The classroom is a vehicle for getting students from where they are when they enter the schoolhouse

door to where they need to be an academic year later. Ideally, we all would like to see at least one year of
progress for one year of seat time. In talking about classroom management and student achievement, it
may help to think of the teacher as the driver of the car who needs to respond to the passengers' needs in
order to ensure that they reach their destination. In driver education there is a substantial focus on the
mechanics of driving and the rules of the road, but not very much attention is given to keeping the
automobile functioning. People learn about preventative maintenance as a secondary set of skills through
guidance, observation, reading, and trial and error. The first flat tire or dead battery becomes a significant
learning experience. Great driving skills don't matter when the car won't move. Similarly, great
instructional skills won't matter if students in the classroom are disengaged or out of control. Both novice
and experienced teachers consider classroom management to be a high priority and an area of concern
(Sokal, Smith, & Mowat, 2003). Teachers learn “tricks of the trade” from such sources as watching other
teachers, reading about the topic, and reflecting on what is occurring in their classrooms. While mastering
effective classroom management techniques takes work, effective teachers make classroom
management look easy. When an effective teacher is in the driver's seat, one knows that a preventative,
proactive, positive approach is in place to ensure that learning is on course.
The classroom environment is influenced by the guidelines established for its operation, its users, and its
physical elements. Teachers often have little control over issues such as temperature and leaky ceilings,
but they greatly influence the operation of their classrooms. Effective teachers expertly manage and
organize the classroom and expect their students to contribute in a positive and productive manner. It
seems prudent to pay careful attention to classroom climate, given that it can have as much impact on
student learning as student aptitude (Wang, Haertel, & Walberg, 1993). Effective teachers take time in the
beginning of the year and especially on the first day of school (Emmer, Evertson, & Anderson, 1980;
Emmer, Evertson, & Worsham, 2003) to establish classroom management, classroom organization, and
expectations for student behavior.
 Classroom Management is “the actions and strategies teachers use to solve the problem of
order in classrooms” (Doyle, 1986, p. 397). Effective teachers also use rules, procedures, and routines to
ensure that students are actively involved in learning (Marzano, Marzano, & Pickering, 2003). In essence,
they use management not to control student behavior, but to influence and direct it in a constructive
manner to set the stage for instruction (McLeod, Fisher, & Hoover, 2003).
 Classroom Organization focuses on the physical environment. Effective teachers organize a
safe classroom environment (Educational Review Office, 1998). They strategically place furniture,
learning centers, and materials in order to optimize student learning and reduce distractions.
 Expectations for Student Behavior is a key element in setting expectations for students. (Note:
A second key, Expectations for Achievement, is discussed in Chapter 4 of the Handbook.) Effective
teachers know that student behavior is not only about rules and consequences (McLeod et al., 2003);
they also know that a larger component is the development of a classroom climate that influences how
students perceive their environment and behave (Woolfolk-Hoy & Hoy, 2003). Thus, effective teachers
expect students to act in a manner that contributes to a positive classroom environment.
This sampling of findings highlights the complexity of teaching as it relates to classroom management.
Figure 3.1 provides a visual overview of this chapter. Following an elaboration of the three key quality
indicators associated with the quality of classroom management and organization, tools to enhance
effectiveness are presented in the context of our fictional teacher, Mandrel. The questions posed in
the Focus on the Teacher section are addressed at the end of the chapter before the presentation of the
blackline masters.

