Classroom management refers to the wide variety of skills and techniques that teachers use to keep students

organized, orderly, focused, attentive, on task, and academically productive during a class.

One of the best and most highly recommended books on classroom management is available from
Amazon.com. Click HERE to read about it and order it.

The evidence is irrefutable. Surveys of graduates of education schools and colleges indicate that the #1 area of
concern of new teachers is their feelings of inadequacy in managing classrooms. Despite clinical experiences,
practicums, student teaching, and other observations in classroom settings, this problem has persisted for decades.
There is no magic elixir that will confer skill in this area of professional responsibility. We only wish there were.

Classroom management and management of student conduct are skills that teachers acquire and hone over time.
These skills almost never "jell" until after a minimum of few years of teaching experience. To be sure, effective
teaching requires considerable skill in managing the myriad of tasks and situations that occur in the classroom
each day. Skills such as effective classroom management are central to teaching and require "common sense,"
consistency, an often undervalued teacher behavior, a sense of fairness, and courage. These skills also require that
teachers understand in more than one way the psychological and developmental levels of their students. The skills
associated with effective classroom management are only acquired with practice, feedback, and a willingness to
learn from mistakes. Sadly, this is often easier said than done. Certainly, a part of this problem is that there is no
practical way for education students to "practice" their nascent skills outside of actually going into a classroom
setting. The learning curve is steep, indeed.

As previously mentioned, personal experience and research indicate that many beginning teachers have difficulty
effectively managing their classrooms. While there is no one best solution for every problem or classroom setting,
the following principles, drawn from a number of sources, might help. Classroom teachers with many years of
experience have contributed to an understanding of what works and what doesn't work in managing classrooms
and the behavior of students. The following information represents some of the things that good classroom
teachers do to maintain an atmosphere that enhances learning. It is written in straightforward, non-preachy
language, and will not drive you to distraction with its length. I think most students appreciate that. With that in
mind, I truly hope this information is useful to you. Should you decide to purchase my Catalyst: Tools for
Effective Teaching 2.0 program, you will be treated to a great deal of additional classroom management
resource material that you can put to use right away or down the road when you start teaching.

Please send any comments, suggestions, or questions to Dr. Robert Kizlik

An Effective Classroom Management Context

(these four things are fundamental)

1. Know what you want and what you don't want.

2. Show and tell your students what you want.
3. When you get what you want, acknowledge (not praise) it.
4. When you get something else, act quickly and appropriately.
CLASSROOM ARRANGEMENT
While good classroom arrangement is not a guarantee of good behavior, poor planning in
this area can create conditions that lead to problems.
The teacher must be able to observe all students at all times and to monitor work and behavior.
The teacher should also be able to see the door from his or her desk.
Frequently used areas of the room and traffic lanes should be unobstructed and easily accessible.
Students should be able to see the teacher and presentation area without undue turning or
movement.
Commonly used classroom materials, e.g., books, attendance pads, absence permits, and student
reference materials should be readily available.
Some degree of decoration will help add to the attractiveness of the room.

SETTING EXPECTATIONS FOR BEHAVIOR

*Teachers should identify expectations for student behavior and communicate those
expectations to students periodically.

* Rules and procedures are the most common explicit expectations. A small number of general
rules that emphasize appropriate behavior may be helpful. Rules should be posted in the
classroom. Compliance with the rules should be monitored constantly.

* Do not develop classroom rules you are unwilling to enforce.

* School-Wide Regulations...particularly safety procedures...should be explained carefully.

* Because desirable student behavior may vary depending on the activity, explicit expectations
for the following procedures are helpful in creating a smoothly functioning classroom:

- Beginning and ending the period, including attendance procedures and what students may or
may not do during these times.
- Use of materials and equipment such as the pencil sharpener, storage areas, supplies, and
special equipment.
- Teacher-Led Instruction
- Seatwork
- How students are to answer questions - for example, no student answer will be recognized
unless he raises his hand and is called upon to answer by the teacher.
- Independent group work such as laboratory activities or smaller group projects.

Remember, good discipline is much more likely to occur if the classroom setting and activities
are structured or arranged to enhance cooperative behavior.

