Classroom Management: Creating an Effective and Productive Learning Environment, Summaries of Technology

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Implementing a Classroom Management Plan

Module 3

1 hr. 40

mins.

CLASSROOM MANAGEMENT

 Classroom management refers to all the practices a

teacher does to organize students, space, time, and

materials so student learning can take place.

 Management skills are crucial and fundamental.

 A well-managed classroom has a set of procedures

and routines that add structure to the classroom.

CLASSROOM MANAGEMENT

CLASSROOM MANAGEMENT

PONDER…….

What do you think is the

difference between

managing and

disciplining****?

EFFECTIVE PRACTICES TO

MANAGE THE CLASSROOM

• Prepare lesson
• Learn the names of the students quickly and address them by name
• Arrange and assign seating
• Post tasks/activities for the lesson
• Be familiar with and ensure that routines and expectations/rules are posted
• Follow the established discipline plan of the permanent teacher and the school
• Establish and communicate to students your procedure for getting their attention
• Establish and communicate to students your procedure for them getting your attention

11

TECHNIQUES TO HELP YOU IMPLEMENT THE FOUR CHARACTERISTICS OF A WELL-MANAGED CLASSROOM

 Characteristics Effective Teacher Ineffective Teacher

• High level of student engagement with work - Teacher has students on task and working cooperatively to achieve what needs to be done. - Teacher is at desk working.
• Class student expectations • Teacher is clear about the learning objectives of every assignment. - Teacher tells students the learning objectives that test are based upon. - Teacher says, “Read Chapter 3 and I’ll give you a test.” - Teacher has not been clear about expectations and objectives and students don’t know how to focus their studying.
• Little wasted time, confusion, or disruption - Teacher has well-rehearsed procedures and routines in place. - Teacher starts immediately and has assignments posted. - Teacher makes up rules and disciplines according to his or her mood. - Objectives are unclear and students repeatedly ask for assignments.
• Work-oriented, but relaxed and pleasant atmosphere - Teacher has vested time in practicing procedures so that they become routines. - Teacher knows how to bring class to - Teacher tells but does not rehearse procedures. - Teacher yells and flicks light switch to get attention.

CREATING A

PRODUCTIVE

CLASSROOM

TEACH COURSE 13

BE READY

• Prepare your classroom and have it ready for your students every day of the school year from

the first day to the last day.

• Students must learn to prepare and be ready if they want to succeed in the real world when

they leave school.

• It is part of our job as educators to teach readiness by modeling readiness in our work, in our

class environment, and in ourselves.

• Teachers who are not organized and prepared send a loud message that they are not ready

to teach.

• A messy, disorganized, or barren classroom sends a negative message. It indicates to

students that you don’t care for them or yourself.

• A clean, well-organized, attractive classroom sends a positive message.
• Invite your students to enter a classroom where you are prepared and that you have prepared

for their benefit.

ORGANIZING FLOOR SPACES

• Count the number of desks and chairs needed.
• Make arrangements with administrators and custodians to have damaged furniture replaced and

sufficient furniture brought in. Don’t be hostile if things don’t happen as efficiently as your want them to,

especially if your requests are done at the last minute.

• It is wise to begin the school year with desks facing the teacher. Desk must not be in traditional rows,

but chairs should face forward so that all eyes are focused on you. This minimizes distractions, allows

you to monitor behavior more readily, and helps you become familiar with the students in your class.

• Keep high-traffic areas clear. Keep clear access to storage areas, bookcases, cabinets, and doors.

Don’t put desks, chairs, or tables in front of doors, water fountain, sinks, pencil sharpeners, or your

desk.

• Plan areas for students’ belongings. Provide space to hang jackets and for various things such as:

backpacks, books, lunch bags, umbrellas, lost-and-found items, sporting equipment, and projects.

• Have a strategic location ready for students who may need to be isolated from the rest of the class.

PREPARE WORK AREAS

• Think of how you will divide your classroom into distinct areas. There needs to be private

areas versus group work areas; work areas versus neat areas; and teacher areas versus

student areas.

• Arrange work areas and desks so that you can easily see and monitor all students and areas

no matter where you are in the classroom. Make sure that you have enough chairs for the

work areas.

• Arrange the space so that students can easily see you, as well as frequently used

whiteboards, bulletin boards, screens, demonstration areas, and displays.

• Be sure that you have all necessary materials for your work areas, such as books, laboratory

supplies, media, activity cards, tolls, and instruments.

• Test any electrical or mechanical equipment to make sure it works before you use it.
• Use tote trays, boxes, coffee cans, plastic containers, or whatever to store the materials

students will need. Arrange your room so that these are readily accessible to all students.

PREPARE BOOKCASES

• Do not place bookcases or display walls where they

obstruct any lines or vision.

• Rotate materials on the shelves, and leave out only

those items you are willing to allow students to

handle.

• Do not place books or other loose materials near an

exit where they can easily disappear or where they

may obscure emergency information.

PREPARING TEACHER AREAS

Maximize your proximity to students, and to frequently use materials and equipment.

• When the teacher is physically close to students and can get to them quickly, their on-

task behavior increases. When the teacher is far from students and cannot get to them quickly, the more likely that are to stop working and disrupt others.

• Place the teacher’s desk, filing cabinet, and other equipment so they do not interfere with

the flow of traffic.

• Place the teacher’s desk so that you can easily monitor the classroom while at your desk

or working with individual students.

• Place the teacher’s desk away from the door so that no on can take things from your

desk and quickly walk out.

• If you choose to have everything on and in your desk treated as personal property, make

this clear when you teach classroom procedures.