Anne E. Eddy

My Classroom Management Style

An organized classroom is one where classroom rules, procedures

and teacher expectations are clearly explained.

Respect Yourself

Respect Others

Be Responsible For Your Actions

State Rules Positively:

•LISTEN THE FIRST TIME DIRECTIONS ARE GIVEN•LISTEN WHILE OTHERS ARE SPEAKING•RAISE YOUR HAND FOR HELP •SPEAK IN LOW LEVELS

•WORK TO THE BEST OF YOUR ABILITY•PRACTICE SAFETY FIRST

•COME PREPARED TO CLASS•ASK PERMISSION TO LEAVE YOUR SEAT•CLEAN UP AFTER YOURSELF•USE CLASSTIME WISELY

Communicate to students how the classroom is to be organized and where materials are

stored (Stronge, 2002, 29).

•PUT ARTWORK ON YOUR SHELF•PUT MATERIALS IN THE PROPER BINS•WIPE OFF THE TABLES•CLEAN THE FLOOR•WASH YOUR HANDS•SIT QUIETLY•LINE UP WHEN TABLE IS CALLED•PUSH CHAIRS IN

C L E A N U P P R O C E D U R E S

PRACTICE MAKES PERFECT!

Practice procedures daily to reinforce behavior.

Reinforce rules throughout the school year.

Be consistent with inappropriate behavior.

Establish clear expectations with students.

“Consequences do not have to be severe to be

effective” (Canter,1992, 40).

• 1st offense – Warning•2nd offense – Seat Moved•3rd offense – Call Home to Parents•4th offense – Sent to Principal’s Office

Consequences for Misbehavior

PRINCIPAL’SOFFICE

Students should be “free to be spontaneous, learn from their mistakes, take risks, and become actively involved in the learning process” (Jones, 2004, 257).

Student contribution is essential for students to feel comfortable

in the classroom.

Teachers Should:

• Include students in the process of establishing rules, procedures, and consequences.

• Encourage all students to participate in classroom discussions.

• Incorporate student participation in decorating the classroom.

“Until the students know that you care, they don’t care what you know” (Jones, 2002, 38).

Students need to know that their teachers:

Care about them.

Believe in them.

Listen to them.

Excel in their subject area

Want them to succeed.

Establish Positive Teacher/Student Relationships By:

Learning the students’ names

Greeting them at the door

Smiling at them

Learning about their interests

Classroom

organization is

necessary for

classrooms to

run effectively.

“Design Your Classroom So Students Are In Close Proximity” (Jones, 2002, 38).

Clear Aisle Ways

Seat Problem Students Toward The Front

Organize The Classroom

Move Around The Classroom

Seat Attention Starved Students Away From The Action

10

5

2 3

9

1 4

7

6

8

1, 2 = Storage 8 = Teacher Desk 3 = Demonstration Table 9 = Blackboard4 - 7 = Student Desks 10 = Sinks

*Key

M Y C L A S S R O O M

Create An Organized Classroom Arrangement.

Update bulletin boards

Keep teacher’s desk free from clutter

Keep classroom displays well maintained

Organize supplies and materials

Label supplies and materials

Center Learning Around the Students

Students Should:

Be comfortable in the classroom

Have enough space to work

Have a voice in classroom matters

Know where to locate materials

The achievement of learning may not be enough to motivate some students

so teachers need to be creative to get

their students excited about

performing to the best of their ability.

“Your expectations of your students will greatly influence their achievement in your classroom

and ultimately their lives” (Wong, 43).

Rise to their teacher’s expectations

Work to the best of their ability

STUDENTS SHOULD:

TEACHERS SHOULD:

Maintain high expectations for student achievement

Create a positive learning environment for student success

Generate energy and excitement in the classroom

MOTIVATION TECHNIQUES:

Teacher’s Energy

Grades

Projects and Assignments

Rewards

Student Pride

A i m F o r P e r f e c t i o n !

S+ = PerfectionS+ = Exceeds ExpectationsS = SatisfactoryS- = Below ExpectationsNS = Not Satisfactory

My Grading Scale School’s Grading Scale

S+ = Exceeds ExpectationsS = SatisfactoryS- = Below ExpectationsNS = Not Satisfactory

Students may need more than grades to motivate them. I use a sparkly red heart sticker to inspire

my students to excel.

Parents and teachers should work together as a team.

“Parents Are The Greatest Influence In Their Children’s Lives” (Gootman, 1997, 13).

Teachers Need To: Communicate effectively with parents

Establish positive relationships with parents

Rely on parents for support

Inform parents of unacceptable behavior

Inform parents of satisfactory behavior

Establishing Positive Parent/Teacher Communication

Initial Letter Home

Quarter Outlines of Curriculum

Parent/Teacher Conferences

Phone Calls/Notes Home

Open House

Contacting Parents

1. Establish a Concern

2. Explain the Problem

4. Ask the Parent for Help and Support

• I’m calling because I am concerned about Dan’s behavior in art class.

5. Follow Up With the Parent

3. Clarify the Steps Taken to Correct the Behavior

• He is out of his seat frequently during class and does not seem to be motivated to complete his project in class.

• I have spoken with Dan about his behavior and moved his seat.

• I was just calling to let you know that Dan completed his project in class and has been staying in his seat. Thank you for your support.

• Would you be willing to discuss this issue with Dan?

Bender, Y. (2003). The New Teacher’s Handbook. Norwich, VT: Nomad Press.

Canter, L. (1992). Assertive Discipline. Santa Monica, CA: Lee Canter and Associates.

Gootman, M. (1997). The Caring Teacher’s Guide to Discipline. Thousand Oaks, CA: Corwin Press, Inc

Jones, F. (2000). Tools for Teaching. Santa Cruz, CA: Fredric H. Jones and Associates, Inc.

Jones, V. and Jones, J. (2004). Comprehensive Classroom Management. New York, NY:Pearson Education, Inc

Stronge, J. (2002). Qualities of Effective Teachers. Alexandria, VA: Association for Supervision and Curriculum Development.

Wong, H. and Wong, R. (1998). The First Days of School. Mountainview, CA: Harry K. Wong Publication, Inc.

R E S O U R C E S :