Effective classroom management techniques

Contributed by:
Sharp Tutor
This presentation gives an idea about:
Everything a teacher does to organize students, space, time, and materials so that instruction in content and student learning can take place.
1. Effective Classroom
Management Techniques
Freddy Poitra
August 2009
2. Stress Test
 On the next slide, look at both dolphins jumping out of
the water. The dolphins are identical. A closely
monitored, scientific study of a group of scientists
revealed that in spite of the fact that the dolphins are
identical, a person under stress would find differences in
the two dolphins. The number of differences observed
matches closely to the amount of stress the observer is
Look at the photograph and if you find more than one or
two differences you may be experiencing stress.
4. Topics for today include:
 Harry Wong’s “First Days of School”
--Having classroom management using
procedures and routines (Unit C)
 Teaching with Love and Logic
--Some basic techniques that can be
added to your toolbox
 School-Wide Procedures
--How to Quiet a classroom and “The
Signal System”
5.  Some of today’s topics will be well-known
for some and new (ah-ha moments) for
others. Hopefully you can learn something
new and know that there is one person
who will make the difference in your
classroom success this year…..YOU!!
6. FYI
 A study reviewing student learning looked
at 11,000 pieces of research that spanned
over 50 years. It determined and ranked
28 factors that influence student learning.
The most important factor is….
Classroom Management
7. Harry Wong Says:
 The vast majority of the behavior problems in the
classroom are caused by the failure of students
to follow procedures and routines, which in turn
are caused by teachers who do not have
procedures and routines.
 Effective teachers MANAGE their classrooms
with procedures and routines.
 Ineffective teachers DISCIPLINE their
classrooms with threats and punishments.
8. What is Classroom Management??
 Everything a teacher does to organize
students, space, time, and materials so
that instruction in content and student
learning can take place.
 If Pilots have flight plans, Coaches have
game plans, Executives have business
plans, then Effective teachers must have a
Classroom Management Action Plan. Do
9. 4 Characteristics of a Well-
Managed Classroom
Characteristics Ineffective Effective Teacher
1. High Level of student Teacher is working. Students are working.
2. Clear Student Teacher says “Know Teacher tells students
Expectations everything in Chapter 3.” objective of lessons and
3. Little Wasted Time, Teacher punishes Teacher has discipline plan
Confusion, of Disruption according to mood. and posts assignments.
Students always ask
what the assignment is.
4. Work-Oriented Teacher tells but does not Teacher practices
practice procedures. procedures until they
Teacher yells and flicks light become routines and knows
switch. how to bring class to
10. Seven things students want to
know on the first day.
 Am I in the right room?
 Where am I supposed to sit?
 Who is the teacher as a person?
 Will the teacher treat me as a human
 What are the rules in this classroom?
 What will I be doing this year?
 How will I be graded?
11. Don’t Forget that Smile
 Stand at the classroom door on the first
day with a big smile and a warm welcome.
Ensure the students are in the right place.
 Direct the students where to sit.
 Have their first assignment (non-graded)
ready and have them get started on it
 Show that you are efficient and competent
as a classroom manager and teacher.
(First Impression)
12. The three most important student
behaviors that must be taught the
first day
of school are these:
 1. Discipline—Have a plan
 2. Procedures
 3. Routines
13. Difference between Discipline and
 Discipline concerns how students behave.
 Procedures concern how things are done.
 Discipline has penalties and rewards.
 Procedures have no penalties or rewards.
 ROUTINE: What the students do automatically.
 Students readily accept a uniform set of
classroom procedures because it simplifies their
task in succeeding in school. It creates a
predictable and consistent environment.
14. Basically…..
 Procedures are a part of our everyday
lives—telephone book, airplanes, traffic
lights, texting.
 Teaching procedures is teaching
 Story of “The Power of Procedures
15. Classroom procedures that MUST
become Routines
1. Beginning a class
2. Quieting a Class
3. Student seeking help
4. Movement of students and papers
5. End of Class
16. The Procedure for Teaching
 Explain. State, explain, model, and
demonstrate the procedure.
 Rehearse. Rehearse and practice the
procedure under your supervision. (Must
 Reinforce. Reteach, rehearse, practice,
and reinforce the procedure until it
becomes a student habit or routine. Give
17. How to Quiet a Class
1. Explain that you will raise your hand or
tap a bell and the students are to freeze,
turn and face teacher, and be ready for
instruction. Model for the students.
2. Rehearse the procedure by having the
students visit quietly for a few minutes.
Then raise your hand or tap a bell.
3. Reinforce the procedure by correcting
any mistakes or giving praise for
following procedure. Then rehearse
again and again and again.
