classroom procedures simple
Give clear and simple instructions during classroom activities
Remember that even adults can only process 3-4 instructions at a time effectively!!

28. FAB 15…NUMBER 8
EDUCATOR “FENG SHUI”

29. CLASSROOM ARRANGEMENT
Make sure all students can see and hear clearly (and you can see them clearly)
Arrangement is determined by learning activity (lecture, class discussion, small group work, etc.)
Allow room and easy access for proximity control
Think through class procedures and learning activities and arrange the room in the best possible way

30. FAB 15…NUMBER 9
“WITH-IT-NESS”

31. WITH-IT-NESS
Withitness refers to a teacher’s awareness of what is going on in the classroom

32. A teacher has “with-it-ness” if:
When discipline problems occur, the teacher consistently takes action to suppress the misbehavior of exactly those students who instigated the problem
When two discipline problems arise concurrently, the teacher deals with the most serious first
The teacher decisively handles instances of off-task behavior before the behaviors either get out of hand or are modeled by others

33. With-it-Ness (continued)
When handling misbehavior – make sure all students learn what is unacceptable about that behavior
Getting angry or stressed does not reduce future misbehavior
Deal with misbehavior without disrupting the learning activity

34. “ACTIONS SPEAK LOUDER THAN WORDS”
FAB 15…NUMBERS 10 & 11
“ACTIONS SPEAK LOUDER THAN WORDS”

35. PROXIMITY AND BODY LANGUAGE
Eye contact, facial expressions, gestures, physical proximity to students, and the way you carry yourself will communicate that you are in calm control of the class and mean to be taken seriously.
Be free to roam
Avoid turning
back to class

36. DEVELOP EFFECTIVE BEHAVIOR CUES
Focus attention on entire class
Don’t talk over student chatter
Silence can be effective
Use softer voice so students really have to listen to what you’re saying
Raise your hand

37. FAB 15…NUMBER 12
“THE BEST DRIVERS ARE
DEFENSIVE DRIVERS”

38. PROACTIVE VS. REACTIVE
The best teachers use all of the Fab 15 strategies already mentioned and more to ensure that their classroom runs like a well-oiled machine.
By using proactive teaching and classroom management strategies, more time is spent on teaching and learning and less on reacting and putting out fires.
Being proactive means paying it forward before class starts but receives huge dividends in the end!!

39. FAB 15…NUMBER 13
“LAUGHTER IS THE
BEST MEDICINE”

40. USING HUMOR Use humor when appropriate Be able to laugh at yourself
NEVER use sarcasm
Sarcasm puts students on the defensive and damages your relationship

41. FAB 15…NUMBER 14
A STELLAR PERFORMANCE

42. EVERY PERFORMER NEEDS A STAGE
Confrontation gives students a “stage” to perform
Avoid power struggles…no one wins
Give students a dignified way to get out of a bad situation
Pick your battles
Address behavior issues in private whenever possible

43. FAB 15…NUMBER 15
DEVELOP A THICK SKIN

44. IT IS NOT PERSONAL Kids make poor choices…that is what they do!
Kids misbehave…that is their job!
Kids test boundaries and limits…it is a natural part of growing up!
Kids don’t always do what we want them to…no matter how much they like us!
DON’T TAKE IT PERSONNALY!!

45. Dealing with Misbehavior
THE HONEYMOON IS OVER!!
Dealing with Misbehavior

46. Functions of Behavior Every behavior has a function
Four primary reasons for disruptive behavior in the classroom
Power
Revenge
Attention
Want to be left alone (i.e., disinterest or feelings of inadequacy)

47. Functions of Behavior
Many misbehaviors exhibited by students are responses to a behavior exhibited by the teacher
Do not tolerate undesirable behaviors no matter what the excuse
Understanding why a person exhibits a behavior is no reason to tolerate it
Understanding the function of a behavior will help in knowing how to deal with that behavior

48. Dealing with off-task behaviors
Remain focused and calm; organize thoughts
Either respond decisively or ignore it all together
Distinguish between off-task behaviors and off-task behavior patterns
Control the time and place for dealing with off-task behavior
Provide students with dignified ways to terminate off-task behaviors
Make specific references to behaviors, do not make it a personal attack

49. Dealing with off-task behaviors
Remember that continuing with classroom instruction is always the main priority!!
Avoid playing detective
Utilize alternative lesson plans
Utilize the help of colleagues
Communicate and enlist the help of parents/guardians

50. Power Seeking Behavior
Power-seeking students attempt to provoke teachers into a struggle of wills
In most cases, the teacher should direct attention to other members of the class

51. Attention Seeking Behavior
Attention-seeking students prefer being punished, admonished, or criticized to being ignored
Give attention to this student when he or she is on-task and cooperating
“Catch them being good!” – and let them know you caught them

52. Behavior: Rambling -- wandering around and off the subject
Behavior: Rambling -- wandering around and off the subject. Using far-fetched examples or analogies.
POSSIBLE RESPONSES:
Refocus attention by restating relevant point.
Direct questions to group that is back on the subject
Use visual aids, begin to write on board, turn on overhead projector.
Say: "Would you summarize your main point please?" or "Are you asking...?"

53. Behavior: Talkativeness -- knowing everything, manipulation, chronic whining.
POSSIBLE RESPONSES:
Acknowledge comments made.
Give limited time to express viewpoint or feelings, and then move on.
Make eye contact with another participant and move toward that person.
Give the person individual attention during breaks.
Say: "That's an interesting point. Now let's see what other other people think."

54. Behavior: Sharpshooting -- trying to shoot you down or trip you up.
POSSIBLE RESPONSES:
Admit that you do not know the answer and redirect the question the group or the individual who asked it.
Acknowledge that this is a joint learning experience.
Ignore the behavior.
Speak to the student in private…take the stage away
KNOW YOUR CONTENT!!

55. Behavior: Grandstanding -- getting caught up in one's own agenda or thoughts to the detriment of other learners.
POSSIBLE RESPONSES:
Say: "You are entitled to your opinion, belief or feelings, but now it's time we moved on to the next subject," or
"Can you restate that as a question?" or
"We'd like to hear more about that if there is time after the presentation."

56. Behavior: Overt Hostility/Resistance -- angry, belligerent, combative behavior.
POSSIBLE RESPONSES:
Hostility can be a mask for fear. Reframe hostility as fear to depersonalize it.
Respond to fear, not hostility.
Remain calm and polite. Keep your temper in check.
Don't disagree, but build on or around what has been said.
Move closer to the hostile person, maintain eye contact.
Always allow him or her a way to gracefully retreat from the confrontation.

57. Behavior: Overt Hostility/Resistance -- angry, belligerent, combative behavior (continued)
POSSIBLE RESPONSES:
Allow individual to solve the problem being addressed. He or she may not be able to offer solutions and will sometimes undermine his or her own position.
Ignore behavior.
Talk to him or her privately during a break.
As a last resort, privately ask the individual to leave class for the good of the group.

58. Behavior: Griping -- maybe legitimate complaining.
POSSIBLE RESPONSES:
Point out that we can't change policy here.
Validate his/her point.
Indicate you'll discuss the problem with the participant privately.
Indicate time pressure.

59. Behavior: Side Conversations -- may be related to subject or personal
Behavior: Side Conversations -- may be related to subject or personal. Distracts group members and you.
POSSIBLE RESPONSES:
Don't embarrass talkers.
Ask their opinion on topic being discussed.
Ask talkers if they would like to share their ideas.
Casually move toward those talking.
Make eye contact with them.
Standing near the talkers, ask a near-by participant a question so that the new discussion is near the talkers.
As a last resort, stop and wait.