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Dr. Bob Kizlik
One of the best and most highly recommended books on classroom management is available from Amazon.com.
Click HERE to read about it and order it.
Updated October 8, 2014
The evidence is irrefutable, Surveys of graduates of education schools and colleges indicate that the #1 area of concern of
new teachers is their feelings of inadequacy in managing classrooms. Despite clinical experiences, practicums, student
teaching, and other observations in classroom settings, this problem has persisted for decades. There is no magic elixir that
will confer skill in this area of professional responsibility. We only wish there were.
Classroom management and management of student conduct are skills that teachers acquire and hone over time. These
skills almost never "jell" until after a minimum of few years of teaching experience. To be sure, effective teaching requires
considerable skill in managing the myriad of tasks and situations that occur in the classroom each day. Skills such as
effective classroom management are central to teaching and require "common sense," consistency, a sense of fairness, and
courage. These skills also require that teachers understand in more than one way the psychological and developmental
levels of their students. The skills associated with effective classroom management are only acquired with practice,
feedback, and a willingness to learn from mistakes. Sadly, this is often easier said than done. Certainly, a part of this
problem is that there is no practical way for education students to "practice" their nascent skills outside of actually going into
a classroom setting. The learning curve is steep, indeed.
As previously mentioned, personal experience and research indicate that many beginning teachers have difficulty effectively
managing their classrooms. While there is no one best solution for every problem or classroom setting, the following
principles, drawn from a number of sources, might help. Classroom teachers with many years of experience have
contributed to an understanding of what works and what doesn't work in managing classrooms and the behavior of students.
The following information represents some of the things that good classroom teachers do to maintain an atmosphere that
enhances learning. It is written in straightforward, non-preachy language, and will not drive you to distraction with its length. I
think most students appreciate that. With that in mind, I truly hope this information is useful to you.
Please send any comments, suggestions, or questions to Dr. Robert Kizlik

An Effective Classroom Management Context

(these four things are fundamental)
1. Know what you want and what you don't want.
2. Show and tell your students what you want.
3. When you get what you want, acknowledge (not praise) it.
4. When you get something else, act quickly and appropriately.

CLASSROOM ARRANGEMENT
While good classroom arrangement is not a guarantee of good behavior, poor

planning in this area can create conditions that lead to problems.

The teacher must be able to observe all students at all times and to monitor work
and behavior. The teacher should also be able to see the door from his or her
desk.
Frequently used areas of the room and traffic lanes should be unobstructed and
easily accessible.
Students should be able to see the teacher and presentation area without undue
turning or movement.
Commonly used classroom materials, e.g., books, attendance pads, absence
permits, and student reference materials should be readily available.
Some degree of decoration will help add to the attractiveness of the room.
SETTING EXPECTATIONS FOR BEHAVIOR
*Teachers should identify expectations for student behavior and communicate
those expectations to students periodically.
* Rules and procedures are the most common explicit expectations. A small
number of general rules that emphasize appropriate behavior may be helpful.
Rules should be posted in the classroom. Compliance with the rules should be
monitored constantly.
* Do not develop classroom rules you are unwilling to enforce.
* School-Wide Regulations...particularly safety procedures...should be explained
carefully.
* Because desirable student behavior may vary depending on the activity, explicit
expectations for the following procedures are helpful in creating a smoothly
functioning classroom:
- Beginning and ending the period, including attendance procedures and what
students may or may not do during these times.
- Use of materials and equipment such as the pencil sharpener, storage areas,
supplies, and special equipment.
- Teacher-Led Instruction
- Seatwork
- How students are to answer questions - for example, no student answer will be
recognized unless he raises his hand and is called upon to answer by the teacher.
- Independent group work such as laboratory activities or smaller group projects.
Remember, good discipline is much more likely to occur if the classroom setting
and activities are structured or arranged to enhance cooperative behavior.
MANAGING STUDENT ACADEMIC WORK
* Effective teacher-led instruction is free of:
- Ambiguous and vague terms
- Unclear sequencing
- Interruptions

* Students must be held accountable for their work.

