Analaynes

Classroom
Management
Handbook
Analayne Fereday
Classroom Management
September 6, 2013
Table of Contents
Section 1: The Basics Understanding of a Teacher 3
The Three Characteristics of Effective Teachers
My Philosophy of Education !
The Four Stages of Teaching 6
Success on the First Day of School "
Section 2: Examples of Positive Expectations #
Other Means of Positive Expectations $
Section 3: Managing the Classroom 10
Definition of Classroom Management 11
Characteristics of a WellManaged Classroom 12
!aving the Classroom Prepared 13
"rranging the Classroom 1
Posting "ssignments 1!
First Day Script 16%1#
Discipline Plan 1$
Classroom #ules 20
Conse$uences and #e%ards 21
Classroom Procedures 22
&' Example Procedures 23
Section : Teaching for !esson Master" 2
Steps to Creating an Effective "ssignment 2!
Define( Standards) Curriculum) and O*+ectives 26
,loom-s Taxonomy 2"
.' ,eliefs of Successful Teachers 2#

Se&t'on 1(
T)e *as'&
+nderstand%
'ng of a
Tea&)er
T)e T)ree
C)ara&ter'st'&s of
,ffe&t'-e Tea&)ers
C)ara&ter'st'& 1( .os't'-e ,/pe&tat'ons
/"n effective teacher0 has positive expectations for student success1
"lso referred to as high expectations
The teacher *elieves in student-s a*ility to learn
The teacher *elieves in the student an the student produces %or2 *ased on teacher-s expectations
3ery important for *oth teacher and student
C)ara&ter'st'& 2( Classroom Management
/"n effective teacher0 is an extremely good classroom manager1
4eep an environment that is conducive for instruction and learning
/Wellordered Environment 5 Positive "cademic Expectations 6 Effective Classroom1
Discipline is used to manage the classroom
/The effectiveness of such an environment is the result of ho% %ell a teacher manages a
classroom1
C)ara&ter'st'& 3( 0esson Mastery
/"n effective teacher0 2no%s ho% to design lessons for student mastery1
Mastery is %hen the student can sho% a concept they have learned or a s2ill they can
demonstrate
/4no% ho% to design lessons in %hich a student %ill learn a concept or a s2ill1
/4no% ho% to evaluate the learning to determine if the student has mastered the concept or the
s2ill1
Student-s success depends on teacher-s lessons and chec2s for mastery
My .)'losop)y of
,d1&at'on
7 feel as though 8od has called me to %or2 %ith Deaf children9 7n %or2ing %ith Deaf
children the teacher-s main roles are to teach) to disciple) and to provide effective communication9
First and for most) the role of the teacher in any classroom situation is to teach or to disciple their
students9 "ccording to Dictionary9com to teach means to /give instructions to :or; to impart
2no%ledge or s2ill1 </Teach= Define Teach)1 &'.>?9 The same %e*site defines to disciple as /to
teach :or; train1 <Disciple= Define Disciple)1 &'.>?9 !o%ever) putting all the methods and logistics
aside) %hen it all comes do%n to it the teacher-s responsi*ility is to teach their students to the *est
of their a*ilities and the student-s responsi*ility is to learn to the *est of their a*ility9 Prover*s .(@
explains /The fear of the Aord :is; the *eginning of 2no%ledge( :*ut; fools despise %isdom and
instruction1 <4ing Bames 3ersion) Prover*s .(@?9 4no%ledge *egins and ends %ith 8odC !e is the
creator of 2no%ledge and %isdom9 "s a Christian educator it is important to remem*er to put
Christ first in your classroom9 Whether you are a*le to openly put Christ first *ecause you are in
Christian school setting or %hether you must do so in%ardly) does not matter as long as !e is first
in your life and in your classroom9 Though 7 %ill one day *e a teacher in a classroom %ho-s sole
responsi*ility is to impart 2no%ledge and s2ill to my students 7 %ill forever *e a Christian %ho is
merely a student serving her Master) my Aord and Savior) Besus Christ9
T)e Fo1r Stages of
Tea&)'ng
Stage 1(Fantasy(
/" naDve *elief of a neophyte teachers is that they are infalli*le1