MANAGING STUDENT ACADEMIC WORK

* Effective teacher-led instruction is free of:

- Ambiguous and vague terms

- Unclear sequencing
- Interruptions
* Students must be held accountable for their work.

* The focus is on academic tasks and learning as the central purpose of student effort, rather than
on good behavior for its own sake.

MANAGING INAPPROPRIATE BEHAVIOR

* Address instruction and assignments to challenge academic achievement while continuing to

assure individual student success.

* Most inappropriate behavior in classrooms that is not seriously disruptive and can be managed
by relatively simple procedures that prevent escalation.

* Effective classroom managers practice skills that minimize misbehavior.

* Monitor students carefully and frequently so that misbehavior is detected early before it
involves many students or becomes a serious disruption.

* Act to stop inappropriate behavior so as not to interrupt the instructional activity or to call
excessive attention to the student by practicing the following unobstructive strategies:

- Moving close to the offending student or students, making eye contact and giving a nonverbal
signal to stop the offensive behavior.

- Calling a student's name or giving a short verbal instruction to stop behavior.

- Redirecting the student to appropriate behavior by stating what the student should be doing;
citing the applicable procedure or rule.

Example: "Please, look at the overhead projector and read the first line with me, I need to see
everyone's eyes looking here."

- More serious, disruptive behaviors such as fighting, continuous interruption of lessons,

possession of drugs and stealing require direct action according to school board rule.

Assertive Discipline has been used by many schools, and is an effective way to manage behavior.
Find out more by clicking here.

PROMOTING APPROPRIATE USE OF CONSEQUENCES

* In classrooms, the most prevalent positive consequences are intrinsic student satisfaction
resulting from success, accomplishment, good grades, social approval and recognition.
* Students must be aware of the connection between tasks and grades.
* Frequent use of punishment is associated with poor classroom management and generally
should be avoided.
* When used, negative consequences or punishment should be related logically to the
misbehavior.
* Milder punishments are often as effective as more intense forms and do not arouse as much
negative emotion.
* Misbehavior is less likely to recur if a student makes a commitment to avoid the action and
to engage in more desirable alternative behaviors.
* Consistency in the application of consequences is the key factor in classroom management.

SOME ESOL PRINCIPLES

(A FEW THINGS TO KNOW ABOUT L.E.P. STUDENTS):

* They are not stupid and they can hear what is being said.. They just don't necessarily
understand the language or culture, yet.
* They come from a variety of backgrounds, even in the same country. For example schooled,
unschooled, Americanized, etc.
* It is easy to misunderstand body language and certain behaviors. For example, eye contact,
spitting, chalk eating, etc.
* Don't assume they understand something just because it seems simple to you. Simplify, boil
down.
* Even when they have lost their accent, they often misunderstand common words and phrases.
* Correct repeated patterns or mistakes.
* Good E.S.O.L. strategies are good teaching strategies.

GUIDELINES FOR EFFECTIVE PRAISE

(Applies primarily to praise associated with instruction and student performance)

Effective Praise Ineffective Praise

1. Is delivered contingently upon student 1. Is delivered randomly and

performance of desirable behaviors or indiscriminately without specific attention
genuine accomplishment to genuine accomplishment

2. Specifies the praiseworthy aspects of the 2. Is general or global, not specifying the
student's accomplishments success.

3. Is expressed sincerely, showing 3. Is expressed blandly without feeling or

spontaneity, variety and other non-verbal animation, and relying on stock,
signs of credibility. perfunctory phrases.

4. Is given for genuine effort, progress, or 4. Is given based on comparisons with

accomplishment which are judged others and without regard to the effort
according to standards appropriate to expended or significance of the
individuals. accomplishment of an individual.

5. Provides information to students about

5. Provides no meaningful information to
their competence or the value of their
the students about their accomplishments.
accomplishments.

6. Helps students to better appreciate their

6. Orients students toward comparing
thinking, problem-solving and
themselves with others.
performance.
 7. Attributes student success to effort and 7. Attributes student success to ability alone
ability, implying that similar successes can or to external factors such as luck or easy
be expected in the future. task.

8. Encourages students to appreciate their 8. Encourages students to succeed for

accomplishments for the effort they expend external reasons -- to please the teacher, win
and their personal gratification. a competition or reward, etc.

