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).
1
st
offense Warning
2
nd
offense Seat Moved
3
rd
offense Call Home to Parents
4
th
offense Sent to Principals Office

Consequences for Misbehavior
PRINCIPALS
OFFICE
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
dont 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 = Blackboard
4 - 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 teachers 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 teachers 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:
Teachers 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+ = Perfection
S+ = Exceeds Expectations
S = Satisfactory
S- = Below Expectations
NS = Not Satisfactory
My Grading Scale Schools Grading Scale
S+ = Exceeds Expectations
S = Satisfactory
S- = Below Expectations
NS = 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 Childrens 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
Im calling because I am concerned about Dans 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 Teachers Handbook. Norwich, VT: Nomad Press.

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

Gootman, M. (1997). The Caring Teachers 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.




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