Teach a Book: Classroom Management for

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Teach a Book Classroom Management for Middle and
High School Teachers
Edmund T. Emmer Carolyn M. Evertson
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Chapter 1Organizing Your Classroom and Materials

• Room arrangement
• Consistent with instructional goals and
  activities
• Teacher-led vs small groups
• Mix of both?
• High-traffic areas free of congestion
• Students easily seen by teacher
• Frequently used materials/supplies easily
  accessible
• Students easily see board

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Chapter 1Organizing Your Classroom and Materials

• Suggestions for arranging your classroom
• Bulletin boards/walls
• Daily assignments on decorative display (colored
  paper or borders)
• 9th grade and below post rules of classroom
• Reward class of the month
• Floor space - starting point where is
  whole-class instruction?
• Student desks - avoid students w/backs to
  instructional area
• Teachers desk and other equipment
• Storage space and supplies

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Chapter 1Organizing Your Classroom and Materials

• If you have to float
• Familiarize yourself with the room
• Try to arrange a projector for daily use
• Prepare transparencies for lessons/hw
  assignments, and notices
• A regular space on the board for assignments
• Storage space for materials that cannot be
  carried with you everyday
• Try to get a cart
• Assign early arriving students the task of
  preparing the room
• Erase boards, set up projector, arrange chairs

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Chapter 2Choosing Rules and Procedures

• Why rules and procedures are needed
• Rules identify general expectations or standards
  - best when positively stated (You may talk when
  given permission)
• Procedures communicate expectations for behavior
  - apply to a specific activity
• Planning classroom rules and procedures
  (consequences?)
• Identify school rules and procedures
• Around 5 sufficient to cover most behavior
  (student participation?)
• Bring all needed materials to class
• Be in your seat and ready to work when the bell
  rings
• Respect and be polite to all people
• Respect other peoples property
• Obey all school rules

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Chapter 2 Choosing Rules and Procedures

• General Procedures
• Beginning of period
• Attendance use seating chart, keep track of
  missing work
• Absences write name and date on handouts and
  keep in absentee folder daily assignments on
  calendar student volunteers to assist returning
  students
• Tardy students be consistent sign in sheet
• Expected behavior Warm up questions at beginning
  of period, copy outline of class activities
• Leaving the room emergencies only keeping a
  record reduced credit for work not brought to
  class
• Use of materials and equipment teachers and
  student materials
• End of period clean up of materials and
  reminders of upcoming work

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Chapter 2 Choosing Rules and Procedures

• Procedures during seatwork and instruction
• Student attention during presentations respect
  and note-taking
• Participation raise hands, student call?
• Seatwork
• Talk among students (no student talk vs quiet
  talk)
• Raised hands for help
• Out-of-seat procedures sharpen pencil, get
  paper one-at-a-time
• When work is completed (enrichment activities
  folder, work on hw)

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Chapter 2 Choosing Rules and Procedures

• Procedures for group work
• Distribution of material stations/helpers
• Assigning students to groups well-balanced,
  separate clashing personalities, save time,
  efficient
• Outline goals and participation roles (recorder,
  reader, etc.)
• Cooperative learning
• Miscellaneous
• Signals obtain student attention, transitions
  (turn off lights, bell)
• Announcements, special equipment, fire drills,
  and split lunch periods (what to do with work and
  personal belongings)

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Chapter 3Managing Student Work

• Your grading system and record keeping
• Achievement, effort, hw, improvement,
  participation, and percentages
• Accurate assessment frequent evaluation
• Record all student info in grade book rather than
  separate lists
• Feedback and monitoring procedures
• Students check own work (different ink and model
  how to check)
• Students keep own record of grades
• Long-term/group projects divide into smaller
  goals and deadlines
• Peer review (must teach)
• Guided beginning for group seatwork then work the
  room
• Long-range monitoring - keep track of missing
  assignments

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Chapter 3Managing Student Work

• Communicating assignments and work requirements
• Instructions for assignments
• Oral explanation of requirements/rubric as well
  as visual aid on board
• Routine of copying down assignment
• Standards for form, neatness, and due dates
• Procedures for absent students
• Post weekly assignments or keep absentee folder
• Length for make-up
• Place for late work turn in and graded pick up
• Missed group work - assist groups in inclusion of
  absent members

