Classroom Management

Kristin Raper Drake University Ed 222

Table of contents
Introduction....pg.3

Part A Physical Classroom Organization

Physical Arrangement...pg.4

Part BOperational Classroom Organization

Record keeping...pg.7 New Students.....pg.7 Wall Space.....pg.8 Housekeeping....pg.8

Part CClassroom Routines

Disciplinary policies Overview...pg.9 Student Disrespectpg.10 Playground Conflicts...pg.11 Tardiness..pg.11 Motivation.pg.12 Cheating..pg.13 Principal Involvement...pg.13

Part DClassroom Routines

Expectations..pg.13 Classroom Jobspg.14 Field Trips...pg.15 Homework.pg.15 Free Time...pg.16 Handing in Papers..pg.16 Restroom Routine.pg.16 Differentiationpg.17 Parent Communication.pg.17

Part EProfessional Ethics

Lounge Gossip...pg.18 Personal Appearance....pg.18 Summary.pg.19 References.pg.21

Classroom management:
All of the things a teacher does to organize students, space, time, and materials so student learning can take place (Wong, 2009). In the field of education, management skills are crucial and fundamental; if a teacher is inadequate in classroom management they will probably not accomplish much and not only will learning not take place, students suffer. There are numerous books and seminars on how to create a well organized and structured classroom. This paper will analyze methods for organization and how to best implement these methods into the classroom. A well managed classroom has a set of procedures and routines that provide structure to the classroom. The procedures and routines organize the classroom so that the myriad of activities that take place function smoothly and stress free. These activities may include reading, taking notes, participating in group work, taking part in class discussions, participating in games, and producing materials. An effective teacher has every student involved and cooperating in all of these activities and more. Teachers need to accomplish the dual goals of fostering student involvement and creating a productive working atmosphere where the instruction and application runs smoothly. In an effective classroom, there is structure that provides for an environment conductive for learning. The students are working; they are paying attention; they are cooperative and respectful of each other; they exhibit selfdiscipline; and they remain on task. All materials are ready and organized; the furniture is arranged for productive work; and a calm and positive climate prevails. A well managed classroom is a task oriented and predictable environment. This classroom is where students know what is expected of them and how to succeed. This paper will provide information and details on best practices to have effective classroom management.

Physical arrangement: One of the things that an effective teacher has a significant amount of control over is the physical environment of the classroom. A well organized, attractive room sends a positive message to students that you respect them enough to provide a pleasant environment, and they will return the respect to their teacher. A pleasant room feels good and calms people down. Invite the students to enter a room that is prepared for learning. Organization is the key to effectiveness. Room design can be done in an endless amount of ways. Desks do not have to be in traditional rows, but all chairs should face forward so that all eyes are focused on the teacher. Place students desks where students can easily see the teacher during whole group or small group instruction. Keep high-traffic areas clear. Dont put desks, chairs or tables in front of doors, water fountains, sinks, pencil sharpeners, or other noisy distractions. Have a strategic location ready for students who need to be isolated from the rest of the class. The work area in the classroom should be well planned (Mackenzie, 2010). Desks and works areas need to be placed so that the teacher can monitor students at all times. Black boards, screens, demonstrations areas, and frequently used white boards should be in close proximity to the students. Traffic paths should be clear and accessible for students with physical disabilities and adaptive equipment. Materials for the work area should be well stocked and close at hand. Utilize any storage container that would help keep the area organized and as clean as possible. Organization for student belongings is also crucial in the classroom. Coats, backpacks, lunch bags all need a place. Students should know where to put their belongings and the area needs to be kept neat and tidy. A ten minute clean up period at the end of the school day can go a long way to restore order and get the room ready for the next day (Whitaker, 2004).

A well organized teacher area is a must. The teachers desk needs to be strategically placed. It must not interfere with the flow of traffic, but needs to be in close proximity of the students. It has been said that a teachers discipline problems are directly proportional to the teachers distance from the students (Scarpaci, 2007). Placing the teachers desk so that students can be monitored while seated at the desk is an effective strategy. A teacher can have significant impact over the physical environment, organization and flow is crucial. Teachers will not always be able to choose the size of the classroom, but knowing how to maximize the physical environment that you have to work with will help tremendously. This was the design and explanation of the classroom I designed at the beginning of the semester: My classroom will be for a 3rd grades class.

