Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.



This is a presentation about classroom management

Terry Daugherty

on 24 February 2018

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of management

Classroom Magement
CLASSROOM MANAGEMENT deals with how things are done.
DISCIPLINE deals with how people behave.
CLASSROOM MANAGEMENT has to do with procedures,
routines, and structure.
DISCIPLINE is about impulse management and self-control.
CLASSROOM MANAGEMENT is the teacher's responsibility.
DISCIPLINE is the student's responsibility.
Some simple rules to remember
Don’t bring out the big guns first
Pause and think first – don’t react
Pause and think first – don’t react
Stay away from arguments
Call home!
Have a reflective zone for students when you need a “break” from each other
Have fun once in a while
Treat students as you would want to be treated.
Teachers should do only 50% of the work.
Know that you can only influence behavior, not change it.

You can not MAKE your class behave.

Try and make it easier for students to behave than not behave
Classroom Management Guidelines
Write down and example of how you have students do at least 50% of the work in your classroom.
Write down and example of how you have students do at least 50% of the work in your classroom.
Never be afraid to stop class
If no one is/can pay attention then there really is no lesson.
Praise Publicly
Reprimand Privately
Love the Doer
Hate the Deed
Most Problems Arise During Transitions
• Classroom procedures ! ! !
• Minimize wait or dead time
• Have a backup plan *******
Four questions that are successful for changing behavior:
•How will this help your grade? Your friend's grade?
•What do you want?
•What are you choosing to do?
•If what you are choosing is not getting you what you want
then what is your plan?
For getting on task
•Does what you are doing help you get work done?
•If you would like to get your work done, what would be your
first step?
•What do you need to get started?
Remember These Hints
1. Develop a set of written expectations (Class
Norms or Agreements) you can live with and

2. Be consistent. Be consistent. Be consistent.

3. Be patient with yourself and with your students.

4. Make parents your allies. Call early and often.
Use the word "concerned." When
communicating a concern, be specific and
•Bank account of emotional deposits and withdraw

•If you want to ask students to go along with you on
behavior, you need some trust in the Bank.

•It is cheap and quick to give each student a positive
attention at some point {2 X 10 class periods}.

•Put trust in someone for special tasks.
5. Don't talk too much. Use the first 15 minutes of class
for lectures or presentations, then get the kids working.

6. Break the class period into two or three different
activities. Be sure each activity segues smoothly into the

7. Begin at the very beginning of each class period and
end at the very end.

8. Don't roll call. Take the roll with your seating chart
while students are working.
9. Keep all students actively involved. For example,
while a student does a presentation, involve the other
students in evaluating it.

10. Discipline individual students quietly and privately.
Never engage in a disciplinary conversation across the

11. Anticipate when problems will occur!!!

12. Keep your sense of perspective and your sense of
Know when to ask for help.
"No matter how creative, colorful or exciting a
lesson is,
if the teacher's brain is the only one
interacting with the material,

the teacher'sbrain - not the student's brain - is the onlybrain forming dendrites."

Pat Wolfe, "The
Brain Matters: Translating Research into
Classroom Behavior.

Evaluative questions empower the student, because the
ideas that students support most are ones they come up with

The answers that are most important to students
are their own.
Full transcript