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Chapter 4Getting Off to a Good Start

• Perspectives on the beginning of the year
• Resolve student uncertainties expectations,
  procedures, and rules - opportunity for students
  to learn appropriate behavior
• Plan uncomplicated lessons to ensure student
  success
• Keep whole-class focus (group work should
  maintain this) prepare extra credit or
  enrichment assignments later introduce complex
  activities
• Be available, visible, and in charge work the
  room praise, prompt, leave
• Teacher authority rights to set standards for
  behavior and performance
• Traditional, bureaucratic, expert/professional,
  charismatic
• Most teachers derive authority from several
  sources
• Authoritarian (control through threats and
  punishment) vs authoritative (provide basis for
  actions/discipline, give students independence
  for maturity, and administer consequences fairly
  and proportionately)

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Chapter 4Getting Off to a Good Start

• Planning for a good beginning
• Checking books out to students (wait until
  lockers have been assigned) record book numbers,
  name stamp, cover
• Paperwork (hall pass, emergency forms, etc) all
  forms on hand and separated in folders
• Rosters organized by period, noting
  accommodations for seating/medication, 3x5 name,
  book , attendance, grades until class stabilized
  - useful for calling on students
• Seating assignments learn names/attendance
  faster, class management
• First-week bell schedule, tardiness leniency for
  first few days, administrative tasks, rules
• Course requirements tests, quizzes, hw
  contributions - parents sign?
• Beginning routine and alternative activities
  (wkst, puzzles, logic problems)

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Chapter 4Getting Off to a Good Start

• The first day of class
• Stand near door (sign w/name outside), make eye
  contact and smile, correct any students that
  enter with unacceptable behavior, and make sure
  students are in the correct room
• Administrative tasks (forms on hand), check
  attendance by raised hands (not call-outs),
  teacher/student/course introductions
• Discussion of class rules and rationale/penalties,
  emphasizing benefits to all, and presentation of
  course requirements
• Interesting initial content activity should
  require little or no assistance, which allows
  time for teaching procedures
• Explain what students are expected to do, list
  steps on board if complex, demonstrate when
  possible, give corrective feedback
• Avoid pre-tests, small groups, projects, and
  individualized instruction
• Establish end-of-period routine

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Chapter 4 Getting Off to a Good Start

• The second day of classes
• If 1st day was short, review class procedures and
  follow 1st day plan
• Identify new students and get them seated,
  re-state beginning-of-class routine, review major
  rules and procedures
• Present content activity
• Close period with procedure introduced on day 1
• After the second day
• Continue using procedures, adding new ones as
  needed
• Monitor student behavior and give students
  feedback when their behavior does not meet
  expectations
• Should start giving regular assignments for
  in-class and at home and check work promptly
  using grading procedures

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Chapter 5Planning and Conducting Instruction

• Planning classroom activities types
• Openers to transition into the classroom (Do
  Nows) and Closers
• Checking work must teach appropriate procedures
  (different ink color)
• Recitation oral check of student understanding,
  distribute questions to all members of class,
  watch for too slow or too rapid pacing
• Content development intro/extension of material,
  concepts, or skills teacher questions/collect
  work for understanding
• Discussion encourage evaluation, awareness of
  other points of view, sharing of opinions
  requires planning prompting questions and
  management of activity
• Seatwork on previously presented material, start
  as class then independent work
• Test administration (plan work for early
  finishers)
• Student presentations and demos - give guidelines
  in advance, audience behavior
• Small-group work lab work, promote greater
  comprehension, cooperative learning, reciprocal
  teaching
• Tests and presentations/demonstrations

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Chapter 5 Planning and Conducting Instruction

• Organizing activities - depends on number of
  different topics covered in class focus on
  see-say-do
• Kounin managing group instruction - activity
  flow
• Preventing misbehavior
• withitness and overlapping
• Managing lesson movement
• momentum (pacing) and smoothness (continuity ex.
  dangle, thrust)
• Maintaining group focus
• group alerting (tell students they might be
  called on next)
• encouraging accountability (performance observed
  and evaluated)
• higher participation formats write answers, read
  along during instruction

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Chapter 5 Planning and Conducting Instruction

