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Improving Improving Classroom Classroom

Management Management SkillsSkills

Using the Using the Ultimate Ultimate Classroom Control Classroom Control

HandbookHandbook

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Getting ControlGetting Control

Nearly 8 in 10 teachers say they Nearly 8 in 10 teachers say they could teach more effectively if could teach more effectively if they didn’t have to spend so they didn’t have to spend so much time dealing with much time dealing with disruptive students.disruptive students.

From a 2004 study conducted by a New York based From a 2004 study conducted by a New York based public policy research organization, Public Agendapublic policy research organization, Public Agenda

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Goals of the Goals of the UCCHUCCH

Equip teachers with specific classroom Equip teachers with specific classroom management strategies so they can management strategies so they can devote more time to teaching.devote more time to teaching.

Create discipline strategies that are Create discipline strategies that are immediate, dealing with issues immediate, dealing with issues without the need for additional without the need for additional paperwork or conferences.paperwork or conferences.

Help teachers to create a positive Help teachers to create a positive learning environment where the need learning environment where the need to discipline students is minimized.to discipline students is minimized.

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The Truth About Classroom The Truth About Classroom RulesRules

The one rule: “If you make it so I The one rule: “If you make it so I can’t teach effectively and you or can’t teach effectively and you or other students can’t learn effectively other students can’t learn effectively then there is a problem.”then there is a problem.”

It’s okay to be inconsistent—you It’s okay to be inconsistent—you can’t deal with every instance of can’t deal with every instance of misbehavior.misbehavior.

But be sure to follow through on But be sure to follow through on your threats.your threats.

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Classroom Management’s Classroom Management’s Basic TechniquesBasic Techniques

Give them the pauseGive them the pause Look toward the problemLook toward the problem Lower your voiceLower your voice Walk toward the misbehaviorWalk toward the misbehavior Show them the “stop” signShow them the “stop” sign Tap them back to attentionTap them back to attention Involve them in the lessonInvolve them in the lesson

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What to Say When What to Say When Disciplining StudentsDisciplining Students

Let them decide their fate—give Let them decide their fate—give them the choice to behave or accept them the choice to behave or accept the consequencesthe consequences

Make a positive request rather than Make a positive request rather than point out the problempoint out the problem

Let them know it’s the behavior you Let them know it’s the behavior you don’t like, not themdon’t like, not them

Don’t take away their dignityDon’t take away their dignity

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What Every Kid HatesWhat Every Kid Hates(Using Their Fears to Your Advantage)(Using Their Fears to Your Advantage)

Loss of free time:Loss of free time: keep them after class keep them after class Separation from friends:Separation from friends: threaten to threaten to

move them to a different seatmove them to a different seat Negative peer pressure:Negative peer pressure: help them to help them to

act in a way to avoid a negative peer act in a way to avoid a negative peer responseresponse

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Staying After ClassStaying After Class

Use names on the board as a conditioning Use names on the board as a conditioning tooltool

Avoid giving students an audience for their Avoid giving students an audience for their protestsprotests

Record the time it takes to get to other Record the time it takes to get to other classes to know how long you can keep themclasses to know how long you can keep them

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Managing the Final Managing the Final MinutesMinutes

Use the “Three, two” methodUse the “Three, two” method Close the door and express your Close the door and express your

concern for finishing the lesson in timeconcern for finishing the lesson in time Express your concern for Express your concern for theirtheir

academic welfareacademic welfare Establish a system for dismissing classEstablish a system for dismissing class Finish your class with an exciting Finish your class with an exciting

activity or exercise to keep students’ activity or exercise to keep students’ attentionattention

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Firing the Detention GunFiring the Detention Gun

Useful when all in-class options have been Useful when all in-class options have been exhaustedexhausted

Can be used as attention getters and Can be used as attention getters and deterrents for other studentsdeterrents for other students

Involves extra paper work and time in classInvolves extra paper work and time in class Can lose effectiveness as a deterrent if Can lose effectiveness as a deterrent if

used too frequentlyused too frequently Often requires extensive follow-upOften requires extensive follow-up Can cause administrators to doubt a Can cause administrators to doubt a

teacher’s ability to manage a classteacher’s ability to manage a class

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Managing Student BehaviorManaging Student Behavior Using the Stay After Class Threat Using the Stay After Class Threat

EffectivelyEffectively Making Seat AssignmentsMaking Seat Assignments Using Peer Pressure to Improve BehaviorUsing Peer Pressure to Improve Behavior Handling Common ProblemsHandling Common Problems Dealing with DisruptionDealing with Disruption Confronting Moral and Ethical IssuesConfronting Moral and Ethical Issues Providing Incentives to BehaveProviding Incentives to Behave

The The Ultimate Classroom Ultimate Classroom Control Guide, Control Guide, Part IPart I

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Connecting with Your StudentsConnecting with Your Students Answering the Hard Questions Every Answering the Hard Questions Every

Teacher Is AskedTeacher Is Asked Preparing Students to WorkPreparing Students to Work Providing an Environment for AchievementProviding an Environment for Achievement Rewarding Academic SuccessRewarding Academic Success Managing Your ClassroomManaging Your Classroom Conducting a Class DiscussionConducting a Class Discussion Teaching in All SeasonsTeaching in All Seasons Working with ParentsWorking with Parents Preparing for a Substitute TeacherPreparing for a Substitute Teacher

The The Ultimate Classroom Ultimate Classroom Control Guide, Control Guide, Part IIPart II

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About the AuthorAbout the Author

Dave Foley wrote the Dave Foley wrote the UCCHUCCH based on based on experience as an English and Social experience as an English and Social Studies teacher in junior high and Studies teacher in junior high and middle schools for 29 yearsmiddle schools for 29 years

Named Cadillac, Michigan School Named Cadillac, Michigan School District’s “Outstanding Person in District’s “Outstanding Person in Education” in 2002Education” in 2002

Earned a Master’s Degree in Guidance Earned a Master’s Degree in Guidance and Counseling at Michigan State and Counseling at Michigan State University University

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““The best lesson plans in the world The best lesson plans in the world won’t succeed if student misbehavior won’t succeed if student misbehavior hamstrings an educator’s attempts to hamstrings an educator’s attempts to teach. Good classroom management teach. Good classroom management practices are vital to creating an practices are vital to creating an environment where students can environment where students can learn.”learn.”

- Dave Foley, from the - Dave Foley, from the Introduction to the Introduction to the UCCHUCCH

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Help Manage Your Classroom Help Manage Your Classroom with the with the Ultimate Classroom Ultimate Classroom

Control HandbookControl Handbook Controlling your class with just one ruleControlling your class with just one rule What to do when you don’t know what to do What to do when you don’t know what to do A plan for practical jokers and answers for the A plan for practical jokers and answers for the

arrogantarrogant Eliminating excuses for not turning in workEliminating excuses for not turning in work A surefire cure for academic apathyA surefire cure for academic apathy Looking at things from the student’s point of Looking at things from the student’s point of

viewview Improving performance on standardized testsImproving performance on standardized tests Dealing with threats, plagiarism, cheating, Dealing with threats, plagiarism, cheating,

teasers, and bulliesteasers, and bullies Establishing classroom routines that improve Establishing classroom routines that improve

learning and reduce the stress of teachinglearning and reduce the stress of teaching