Classroom Management Key Components

Area #1: Procedures/Structures/Routines

● Beginning Routine/Start of Class
● Quiet/Attention Signals
● Physical Transitions (groups, pairs, labs, activities, carpet)
● Dismissal or Lining Up
● Non-Verbal Cues (visuals, hand gestures, music)
● Giving Directions
● Checking for Understanding
● Holding Ground/No Arguing
● Raising Hands to Speak

Area #2: Engagement & Participation

● Variety (three or more activities per hour)
● Collaboration (Students Talking/Peer Discussions)
● Movement (two or more times per hour)
● Total Participation (all students think, write, share, or answer simultaneously)
● Rigor (higher order thinking and tasks required)
● Instruction (explain, model, guided practice, independent practice)
● Questioning/Probing
● Group Work (roles and productivity)

Area #3: Rapport/Connection

● Teacher Warmth/Friendliness/Approachability
● Teacher Enthusiasm/Energy/Excitement/Joy
● Teacher Humor/Laughter
● Teacher Knowledge of individual students’ interests
● Teacher Respect and Appreciation for students
● Teacher Encouragement of students
● Teacher sensitivity to student cultures and backgrounds
Area #4: Behavior Intervention/Consequences
● Regular use of gentle redirects (proximity, warnings, the look)
● Consequences are reasonable and equitable
● Consequences are given as choices (you have a choice right now...)
● Teacher uses soft eyes, soft voice during conflicts
● Teacher is firm, but also calm and compassionate (doesn’t yell or intimidate)
● Consistent follow through with consequences once they are earned (doesn’t make
the same request over and over)
● Arguments/debates are delayed, done in private
● Progression up hierarchy is swift but fair

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Area 1- My Philosophy Examples

Procedures/Structures/
Routines
Beginning Routine/Start of It is important for everyone ● Hang bags, coats,
Class to start the day right and and anything else
consistently. I personally they brought to school
like starting the day slower ● Bring any important
and I know students notes or papers into
appreciate that too. It helps the classroom
our morning start out more ● Get ready for the day,
relaxed and I can get things bathroom, water,
like attendance and talks materials, etc.
with students done. ● (k-2) some hands-on
activities to work on
fine motor skills
● (3-5) Have a choice
board of multiple
different activities for
students to work on
(drawing, writing,
educational games,
etc.)

Quiet/ Attention Signals These are so important for ● Voices off in 321, if
getting the class back on you can hear me
track when they start to get touch your head,
out of control or too loud. It stomp your feet, when
 is also good to use when I raise my hand they
having pattern turn and raise their hands.
talks.

Physical Transitions (groups, When handling transitions I ● I will say “When I say
pairs, labs. Activities, carpet) think it's important to have go you will…” Giving
some kind of routine. I also them their directions
think it is important to have so they know what
a signal for students to they need to do.
transition. ● I will also give
students time limits to
do what needs to be
done otherwise they
take too long and
waste valuable
learning time.

Dismissal or lining up When dismissing it can get ● Students would put all
kind of crazy and chaotic so their materials away
I think having a routine we and clean off their
follow is important. I also desks.
like starting and ending with ● Once their things are
a clean orderly classroom all clean we will play
so I would include that in mystery piece of
the routine. garbage (I choose 1
piece of trash and I
will reveal who picked
it up once everything
is clean).
● Right before the bell
rings I will have them
line up. If there is any
time we might play a
brain game.
● When the bell rings I
will dismiss them
(having them tell me
one good thing that
happened in the day
on their way out) then
they can grab their
bags on the way out.

Nonverbal cues (visuals, hand Nonverbal cues are good ● Raise my hand when
gestures, music) ways to tell students what students are
you want without having to interrupting
yell over everyone or ● Give students a
 without saying anything. It thumbs up when they
helps minimize chaos and are following
helps give students directions
reminders. ● GIving the teacher a
look when students
are not following
expectations

Giving Directions Giving clear concise ● Give short simple

directions is very important directions that
for students to know exactly students can
what is expected of them. I remember
have found that writing and ● Write their
verbally giving directions expectations on the
really helps students board for them to refer
remember what needs to back to
be done and minimizes
questions.

