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Some simple strategies that I find useful.

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Mind map and brainstorm online with Bubbl.us! Create colorful mind maps to print or share with others. Millions of people are using Bubbl.us worldwide to generate ideas, map out processes and create presentations.

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A list of the classroom management strategies I find most useful and meaningful.

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Great video. Emphasizes the importance of setting expectations early for students, making sure they meet those expectations and holding them accountable for them.

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Thought starters

1. What is the relationship between tone and expectations?

2. Mr. Romagnolo says, "Your expectations are what you allow them to do, not what you say." How could you apply this distinction in your own class?

3. What could you do if a positive tone wasn't set on the first day?

Teachers

Math / 6 7 8 9 10 11 12 / Coach

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Nick Romagnolo talks about how to set a positive tone by communicating clear expectations. From the very first day of school, teachers can communicate clear expectations before students step into the classroom. Nick says that expectations are what you allow students to do, not what you say.

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I found this video very helpful since it provided many tips regarding proper approaches to the students. I especially found helpful the idea to develop individual strategies with students.

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Discussion and Supporting Materials

Thought starters

1. How do students react when Ms. V redirects them with a whisper?

2. Do you see a difference when she tries positive narration?

3. What advice would you give Ms. V to continue improving her practice?

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New Teacher Survival Guide: Classroom Management

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Ms. Vreeland is a new teacher working to improve the management of her classroom. She shares a video of her class with management expert Jackie Ancess. Mrs. V takes what she's learned and tries it out in her class. Watch the before and after.

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Great video with lots of simple classroom management tips that will be very useful to new teachers.

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Top 10 Proven Classroom Management Tips for Teachers

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An excellent article with lots of good research behind it. Teachers can establish clear expectations for behavior in two ways: by establishing clear rules and procedures, and by providing consequences for student behavior.

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Abstract

Appropriate Levels of Dominance

Establish Clear Expectations and Consequences

Establish Clear Learning Goals

Exhibit Assertive Behavior

Appropriate Levels of Cooperation

Provide Flexible Learning Goals

Take a Personal Interest in Students

Use Equitable and Positive Classroom Behaviors

Awareness of High-Needs Students

Don't Leave Relationships to Chance

By using research-based strategies combining appropriate levels of dominance and cooperation and an awareness of student needs, teachers can build positive classroom dynamics.

Abstract

Appropriate Levels of Dominance

Establish Clear Expectations and Consequences

Establish Clear Learning Goals

Exhibit Assertive Behavior

Appropriate Levels of Cooperation

Provide Flexible Learning Goals

Take a Personal Interest in Students

Use Equitable and Positive Classroom Behaviors

Awareness of High-Needs Students

Don't Leave Relationships to Chance

Today, we know more about teaching than we ever have before. Research has shown us that teachers' actions in their classrooms have twice the impact on student achievement as do school policies regarding curriculum, assessment, staff collegiality, and community involvement (Marzano, 2003a). We also know that one of the classroom teacher's most important jobs is managing the classroom effectively.

A comprehensive literature review by Wang, Haertel, and Walberg (1993) amply demonstrates the importance of effective classroom management. These researchers analyzed 86 chapters from annual research reviews, 44 handbook chapters, 20 government and commissioned reports, and 11 journal articles to produce a list of 228 variables affecting student achievement. They combined the results of these analyses with the findings from 134 separate meta-analyses. Of all the variables, classroom management had the largest effect on student achievement. This makes intuitive sense-students cannot learn in a chaotic, poorly managed classroom.

Research not only supports the importance of classroom management, but it also sheds light on the dynamics of classroom management. Stage and Quiroz's meta-analysis (1997) shows the importance of there being a balance between teacher actions that provide clear consequences for unacceptable behavior and teacher actions that recognize and reward acceptable behavior. Other researchers (Emmer, Evertson, & Worsham, 2003; Evertson, Emmer, & Worsham, 2003) have identified important components of classroom management, including beginning the school year with a positive emphasis on management; arranging the room in a way conducive to effective management; and identifying and implementing rules and operating procedures.

