Classroom Management For Beginning Teachers

PurposeThe purpose of this presentation is to get new teachers thinking about what makes and efficient and effective classroom setting. This is an introduction to get you thinking about what you will need to set up and have ready before your students arrive on the first day. This power point also provides information on determining and teaching appropriate procedures for each part of your day.This power point is just an outline so that you can customize your classroom to fit your style, while still maintaining its effectiveness.

How to manage a classroom effectively is the biggest quandary teachers face because they try so hard to accommodate the needs of every child each day by using flexible group practices.

A “cookie cutter” approach to managing children is not feasible, simply because every classroom is unique.

Effectively managing your classroom is not something that will occur over-night. It takes time, energy and preparation to develop a productive, fluid management system. It is certainly worth all of the time and energy you can give it, because effective management can make the difference between purposeful movement and chaotic misdirection.

Goals of Setting Up a Classroom for Students’ Needs

Keep in mind three goals as you plan the arrangement for you classroom:• You must consider the physical size of your students.• Your classroom should be able to accommodate all children, including but not limited to those with special needs.• Your classroom should support the emotional, social, cognitive and physical needs of your children.

Set Up of Your Areas:• Visual access of all children should be available at all times.• Pathways should be clear. Students should be able to move quickly and efficiently and safely.• A sufficient space needs to be provided for lining up at the door. • It is pertinent and worthwhile to create a physical environment that is complimentary to both you and your students. • The classroom should have defined learning areas that are clearly labeled. These areas should include, small group, whole group, direct instruction, etc.• Desks should be arranged in groups to allow for collaboration among students. • Locate your outlets, computer jacks, phone jacks, etc. before placing furniture. • Determine designated areas for display of student work, instructional bulletin boards, etc.

Whole Group Area:

• Material for instruction should be visible to all.• A large floor space should be considered for class meetings, calendar, shared reading, etc.• This area should be free of clutter and distractions.• This area is highly versatile and should be able to accommodate a variety of activities.• The whole group area should provide intellectual growth and stimulation.

Small Group Instruction Areas:

• Small group instruction area should be clean and free from clutter.• This area should be organized to the teacher can spend the maximum amount of time on-task with the students.• This area is usually a small table with enough chairs to accommodate up to six students.• Materials should be readily accessible.

Organization

• The physical space of the classroom must allow for orderly work spaces and environment.

• Each space should be clearly labeled.• Centers should be stored in tubs or baskets and should be placed in a designated area.• Everything in the classroom should have a defined place and students need to be made aware of those places.• Teachers should have a personal storage space for items that are not currently available to students.• Students should have a storage space for their personal items as well as their learning materials.• Lessons should be planned in advance and materials for students should be readily available.

Expectations

• It is important to establish expectations about ways children will learn in the upcoming year.• Teaching expectations is crucial because children need to be aware of the teacher’s outlook.• Expectations provide a guide for success.• Clear expectations will minimize behavior issues in your classroom.• Providing expectations will aid in the effectiveness of your teaching.• A teacher should have high expectations for all of the students in the classroom.

• From the beginning of the year students need to know what is expected of them and how to accomplish their tasks.• When students know what you expect of them, behavior problems will be minimal.• Students will be successful at fulfilling teacher’s expectations if they are provided with the following:

acceptable areas for completing activities consistent time frames for activities familiar routines daily agenda classroom procedures

Inform Students What is Expected of Them

Routines

• Students need consistency to learn.• Teachers need to keep students busy at all times.• Provide jobs for students to alleviate administrative tasks, collecting paperwork, keeping the room clean.• A routine is important because it helps children to know what is coming next and makes transitioning much easier.• If your children understand their routine, then they can function in the event of your absence.• Routines provide structure.

Sample Schedule7:45-8:15 Settling -in Activities

• Silent reading• Book response

8:15-9:00 Morning Meeting/Circle Time• Calendar• Big book/Read Aloud• Poems/Songs• Science/Social Studies Theme Instruction

9:00-10:30 Literacy Workshop• Guided Reading• Literacy Centers

10:30-10:45 Recess10:45-11:15 Lunch11:15-12:30 Writing Workshop12:30-1:15 Math1:15-1:55 Activity1:55-2:15 Compliments/Appreciations

Establish and Maintain Consistent Procedure • In school, procedures are techniques that inspire children to learn and promote effective teaching.• If procedures are created and perpetuated , both teacher and student will sustain positive and worthwhile interactions.• Procedures guarantee understanding, consistency and personal responsibility.• Teachers need to implement procedures because they:

Are non-threatening and the learner can remain “up-shifted” Contribute to independence through self-direction. Develop behavior. Assure the teacher continues to be objective and maintains consistency.