My teachers desk will be right inside the door. It will be equipped with a computer, phone, desk and electrical outlet to charge my electrical devices. I will have one of the several trashcans at my desk. I will also have a file cabinet near my desk for my personal use; this will not be accessible for students. The students will be grouped at round tables that can seat 4-5 students. The grouping of tables will be in a circle and in the center of the circle will be a combination supply center/bookshelf. This center structure will be able to hold the things that the students need; texts, art supplies, writing supplies, maps and reference materials, and will also be equipped with a pencil sharpener and trashcan. In a corner of the room will be a large seating area equipped with a large rug for the students to sit on. There will be some pillows to make the area more comfortable, and a small chair for a student to sit in while reading to the other students and a larger chair for me to sit in. On one wall by this area will be a smart board, along the other wall will be a bookcase filled with reading books of a large variety and above the bookcase will be a bulletin board. The bookcase in this area is where the Kindles are kept for students to read with. The area will be equipped with the necessary electrical outlets needed for the reading tablets. In another corner of the room will be a L shaped table that will sit 5 students. This will be the computer working area. There will be 5 computers with corresponding chairs. On the wall above the computer area will have maps of the United States and a large world map. Another corner of the room will have a circle table and 5 desks. This area will be for guided reading and group work. The area will be equipped with a chair for the teacher. There will be a blackboard along one of the walls in this area. 5

On the back wall will be a large dry erase board and there will be two rolling carts that store the elmo and other needed supplies. I realize that a good portion of this design is a wish list. I could only be so fortunate to have this much space, and have all the electrical outlets for the technology that I plan to integrate into my classroom. But I can dream, right? See attached classroom layout.

Operational Classroom Organization Record Keeping: Teachers must have an organized grade system in place to assess the learning of every student throughout the school year (Clark, 2003). The grade book must show the results and a running progress of each student. Record books organize essential information for immediate retrieval. There are many record keeping systems available and some schools have purchased software programs that now make record keeping a very simple task. I plan to utilize the simple system that my practicum teacher, Mrs. Val Anderson uses; it contains homework, tests, and baselines from the beginning of the school year. Whatever the system, effective classroom management requires teachers to be knowledgeable and consistent in record keeping. New Students: When a new student joins the classroom I will give the student a copy of the classroom procedures. I will give that student a tour of the classroom to show the student where things are kept, where things are to be turned in, where to find things, and the general layout of the room. I will also explain to the student why we have these procedures and how important they are to keeping the room running smoothly. I will let the student know that I am aware it will take the student time to learn these procedures, that they can always ask questions, and also to watch the other students in the classroom for cues on how to behave and what to do. I will also prompt the class to invite the new student to sign the social contract that the class created on the first day of school. This will let the new student know that they are now a part of our community, and also empower the other students to take ownership of their classroom and the procedures.

Wall Space I will teach my students that many of the answers they seek and examples that they could use will be found on the walls of the classroom. One bulletin board will be set aside for displaying student work. This display will be rotating on a regular basis, more so than the other displays in the classroom. The class social contract and list of rules will be displayed prominently on a wall in a spot where every student can see and follow it. There will be a consistent spot for the days schedule, lunch menu, emergency information, and calendar. A specific area devoted to the days academic goals and assignments will be part of the regular wall space, this spot will be addressed everyday so the students know what the learning goals are. I will use strips of write on/wipe off paper to lists the days academic goals and this will be updated on a daily basis. Examples that the students can use for lessons and assignments will also be a part of the wall space in the classroom. Providing an example of how to properly put a students name, the date, and subject on a piece of paper or assignment will be an effective way to tech this simple task to students. An outline of a simple letter to a friend would be a good reinforcement for future tasks. Housekeeping: A neat and tidy classroom promotes a positive learning environment. Housekeeping must be done by all of those who have a vested interest in the learning environment. I will have an established time at the end of the day for a five minute clean up of the neighborhoods in the classroom. This will also be a job of one of the students, to monitor what neighborhoods need specific attention. Papers picked up from the floor, chairs pushed under tables, or even put on top of desks so the janitor can sweep, all learning centers picked up and ready for the next learning day, drawers pushed in, and trash