Figure 3.1. Chapter Overview

Classroom Management
Effective teachers create focused and nurturing classrooms that result in increased student learning
(Marzano et al., 2003; Shellard & Protheroe, 2000). These teachers teach and rehearse rules and
procedures with students, anticipate students' needs, possess a plan to orient new students, and offer
clear instructions to students (McLeod et al., 2003; Emmer et al., 1980). They use a minimum number of
rules to ensure safety and productive interaction in the classroom, and they rely on routines to maintain a
smoothly running classroom (McLeod et al. 2003). In fact, it has been noted that classroom management
skills are essential in a classroom for a teacher to get anything done (Brophy & Evertson, 1976). In some
ways, classroom management is like salt in a recipe; when it is present it is not noticed, but when it is
missing, diners will ask for it.
Rules
Virtually everything that involves interactions among people requires rules. Webster's dictionary defines a
rule as “a fixed principle that determines conduct” (McKechnie, 1983, p. 1585). Let's deconstruct this
definition: a rule is “fixed” meaning that it does not change regardless of the situation. In reality, we know
that rules have to undergo occasional modifications in the everyday life of a classroom. Nonetheless,
rules establish the boundaries for behavior (Nakamura, 2000), and consistency in their implementation is
essential to effective classroom management.
Effective teachers have a minimum number of classroom rules, which tend to focus on expectations of
how to act toward one another, maintain a safe environment, and participate in learning (Marzano et al.,
2003; McLeod et al., 2003; Thompson, 2002). These teachers offer clear explanations of the rules, model
the rules, rehearse the expectations with students, and offer students opportunities to be successful in
meeting the expectations (Covino & Iwanicki, 1996; Emmer et al., 1980). There is no magic number of
rules that govern a classroom; rather, it is the clear establishment of fair, reasonable, enforceable, and
consistently applied rules that makes a difference in classrooms.
Effective educators have a sense of classroom tempo and student harmony such that they are aware of
when an intervention may be needed to prevent a problem (Johnson, 1997). Often, teachers use
nonverbal cues, proximity, and redirection to prevent misbehavior. These techniques typically allow the
momentum of the instruction to continue and refocus the student; however, there are times when a
stronger intervention is necessary. When a rule is broken, an effective teacher is prepared to address the
problem. Effective teachers tend to react in several ways, including the following: positive reinforcement
that points to the desired behavior, consequences that punish the negative behavior, a combination of
reinforcement and consequences, or indirectly responding to the behavior such that the student is
reminded of why a rule is important. What an effective teacher does not do is react to an entire class for a
rule infraction by a single student.
Routines
While they are more flexible than rules, routines or procedures are specific ways of doing things that, for
the most part, vary little during the course of the day or the year. Classrooms typically require many
routines to operate efficiently and effectively (McLeod et al., 2003). For example, routines commonly
include how to enter and leave the classroom, take attendance, indicate lunch selection, secure materials,
dispose of trash, label work, turn in assignments, make a transition during or between instructional
activities, get to safety during drills and actual emergencies, and change from one activity or location to
another. In essence, routines shape the classroom climate.
Effective teachers use routines for daily tasks more than their ineffective counterparts (Stronge, Tucker, &
Ward, 2003). They invest the time at the start of the school year to teach the routines. By establishing and
practicing routines that require little monitoring, teachers ensure that the focus of the classroom is more
squarely on instruction (Covino & Iwanicki, 1996; McLeod et al., 2003; Shellard & Protheroe, 2000).
Effective teachers frequently provide students with cues to remind them of acceptable behavior, and
effective teachers are good at organizing and maintaining a positive classroom environment (Education
USA Special Report, n.d.).
The establishment of routines allows for flexibility. For example, the teacher may not rehearse with
students what should occur if a new student joins the class, but might adapt the routine used for greeting
classroom guests (Emmer et al., 1980). Additionally, routines empower students to be more responsible
for their own behavior and learning in the classroom (Covino & Iwanicki, 1996). When classroom
management issues arise, the teacher has procedures to address the concern in an efficient, fair, and
consistent way (Shellard & Protheroe, 2000; Thomas & Montgomery, 1998). Thus, the result of
established procedures is more time for teaching and learning.
Classroom Organization
Classroom management and organization are intertwined. While rules and routines influence student
behavior, classroom organization affects the physical elements of the classroom, making it a more
productive environment for its users. How the classroom environment is organized influences the
behavior in it. For example, actions as simple as color-coding folders, establishing fixed locations for lab
supplies, maintaining folders for students to pick up missed work after being absent, keeping extra copies
of “Back to School Night” items to share with new students, and designating specific places for other
classroom supplies can have a dramatic effect on classroom organization and, consequently, on student
learning. While these procedures and a multitude like them are simple matters, they nonetheless can be
essential components for a smoothly operating classroom.
Classroom organization is evident in a room even if no one is present. Furniture arrangements, location of
materials, displays, and fixed elements are all part of organization. Effective teachers decorate the room
with student work, they arrange the furniture to promote interaction as appropriate, and they have
comfortable areas for working (Kohn, 1996). They also consider student needs in arranging the room by
leaving space for wheelchairs to maneuver; having walkways so students can access materials, pencil
sharpeners, and the trashcan with minimal disturbance to others; and organizing in such a way as to
allow the teacher to freely move around the room to monitor student progress (McLeod et al., 2003).
Teachers are observers of behavior and understand the rhythm of the classroom. Placing materials near
the pencil sharpener may seem like a good idea, until one considers that at the start of a lesson this area
may become congested with some students retrieving materials for their group and others waiting to use
the pencil sharpener. However, the pencil sharpener and the trashcan may be a good pairing if the pencil
sharpener tends to break regularly, spilling its contents on the floor; this way shavings fall into the trash
instead. Effective teachers think about the little details that enhance the use of available space in the
classroom as well as the big issues.
Expectations for Student Behavior
Attending to issues of classroom management and organization provides the foundation for having high
expectations for student behavior. Effective teachers have higher expectations for how students are to
conduct themselves in the classroom than their less effective colleagues (Stronge et al., 2003). They are
better managers of student behavior (Emmer et al., 1980). They establish relationships with their students
in which high levels of cooperation and dominance (i.e., giving students a sense of purpose and
guidance) are balanced, resulting in an optimal relationship (Marzano et al., 2003). Effective teachers
teach expectations to students and reinforce the desired behaviors with their verbal and nonverbal cues.
Another characteristic of effective teachers is that they hold students individually accountable (Kohn,
1996) and, if necessary, use intervention strategies to help students learn the desired behavior (McLeod
et al., 2003). An exploratory study of effective and ineffective third-grade teachers found that ineffective
teachers had five times as many disruptive events in an hour when compared with their more effective
counterparts (Stronge et al., 2003). Through fair and consistent discipline, teachers reinforce their
expectations of students and create a classroom that is focused on instruction.