In a recent meta-analysis of more than 100 studies (Marzano, 2003b), we found that the quality of teacher-student relationships is the keystone for all other aspects of classroom management. In fact, our meta-analysis indicates that on average, teachers who had high-quality relationships with their students had 31 percent fewer discipline problems, rule violations, and related problems over a year's time than did teachers who did not have high-quality relationships with their students.

What are the characteristics of effective teacher-student relationships? Let's first consider what they are not. Effective teacher-student relationships have nothing to do with the teacher's personality or even with whether the students view the teacher as a friend. Rather, the most effective teacher-student relationships are characterized by specific teacher behaviors: exhibiting appropriate levels of dominance; exhibiting appropriate levels of cooperation; and being aware of high-needs students.

Appropriate Levels of Dominance

Wubbels and his colleagues (Wubbels, Brekelmans, van Tartwijk, & Admiral, 1999; Wubbels & Levy, 1993) identify appropriate dominance as an important characteristic of effective teacher-student relationships. In contrast to the more negative connotation of the term dominance as forceful control or command over others, they define dominance as the teacher's ability to provide clear purpose and strong guidance regarding both academics and student behavior. Studies indicate that when asked about their preferences for teacher behavior, students typically express a desire for this type of teacher-student interaction. For example, in a study that involved interviews with more than 700 students in grades 4-7, students articulated a clear preference for strong teacher guidance and control rather than more permissive types of teacher behavior (Chiu & Tulley, 1997). Teachers can exhibit appropriate dominance by establishing clear behavior expectations and learning goals and by exhibiting assertive behavior.

Establish Clear Expectations and Consequences

Teachers can establish clear expectations for behavior in two ways: by establishing clear rules and procedures, and by providing consequences for student behavior.

The seminal research of the 1980s (Emmer, 1984; Emmer, Sanford, Evertson, Clements, & Martin, 1981; Evertson & Emmer, 1982) points to the importance of establishing rules and procedures for general classroom behavior, group work, seat work, transitions and interruptions, use of materials and equipment, and beginning and ending the period or the day. Ideally, the class should establish these rules and procedures through discussion and mutual consent by teacher and students (Glasser, 1969, 1990).

Establish Clear Learning Goals

Establishing and communicating learning goals at the beginning of a unit of instruction.

Providing feedback on those goals.

Continually and systematically revisiting the goals.

Providing summative feedback regarding the goals.

The use of rubrics can help teachers establish clear goals. To illustrate, assume that a teacher has identified the learning goal "understanding and using fractions" as important for a given unit. That teacher might present students with the following rubric:4 points. You understand the characteristics of fractions along with the different types. You can accurately describe how fractions are related to decimals and percentages. You can convert fractions to decimals and can explain how and why the process works. You can use fractions to understand and solve different types of problems.3 points. You understand the basic characteristics of fractions. You know how fractions are related to decimals and percentages. You can convert fractions to decimals.2 points. You have a basic understanding of the following, but have some small misunderstandings about one or more: the characteristics of fractions; the relationships among fractions, decimals, and percentages; how to convert fractions to decimals.1 point. You have some major problems or misunderstandings with one or more of the following: the characteristics of fractions; the relationships among fractions, decimals, and percentages; how to convert fractions to decimals.0 points. You may have heard of the following before, but you do not understand what they mean: the characteristics of fractions; the relationships among fractions, decimals, and percentages; how to convert fractions to decimals.

The clarity of purpose provided by this rubric communicates to students that their teacher can provide proper guidance and direction in academic content.

Exhibit Assertive Behavior

Teachers can also communicate appropriate levels of dominance by exhibiting assertive behavior. According to Emmer and colleagues, assertive behavior is the ability to stand up for one's legitimate rights in ways that make it less likely that others will ignore or circumvent them. (2003, p. 146)

Use assertive body language by maintaining an erect posture, facing the offending student but keeping enough distance so as not to appear threatening and matching the facial expression with the content of the message being presented to students.