thrown away will be part of the regular routine. There will be an established recycling box for papers to be put into, and multiple trash cans in the room for disposal. I will let the students know that the condition of the classroom is a direct reflection on us as learners. Disciplinary Policies Good classroom management requires a teacher to be proactive and have a plan to prevent problems from occurring (Mackenzie, 2010). The basic structure for a discipline plan where the teacher is in charge has three parts; rules, consequences, and rewards. To have a safe and effective learning environment, first establish firm rules that students are expected to follow. Clear rules promote consistency in the classroom. Setting rules before a problem arises allows the class to have an understanding of the expected behaviors in the classroom. The purpose of the rules is to set limits or boundaries, just as there are rules in games to maintain order. Rules must have consequences. Consequences are what happen when a person abides by or breaks a rule. Consequences are not punishments. Students need to know that if they break a rule, they are not being punished. Rather they have consciously made a choice to break a rule and accept whatever happens. The issue is choice, and students need to understand that their actions or choices result in consequences (Mackenzie, 2010). If you do have to reprimand a student, do it in private if at all possible. A students dignity and self-respect is as important as whatever lesson is being taught. Do not stop instruction when carrying out a consequence if possible. Implement the penalty quietly as you continue with the lesson and the class continues their work. A good discipline plan has rewards and positive consequences (Wong, 2009). Explain the simple system by which rewards are to be earned. Students need to understand, the teacher does not give rewards, these students earn the rewards. A common system of earning rewards can be putting tallys

on a chart, marbles in a jar, or raffle tickets. The ultimate goal is for students to understand that the best reward is the satisfaction of a job well done. Student Disrespect: The most critical thing to remember when dealing with disrespect from a student is that it is not personal. Two things usually happen if a teacher takes disrespect personally; it encourages a desire to get even, and in encourages lectures, scolding, and sarcasm. Both of these tactics only encourage more disrespect from students. Taking poor student behavior personally sends a message to the students that they can push my buttons and disrupt the day if they choose. This shifts power over to the student and weakens my ability to manage my classroom. The most effective way to handle disrespect is to simply follow my classroom management plan and enforce a consequence with an attitude of indifference. I will work hard to never let them see you sweat, it will take time to craft this reaction, but I can do it. A time-out separation might be needed for behaviors such as emotional outbursts and bullying, and even a letter home to parents. Other things that can be done to promote an environment of respect in the classroom are: Students will emulate me and the way I treat others, particularly if they admire me. So it is important to set the tone of respect in my classroom by the way I speak to my students. I must be respectful, no exceptions. Saying please and thank you go a long way. Gain students respect by doing exactly what I say I will do and have my words match my actions. Students glean more about who I am from what I do than for what I say. I will not tell my students how I want them to behave; instead I will show them how I want them to behave.

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Playground Conflicts: There will be conflicts on the playground. An effective teacher knows how to avoid them and how to deal with them. First of all, physical violence cannot be tolerated in any way. Safety is critical in the school setting. The same goes for bullying; I must know my schools policy and who to turn to and how to implement it when necessary. Distraction can be a good tactic to use when diffusing conflicts. Introducing a new activity or an alternative could easily solve the problem. Teaching students how to compromise and share is a learning process that is never fully done, but essential in the school yard and later on in life. When possible allow students to resolve their conflict, giving them ownership over the solution is a positive step toward conflict resolution. Other tactics that can be used in conflict resolution are avoidance, where the students are expected to avoid one another. Negotiation, where the students must communicate and comprise to get a desired outcome, and mediation, where a third party helps settle the dispute. Tattling can also be a frequent problem on the playground. In watching Mrs. Val Anderson on the playground, I am going to utilize one of her strategies. Students are expected to come to her because they have a problem that needs solved and then she will help them solve it. Simply tattling on a fellow student is not allowed. I like that process and plan to use it myself. Tardiness: Each school will have its own specific system of handling tardiness. I will know the policy and what is expected of me. This is one of the procedures that I will teach at the beginning of the school year, how a student is to enter the classroom when they are late for school. Quietly and with as little disruption as possible will be the expectation. One thing that I have learned from my practicum teacher, 11

