Classroom Management Key Components

Area #1: Procedures/Structures/Routines

● Beginning Routine/Start of Class - When students enter the room they will hang up
their backpacks, put their cold lunches in the basket if they have one, then they will
go mark if they are having a hot or cold lunch. They will then hand in their take
home folders. After all jobs are done there will be an independent activity for
students to do until attendance is taken.
● Quiet/Attention Signals -To get students attention I will say “Flat Tire” students will
respond with “shhhh”. I also might use “Hocus Pocus” students respond “everybody
focus”
● Physical Transitions (groups, pairs, labs, activities, carpet) - If students are at their
tables they will be called by tables to come sit on the ground. If they are at their dot
spots they will be called by a colored row. To choose groups, students' names will
be chosen by drawing a stick with their name on it.
● Dismissal or Lining Up -To line up students will line up in order according to their
number they are assigned at the beginning of the school year.
● Non-Verbal Cues (visuals, hand gestures, music)-Non-verbal cues that can be used
for reinforcing procedures. Such as turning lights off, clapping, thumbs up.
● Giving Directions - The teacher will give directions verbally at the beginning of a
lesson or activity.
● Checking for Understanding- The teacher will ask students to repeat the
expectations or directions of the lesson or activity. The teacher will also walk around
the room making sure students are completing the lesson/ activity the correct way.
● Holding Ground/No Arguing- I think having the students come talk to the teacher
privately when needed.
● Raising Hands to Speak -Teacher will let students know that they will call on
students who raise their hands. Students who raise their hands will be praised.

In order to have successful procedures, structures and routines in the classroom they need
to be established on the first day of school. This ensures that all students are on the same
page. It will be important to have discussed expectations but also provide visuals of these
expectations as well that students will be able to reference.

Area #2: Engagement & Participation

● Variety (three or more activities per hour) - During an activity I will make sure to
have students not stay in the same place the whole time. There will be a variety of
discussions, independent work, or class activity, this will help students not get bored
 ● Collaboration (Students Talking/Peer Discussions) - Students interacting with their
peers will help them learn how to communicate with others and listen to different
people’s point of views.
● Movement (two or more times per hour) - I will provide flexible seating in my
classroom as well as provide brain breaks. Students will also have movement by
moving from their table spots to the floor, to moving to work in groups. Movement is
important in the classroom.
● Total Participation (all students think, write, share, or answer simultaneously)-
Students will answer as a class if there are short answers. This helps the shy
students or the less confident students be able to answer without being directly
called on.
● Rigor (higher order thinking and tasks required) - Establishing rigor in the classroom
happens by having students think about their answers and being able to explain
their answers.
● Instruction (explain, model, guided practice, independent practice) - I will use the I
Do, You Do, We Do model in my classroom. It is a great way to model and guide
the students on what they need to be doing. In this model the teacher shows what to
do, the students do it with the teacher then the students do it on their own.
● Questioning/Probing - Questioning brings higher thinking in students. It gets their
minds working and answering questions such as “how did you get this answer” or
“tell me more”
● Group Work (roles and productivity) - Working in groups is great. It gives students a
chance to collaborate with their peers and it gives them an opportunity to take on
different roles in the group.

Participating and engagement in the classroom is so important. There are many ways to
have students participating and engaged in the classroom. In my classroom I like the idea
to use turn and talk. Students will be able to turn to their partner and talk with them
(discuss) then potentially share with the class. This gets students talking and explaining
their thinking. This ensures that the students are not just listening to the teacher talk, but
they get to have their own discussions and share their thoughts.

Area #3: Rapport/Connection

● Teacher Warmth/Friendliness/Approachability - A good connection with students is
important. Students want to feel comfortable with their teachers.
● Teacher Enthusiasm/Energy/Excitement/Joy - Students can tell when teachers are
excited to teach. When a teacher has good energy and excitement in the classroom,
the students will give the good energy and excitement back.
● Teacher Humor/Laughter - Laughing with students will help create a good
 connection with them.
● Teacher Knowledge of individual students’ interests - Knowing students interests
helps deepen the connection between teacher and student.
● Teacher Respect and Appreciation for students - The respect you give your
students is the respect you will receive back from your students.
● Teacher Encouragement of students - It is important to encourage students through
any struggles they may be having.
● Teacher sensitivity to student cultures and backgrounds - It is important to
know students backgrounds and cultures when they enter your classroom.
Letting students know that they fit in and are welcome in the class will bring a
positive classroom environment.

Having a good rapport/ connection with students is so important. As a teacher you

are with these students 6 hours a day 5 days a week for 9 months, so having a
positive connection with them will make the days go better. A positive environment
with good energy with make for a positive classroom with students who want to
learn.

Area #4: Behavior Intervention/Consequences

● Regular use of gentle redirects (proximity, warnings, the look) - When a student
starts getting off task, I will walk near them and keep close proximity, if that doesn’t
work, the student will get the teacher “look”.
● Consequences are reasonable and equitable - Consequences will be established at
the beginning of the school year. Coming up with expectations will be a class
activity that we will come up with together, such as for lining up, the hallway,
bathroom, recess. Coming up with the expectations together as a class students will
be aware of them, we will also review them occasionally.
● Consequences are given as choices (you have a choice right now...) - Giving
students a choice can help in the long run. An example is “you can finish this
assignment now, or you can finish it during recess time”.
● Teacher uses soft eyes, soft voice during conflicts - Keeping calm, and having a
calm tone when talking during a high stress moment with a student is important. It
can calm a student down to where they are willing to talk with you.
● Teacher is firm, but also calm and compassionate (doesn’t yell or intimidate) -
Raising your voice can escalate the behavior of a student. Using a calm but also
firm voice can help the student respond better and calm down.
● Consistent follow through with consequences once they are earned (doesn’t make
the same request over and over)
● Arguments/debates are delayed, done in private - If an argument happens, I will let
the student know that when they are calm and ready to talk about what happened,
that I will be ready to talk with them in private.
 ● Progression up hierarchy is swift but fair

I believe this is an area that can always use improvement in teachers. No teacher is
perfect and no two students are the same. So constant learning is going to be happening.
One thing I think is important and that I will be using in my classroom is delaying and
argument. I will give students time to calm down and it will also give myself as the teacher
a moment. When the student is ready we will talk about what happened. I know this will not
work for every situation, but I will use it when I can.

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