• Transition management (see problems/solutions)
• Instructional management
• Planning
• anticipate problems (new terms and examples,
  demos)
• do homework to find difficulties - build hints in
  lesson
• infuse enthusiasm into lesson
• Presenting new content clearly Learning
  objectives at beginning and provide an outline
  for a complex lesson or video
• Checking for understanding formative and
  summative assessments
• ask review questions
• discuss and solve problems as a group recitation
• indicators (multiple choice question, hands to
  indicate response

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Chapter 6Managing Cooperative Learning Groups

• Research on cooperative learning
• Equal or greater learning than individualistic or
  competitive teaching methods with effective
  cooperative groups due to increased engagement
  with content NEED feedback/instruction on how to
  collaborate
• Strategies and routines that support cooperative
  learning
• Room arrangement - line up desks to marks on
  floor for quick transitions
• Talk and movement procedures 6-inch voices,
  materials manager, state timed movement
  expectation w/verbal reminders
• Group attention signals MS raised hands, HS turn
  on projector and ask for eyes at the front avoid
  interruptions/present info ahead of time
• Promoting interdependence within groups
  individual tasks (vary skills, research different
  topic for report), group grades
• Individual accountability - id contributions,
  peer evaluation, individual notebooks graded at
  various times, individual responsibility to
  explain

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Chapter 6 Managing Cooperative Learning Groups

• Monitoring student work and behavior
• Work the room w/clipboard to write notes about
  all students about satisfactory group functioning
  - note degree of explanation/demonstration and
  use for feedback
• group and individual performance -self-monitor to
  identify difficulties
• Interventions
• Non/verbal redirect, time out/work alone,
  conference w/individual students, conference
  w/entire group
• Effective group work skills
• Social skills teach active listening/sharing/supp
  ort before group work
• Explaining skills Rotate summarizer role,
  explain something to partner and explain back,
  work as group to answer a question and present to
  class
• Leadership skills assign presenter/discussion
  leader roles to build skills

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Chapter 6 Managing Cooperative Learning Groups

• Beginning the use of cooperative learning groups
• Room arrangement, procedures, and routines
• Forming groups star with pairs, working up to
  larger groups that have a range of achievement
  levels, match extremes w/middle to motivate lower
  achiever
• Initial group tasks to build skills turn to your
  partner and explain/compare answers, drill
  partner, reading buddy, checking, reviewers
• Teaching group skills listening, explaining,
  asking for help, encouraging, and sharing -
  introduce one/week and give feedback assign and
  rotate roles (keep on index cards w/behaviors) so
  everyone gains experience
• Using group and individual rewards to
  practice/improve skills - tickets for good
  behavior for toy raffle/points for fun activities

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Chapter 7Maintaining Appropriate Student
Behavior

• Monitoring student behavior
• Student involvement in learning activities
  active eyes, work the room and dont spend more
  than 1-2 min/student, start whole-group activity
• Student compliance with classroom rules and
  procedures clear expectations that have been
  communicated to the class
• Consistency
• Inconsistency from unreasonable/inappropriate
  rules, no detection of inappropriate behavior,
  not willing to enforce every time
• What to do if you are inconsistent
• Re-teach procedure (discuss problem) and enforce
  it
• Modify and reintroduce it
• Or, abandon it and substitute another in its place

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Chapter 7 Maintaining Appropriate Student
Behavior

• Prompt management of inappropriate behavior
• Eye contact/move closer and prompt appropriate
  behavior
• Reminder of procedure by stating correct one or
  note students who are doing what is expected
• Redirect attention to task and monitor shortly
  thereafter
• Ask/tell student to stop inappropriate behavior
• Make it private call to desk, whisper, nonverbal
  cues
• Briefly talk to student/assess penalties
• Time out at desk or another room

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Chapter 7 Maintaining Appropriate Student
Behavior

• Building a positive climate
• Communicate positive expectations to students
  convey confidence in students ability to do
  well, can do attitude, maintain high expectations
• Appropriate teacher praise (public vs private)
  both informative feedback and genuine teacher
  approval that focuses on accomplishment, not
  effort
• Improving class climate through incentives or
  rewards
• Grades (tie as many facets of work as possible)
  and recognition (display work, certificate,
  verbal, stickers, improvement/conduct)
• Activities (PAT) and material incentives (food,
  games, books) relate to behaviors most important
  to you (attendance, hw), everyone can achieve it
• Caution of effect of rewards enhance or hurt? -
  imperfect conditions