• Present and practice procedures at the beginning of the year and regularly review as the year continues •Ensure that procedures are accessible to students by either posting them on chart paper or creating a procedure notebook for each student to consult in order to proceed independently.

When You Will Need Procedures• Arrival/Dismissal• Line procedures• Transitions• Gatherings and Class Meetings• Student seating• Independent work• Collaborative work• Movement of materials and papers• Getting teacher help• Use of restrooms• Quieting the class• Emergency procedures

Use Active ListeningHands are still.

Feet are still.

Eyes are watching.

Mouth is quiet.

Ears are listening.

The Three-Step Approach to Teaching Classroom Procedures

(Harry K. Wong and Rosemary T. Wong)1. Explain

• Define the procedure.• Demonstrate the procedure• Demonstrate the procedure step by step

2. Rehearse• Have students practice the procedure under your supervision

step by step. All procedures must be rehearsed!• Have students repeat the procedure until it becomes a

routine and can perform the procedure independently.3. Reinforce

• Re-teach, Rehearse, practice and reinforce the procedure until it becomes a student routine.

• If rehearsal is unacceptable, re-teach the correct procedure and provide corrective feedback.

• Praise the students when rehearsal is acceptable.

Strategies for Re-directing Inappropriate Behavior

• Establish proximity to the student• Use eye contact or neutral facial expressions• Use wait time to “alert” students to unacceptable behavior.• Ignore behaviors intended to manipulate, engage or resist.• Keep repeating the expectation.• Move student to a place where they can change behaviors.• Hold class meetings to discuss issues.

Motivational Procedures

• Piggy banks – children can earn money to buy items, by exhibiting appropriate behavior.• Cheer Charts- Students earn stickers for exceptional behavior.• Lunch Bunch- Students can eat lunch with the teacher.• Reading to Another Classroom• Free-choice Friday- children may select a free choice activity during a selected time.• Extra Recess Time

Corrective Procedures:

• Time out from small group instruction• Time out at desk• Student teacher conference• Time out from a favorite object• Provide positive practice• Behavior contracts• Office referral

Class Meetings

• Builds a sense of community• Increases student confidence in learning• Encourages cooperation and inclusion• Gives children daily practice in respectful communication• Provides and arena for problem solving and goal setting• Allows students to express thoughts• Promotes life-long guidelines and life-skills and builds good character.

Class Meeting Format

• Sit in a circle if possible• Briefly review procedures (this step will be necessary each time you meet)• Use a talking token to decide who may talk. (In my classroom I use a stuffed pig and only the person with the pig may talk.)• Set time limits (you may choose to use a timer)• Start with a positive question for all.• Allow time for compliments and praise• Discuss feelings and procedures to help with the problem solving of hurt or negative feelings.

Final Thought

Getting to know your students thoroughly will help you to build relationships with them. These relationships will help you to understand behaviors and why they occur. This will in turn help you to work through the problems with each individual child.Providing high expectations and clear procedures for meeting the goals will allow students to feel successful with their learning. Acknowledgement of student success will intrinsically motivate students to want to expand their learning.Keeping children “upshifted”, by providing the above systems and by making children feel a sense of belonging and feel safe will help to prevent most behavior problems in your classroom.Be prepared, is a great motto, not only for the boyscouts but also for effective teachers.

Savage, T.V.; (1999) Teaching Self-Control Through Management and Discipline, (2nd Ed.) Massachusetts: Allyn & Bacon

Routman, R. (1991), Invitations to Literacy ; New Hampshire: Heinemann Educational Books.

Clayton, M.K. (2001), Classroom Spaces that Work, Massachusetts: Northeast Foundation for Children.

Denton, P., Kriete, R., (2000) The First Six Weeks of School, Massachusetts: Northeast Foundation For Children.

Kovalik, S.J & Olsen, K., (Mar 1993) ITI: The Model, Integrated Thematic Instruction , Washington: self published

Larivee, B. (2005), Authentic Classroom Management, (2nd ed.), Massachusetts: Pearson Learning

Kaufeldt, M., (1999) Begin With the Brain, Arizona: Zephyr Press.