18. How to Start the Day
 Post a list of necessary morning routines such
as: (verbally practice for lower grades)
1. Put coat and backpack in locker, come into the
room, turn in homework, sharpen pencils,
begin morning work.
 Remember to explain, rehearse, reinforce.
 Remember to post your assignments everyday
in the same place as well as your schedule
19. Signal System
 The “ineffective” way goes like this……
 The “New Effective” way goes like this…
 2 Fingers—Sharpen Pencil
 3 Fingers—Get Drink/Use Bathroom
 4 Fingers—Talk to Teacher
 5 Fingers—Need Help
 Now Let’s try it
20. Movement of Paper
 The “ineffective” way…..
 The “New Effective” Way
1. Pass across (sideways) putting papers
on desks. Never put in hands.
21. Procedures to Rehearse (p 193)
 Entering the classroom
 Listening and answering discussion questions
 Keeping a neat desk
 Asking questions for understanding
 Knowing the schedule
 When you are tardy or absent
 Turning in papers
 Heading a paper
 Coming to attention
 Walking in the halls
 Emergency Procedures
 If your pencil breaks
 Saying Please and Thank You
 When you finish early
 When visitors are in the classroom
 When a schoolwide announcement is made
 If you become sick
 Riding the Bus
 Going to Lunch
 Using the Bathroom—1 at a time
22. “The Book”
 Rather than writing names on the board,
write them down in a book. This helps with
documentation, if needed.
23. Help Keep the Noise Down
 Play classical music at a low level and the
students must keep the noise level lower
than the music. It works.
 “Do you have a question” to talking
24. When should you take roll?
25. If not, how much time is wasted?
 3 minutes per day X 180 Days =
26. A 92 Percent Homework Turn-in
 You’ve Been Pink-Slipped!
 Students are not allowed to sit passively
and not turn in their homework. They are
required to take responsibility for their
actions by completing a pink slip when
homework is not turned in. The students
will be warned of this procedure on the
first day of school.
27.  Provides excellent documentation for
parent teacher conferences
 No Penalties, just lose credit for homework
 Too many, lose privileges??
28. Attendance Keeper
 Assign a student as the attendance keeper for
the week
 When the day begins, student puts ‘absent
folder’ on desks of absent students
 A quick glance will let you know who is absent
when roll is taken (after students are working)
 Fill absent folder as the day progresses with
assignments missed and assignment sheet
29. A First Day of School Script
 Football coaches go into a game with a
script of their first 15 to 20 plays. Meeting
and wedding coordinators have a script of
what needs to be done. And effective
teachers have a script that helps them to
organize the first day or days of school.
Now its time to write yours.
30. How to Take a Break Procedure
 “In 15 minutes please be back in your seat
—not walking in in or standing at the door.
Please be in your seat in 15 minutes.
When I raise my hand I would like it quiet
so that I can immediately begin on ‘How to
Use Love and Logic’ in your classroom.
May I see a show of hands of anyone who
does not understand the procedure?”
31. Teaching with Love and Logic
Founders--Jim Fay
Foster Cline, M.D.
Charles Fay, Ph.D.
32. Philosophy of Love and Logic
 Choice and freedom to make mistakes.
 Equal balance of consequences and
empathy replace punishment whenever
 Child takes responsibility of his/her
 Student is required to do more thinking
than the adult.
 Child is always left with a feeling that he or
she has some control.
33.  Know that Love and Logic doesn’t replace
your present system, instead it is a guide
to help you solve the vast array of
problems you may face in the classroom.
It is a tool you can use to enhance your
classroom management.
34. Why Does It Work?
 Uses humor, hope, and empathy to build
up the adult/child relationship
 Emphasizes respect and dignity for both
children and adults
 Provides real limits in a loving way
 Teaches consequences and healthy
35. The Three Rules of Love & Logic
 Use enforceable limits--Don’t tell kids how
to run their lives, instead tell them how you
are going to run yours
 Provide choices within limits--Offer
choices to students that you can deal with.
 Apply consequences with empathy-- When
consequences are applied with empathy
the child has an opportunity to build a
thought process about the mistake.
36. Control the time you spend on
discipline by..
 Building positive relationships with your students
 Set enforceable limits through enforceable
 Share control.
 Implement disciplinary interventions that stop
undesirable behaviors in their infancy, avoiding
the need for consequences.
 Delay consequences.
37. Would you like to know what to say
when kids try to push your buttons?
 The Answer: “Probably So” (stated softly)
 I’m trying to engage you in an argument and
here’s my ammunition: (No matter what I say –
you say “probably so”.)