The *elief that the *est and most successful teachers are those %ho *efriend their students
/Teaching means doing activities) especially fun activities1
Stage 2(S1r-'-al(
/Teachers are in survival mode %hen they rely on ineffective practices +ust to ma2e it through the
day1
For them teaching is +ust a +o* and not a +oy
These teachers spend a lot of time complaining a*out their +o* and ma2ing excuses
/,usy%or2 for the students to do) copy notes from a chal2 *oard or transparency) sho% videos1
Stage 3(Mastery(
/Teachers %ho 2no% ho% to achieve student success employ effective practices1
/Teachers 2no% ho% to manage their classroom) teach for mastery) and have high expectations
for their students1
These teachers strive to ma2e a difference in the lives of their students
Stage (2mpa&t(
/Effective teachers are a*le to affect or ma2e and impact on their students1
/" teacher-s role is to open the door to learning1
These teachers no% ho% to get there students in a position for learning
7t is very important for teachers to use effective teaching practices if they ever %ant to impact
their students



S1&&ess on t)e
F'rst 3ay of S&)ool
45)at yo1 do on t)e f'rst days of s&)ool 6'll determ'ne
yo1r s1&&ess or fa'l1re for t)e rest of t)e s&)ool year7 8o1
6'll e't)er 6'n or lose yo1r &lass on t)e f'rst days of
s&)ool79
:otes on t)e F'rst 3ay of S&)ool(
The first day of school decides the teacher-s fate
Effective teachers have a structured and organiEed classroom from the get go
/Effective teacher have classrooms that are caring) thoughprovo2ing) challenging) and exciting1
/There is over%helming evidence that the first t%o or three %ee2s of school are critical in
determining ho% %ell students %ill achieve for the remainder of the year1
The effective teachers set up complete control of their classroom during the first %ee2
/Four success during the school year %ill *e determined *y %hat you do on the first days of
school1
Se&t'on 2(
,/amples of
.os't'-e
,/pe&tat'on%
s
;t)er Means of
.os't'-e
,/pe&tat'ons

4An opt'm'st'& bel'ef t)at 6)oe-er yo1 tea&) or 6)ate-er
yo1 do 6'll res1lt 'n s1&&esses or a&)'e-ement7 2f yo1
e/pe&t to be s1&&essf1l, yo1 are &onstantly alert and
a6are of t)e opport1n't'es to )elp yo1 be s1&&essf1l79
Te/tbook ,/ample(
/7 *elieve that every child can learn and %ill achieve to his or her fullest potential1
/7 am al%ays learning and that is %hy 7 en+oy going to conferences) %or2shops) and inservice
meetings91
/7 am a good teacher) and 7 am proud that 7 am a professional educator91
My ,/amples(
7 feel as though every child has the po%er to follo% their dreams of *ecoming exactly %hat they
envision themselves *ecoming9
7 am happy in my field of teaching and find my +o* *oth re%arding and fulfilling
My students are smart and have the penitential to set the %orld on fire %ith their passion and
ideas
Se&t'on 3(
Manag'ng
t)e
Classroom
3ef'n't'on of
Classroom
Management
4T)e tea&)er 's respons'ble for organ'<'ng a 6ell%managed
&lassroom 6)ere t)e st1dents &an learn 'n a task%or'ented
en-'ronment79
4,ffe&t'-e tea&)ers MA:A=, t)e'r &lassrooms7 2neffe&t'-e
tea&)ers 32SC2.02:, t)e'r &lassroom79
3ef'n't'on of Classroom Management(
/Classroom management refers to all of the things that a teacher does to organiEe students) space)
time) and materials so that instruction in content and student learning can ta2e place91
8reat classroom management s2ills are important to help extend /student engaged time or
academic learning time91
Teacher-s success can *e measured *y their classroom management s2ills
Classroom management s2ills are of utmost importance
C)ara&ter'st'&s of a
5ell%Managed
Classroom
C)ara&ter'st'& 1( H'g) 0e-el of St1dent 2n-ol-ement 6't)
5ork
/Students are deeply involved %ith their %or2) especially %ith academic) teacherled instruction1
With an effective teacher the students are %or2ing
