Classroom Management Key Components

Area #1: Procedures/Structures/Routines

● Beginning Routine/Start of Class: When the kids arrive, they will store their coats
and backpacks in their lockers. If they have leftover lunches, they will also store
them there. They will get out their home folders, fill out the turn-in box by my desk,
and give in any homework they completed the previous evening. After that, students
will take a seat at their desks or tables and get ready to take attendance.
● Quiet/Attention Signals: When I say "Class Class," to get the attention of my
students, they answer "Yes, yes" in the same tone of voice that I do.
● Physical Transitions (groups, pairs, labs, activities, carpet): There will be calls for
students to transfer by tables or rows. These rows and tables will be selected by
class number, teacher assignment, or drawing sticks.
● Dismissal or Lining Up: As soon as their table or row is named, students can line up.
In addition, I might make use of strategies like "whoever is wearing blue may line
up" based on the colors they are wearing. I might also employ strategies in which I
ask the children who are the quietest to line up.
● Non-Verbal Cues (visuals, hand gestures, music): To reinforce procedures without
speaking, I would utilize graphics, music, thumbs-ups, and raising hands.
● Giving Directions: Typically, instructions are conveyed orally or in writing on the
board. In another scenario, once I provide the instructions, I might ask a student to
repeat them for the class.
● Checking for Understanding: First, the instructor will ask the class what is expected
of them. In order to make sure that pupils are working correctly and that there is no
confusion, they can also stroll around and review their work.
● Holding Ground/No Arguing: I would give the pupils some time to consider it and
then have a follow-up conversation with them. Additionally, I will never overexplain
and will always provide clarification when the student speaks with me afterward.
The pupil will then have some accountability as a result.
● Raising Hands to Speak: I will consistently remind pupils that in order for me to hear
all of their responses and inquiries, they must raise their hands. Additionally, I'll
remind the pupils that when raising their hands, they must do so quietly. I will praise
pupils who are sitting quietly and raising their hands when I call on them.

"I learned to start the process of teaching procedures on the first day of school; consistent
maintenance and "polishing" were essential throughout the year," write Smith and
Dearborn (2016). (page 104). The teacher must begin the lesson on the first day to
establish procedures and improve class management. If not, neither you nor the children
will know what has to be changed to create a much safer and more organized environment
in the classroom. I think the I do, We do, You do teaching method is excellent for outlining
expectations for students and establishing procedures, thus I enjoy it. The pupils have
several tries at the task before being forced to complete it alone after they watch you
demonstrate it and then work together. I would first demonstrate the anticipated process
using this technique on myself. After that, I would have them practice with me during the
"we do" portion. Depending on the size of the class, I would also assign pupils to practice
in smaller groups of three to four or in pairs. After practicing on their own for several
repetitions, the students will try it on their own during the actual time that we would apply
that procedure.

Area #2: Engagement & Participation

● Variety (three or more activities per hour): Diverse activities are required. Should
they lack diversity, the pupils will get disinterested and pay less attention. A few
examples of the variety would be discussion periods, one-on-one education,
practical exercises, and student work periods. I would also incorporate exercises for
the entire group.
● Collaboration (Students Talking/Peer Discussions): For students to learn about one
another's thoughts and beliefs, they must communicate with one another.
Additionally, students will be able to improve their communication abilities, which is
a vital life skill. They must also work on their verbal communication skills.
● Movement (two or more times per hour): Exercise stimulates the child's nervous
system and increases blood flow. Having brain breaks and stretching activities
throughout the day is essential to keeping the kids interested and preventing
boredom or fatigue. Children become restless when forced to sit for extended
amounts of time.
● Total Participation (all students think, write, share, or answer simultaneously):
allowing all pupils to respond to questions at once to prevent anxiety or
nervousness in those who don't know the answer. Before I ask students to raise
their hands to respond to questions, they will also exchange their replies with one
another, allowing some kids to receive more ideas.
● Rigor (higher order thinking and tasks required): More than merely yes-or-no
questions with easy answers are required in education. It is necessary to ask
students questions where they must justify their replies and the ideas behind them.
● Instruction (explain, model, guided practice, independent practice my teaching, I
would apply the I do, We do, You do model. Before the students doing it
independently, the teacher would first demonstrate what is required of them and
then have them do it together.
● Questioning/Probing: Teachers must encourage pupils to think critically and provide
 an explanation for their answers to inquiries. employing conversational techniques
like "Say more" and "Can someone expand on what ___ said?"
● Group Work (roles and productivity): Students should, in my opinion, collaborate
with everyone, not just those they choose to work with. Students must collaborate
with persons they are not accustomed to working with. When working in groups,
each student must have a role and be actively contributing to the group. There will
be mixed or equal gender groupings. However, groups will never be the same,
allowing them to collaborate with every student in the class.

Classroom participation is very important and without it, the students can never feel that
they can safely share their thoughts and express themselves. I think the best way to foster
class participation is by using talk moves such as say more, expand on that, someone
repeats that, reclarify, pair/share. Students can also do hands-on activities, and share with
a partner. One that I found very helpful is having a student say more. The students then
have to explain their answers and go more in-depth which helps other students understand
that student understanding. I will make sure that during discussion time the students are
the ones talking and communicating and I am just there facilitating the discussion making
sure everyone gets a chance to share their thoughts.

