Classroom Management
Plan for effective classroom management to create a positive, productive learning environment.
• Design a well‐organized, structured environment
• Establish a warm, accepting atmosphere where students treat each other with dignity and respect
• Provide an emotionally‐safe, secure and risk‐free environment
• Reduce distractions by having a container where students place items for safekeeping to be returned at the end of the day
• Provide effective classroom instruction (e.g., smooth transitions, little downtime, engaging activities)
• Have clearly defined rules that demonstrate observable behavior (e.g., “Keep hands and feet in your personal space.”)
• Post rules using visual and written prompts and refer to them frequently
• List no more than five positively‐stated classroom rules
• Teach, model and practice procedures until they become automatic, beginning the first day of school
• Predetermine and provide practice for each routine task (e.g., sharpening pencils, passing out papers, getting supplies,working in small groups, putting away material)
• Use verbal or nonverbal signals to remind students of expectations and rules
• Post the daily schedule and inform students in advance of any schedule changes
• Greet students by name upon classroom arrival and give a personal comment
• Direct student to routine tasks upon entry to class (e.g., morning arrival, after recess, after lunch, etc…)
• Vary types of teaching strategies and the pace to assure all styles of learning are addressed
• Alternate active and passive learning activities to employ a high level of student engagement and student interest
• Present a lengthy presentation in shortened segments
• Have sponge activities ready when extra time is available
• Monitor student engagement and provide positive, specific feedback when student is behaving or working on a task appropriately (e.g., “I like the way you are sitting in your chair with your book opened to the correct page.”)
• Offer sincere praise to verbally reinforce appropriate behavior
• Allow students to work on tasks without interruptions
• Move about the room and among the students, frequently monitoring and giving feedback
• Remind students of expectations prior to an upcoming transition
• Compliment students for complying with transition expectations
• Learn and use names of students as quickly as possible
• Take time to get to know students and demonstrate how much you care
• Interact with as many students as possible each day
• Set high expectations for student behavior and academics
• Make it clear to all students that you expect them to succeed
• Develop positive relationships with students
• Use flexibility to meet individual student needs
• Have students complete an interest survey and use the information as a guide to addressing needs of students
• Focus on the positive
• Be consistent in speech and action
• Avoid sarcasm, criticism, and taking misbehavior personally
• Conference with a student privately when conversing about misbehavior
• Teachself‐management skills
• Have students role play appropriate social behaviors
• Give students classroom responsibilities or leadership roles
• Discuss with and prepare the students for an upcoming substitute
• Develop a partnership with parents and communicate often
Developed by: Michael L. Lujan, M.Ed.
• Design a well‐organized, structured environment
• Establish a warm, accepting atmosphere where students treat each other with dignity and respect
• Provide an emotionally‐safe, secure and risk‐free environment
• Reduce distractions by having a container where students place items for safekeeping to be returned at the end of the day
• Provide effective classroom instruction (e.g., smooth transitions, little downtime, engaging activities)
• Have clearly defined rules that demonstrate observable behavior (e.g., “Keep hands and feet in your personal space.”)
• Post rules using visual and written prompts and refer to them frequently
• List no more than five positively‐stated classroom rules
• Teach, model and practice procedures until they become automatic, beginning the first day of school
• Predetermine and provide practice for each routine task (e.g., sharpening pencils, passing out papers, getting supplies,working in small groups, putting away material)
• Use verbal or nonverbal signals to remind students of expectations and rules
• Post the daily schedule and inform students in advance of any schedule changes
• Greet students by name upon classroom arrival and give a personal comment
• Direct student to routine tasks upon entry to class (e.g., morning arrival, after recess, after lunch, etc…)
• Vary types of teaching strategies and the pace to assure all styles of learning are addressed
• Alternate active and passive learning activities to employ a high level of student engagement and student interest
• Present a lengthy presentation in shortened segments
• Have sponge activities ready when extra time is available
• Monitor student engagement and provide positive, specific feedback when student is behaving or working on a task appropriately (e.g., “I like the way you are sitting in your chair with your book opened to the correct page.”)
• Offer sincere praise to verbally reinforce appropriate behavior
• Allow students to work on tasks without interruptions
• Move about the room and among the students, frequently monitoring and giving feedback
• Remind students of expectations prior to an upcoming transition
• Compliment students for complying with transition expectations
• Learn and use names of students as quickly as possible
• Take time to get to know students and demonstrate how much you care
• Interact with as many students as possible each day
• Set high expectations for student behavior and academics
• Make it clear to all students that you expect them to succeed
• Develop positive relationships with students
• Use flexibility to meet individual student needs
• Have students complete an interest survey and use the information as a guide to addressing needs of students
• Focus on the positive
• Be consistent in speech and action
• Avoid sarcasm, criticism, and taking misbehavior personally
• Conference with a student privately when conversing about misbehavior
• Teachself‐management skills
• Have students role play appropriate social behaviors
• Give students classroom responsibilities or leadership roles
• Discuss with and prepare the students for an upcoming substitute
• Develop a partnership with parents and communicate often
Developed by: Michael L. Lujan, M.Ed.