Classroom Management Key Components

Area #1: Procedures/Structures/Routines

● Beginning Routine/Start of Class- Materials needed will be presented on the board.
Students can check what they need and put everything else in their lockers. Coming
into the room, learners will begin the day by writing in their planners of what is
planned. While writing in their planners, attendance will be taken before morning
meeting.
● Quiet/Attention Signals- Using a doorbell or chime for students to understand a
certain noise means directions will be given for a particular activity. Verbalizing to
students to be active listeners and using eye contact with all learners can help
thoroughly address these directions as well.
● Physical Transitions (groups, pairs, labs, activities, carpet)- Not all students will go
at once. Instead, calling 1 person from each group or the quietest group one at a
time can help create easier transitions and reinforce positive behavior.
● Dismissal or Lining Up- Students can line up when their area is picked up and they
are waiting patiently. As a teacher, call each student individually to have them go
once the expectation is complete.
● Non-Verbal Cues (visuals, hand gestures, music)- Using visuals for directions,
music, timers, and hand gestures to show stop, good, or more nonverbal cues help
volume levels remain low when needed.
● Giving Directions- Directions must be thorough as there are tasks that we think are
given but may be unique to students. Directions can be given verbally, written, or
even posted for all students to see.
● Checking for Understanding- Ask questions when giving multiple directions. Ask
students to repeat directions when there are multiple steps. Continue to walk around
and keep students on task or evaluate which students are unsure of directions or an
assignment.
● Holding Ground/No Arguing- It’s important to be respectful and kind to your students
but establishing your ground by saying “No” is also useful to avoid unnecessary
behaviors and excuses.
● Raising Hands to Speak- If a student blurts, typically calling on a student and
praising them for raising their hand will reinforce the expected behavior. Remind
students that this is the expectation. “Can someone raise their hand and tell me…”,
etc.

I would like to continue working in this area and using visuals, attention getters, and
using clear directions. I have typically used my stronger voice to get student attention, but
there are easier methods to use. Transitions are an area that I feel I have grown with.
Continuing to call a select number of students to pack up, grab materials, etc. helps these
transitions flow better, and I also believe that it reinforces positive behavior for other
students who may be off task. Routines are a key area that I have identified for how
important they are to a successful classroom. This semester, I have been able to see the
progression of students starting off a school year and continue these routines that were set
up within the first week.

Area #2: Engagement & Participation

● Variety (three or more activities per hour)- Student’s attention spans differ for each
grade level. However, to keep student interest at a maximum, it is important to use a
variety of activities that include hands-on practice, technology, and more for a
variety of learners.
● Collaboration (Students Talking/Peer Discussions)- Collaboration helps students
expand their own ideas and get new opinions to reflect on as well. Collaboration
should be used in many aspects of the classroom including but not limited to
projects and discussions.
● Movement (two or more times per hour)- Especially for students who are going
through growth spurts, sitting for long intervals of time is challenging for students
and decreases their attention. Finding ways for students to move during brain
breaks or in a classroom assignment is positive to redirect students towards a given
task.
● Total Participation (all students think, write, share, or answer simultaneously)- When
students can share together, this increases the rate that a shy student responds.
Answering in unison can help reengage them in the material that is being presented.
● Rigor (higher order thinking and tasks required)- Instruction should include inquiry-
based questioning and explaining has to be done by students in order to progress in
their learning.
● Instruction (explain, model, guided practice, independent practice)- It is important to
be clear and concise with your material and directions for a given
assignment/project. Modeling for students, completing as a class, and then
independent practice is a good routine to follow and help all students understand
expectations.
● Questioning/Probing- Allow wait time when using questioning because learners all
develop answers at different paces. Along with this, it is important for an educator to
prompt students on how they formulated their answer to move the information from
 procedural to conceptual.
● Group Work (roles and productivity)- Demonstrate that group work needs to be
equal across all partners involved. Assign tasks for each group member. Group
work is essential in classrooms for students to learn and work with others who may
think differently and offer new ideas.

