A Plan for Classroom A Plan for Classroom ManagementManagement

Developed By: Julie N. SheridanDeveloped By: Julie N. SheridanJuly 15, 2005July 15, 2005

CEP 883 Psychology of Classroom CEP 883 Psychology of Classroom DisciplineDiscipline

First Days of School

Positive Expectations

Classroom Rules Icebreakers

Classroom Arrangement

Four Basic Rights

ReinforcementAcknowledgements

Class Wide Reward System

Consequences

Developing a Plan

Peer Learning Groups

ReflectionEvaluation

First Days of SchoolFirst Days of School

•Planning for proceduresPlanning for procedures

•Model rules and proceduresModel rules and procedures

•Reward SystemReward System

•ConsequencesConsequences

•““Get to know each other” Get to know each other” activitiesactivities

Positive ExpectationsPositive Expectations

• Classroom Classroom climate/arrangement climate/arrangement communicates communicates positive relationshipspositive relationships

• High expectations lead High expectations lead to high performanceto high performance

• Positive behavior Positive behavior reminders vs. list of reminders vs. list of consequences.consequences.

Classroom ArrangementClassroom Arrangement

• An effective classroom allows the students to An effective classroom allows the students to work cooperatively with their peers. work cooperatively with their peers.

• Desks are arranged in pairs, or small groups, Desks are arranged in pairs, or small groups, that are designed to reduce distractions and that are designed to reduce distractions and provide an optimal learning environment.provide an optimal learning environment.

• The classroom is decorated with educational The classroom is decorated with educational posters as well as motivational phrases that posters as well as motivational phrases that do not distract from the learning do not distract from the learning environment. environment.

Classroom RulesClassroom Rules

• Rules should be created with input Rules should be created with input from students. from students.

• The “behavior standards” should be The “behavior standards” should be modeled, discussed and reviewed modeled, discussed and reviewed often in the first few weeks of school.often in the first few weeks of school.

• Rules should be posted in a Rules should be posted in a prominent place in the classroom prominent place in the classroom (possibly written in a student’s (possibly written in a student’s handwriting).handwriting).

Four Basic RightsFour Basic Rights

• Healthy and safetyHealthy and safety• Property loss or Property loss or

damagedamage• Legitimate Legitimate

educational educational purposepurpose

• Serious disruption Serious disruption of the educational of the educational processprocess

Jones and Jones (page 259)Jones and Jones (page 259)

ReinforcementsReinforcements

One way to reinforce the importance and One way to reinforce the importance and the meaning behind the classroom rules the meaning behind the classroom rules is to turn it into a game.is to turn it into a game.

• Play classroom rule question and Play classroom rule question and answer matchanswer match

• Role-play inappropriate and appropriate Role-play inappropriate and appropriate choices. (Allow students to develop skit)choices. (Allow students to develop skit)

Positive Positive AcknowledgementsAcknowledgements

• Praise and reward appropriate behaviorsPraise and reward appropriate behaviors

• Implement class wide reward systemImplement class wide reward system

• Explain, model and discuss with students Explain, model and discuss with students how and why the reward system workshow and why the reward system works

• Acknowledge appropriate choices at least Acknowledge appropriate choices at least three times more often then inappropriate three times more often then inappropriate ones. ones.

100 Squares100 Squares• Child choose a Child choose a

numbered tile as a numbered tile as a rewardreward

• Numbered square is Numbered square is crossed offcrossed off

• When class receives When class receives 10 in a row (10 in a row (up and up and down, across, down, across, diagonaldiagonal) they are ) they are rewardedrewarded

• Chart is wiped clean Chart is wiped clean and started againand started again

11 22 33 44 55 66 77 88 99 1100

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Rewarding StudentsRewarding Students

Upon receiving “10 in a row”Upon receiving “10 in a row”

• Extra recessExtra recess

• Half off a homework assignmentHalf off a homework assignment

• Opportunity to purchase a fast food Opportunity to purchase a fast food lunchlunch

• Sheet of stickersSheet of stickers

• Small prizes (e.g. fancy pencil top Small prizes (e.g. fancy pencil top erasers, spinning tops, etc….)erasers, spinning tops, etc….)

ConsequencesConsequencesProcedure-ExampleProcedure-Example

• Nonverbal cue-Stand close to student (proximity)Nonverbal cue-Stand close to student (proximity)

• Verbal cue- “Sara, please follow our classroom rules.”Verbal cue- “Sara, please follow our classroom rules.”

• Indicate choice student is making-“Sara, if you continue to Indicate choice student is making-“Sara, if you continue to talk while I am talking, you will be choosing to develop a talk while I am talking, you will be choosing to develop a plan.”plan.”