Checking for Understanding Checking for understanding ● Use signals like

is very important in any thumbs up/down
lesson whether it is a ● Use a rating scale fist
formative assessment or a to five (0 being
summative assessment. It completely lost, five
can help you decide when being I could teach it
you are ready to move on to someone else)
or if you need to reteach ● Use exit tickets to
the lesson and try a assess the important
different approach. idea for the day.
● Listen in to student's
discussions about
certain topics.

Holding Ground/No Arguing It is important for teachers ● I will hold high

to hold their ground with expectations of my
students and not get into an students and when
arguing battle. When you they start arguing I will
give students a direction it point them back to my
is important that you hold expectations.
them to it and not ● I will explain why I
backpedal because have students doing
students will start to walk things so that they
over you. This is where you can see there is a
set the tone for the purpose and I am not
student-teacher just telling them what
relationship. to do.
● If students feel a
 strong way about an
issue I would tell them
I will speak to them at
a later time especially
when I am up front
teaching. That way we
can both have time to
cool down and reflect
on what happened.

Raising Hands to Speak Having students raise their ● I will set the
hands to speak is very expectation at the
important to create order in beginning of the year
the classroom. If they are that students must
always allowed to speak raise their hands to
without raising their hands speak.
then students will be yelling ● I will be consistent
over each other and me as with this expectation
the teacher the whole right away and get
lesson. There may be times students in the routine
when it is okay to have
students call out answers
but I will tell them when it’s
okay.

Area 2- Engagement and My Philosophy Examples

Participation
Variety (3 or more activities per I think it’s important to have ● I will include different
hour) variety in lessons because types of lessons
it helps keep students during the day
engaged instead of sitting (games, daily work,
at their desks listening to writing, partner work,
the teacher talk. Having etc.)
variety also allows students ● I will include hands-on
to learn concepts in a few activities when I can,
different ways making it visuals to supplement
more meaningful learning. instruction, role play,
discussions, etc.

Collaboration (students Collaboration is an ● I will include lots of

talking/peer discussion) important skill for students turn and talks or table
to learn and it can be a talks during whole
great tool to help them group discussions.
learn concepts better. I like ● Let students work with
that it helps students see partners.
different points of view or to ● Strategically partner
 think about things in a new students to help them
way. I think it’s important to meet new people.
teach students how to work
with other students,
especially ones they may
not like.

Movement (two or more times Movement is so important ● I will make sure I

per hour) in any classroom and it has actively include
been shown that movement movement in lessons
can actually lead to higher that are longer than
learning. I don’t like sitting 30 minutes
for a really long time so I ● I might have students
can imagine what the discuss with partners
students feel like. Including from a different table,
movement can also help get up and do a few
students engage in a exercises, get up to
lesson better. pick up papers, etc.

Total Participation (all students Getting all students to ● I will give plenty of
think, write, share, or answer participate is very important wait time after asking
simultaneously) because then you know a question.
they are all learning ● I will have students
something. We don’t want write their thoughts
students to just sit and not down first and then
participate. It is also hard share them with a
for teachers to see what partner.
students know if they are ● I will have students
not participating. discuss with partners
before sharing with
the whole group.

Rigor (higher order thinking It is important to give ● I will ask

and tasks required) students rigorous learning thought-provoking
opportunities to really push questions that will
them towards higher require students to
learning. If we spoon-feed really think about a
our students with tasks that concept during
are too easy we are doing discussions or
them a disservice. It is our debates.
job as teachers to ● I will have students
challenge our students and “teach” a concept to
help them reach for high another student in a
goals. structured way.
● I will also use STEM
activities, primary
sources,
 project-based
learning, and
simulations.

Instruction (explain, model, I think it is important to ● During lessons I will

guided practice, independent explain and model things follow the I do, we do,
practice) first to students and then you do structure.
have some input from them Especially if we are
to get them more involved (I learning something
might ask questions that brand new.
make them think). The ● I will try to model
guided and independent things that I am
practice portions are where teaching so that
the real learning takes students can hear and
place. Students can see what they are
actually do what they have learning whether that
learned and figure it out for is routines or content.
themselves.

