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Effective Classroom Managment
Transcript of Effective Classroom Managment
"Developing positive peer relationships helps to create a situation in which all students feel valued and respected" (Jones and Jones, p. 94, 2015).
Providing Effective Feedback
Providing feedback that does not make students’ feel defeated is important (Reynolds, 2013). Consider implementing the following strategies.
What is classroom management?
Skills and techniques that educators use on a daily basis to help their classrooms run smoothly.
Techniques help to lesson disruptive behaviors.
Nurturing and development of social skills.
What do students
need from classroom management?
Jones and Jones (2015) gave many theoretical perspectives of students' psychological need that must be met.
The figure below (Jones and Jones, 2015, p. 35) lists some of the most predominant basic needs students must have fulfilled as they influence students' behaviors.
Understanding these needs will help educators foster positive interactions for all students contributing to improve students' learning success.
Andrews (2015) expressed “If we can free ourselves from regarding parents as burdens or obstacles, and learn instead to think about parents and families as inspiring resources and partners, we can all better support the child” (p. 130).
Increasing Student Motivation
These factors leave educators needing to provide many strategies to help students' learn. Consider the following strategies to increase student motivation.
Academic Choice- When students can choose the learning method or assignments, they feel more connected to their learning, decrease ill behaviors and increase student engagement.
Differentiate Instruction- Modifications in instructions and assignments can help students be successful and increase motivation because students feel they can succeed in the beginning.
Music- Certain music can be relaxing, students earning the privilege to choose the music helps motivation (Baker and Ryan, 2014).
Praise and Feedback- This can lead to competence and increase intrinsic motivation (Wery and Thomson, 2013). Remember to make it immediate, precise and authentic (Jones and Jones, 2015).
Rewards- Keep them simple. Jones and Jones (2015) warned effort may increase more than quality so do not forget to first set learning goals and means to achieve those goals first.
"The quality of an educator's relationship with students is an incredibly important factor influencing student learning and behavior" (Jones and Jones, p. 52, 2015).
Dr. E. Palestis
With the use of the following strategies, teachers can provide students with a positive classroom experience.
Greet students each morning.
Leave students notes of encouragement on their desks, in their cubbies or lockers.
Send notes home to boost students self-esteem.
Get to know students personally. Give surveys or conduct interviews. Make home visits or eat lunch with students.
Engage students in planned outdoor activities during recess time.
Take part in school spirit activities or school organized after hour events.
Make your teaching style memorable as it affects students motivation (Sieberer-Nagles, 2015).
Use praise and specific feedback. Remember to use this in three ways: contingency=immediately, specificity=describe the specific positive behavior exhibited and credibility=be authentic to the student and situation (Jones and Jones, 2015).
By utilizing the activities below, peer relationships flourish, helping students feel secure and safe at school while increasing their learning processes.
Allow students to interview each other. This may be recorded and shown to the class.
Class mixer by using a bingo grid with specific details in each box. Students then find a classmate that fits into that category.
For younger students use the “bucket filling” program based on the book by Carol McCloud. Check out http://www.teachingheart.net/bucket.html for classroom ideas.
The classroom arrangement strategy allows students to choose where they sit. It gives them a sense of ownership and power that increases learning motivation and classroom community.
Special days or spirit days bring students together as they all participate in a certain way.
Cooperative group activities such as structure building. Groups of students are given the same amount of material, such as marshmallows and dry spaghetti noodles, and are asked to build the tallest structure they can.
Random acts of kindness campaign where students randomly do something kind of another student.
The ideas presented here will help to build a solid relationship between teacher and families.
Begin with a family questionnaire for further insight.
Communication is essential- Weekly newsletters, emails, phone calls, a class blog or website. Check out http://web.seesaw.me/.
Parent involvement- Could be a weekly classroom commitment or field trips, take-home projects, or parents sharing their job skills.
Plan special days- Math, science or literature nights, dances, dine out fundraisers, or days devoted to mom or dad.
Conduct home visits as this will give you a better understanding of their culture.
Progress reports- Do not wait until conferences to alert parents to situations that need attention, academically or behaviorally.
Conferences-Be well prepared to inform parents of their child's progress, academic and social.
Do not forget to have correspondences translated or a translator available for conferences.
Active Learning- During students work time, teachers move around the room interacting with students, asking questions that require students’ metacognition and give constructive feedback and general guidance on students’ work (Van den Bergh, Ros and Beijiaard, 2013).
One On One- Feedback is specifically given to students at an individual time. Students can ask questions as well (Reynolds, 2013).