Use an appropriate tone of voice, speaking clearly and deliberately in a pitch that is slightly but not greatly elevated from normal classroom speech, avoiding any display of emotions in the voice.

Persist until students respond with the appropriate behavior. Do not ignore an inappropriate behavior; do not be diverted by a student denying, arguing, or blaming, but listen to legitimate explanations.

Appropriate Levels of Cooperation

Cooperation is characterized by a concern for the needs and opinions of others. Although not the antithesis of dominance, cooperation certainly occupies a different realm. Whereas dominance focuses on the teacher as the driving force in the classroom, cooperation focuses on the students and teacher functioning as a team. The interaction of these two dynamics-dominance and cooperation-is a central force in effective teacher-student relationships. Several strategies can foster appropriate levels of cooperation.

Provide Flexible Learning Goals

Just as teachers can communicate appropriate levels of dominance by providing clear learning goals, they can also convey appropriate levels of cooperation by providing flexible learning goals. Giving students the opportunity to set their own objectives at the beginning of a unit or asking students what they would like to learn conveys a sense of cooperation. Assume, for example, that a teacher has identified the topic of fractions as the focus of a unit of instruction and has provided students with a rubric. The teacher could then ask students to identify some aspect of fractions or a related topic that they would particularly like to study. Giving students this kind of choice, in addition to increasing their understanding of the topic, conveys the message that the teacher cares about and tries to accommodate students' interests.

Take a Personal Interest in Students

Use Equitable and Positive Classroom Behaviors

Awareness of High-Needs Students

Classroom teachers meet daily with a broad cross-section of students. In general, 12-22 percent of all students in school suffer from mental, emotional, or behavioral disorders, and relatively few receive mental health services (Adelman & Taylor, 2002). The Association of School Counselors notes that 18 percent of students have special needs and require extraordinary interventions and treatments that go beyond the typical resources available to the classroom (Dunn & Baker, 2002).

Figure 1. Categories of High-Needs Students

The Key to Classroom Management - table

Category

Definitions & Source

Characteristics

Suggestions

Passive

Behavior that avoids the domination of others or the pain of negative experiences. The child attempts to protect self from criticism, ridicule, or rejection, possibly reacting to abuse and neglect. Can have a biochemical basis, such as anxiety.

Fear of relationships: Avoids connection with others, is shy, doesn't initiate conversations, attempts to be invisible. Fear of failure: Gives up easily, is convinced he or she can't succeed, is easily frustrated, uses negative self-talk.

Provide safe adult and peer interactions and protection from aggressive people. Provide assertiveness and positive self-talk training. Reward small successes quickly. Withhold criticism.

Aggressive

Behavior that overpowers, dominates, harms, or controls others without regard for their well-being. The child has often taken aggressive people as role models. Has had minimal or ineffective limits set on behavior. Is possibly reacting to abuse and neglect. Condition may have a biochemical basis, such as depression.

Hostile: Rages, threatens, or intimidates others. Can be verbally or physically abusive to people, animals, or objects. Oppositional: Does opposite of what is asked. Demands that others agree or give in. Resists verbally or nonverbally. Covert: Appears to agree but then does the opposite of what is asked. Often acts innocent while setting up problems for others.

Describe the student's behavior clearly. Contract with the student to reward corrected behavior and set up consequences for uncorrected behavior. Be consistent and provide immediate rewards and consequences. Encourage and acknowledge extracurricular activities in and out of school. Give student responsibilities to help teacher or other students to foster successful experiences.

Attention problems

Behavior that demonstrates either motor or attentional difficulties resulting from a neurological disorder. The child's symptoms may be exacerbated by family or social stressors or biochemical conditions, such as anxiety, depression, or bipolar disorders.

