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Comprehensive Classroom Management Philosophy

A classroom management plan geared toward K-3 for any teacher looking to create a structured classroom community.

Miranda Hodges

on 13 September 2013

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Transcript of Comprehensive Classroom Management Philosophy

Classroom Philosophy
The goal of our classroom management plan is to create an engaging environment that challenges students to learn to take risks that will further their success, intellectually, academically, socially, emotionally, and in their overall wellness. As a result of our classroom instruction, routines, rules, and procedures, the students will be respectful and well-rounded citizens prepared to make a positive impact in their community.
Comprehensive Classroom Management Philosophy
Behavior Management
Coordinating Efforts
Disruptive and
Immediately end the behavior (Seganti).
Consider the environment.
Tiered Disciplinary Action
One-on-one conferencing
Call home to parent/Student informs parents of misbehavior via letter
Principal's office
Unmotivated Students
Find out their interests
Tiered Disciplinary Action
Learning Environment
Physical Arrangment
Separate assigned groups of 3-5 with space to "walk the crowd". (Fred Jones)
All students are able to see all visual aids clearly.
"The room does not provide or highlight unnecessary distractions." - Marzano
The teacher's desk is located in the corner of the back of the room with an unobstructed view of all groups and of all places a student may be working.
Classroom materials are stored in appropriate bins and baskets when not in use.
Classroom Community
Student's have a sense of choice (Glasser).
Allow students to have a voice in creating and developing the classroom rules.
Regularly use a classroom "parking lot" to give students a sense of responsibility for their own learning. (Marzano)
The classroom community acknowledges differences, welcomes each individual, and treats everyone with respect.
1. Help two classmates a day; think of others.
2. Treat the property of others as if it belonged to you; think about how you would feel.
3. Listen to others before speaking; think before you speak.
4. Keep your hands to yourself; think before you act.
Preventative Measures
Set reasonable limits for classroom behavior.
Continually monitor what students are doing (withitness) (Marzano).
Build relationships.
Dealing with Misbehavior
Confrontations and Negotiations
Side-step the power play
Adopt the "we approach"
Suggestion box
Provide choices
Make confrontations subtle. (Kagan)
Derive rationale.
Teach procedure.
Check for understanding.
by Kearsten Craig, Shelby Davis, Miranda Hodges,
Meghan Prost, and Morgan Towe

Thoughtful lesson planning.
Brain breaks.
Cooperative learning.
Lesson pacing: not too fast or too slow.

Make disciplinary actions a learning experience
Use of natural and logical consequences
Utilize a "Clip System" as a behavioral management strategy
Offer single warnings for the 1st 2 weeks of school-after 2 weeks immediate consequences follow
The first day of school...
Supplies at Orientation night
Greet students
Assigned seats and begin the morning task on their desk
Visual of a desk/table indicating where students should keep their school supplies.
Discuss procedures as you come to that time of day and practice it a few times. Highlight acceptable vs. unacceptable behavior. (Wong)
Move to the carpet to discuss the classroom rules.
A few days later...
Introduce new students to the classroom, available resources, etc.
Continue to rehearse rules and procedures (Wong).
Go over grading procedures
Continue icebreaker activities.
Marzano, Robert J., Jana S. Marzano, and Debra Pickering. Classroom Management That Works: Research-based Strategies for Every Teacher. Alexandria, VA: Association for Supervision and Curriculum Development, 2003. Print.
Charles, C. M. Building Classroom Discipline. Upper Saddle River: Pearson Education, 2014. Print.
Kagan, Spencer, Patricia B. Kyle, and Sally Scott. Win-win Discipline: Strategies for All Discipline Problems. San Clemente, CA: Kagan, 2004. Print.

Journal reflections
Think sheets
School planner
Heart check
Lining up
Bathroom breaks
Using materials
Beginning/ending of the day
Morning routine
Communicate early.
Parents Alliances (Kagan p.15.16)
Notes, E-mail, letters
Phone calls; Conferences
Progress Reports
Parent Volunteers
Do not be afraid to ask for help.
Traveling behavior chart.
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