Management Notebook

M’Laura Yates

TED 626

Dr. Cathy Pohan

National University

March 25, 2018

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Section 1: Philosophy of Discipline and Management

Classroom management and discipline skills are critical components for a teacher’s

success when it comes to providing a rich and engaging learning environment that is conducive

to healthy student growth and development. I believe that a proactive and positive approach to

discipline, such as the one Morrish details, which is based on expectations instead of infractions,

works best for reaching the most students (Pearson). By creating a plan based on success instead

of failure, students can sense the six critical life messages that Colorosco details: I believe in

you, I trust in you, I know you can handle this, you are listened to, you are cared for, and you are

important to me (Pearson).

An assumption needs to be made that some of the students may not have developed the

same behavior skills and coping mechanisms as others. By including all students in the

development of the classroom rules and having them role-play the procedures for carrying out

those rules, the responsibility for their behavior rests solely on their shoulders. This also helps

the students feel as though they are invaluable to the learning process. Marzano (2003) details

specific action steps that are important when acknowledging and reinforcing acceptable behavior

and acknowledging and providing negative consequences for unacceptable behavior (pp.35-36).

There are many things I can do as a teacher to bolster the rate of student success when it

comes to effective classroom management and discipline. I can maximize learning and minimize

problems by creating a classroom design that accounts for the different types of learners that I

am serving. Certain things like desk placement, seamless transitions, active learning lessons,

voice cues, and simple procedures that can quickly become routines are all important when

determining the effectiveness of teaching and learning in a classroom. I plan to engage and

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collaborate with my students as much as possible, so they understand that my classroom is a

warm and loving environment with positive management based on mutually agreed upon rules.

References

Marzano, R., Marzano, Jana S, & Pickering, Debra. (2003). Classroom management that works:

Research-based strategies for every teacher. Alexandria, VA: Association for Supervision

and Curriculum Development.

Pearson. n.d. Establishing Behavioral Standards in Classrooms. Retrieved from

http://media.pearsoncmg.com/ab/ab_ab_myeducationlab_1/simulations/case01_screen3.h

tm

Pearson. n.d. Retrieved from

http://abavtooldev.pearsoncmg.com/myeducationlab/singleplay.php?

projectID=classroommanagement&clipID=Coloroso_904.flv

Pearson. n.d. Retrieved from

http://abavtooldev.pearsoncmg.com/myeducationlab/singleplay.php?

projectID=classroommanagement&clipID=Morrish_915.flv

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Section 2: Preventative Measures

A. Classroom Layout

EFFECTIVE ROOM ARRANGEMENT MATCHING ARRANGEMENT

WITH LESSON PURPOSE

What it is...

Matching the room arrangement with lesson purpose is a strategy for arranging the classroom in 
a manner to support the purpose of the lesson. Lessons designed for independent work (seatwork,
tests, etc.) are supported by an arrangement in rows or paired rows. Lessons designed for group 
work (centers, teams, etc.) are supported by an arrangement in groups. 

What the research says...

• Seating arrangements should match lesson purpose (Evertson, Emmer, & Worsham, 2003; 
Lambert, 1995; Wong & Wong, 1998). 

• Grouped seating arrangements can increase student social interaction; seating in rows can 
increase the quantity of independent student work completed (Lambert, 1995; Wong & Wong, 
1998). 

• Flexibility in room arrangement enables a variety of instructional formats to be used (whole 
group, small group, student pairs, individual) (Lambert, 1995; Wong & Wong, 1998). 

• Room arrangements that do not match lesson purposes can be distracting to students (Lambert, 
1995). 

tips for implementation...

 Select the lesson purpose and format. 

 Select a room arrangement that supports the lesson purpose. 

 Adapt your present arrangement to support the lesson purpose, or 

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 Arrange the room accordingly, or 

 Teach students to arrange the classroom for specific lesson formats and assign the task of 
arranging the room to the class based on your direction.

keep in mind...

1. Effective lesson planning and teaching procedures for a given lesson format work in 
combination with matching arrangement to lesson purpose to achieve successful lesson 
implementation. 

2. Continuous rearrangement of the classroom can be as disruptive as a mismatch of 
arrangement to lesson purpose. Plan your room arrangement to t the majority of your 
day’s instruction and find ways to adjust this arrangement to meet other lesson purposes.