• Student moves to designated stop to design a plan-“Sara, Student moves to designated stop to design a plan-“Sara, you have chosen to take time to develop a plan.”you have chosen to take time to develop a plan.”

• Student is required to go elsewhere to develop a Student is required to go elsewhere to develop a plan-“Sara, I really wish you could solve this here. If you plan-“Sara, I really wish you could solve this here. If you cannot you will have to go to the office to develop your cannot you will have to go to the office to develop your plan.”plan.”

(Jones and Jones page 307) (Jones and Jones page 307)

Developing a Plan.Developing a Plan.

• Reflect on actionsReflect on actions

• Brainstorm ways to Brainstorm ways to avoid repeat avoid repeat disruptionsdisruptions

• Develop a working Develop a working plan to help student plan to help student to actively follow to actively follow behavior standardsbehavior standards

• Work on Problem-Work on Problem-Solving form Solving form

Depending on Depending on the ability the ability of the of the student to student to develop his develop his or her own or her own plan Jones plan Jones and Jones and Jones suggest suggest having the having the child fill out child fill out a problem a problem solving solving form similar form similar to this.to this.

This problem-This problem-solving solving form can be form can be used for used for upper upper elementary elementary students as students as well as well as middle middle school school students students who have who have violated violated classroom classroom rules and/or rules and/or procedures. procedures.

IcebreakersIcebreakers• Student-Teacher Student-Teacher

InterviewInterview

• Student-Student Student-Student InterviewsInterviews

• Classroom Bingo for Classroom Bingo for example using student’s example using student’s favorite thingsfavorite things

• Important Facts about Important Facts about Me Scavenger HuntMe Scavenger Hunt

• Autobiography by the Autobiography by the YardYard

Peer Learning GroupsPeer Learning Groups

Group Students Group Students By:By:

• Common Common InterestsInterests

• Different Different Learning StylesLearning Styles

• Different Ability Different Ability LevelsLevels

Reflections-Evaluation

•Self-ReflectionSelf-Reflection(compare original goals with present (compare original goals with present situation)situation)

•Student Student EvaluationEvaluation

•Peer Teacher Peer Teacher EvaluationEvaluation

ResourcesResources• Athabacsa University. (1996) Athabacsa University. (1996) Positive Positive

Reinforcement: A Self-Instructional Exercise. Reinforcement: A Self-Instructional Exercise. Retrieved July 14, 2005, http://psych.athabascau.ca/html/prtut/reinpair.htm

• Jensen, W., Rhode, G., & Reavis, H. K. (2000). Jensen, W., Rhode, G., & Reavis, H. K. (2000). Tough Kid tool box.Tough Kid tool box. Longmont, CO: Sopris West Longmont, CO: Sopris West (www.sopriswest.com) (www.sopriswest.com)

• Jones, V. F., & Jones, L. S. (2004). Jones, V. F., & Jones, L. S. (2004). Comprehensive Comprehensive classroom management, Creating communities of classroom management, Creating communities of support and solving problemssupport and solving problems (7th edition). Boston: (7th edition). Boston: Allyn & Bacon (www.allynandbacon.com) Allyn & Bacon (www.allynandbacon.com)

• Michigan Department of Education. (2000). Michigan Department of Education. (2000). Positive Positive Behavior Support for ALL Michigan Students: Behavior Support for ALL Michigan Students: Creating Environments that Assure LearningCreating Environments that Assure Learning . State . State of Michigan. Government Printing Office.of Michigan. Government Printing Office.

ResourcesResources• Sprick, R., Garrison, M., & Howard, L. (1998). Sprick, R., Garrison, M., & Howard, L. (1998).

CHAMPs: A proactive and positive approach to CHAMPs: A proactive and positive approach to classroom managementclassroom management. Longmont, CO: Sopris . Longmont, CO: Sopris West (West (www.sopriswest.comwww.sopriswest.com))

• Steele, K. (2005) Steele, K. (2005) Kim’s Korner for Teacher TalkKim’s Korner for Teacher Talk. . Retrieved July 14, 2005, Retrieved July 14, 2005, www.kimskorner4teachertalk.comwww.kimskorner4teachertalk.com

• Sullivan, S. & Glanz, J. (2000). Sullivan, S. & Glanz, J. (2000). Supervision that Supervision that improves teachingimproves teaching. Thousand Oaks, CA: Corwin . Thousand Oaks, CA: Corwin PressPress

• Wong, H.K & Wong, R.T. (1999). Wong, H.K & Wong, R.T. (1999). The first days of The first days of school.school. (2 (2ndnd edition). Singapore: Harry K. Wong edition). Singapore: Harry K. Wong

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