CLASSROOM MANAGEMENT
Creating a positive classroom environment
As a teacher you need to create and maintain a positive classroom environment for you and your students. For this reason, It’s important to set the tone and establish rules of behavior right from the first day of school. You want to build a educational community where your students feel comfortable and loved.
When you create your classroom rules, make sure that you:
- Review the need for rules with your students
- Include students in the process somehow
- Provide a rationale and specific examples for each rule
- State each rule in positive, clear language
- Include consequences for both following and breaking the rules
- Do not exceed on the number of rules
Once you have generated the rules and consequences, it is crucial that you explicitly teach them and remember to review and reinforce them throughout the year.
In addition, remember to recognize and name good or appropriate behavior:
“ Thanks Maria for waiting patiently for me.”
“ Javier, you are taking your time to think about your writing before actually starting the assignment, well done.”
“ Nicolás, thank you for helping Yolanda with this assignment”
Be consistent! Remember, for better or worse, you are “training” your students to behave certain ways. Sometimes, when students are not following the rules or expectations, it is because the teacher has not enforced them consistently. For example, if you want students to raise their hands to speak during a discussion, yet you often respond to students who call out, you are really teaching students to call out. So pay attention to your actions and responses and be firm, fair and consistent. It will pay off!
Know what action you are going to take with each type of behavior. Be clear with students as to which consequences will apply before the need arises. If students know and understand the reasons for your actions before you take them, then they will feel that you are fair. Make the consequences reasonable and related to the behavior.
Planning and Implementing Routines and Procedures
Support student learning by carefully planning and implementing classroom procedures and routines.
Procedures support instruction. Picture what the lesson will look like and what students will be doing. Identify what essential procedures are needed to make this lesson work, and to keep students safe and engaged. For example, how do you want them to distribute materials, when and how will they show you and others their work, and what will clean up or closure look like?
You want students to be informed about and practice classroom procedures and routines. When students enter your room, they need to know what the routines are. For example, they need to understand exactly what you expect them to do when the period begins or how to turn in homework. Think about what your students need to do and establish/review procedures before they ask you (to use the bathroom, to go to the counselor, to make a phone call, to clear up a tardy, to go to the office, to sharpen a pencil, to use the computer, etc.) Especially critical times you want to prepare for are beginning the class, transitions during the class, and ending the class. You do not want your students to rush out when the bell rings. How will your class be dismissed? YOU determine how that will happen. Just because you’ve all agreed on the rules doesn’t mean that behavior doesn’t break down from time to time. What doesn’t work is for you to break down from time to time! Remember, you are in charge of and responsible for what happens in your classroom. To be effective, you must assert your authority with students in a consistent, fair and balanced way.
You will need to help your students learn the classroom routines and procedures by modeling, teaching and practicing the procedures. Follow the procedure together with your students. Students should know what it looks like when procedures are and are not followed. Students should be able to restate in their own words or demonstrate their understanding of the procedure. After your students practice the procedure independently, discuss what made it work, and where students think changes or improvements should be made. In order to help your students internalize procedures and routines, you need to talk through those procedures with them. Students will then be able to do the procedures independently and to know why. Allowing student input provides for effective modification of procedures and routines. The more input students have, the more they will connect with the effective running of your classroom.
Classroom Management Questions and Answers for Habits and Procedures
Classroom rulesConsequencesRestroom PolicyEntering and leaving the classroomLining upWalking in lineGiving attention on your signalSitting and listening during lessonsRaising their hand
Beginning the day — Enter the room politely; put away your backpack, lunch, and coat; turn in your homework; sit at your desk and read alone or do before-school work silently.
Classroom helpers; learning a classroom job — If you get a job on Monday, see the person who did the job last week during silent reading time, ask him or her for the job description card, and have him or her help you on the first day. For the rest of the week, it is your responsibility to remember to do your job.
Classroom library — When I am not teaching the whole group, you may check out a book. To do so, select a book (you only have three minutes at the class library) and sign out the book on the sign-out sheet. Take good care of the book; when you are finished, return the book to the basket and check it off the list.
End of the day — Clean off your desk; leave out your work notebook; pick up any trash within three feet of your desk; stack your chair; collect your mail; wait quietly to be dismissed.
Entering the classroom — Enter quietly and politely; remove your hat if you’re wearing one; don’t interrupt other students; follow the appropriate procedures for each time of day (e.g., morning, after lunch, after a special class).
