1. Managing the Classroom
EDEL 413, CSUB
Debbie Meadows

2. Prepare, Prepare, Prepare
Physical Environment
Policies and Procedures
Rules
Teacher Dress
Communicate
Preparation is the Key to Success

3. The Physical Environment
Floor Space
Wall Space
Countertops
Shelves
Cupboards and Closets

4. Floor Space Student Desks Bookcases Rugs/Carpets Work/Activity
Teacher Desk
Equipment
Ease of Movement
Visibility
Traffic Areas
Monitoring of Students
Interaction

5. Floor Space Items, individuals, and equipment can be distracting
Prevent distractions, minimize behavior problems
Avoid congestion in high-traffic areas
Sit in each seat to ensure visibility

6. Consider: Flexibility in seating Seating should match lesson purpose
Allows for a variety of instructional formats
Seating should match lesson purpose
Grouped—social interaction
Rows– individual work

7. Floor Plan

8. Floor Plan

9. Floor Plan

10. Floor Plan
minimize distractions, maximize access, lesson purpose

11. Floor Plan
minimize distractions, maximize access, move with ease

12. Floor Plan Activity

13. Wall Space Bulletin Boards White or Chalk Boards Posters and Pictures
Student-made
Teacher-made
White or Chalk Boards
Posters and Pictures

14. Additional Areas Countertops Shelves Cupboards and Closets
Student Cubbies

15. Use of Classroom Space

16. Countertop Display

17. Student Work Bulletin Board

18. Classroom Arrangement

19. Classroom Arrangement

20. Safety Tips High traffic areas are free of congestion
Student desks are ALWAYS visible
Supplies are safely stored
Breakables are safely stored
Electrical outlets are used appropriately
Windows and doors are unobstructed
Rugs are fastened down

21. A Few “Good Things”
Your name, grade and room number are posted on the door
Students have a space to store their belongings
Students can see instruction and activities from their desk
Teacher’s personal space
Agreeable room temperature

22. Harry and Rosemary Wong
Classroom Procedures
The number one problem in the classroom is not discipline; it is the lack of procedures and routines.
Harry and Rosemary Wong

23. Discipline and Procedures
Student Behavior
Has Penalties or rewards
Procedures
How things are done
Have NO penalties or rewards
A rule is a Dare to be broken, whereas a procedure is not.
A procedure is a DO, a step to be learned.
Wong, p.169

24. Behavior Problems Teacher has not thought out what will happen
Students have not been trained to follow procedures
Teacher spends no time managing the classroom

25. Procedures and Routines
What the teacher wants done
What the students do automatically

26. Teaching Procedures Explain and Model Rehearse Reinforce Reteach
Routine

27. Procedures Pre-School Preparation Opening Activities
Instructional Activities
Transitional Activities
Work Requirements
Classroom Maintenance
Special Activities
Parent Involvement
Emergencies

28. Pre-School Bulletin Boards Learning Centers Seating Cubbies Library
Storage Areas
Materials/Supplies
Student
Teacher
Student Folders
Personal Folders
First Day Packets
Materials for First Week
Schedules
School
Classroom

29. Opening Activities Entering the Room Putting Away Belongings
Turning in Homework
Turning in Notes/Lunch
Beginning Assignment
Taking Roll
Jobs/Helpers

30. Instructional Activities
Teacher’s Attention Signal
Asking for Help
Getting the Teacher’s Attention
Turning in Papers/Materials

31. Transitional Activities
Going to the Bathroom
Getting water
Recess
Lunch
Dismissal
Between Subject Areas

32. Work Requirements Attending to the Speaker Passing out Supplies
Collecting Supplies
Sharpening Pencils
Getting Materials

33. Classroom Maintenance
Cleaning out their pencil boxes
Cleaning out their desks
Care of Library
End of the day

34. Special Activities Birthday Parties Holiday Celebrations Picture Day
School Assemblies
Classroom Visitors
Office Interruptions
Substitutes

35. Parent Involvement How do you want to use parents?
What should parents do when they arrive?
Parent to child interaction
Parent to student interaction
Conferencing
Have a plan, make them welcome. Give them something to do.

36. Emergencies Fire Drill Earthquake Teacher Leaves the Room
School Lock-down
Have an emergency no-discussion signal for attention. Practice often!

37. Group Activity Work with your group to write procedures for:
Coming into the classroom
Taking Roll
Getting the teacher’s attention
Working with parents in the classroom
Reference: Borman, Chapter 11
Wong, Chapter 20

38. Rules
Effective teachers present their rules clearly and provide reasonable explanations of the need for them.
Wong and Wong, p. 141

39. Discipline Plan Students in Charge Teacher in Charge
Teacher listens
Teacher in Charge
Teacher tells what is to be done
Student and Teacher Cooperate
Teacher confronts and agreements are reached

40. Elements of a Discipline Plan
Rules
Consequences
Rewards

41. Why Have Rules? Expectations of Student Behavior
Structured Environment
Safety
Effective use of Class Time
Work-Oriented Atmosphere
Sets the Tone

42. Rule Basics Observable Behaviors Relevant to Students and Situation
Limit number of rules (3-5)
Covers one behavior
Fair and equitable
Consistency

43. Two Types of Rules General Veteran Teachers Covers Many Areas Flexible
Broad Expectations
Specific
New Teachers
Cover One Behavior
Clearly States Expectation
Pick the Important 5

44. General Rules Respect others Take care of the school
Be polite and helpful
Keep the school clean
Cooperate with others

45. Specific Rules Listen when the teacher is talking
Keep your hands and your feet to yourself
Use an inside voice
Stay in your seat
Ask three before me

46. Introducing Rules Start the first day of school Positive introduction
Explain the reason for the rule
Model expectation
Primary Grades: introduce all and practice each independently

47. School and District Rules
Classroom rules parallel these
Teach rules before going to recess, lunch, dismissal
Enforce school and district rules as yours
Understand and follow them

48. Consequences
Penalties
Negative
Rewards
Positive

49. Consequences Do NOT stop the lesson unless it is an emergency
Immediately give the reward or penalty
Give it quietly and quickly

50. Group Activity Write a set of specific rules for a second grade class
Write a set of specific rules for a fifth grade class
Reference: Wong, Chapter 18
Borman, Chapter 11

51. Teacher Rules Post the Rules Post the Rewards and Consequences
Act Immediately
Positive Feedback
Predictable and Consistent Teacher Behavior

52. Dress for Success Respect Credibility Acceptance Authority
“You will be treated
as you are dressed”

53. Communicate the Rules Administrators Colleagues
Paraprofessionals and Volunteers
Students
Parents
Assignment:
Write a beginning of the year letter for your classroom management plan (Borman p ).

54. Managing the Classroom
Physical Environment
Psychosocial Environment
Procedures
Rules
Teacher Dress
Communication