Visualizing the Quality

The following graphic organizer (Figure 3.2) is one way of conceptualizing how the components of the
Quality of Classroom Management and Organization fit together. “Classroom organization” captures the
structural aspects of how a teacher structures his or her classroom, and “expectations for student
behavior” refers to the interpersonal and conduct norms that a teacher establishes. Together these
structural and interpersonal elements contribute to the overall classroom management and ultimately to
the unique climate and culture of every classroom.

Figure 3.2. Visual Representation of Classroom Management and Organization

(Example of Fishbone Mapping)

Focus on the Teacher

Mandrel has the desire and determination to succeed; he wants to be a good teacher. Others can see his
potential, but it has yet to be fully realized, largely because he hasn't learned how to effectively manage
his students. This is a hurdle he can overcome. This year, Mandrel was given a choice as to who would
be his mentor. He selected a teacher with whom he has good rapport and who is willing to meet regularly
with him. The tools presented in this section of the chapter can be used to identify areas of strength and
weakness to support growth in the effective implementation of classroom management and organization.
Classroom Management: Rules
Last year, Mandrel had his classroom rules, along with the consequences for not following the rules,
posted for students. However, he found it difficult to get students to follow his rules. Worse yet, he knows
that he did not do a very good job enforcing them. Before the new school year started, Mandrel met with
his mentor to examine the classroom rules he had created. The mentor suggested organizing the rules
into a table (figure 3.3) to make sure they met the criteria for being a good rule. There are four criteria that
a rule needs to meet to stay on the list. The rule must be all of the following:
1. clearly stated so students know what is expected of them.
2. reasonable so students can realistically follow it.
3. enforceable such that Mandrel will take the time and effort to address any violations. If he is not
willing to invest the effort, then the item may be too trivial or there may be a better solution.
4. general so that the rule addresses several behaviors as opposed to one specific misdeed.

Figure 3.3. Classroom Rules Proposed by Mandrel

Clearly Enforceabl Stated

Proposed Rule stated Reasonable e General Positively

1. Respect each other. X X X X X

2. Be prepared to participate in class. X X X X X

3. Care for classroom materials and X X

equipment as if they were yours.

4. Talk in an indoor voice. X X

5. Raise your hand for permission to talk. X X X

6. Stay in your seat at all times. X X X

7. Complete all your work on time. X X X

8. If you make a mess, clean it up. X X X

9. No eating, chewing, or drinking in class. X X X

10. No hitting, running, or horseplay. X X X

Reflect on the Teacher: Case 3A

Mandrel has several rules that he feels are important; suggest ways he can consolidate or reword
them.