Area #3: Rapport/Connection

● Teacher Warmth/Friendliness/Approachability: Students feel more comfortable and
confident to voice their opinions when they see a positive relationship and
connection with their teacher. Students will also participate more as a result of this.
● Teacher Enthusiasm/Energy/Excitement/Joy: Pupils absorb the teacher's
enthusiasm and enthusiasm for their subject. Students are more likely to work
harder and want to show their teacher how hard they have worked when the teacher
exudes positivity.
● Teacher Humor/Laughter: I enjoy cracking jokes and creating a lighthearted
environment for my students. I think laughter can also contribute to a more upbeat
mood.
● Instructor Understanding each student's unique interests: When teachers support
their students' participation in extracurricular activities like concerts or sports, the
students appreciate it. It's important to be aware of their interests and find out about
their pastimes and other activities. If you show your students that you are aware of
their hobbies and preferences, they will feel more appreciated in the classroom.
Teacher Respect and Appreciation for Students: For what they bring to the
classroom, every student should be treated with the same dignity and gratitude.
Both the teacher and the pupils must be treated with the same respect.
● Teacher Encouragement of students: Every pupil requires the teacher's
 encouragement. They will put in more effort and do better in the classroom once
they have that sense of support. Nonetheless, it's critical that the support they are
getting for their development be constructive.
● Teacher sensitivity to student cultures and backgrounds: Instructors must
respect the customs and beliefs of their students. Understanding your kids
completely requires taking the time to learn about their cultures and beliefs.
Students will feel uneasy and think that the teacher does not care if we do not
make an effort to connect with them and learn about their cultures and
values. Students will feel more safe, secure, and like they belong in the
classroom when they are welcomed for who they are as individuals.
According to Smith and Dearborn (2016), "Students are more likely to participate
and less likely to act out when they feel a positive connection with the teacher and
the class." (Page 82). If there is no connection between the teacher and the
students, neither will they participate as much or provide their best effort. However,
kids will behave and provide their best effort as soon as they sense that good
connection. Every student should receive a high five or fist bump from me when
they leave, in addition to my greetings of good morning when they arrive.

Area #4: Behavior Intervention/Consequences

● Regular use of gentle redirects (proximity, warnings, the look): I will pass someone
and stand close to them when misbehavior is just getting started to see if their
conduct changes. I'll be close to them and tap their desk if it doesn't. If these don't
work, I usually shake my head or give you the teacher look to signal that you should
stop.
● Consequences are reasonable and equitable: Pupils must understand what is
expected of them as well as the repercussions of disobeying these expectations.
Students feel like they have a say when the rules are developed and discussed with
them, therefore I believe that's really beneficial. Together with the students, I would
create posters for the restroom, lunch room, recess, and hallway conduct.
Additionally, these guidelines will be reviewed frequently to remind them of the
mutually agreed-upon standards.
● Consequences are given as choices (you have a choice right now...): Typically, I
provide students an option, such "You can finish the assignment at recess or right
now." Giving them this option and letting them make the choices, in my opinion,
helps them feel like decision-makers.
● Teacher uses soft eyes, soft voice during conflicts: Dearborn and Smith discuss
falling beneath the sea. To convey to the students that the teacher is serious and
not wanting to argue, the teacher should speak more quietly and look them in the
 eyes. Getting under the surface also makes it possible for your voice to sound less
frustrated.
● Teacher is firm, but also calm and compassionate (doesn’t yell or intimidate): The
teacher is firm but never yells at the children; in addition, she never shows
disrespect or belittles them.
● Consistent follow through with consequences once they are earned (doesn’t make
the same request over and over): If a teacher does not follow through with
repercussions, kids will begin to believe that you do not mean what you say. In
order to demonstrate to pupils that you are a sincere and reliable person, you must
act on your promises.
● Arguments/debates are delayed, done in private: Remind them that you are aware
of their worries and invite them to speak with you in private after the session or
when the class begins working on their assignment. Assign the student the duty of
choosing whether to see the teacher for communication.
● Progression up the hierarchy is swift but fair: Verify that the penalties are
appropriate for the behavior they were displaying and that they are not unjust.

In my capacity as a teacher, I am now working on this. Saying no and not over-explaining

things are skills I'm developing. I have a tendency to overexplain in an attempt to defend
my positions, but this just serves to incite disagreement. Instead, I should wait to explain
things until later to keep the conflict in the background. Once class has begun, or
afterward, I will ask the student to come to chat to me about their assignment. This will let
the student and me both de-stress and give the conflict more thought. Offering students
the option to speak with the teacher is, in my opinion, crucial because it gives them a
sense of agency and acknowledgment that they have a voice. My management will get
better the more experience I have, and I'm always willing to hear other people's
recommendations and ideas for improvement. For the remainder of my teaching career, I
will constantly be seeking to enhance my classroom management skills!

© 2016 Conscious Teaching | consciousteaching.com | 21 Crest Rd, Fairfax CA 94930 | 800-

667-6062