Hyperactive: Has difficulty with motor control, both physically and verbally. Fidgets, leaves seat frequently, interrupts, talks excessively. Inattentive: Has difficulty staying focused and following through on projects. Has difficulty with listening, remembering, and organizing.

Contract with the student to manage behaviors. Teach basic concentration, study, and thinking skills. Separate student in a quiet work area. Help the student list each step of a task. Reward successes; assign a peer tutor.

Perfectionist

Behavior that is geared toward avoiding the embarrassment and assumed shame of making mistakes. The child fears what will happen if errors are discovered. Has unrealistically high expectations of self. Has possibly received criticism or lack of acceptance while making mistakes during the process of learning.

Tends to focus too much on the small details of projects. Will avoid projects if unsure of outcome. Focuses on results and not relationships. Is self-critical.

Ask the student to make mistakes on purpose, then show acceptance. Have the student tutor other students.

Socially inept

Behavior that is based on the misinterpretation of nonverbal signals of others. The child misunderstands facial expressions and body language. Hasn't received adequate training in these areas and has poor role modeling.

Attempts to make friends but is inept and unsuccessful. Is forced to be alone. Is often teased for unusual behavior, appearance, or lack of social skills.

Teach the student to keep the appropriate physical distance from others. Teach the meaning of facial expressions, such as anger and hurt. Make suggestions regarding hygiene, dress, mannerisms, and posture.

Source: Marzano, R.J. (2003). What works in schools: Translating research into action (pp. 104-105). Alexandria, VA: ASCD.

School may be the only place where many students who face extreme challenges can get their needs addressed. The reality of today's schools often demands that classroom teachers address these severe issues, even though this task is not always considered a part of their regular job.

In a study of classroom strategies (see Brophy, 1996; Brophy & McCaslin, 1992), researchers examined how effective classroom teachers interacted with specific types of students. The study found that the most effective classroom managers did not treat all students the same; they tended to employ different strategies with different types of students. In contrast, ineffective classroom managers did not appear sensitive to the diverse needs of students. Although Brophy did not couch his findings in terms of teacher-student relationships, the link is clear. An awareness of the five general categories of high-needs students and appropriate actions for each can help teachers build strong relationships with diverse students.

Don't Leave Relationships to Chance

Teacher-student relationships provide an essential foundation for effective classroom management-and classroom management is a key to high student achievement. Teacher-student relationships should not be left to chance or dictated by the personalities of those involved. Instead, by using strategies supported by research, teachers can influence the dynamics of their classrooms and build strong teacher-student relationships that will support student learning.

Want to add your own highlights and notes for this article to access later?

ASCD empowers educators to achieve excellence in learning, teaching, and leading so that every child is healthy, safe, engaged, supported, and challenged.

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Today, we know more about teaching than we ever have before. Research has shown us that teachers' actions in their classrooms have twice the impact on student achievement as do school policies regarding curriculum, assessment, staff collegiality, and community involvement (Marzano, 2003a). We also k

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This is a great article that emphasizes being proactive with your classroom management and preventing problems before they occur by creating strong relationships with your students.

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Additional key findings highlighted teachers' belief in positive approaches that emphasize social and emotional learning over punitive discipline:

Most teachers feel that educators can address even major threats to safety, such as gangs, fights, and student conflict, only by building positive relationships within the school.

Less than 45 percent of teachers said that suspensions are effective, while 80 percent said that classroom-management training, conflict resolution, guidance counseling, and mediation are effective for improving discipline.

But how do busy and often undersupported teachers go about building strong relationships with students and developing positive methods of conflict resolution? In the interest of igniting a dialog about what works in classroom management, we've gathered the following discipline tips from educators.

As with any series of principles for a complex topic, though, this is only a starting point. The end point, to the degree it can be reached at all, lies in your classrooms. We know that even strategies that work don't work all the time, and sometimes it feels like nothing works at all.

So now we want to hear from you. Let us know what you've tried that's worked, and when and how; what you've learned; and what you're still learning. Together, we can build a vision for a peaceful and effective 21st-century classroom.