A good rule of thumb is that the rule should be written as a positive statement so that students know what
is the desired behavior. However, if something is an absolute, such as “No gum chewing,” then it is
simpler to just say so.
Only two of the rules in figure 3.3 meet all four criteria. The rules Mandrel created were all clearly stated
in terms of the behavior. However, two of them were not reasonable because students would not be
expected to follow them at all times. Of course there is some flexibility, but keeping a list of rules to a
minimum will help Mandrel enforce them. When rules such as “talk in an indoor voice” are made, it is
more difficult to enforce them. An “indoor voice” in one home may be at a whisper-level and in another
home, it may be at a higher volume. Only two of the rules were general enough in nature so that they
could be applied across multiple behaviors. It is simply not possible to regulate all behavior with written
rules, so having broader ones helps to cover more behavior.
Classroom Management: Routines
Mandrel's mentor observed him during a recent lesson. She asked Mandrel to explain the routines he
used with his students in terms of taking attendance, getting materials, and turning in work. Mandrel could
clearly explain his attendance/lunch request procedure and indicated that he had modeled it after the one
his cooperating teacher had used during student teaching. In terms of the other two items, Mandrel said
he just did what seemed to fit at the time. His mentor suggested that he build on the success he had with
the lunch routine (described in the Resources section) by developing routines for common events in the
classroom. The first step was for Mandrel to generate a list of what these recurring activities were. He
then shared the list with his mentor.
Mandrel and his mentor reviewed the list. She asked him to recall what he had shared with her about the
attendance/lunch routine. She asked him if he were absent, how the substitute teacher would know about
it. Mandrel showed her his standard substitute plan information sheet that had the procedure written out.
His mentor said that he could cross the first two bullets off the list since he had a routine for each of them.
She asked him if there were any other items on the list that the students consistently did well. He
indicated that drills, starting morning work, and walking in the hall were fine, so he crossed those off the
list, too. Looking together at the list, they decided to prioritize what routines should be developed and
taught early on and which ones could be added later. They focused on materials management (a
combination of getting and returning materials) and changing activities as these transitional times were
when Mandrel felt like he was losing time. Together they brainstormed detailed steps for each routine on
an index card that Mandrel could easily reference (Figure 3.4). They talked about how he could introduce
the routine and practice it with students. They agreed to meet after he introduced the first routine—
changing activities. The second routine would be introduced a couple of days later. As students mastered
a routine and became comfortable with it, a new one would be added.

Common Classroom Occurrences

Attendance Morning work

Lunch counts Make up work
Collecting work Afternoon dismissal
Returning work Settling students down
Distributing supplies Changing activities
Returning supplies What to do when you finish
Walking to specials (PE, art, music, library, your work
computers) Drills: Fire, Tornado, Lock-
down
Figure 3.4. Mandrel's Changing Activities Routine Cue Card

Changing Activities

1. Get the students' attention.

Strategies: “if you can hear my voice clap once, if you can hear my voice snap twice, if you can hear my
voice. . .” should work in two to three actions.
Flicker the lights, play a tone on the xylophone.
Students need to know that they need to stop what they are doing and look at me for further instruction.
2. Tell the students that we are changing activities and what they need to do in a specific amount of time.
3. Let students ask questions if they have them . . . see if another student can answer it.
4. Give students the signal to change activities and time them.
5. Report back to students how well they did changing activities.

Classroom Layout
Mandrel is a fairly well-organized teacher. Walking into his classroom, his mentor noticed that Mandrel's
desk was free of clutter, his classroom displays were attractive and up to date, and there were areas
designated for materials and specific activities. He typically had materials prepared and lessons staged so
he could go from one activity to the next. Mandrel used bins and color-coded accordion folders. He had
one bin for his morning activities and another one for the afternoon. The folders held the book, papers,
sample, etc. for the different subjects. His mentor noted the presence of the bins on his desk (see
the Resources section for other organizational tips).
One area in which Mandrel needed feedback was in making the best use of his classroom layout. He has
a combination of fixed features (gray items on Figure 3.5) and movable furniture. He has two main
concerns: 1) students seem to gather in the back of the room near the sink and water fountain when they
finish their work; and 2) he has tables that seat six students each with an open cubbie space affixed
under each place on the table, so some students always have to turn their chairs around when he does
whole group instruction. He currently has 21 students. Mandrel wants to be able to see his students at all
times even if he is working with a group at a table or at his desk.

Figure 3.5. Mandrel's Current Classroom Layout

Reflect on the Teacher: Case 3B

What can Mandrel do to eliminate some of the traffic flow problems?

Suggest an alternative room arrangement that would address his concerns about students focusing on
each other instead of on him when he is trying to teach. NOTE: One wildcard in this room arrangement is the
movable wall. If the wall is rarely moved, then it can be used like a fixed wall; if the wall is moved more than
weekly, one would want easy-tomove items along that wall. Make your own determination of how you want to
deal with the wall. Use Figure 3.6 to sketch out your idea.

Figure 3.6. Suggestions for Improved Room Layout

Expectations for Student Behavior: Time on Task
Mandrel and his mentor have been working on classroom management issues, which influence his
expectations for student behavior. His mentor observed Mandrel's class using a time-on-task chart that
captured off-task behaviors as well as how Mandrel managed the situation.
Mandrel's mentor recorded student engagement in the teaching-learning process at five-minute intervals
(see Figure 3.7). Additionally, she recorded comments regarding off-task behavior and teacher
responses. Two types of student behavior were recorded as off-task: 1) instances when students
disrupted others and 2) instances when students were visibly disengaged. Those visibly disengaged
students certainly could be thinking about class, but they are not participating in class in the same manner
as their peers. During each five-minute cycle, the mentor watched and listened carefully for one full
minute to get a clear sense of what was happening in the classroom, and recorded her notes during the
four minutes before the next sampling of information. If Mandrel was uninvolved with students, the activity
he was doing (e.g., grading papers) was noted under the “Task” column as well as what the students
were doing. If the teacher takes no action to address disruptive or disengaged students, his mentor
checked the box for “None.”