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resources...

Evertson, C. M., Emmer, E. T., & Worsham, M. E. (2003). Classroom management for 
elementary teachers (6th Edition). Boston: Allyn and Bacon. 

Lambert, N. M. (1995). Seating arrangements. In L. W. Anderson (Ed.) International 
encyclopedia of teaching and teacher education (2nd Edition). Oxford: Elsevier Science. 

Wong, H. K., & Wong, R. T. (1998). The rest days of school: How to be an effective teacher. 
Mountain View, CA: Harry K. Wong Publications, Inc. 

B. Details, Orientation, and Rationale

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The above layouts allow for maximum use of classroom space while providing for

instruction in a safe, comfortable, and non-distracting environment.

 Whole-group instruction-All students should be able to easily see the whiteboard

or blackboard without having to stand or move their chairs too much.

 Cooperative learning-The desk arrangement should be conducive for the teacher

to easily organize students into groups of different sizes and different participants.
 Bookshelves, Storage, Centers-These should all be located away from major

traffic areas, to lessen congestion, but in places that the teacher can easily see and

monitor. There should be no blind spots in a classroom.

 Small-group meeting area-This area is where the teacher can interact with a small

group of students, but still be able to monitor all other areas of the classroom.
 Decoration-Emphasis should be on functionality. Elementary classrooms may

include the following decorative elements: a calendar, a place for important

announcements, expectations for work, daily assignments, daily schedule, home

folder pocket chart.

C. Daily Schedule
The daily schedule should be visibly displayed in the classroom for the students to see.

This is also helpful for the teacher, substitute teacher, or any visitors that may be in the

classroom. The daily schedule is just a guideline and may vary depending on the day.

Ensure that transition time is taken into consideration when making the schedule.

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D. Rules and Procedures

The first couple of weeks in the classroom should be used to establish basic rules and

procedures in the classroom. Students can help draft a class constitution that serves as an

outline to follow. There should be 3-5 basic rules which address general conduct and

behavior, i.e.; be safe, be respectful, and be responsible. Entry and exit, beginning and

ending of the day, what signal will be used to get their attention, voice volume levels,

how to get teacher’s attention, pencil sharpening, bathroom breaks, transition times, etc.,

are all procedures that will need to be gone over repeatedly throughout the year.

Expectations regarding homework and classwork should be clearly stated and posted in

the classroom.

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Reference

Marzano, R., Marzano, Jana S, & Pickering, Debra. (2003). Classroom management that works:

Research-based strategies for every teacher. Alexandria, VA: Association for Supervision

and Curriculum Development.

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ENCOURAGING APPROPRIATE BEHAVIOR Effective Rules

What it is...

Rules are explicit statements that outline the expectations teachers have for students to follow in 
order to provide a safe, secure, and effective learning environment. Rules provide common 
guidelines for
all students and offer predictability in the learning environment, assisting students in self­
regulating their behaviors. Establishing and maintaining the effective use of classroom rules is a 
critical proactive foundation in preventing potential behavior problems. 

What the research and resources say...

• The most effective classrooms are those of teachers who have clear ideas of what is expected of
the students and students who have clear ideas of what the teacher expects from them (Evertson, 
Emmer, and Worsham, 2003). Successful teachers not only identify effective rules but also 
explicitly teach students how to apply these rules (Martella, Nelson, & Marchand­Martella, 
2003; Rademacher, Callahan, & Pederson, Seelye, 1998). 

• Powerful rules are clear, easily understood, reasonable, observable, necessary, enforceable, and 
positively stated (Grossman, 1995; Kerr & Nelson, 2002; Martella et al., 2003; Rademacher et 
al., 1998; Rhode, Jenson, & Reavis, 1992; Walker, Colvin, & Ramsey, 1995). 

• For efficiency, experts recommend establishing between three and five classroom rules 
(Martella et al., 2003; Walker et al., 1995), with no more than eight (Rademacher et al., 1998). 
Rules should be broad enough to cover as many classroom instructional situations as possible 
(Smith & Rivera, 1993). 

• Student involvement in designing classroom rules can have such benefits as promoting a sense 
of student ownership and community, fostering student “buy in,” and preparing students for civic
responsibility and the democratic process (Malone & Tietjens, 2000; Weinstein, 2003). 