Questioning/probing Questioning is such an ● I will use deeper more

important skill for teachers thought-provoking
to learn how to do it. questions when I am
Questioning can open up a trying to get students
whole new world of to relate or gain a
understanding for students. deeper understanding
It helps them learn how to of content.
explain themselves, think ● I may use yes or no
deeper, and have questions but it will
conversations with not be my main style
partners. of questioning
because you do all
the thinking for
students.

Group work (roles and Group work in the ● I will teach group work
productivity) classroom is a privilege that as part of my routines
cannot be done at the beginning of the
automatically. Students year (how we speak
need to learn how to work to each other, how to
in a group and the role work with someone
each person has in the we don’t like, working
group. I think having together versus
specified roles can be great copying each other,
sometimes and other times etc.)
I think it’s important to have ● I will have some way
students work equally and for students to reflect
together. Group work is on major group
 such a hard thing to control projects (how they
and it has the potential to worked and their
be a beneficial working partner worked) to
strategy. help keep them
accountable.

Area 3- Rapport/ My Philosophy Examples

Connection
Teacher Warmth/ Friendliness/ It is important for teachers ● I will welcome
Approachability to be welcoming, friendly, students every
and approachable to build morning at the door.
trust with their students. It is ● I will make sure at the
a lot easier to teach beginning of the year
students when you have students know that
built trust with them. It is they can tell me things
important to be and I will be there to
approachable so that help them when they
students feel like they can need it.
come to you when they ● I will have a system
have problems. It's where students can
important that students feel write me a note if they
welcomed in school don’t want to have a
because sometimes that is face-to-face
their only safe place. conversation right
away but they need to
get something off their
chest.

Teacher Enthusiasm/ Energy/ This is such an important ● I will take on

Excitement/ Joy part of teaching because if challenges with
you aren’t excited and excitement and model
enthusiastic about learning them to my students.
it is really hard for students ● I will try to always
to feel that way when bring a positive
coming to school. I know enthusiastic attitude to
from experience that it is school and find the joy
hard to learn about in the little things.
something that isn’t super ● I will end each day by
exciting and it’s hard to go having students find
to school every day when one thing that brought
there is nothing to look them joy in the day.
forward to. I know that not
everything can be exciting
but what we can control is
 our attitude about learning.

Teacher Humour/ laughter It is important that we have ● Sometimes we might

humor and can laugh at have a joke break
things. Sometimes a during the day or have
teacher's job can be a daily joke on the
stressful and go go go all board that students
day, we need to take the come up with.
time to laugh and find the ● I will also be able to
joy in things. laugh at myself when
things go wrong so
that students can see
that mistakes happen
and we can get
through things with a
little laughter.

Teacher knowledge of It is important that we get to ● I will have students fill

individual students' interests know our students as out a survey asking
people because they aren’t them about some of
just students on your list. their interests (candy,
As teachers we can use hobbies, sports, etc.).
what we get to know about ● During the first week I
students in order to connect will use an activity
to them better and teach where students tell
them in ways they can me something about
understand. It also helps us themselves and I will
build rapport with our try to make at least
students which helps build one connection with
our classroom family and them (they will write it
trust. down and I will make
a comment on their
paper)

Teacher respect and ●

appreciation for students

Teacher encouragement of It is important to encourage ● Give students positive

students students and be their feedback always
biggest cheerleader. School before giving any
is hard for some and harder corrective feedback.
for others especially when ● When students make
they are just trying to figure huge gains in their
out their place in the world. education, behavior
That is why they need lots goals, etc I will tell
of encouragement to keep them I am proud of
working and never give up. their hard work and
 how far they have
come.

