Reach Associates
Successful Classroom Management
Do Now
• Take 1 minute to write down a challenge in
classroom management you have had in the past and
what you did to try to solve this problem.
Image source: http://amylivesay.com/writing-a-different-story-can-we-lead-a-better-life/
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Objectives
Participants will...
• Learn powerful approaches to classroom
management.
• Practice applying the behavior management cycle—
how to set and reinforce expectations for behavior,
use effective praise to narrate the positive, and use
consequences to manage behavior.
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Ideal Situation
What does successful classroom management look like?
• Students are consistently on-task
and engaged throughout the
lesson
• Teachers address most
misbehavior quickly and
efficiently with correction
• Students bounce back quickly
with a positive attitude and
minimal to no resistance
Image source: http://www.gamification.co/2011/09/28/the-gamified-classroom/
Adapted from Match Education’s The Kraken Evaluation Rubric
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Behavior Management Cycle
“Let’s all come
back together
with eyes on me,
pencils down, and
at a voice level 0.”
“_______, the
expectation was to
be at a voice level
0. This is your
verbal warning.”
3. Take
corrective
action
1. Set and
reinforce
expectations
2. Use positive
narration
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“________, is at a
voice level 0
patiently awaiting
directions.”
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Behavior Management Cycle
Think-Pair-Share
• Individually, reflect:
3. Take
corrective
action
1. Set and
reinforce
expectations
2. Use positive
narration
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– What are your
reactions to this
cycle?
– What would come
naturally?
– What would need
practice?
• Share reflections
with a partner
• Debrief full group
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STEP 1:
SET AND REINFORCE EXPECTATIONS
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Activity 1: Procedures
What common routines or procedures do you use
with your students?
Common examples:
Choose 1 procedure
• Entering and exiting the classroom
and write down
everything students
• Walking down the hallway
must do to complete
• Transitioning to the carpet
that procedure.
• Turning in homework
• Looking up for instructions while at computers
Procedures
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Directions
Narration
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Corrective Action
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Directions Example
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Giving Clear Directions
What are some characteristics of clear, strong
directions?
• Steps
• Time limits
• Check understanding
• Formal, calm tone
• Visual or non-verbal cues • Positive
List adapted from Math Education’s “Match Mini’s” and Doug Lemov’s Teach Like a Champion
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Giving Clear Directions
Do?
What should students do? Answer questions
#10-15? Work in small groups? Walk in a straight
line to lunch? Stop working and put pencil down?
Move?
How should students move? Stand? Sit? Walk?
Talk?
Time?
Should students be talking? How loud? To
whom?
How long should students take?
Adapted from No-Nonsense Nurturer’s MVP Directions © 2015 CT3; For more information see http://www.ct3education.com/no-nonsense-nurturer/ or hear real teacher
voices at http://www.ct3education.com/2015/07/29/im-a-better-teacher-now-than-ive-ever-been/ and http://www.ct3education.com/2015/07/25/others-mock-whatthey-dont-understand/
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Giving Clear Directions
“Now that we have finished that activity, please bring your book to the
reading carpet.”
Do?
Move?
Talk?
Time?
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“Now that we have finished that
activity, let’s move to small-group
reading. When I say ‘GO’, you have one
minute to silently grab your reading
book, walk over to your assigned
carpet seat, and open to Chapter 2.
GO!”
Adapted from No-Nonsense Nurturer’s MVP Directions © 2015 CT3; For more information see
http://www.ct3education.com/no-nonsense-nurturer/
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Activity 2: Directions
Using your procedure from earlier:
• Write a set of clear directions that you could say to
students to set them up for success in your
procedure
– Include all components: Do? Move? Talk? Time?
• Prepare to role-play your directions
• Role-play your directions with a partner
• Give each other feedback on your
directions
Image source: https://experification.wordpress.com/2011/10/16/always-be-the-director-of-your-own-life/
Procedures
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Directions
Narration
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Corrective Action
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STEP 2:
USE POSITIVE NARRATION
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Compare Two Scenarios
“Thank you for your insightful
reflections! Now we are going
to move to independent
reading time. Please take out
your books, turn to Chapter 2,
and begin reading silently at
your seat. [Slight pause.]
Everyone at Table 4 is taking
out their books silently. [Slight
pause.] I can see that Sam is
making a connection to the
text because he is writing in
the margin.”
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“Thank you for your insightful
reflections! Now we are going
to move to independent
reading time. Please take out
your books, turn to Chapter 2,
and begin reading silently at
your seat. [Slight pause.]
Jenny, the directions were to
be silent. This is your second
infraction; please move your
seat and complete the
behavior reflection.”