• Classroom rules are more general than the specific procedures developed for routine classroom 
activities (Smith & Rivera, 1993; Weinstein, 2003). 

tips for implementation...

• Develop and State Rules and Consequences 

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1. Identify critical student expectations that are necessary for your classroom in order to 
promote successful learning and safety. Remember to differentiate specific activity 
procedures from general classroom rules. 

2. Involve students, as appropriate, in generating ideas for potential rules. 

3. State classroom rules in explicit, clear, precise, positive, and observable terms. 

Example: “Bring needed books and supplies to class.” 

Nonexample 1: “Be ready to learn.”
Nonexample 2: “Don’t interrupt others.” 

d. Identify appropriate positive consequences for observing classroom rules and logical negative 
or corrective consequences for rule infractions. 

• Communicate and Teach Rules 

a. Initiate rule discussion and instruction at the start of the school year. 

b. Demonstrate what each rule involves and make certain that students understand the 
requirements for each rule. Outline the positive and corrective consequences that occur for rule­
following and rule­breaking behaviors. 

c. Obtain students’ commitment to the rules and consequences (e.g., student signature on a copy 
of the rules, verbal agreement). 

d. Post the classroom rules in a location and in an appropriate format so that all students have 
visual access to the display. Additionally, share a copy of the classroom rules with your 
administrator and with parents. 

 Monitor Rules 

1. Maintain consistency in enforcing rules. Apply positive consequences and 
reinforcement for appropriate use of rules. Be consistent and frequent when you 
start the year. Impose logical, preplanned corrective consequences when students 
choose not to comply with the classroom rules. 

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2. Monitor and record reinforcement of rules and enforcement of corrective 
consequences. Records help teachers identify whether misbehavior is related to a 
particular time or activity and provide liability documentation. 

3. Provide on­going feedback throughout the year on the use of classroom rules and 
re­teach or remind students about rules as needed. This is especially important 
after long school breaks or holidays. 

keep in mind...

 If student behavior interferes with student learning and safety in an area not addressed by 
your current classroom rules, consider adding to or revising your rules to accommodate this 
area. If student behavior reflects a misunderstanding of your current rules, check the rule 
wording, revise if needed, then state, re­ teach, and reinforce the rules. 

Note: Changing your current rules can send a message to students that rules are not 
permanent or that you are unsure about the rules. Careful initial selection and phrasing of 
rules is important. 

resources

Evertson, C. M., Emmer, E. T., & Worsham, M. E. (2003). Classroom management for 
elementary teachers (6th ed.). Boston: Allyn & Bacon. 

Grossman, H. (1995). Classroom behavior management in a diverse society (2nd ed.). Mountain 
View, CA: Mayfield Publishing. 

Kerr, M. M., & Nelson, C. M. (2002). Strategies for addressing behavior problems in the 
classroom (4th ed.). Columbus, OH: Merrill Prentice Hall. 

Malone, B. G., & Tietjens, C. L. (2000). Re­examination of classroom rules: The need for clarity
and specified behavior. Special Services in the School, 15, 159–170. 

Martella, R. C., Nelson, R. J., & Marchand­Martella, N. E. (2003). Managing disruptive 
behavior in the schools: A schoolwide, classroom, and individualized social learning approach. 
Boston: Allyn & Bacon. 

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Rademacher, J. A., Callahan, K., & Pederson­Seelye, V. A. (1998). How do your classroom rules
measure up? Guidelines for developing an effective rule management routine. Intervention in 
School and Clinic, 33, 284–289. 

Rhode, G., Jenson, W. R., & Reavis, H. K. (1992). The tough kid book: Practical classroom 
management strategies. Longmont, CO: Sopris West. 

Smith, D. D., & Rivera, D. M. (1993). Effective discipline (2nd ed.). Austin, TX: Pro­Ed.

Walker, H. M., Colvin, G., & Ramsey, E. (1995). Antisocial behavior in schools: Strategies and 
best practices. Pacific Grove, CA: Brookes/ Cole.

Weinstein, C. S. (2003). Secondary classroom management: Lessons from research and practice
(2nd ed.). Boston: McGraw Hill. 