Figure 3.7. Time on Task Chart

ObserverJanice Jones
Date10/17
TeacherMandrel Epps
SubjectSocial Studies
Number of Students21
Start time10:45 a.m.

Off-Task
Behaviors (Note
# of students and
Interva Task, activity, describe
l event, question behavior.) Management Strategy Nature of Intervention

5 min Transition from Disrupting 2 Verbal X Comments Positive o Comments

Reading to Social Others
Studies (Native
Nonverbal X One student Negative X Gave
Americans)
got the Student 1
Gave a student a
“eye” a tally
tally mark (she had
mark—her
been warned
name was
previously)
already on
the board

Visibly 0 None o Neutral o

Disengaged

10 min Sent a student with Disrupting 2 Verbal X Comments Positive o Comments

a note to the media Others
center to get a
Nonverbal X Used Negative X Took 5
better VCR, the one
proximity minutes of
in the room had a
towards Student 2's
tracking problem.
some of the recess
Had the students
disengaged (already
tell about previous
students and had a tally
learning . . .
called on mark)
Iroquois mask,
others
story sticks, maple
Visibly 4 None o Neutral o
syrup
Disengaged

15 min Had the students Disrupting 0 Verbal o Comments Positive o Comments

get their folders on Others
Native Americans
Nonverbal o Negative o
 Visibly 1 None X Neutral o
Disengaged
out and head a paper
to record observations
20 min The video was Disrupting 1 Verbal X Comments Positive X Comments
playing Others

Nonverbal o Student 3 Negative o Reminded

made fun of students
an actor's that this
appearance, was a
saying legend, so
“Look at people
Grandma” may look
different

Visibly 0 None o Neutral o

Disengaged

25 min The video was Disrupting 0 Verbal o Comments Positive o Comments

playing Others

Nonverbal o Students 4 Negative o The

& 5 were teacher
off task, but took no
the teacher's action
back was
towards
them

Visibly 2 None X Neutral o

Disengaged

30 min The video was Disrupting 0 Verbal o Comments Positive o Comments

playing Others

Nonverbal X Lots of Negative o Students

laughter in refocused
one section

Visibly 4 None o Neutral X

Disengaged
35 min “Let's share some Disrupting 1 Verbal X Comments Positive X Comments
observations of Others
Native Americans,
Nonverbal o Said “I need Negative o Thanked
first from the past
everyone's students
and then we will do
attention, if for
the present based
you hear my focusing
on what you saw in
voice clap so quickly
the video”
once”
(Routine we
worked on
earlier)

Visibly 7 None o Neutral o

Disengaged

40 min Talked about how Disrupting 0 Verbal o Comments Positive o Comments

some students were Others
surprised that
Nonverbal o Negative o
Native Americans
Visibly 0 None o Neutral o
are still alive
Disengaged
today . . . cleared
up some
misunderstandings

45 min Continued Disrupting 0 Verbal o Comments Positive o Comments

discussion about Others
Native Americans
Nonverbal X Student 2 Negative o The
today
and Student students
6 were stopped
playing with
their
sweaters

Visibly 2 None o Neutral X

Disengaged

50 min Praised students for Disrupting 0 Verbal X Comments Positive X Comments

doing a good Others
job . . . some
Nonverbal o Negative o
 Visibly 0 None o Neutral o
Disengaged

students clapped and

cheered, but gained

55 min Moved right into Disrupting 0 Verbal o Comments Positive o Comments

mathematics lesson Others
on subtraction with
Nonverbal o Negative o
regrouping . . . very
Visibly 0 None o Neutral o
smooth transition
Disengaged

Notes:
Disrupting others would include students who are not only off task but also attempting to distract others from the
teacher-assigned tasks.
Visibly disengaged would include students who are daydreaming, doodling, staring out the window or otherwise
not focusing on the teacher's assigned tasks, but who are not distracting other students.
Management strategy would be any action taken by the teacher either in response to a lack of attention by
students or in anticipation of possible disruptions.
Nature of intervention would include positive responses such as praising students who are attending or
participating, negative responses such as yelling at students, or neutral responses such as changing the activity or
moving near the student or students.
Under Comments, note the type of action taken or what was said.