Exiting the room — Tell me where you are going; take the correct hall pass; do not run or play in the hallways or restrooms.
Finding lost items — Ask the people around you if they found the item you lost; if not, check the Lost and Found box; if it is not there, ask me at a time when I’m not teaching the class; if you find it, thank the person who turned it in; next time, try to take care of your things. Consider going through the Lost and Found box at the end of each month with the whole class. If an item remains unclaimed, give it to the person who turned it in.
Fire drill — Stop everything; stand up and head for the door quickly, but without running or pushing; do not cover your ears; do not make any side trips; the classroom “fire chief” takes the fire drill packet and leads the line outside; the second person in line holds the classroom door for the rest of the class; the third person in line holds the outside door only for our class, then becomes the last person in line; wait patiently, calmly, and quietly in line outside until we are allowed to go back to what we were doing.
Getting help with assignments — Quietly ask the students at your table for help with directions if you need it; if you are working alone, raise your hand to get help from me; if you are working with a group, ask them for help in understanding how you do the assignment.
Getting into work groups — Take all the materials you will need; greet each other; complete the task doing your personal best; make sure each person signs the project; thank the others in your group.
Getting tissues — You may get a tissue from the closest of the four tissue boxes whenever you need one; you don’t even have to ask; throw the used tissue away immediately; make sure it lands in the trash can; get right back to work.
Guests in the classroom — When guests enter the room, let the designated classroom “host” or “hostess” greet them; when the host or hostess rings the chimes, get ready to listen to and look at the visitor — a smile is great!; when the host or hostess introduces the visitor, say, “Welcome to our class, __________”; remember, most guests are here to watch you learn, so be ready to explain what you are working on; treat guests respectfully.
Handling seatwork pages — As soon as you get a paper, print your first name and last initial at the top on the right-hand side and today’s date at the top on the left-hand side.
Helping other students — In a cooperative classroom, it is good to help one another; if someone needs help with directions or reading an assignment, help him or her if you are able; if someone needs help with understanding the problem, tell him or her to ask me for help; never put down another student who asks for help.
Lining up — Stand up quietly; push in your chair; take all necessary items; line up without touching others or talking; face the front of the line; watch where you are going.
Lunch count/attendance — “Hot lunch” means you are having school lunch; “cold lunch” means you brought a lunch from home; move your attendance tag/magnet/clothes pin to the “hot lunch” or “cold lunch” sign/spot; wait patiently for your turn.
Organizing your desk — Remove all loose papers; decide if they should go home or stay at school; put papers that should stay at school in the front pocket of your work notebook; put pencil or art supplies in your school box; put your folders and work notebook on the left side of your desk tray; everything else goes on the right side; pick up your trash.
Participating in group lessons — Do not bring anything with you unless I ask you to; politely find a place to sit where you can do your best learning; sit flat, not on your knees; listen carefully for new information; raise your hand to speak; do not speak when someone else is speaking.
Pledge — When you hear/see the signal, stop what you’re doing immediately and stand up; place your right hand over your heart; say the Pledge of Allegiance respectfully; during the 30 seconds of silence, quietly think about the things you want to learn today and how you will act in class and on the playground.
Preparing for lunch — Wait quietly at your desk; when your lunch number is called, get your lunch or lunch money and line up in order; take everything with you, as you will not be allowed to come back to the classroom after we leave for lunch; while you’re waiting in line, think about the way you need to behave in the lunchroom and on the playground; while you’re at lunch and at recess, find one person who is behaving responsibly and be prepared to tell the class what you noticed.
Signals for attention — When I need your attention, I will ring the chimes (or sound the rain stick, open the music box, etc.); as soon as you hear the signal, stop what you are doing, look at me, and listen for directions.
Taking out/putting away/caring for supplies — Share group supplies; recap markers and glue; check the number written on the supplies to make sure they belong in your group basket; if something belongs to another group, return it to them quietly.
Throwing away trash — You may throw away trash whenever you need to if I am not teaching the whole group; do not play basketball with your trash; make sure all trash lands in the can; pick up trash even if it isn’t yours.
Turning in finished work/homework — Make sure your name is on your paper; place your paper upside down in the “finished work” or “homework” basket.
Turning in lost items — Ask the people around you if they lost the item you found; if not, write your name and the date on a slip of paper and tape the item to it; if it is money or something valuable, put the item and slip on my desk for safekeeping; if not, put it in the Lost and Found box; give yourself a “pat on the back” for being honest.