In Strategies to Improve Transitions and Time Management, I like the idea of raising one finger

for help, two fingers for bathroom or water break, and three fingers to sharpen a pencil. This is a great

way for me to establish procedures, like non-verbal cues, with the class without taking time to answer

every person with a discussion, which takes time away from learning. I also loved that the teacher said

she has grown dramatically over the years in her ease with teaching the students, and she loves the subject

she is teaching. She has come to see that there can be give-and-take within a lesson and that things don’t

have to be so rigid. The evaluator said it perfectly, “You’re in control, without being a control freak.”

Respect for the students is also a huge help with classroom management. Focus on the structure of the

activity but give students the leeway to take it where they may. Also, by sharing your examples with the

students, they consider you an artist, writer, mathematician, etc., instead of just the teacher. Another great

idea is to break a long class into 2-3 activities to keep students engaged.

New Teacher Survival: ADHD in the Classroom helped me understand that clear directions are a

key way for students to know what is required of them. First, PowerPoint presentations are helpful, so

students don’t have to wait for me to write things on the board. Checklists or visual cues can provide

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students with reminders about classroom routines. Using a timer can visually motivate students to stay on

task. Another strategy is to ask the students what works for them. Also, when a student comes into the

class late, the teacher needs to be able to quickly and efficiently redirect, so that student isn’t embarrassed

and can catch up with the other students. With the right motivation and strategies, students with ADHD,

or any other learning disability, can be effective learners in the classroom.

References

Teachingchannel.org. Strategies to Improve Transitions and Time Management. Retrieved from

https://www.teachingchannel.org/videos/improve-transition-time-management#video-

sidebar_tab_video-notes-tab

Teachingchannel.org. New Teacher Survival Guide: ADHD in the Classroom. Retrieved from

https://www.teachingchannel.org/videos/teaching-adhd-students

Section 3: Supportive and Corrective Measures

A. First Steps-redirecting and warning
Verbal and physical teacher reactions are the simplest ways to acknowledge and reinforce

acceptable behavior and provide consequences for unacceptable behavior. Making eye

contact or using a physical signal such as a shake of a head or finger are subtle, but

powerful ways to alert students that they are misbehaving or being inappropriate. These

cues are a way to redirect attention or focus back toward instruction or the activity at

hand. If more than one student is consistently misbehaving it may be time to have a

review of the classroom rules and procedures.

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B. Incentives

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Positive behavior reinforcement is an effective tool of redirection. This can bring a

positive vibe to the classroom by reinforcing the behavior that is acceptable and

exemplary, while not giving attention to the misbehavior. I will utilize a clip chart system

with different levels of behavior. Students will start out on ready to learn and can move

up or down depending on their behavior. If a student gets to the top of the chart, each day

they will receive a coin to spend at the class store as a tangible recognition of their great

behavior. Another incentive is to use a punch card for good behavior. This could be used

at their seats

throughout the

day, or at the

end of the day.

As long as their

clip is at ready

to learn or above

at the end of the

day, their behavior grade is not affected.

C. Consequences and Student Accountability

Setting limits for misbehavior is a perfect opportunity to involve students in their own

management. After having a discussion about why some behaviors are important and

what fair expectations can be made of students, the class can help determine the limits

that are unacceptable. When verbal cues and personal redirection have not worked, it is

time to create a behavior contract plan between the student and the teacher. The student

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must meet certain expectations in order to limit further consequences, which include

involving an administer and contacting parents.

A Process for Responding to Students’ Violation of Rules

Step Procedure Examples

Look at the student in a surprised manner, move

closer to the student, point to the classroom
1. Give a nonverbal cue. rules.
“Jeramiah, do you need some assistance?"
2. Provide a verbal cue. “Rolando, please follow our classroom rules."
“Sam, if you continue to talk to Zack while
Indicate that the student has a we’re watching the tape, you’ll be choosing to
3. choice. move to our problem-solving area.”
Student moves to a designated
4. area. “Sam, please move to the problem-solving area."
“John, because you were not able to follow our
procedure for solving the problem in the
Have the student leave the classroom, you need to go to Mrs. Rose’s
5. area to develop a plan. classroom to develop your plan.”

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Here is an example of a problem-solving form for a primary classroom to use.

Here is an example for an upper-elementary classroom to use.

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Reference

Marzano, R., Marzano, Jana S, & Pickering, Debra. (2003). Classroom management that works:

Research-based strategies for every teacher. Alexandria, VA: Association for Supervision

and Curriculum Development.