For an explanation of how this information relates to lesson planning and implementation, be
sure to visit the ADPRIMA Instruction System page by clicking here.

Here is a page devoted to classroom management mistakes often made by new teachers.

There are many other areas on the ADPRIMA site that might interest you, and you are invited
to take a look, get what you want, and let us know what you think. Your opinion is important
and valued.

Here are some excellent print resources for classroom management

The Laughing Classroom: Everyone's Guide to Teaching With Humor and Play

Reluctant Disciplinarian: Advice on Classroom Management From a Softy who Became

(Eventually) a Successful Teacher

Tribes: A New Way of Learning and Being Together

Iti: The Model Integrated Thematic Instruction

Setting Limits in the Classroom: How to Move Beyond the Classroom Dance of Discipline

Classroom Discipline Problem Solver: Ready-To-Use Techniques & Materials for

Managing All Kinds of Behavior Problems

ClassroomManagement

Description

The term classroom management refers to the procedures, strategies, and instructional techniques teachers use to
manage student behavior and learning activities. Effective classroom management creates an environment that is
conducive to teaching and learning. Ineffective classroom management often creates chaos. Effective classroom
management is the most important -- and the most difficult -- skill a new teacher has to master. Even veteran
teachers often find themselves faced with a student -- or an entire class -- who challenges their established
management skills and forces them to find new ways of dealing with classroom situations.

Learn More About Classroom Management

Education World has posted numerous articles containing general classroom management tips as well as
specific classroom management techniques. Those include:
Teachers, Start Your Engines: Management Tips from the Pit Crew
Who said classroom management has to be boring? The editors at Education World offer 20 successful
classroom management strategies to get your year off to a great start and keep your classroom running smoothly
throughout the entire year. Included: Twenty tips for taking attendance, motivating students, rewarding good
behavior, and more.

Creating a Climate for Learning: Effective Classroom Management Techniques

According to Fred Jones's Positive Classroom Discipline, "The most widespread management technique at
home and in the classroom is nag, nag, nag." It's also probably the least effective. How can you avoid making
that technique your own and create a "climate for learning" instead? Education World asks the experts --
teachers who've "been there, done that" and found a better way -- for answers.

TONS of Tips! -- Six Great 'Teacher Tips' Sites on the Web

Education World introduces you to a few of the best "teacher tips" sites on the Web. At those sites, you'll find
hundreds of practical classroom management tips -- tried and tested solutions from teachers willing to share. So
sit back, get ready for a sampling of tips from these sites. (But remember, this sampling is just the "tip" of the
iceberg.) Then explore the sites in more depth and find tips to motivate your students, organize your classroom,
and much, much more.

The Secret's in the Little Things: Simple Tips for Successful Teachers
These twelve quick tips can help make managing your classroom a breeze. Included are tips for getting to know
your students, communicating with parents, getting your day of to a good start, and much more.

Classroom Management: Ten Teacher-Tested Tips

Hallway conferences. Pasta discipline. Buddy rooms. Bell work. Those and other ideas for taming temper
tantrums -- and other classroom disruptions -- are the focus of this Education World article. Included: An
opportunity for all teachers to share the classroom management techniques that work for them.

'Speaking of Classroom Management' -- An Interview with Harry K. Wong

Meet Harry K. Wong, the author of The First Days of School: How to Be an Effective Teacher, and learn the
secret to your success in the classroom.

Classroom Management: Principals Help Teachers Develop Essential Skills

Almost everyone agrees that strong classroom management skills are essential for successful teaching. Many
teacher education programs don't provide courses to help future teachers develop those skills, however. So what
does a principal do with a new teacher who has great potential but needs help with classroom management?
Education World's "Principal Files" principals have "The Plan."

Do Seating Arrangements and Assignments = Classroom Management?

Now might be a good time to take a long look at your classroom seating arrangement. Advice and opinions
about classroom arrangements and seating assignments abound -- and Education World explores the
possibilities. Included: Tips from Fred Jones on how to get the most out of classroom arrangements.

Class Meetings: A Democratic Approach to Classroom Management

Patterned after family meetings in her home, teacher Donna Styles established a format for class meetings that
enables students to share their thoughts and solve classroom issues on their own. In Styles's model, students
take turns acting as a discussion leader, while the teacher promotes a respectful atmosphere and participates as a
group member. Included: Tips for holding successful class meetings.

