CORE COMPONENTS

1. Self-Control Strategies

Prevention is a key component in classroom management. The more teachers implement preventive measures, the less likely they will encounter problem behavior. For some, misbehavior will be a common occurrence that results from the growing "culture of disrespect" that has progressively infiltrated our schools. Yet others will experience disruptions only from time to time. Regardless of their frequency, discipline issues will occur. When they do, teachers must be ready to take them on in a professional, mutually respectful way while holding students accountable and protecting the teaching and learning environment. This is a lofty goal but an achievable one in most cases. Through the responsive strategies in my course, you can face these challenges head-on. 

Conflict is inevitable, but combat is optional. Teachers must commit to giving prompt attention to emergent misbehavior by evaluating the threat to student learning and then responding accordingly. Through early intervention strategies, up to 90% of minor behavior problems can be eliminated in the classroom.

2. Student-Teacher Relationships

What's more important to the student, the classroom itself, or the classroom teacher? A well-designed,     appealing classroom has its place, but how the teacher relates to the student and vice versa is much more consequential. Nurturing positive student-teacher relationships is arguably the most essential component contributing to the behavioral and academic success of students. Learners who experience unconditional respect and acceptance from their teacher are more likely to be non-combative, respectful, and willing to learn. Conversely, those who encounter disrespect and negativity are more likely to reciprocate and misbehave. 

Therefore, teachers must realize the gravity of building strong student-teacher relationships and repairing them when they are broken. Human interactions are complex, and attempting to hone in on the factors that will contribute to positive relationships in every scenario is not always easy and straightforward. Personality, teaching style, and learning style are just a few components that play a role in how students and teachers will relate and interact. We do not pretend to have all the answers, but we do know that there are common strategies that thread together highly effective teachers who consistently develop positive student-teacher relationships. These techniques can be learned and developed by all educators.

3. Teaching Rules and Procedures

When students come to us, they don't come as a clean slate, but neither do they come knowing how to fulfill all of our expectations. They must learn what we want them to know. Learning allows students to modify their behavior for certain situations to be more successful, both academically and behaviorally.

In my seminar, I will provide you with a highly effective format for you to model as you develop your own lesson plans for rules and procedures. Teaching to these expectations will aid your learners in gaining the skills they need for success.

The first day, week, and even month are crucial to classroom management. Highly effective teachers spend a considerable amount of time during the first few weeks of school carefully teaching rules and daily routines. Instead of telling and posting, they teach, model, and practice imperative classroom protocol just as they would academics. Each school day should be focused on these practices that set a structured orderly foundation and govern relationships among children and adults. 

4. Successfully Responding to Challenges

As you will learn, "the bounce" is used to give students a break from the present pressure. However, it is not an opportunity to interact with other students or adults. Positive interaction would spoil the integrity of this intervention and encourage future misbehavior. Students must be taught the expectations for the alternate environment and should be adequately supervised there. Using this method with caution, antiseptic bouncing can be the perfect way to help a child "let off some steam."

It is very important to understand the emotional state of students who are challenging authority. With this understanding,  early intervention in response to misconduct is essential. This should be done as much as possible, although some situations may require immediate high-level intervention, such as requiring the support of administrators or other staff. This is rare, but do not be alarmed that such occurrences may take place even in the best of environments.

Reflecting back on emergent (low-level) misbehavior, I teach a powerful technique that depends on the contingent withdrawal of attention from the student displaying such conduct. It is an IMPACTFUL method to shut down problem behavior in the modern classroom. This strategy is modeled after the principles of academic remediation: the teacher stops the student, re-teaches, checks for understanding, and sends the student back to work independently. Elements of this structure involve giving a prompt, allowing for self-correction, and identifying the inappropriate behavior yet never leaving an academic atmosphere.

5. Classroom Ecology and Arrangement

Anyone who has taught in a classroom knows that the environment can have a profound effect, whether negative or positive, on student learning outcomes. Educators understand that design, seating arrangement, decorations, and other factors help set the atmospheric tone of a classroom. Therefore, they seek to forge a conducive environment for teaching and learning in their spaces as much as they have the opportunity to do so. Some things, unfortunately, are out of their control, such as the size of the classroom, the direction in which their windows are facing, the number of students on their rosters, whether they can control the temperature, whether they even have an assigned classroom of their own, etc.

Nevertheless, in my seminar, I focus on what you can control and apply to arrange your classroom for optimal learning and supervision. Teachers should consider both learning and behavioral outcomes when arranging their classrooms. What works for one teacher and group of students may not work for another. I will discuss student desk arrangements, teacher desk arrangements, and other components to demonstrate potential behavioral and academic results.

The Following Video Gives a Synopsis of Our 

Classroom Management 5 Core Components.