Reflect on the Teacher: Case 3C

Describe Mandrel's management strategy.

What type of interventions does he use most?
Based on the students' responses, where can he
improve?

Making Connections
Consider the Scenario
Reread the teacher scenario at the beginning of this chapter and the bits of information shared on the
form with examples about Mandrel, the fictitious teacher in the scenario. Consider the questions below.
Using the space below, summarize what positive teacher behaviors and actions exist, and what
performance areas need improvement for Mandrel.

Positive

Attributes Areas for Improvement

What descriptor best describes Mandrel's skills in the area of “classroom management and organization”?

____ Master: demonstrates the complexity of the quality resulting in a rich learning experience for students
____ Professional: demonstrates the quality most of the time so there is a productive learning experience for
students
____ Apprentice: demonstrates the quality well-enough for learning to occur, but performance is inconsistent
____ demonstrates sub-par performance of the quality
Undeveloped:

Why did you select a particular descriptor?

How could Mandrel's performance be improved?

Reflecting on My Current Performance

Rate your own performance on the qualities associated with classroom management and organization using the
explanation of each major quality highlighted in the chapter.

Undeveloped Apprentice Professional Master

Classroom Management

Classroom Organization

Expectations for Student Behavior

Reflection Learning Log

What do I better understand now after studying and reflecting on classroom management and organization?
What are next steps to improve my performance?
What resources (e.g., people and materials) are needed to enhance my teaching effectiveness?

Resources
 This section contains three items:
 further elaboration on issues raised in the discussion of Mandrel's case,
 the Authors' Perspective, and
 blackline masters of forms that can be used to promote improvement and reflection on qualities of
effective teachers.
Follow-up Explanation of Mandrel's Attendance/Lunch Routine
On the first day of school, students were given a piece of paper the size of a business card that was
affixed to a magnet of the same size (available at most office supply stores). They were told to write their
first name and last initial in big letters on the card. Then students decorated the cards with a picture of
their favorite activity to do outside of school. Mandrel had students introduce themselves by talking about
their card. Then he had them find at least one other person in the class with whom they shared an
interest. Finally, he explained the attendance/lunch procedure. When students arrive each day, their
magnets are all on the magnetic chalkboard in the “Welcome” column. Before students even put away
their bags and coats, they move their magnet to the appropriate lunch choice column (Figure 3.8). Then,
after morning announcements, Mandrel takes attendance by seeing whose magnet has not been moved
and counts the number of students who are buying lunch.

Figure 3.8. Mandrel's Attendance/Lunch Chart* 

Welcom

e Buying Lunch Buying Milk Brought Lunch

Mandrel also shared that he lines up students for lunch by calling for the students who are buying lunch or
milk to be in the front of the line, so they can continue ahead in the cafeteria to the food service line while
he leads the rest of the students to their assigned table. He had not thought of this as a routine, just
something he did that worked. His mentor commented that this worked well and he could build from this
experience to enhance the operation of other parts of the instructional day. Additional organizational tips
that work across grade levels are included in Figure 3.9.

Figure 3.9. Organizational Tips

Materials If students commonly work in the same group, assign each group a container (dish tubs, baskets,
and trays work well) that they can send one member to retrieve and return for each activity. It
gives the students an incentive to treat the common supplies well.

Place scissors, tape, stapler, hole punch, calculators, rulers, and other commonly needed items
in a common place that students can access on their own.
 Have a can of sharpened pencils near the pencil sharpener. If the lead breaks during class, a
student can place the pencil in the can and retrieve a sharpened one. At a more appropriate time
(e.g., end of the lesson) the student can return the borrowed pencil and sharpen the one that was
left (Thompson, 2002). HINT: The teacher may not have to buy the initial pencils, since pencils
frequently can be found on the floor when they have rolled away under another desk. Just tell
your custodian where retrieved pencils can be placed for student use.

Keep extra school supplies on hand for students who forget or run out of their own. Also, this is
helpful when a new student arrives in class who may not have all the supplies needed.

Set up numbered work stations with necessary supplies and assign students to matching work
groups. This works well when students must go to the equipment (e.g., science lab) versus
taking the equipment to their desks.

Set up collection trays for finished work labeled with either the subject for elementary

Work classrooms or periods for secondary classrooms.

Assignments Create wall organizers with identified bins for class assignments so that students can pick up
missed work after a late arrival or an absence.

At the secondary level when there are multiple preps separated by brief breaks, it can be helpful
to have a plastic file folder holder affixed to the wall so the teacher can pull the necessary
folder.

