An Effective Classroom Management Context

(these four things are fundamental)

1. Know what you want and what you don't want.
2. Show and tell your students what you want.
3. When you get what you want, acknowledge (not praise) it.
4. When you get something else, act quickly and appropriately.

5. Provides information to students about

their competence or the value of their
accomplishments.

5. Provides no meaningful information

to the students about their
accomplishments.

6. Helps students to better appreciate their

thinking, problem-solving and
performance.

6. Orients students toward comparing

themselves with others.

The teacher must be able to observe all students at all times and to monitor work and behavior. The
teacher should also be able to see the door from his or her desk.
7. Attributes student success to effort and

Frequently used areas of the room and traffic lanes should be unobstructed
easily
accessible.
ability, implyingand
that similar
successes
can
be expected in the future.

7. Attributes student success

to ability alone or to external factors
such as luck or easy task.

Students should be able to see the teacher and presentation area without undue turning or movement.

8. Encourages students to s
ucceed for external reasons
to please the teacher, win a competition
student or reward, etc.

8. Encourages students to appreciate their

accomplishments for the effort they expend
and their personal gratification.

Commonly used classroom materials, e.g., books, attendance pads, absence permits, and
reference materials should be readily available.

Some degree of decoration will help add to the attractiveness of

Effective Praise

Ineffective Praise

1. Is delivered contingently upon student

performance of desirable behaviors or
genuine accomplishment

1. Is delivered randomly and

indiscriminately without
specific attention to genuine
accomplishment

2. Specifies the praiseworthy aspects of

the student's accomplishments

2. Is general or global,
not specifying the success.

3. Is expressed sincerely, showing

spontaneity, variety and other non-verbal
signs of credibility.

3. Is expressed blandly
without feeling or animation,
and relying on stock, perfunctory
phrases.

4. Is given for genuine effort, progress, or

accomplishment which are judged
according to standards appropriate to
individuals.

Classroom management is the process by which teachers and schools

create and maintain appropriate behavior of students in classroom
settings. The purpose of implementing classroom management
the
room.
strategies is to enhance prosocial behavior and increase student
academic engagement (Emmer & Sabornie, 2015; Everston &
Weinstein, 2006). Effective classroom management principles work
across almost all subject areas and grade levels (Brophy, 2006; Lewis,
et al., 2006). When using a tiered model in which school-wide support
is provided at the universal level, classroom behavior management
programs have shown to be effective for 80-85 percent of all students.
More intensive programs may be needed for some students.

4. Is given based on
comparisons with others and
without regard to the effort
expended or significance of the
accomplishment of an individual.

Effective classroom management:

Establishes and sustains an orderly environment in the
classroom.
Increases meaningful academic learning and facilitates
social and emotional growth.
Decreases negative behaviors and increases time spent
academically engaged.
Although effective classroom management produces a variety of
positive outcomes for students, according to a 2006 survey of pre-K
through grade 12 teachers conducted by APA, teachers report a lack of
support in implementing classroom management strategies. Chaotic
classroom environments are a large issue for teachers and can
contribute to high teacher stress and burnout rates. Therefore, it is
important to use effective classroom management strategies at the
universal level in a tiered model, as they serve as both prevention and
intervention methods that promote positive outcomes for students.

Effective classroom management

Classroom management systems are effective because they increase
student success by creating an orderly learning environment that
enhances students' academic skills and competencies, as well as their
social and emotional development. Classroom management systems
are most effective when they adhere to three basic principles (Brophy,
2006, pp. 39-40):

Classroom management systems are most effective

when they adhere to three basic principles (Brophy,
2006, pp. 39-40):
1.
Emphasize student expectations for behavior
and learning.
2.
Promote active learning and student
involvement.
Identify important student behaviors for success. More
3.
specifically:
1.
o
o
o

What behaviors are required to reach the goals of

learning activities?
What implications does a particular learning
activity have for student roles?
How will the teacher prepare students to take on
these roles?

School Wide Implementation

Teachers concerned with classroom management typically need help
with two issues:

1.
2.

Preventing discipline problems.

Dealing with current discipline problems.
To address these concerns, researchers have established several
systems such as positive behavior support (PBS) (Crone & Horner,
2003; Crone, Horner, & Hawken, 2010) and social and emotional
learning (SEL), (Weissberg, Kumpfer, & Seligman, 2003).

You are the peace that guards my heart

My help in time of need
You are the hope that leads me on
And brings me to my knees
For there I find You waiting
And there I find relief
So with all my heart I'll worship
And unto You Ill sing