Microphone-Toting Teachers Grab Students' Attention

Teachers at two elementary schools in Baltimore County, Maryland, find that students jump to attention when
the teachers use sound systems in their classrooms. The microphones boost their voices over background noises
and help prevent "teacher-voice" strain. Included: Tips on using sound systems in classrooms.

I Found My "Teacher Voice" and Transformed My Classroom

Educator Arnold Pulda reflects on how a bout with cancer precipitated his transition from a "drill sergeant" who
barked orders at his students to a quieter, gentler Dr. Pulda. Included: An opportunity to share your most
effective classroom management strategies.

A "Nuts and Bolts" Approach to Classroom Successes

A former teacher, Dr. Jane Bluestein turned her pages of tips for teachers about classroom management and
organization into a book and then a business. She works with educators seeking new ways to improve their
teaching and interactions. Included: Tips for improving student behavior and school climate.

Creativity Flourishes in the Structured Classroom

Teachers of special subjects such as music, art and physical education need to give careful consideration to
discipline in their classroom. If you're afraid that structure will stifle creativity, you need to reconsider that
notion. Structure and limits are important educational tools that give rise to a climate in which creativity can
emerge. Find out how structure and creativity can coexist in your classroom in this

Classroom Management: 10 Ways to Deal with Difficult Students

We all have those students who are habitually in trouble or are making trouble. This classroom
management post is for all the teachers who struggle to reach those kids who snarl when you look at them,
recoil when you are near them, and refuse to do what they are asked.

Here are ten classroom management suggestions on how to deal with these difficult students:

Stay in contact with parents

Make sure they know what is going on; how often he is in trouble, and what trouble it was

Make sure they know what is going on; how often he is in trouble, and what trouble it was. Create this bond and
you won’t regret it.

Use proximity to limit negative actions

When at all possible, place the student nearest you (hard when you are immersed in PBL) or stay within close
proximity to him.

Have defined student expectations

Use the same steps to get the student on task and behaving EVERY TIME…i.e., ‘this behavior ALWAYS equals
this consequence.”

Choose the best time to discipline

You can’t win when you try to call out a student in front of his or her friends. Back off until you talk in private.

Try to empathize with the student

I know it’s hard, because the kid is RUDE, but try to find out what is really going on. Can you get someone to
talk to the student? The student might need to take a safe seat to re-group.

Build on common ground

Reflect on your relationship to see if there is any way you can relate to the student. Does the student play sports?
In the Band? Have a sibling? Build on that and see what happens.

Utilize your teaching colleagues

Talk to your colleagues; has anyone been able to reach this student? If so, set up a meeting with the student and
the teacher.

Make class work a non-issue

This is HARD, but take the class work out of the equation for a short time and work on the relationship…work
the “work” back in later.

Try the peer tutor technique

Ask yourself- Is the difficult student good in one subject? Can he tutor a fellow student? Can he help someone
else succeed? It works BOTH ways.

Never give up

No matter the behavior, don’t give up on trying to reach that student…the negativity may be a defense for
something deeper. Keep up the good fight!

What strategies do you use when dealing with difficult students? Share with us in the comments section!

Maintaining Classroom Discipline

Promoting Good Methods of Classroom Discipline

Helping students to govern their own behavior in ways that help them learn is a longstanding goal of all teachers.
There are a number of ways that a teacher can promote good discipline in the classroom.

Know school guidelines for discipline procedures.

Be fair, positive and consistent. Be the kind of person young people can like and trust—firm, fair, friendly,
courteous, enthusiastic and confident. Keep your sense of humor.

Provide a list of standards and consequences to parents and students. Make sure they are consistent with district
and building policy. When in doubt, ask a colleague or your principal.

Keep your classroom orderly. Maintain a cheerful and attractive classroom rather than a disorderly one which
might encourage disruptive behavior.
Get to know your students. Learn their names quickly and use them in and out of class. You will soon develop
almost a sixth sense for anticipating trouble before it begins, but don’t act as though you expect trouble or you
will almost certainly encounter some.