Ask Four Questions- Consider what students can and cannot do, how they compare to others (more for parents) and how students can do better (Reynolds (2013). Students will receive quality feedback to facilitate change.
Verbal, Non-Verbal or Written forms- Verbal is most prominent, but do not underestimate non-verbal forms. Visual symbols like thumbs up, stickers, stars or happy faces can also express to students their progress. Remember your facial expressions can be a powerful feedback tool (Reynolds, 2013).
One Ability- Good for younger learners, concentrating on one aspect makes a greater effect because students can focus their attention on changing one portion without feeling overwhelmed. Feelings of mastery and success will be more prominent when students can use this feedback and grow academically (Reynolds, 2013).
Classroom transitions occur numerous times during the day. Unfortunately, transitions deplete instructional time and can affect students’ behaviors. The techniques listed below will help to minimize time lost or negative behaviors that might occur.
Classroom Arrangement- Think about how students need to move and the tools they will need during lessons as you place items in the classroom for more efficient movement (Jones and Jones, 2015).
Sensitive to Special Needs- Not all students fare well with transition time. Knowing your students’ learning needs, ADHD or other learning disability may require more assistance. Proximity, peer helpers or written instructions may contribute to easier transitions. (Jones and Jones, 2015).
Time -Set a timer and have students try to beat the clock. Or time students and keeping a public running log. This may encourage students to lessen their transition time, especially if they can earn a reward. Even a predetermined amount of time may make total transition time less.
Instructions- Verbal attention "getters", chimes, bells or whistles focus students’ attention and quiet them down. Before students move on to the next task, make sure students have clear expectations and directions. Students will be more aware of what needs to be accomplished (Jones and Jones, 2015).
Singing- This calm way gets students' attention and helps move them from one task to another. Students are more engaged when singing occurs during transition time (Mathews, 2012). Further, four items to consider when using this method. Make certain expectations are understood, use a song that enforces what needs to be done during transitional time, repeat the song and do not worry if your singing voice is great. Look for songs to use at www.songsforteaching.com/transitions.htm.
Response to Behavior
Disruptive behaviors that decrease instructional time and affects academic learning require early intervention to help build skills students lack (Park and Lynch, 2013).
Teachers must have clear rules and expectations within a well-organized room first and foremost.
Ignore behaviors if at all possible.
Consider classroom arrangement.
Use verbal and nonverbal cues- use their name, call on students, proximity, eye contact.
Use "I" messages.
Provide positive feedback and praise.
Allow students to have time to calm down.
Finding solutions to behavior problems is essential for students academic success as well as providing a positive school environment.
(McDaniel & Flower, 2015)
Positive Changes Organizer
Problem-Solving Graphic Organizer
based of Glasser’s model (Jones and Jones, 2015, p. 324).
Beyond providing quality academics, teachers must provide a safe and supportive learning environment.
Students need to be part of the classroom expectation decision making process in order for them to understand the reasoning behind expectations.
Have students develop classroom rules that incorporate health and safety, property loss and damage, legitimate educational purpose and serious disruption of the educational process. (Jones and Jones, 2015)
Send home expectations.
Practice, role-play and review often.
Focus on rewarding positive behaviors in many ways.
Have clear classroom procedures and structure.
School-Wide Behavior Expectations
Systems like the School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) can help with behavior management, student behaviors and academic performance (Reinke, Herman, Stormont, 2013). Further SWPBIS "is a prevention-oriented way for school personnel to (a) organize evidence-based practices, (b) improve their implementation of those practices, and (c) maximize academic and social behavior outcomes for students. PBIS supports the success of ALL students" (www.pbis.org, 2016).
Individual Behavior Changes
Here are some guidelines to consider when developing an individual behavior plan.
Does the classroom make students feel accepted, rules and expectations are understood and accepted, problem-solving ideas are used, and students have work in which they can be successful learners? If so...
Look for the reason for the poor behavior. Use behavioral assessments.
Should Tier 1 interventions be unsuccessful, use PBIS guidelines for Tier 2 intervention-mechanism for identifications, quick support and monitor students and use date collected for further implementation decisions (Carter, Carter, Johnson, and Pool, 2012).
Individual Behavior Contract
Sometimes evidence-based behavioral contracts are needed as further interventions (Jones and Jones, 2015).
These authors expressed building contracts for those students that possess...
A specific goal(s) (attainable by the student).
The behavior to be accomplished to meet the goal(s) with rewards or consequences defined.
What reinforcers and consequences will be used?
What time frame is needed?
How and who will monitor behavior(s).
How will this contract be evaluated?