With an ineffective teacher the teacher is doing all the %or2
C)ara&ter'st'& 2( Clear St1dents ,/pe&tat'ons
/Students 2no% %hat is expected of them and are generally successful1
"n effective teacher ma2es sure the students 2no% that the assignments and test are *ased on
o*+ectives
"n ineffective teacher gives a student instruction %ithout the o*+ectives
C)ara&ter'st'& 3( >elat'-'ty 0'ttle 5asted T'me, Conf1s'on,
or 3'sr1pt'on
/There is relatively little %asted time) confusion) or disruption1
"n effective teacher has a discipline plan) starts class immediately) and has assignments posted
"n ineffective teacher ma2es up rules) punishes according to his or her mood) ta2es role) dallies)
and students constantly as2 for assignments
C)ara&ter'st'& ( 5ork%;r'ented *1t >ela/ed and .leasant
Cl'mate
/The climate of the classroom is %or2oriented) *ut relaxed and pleasant1
"n effective teacher invest time in practicing procedures until they are routines) 2no%s ho% to
gain class- attention) and 2no%s ho% to encourage students
"n ineffective teacher never rehearses procedures) yells or flic2s the lights) and only uses
generaliEed praise or no praise at all
Ha-'ng t)e
Classroom
.repared
4Tea&)er 6)o are ready ma/'m'<e st1dent learn'ng and
m'n'm'<e st1dent m'sbe)a-'or79
4,ffe&t'-e Tea&)ers Are >eady( t)e 6ork 's ready, t)e
room 's ready, ?and@ t)e tea&)er 's ready9
4Ha-e yo1r &lassroom ready, e-ery s'ngle day, espe&'ally
t)e f'rst days of s&)ool79
Ha-'ng t)e Classroom .repared(
Prepare the floor space
Prepare the %or2 area
Prepare the student area
Prepare the %all space
Prepare the *oo2cases
Prepare the teacher area
Prepare the teaching materials
Prepare yourself



Arrang'ng t)e
Classroom
4T)e st1dents m1st s't 'n s1&) a 6ay to a&&ompl's) 6)at
yo1 6ant t)en to a&&ompl's)9
4T)e p1rpose of arrang'ng seats 's to a&&ompl's)
&lassroom tasks79
48o1 6'll )a-e a more effe&t'-e &lass, most of t)e t'me, 'f
yo1 ass'gn st1dents to t)e'r seats79
Seat'ng Arrangements(
/"re arranged to coincide %ith the tas2 you have designed1
Examples( ta2ing a test) cooperative learning) listening to a lecture) smallgroup activities) sitting
to hear a story) firstday procedures) and firstday registration
Seat'ng Ass'gnments(
/"re assigned to maximiEe learning and classroom management and minimiEe *ehavioral
pro*lems1
Examples( ",C order) for paired pro*lem solving) *y height) *y age) placing lo%era*ility
students in the front of the room) and for peergroup tutoring
A1est'ons to T)'nk Abo1t(
What do 7 %ant to doG
What 2ind of seating arrangements is possi*leG
Which seating arrangement %ill 7 useG
>easons for a Seat'ng C)art(
Facilitates roll ta2ing
"ids name memoriEation
Separates potential pro*lem students
4Seat'ng arrangements take pr'or'ty9
.ost'ng
Ass'gnments
4.ost yo1r ass'gnments 'f yo1 6ant yo1r st1dents to do
t)em79
,ssent'als *efore Class *eg'ns(
The students need to have an assignment
They must 2no% %here to find their assignment
They must 2no% the reason they are suppose to do the assignment
.ost Ass'gnments ,-ery 3ay(
/"n assignment must *e posted *efore the students enter the room1
/The assignment must *e posted in the same location every day1
4Common sense and resear&) on t)e effe&t'-e &lassroom
emp)at'&ally tell yo1 to .;ST 8;+> ASS2=:M,:TS ,B,>8
3A8C9

F'rst
3ay
S&r'pt
3's&'pl'ne .lan
3's&'pl'ne .lan(
,ased off of chapter eighteen of the text*oo2 titled /!o% To ,e "n Effective Teacher( The First
Days Of School1 my discipline plan in my classroom %ill shift on the continuum *et%een *oth the
student and the teacher and only the teacher *eing in charge9
Both Student and Teacher:
/Teacher $uestions1
/Teacher uses directive statements1
/Teacher models proper *ehavior1
/Teacher confronts and agreements are reached1
Teacher in Charge:
/Teacher provides reinforcement1
/Teacher uses physical intervention and isolation1