* The focus is on academic tasks and learning as the central purpose of student
effort, rather than on good behavior for its own sake.
MANAGING INAPPROPRIATE BEHAVIOR
* Address instruction and assignments to challenge academic achievement while
continuing to assure individual student success.
* Most inappropriate behavior in classrooms that is not seriously disruptive and can
be managed by relatively simple procedures that prevent escalation.
* Effective classroom managers practice skills that minimize misbehavior.
* Monitor students carefully and frequently so that misbehavior is detected early
before it involves many students or becomes a serious disruption.
* Act to stop inappropriate behavior so as not to interrupt the instructional activity or
to call excessive attention to the student by practicing the following unobstructive
strategies:
- Moving close to the offending student or students, making eye contact and giving
a nonverbal signal to stop the offensive behavior.
- Calling a student's name or giving a short verbal instruction to stop behavior.
- Redirecting the student to appropriate behavior by stating what the student
should be doing; citing the applicable procedure or rule.
Example: "Please, look at the overhead projector and read the first line with me, I
need to see everyone's eyes looking here."
- More serious, disruptive behaviors such as fighting, continuous interruption of
lessons, possession of drugs and stealing require direct action according to school
board rule.
Assertive Discipline has been used by many schools, and is an effective way to
manage behavior. Find out more by clicking here.
PROMOTING APPROPRIATE USE OF CONSEQUENCES
* In classrooms, the most prevalent positive consequences are intrinsic student
satisfaction resulting from success, accomplishment, good grades, social approval
and recognition.
* Students must be aware of the connection between tasks and grades.
* Frequent use of punishment is associated with poor classroom management and
generally should be avoided.
* When used, negative consequences or punishment should be related logically to
the misbehavior.
* Milder punishments are often as effective as more intense forms and do not

arouse as much negative emotion.

* Misbehavior is less likely to recur if a student makes a commitment to avoid the
action and to engage in more desirable alternative behaviors.
* Consistency in the application of consequences is the key factor in classroom
management.
SOME ESOL PRINCIPLES
(A FEW THINGS TO KNOW ABOUT L.E.P. STUDENTS):
* They are not stupid and they can hear what is being said.. They just don't
necessarily understand the language or culture, yet.
* They come from a variety of backgrounds, even in the same country. For
example schooled, unschooled, Americanized, etc.
* It is easy to misunderstand body language and certain behaviors. For example,
eye contact, spitting, chalk eating, etc.
* Don't assume they understand something just because it seems simple to you.
Simplify, boil down.
* Even when they have lost their accent, they often misunderstand common words
and phrases.
* Correct repeated patterns or mistakes.
* Good E.S.O.L. strategies are good teaching strategies.
GUIDELINES FOR EFFECTIVE PRAISE
(Applies primarily to praise associated with instruction and student performance)
Effective Praise

Ineffective Praise

1. Is delivered contingently upon

student
performance of desirable behaviors or
genuine accomplishment

1. Is delivered randomly and

indiscriminately without specific
attention to genuine accomplishment

2. Specifies the praiseworthy aspects

of the student's accomplishments

2. Is general or global, not specifying

the success.

3. Is expressed sincerely, showing

spontaneity, variety and other nonverbal signs of credibility.

3. Is expressed blandly without feeling

or animation, and relying on stock,
perfunctory phrases.

4. Is given for genuine effort,

progress, or accomplishment which
are judged according to standards
appropriate to individuals.

4. Is given based on comparisons with

others and without regard to the effort
expended or significance of the
accomplishment of an individual.

5. Provides information to students

about their competence or the value
of their accomplishments.

5. Provides no meaningful information

to the students about their
accomplishments.

6. Helps students to better appreciate

their thinking, problem-solving and

6. Orients students toward comparing

themselves with others.

performance.
7. Attributes student success to effort
and ability, implying that similar
successes can be expected in the
future.

7. Attributes student success to ability

alone or to external factors such as
luck or easy task.

8. Encourages students to appreciate

their accomplishments for the effort
they expend and their personal
gratification.

8. Encourages students to succeed for

external reasons -- to please the
teacher, win a competition or reward,
etc.

For an explanation of how this information relates to lesson planning and

implementation, be sure to visit the ADPRIMA Instruction System page by clicking
here.
Here is a page devoted to classroom management mistakes often made by
new teachers.
There are many other areas on the ADPRIMA site that might interest you, and you
are invited to take a look, get what you want, and let us know what you think. Your
opinion is important and valued.

Here are some excellent print resources for classroom management

The Laughing Classroom: Everyone's Guide to Teaching With Humor and
Play
Reluctant Disciplinarian: Advice on Classroom Management From a Softy
who Became (Eventually) a Successful Teacher
Tribes: A New Way of Learning and Being Together
Iti: The Model Integrated Thematic Instruction
Setting Limits in the Classroom: How to Move Beyond the Classroom Dance
of Discipline
Classroom Discipline Problem Solver: Ready-To-Use Techniques & Materials
for Managing All Kinds of Behavior Problems

"Anything not understood in more than one way is not understood at all."

A thought-provoking thriller novel I wrote for the Kindle: The Bucci

Strain: Imprint