Keep plans in a binder that has divider pages for the different subjects/periods. Use plastic page
Lesson Plans protectors to hold copies of handouts and transparencies (make sure to have the “crystal clear”
sleeves or else the transparency will have to be removed from the sleeve).

Organize lesson plans electronically. If the room is equipped with a monitor for PowerPoint
presentations, use the first slide to identify the title and the second slide the goals; this not only
organizes the students, but also reminds the teacher as well.

Emergency Post fire and tornado information in the room. Include labeled maps of where to go when
Procedures exiting the classroom for tornado and fire drills/emergencies.

Know the location of the nearest fire extinguisher and fire alarm pull.

Train students to know what to do in an emergency situation.

Clearly label the office call button so substitute teachers can immediately identify it if an
emergency occurs.

Keep a list of all students who may require medical attention in your grade book. Know the
protocol for what to do, for example, diabetics, bee stings, epileptic seizures, etc. As
appropriate, alert substitute teachers.
 If in a specific-use classroom, such as science, know how to operate the eyewash station and
shower, the location of the emergency shut-off valves in the room, and where safety equipment
is stored.

Display a poster with the basic flow of the day (i.e., bell changes in secondary school or in
elementary school when reading, math, resource classes, lunch, science, social studies, etc.
occur).

Schedules Write a daily agenda for students to know what to expect in terms of the day's objective
(see Chapter 5 on writing informational objectives), activities, and homework. Note any
changes in the regular daily schedule in this location.

Create a Web page with weekly assignments listed and hyperlinks to possible resources.

Have a board for “works in progress” where students can post work on which they want
constructive criticism from their peers (Thompson, 2002). Students wind up keeping this board

Classroom ever changing.

Displays Use a blend of student-made and commercial products to display on the walls. An art portfolio
works well to keep posters flat and poster board can be tabbed with headings of different units,
so the teacher can pull out new material as appropriate for display.

Reflect on the Teacher: Authors' Perspective

The Reflect on the Teacher questions are provided to encourage interactive and reflective reading and
application of the Handbook for Qualities of Effective Teachers. In most cases there are no right or wrong
answers. The Authors' Perspective is provided as one way to reflect on the information presented.
Reflect on the Teacher: Case 3A (see p. 72)
Mandrel has several rules that he feels are important. Suggest ways he can consolidate or reword
them.
Group rules (Figure 3.3, p. 72) according to their commonalities.
 Rules 3, 8, and 9 address the classroom environment. He could combine the rules to create a
new rule: “Keep the classroom and materials neat.” In the explanation of the rule, Mandrel can explain
that this includes no eating because crumbs and sticky substances tend to get everywhere even when
someone is being careful.
 Rule 1 (“Respect each other”) is broad enough to incorporate the safety issues in Rule 10 as well
as the need to keep voice volume at an appropriate level so everyone can learn (Rule 4). Rules 5 and 6
are about respecting the teacher's authority in the classroom. This could be addressed under Rule 1:
Students should respect the teacher as well as their classmates.
 Rule 7 can be included in the explanation of what it means to be prepared for class.

The overall suggestion would be to keep Rules 1 and 2 and add one new rule about classroom neatness.
Reflect on the Teacher: Case 3B (see p. 75)
What can Mandrel do to eliminate some of the traffic flow problems?
The classroom has a lot of “attractive nuisances” in the back of the room near the sink area. There are
two group worktables, a reading space, bookcases, and the cubbies all in the back half of the room. Part
of Mandrel's challenge is the physical space arrangement; the other part of the challenge is classroom
management. If traffic is a problem, limit the number of students who may be at any of those locations
after they finish their work. There seems to be more potential for congestion on the left-hand side of the
room and in the back than in the front or to the right. Additionally, the group worktable near the cubbies is
in the way when students line up to exit from either door. One way to avoid this problem is to move the
work table to another location so that students can line up a few feet out from the cubbies.
Suggest an alternative room arrangement that would address his concerns about students focusing on
each other instead of on him when he is trying to teach.
Mandrel has three of the five tables oriented so no students have to turn around to look at him. So in
rearranging the room, the other two could be flipped. This will create less space from the front wall to the
back wall so the other furniture will have to be moved around. There are various pros and cons to placing
the teacher's desk in the front of the room. By placing the desk in the back of the room, Mandrel is still
able to see his students, but he has now created a space where he can work individually with a student
without having the student or himself in the class' spotlight. These are the two main changes we suggest.
As for the other suggestions, a lot depends on personal preference for how spaces work.

