Classroom Management

Introduction

Classroom management covers a vast number of items that teachers must consider. I have been

completely overwhelmed from time to time when looking at all the elements to cover before

even entering the classroom. I have an outline of what I would like to do to help my classroom

become a community. Not just a community of learners, but one that harnesses respect,

happiness, and fun! Despite my best efforts, I know that adjustments will need to be done from

time to time. Each year is going to be a new community with new personalities, likes, dislikes,

interests, and differences.

The Environment of Respect

There are some educators that don’t like to get personal with their students. However, after

reading multiple articles and looking at multiple pins and online blogs, the overwhelming

response is to get to know your students and create a classroom family. I feel that this is backed

by Danielson’s Domain 2, component a - distinguished: “The teacher demonstrates knowledge

and caring about individual students’ lives beyond the class and school” (Danielson, 2014, p.

35). Kramer Ertel & Kovarik (2014) also states, “…teachers who had strong relationships with

their students had fewer discipline problems than teachers who did not” (p. 114).

I personally really like the idea of ‘filling buckets.’ This idea is based off the book Have You

Filled a Bucket Today? by Carol McCloud. I have read a few ideas but have decided to mold

each to fit my own personal style, and to meet the ever-challenging time. I would like to begin

the year with reading this book. I want my students to know right from the start that the

classroom is going to be a place where we do respect and value each other. From this point, each
student will be introduced to their very own bucket. My idea is to have the buckets hanging on a

bulletin board, if they are accessible to students. If this is not the case, I will find a place that the

students can access for the buckets. The students will be directed to the bucket fillers. These are

little notes (either printed or sticky notes) that the students can fill out and put in other’s buckets

when they want to tell them something nice or acknowledge anything. The students will not be

able to do this throughout the day, just due to the distraction this could cause. There will be three

designated times during the school day – before the bell rings, recess, and clean up. I will also be

able to watch and add to the buckets. Suggestions for the buckets included candy treats, small

rewards, etc. I feel that I will need to assess my students to tailor the rewards. I am a fan of moral

boosters over material possessions. Below is an example to give an idea of what I am talking

about:

A Culture for Learning

Danielson (2014) describes the following regarding culture for learning: “Teachers who are

successful in creating a culture for learning know that students are, by their nature, intellectually

curious, and that one of the many challenges of teaching is to direct the students’ natural energy
toward the content of the curriculum” (p. 37). To me, I feel that this reinforces the idea of giving

your students meaningful learning experiences across the curriculum, in which you as the

educator are also passionate. The students also are an important element in a culture of learning.

Students take a part in assisting and correcting their classmates, but in a respectful and helpful

fashion. A culture of learning can go hand in hand with an environment of respect.

Another aspect that I would like to bring into the classroom for learning is choice. “Choices

stimulate creativity and generate opportunities. At any grade level, allowing student choice

acknowledges various learning styles and intelligences within the classroom and demonstrates

respect for the individual” (Kramer Ertel & Kovarik, 2014, p. 26). To be clear, choices does not

signify everything goes, so the use of rubrics with clear expectations and support are a great

support to your students.

Managing the Classroom

The elements of managing a classroom, as described by Danielson (2014) are management of

instructional groups, management of transitions, management of materials and supplies,

performance of classroom routines, and supervision of volunteers and paraprofessionals. With

these elements in mind, I feel it is important to have a routine for your classroom. Students can

feel more comfortable when they know what is coming next and how to get there.

Transitions are important to maintaining your classroom daily. To keep my students from

becoming distracted, especially during an important transition time, I enjoy having a challenge.

Each week, the challenge begins. On the front board, or another place that is visible to all

students and teacher, label two categories: Students and Teacher(s). During a transition that

appears to be taking too long, or the students are getting distracted, start a countdown (i.e. 5, 4..
or 10, 9, 8…). If all students are seated and ready by the end of the countdown, the students get a

point. If not all students are ready to learn, the teacher(s) get a point. This is something very

easily implemented! At the end of the week, if the students win, they can get a prize. The prize is

up to the educator. Students always need more erasers, in my experience, so this is a great

incentive. Some other ideas include additional recess, a healthy snack, point tickets (Student-

Wide Positive Behavior), or any ‘dollars system’ that may be used in the classroom.

Along with transitions, attention grabbers are another element to use to manage the classroom.

Below is the list of attention grabbers that I find to be catchy to the students. I personally really

enjoy “Holy Moly! Guacamole!” I feel that the class needs to enjoy the experience together. The

students should be giving the attention desired upon saying these. If this is not the case, a new

phrase or idea will need to be explored.

Managing Student Behavior

Beyond filling students’ buckets, I have an additional resource that I enjoy using. I continue to

investigate Class Dojo (www.classdojo.com). I like the idea that the students are still held
accountable using this application. I further like that the app can be downloaded by parents to

open the lines of communication, as well as have real-time updates about their child. Taking the

app another step, students can be rewarded by point value. The options include creating a 100-

point club for those students that make it to 100 points overall. The points can also be used to

trade in for rewards.

These elements are only supplemental to the teacher’s ability to model to the student’s

appropriate behavior and hold his/her standards to the highest regard. Implementation of

standards of conduct need to be apparent through the teacher expectations. If/When your

“students do not behave appropriately, you must show them the behaviors you expect from

them” (Kramer Ertel & Kovarik, 2014, p. 77).

Classroom Organization

Classrooms need to be comforting, pleasant, safe, and inviting. The trick to doing this is to give

the students space that is in “alignment between the learning activities and the physical

environment” (Danielson, 2014, p. 51). Classrooms should be engaging, but not overwhelming.

This includes students that may have special needs. Finding the right organization can take time,

especially when getting to know the dynamics of your new students.

Students should be given the physical resources within your classroom as well. This includes

technological equipment. Resources should provide opportunities for advanced learning,

including engaging meaningful learning and engagement. Using the resources to enhance

learning and teaching your students to know how to use the resources can benefit both you and

the student inside the classroom.

Putting It All Together

All the above-mentioned components act together to make Danielson’s Domain 2 – The

Classroom Environment. When all the components work together and are used to the highest

level, the teacher can reach the distinguished mark of The Framework. Situations change and

each new year of teaching is going to be different, so I feel the best quality a teacher can have is

flexibility to move with the even changing atmosphere for a primary classroom.
 References
Danielson, C. (2014). The framework for teaching evaluation instrument (2013 ed.). Danielson

Group: Princeton, NJ.

Kramer Ertel, P. A. & Kovarik, M. (2014). The ABC’s of classroom management: An A-Z

sampler for designing your learning community (2nd ed.). Routledge: New York.