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Chapter 8Communication Skills for Teaching

• Constructive assertiveness
• Clear statement of problem or concern and
  describing effects - reduces student
  defensiveness, avoids labeling students/behavior,
  use statements
• Unambiguous body language eye contact, posture,
  facial expression matches tone of statements
• Obtaining appropriate behavior and resolving the
  problem student needs to accept responsibility
  for behavior, dramatic emphasis for evasive
  students
• Empathic responding
• Keeps lines of communication open between you and
  the student and aids problem solving process
• Two components listening skills and processing
  skills

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Chapter 8 Communication Skills for Teaching

• Problem solving
• Identify the problem state purpose of meeting,
  get students point of view/describe problem, ask
  students reaction evaluate help/hurt?
• Identify and select the solution student
  suggestion, multiple teacher alternatives
  positive focus with plan for improvement
• Obtain a commitment student acceptance for
  period of time followed by evaluation (sometimes
  in a contract) with consequences if not followed
• Talking with parents
• Constructive assertiveness, empathetic
  responding, problem solving
• Express appreciation for parents efforts to
  meet,work w/them as a team
• Focus on choices student is making and how to
  encourage better decisions
• Document concerns student work and notes of
  behaviors

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Chapter 9Managing Problem Behaviors

• What is problem behavior?
• Nonproblem brief inattention, transition talk
• Minor problem students calling out, leaving
  seats, talk during group work
• Major problem, but limited in scope/effects
  chronically off-task, failure to pass in hw
  assignments, vandalism, cheating
• Escalating or spreading problem unabated social
  talking, back talk
• Goals for managing problem behavior
• Judge short-term (bad behaviors cease) and
  long-term effects (prevention) of any management
  strategy chosen
• Optimal Maintain/restore order w/out adversely
  affecting learning environment should prevent
  repetition of problem

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Chapter 9Managing Problem Behaviors

• Management strategies
• Minor interventions
• Nonverbal cues finger to lips, head shake, hand
  signal, light touch to arm
• Get activity moving quick transitions, all
  materials ready
• Proximity zones of proximity, combine
  w/nonverbal cues
• Group focus group alerting, accountability,
  higher participation format
• Redirect behavior state what should be done,
  everybody should be writing answers to the
  practice problems
• Provide needed instruction check student work,
  whole-class instruction
• Brief desist direct eye contact and
  assertiveness, combine w/redirection
• Give student a choice behave appropriately or
  continue behavior w/consequence, choose to clean
  up now or say after class until area is clean
• I-message its distracting to me and the class
  when you get out of your seat, learn awareness
  of effects of behavior on others

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Chapter 9Managing Problem Behaviors

• Management strategies
• Moderate interventions
• Withhold privilege and earn back w/appropriate
  behavior (sit near friends, work together on
  project)
• Isolate/remove problem students desk at back of
  room, time out, switch if rewarding to student,
  time out or walk to principals office, labels
  student as excludable
• Fine or penalty extra work, but defined as
  punishment - quick to administer, but content
  negatively affected, non-content (look up and
  copy 10 definitions)
• Detention best for behaviors that involve time
  (tardiness, time-wasting behavior) or repeated
  rule violations adv disliked, administered away
  from classroom disadv takes teacher time,
  student skipping, additional records
• Referral to office for fighting, vandalism,
  rudeness and disrespect adv effective limit,
  short-circuit escalating situation disadv
  depends on others for effectiveness, potential
  for discrimination use sparingly

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Chapter 9Managing Problem Behaviors

• Management strategies
• More extensive interventions
• Design individual contract with student - problem
  solving
• Conference w/parent describe situation and
  appreciate support that parent gives to help
  understand and resolve problem, have grade book
  handy - require time and energy
• Check (name on board)/demerit (record that
  student signs to accept responsibility) system
  adv set/maintain limits, consequences are clear
  disadv catch bad behaviors, hard to detect
  behaviors
• Problem solving
• Think time strategy - remove student to another
  teachers classroom, debriefing form what was
  behavior? what behavior do you need to display
  upon return?
• Reality therapy establish caring relationship,
  focus on behavior, accept responsibility,
  evaluate behavior, make plan, commitment to
  follow plan, following up
• Peer mediation students trained to
  listen/clarify issues, help negotiate, write
  solution