Figure 3.10. Authors' Perspective Suggested Improved Room Layout

Reflect on the Teacher: Case 3C (see p. 76)

Describe Mandrel's management strategy.
Mandrel does not seem to have a clear preference between verbal or nonverbal responses. However, he
tends to use verbal interventions when students are being disruptive or have the potential to disrupt the
learning of others. The nonverbal approaches are used to refocus students.
What type of interventions does he use most?
While Mandrel uses positive, negative, and neutral interventions about equally, he tends to focus on the
positive a bit more. In the cases where he used negative interventions, the students had already been
warned about their behavior—it was noted on the chart that the students already had their names on the
board.
Based on the students' responses, where can he improve?
At 50 minutes, Mandrel praised the students for their work. They responded with cheering that was short,
and they quickly refocused. The students made a smooth transition to the next activity. When the class
was recognized for behaving appropriately, it seemed to encourage more of the desired behavior.
Perhaps Mandrel could try praising desired behaviors instead of relying so heavily on tally marks.
Blackline Masters
The following blackline masters can be photocopied and used in your school or district.

 Classroom Rules Criteria

Reasonabl Genera

Proposed Rule Clearly stated e Enforceable l Stated Positively

 Classroom Arrangement

1) Take an inventory of the movable furniture/items in the room. There is space provided for additional items.
_____ Student Desks w/chairs
_____ Teacher's Desk w/chair
_____ Overhead Projector
_____ Computer(s)
_____ File Cabinet
_____ Work table(s)
_____ Bookcase(s)
_____ _________________________________________
 _____ _________________________________________
_____ _________________________________________

2) Make a sketch of the classroom's fixed elements in the space provided. If the room is not rectangular, shade off
areas to reflect the classroom space. In your sketch, include
Door(s)
Window(s)
Chalkboards/whiteboards
Mounted TV monitors
Computer stations
Bookcases
Storage cabinets
Lab stations
Sinks
Pencil sharpener

3) Determine how the room will be primarily used (e.g., lecture, discussion, group work).
4) Use dotted lines to show key walkways or spaces that need to stay open.
5) The biggest grouping of furniture is the student desks and chairs. Place them on the layout first. They can be
moved about later on the diagram as needed, but they do encompass the largest area in most classrooms.
6) Sketch in the other furniture items.
  Time on Task Chart

Observer __________
Date __________
Teacher __________
Subject __________
Number of Students __________
Start time __________

Task, Off-Task
activity, Behaviors (Note # of
event, students and describe
Interval question behavior.) Management Strategy Nature of Intervention

5 min Disrupting Others _____ Verbal o Comments Positive o Comments

Nonverbal o Negative o

Visibly Disengaged None o Neutral o

_____

10 min Disrupting Others _____ Verbal o Comments Positive o Comments

Nonverbal o Negative o

Visibly Disengaged None o Neutral o

_____

15 min Disrupting Others _____ Verbal o Comments Positive o Comments

Nonverbal o Negative o

Visibly Disengaged None o Neutral o

_____

20 min Disrupting Others _____ Verbal o Comments Positive o Comments

Nonverbal o Negative o

Visibly Disengaged None o Neutral o

_____

25 min Disrupting Others _____ Verbal o Comments Positive o Comments

Nonverbal o Negative o
 Visibly Disengaged None o Neutral o
_____

30 min Disrupting Others _____ Verbal o Comments Positive o Comments

Nonverbal o Negative o

Visibly Disengaged None o Neutral o

_____

35 min Disrupting Others _____ Verbal o Comments Positive o Comments

Nonverbal o Negative o

Visibly Disengaged None o Neutral o

_____

40 min Disrupting Others _____ Verbal o Comments Positive o Comments

Nonverbal o Negative o

Visibly Disengaged None o Neutral o

_____

45 min Disrupting Others _____ Verbal o Comments Positive o Comments

Nonverbal o Negative o

Visibly Disengaged None o Neutral o

_____

50 min Disrupting Others _____ Verbal o Comments Positive o Comments

Nonverbal o Negative o

Visibly Disengaged None o Neutral o

_____

55 min Disrupting Others _____ Verbal o Comments Positive o Comments

Nonverbal o Negative o

Visibly Disengaged None o Neutral o

_____

Notes:
Disrupting others would include students who are not only off task but also attempting to distract others from the
teacher-assigned tasks.
Visibly disengaged would include students who are daydreaming, doodling, staring out the window or otherwise
not focusing on the teacher's assigned tasks, but who are not distracting other students.
Management strategy would be any action taken by the teacher either in response to a lack of attention by
students or in anticipation of possible disruptions.
Nature of intervention would include positive responses such as praising students who are attending or
participating, negative responses such as yelling at students, or neutral responses such as changing the activity or
moving near the student or students.
Under Comments, note the type of action taken or what was said.