Mrs. Val Anderson that I plan to take with me is the consideration that she shows to her students that are tardy. She knew within the first few weeks of school that some of her students were routinely coming to school late, usually by no fault of their own. She does not count these students tardy if they come into the room quietly and immediately get to the task of the day. She believes, and I agree, that if she were to count these students tardy and begin the discipline process, it would only be another kick in the shins to a day that has not begun the best. In this instance I believe the relationship with the student is more important than the school discipline process. Motivation: I will need a variety of effective motivational tools at my disposal if I want a classroom of productive learners. Tools that will keep my students on task and cooperating throughout the day are essential. I will need to have a variety of individual and group motivational tools to use at my disposal. PAT, or preferred activity time can be an effective group motivator. PAT is free and can be used for a variety of incentives. The students gain PAT just by doing what they are supposed to be doing, assignments, following room procedures, or showing good character. Teachers reward the students with a specific amount of time that can be used on a variety of activities, all of the students choosing. This system is effective because, it is no-cost, the students choose the activity and it also promotes accountability and team building. Individual motivators will need to be determined on a student by student case. I will need to have a variety of options, such as lunch with the teacher, IPAD time, computer time, or getting to sit by a friend for the day, to incite the student to perform their best and get the reward. Each student has something that is motivating to them; I need to spend the time to get to know my students to know what motivates them.

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Cheating: There are two issues when it comes to handling cheating in the classroom, how to prevent it, and how to deal with it when it happens. First prevention; students need to know that teachers have a no tolerance policy when it comes to cheating; it may need to be in the social contract or the class rules. Then prevent it from easily happening; during test taking, arrange desks so everyone can be seen easily. How a teacher formats a quiz or test can also prevent cheating, short answer formats are rather difficult to cheat on versus a true/false format. Asking students to cover up their answers is also a good form of prevention. When cheating does occur, do not disrupt the class to reprimand the cheater. Deal with the infraction quietly and later if possible. Let students know up front how you will deal with cheating when test taking occurs, informing students that if I suspect cheating, I will not take your test away, but if they get their paper back with a zero on it, they should know why. Principal Involvement: There will be times that I may need support from my principal due to extreme behaviors from my students. I need to thoroughly know the school discipline policy and what are the expectations of me in this policy. Physical and intensive behaviors usually require the back up support of administration. Many students that display these types of behaviors will already have a behavior plan or 504 in place for teachers to follow. Most of the disciplinary interventions at this level are determined by school district discipline policy or state educational codes. I must know when to appropriately refer a student to the principal, administration is extremely busy and not all behaviors require back up support. Back up support should be used as it was intended, to back up the teachers rules, authority, and effective discipline practices in the classroom, not to

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replace teacher authority or make up for ineffective classroom management practices. Students displaying attention seeking behaviors do not get sent to the office, physical violence does.

Classroom Routines Expectations: Another important aspect of classroom management is expectations. A teachers expectation of the students will greatly influence their achievement in the classroom (Wong, 2009). Expectations come in two forms: positive and negative. There is no room in good classroom management for negative expectations. Good classroom management requires an optimistic belief that whoever you teach or whatever you do will result in success or achievement. If the teacher expects success the students are constantly aware of the opportunities and will strive towards that goal. Students tend to learn as little or as much as their teachers expect. Teachers who set and communicate high expectations to all their students obtain greater academic performance from these students than teachers who set low expectations (Wong, 2009). Teachers who practice negative expectations will prevent students from reaching high standards. There is no room in the classroom for negative comments, put downs or even back-handed compliments. These comments, coming from peers would be considered bullying; coming from a teacher would be considered abuse. Classroom management has no room for negative, unfriendly comments or expectations. Classroom Jobs: There seems to be an endless list of jobs that students can perform for the teacher to save time and keep the classroom running smoothly. In the classrooms that I have visited, almost all teacher 14