All students should be involved in a classroom. Using turn and talk opportunities,
sharing as a class or in groups, different group projects are all ways to get some learners
out of their comfort zone. Learners have different abilities and when they are working in
groups, these abilities are helpful as they can contribute where they feel most comfortable.
When creating content and assignments for students, it’s also important that a teacher
creates meaningful tasks that are going to challenge learners with higher order thinking
and questioning. Instead of simple yes or no questions, prompt students with how they got
their answer, why they think a certain way, etc.

Area #3: Rapport/Connection

● Teacher Warmth/Friendliness/Approachability- Be a positive role model for
students. Listen to what your students may be dealing with and offer kindness to
them. Continue to be a professional when working with learners of all ages.
● Teacher Enthusiasm/Energy/Excitement/Joy- Get students excited to come into the
classroom! One thing we can control as educators is our enthusiasm, even when we
have factors outside of school that are affecting this.
● Teacher Humor/Laughter- Use humor in a way that is not insulting to any learners.
Keep your classroom mood light and fun with students, but also understand when
work needs to be accomplished.
● Teacher Knowledge of individual students’ interests- Incorporate student interests
into your content. This gets students more excited to learn the material.
● Teacher Respect and Appreciation for students- All students deserve respect from
their teacher. This includes all abilities and learning processes that students have.
● Teacher Encouragement of students- Encourage students who are at all levels of
learning. Children who are in enrichment should receive encouragement to
challenge their abilities and learners who are not at a proficient level should be
motivated to keep trying.
● Teacher sensitivity to student cultures and backgrounds- A classroom should
be inclusive of all cultures and beliefs along with understanding of every
learner’s background. This diversity is what makes a classroom have different
thoughts, ideas, and opinions that can easily be shared when a classroom is
inclusive.
 The classroom needs to be a place where students feel welcomed. When
students feel that their classroom is a supportive and safe environment, their
motivation levels are typically higher. Distinguishing the balance between a fun and
light mood and a classroom that is diligent in their work can be challenging.
However, when a teacher finds an appropriate balance, respect levels also increase
between an educator and their students. Being a caring teacher towards all your
students and their backgrounds/abilities is a must do for any educator creating a
positive workspace.

Area #4: Behavior Intervention/Consequences

● Regular use of gentle redirects (proximity, warnings, the look)- If a student is
showing a mild misbehavior, relocate closer to the child, make eye contact, give a
soft warning to redirect their attention. Keep this respectful and don’t embarrass any
learners.
● Consequences are reasonable and equitable- Create a set of classroom rules with
your students. When misbehavior occurs, we can refer to our posted rules and the
consequences that are associated with these behaviors. Consequences should also
be related to the behavior committed.
● Consequences are given as choices (you have a choice right now...)- Our main
intention should be to allow the learner to stay in the environment, but we also need
to be aware of safety for other students in the classroom. When giving choices,
prompt the student with a calm voice.
● Teacher uses soft eyes, soft voice during conflicts- Raising your voice can increase
conflict and create a more hostile environment.
● The teacher is firm, but also calm and compassionate (doesn’t yell or intimidate)-
When a teacher holds their ground with a respectful tone, it prompts the student to
be at ease but also make a decision that relates to their misbehavior. Often, if a
teacher yells, this can further agitate a student.
● Consistent follow through with consequences once they are earned (doesn’t make
the same request over and over)- Consequences are equal for all misbehaviors that
are the same. In other words, if one student misbehaves another with the same
misbehavior is given the same consequence.
● Arguments/debates are delayed, done in private- Separate the argument from the
rest of the classroom to not embarrass a student. They most likely want to be heard
and need your attention. Separating your conversation can also show a learner that
they have your full attention.
● Progression up hierarchy is swift but fair- Positive behaviors are rewarded with a
classroom system. A point system for prizes is a way to motivate students to
 behave well. A student’s total reward number (points) should be private for
everyone. However, a teacher should reinforce positive behaviors aloud when a
student is on task.

De-escalating situations should be a priority for all educators. This challenge is

something that all teachers will continue to get better at with continued training and
practice. When students are agitated, there are a variety of factors. What we can do as
teachers is understand why a student may be struggling or showing signs of difficulty to
assist them. It’s crucial to not show favoritism to any student. All behavioral interactions
should remain neutral for similar offenses. The consequences should be consistent among
all misbehaviors.

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