Using the drinking fountain or sink — When I am not teaching the whole group, you may get a drink; take only a three-second drink; you may bring a water bottle to keep on your desk; if you need to wash your hands, use only a little soap; wipe up any water you spill.
Using the pencil sharpener — At the beginning of each assignment, the person I’ve chosen to be the “Pencil Sharpener” will invite you to have him or her sharpen your pencil; if your pencil breaks during an assignment, use a community pencil; only the “Pencil Sharpener” can run the sharpener and empty it.
Using the school bathroom — If I am not teaching the whole group, stand by the classroom door with your hand raised; if I say “no,” wait for a better class time to go; if I nod, leave the room quietly; do not play in the restroom; return to class before two minutes have passed (promptly).
What to do during free time — If you finish an assignment, first work on any unfinished assignments that are in the front pocket of your work notebook; when you finish those, you may choose to do your classroom job, read a book, write a story, illustrate a book, make up math problems, work on a research project, peer-tutor someone who needs your help, or create a song about what the class is studying.
What to do with unfinished work — If I ask for work to be turned in, let me know if it isn’t finished; if I ask you to keep an unfinished project, put it in your class work notebook.
Beginning the day — Enter the room politely; put away your backpack, lunch, and coat; turn in your homework; sit at your desk and read alone or do before-school work silently.
Classroom helpers; learning a classroom job — If you get a job on Monday, see the person who did the job last week during silent reading time, ask him or her for the job description card, and have him or her help you on the first day. For the rest of the week, it is your responsibility to remember to do your job.
Classroom library — When I am not teaching the whole group, you may check out a book. To do so, select a book (you only have three minutes at the class library) and sign out the book on the sign-out sheet. Take good care of the book; when you are finished, return the book to the basket and check it off the list.
End of the day — Clean off your desk; leave out your work notebook; pick up any trash within three feet of your desk; stack your chair; collect your mail; wait quietly to be dismissed.
Entering the classroom — Enter quietly and politely; remove your hat if you’re wearing one; don’t interrupt other students; follow the appropriate procedures for each time of day (e.g., morning, after lunch, after a special class).
Exiting the room — Tell me where you are going; take the correct hall pass; do not run or play in the hallways or restrooms.
Finding lost items — Ask the people around you if they found the item you lost; if not, check the Lost and Found box; if it is not there, ask me at a time when I’m not teaching the class; if you find it, thank the person who turned it in; next time, try to take care of your things. Consider going through the Lost and Found box at the end of each month with the whole class. If an item remains unclaimed, give it to the person who turned it in.
Fire drill — Stop everything; stand up and head for the door quickly, but without running or pushing; do not cover your ears; do not make any side trips; the classroom “fire chief” takes the fire drill packet and leads the line outside; the second person in line holds the classroom door for the rest of the class; the third person in line holds the outside door only for our class, then becomes the last person in line; wait patiently, calmly, and quietly in line outside until we are allowed to go back to what we were doing.
Getting help with assignments — Quietly ask the students at your table for help with directions if you need it; if you are working alone, raise your hand to get help from me; if you are working with a group, ask them for help in understanding how you do the assignment.
Getting into work groups — Take all the materials you will need; greet each other; complete the task doing your personal best; make sure each person signs the project; thank the others in your group.
Getting tissues — You may get a tissue from the closest of the four tissue boxes whenever you need one; you don’t even have to ask; throw the used tissue away immediately; make sure it lands in the trash can; get right back to work.
Guests in the classroom — When guests enter the room, let the designated classroom “host” or “hostess” greet them; when the host or hostess rings the chimes, get ready to listen to and look at the visitor — a smile is great!; when the host or hostess introduces the visitor, say, “Welcome to our class, __________”; remember, most guests are here to watch you learn, so be ready to explain what you are working on; treat guests respectfully.
Handling seatwork pages — As soon as you get a paper, print your first name and last initial at the top on the right-hand side and today’s date at the top on the left-hand side.
Helping other students — In a cooperative classroom, it is good to help one another; if someone needs help with directions or reading an assignment, help him or her if you are able; if someone needs help with understanding the problem, tell him or her to ask me for help; never put down another student who asks for help.
Lining up — Stand up quietly; push in your chair; take all necessary items; line up without touching others or talking; face the front of the line; watch where you are going.