have a system of assigning jobs to the students. I will copy this system and tweak it when I need to. First I need to create a list of jobs, and I believe I should have a job for every student in the classroom so no one feels left out. Then I will put student names on a clothes pin and put the clothes pins on the list, each job having a student name beside it. I have also seen this system done with magnets, either way, having a simple system that takes very little of my time to implement, and gives the students some responsibility will help the room run smoother. Field trips: Field trips can be a great learning experience or a headache. I will do my best to plan for field trips well in advance and ask for the assistance that I need to make sure things go smoothly and everyone has a good time. Safety will be the biggest concern, how to keep track of everyone. I will have a buddy system in place before we ever leave the school and as a class, we will review the field trip procedures several times before the special day. Students will be paired up, they will know where they are to sit on the bus and they will know what the itinerary is beforehand. There will be designated meeting spots and the students will have plenty of parent supervision provided by volunteer parents. I will do my best to make these special events fun and educational, not something to be endured. Homework: Homework is an essential element of the learning process. Homework given must be part of the lesson objective and it must help when the learning is assessed. Students will be assigned a take-home folder to carry all of the work for their home learning. There will be an established tray in the classroom where home work is to be turned in each day by the student when they arrive to class in the morning. I will establish this procedure at the very beginning of the school year and reinforce it with positive praise.

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Free Time: I will have established procedures for how students can use their free time. Quietly reading a preferred book, computer time, playing games, and journaling are some of the options I plan to give my students when they have free time. I want this time to be quiet, not disruptive to other students still working, but also rewarding for the students. Handing in papers: The traditional method of handing in papers; passing them to the front can work for or against a teacher. I will need to be aware of any potential problems this small procedure could cause and be ready with an alternative procedure should I need one. Some books recommend passing the papers to the side, across the rows instead of up the row. This process could eliminate students for pestering each other and would provide a more visibility for the teacher to see just what everyone is doing. This also could be taken care of by one of my students, another job to add to the list. Restroom Routine: I will need to establish the restroom/getting a drink routine at the beginning of the school year. In several of the classrooms I have observed this semester, teachers seem to have a restroom pass that the students can access on their own (quietly) and go to the bathroom without asking the teacher, or disrupting the lesson at hand. There are usually two passes, one for girls and another for boys, kept in a central location where all students know where to find them. I like this system and will use it in my classroom. I want the students to be able to accomplish this task as quickly and effectively as possible, I do not want to become the bathroom monitor, and I certainly do not want to be the cause of any accidents.

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Differentiation: Each student in my classroom will have their own unique way of processing the information that I present them, I will need to be able to provide a variety of methods for my students to process the information and allow them to use different formats to create products. My endorsement will be in Special Education, so I am becoming well versed in ways to provide scaffolding to those learners who need extra attention and assistance. Allowing students to orally give me answers instead of written answers, providing them with different forms of the content, and allowing them to produce alternative products will give these students some extra help. The same goes for my talented and gifted students. I will have to work extra hard to keep them engaged and challenged. These students also need alternative contents, processes and products, but on a more challenging level. I will strive to utilize Blooms taxonomy and provide assignments and activities that focus on the top tier of the taxonomy, encouraging the students to create, analyze and evaluate the content and products. Parent Communication: Effective parent communication is critical in the education process. In this age of technology, communication has never been easier, but I must not assume that all of my students have access to the internet. I must be able to use a variety of ways to communicate with my parents and give them multiple means which to communicate with me. A simple notebook, carried back and forth by the student each day can be an effective form of communication. Teachers and parents can check the notebook on a daily basis and respond to questions and requests, and this also places responsibility on the student to be the carrier of information, making them a vital part of the process.