 Mrs. Morin doesn’t make me do this
You’re mean
I’m telling my Dad
I’m telling my Mom
I’m telling my Grandma
I hate this
This is stupid
This sucks
38. Try It
 I am the student and you told me if I don’t turn in my
work I can’t go our for recess.
 So I say:
That’s stupid
You’re mean
Other kids just get to go because their teachers are nice.
I hate you
This sucks
I’m telling my Mom
You don’t like me
39.  “You don’t like me…Probably So” doesn’t
sound right. Try this instead:
 1. Smile
2. Say: “Nice Try”
 Other One-Liners: I respect you to much to
argue; I know; Thanks for sharing; I bet it
feels that way; I’ll listen to you as soon as
your voice is as calm is mine. (Then walk
away). Memorize one.
40. For Kids that have damaged self-
 Try a One-Sentence Intervention
1. Think of a student that has low-self esteem or
one that is hard to reach
2. In private, tell them something non-academic
that you notice about them.
3. “I noticed that...........” Let the student respond,
if at all. Then end with “I noticed that.”
4. This is called “making a deposit” for when you
may need to “make a withdrawal”
(consequence). Give 1 per week until rapport
has been established.
41. Rules for using choices
 Be sure to pick choices you can live with
 If child does not choose, be prepared to
choose yourself (10 seconds). This
teachers them to choose quickly.
 Never give a choice unless you are willing
to allow the child to experience the
consequence of that choice.
42. Examples
 Would you rather listen without interrupting or
choose another place to be right now?
 You’re welcome to wear your coat or carry it with
 Do you want to sit in the red chair or the blue
 Would you rather do questions 1-5 or 6-10?
 Out of the 40 problems, do the 20 easiest, I
don’t care which ones you do.
It is very easy to turn your choices into threats:
Choose my way or the highway.
Knock that off or I’m going to call your parents.
Consider if Mr. Gourneau said:
Would you rather do your report today or get
44. Empathy
(not sympathy)
 Adults must demonstrate a sincere and
empathetic response to child’s misbehavior.
 We hand over the problem for the child solve.
 The students are in the thinking mode rather
than the fighting mode.
 The child’s poor decision becomes the “bad guy”
while keeping the adult the “good guy,” thus
having a hard time blaming the adult.
 You become a consultant, not the one who
45. Empathy One-Liners
 This must really hurt.
 That is really hard
 I am sorry you feel that way.
 I feel bad for you.
 Bummer
 It must be hard to feel so frustrated.
 How Sad.
 Oh, man.
 What a drag.
 That’s too bad.
 What will your one-liner be? Pick one or make up your
own and practice.
46. Power Messages After Empathy
 What are you going to do about it?
 Have you come up with anything so far?
 I am here to help. Just let me know what
you decide to do about it.
47. Let empathy and consequences
do the teaching
 NOT sarcastic or condescending
 Keep it short, sweet and repetitive.
 Express your empathy before your
 Delaying your consequence gives you time to
think. Say “How Sad. I am going to have to do
something about this! But not now, I am
teaching. I will later. Try not to worry about it too
 This gives you time to think about your
consequence and keep your cool.
48. Setting Limits with Enforceable
 The happiest students are those with
teachers who set reasonable limits.
 The happiest teachers are those who
know how to set AND enforce these limits
without raising their voices.
 We you say “you will…” we lose control,
but when you say “I will…’ we gain control.
 An enforceable statement is something
that you do, not the student. (can’t argue)
49. A few examples (see handout)
 “You are not going to talk to me that way!”
vs. “I will be glad to discuss this with you
as soon as the arguing stops.”
 “You need to start respecting me.” vs. “I
will be happy to do nice things for you as
soon as I feel respected and helped.”
 “There is too much talking” vs. “I take quiet
classes to music.”
50. Enforceable Statements and
 Statement: I call on students who raise
their hands.
 Question: Who do I call on?
51. 5 Steps for Guiding Students to
Solve their own Problems
1. Provide a strong dose of empathy—Use your
2. Hand the problem back by ask “What are you
going to do about it?”
3. Offer a menu of suggestions with “Would you
like to know what some other students have
4. Ask “How will that work for you” after each
5. Say “Let me know how it works out. Good
52. Questions or Discussion?
53. Resources
 www.effectiveteaching.com (‘going
beyond’ tab)
 www.teachers.net (‘Harry Wong’ tab)
Check out the archived articles
 www.loveandlogic.com
 “First Days of School”
 Fay, J. & Funk, D. Teaching with Love and
Logic. The Love and Logic Press Inc.