Lunch count/attendance — “Hot lunch” means you are having school lunch; “cold lunch” means you brought a lunch from home; move your attendance tag/magnet/clothes pin to the “hot lunch” or “cold lunch” sign/spot; wait patiently for your turn.
Organizing your desk — Remove all loose papers; decide if they should go home or stay at school; put papers that should stay at school in the front pocket of your work notebook; put pencil or art supplies in your school box; put your folders and work notebook on the left side of your desk tray; everything else goes on the right side; pick up your trash.
Participating in group lessons — Do not bring anything with you unless I ask you to; politely find a place to sit where you can do your best learning; sit flat, not on your knees; listen carefully for new information; raise your hand to speak; do not speak when someone else is speaking.
Pledge — When you hear/see the signal, stop what you’re doing immediately and stand up; place your right hand over your heart; say the Pledge of Allegiance respectfully; during the 30 seconds of silence, quietly think about the things you want to learn today and how you will act in class and on the playground.
Preparing for lunch — Wait quietly at your desk; when your lunch number is called, get your lunch or lunch money and line up in order; take everything with you, as you will not be allowed to come back to the classroom after we leave for lunch; while you’re waiting in line, think about the way you need to behave in the lunchroom and on the playground; while you’re at lunch and at recess, find one person who is behaving responsibly and be prepared to tell the class what you noticed.
Signals for attention — When I need your attention, I will ring the chimes (or sound the rain stick, open the music box, etc.); as soon as you hear the signal, stop what you are doing, look at me, and listen for directions.
Taking out/putting away/caring for supplies — Share group supplies; recap markers and glue; check the number written on the supplies to make sure they belong in your group basket; if something belongs to another group, return it to them quietly.
Throwing away trash — You may throw away trash whenever you need to if I am not teaching the whole group; do not play basketball with your trash; make sure all trash lands in the can; pick up trash even if it isn’t yours.
Turning in finished work/homework — Make sure your name is on your paper; place your paper upside down in the “finished work” or “homework” basket.
Turning in lost items — Ask the people around you if they lost the item you found; if not, write your name and the date on a slip of paper and tape the item to it; if it is money or something valuable, put the item and slip on my desk for safekeeping; if not, put it in the Lost and Found box; give yourself a “pat on the back” for being honest.
Using the drinking fountain or sink — When I am not teaching the whole group, you may get a drink; take only a three-second drink; you may bring a water bottle to keep on your desk; if you need to wash your hands, use only a little soap; wipe up any water you spill.
Using the pencil sharpener — At the beginning of each assignment, the person I’ve chosen to be the “Pencil Sharpener” will invite you to have him or her sharpen your pencil; if your pencil breaks during an assignment, use a community pencil; only the “Pencil Sharpener” can run the sharpener and empty it.
Using the school bathroom — If I am not teaching the whole group, stand by the classroom door with your hand raised; if I say “no,” wait for a better class time to go; if I nod, leave the room quietly; do not play in the restroom; return to class before two minutes have passed (promptly).
What to do during free time — If you finish an assignment, first work on any unfinished assignments that are in the front pocket of your work notebook; when you finish those, you may choose to do your classroom job, read a book, write a story, illustrate a book, make up math problems, work on a research project, peer-tutor someone who needs your help, or create a song about what the class is studying.
What to do with unfinished work — If I ask for work to be turned in, let me know if it isn’t finished; if I ask you to keep an unfinished project, put it in your class work notebook.
In my classroom, most of my students have a job in the classroom that have to carry out everyday. I use this strategy to help them build responsibility and create a sense of community in the classroom, something that I consider very important in their education. These are the jobs that my students are responsible for:
CALENDAR:
WEATHER:
ATTENDANCE:
LINE LEADER (X2):
PRAYER LEADER:
TEACHER'S HELPER:
PAPER MONITOR (X2):
CLEAN-UP MONITOR (X number of tables):
LIGHT/DOOR HELPER:
SUPPLIES MONITOR (X number of tables):
CALENDAR:
WEATHER:
ATTENDANCE:
LINE LEADER (X2):
PRAYER LEADER:
TEACHER'S HELPER:
PAPER MONITOR (X2):
CLEAN-UP MONITOR (X number of tables):
LIGHT/DOOR HELPER:
SUPPLIES MONITOR (X number of tables):
CALENDAR
RESTROOM PROCEDURES
BEHAVIOUR CHART
CLEAN-UP PROCEDURE
LINE-UP PROCEDURE
PASS OUT PAPERS
SILENCE CALLING