/Teacher accepts no excuses1
/Teach tells %hat is to *e done1
7n my classroom 7 %ant to have complete control) ho%ever) 7 do not %ant to intimidate my
students in to su*mission9 ,ecause of this there %ill *e rules and procedures in place and if a
student violates these rules and procedures there %ill *e conse$uences carried out9 This is %here
the teacher in charge comes into place9 Despite this 7 %ant the children in my classroom to feel
loved and heard9 ,ecause of this as a teacher 7 %ill *e %illing to listen to a student-s side of a
situation9 This %ould *e the discipline plan that follo%s *oth the teacher and student side of the
continuum9
3es&r'pt'on of Hypot)et'&al Classroom(
8rade Aevel( 4indergarten or First 8rade
My Students( Deaf Children
Classroom Type( 8eneral education if at a school for the Deaf of if at pu*lic or private school
my classroom may follo% under special education

Classroom >1les
4,ffe&t'-e tea&)ers present t)e'r r1les &learly and pro-'de
reasonable e/planat'ons of t)e need for t)em79
42f yo1 do not )a-e a plan, yo1 are plann'ng to fa'l79
.resent'ng t)e >1les on t)e F'rst 3ay(
For my class 7 %ill have the students come to the story time rug and %ill explain that the main
rule is that %e are family and %e are to respect each other
Then as a class 7 %ill lead my students in coming up %ith three or four more rules
Some examples of the rules the students may come up %ith are( raising their hand) %al2ing in a
straight line) or no tal2ing %hile others are tal2ing
0'st of t)e T)ree or Fo1r ;t)er >1les(
F9H9I9 #ules %ill *e set in place in my classroom
F( Follo% the teacher-s directions
H( Hndivided attention throughout the classroom
I( Iever distur* others

ConseD1en&es and
>e6ards
ConseD1en&es( Clot)esp'n System
7n my classroom 7 %ant to use the clothes pin system
When the student-s enter the classroom *y the home%or2 ta*le the students %ill pic2 up their
clothespin %ith their name on it and attach it to their shirtsleeve
7f throughout the day they mis*ehave for any one they can have their clothespin ta2en a%ay and
points ta2en off of recesses
7f they continue to mis*ehave they %ill have no recess and have to do class %or2 instead
7f they still continue to mis*ehave 7 %ill %rite a note home and have it signed *y their parent
7f they still continue to mis*ehave 7 %ill call their parents and %e %ill ta2e a trip to the office
" student can improve their *ehavior and earn *ac2 their clothespin
>e6ards(
One of the *ig re%ards 7 %ill have for the students is if they ever get a complement or are
especially good one day 7 %ill have a +ar and add pompoms to the +ar
When the class fills the +ar %ith pompoms they %ill get a class priEe or treat
7ndividually through out the %ee2 in doing certain tas2 7 %ill have a *oard set up %here the
individual student can earn points and through that they can lead up to a trip to a priEe *in
Classroom
.ro&ed1res
3ef'ne .ro&ed1re
/Simply a method or process for ho% things are to *e done in the classroom1
/!o% you %ant something done) it is the responsi*ility of the teacher to have procedures clearly
stated1
/" rule is a D"#E to *e *ro2en) %hereas a procedure is not9 " procedure is a DO) a step to *e
learned91
/What the teacher %ants done1
3ef'ne >o1t'ne
/What the student does automatically %ithout prompting or supervision91
/#outine *ecomes a ha*it) practice) or custom for the student1
/What the students do automatically1
5)y are pro&ed1res 'mportantE
/Procedures are important in society so that people can function in an accepta*le and organiEed
manner91
/Procedures demonstrate ho% people are to function in an accepta*le and organiEed manner1
3%Step Approa&) to Tea&)'ng Classroom .ro&ed1res
- Explain: State, explain, model, and demonstrate the procedure
/Effective teachers 2no% %hat activities need to *e done and have %or2ed out the procedures for
