Classroom Management Team
How to set up your class for success!
Evertson, C., Poole, I., & the IRIS Center. (2002). Effective room arrangement. Retrieved on [month day, year,] from http://iris.peabody.vanderbilt.edu/case_studies/ ICS-001.pdf
1. Minimizing Distractions
What is Considered a Distraction?
-Classmates (seating arrangement)
-High traffic areas (sink, water fountain, pencil sharpener)
-Before the students arrive, take a look around and notice any potential distractions. If you do see any distractions, move around the desks to avoid those areas.
-Although it may seem that you have moved all the distractions, it is crucial to remember that each student finds different things distracting. It may take a few tries of rearranging before getting it just right.
-Some distractions cannot be removed, such as windows. However, there are ways to reduce the distractions. For a window, a teacher might put student work taped to the glass to make it so the students cannot see out but light is still let into the room.
2. Maximizing Access
Why maximize access?
-Access to instruction, materials, teacher's desk, and other spots in the classroom
-There might be a student with health concerns that needs physical space (a wheelchair, for example)
-The front of the classroom is identified as the "action zone", meaning that these students are upfront and more accessible. Because of this, they are called on more frequently and receive more attention from the teacher. By maximizing access, the teacher can move around the classroom more and focus on every student.
- Students who are facing the white board will have higher success than with students who have their backs to it.
-A teacher should have a line of access to every student.
-Commonly used supplies (pencils, books, etc.) should be easily accessible for each student without disrupting their peers.
3. Matching Arrangement With Lesson Purpose
What is it?
-For independent work: rows or paired rows are best.
-For group work: clusters of desks, or a shared table are best.
-Research shows that grouped seating increases social interactions, likewise, desks in rows to focus on independent work can increase student work output.
-Flexibility in classroom arrangement is important because it allows the teacher to use a variety of instructional formats.
-When the lesson purpose and arrangement to do not match, students will be easily distracted.
Tips for Implementation
2. Involve the students in arranging the classroom so they understand the purpose of the set up...it takes practice!
3. Too much rearrangement can be a distraction, so try and pick a layout that will work for the majority of the day.
4. Movement With Ease
What is it?
Food For Thought
-Students should always be able to access supplies without a challenge.
-When students are crammed together, there is an increase in potential behavioral problems.
Tips for Implementation
2. Designate an area with high use items, i.e. paper and glue, in an area with plenty of space.
3. Test the classroom arrangement before the students arrive to flag and fix any potential problem areas.
4. Always make sure doors and emergency exit areas are free and clear.
5. Establish and communicate classroom movement rules with the students from day 1.
By Harry K. Wong
Effective Classroom Management?
What is Classroom Management?
"You Manage A Store, You Do Not Discipline A Store"
"When Students Know How the Classroom Operates, The Class Suffers Fewer Interruptions"
Procedure ≠ Discipline
1. Procedure for the beginning of the period or the day.
2. Procedure for when students are absent.
3. Procedure for dismissal at the end of the period or day.
4. Procedure for quieting the classroom.
5. Procedure for students seeking help.
6. Procedure for movement of students and papers.
"Teachers Must Learn How To Effectively Convey The Procedures Just As Students Must Learn How To Follow The Procedures"
Planning Is The Name Of the Game
Rules and Procedures
What is a Rule?
What is a Procedure?
Why Rules and Procedures are Important
" Research and theory, then, support the intuitive notion that well-articualted rules and procedures that are negotiated with students are a critical aspect of classroom management, affecting not only the behavior of students but also their academic achievement,"(Marzano 17).
- Rules should not be imposed for no reason. When rules are explained, it helps children see the need and follow the rules. They provide structure at home and at school.
General Expectation for Behaviors
- Address respect and when students have questions or problems.
- Ex: Go over rules in the beginning of the year.
- Ex: Introduce rules in a fun way.
Bring your paper, pencils, books,
Unless you want my Dirty looks.
Class will start- i know I'm pushy-
When in your seat, i see your "tushy."
Beginning of the School Day or Period.
- Established rules and procedures for the day or lesson.
- Helps maintain structure and optimizes time management.
- Ex: Using colorful clips, students can place the clip on their spot on the board to signify that they are done with and exercise and all materials are in.
-Ex: Students organized into groups, one person from each group is the "organizer" and is in charge of making sure each person has the necessary papers.
Transitions and Interruptions
- Establishing rules and procedures helps deal with anything unexpected.
- Used for leaving the room, using the bathroom, using the library ect.
- Ex: using an illustrated flip board which discussed behavioral expectations for the different transitions that occur through out the day and year.
- Ex- Imitate flight attendant when introducing expectations or rules.
Materials and Equipment
- How to distribute and store materials.
- EX: "Material Captain" is in charge of making sure each person has their materials and that they are properly put away.
- EX having a photograph depicting properly stored material as a model.
- Rules and procedures dealing with working in groups.
- Ex: Modeling appropriate behaviors.
-Ex: Journal with what the group helped the student with and how the student can better work in the group for next time.
Seat-work and Teacher-Led Activities.
- What students do during and after the activity is completed
-Ex students each have a circled colored green, yellow, and red. If they understand the assignment they use the green circle, if they are struggling with the assignment they use the yellow circle. If they completely don't understand the assignment they use the red circle.
-Ex- When having a group discussing, each student is given a certain number of poker chips. Every time they speak they use a poker chip. When they use all their chips, they then have to listen. This allows students who would not normally talk the opportunity to speak.