Let the students know you care. Determine jointly with the class what is acceptable in terms of behavior and
achievement and what is not. Show interest in what students say, whether or not it pertains directly to the lesson.

Treat students with the same respect you expect from them; keep confidences.

Learn the meaning of terms, especially slang, used by students.

Begin class on time and in a professional manner.

Make learning fun. Make education interesting and relevant to the students’ lives. Poor planning and a full
curriculum can provoke disruptions.

Praise good work, good responses and good behavior.

Don’t threaten or use sarcasm. Never use threats to enforce discipline. Never humiliate a child.

Avoid arguing with students. Discussions about class work are invaluable, but arguments can become emotional
encounters.

Be mobile, moving around the room as students work or respond to instruction.

Keep your voice at a normal level. If “disaster” strikes and you trip over the wastebasket, don’t be afraid to
laugh.

Grade assignments and return them as soon as possible.

Give reasonable assignments. Don’t use schoolwork as punishment. Give clear directions.

Keep rules simple. Establish as few classroom rules as possible, and keep them simple.

Handling Classroom Conflicts

Here are a few practical suggestions for dealing with an angry student in the classroom who is defying your
authority and is out of control:

 Do not raise your voice.

 Try to remain calm and rational.
 Do not touch an agitated or angry student.
 Try to keep the student seated. In many instances, this is impossible. You can only suggest the student
remain seated so that he might explain to you what is wrong.
 Be reassuring to the student as well as the rest of the class. Explain the importance of protecting every
student’s right to learn. Talk about options for resolving the conflict.
  Send another student for help. The student should be told to go to the nearest office to summon assistance
from the administration.
 After the incident is over, immediately document everything that happened. This documentation should
include time, name(s) of student(s) involved, a brief description of the events that occurred, and any
information that pertains to the student(s) or the incident. This report should be submitted to the
administration. You also should keep a copy in case of a future conference with parents or school
administrators regarding the incident.

What if I “blow” the first week?

If you “blow” the first week, don’t worry. Just re-evaluate your rules and policies, tell the class you’re making
some changes, and be consistent from then on.

Expect the unexpected.

Schedules will be changed without warning and unanticipated events will occur. Be flexible in responding to the
unexpected; ask your colleagues for suggestions on how to deal with situations like the following.

What will you do if:

 it rains at recess time?

 your class arrives too early at the cafeteria?
 a student tells you her pet died?
 a student tells you she is pregnant?
 a child wets his pants?
 a student is verbally abusive?
 a parent is angry and unreasonable?
 a student refuses to do what you ask?
 you have no textbooks?
 a student falls asleep?
 a student cuts her head falling out of her desk?
 you are called to the office in the middle of class?
 non-English speaking students are assigned to your class?
 a student has a seizure or goes into a coma?

Be fair to your students

Here are some ways to help you win the respect of your students:

 Be consisent in application of discipline and just in your requirements and assignments.

 Don’t refuse to let a student tell you his or her side of the situation. Be willing to consider
mitigating circumstances.
 Don’t talk about the misdeeds of students except to those who have a right to know. Don’t openly compare
one student to another.
 Apologize if you’ve treated a student unjustly.
 Make sure punishments are appropriate for the misbehavior, and explain to the student why he or she is
being punished.
Discipline – The LEAST Approach.

There are several good methods of classroom discipline. One of the best is the LEAST Approach, developed by
NEA, which helps you determine the appropriate level of involvement. If discipline problems can be handled at
Step 1, there is no need to progress to Step 2, etc.

Briefly, the LEAST Approach includes these steps:

 Leave it alone. If the event is a brief and minor disturbance that is unlikely to occur again, leave it be.
 End the action indirectly. When learning is disrupted or someone may get hurt, let the student(s) involved
know you are aware of the inappropriate activity with a facial expression, a body gesture, or a quiet action
such as walking toward the student(s) or calling the student(s)’ name(s).
 Attend more fully. Secure more information from the student on who, what, when, where and why. Be
objective rather than emotional.
 Spell out directions. When a situation threatens to get out of hand, making learning impossible or risking
harm to someone, clearly explain to the student(s) involved the consequences of his/her actions and your
intent to follow through.
 Treat student progress. Record what happened, when, where, who was involved, what you did, and who
witnessed the incident.