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Making my school-based email available to all parents, and knowing which parents would prefer to communicate by email is also an effective form of communication. As a teacher, I should be in the habit of checking my email on a daily basis, so this would be an easy and quick way to keep the lines of communication open. A web blog would be a place where I could write information and thoughts on an ongoing basis. I could choose whether this blog would be a one-way form of communication, or a two-way interactive form of communication. This blog could be used for simple updates and information, a way to inform others of upcoming events, and could provide links to various useful education websites. Professional Ethics Lounge Gossip Teachers must not only refrain from making negative comments in front of students, but participating in teachers lounge gossip is inacceptable too. Negative co-workers exist in every work environment; the school system is no exception. Know who to turn to and how to report unacceptable behavior in co-workers. An effective teacher must have a plan for how to deal with and avoid these toxic co-workers; guilt by association is never a good thing (Clark, 2003). Personal Appearance Teachers are judged by their personal appearance, so making a good first impression is a must (Johnson, 2011). Teachers should always dress better than their students; they will be treated as they are dressed. Teachers need to know what is in the dress code and the expectation for personal appearance. Teachers that do not take the time to present a professional appearance will not be treated with the respect that they should be. It is a superficial world, but it is the way the world works. Students learn what is appropriate in society by looking at their adult role models. 18

There will be several occasions during the school year that students and teachers are allowed to stray from the normal dress code; spirit week, party days, and game days. A teacher must have a plan for how to balance the normal expectations of the school day with a relaxed dress code. When asked how to handle these specific days, Mrs. Val Anderson, third grade teacher at Brubaker Elementary said, It is all about the expectations. The students need to know that no matter what they are wearing, the expectation is that we are here to learn. Except for the last day before spring break or Christmas, most teachers know that very little learning gets done on those days (Anderson, 2013). A teacher is much better off making their dress work for them than allowing it to work against them. Clothing has nothing to do with students liking a teacher. But clothing definitely has an effect on students respect for a teacher, and respect is what a teacher must have if learning is to take place (Scarpaci, 2007).

Summary Classroom management covers an endless number of topics. Most teachers get into the teaching field wanting to help students learn to the best of the students potential, not to manage. But effective management, or the lack of it, will have a profound impact on the learning environment. Every teacher interviewed by this writer, has said that effective classroom management comes with time and experience. Some things can be easily scripted, like how to post lessons, creating a social contract with the students and record keeping. But numerous other things cannot be scripted and may not go according to plan even if there is a script; students with behavior problems, learning disabilities, and the unexpected illness. A teacher who is well prepared and continually updates their learning and is willing to adjust methods when things arent working will have better results in the long run. There is so much

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riding on the outcomes of effective classroom management, Teachers must be humble enough to ask for help when it is needed and strong enough to stand firm for their beliefs in every students potential.

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References: Anderson, L. (2013). Third grade Teacher at Brubaker Elementary School, Des Moines, IA. Charles, C. & Senter, G. (2005). Elementary Classroom management. Fourth Edition. Boston, MA : Pearson Publishing. Clark, R. (2003). The Essential 55, An Award-Winning Educators Rules for Discovering The successful Student in Every Child. New York, NY : Hyperion Publishing. Levin, J. & Nolan, J. (2000). Principles of Classroom management, A Professional Decision-Making Mold. Third Edition. Needham Heights, MA : Pearson Publishing. Johnson, L. (2011). Teaching Outside the Box, How to Grab Your Students by their Brains. Second Edition. San Francisco, CA : Josseybass Publishing. Johnson, L. (1998). Two Parts Textbook, One Part Love. New York ,NY : Hyperion Publishing. Mackenzie, R. & Stanzione, L. (2010). Setting Limits in the Classroom. New York, NY : Random House Publishing Scarpaci, R. (2007). A Case Study to Classroom management. Boston, MA : Pearson Publishing. Whitaker, T. (2004). What Great Teachers Do Differently, 14 Things That matter Most. Larchmont, NY. Eye On Education Publishing Wong, W. & Wong, R. (2009).The First Days of School, How to be an Effective Teacher. Mountain View, CA : Wong Publishing.

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