each of them91
/7t is essential that you have the procedures for each openingofschool activity ready on the first
day of school91
-Rehearse: Rehearse and practice the procedure under your supervision
/"ll procedures must *e rehearsedJ1
- Rein!orce: Reteach, rehearse, practice, and rein!orce the classroom procedure until it
"ecomes a student ha"it or routine
/Every time a procedure needs to *e corrected( remind the class of the procedures and have the
class experience the procedure91
/Effective teachers have the students see) feel) and experience the procedure9 The students see
one another in their seats and experience the procedure correctly91
4T)e n1mber one problem 'n t)e &lassroom 's not
d's&'pl'neF 't 's t)e la&k of pro&ed1res and ro1t'nes79
20 ,/ample
.ro&ed1res
20 .ro&ed1res 8o1 M'g)t Tea&) 2n 8o1r Classroom
.? !o% students are to enter the classroom
&? Where students are to place their *ac2pac2
>? !o% students are to as2 for assistance or help from the teacher
K? What students are to do if their pencil *rea2s
L? When and ho% students are to sharpen their pencils
M? What students are do if someone enters the room
@? What students are to do if they are tardy or late to school
N? !o% students are suppose to sho% their lunch choice
O? What students are to do during an emergency situation such as a fire drill or
tornado drill
.'? Where students are to turn in their %or2 %hen they have finished
..? What students are to do if they finish their %or2 early
.&? !o% students are to act %hen they go to resource such as the li*rary or art class
.>? What students are to do for dismal
.K? What students are to do %hen they are a*sent
.L? !o% students are to act %hile in the hall%ay
.M? !o% students are to form a line and ho% they are to act %hile in the line
.@? !o% students are to %or2 in groups
.N? What students are to do at center time and ho% they should act
.O? Where students can find materials around the classroom
&'? !o% students are to tell the teacher they need to use the restroom) %here the
restroom is) and ho% they are to act in the restroom
Se&t'on (
Tea&)'ng for
0esson
Mastery
Steps to Creat'ng
an ,ffe&t'-e
Ass'gnment
40earn'ng )as not)'ng to do 6't) 6)at t)e tea&)er
C;B,>S7 0earn'ng )as to do 6't) 6)at t)e st1dent
ACC;M.02SH,S79
Step 1( T)'nk 6)at yo1 6ant t)e st1dents to a&&ompl's)7
Step 2( 5r'te ea&) step as a s'ngle senten&e7
Step 3( 5r'te 'n s'mple lang1age7
Step ( 31pl'&ate t)e l'st of steps and g'-e 't to t)e
st1dents7
3ef'ne( Standards,
C1rr'&1l1m, and
;bGe&t'-es
Standards( 4T)e term standard )as be&ome t)e meas1r'ng
rod of D1al'ty 1sed 'n many f'elds79
/We tell students that %e %ant them to act %ith the highest standards of *ehavior91
/Standards descri*e %hat to teach) not ho% to teach91
Standards are the *asis of learning and creativity9
/Standards identify %hat is essential for students to master9 Most states have standards91
Standards form the core or *ac2*one of the curriculum9 With standards in place) schools then can
create guides for the curriculum9 The guides tell the teachers %hat the students are to master and
recommend methods to teach the content91
C1rr'&1l1m( 4T)e &1rr'&1l1m 's t)e &o1rse of st1dy and
e/per'en&es t)at states 6)at t)e st1dents are to learn79
/" curriculum is a school document that identifies the content to *e taught and the suggested
methods to *e used91
/The curriculum is created *y a committee of teachers) administrators) and curriculum
specialists9 7ts purpose is to guide the teachers so that students can achieve high levels of
proficiency in the content area91
District Curriculum 8uide Should( 7dentify the content) Suggest instructional methods to *e
used) and Suggest activities to teach the content or illustrate the method to *e used
;bGe&t'-e( 4;bGe&t'-es are 6)at a st1dent m1st a&)'e-e
a&&ompl's) 6)at t)e tea&)er states 's to be learned,