Teacher sensitivity to student A hard part of teaching can ● I will keep in mind
cultures and backgrounds be knowing what students that every student is
are going through at home different and may
or what they have been need to be handled
through in the past. But as differently.
a teacher it’s important to ● I will try to learn about
be sensitive to all students' my students' cultures
backgrounds and cultures. and incorporate them
Take time to learn about where I can.
their cultures and respect ● For students who
students for how they are. speak another
language I will have
them share every
once in a while how to
say words in their
home language so
they can share that
with their classmates
and me.
● If there is a chance I
could have parents
come share with their
children about their
different cultures.

Area 4- Behavior My Philosophy Examples

Intervention/
Consequences
Regular use of gentle redirects Gentle redirects are really ● I will give the teacher
(proximity, warnings, the look) important, especially for the look (especially when
students who usually do students are far
what they are asked to do across the room and
and just make a mistake you don’t want to yell)
once. It is important to ● I will use proximity to
remember that they are just students who are
kids and they will make a repeat offenders of
few mistakes. Gentle getting off task or for
reminders are important any students that
because they help students have been given a
keep their dignity while still warning.
getting them on track ● I will give quiet
 redirects to students
who need a reminder
of the expectations.

Consequences are reasonable It is important to keep ● I will use a system of

and equitable consequences reasonable logical consequences
and equal. This has a lot to to make sure they are
do with being consistent as reasonable following
the teacher with students' these 3 bases: I break
expectations. It also has to it, I fix it; I misuse it, I
do with making sure the lose it; I don’t use self
consequence matches the control, I take a break.
misbehavior (doesn’t get ● I will be consistent
work done they need to with students who are
finish at home, breaks not following the
something fixes it, etc.) expectations and
shutting them down
right away.

Consequences are given as Giving students a choice in ● I will use the phrase
choices (you have a choice anything is very important “you have a choice
right now…) because it gives them a right now you can
sense of control. When either____ or you can
giving them consequences _____” when giving
as a choice it puts all the consequences.
responsibility on them to
make a good choice.

Teacher uses soft eyes, soft Like we tell our students, ● I will make sure to
voice during conflicts facial expressions can tell a take a deep breath
lot about what a person is when I get into a
feeling and it is important to conflict with a student
control these. Using soft and that will remind
eyes and voice helps bring me to soften up.
a more calming attitude to a
conflict and can help the
student feel safe.

The teacher is firm, but also It is important to be firm ● I will use my teacher's
calm and compassionate when dealing with student voice when
(doesn’t yell or intimidate) misbehavior but that addressing student
doesn’t mean yelling or behavior making sure
getting mad. It is good to they know I mean
stay calm when addressing what I say.
behavior to keep everyones ● I will take a deep
emotions in check. breath before
addressing behavior
 to help keep me calm.

Consistent follow-through with It is important to be ● Make a request and

consequences once they are consistent with anything in give the student some
earned (don’t make the same teaching because it creates wait time then follow
request over and over) order. It is especially through with what I
important to be consistent said.
with consequences ● I will make sure I am
because students need that documenting in some
structure to learn how to way because that will
behave. They want you to keep me accountable.
create a classroom
environment that holds
them to high expectations.

Arguments/ debates are It is important to keep ● If a student doesn’t

delayed, and done in private private discussions in agree with a
private. Students in the consequence or how
classroom do not need to a situation is handled
listen to your conversations they can discuss it
with a student about their with me but after we
behavior. If something both take a few
happens during a lesson it minutes to cool off
is especially important to and think about it.
tell the student you will ● When there is a few
continue the conversation minutes that students
later. are working
independently that is
when I would have a
private conversation
with a student.

Progression up the hierarchy is Consequence hierarchy is ● I will start with gentle

swift but fair important to have especially redirects for student
when students don’t misbehavior
understand it the first time. ● Once they have been
They will make mistakes given a warning I will
which is why the first time a up to mild
consequence is given it is consequences like
not very major. But if it moving spots or
keeps happening taking breaks.
consequences get more ● Then up to more
and more severe. moderate
consequences like
losing a reward or
filling out a behavior
reflection
● If they are still
misbehaving I will
have them talk to the
principal or send a
note home to parents.