Section 4: Working Effectively with Diverse Students and Families

A. Home-School Communication

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Parents and families are critical components to the success of the student. There needs to

be a clear invitation and implementation of a plan to involve families in the classroom

community a teacher creates every year, so we can work as a team for the development of

the child.
 As a means to ensure that there is an open line of communication between home

and school I will implement a weekly home envelope system. I will send home

pertinent school and class information so that parents know what is going on in

the classroom and at the school. I will have the letter translated into different

languages through a translator app, if needed. This can be a way to impart

information on what work or practice may be completed at home to supplement

the subjects being taught in the classroom. I will also create a monthly newsletter

with an overview of what we will be learning and any upcoming important

dates/information.
 Class Dojo is another resource teachers can utilize, especially with parents who

don’t have time to meet in person. It is a useful tool for imparting all kinds of

information and can create a classroom community with virtual parent

involvement. Teachers must be careful when using any external application such

as Class Dojo and the privacy policies that are associated with them.
 Here is a link for a useful article detailing some precautions teachers need to take

before utilizing Class Dojo (or any other online app) in the classroom.
http://tamaravrussell.com/2015/08/ferpa-class-dojo/

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B. Cultural Considerations with Discipline

It is important to note that not all students will respond the same to different disciplinary

methods. Cultural norms must be taken into consideration when deciding how to proceed

with behavior problems. Some of these cultural differences may be:

 Asking questions: This can be applied to personality traits, i.e. some shy students do not

ask questions. However, in some cultures students learn that asking the teacher questions

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might imply that the teacher did not teach well, and therefore is impolite. Moreover, in

some cultures asking questions can be seen as a way to challenge the teacher, and that is

always discouraged and frowned upon.

 Student may smile during an intense discussion: Some students may smile during

intense discussions or reprimanding. The student may have been taught to react in this

way so as not to offend the teacher/person of authority in the discussion.

 The student does not display active listening skills or is inattentive: In some cultures,

students are taught using hands on methods through modelling and observation.

Therefore, students might not be familiar with using active listening in the classroom to

understand concepts and instructions.

 Student refuses to engage in debates/discussions: There may be students who refuse to

participate or contribute to a debate and/or lively discussion that occurs in class. In a few

cultures, debating or engaging in discussions with different point of views, can be seen to

challenge the participants in the discussion. Many cultures teach students that challenging

teachers and/or authority figures is disrespectful. In other cultures, students do not

recognize discussions/debates to be a different learning strategy, and therefore ignore the

activity when it occurs.

Issues will be resolved more expediently when students are connected with their teacher

in culturally appropriate ways. Direct communication with the parents/guardians is a

critical component to understanding cultural needs. Establishing healthy and consistent

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relationships with parents can demonstrate to students that there is a team of people who

are concerned about their welfare and education.

NYU’s article on Culturally Responsive Classroom Management Strategies details a five-part

concept of CRCM derived from the literature on culturally responsible pedagogy, multicultural

counseling and caring: recognition of one’s own cultural lens and biases, knowledge of students’

cultural backgrounds, awareness of the broader social, economic and political context, ability

and willingness to use culturally appropriate management strategies, and commitment to building

caring classroom communities. This article can be found at

https://steinhardt.nyu.edu/scmsAdmin/uploads/005/121/Culturally%20Responsive

%20Classroom%20Mgmt%20Strat2.pdf and is a great resource for teachers in the classroom.

Reference
Alrubail, Rusul. (2016) Being mindful of cultural differences. Edutopia.Retrieved from

https://www.edutopia.org/discussion/being-mindful-cultural-differences.
C. Legal Issues Regarding Students with Special Needs

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California and federal laws state that all students have the right to learn in a safe

environment free from discriminatory attitudes, harassment and violence on the basis of

disability, gender, gender identity, gender expression, nationality, race or ethnicity,

religion, sexual orientation, or any other characteristic that is contained in the definition

of hate crimes set forth in Section 422.55 of the Penal Code, including immigration

status. The Individuals with Disabilities Education Act (IDEA) helps provide the

framework and guidelines for implementation of a free and appropriate public education

for students with disabilities. It is important for teachers to navigate these legal channels

carefully, so that the student’s best interests and opportunities are available and utilized.

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