Classroom Management

My classroom management is divided into 4 main categories.

1.Organization 2.Rules & Policies 3.Behaviour 4.Attention, Transitions and Breaks

When I was designing my classroom management style it was important for me to

keep three things in mind.
Situations and Circumstance:
Every issue that can occur is a different
situation with a variety of possible circumstances. It is important to remember
to judge the situation accordingly.
Different Students = Different Needs:
All students have the ability to do the
same things, but as a teacher we understand each student and their attitude.
So we must understand why they are doing what they are doing at act
accordingly.
Personal Style:
Every teacher has a different style. Personally, I enjoy a busy,
active and almost noisy classroom

Organizational Strategies
I am one of those people who enjoys organization. There are 3 main ways I organize
to keep the classroom running smoothly.

Bins/Folders:
There would be 4 bins and 5 folders that would be used daily in the

classroom.
The 5 folders contain lesson plans, assignments and/or activities that will be
used through the week. 1 folder for each day. That way if I am ever away,
everything is prepared for the sub no matter what.
The 4 bins are for the coming and going of work. A bin for hand-ins,
hand-backs, redos and missed work. This way students know where their work
is at all times and dont have to constantly ask questions of Where is ______?
or where do I put?

Seating Designs:
The classroom set up depends on the activity of the day and style

of learning I am expecting of the students.

Discussion/Reading:
Having students sit circularly allows them to discuss

face to face and encourages student

interaction. I feel like having students sit
in a circle is a different and relaxing
environment that isnt often found in
academic classes. Having the classroom
set up in this way allows students to know
that whatever activity is going to happen
that day will be relaxed, comfortable and
high participation. This formation is good
for formative assessment.

Note Taking:
I often try to steer from note taking and make it something

more participatory. In this form it gives them a focus

point, someone to work with incase theyve missed
something or there is a sharing notes, and it gives a
free flowing classroom making active notes easy to
move around the room.

 Group Work:
Having students sit in groups of 4-6 sets students up for

collaborative work and small group discussion. I

encourage a lot of small group work as it makes
participation easier and less intimidating for those who
struggle with speaking up in class. This formation is
good for formative assessment.

Presentations/Viewing:
This arrangement is
perfect for movies, videos,
and presentations. It gives
students watching a focus
point and students
presenting a focused
audience. It is also good for
question and answer
activities.

Coming and Going:

Late:
All lates will be handled according to school policy. Also, if youre late for my
class there will be penalties.
1 Late:
No infraction
2-5 Lates:
If you can recite the whole *or amount to my liking* To Be or Not To Be
soliloquy, the infraction will be lifted, if not it will be added.
6-10 Lates:
Time of the lates will be added and each week they will have to come in
and make up the late times.
Students will be marked late for the following reasons:
- Not on time.
- Showing up unprepared.
- Showing up and asking to leave in the first 5 - 10 minutes.
During Classtime:
- 5 - 10 minutes at the start/end of class: No leaving.
- Any leaving: Must take hall pass and sign out on board.
- No more than one person leaving the class at a time.
Leaving:
I try my best to time activities to fit into the class time. But on the rare
occasion that time runs over and it is not due to my planning, but to poor behaviour
by the class, the class will be dismissed by myself and not the bell.

Rules and Policies

I find that strict rules are too controlling, easily changed based on circumstance and
some students will revolt against them. Rather I give students Rights and
Responsibilities as my students. Doing this makes the students accountable for their
own actions.
I have the
RIGHT
to learn. It is my
RESPONSIBILITY
to show up prepared and on
time.
I have the
RIGHT
to be heard. It is my
RESPONSIBILITY
to participate and not to take
this right away from others.
I have the
RIGHT
to personal privacy, space and items. It is my
RESPONSIBILITY
to
give this respect to others.
These are nice reminders to hang up in the class so students are aware of what they
need to do to be respectful students.
I do have some rules that are set in stone.
Cell Phones:
Tolerated to an extent.
- In Class: There is a taped outline on the corner of the desk which is where your
cellphone will be placed. No exceptions!
- During Tests: Cell phones, ipods etc, are to be placed in lockers or up upon my
desk.
- Cell Phones can be used in class for brain breaks and projects (when assigned)
Hats:
No hats, hoods, toques, etc. It is a sign of respect to have it off in class.
Bullying/Disrespect:
Any comments or actions that could be understood as
disrespectful or as bullying to your fellow students will not be tolerated. Issues will be
directly taken to the office and dealt with.

Behaviour
When dealing with behaviour issues there are two things that need to be kept in
mind, the student and the situation. For every action there is a reason and it is
important to know your students and how to deal with them in that situation.
Relationships:
I find that many management issues can be avoided by building strong
relationships with your students.
- Be yourself, let them know that it is okay for them to be themselves as well.
- Make them feel safe your classroom.
- Find a way to incorporate their interests with your teaching.
Bumps:
I like to deal with behavior management in bumps. Bumps are levels at which
I deal with issues. Issues like talking out of turn, swearing, lates, disrespect, missing
work and cellphones, will be dealt with these bumps.
- Low: Brief acknowledgement of poor behaviour choice.
- Medium:Discussion with teacher of poor behaviour choice.
- High: Discussion with administration and parents of poor behaviour choice.
The choice about bump level is determined by frequency and severity of the issue.
It is important to know what battles to fight because not every issue of behaviour will
be worth the highest level!

Attention Getters, Transitioners and Brain Breaks

Students attention spans can only handle so much during a class period. There are
somethings that I do to help students keep focus through those long class periods.
Attention Getters:
Using sounds, actions, numbers are a good way to draw attention
back to the teacher, especially good when students are starting to lose focus.
Some examples are:
-

Eyes Up (Repeat)
Lights
Heads Up - Hands Up (Action)
Call Outs (Repeats)
Clap (Repeat)
Noise Lights
Countdown to Attention
Timers
Bells/Whistles/Rings/Alarms (Attention)

Transitioners:
Moving from activity to activity can be a very bumpy transition. To
make this move smoother here are some tips I use:
-

Instructions using GO.

Pre-Activity List
Sponge Activity Wall

These, if everyone is properly paying attention, will stop students from asking
What do I do now?
Brain Breaks:
Giving students a break between activities is just what they need to
keep them on track. It really all depends on the grade level. Some basic ideas are:
-

Games (silent ball, drama games, up and moving games)

Stretches
Phone Break (senior high)
Nap Time