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Chapter 9 Managing Problem Behaviors

• Special problems
• Chronic avoidance of work good records a must
• Ability break assignment into parts/modify
  assignment
• Parent phone call, reach out to coaches, no grade
  leniency
• Fighting injury if intervene? disperse crowd,
  get help
• Other aggressive behavior all behavior, even if
  playful, is unacceptable respect others one
  warning separate students conference w/student
• Bullying bullying prevention programs, monitor
  student behavior, talk with class about behavior
  and effects, bully and victim problem solving,
  involve school counselor, incorporate social
  skills training in class
• Disrespect/hostility towards teacher dont go
  brainstem
• Best to defuse keep it private and individual
  conference with student
• Depersonalize This is taking time away from
  class. I will discuss it with you in a few
  minutes when I have time.

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Chapter 10Managing Special Groups

• Teaching heterogeneous classes
• Assessing entering achievement previous tests,
  pre-tests, monitor initial classwork (class
  notes, summary from book)
• Modifying whole group instruction participation
  (pacing), procedures for managing student work,
  thoughtful seating arrangement, assignments EC
  and enrichment, peer tutoring (expectations and
  management skills)
• Cooperative work groups
• Small (homogeneous) group instruction location
  of group/seating, materials/storage/accessibility,
  student movement/transitions, out-of-group
  procedures and expectations
• Mastery learning re-take tests until proficient
  by providing increased feedback
• Labor intensive managerial skills, alt. forms of
  tests, extra grading, scheduling, enrichment
  activities, recordkeeping
• Develop/introduce incrementally, due dates,
  specified days for test re-takes

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Chapter 10Managing Special Groups

• Teaching remedial classes
• Learner characteristics high absence/tardies,
  arbitrary grades, frequent failure, poor study
  skills, low attention span
• Establishing your management system continually
  reinforce procedures and routines, question
  class, practice, feedback
• Monitoring behavior and prompt responses
• Managing student work of daily/weekly grades for
  frequent feedback, grade for effort/performance,
  incorporate participation (involvement, learning,
  attendance)
• Planning and presenting instruction
• Short activity segments w/frequent assessment of
  understanding (see, say, do)
• Extra attention to presenting directions and
  instruction clearly
• Build teaching of study skills in lesson (note
  taking, identifying main ideas)

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Chapter 10Managing Special Groups

• Students with special needs
• Content mastery classroom provide extra help,
  extra time for tests, staffed w/special education
  teachers who can provide suggestions for adapting
  teaching/management
• Inclusion - special education students in general
  education classrooms IEPs, regular planned
  meetings for progress and support, assignment
  modifications
• Emotional/behavioral problems
• communication with all, overlook minor
  inappropriate behavior, reinforce acceptable
  behavior, identify/reduce/prevent stressors,
  temporary lowered expectation on bad days, offer
  structured choices, allow leaving classroom
• remember you are convenient target, but not cause
  of anger
• Serious social deficits (ASD)
• odd social skills with poor communication skills,
  extreme anxiety to change/unmet expectations,
  acute sensitivity to sounds, poor motor skills,
  stereotyped movement
• use visual prompts, brief instructions (write
  down), social stories, strengths and interests in
  teaching to provide ways to develop talents,
  social feedback

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Chapter 10Managing Special Groups

• Students with special needs
• ADHD
• distractible, impulsive, disorganized
• predictability and structure, ask others what
  works best for them, make sure you have their
  attention when giving clear/brief instructions,
  observe as they work, remind/reinforce effort and
  accuracy over speed, finger card/marker for
  reading
• Deaf/hard-of-hearing auditory devices, center of
  room seat, projector not chalkboard,
  repeat/rephrase info, restate responses, close
  monitoring, note takers
• Bind/visually-impaired board work - read aloud,
  tape recorders, hands-on work, change in activity
  to prevent tiring, seat w/back to window, move as
  needed
• Extreme poverty increased communication and
  relationship building, presentation of non-weak
  image/insolence, extra materials/supplies,
  bracket anxieties, peer buddy, provide underlying
  assumptions for behavior, self-talk, help
  another student
• Limited English proficiency understanding of
  English, learn key words in native lanuage, body
  language/gestures, visual aids, long receptive
  period before confident in classroom, consult
  counselor if language barrier prevents benefit
  from instruction