&ompre)ended, or mastered79
- #ssign: /O*+ectives give direction or tell a student %hat is to *e comprehended or mastered in an
assignment91
- #sses: / O*+ectives tell the teacher if additional study is needed to master an o*+ective91
/O*+ectives state %hat you %ant the students to accomplish91
$riting %"&ectives: pic2 a ver* and complete the sentences
*looms Ta/onomy
0e-el 1( Hno6ledge
'evels (eaning: /This thin2ing s2ill tells you that a student can recall or recogniEe information) concepts) and ideas
in the approximate form in %hich they %ere learned91
)er"s: /Define) fill in the *lan2) identify) la*el) list) locate) match) memoriEe) name) recall) spell) state) tell)
underline1
/Hse these ver*s to as2 a student to recall information91
0e-el 2( Compre)ens'on
'evel (eaning: /This than2ing s2ill tells you that a student can grasp and interpret prior learning91
-)er"s: /Convert) descri*e) explain) interpret) paraphrase) put in order) restate) retell in your o%n %ords) re%rite
summariEe) trace) translate1
/Hse these ver*s to as2 a student to sho% comprehension or understanding91
0e-el 3( Appl'&at'on
'evel (eaning: /This thin2ing s2ill tells you that a student can transfer selected information to a life pro*lem or a
ne% tas2 %ith a minimum of direction91
)er"s: /"pply) compute) conclude) construct) demonstrate) determine) dra%) find out) give an example) illustrate)
ma2e) operate) sho%) solve) state a rule or principle) use1
/Hse these ver*s to as2 a student to use learning in a ne% situation91
0e-el ( Analys's
'evel (eaning: /This thin2ing s2ill tells you that a student can examine) ta2e apart) classify) predict) and dra%
conclusions91
)er"s: /"nalyEe) categoriEe) classify) compare) contrast) de*ate) deduct) determine the factors) diagnose) diagram)
differentiate) dissect) distinguish) examine) infer) specify1
/Hse these ver*s to as2 a student to sho% that he or she can see parts and relationships91
0e-el !( Synt)es's
'evel (eaning: /This thin2ing s2ill tells you that a student can originate) com*ine) and integrate parts of prior
2no%ledge into a product) plan) or proposal that is ne%91
)er"s: /Change) com*ine) compose) construct) create) design) find an unusual %ay) formulate) generate) invent)
originate) plan) predict) pretend) produce) rearrange) reconstruct) reorganiEe) revise) suggest) suppose) visualiEe) %rite1
/Hse these ver*s to as2 a student to ta2e parts of information to create an original %hole91
0e-el 6( ,-al1at'on
'evel (eaning: /This thin2ing s2ill tells you that a student can appraise) assess) or criticiEe on the *asis of specific
standards and criteria91
)er"s: /"ppraise) choose) compare) conclude) decide) defend) evaluate) give your opinion) +udge) +ustify) prioritiEe)
ran2) rate) select) support) value1
/Hse these ver*s to as2 a student to ma2e a +udgment *ased on criteria91

10 *el'efs of
S1&&essf1l
Tea&)ers
10 *el'efs of S1&&essf1l Tea&)er
.? ,elieve that every child %ho enters your classroom %ants to gro% and learn and
*e successful and has the capacity to do so9
&? ,elieve in yourself that you have the s2ills needed to reach children and move
them to ne% heights9
>? ,elieve that every day is a ne% day %ith the opportunity to start ane%9
K? ,elieve that you are part of a greater community of educators %ho are proud of
their profession and dedicated to their calling9
L? ,elieve that the smile of %elcome you radiate to your students every day %ill
%arm the hearts of more *odies than you %ill ever imagine9
M? ,elieve in partnerships %ith colleagues) administrators) and parents that %ill
nurture children9
@? ,elieve that you are *oth a teacher and a learner and gro% yourself professionally
each year9
N? ,elieve that hard %or2 is re$uired for success9
O? ,elieve that education is the *edroc2 of humanity9
.'? ,elieve that %e are here to help you and your students achieve success9