Classroom Management Techniques

The ability to consistently enforce classroom rules and procedures, ensuring that all students are held to the same standards, leading to predictable and fair classroom management.

A teacher's awareness of what is happening in the classroom, allowing them to quickly identify and address inappropriate behaviors.

A calm, assertive approach to addressing off-task behavior, conveying clear expectations and encouraging students to follow classroom rules.

Approaches to redirecting students who are off-task, including making eye contact, reminding them of procedures, redirecting them to the task, and asking or telling them to stop the inappropriate behavior.

Actions designed to create a positive and supportive learning environment, such as identifying instructional goals, ensuring work quality, rejecting poor excuses, expressing confidence in students, and maintaining an encouraging attitude.

A set of predictable steps students follow at the beginning of a class to ensure a smooth transition into learning.

A system for managing student behavior during transitions, like moving from one activity to another, to prevent disruptions and keep the learning flowing.

A strategy where students are responsible for their own learning and their peers' success, working together to achieve a common goal.

A deliberate activity that requires students to interact and depend on each other to complete a task or project.

A strategy that ensures that each student in a group is accountable for their own work and contributes to the group's success.

A key element of cooperative learning where students share the workload, responsibilities, and resources to accomplish a shared objective.

A teaching technique where students pair up to practice a skill or concept, taking turns as the 'teacher' and the 'student'.

A system where a teacher assigns specific roles to each member of a group to ensure each person plays a part and contributes their skills.

Structured events with a common purpose engaging both teachers and students.

Ensuring the classroom is always under control and teachers are aware of what's happening at all times.

Moving smoothly between different parts of the lesson without disruptions.

Actions to keep the lesson moving forward at a steady pace.

Strategies that involve multiple tasks or actions at the same time.

Techniques designed to engage all students actively.

Making students accountable for their participation and ensuring they know their actions are being observed.

Techniques that rely on specific instructions and clear expectations to define desired behavior.

Problems that occur during transitions between activities, like the start or end of class.

The typical sequence of activities in high school classes, often involving opening, checking, content development, seatwork/groupwork, discussion, and closing.

The practice of providing objects of value to students as a way to encourage positive behavior.

A school-wide approach to establishing clear expectations for behavior and offering support for students who struggle.

The ability to stand up for your rights without attacking or disrespecting others.

Focuses on listening and understanding the student's emotions or thoughts.

Collaborating with the student to find a solution to a problem.

Clearly stating the problem and the desired action in a calm and firm manner.

Using non-verbal cues like eye contact and body language to convey seriousness.

Insisting that the student complies with the expected behavior.

Actively listening and acknowledging the student's feelings without judgment.

Confirming your understanding of the student's message, ensuring clarity.

Asking students to list their specific contributions to a group project.

Using peer review to assess individual contributions and participation in group projects.

Asking students to describe a problem, identify steps to be taken, summarize work done or planned, and explain their answers.

Assigning roles, giving students opportunities to demonstrate initiative, recognizing leadership actions, and providing positive feedback.

Identifying the specific issue that needs addressing; asking for the student's viewpoint.

Choosing an appropriate solution to address the identified problem; either the teacher or student can decide.

Ensuring that the chosen solution will be carried out; can be verbal or written.

Behavior that is not disruptive or problematic; typical in classrooms.

Minor disruptions to the classroom environment, such as talking out of turn or leaving seats without permission.

Recurring and serious disruptions to the classroom, including chronic off-task behavior, incomplete assignments, and rule-breaking.

Behaviors that escalate and disrupt the entire classroom; examples include multiple students roaming around, engaging in social conversations, or refusing to cooperate.

Creating an environment where students feel safe and supported; promotes positive learning.

Encouraging students to actively participate in learning, promoting engagement and involvement.

Helping students develop the skills and abilities to regulate their behavior, take ownership of their actions, and behave responsibly.

Minimizing disruptions to the educational process so that learning can occur effectively.

Establishing and communicating clear expectations for student conduct to create a structured and predictable learning environment.

Building trust and respect between teachers and students to enhance cooperation and ensure a positive learning climate.

Using a system of rewards to encourage positive behavior and motivate students to make good choices.

Offering immediate help to students who are off task to redirect their focus and support their learning.

Regularly evaluating student engagement and adjusting teaching strategies to meet their needs and ensure they are learning effectively.

Engaging students in creating class rules and procedures to increase their commitment to the classroom environment and enhance their sense of ownership.

Providing immediate and brief support to students who are displaying off-task behavior, helping them redirect their attention back to appropriate activities.

Using nonverbal cues like eye contact and hand signals or verbal cues like gentle reminders or questions to guide student behavior and maintain focus.

Using direct language or commands to address misbehavior and ensure students understand the expected behavior.

Granting students control over their behavior by giving them choices to resolve their misbehavior, helping them take responsibility for their actions.

Prompting students to reflect on their behavior by asking them questions that encourage them to think about what they should be doing instead of engaging in misbehavior.

Using tactics to initiate and keep activities moving, involving strategies like starting lessons efficiently, transitioning smoothly, and ensuring student engagement in learning.

Emphasizing to students that their behavior will be monitored, creating a sense of accountability for their actions and encouraging them to stay engaged.

Using formats that involve all students in active learning, such as manipulating materials, solving problems, or participating in discussions, to encourage participation and prevent off-task behavior.

Using questions to redirect students' attention to the learning task, helping them refocus and re-engage in the classroom activities.

Using engaging activities, such as problem-solving or reading aloud, to redirect student attention to the task at hand.

Providing positive feedback and encouragement for students' positive behavior, reinforcing desired actions and promoting a positive classroom environment.

Providing structure and support to students when they are encountering challenging tasks or concepts, ensuring that they can access and understand the information.

Demonstrating a task or concept to students clearly and effectively, helping them understand and replicate the desired behavior.

Adapting instruction to meet the diverse needs of students, ensuring that all learners have access to the information and support they require to succeed.

Allowing students to make choices about aspects of their learning, such as which task they want to complete or which group they want to work with.

Providing students with options for how to behave or complete assignments, giving them control over their actions and helping them learn to make responsible choices.

Allowing students to choose who they want to work with, giving them input and autonomy in their group work.

Using

Temporarily removing a student from the classroom environment to give them a chance to calm down and reflect on their behaviour.

Imposing consequences for misbehavior that are directly related to the disruptive action.

Encouraging students to think critically about their behavior and actions, promoting self-reflection and personal responsibility.

Keeping a student after class or school as a consequence for misbehavior.

A formal discussion with the student to address and resolve behavior issues, involving problem-solving strategies to create a plan for improvement.

A formal agreement outlining specific behavioral expectations and consequences with the student, creating a structured framework for improvement.

Using a daily report card to track student behavior, providing a clear record of their performance and identifying areas for improvement.

Sending a note home or making a phone call to inform the parent about a specific behavior of concern.

A formal meeting between the teacher and parents to discuss observations, concerns and potential strategies for addressing student behavior.

Referring a student to the school office for further support or disciplinary action when behavior issues persist.