{"id":101,"date":"2019-03-05T18:36:28","date_gmt":"2019-03-05T18:36:28","guid":{"rendered":"https:\/\/pages.palomar.edu\/tjohnston2\/?p=101"},"modified":"2024-10-01T17:49:35","modified_gmt":"2024-10-01T17:49:35","slug":"classroom-management-guidelines","status":"publish","type":"post","link":"https:\/\/pages.palomar.edu\/tjohnston2\/classroom-management-guidelines\/","title":{"rendered":"Classroom Management Guidelines"},"content":{"rendered":"

PDF version for download:\u00a0 10 Classroom Management Guidelines<\/a> \u00a0\u00a0 \u00a0\u00a0 \u00a0\u00a010a Citations for Classroom Management Guidelines<\/a><\/em><\/p>\n

Classroom Management Guidelines<\/strong><\/p>\n

It often helps to have the ideas, concepts, and tips put into a short, summarized list.\u00a0 Below are various lists I found that support the previous sections.<\/p>\n

Curwin and Mendler\u2019s Nine Steps for Consequence Implementation<\/em><\/p>\n

    \n
  1. Always implement a consequence: Be consistent.<\/li>\n
  2. Simply state the rule and consequence.<\/li>\n
  3. Be physically close: use the power of proximity.<\/li>\n
  4. Make direct eye contact.<\/li>\n
  5. Use a soft voice.<\/li>\n
  6. Catch the student being good.<\/li>\n
  7. Don\u2019t embarrass the student in front of the class.<\/li>\n
  8. Be firm, but anger free when giving the consequence.<\/li>\n
  9. Don\u2019t accept excuses, bargaining or whining.<\/li>\n<\/ol>\n

    (DOE Virginia)<\/p>\n

    Classroom Management Best Practices <\/u><\/p>\n

    Barbara Gross Davis, Tools for Teaching:<\/em><\/p>\n

    Make it clear you value all comments<\/span><\/p>\n

      \n
    1. Avoid singling out students as spokespersons<\/li>\n
    2. Discourage students who monopolize discussion<\/li>\n
    3. Tactfully correct wrong answers<\/li>\n
    4. Emphasize mastery and learning rather than grades<\/li>\n
    5. Give speedy feedback<\/li>\n<\/ol>\n

      McKeachie\u2019s Teaching Tips:<\/em><\/p>\n

      Recognize Perry\u2019s stages of cognitive development (Ed. Note: see next section)<\/span><\/p>\n

        \n
      1. Quiz early and often to set expectations<\/li>\n
      2. Establish fair policies<\/li>\n
      3. Ratchet up response only as needed<\/li>\n
      4. For low attention, switch activities<\/li>\n
      5. Start with an assumption of honesty\u2014don\u2019t believe the worst in students<\/li>\n
      6. Get to know students to head off angry confrontations<\/li>\n
      7. Keep your cool \u2013 don\u2019t respond instantly<\/li>\n
      8. Remember that students are human who need sympathy and help<\/li>\n<\/ol>\n

        Linda Nilson, Teaching at its Best <\/em><\/p>\n

          \n
        1. Balance authority and approachability<\/li>\n
        2. Model correct behavior, and reward it in students<\/li>\n
        3. Be aware of your voice and non-verbal communication; use them to subtly communicate your desired response<\/li>\n
        4. Avoid overly long lectures<\/li>\n
        5. Keep cool and don\u2019t be baited<\/li>\n
        6. Consult with problem students in private whenever possible<\/li>\n<\/ol>\n

          (usf.edu)<\/p>\n

          Five Golden Rules<\/em><\/p>\n

            \n
          1. Be friendly but firm (andragogy, not pedagogy)<\/li>\n
          2. Be an ally\u2026 for their learning (not grade)<\/li>\n
          3. De-escalate rather than De-fensive (Listen first. Speak softly)<\/li>\n
          4. Revise syllabus policies to be realistic<\/li>\n
          5. When in doubt, \u201cfairness rules\u201d<\/li>\n<\/ol>\n

            (usf.edu)<\/p>\n

            Spectrum of response<\/em>:<\/p>\n

              \n
            1. Do nothing (hope for extinction)<\/li>\n
            2. Stand nearby<\/li>\n
            3. Call on them to answer a plenary question<\/li>\n
            4. Pause meaningfully (silence fills room)<\/li>\n
            5. Generic plenary address<\/li>\n
            6. Private talk<\/li>\n
            7. Paper trail (email and otherwise)<\/li>\n
            8. Public confrontation<\/li>\n
            9. Kick them out<\/li>\n<\/ol>\n