Here is a sample contract for a younger student.
The term management suggests there is control however it is more like classroom function. Therefore, when teachers and students work together to support each other during the learning process, effective classroom management will occur.
Jones and Jones (2015, p. 221) listed motivation as an equation.
Motivation= expectation X value X climate
Example of School-Wide Expectations
Besides the need to create a classroom with clear procedures and expectation for learning, sometimes students require behavioral interventions for success. Students do not always have the skills necessary to behave appropriately which impedes their ability to reach their learning potential.
Andrews, S.W. (2015). Parents as partners: Creating a culture of respect and collaboration with
parents. NAMTA Journal, 40(1), 129-137. Retrieved from http://files.eric.ed.gov/fulltext/EJ1077976.pdf
Baker , B., & Ryan, C. (2014). The PBIS team handbook: Setting
expectations and building positive behavior. Minneapolis, MN: Free Spirit Publishing.
Calm Down Kit. (2015) Retrieved from
Carter, D. R., Carter, G. M., Johnson, E. S., & Pool, J. L. (2013). Systematic implementation of a
tier 2 behavior intervention. Intervention in school and Clinic, 48(4), 223–231.
Retrieved from the Walden Library databases.
Jones, V., & Jones, L. (2015). Comprehensive classroom management: Creating communities of support and solving problems (11th ed.). Upper Saddle River, NJ: Pearson.
Eisenman, G., Edwards, S., & Cushman, C. A. (2015). Bringing reality to classroom
management in teacher education. Professional Educator, 39(1), 1–13.
Retrieved from the Walden Library databases.
Jones, V., & Jones, L. (2015). Comprehensive classroom management: Creating communities of support and solving
problems (11th ed.). Upper Saddle River, NJ: Pearson.
McDaniel, S.C. & Flower, A. (2015). Use of a behavioral graphic organizer to reduce disruptive
behavior. Education and Treatment of Children, 38(4), 505-522. Retrieved from
Mathews, S. E. (2012) Singing smoothes classroom transitions. Dimensions of Early Childhood. 40(1),
13-18. Retrieved from http://web.b.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?vid=9&sid=e85d3365-05bd-4110-9ba6-62444cc9bcb0%40sessionmgr103&hid=118
Park, H.L. & Lynch, S.A. (2014). Evidence-based practices for addressing classroom behavior
problems. Young Exceptional Children, 17(3), 33-47. Retrieved from http://web.a.ebscohost.com.ezp.waldenulibrary.org/ehost/detail/detail?vid=5&sid=e2e5a8c8-b2c8-4b19-b9e6 9582ff171eea%40sessionmgr4005&hid=4209&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=eric&AN=EJ1040117
Reinke, W. M., Herman, K. C., & Stormont, M. (2013). Classroom-level positive behavior
supports in schools implementing SW-PBIS: Identifying areas for enhancement. Journal of Positive Behavior Interventions, 15(1), 39–50. Retrieved from the Walden Library databases.
Reynolds, L. (2013). 20 ways to provide effective feedback for learning. Retrieved
Sieberer-Nagler, K. (2016). Effective classroom-Management & positive teaching. Canadian
Center of Science and Education, 9(1), 163-172. Retrieved from http://files.eric.ed.gov/fulltext/EJ1087130.pdf
U.S. Department of Special Education Programs, Technical Assistance Center on Positive
Behavioral Interventions and Supports. (n.d.). PBIS: Positive Behavioral Interventions & Supports. Retrieved March 2, 2016, from https://www.pbis.org/
Van den Bergh, L., Ros, A., & Beijaard, D. (2013). Teacher feedback during active learning:
Current practices in primary schools. British Journal of Educational Psychology, 83(2), 341-362. Retrieved from http://web.a.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?vid=7&sid=343641d4-7e94-4e4a-abff-9fc636e55494%40sessionmgr4002&hid=4107
Wery, J. & Thomson, M. M. (2013). Motivational strategies to enhance effective learning in
teaching struggling students. Support For Learning, 28(3), 103-108. Retrieved from
By being a proactive educator that is well-planned, exhibits strong classroom management, and quickly responds to students who need further individual behavior management plans with clear interventions, students can be successful in their futures (Park and Lynch, 2013). Walden’s social change ideas mirror this statement. Walden offers new teaching techniques and insights, means to connect with others and better cultural understandings in which to reach our classroom students. Thus, students will have a positive school experience. They can then take this experience out into our community and beyond. They will make a positive impact in our world because they have learned to live and learn for a lifetime (Eisenman, Edwards, and Cushman, 2015).