Self-Study

Classroom Management
By: Marcella Hawk
Goal: To create a classroom management plan that promotes personal responsibility
and a positive classroom culture.
Steps I took to create an efficient classroom management style
Step one: Conferred with students about the following topics

Responsibility of a student
Why is it important to have rules?
Accountability
Actions and consequences
Are you making a good choice

Step two: Conducted research and talked to colleagues about classroom

management methods.
Positive Language
Attention Devices: Hand signals, NOISE sign, counting down, hand signals,
and chain reaction chain.
Classroom Management Seminar- Michigan Learnport
Step three: Follow Through
For minor offences such as talking, being disruptive, and being off task
students were given three (3) chances to correct their behavior and make a
better choice.
Major offenses such as bullying or inflicting physical discomfort on another
child are strictly prohibited. These offences are an instant referral to SRC
(Student responsibility Center) and a phone conference with the parent or
guardian.
Give simple and clear directions and expectations for work and activities
Have an assertive and calm voice when speaking to children.

 Asking students for feedback and suggestions for making our classroom run
smoothly.

Data
My third grade class is full of very vocal and talkative 8 and 9 year
olds. Majority of our issues pertained to side chatter while the teacher
was talking, blurting, and getting their attention when I needed to
speak. To combat these issues I developed three strategies that were
used in our classroom.
The first device we tried in our classroom was a NOISE sign that
was Velcroed to our white board. Each day the class started with the
entire word on the board, if talking or chatter began to become too
much I began to take down letters. If the class go to NO they would
have no panther pride time during the last 10 minutes of the day. The
students were not a big fan of this strategy because they felt that is
not fair that if one person was talking that should not be all punished
for their wrong doing. This concern led into a detailed discussion about
accountability and how it is important that as a class we hold each
other accountable for each other and our behavior.
The second strategy we used in the classroom was the use of
hand signals to communicate non-verbally. The primary goal of this
method was to help create a learning environment with minimal
distraction. The students communicated their basic needs using five
numbered hand signals. The hand signals are as followed:
1 finger: drink, 2 fingers: pencil, 3 fingers: bathroom, 4 fingers: Tissue,
5 Fingers: Question. Prior to implementing this system we went over
basic rules and had a conversation about what is considered an
emergency and when it is appropriate to use the hand signals. I asked

that they do not request to get a drink or use the bathroom (unless it
is an emergency) during read aloud, whole group instruction, or when
they are working in a small group with me so that they do not miss part
of a lesson. By using the hand signals, students are able to let me know
what they need by holding up a specific number of fingers. I am able to
simply look at them and nod to acknowledge their request. I can do this
without stopping what I am doing. This is important as I am frequently
working with other students. I thought this method really eliminated
the need to interrupt the class while allowing me to be aware of the
location of each student at all times.
The final device we used in our classroom was something that I created
called a bit of your time. Prior to implementing this tactic our class had a
detailed conversation about time, and how time is precious commodity and
when we waste my teaching time we have to make up for it during another
time which would be panther pride time or recess. This strategy has worked
very well. The students are now more accountable for their own actions and
the actions of their peers.

Method Used

Time Used

Was it effective?

Would I use it

1-5

again?

1-Not Effective
NOISE Sign

6weeks

5- Highly Effective
2

Hand Signals

5 weeks

Yes

A bit of your time

4 weeks

4.5

Yes

Yes

NOISE Data
This method was used over a 30-day period

NOISE

NOISE
NOIS (1

NOI (2 Letters

NO (3 Letters

Times

16 Times

Letter gone)
4 Times

gone)
8 Times

gone)
2 Times

Occurred

53.33%

13.33%

26.66%

6.66%

A Bit of Your Time Data

This method was used over a 20-day period.

Minutes taken

Week 1
6 minutes

Week 2
8 minutes

Week 3
2 minutes

Week 4
2 minutes

away
This is an ongoing process that will continue until the end my student teaching term.

Future Outlook:
1. Participate in conferences and seminars pertaining to classroom management.
2. Make and establish rules and expectations with students during the
beginning of the year.
3. Try different techniques and strategies
4. Have students participate in a survey about my classroom management and
what I can do to make it more effective and supportive for their needs.