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Definition of Behavior Narration
“Effective narration begins with teachers giving
clear, step-by-step directions. After giving
directions, teachers identify individuals or
groups who are following the instructions and
briefly describe their actions to the class.”
http://www.schoolimprovement.com/classroom-management-narrating-positive-behavior/
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Narrate the Positive
Why does behavior narration help?
• Stresses your expectations are important
• Respects student autonomy and builds self-control
• Reminds and redirects students in a positive and
productive way
• Causes the adult to first think about the positive over
the negative
http://www.ct3education.com/2015/08/05/the-power-of-positive-narration/
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Activity 3: Narrate
Using your procedure and directions:
• Practice role-playing your directions again with a
partner
• Immediately following your directions, narrate 2-3
“students” by:
– Identifying individuals or groups of students who are
following instructions
– Briefly describe their actions to the class
• Give each other feedback on your
directions and narration
Image source: https://experification.wordpress.com/2011/10/16/always-be-the-director-of-your-own-life/
Procedures
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Directions
Narration
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Corrective Action
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STEP 3:
TAKE CORRECTIVE ACTION
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Unpacking Why Students Misbehave
Why do students typically misbehave?
•
•
•
•
Lack of scaffolding the content; the content isn’t rigorous enough
Lack of clarity in directions or expectations
Inconsistent enforcement of rules and expectations
Lack of relationship-building for a foundation of trust, respect, and
love
• Personal student issues (i.e. having a hard day, family challenges,
etc.)
• Severe behavioral challenges
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Think-Pair-Share
How can you try to prevent behavior issues
instead of being reactive?
Image source: http://socialchange.ogilvypr.com/2010/11/exchange-review-when-it-comes-to-social-media-is-everyone-a-potential-partner/
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Reacting to Minor Misbehavior
What are the main takeaways from this video?
Video source: Match Education’s “Match Mini’s”
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Implementing Consequences
Effectively
• Restate directions and use a consequence choice
• Remain calm, move on quickly, and do not engage in a
back-and-forth in the moment
• Check in later with a student who becomes upset
• Respond to misbehaviors quickly—within 10-20 seconds
• Repeat narration and corrective action parts of the cycle if
class is still not fully meeting expectations
• Develop system within the entire teaching team to
address major incidents
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Team Discussion
What is the consequence hierarchy in your school,
team, or classroom?
Images from: http://iris.peabody.vanderbilt.edu/module/beh1/cresource/q2/p11/beh1_11_link_collage_es/; http://amcci442.wikispaces.com/5CLASSROOM+RULES+AND+CONSEQUENCES+FOR+VIOLATIONS
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Activity 4: Corrective Action
Using your procedure and directions:
• Practice role-playing your directions
again with a partner
• Narrate 2-3 “students”
• Give a “misbehaving student” a
consequence that is aligned to your
consequence hierarchy just discussed
• Give each other feedback on your
directions, narration, and
consequence
Procedures
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Directions
Narration
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Sample Hierarchy:
1. Verbal
Warning
2. Seat Change
and Behavior
Reflection
3. Call Home
4. Removal from
Class
Corrective Action
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Closing Reflections
• Take another look at the challenge you wrote down for
your Do Now.
• Based on what you have learned today:
– How would you have approached the challenge differently?
– How could you have prevented the challenge from
occurring?
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Resources
Content was adapted from:
• Canter, L. & Canter, M. Assertive Discipline: Positive
Behavior Management for Today’s Classroom, 1992;
Canter, 2009
• No-Nonsense Nurturer’s MVP Directions © 2015 CT3
• Marzano, R. Classroom Instruction that Works, 2001
• Match Education’s “Match Minis”
• Teaching As Leadership, Teach For America
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APPENDICES
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Proactive Management Mentality
Turn and Talk:
• What does a proactive management mentality mean
to you?
Video source: Match Education’s “Match Mini’s”
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Proactive Management Mentality
What are the key elements of
a proactive management mentality?
• Assert authority with student in a firm and positive manner
• Goal for management must be 100%
• Work with DRT, MCL, or team teachers to create a list of a limited
number of non-negotiable rules (3-5) that are clearly stated in the
positive
• List your non-negotiables, make expectations clear to students,
plan reminders, make students feel noticed
• Teach expectations for each rule
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Reinforce Good Behavior
What are some other ways your school or your team
incentivizes good student or class behavior?
• Example: Class point system
– When 100% of the class meets the expectation OR when
students go above and beyond the expectation, the whole class
gets a point.
– After x number of points, the class gets a mutually agreed-upon
incentive (such as no assigned seats for a class period).
– After giving directions, the teacher might say, “LaJuan has
silently started her Do Now... We have 100% of the class
working productively and silently on the Do Now. You have
earned a class point.”
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