Classroom Procedures and ManagementElizabeth Stein, NBCT

Image credit: clarkston.org

It’s all about :•Keeping students organized, on task, and on target for meaningful learning. •Making the most out of your instructional time

Three Steps to ensure your management plan reflects your personal instructional style:

Creating a Supportive Classroom Environment

• Learners know what behaviors are expected • Learners feel welcome and comfortable to participate in

learning activities• Procedures and routines are clearly defined• Established rules are phrased positively reinforced regularly• A community of learners is created based on mutual respect• Lessons and activities are well-planned and implemented with

the student’s perspective in mind (learner-centered).

Classroom Management Must Dos

• Engage every student: Apply attention getting techniques to keep students with you

• Be consistent with classroom procedures• Always monitor student attention and learning (check for

understanding)• Create a risk-free learning focused environment• Use appropriate, consistent consequences• Use your voice and nonverbal cues to communicate effectively• Academically challenge every student• Use a classroom seating chart conducive to learning For example, increase participation and deeper learning by using cooperative learning and group activities/projects

Plan for Lessons

• Lesson are aligned to standards and relevant students’ needs

• Lesson objective clear, focused, and measurable• Include a variety of learner-centered activities• Well-paced to avoid down-time and off-task

behaviors• Monitor student learning/formative assessment• Activities support diverse learners (varied reading

levels and need for enriched learning)

Plan for ProceduresThink about:•Setting up furniture•Greeting student/beginning class (Do Now)•Sharpening pencils•Submitting assignments•Bathroom breaks•Going to lockers (“I forgot my book…”)•Moving about room•Managing tardy students•Working in groups•Seating charts/assigning seats

Putting the Plan into Action

• Respond to situations—never react• Use non-verbal cues to redirect• Monitor students’ attention and learning• Eye contact and Name drop• Find ways to connect off-topic student comments

with the topic being discussed• Use humor/light-hearted connection• Apply a planned ignoring technique, distract, or

change the subject

Reflect• The goal is to be proactive

• Ask yourself:– Did I monitor students’ attention and behavior?

– Did I plan and implement a balance of student-centered learning?

–What went wrong? Why?

–What can I do to keep from…..happening again?

–What worked? Why?