Here are some tips for starters:

Agree on Classroom Rules at the Beginning of the Year

Taking time out for this simple step can prevent a lot of misery in the long term. Experienced educators suggest engaging students actively in the process of determining a set of class rules. Taking this preventative measure creates a positive climate from the start.

Check in with Students at the Start of Class

Even three minutes can make a difference. You can do this by asking questions, such as, "What do you want to get out of class today?" Teachers can weigh in with their goals for class, too.

"This is a chance for the teacher, while still maintaining control of a classroom, to share with students at their level," says Liz Sullivan, coauthor of the "Teachers Talk" report and education program director at the National Economic and Social Rights Initiative. "Have each kid give a short answer. It's a way to communicate with them. Making them feel like a part of the process sets a positive tone."

Be Consistent About Expectations

This can be the biggest challenge for individuals to address, but it's important to keep in mind that school staff should work together as much as possible to foster consistency in expectations, and discipline methods, throughout the school.

"Sometimes, staff inadvertently set up gaps," explains Nancy Franklin, a veteran educator with more than a decade of classroom experience who now provides training and support for the Los Angeles Unified School District's Positive Behavior Support policy. "Students may think, 'If I go to this teacher, I get this answer, but if I go to the principal, I get another answer.' It's like a kid who gets different answers from Mom and Dad."

Reinforce Appropriate Behavior

"When you are in a classroom with a teacher who reinforces positive behavior, kids calm down," says Franklin. "Think four positives to any corrective feedback."

Franklin argues that correcting students is the weakest way of teaching rules. "It's not about 'Gotcha -- you did it the wrong way; here's the right way,'" she says. "Students need to be able to trust you and feel safe. That enables them to experience emotional health and flourish."

Maintain Student Dignity

When corrections are necessary, experts suggest handling situations quietly and calmly. Don't make a big deal in front of the whole class.

"An approach to discipline that is respectful of human rights and maintains student dignity leads to a school that is inherently safe," says former teacher Sally Lee, coauthor of "Teachers Talk" and executive director of the New York City organization Teachers Unite. "A school in which students and teachers don't feel safe creates a fearful environment. And where there is a fearful environment, there are low expectations for discipline."

Be Neutral, Not Accusatory

When problems arise, don't ask, for example, ""Why did you take Sally's pencil?" This apporach often provokes defensive comebacks such as, "She was mean to me." Instead, ask what happened, opening the way for students to tell their story. Follow up with questions such as "How do you think that made Sally feel?"

Look for the Cause

It's a good idea to notice when students act out, educators advise. Does it happen only when the child is doing math or reading? Identifying when problems occur may help you recognize the reason.

Similarly, it's helpful to figure out what the underlying problem is. "If it's a skill deficit, a kid doesn't know how to behave," says Joseph Ryan, a special education researcher at Clemson University who has worked in schools for disabled children. "If it's a performance deficit, the kid knows what to do but needs motivation."

Establish a Fairness Committee

"Often, a person who is acting out wants to make amends for what they've done," says Josh Heisler, a teacher at New York City's Vanguard High School. "They won't feel right until they fix the problem."

Heisler's school set up a fairness committee of teachers and students that promotes a restorative approach, rather than a punitive one, to righting wrongs: Instead of directing offenders to the principal's office or threatening suspensions, teachers let them tell their side of the story to the committee and, hopefully, make amends. When the committee convenes, it asks students questions ranging from "What happened?" and "Who else has been affected?" to "What do you need to do now to repair the harm?"

Share Your Experience

What would you add to this list? Do you have specific examples of how you've achieved these goals -- or others? We want to know.

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How to Develop Positive Classroom Management | Edutopia

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A recent report found that educators believe that the secret to effective discipline is proactively building relationships, not reacting punitively to student misbehavior. But how do busy and often undersupported teachers go about building strong relationships with students and developing positive methods of conflict resolution?