Strategies Handout Group 9

Brianna, Matt, Taylor & Hayley

Case Study #5:

Mr. Abners class has trouble settling down
during every transition in class (beginning of
the day, between lessons, lunch, recess, etc.).
When asked to settle down, students wander,
talk and do not paying attention. Procedures
are unclear and no set routines have been put
in place. Mr. Abner has not successfully
implemented effective classroom
management techniques.
In order for the teacher to correct this
situation, considerations must be made before
an action plan can be put into place.
Goal: Students will efficiently transition
between activities and function within
routine.
First the teacher should consider the
classroom management techniques, routines
and procedures they would like to implement
in the classroom. These should be listed with
clear expectations for the students as well as
consequences. In this case the students are
unaware of what to do during transitions; they
are unsure of what the procedure is at the
beginning of class and therefore are not able
to participate making class time more effective
(Woolfolk, A., Winner, P.& Perry, N. 2013.
pg.440). There is also no clear signal in the
classroom to denote the beginning of class.
By preparing a list of routines and procedures
beforehand, the teacher can clearly
communicate to students what the
expectations of the classroom will be.

As stated in the textbook, these six areas

should help as a guide or framework for
planning classroom procedures and routines.
1. Administrative routines: attendance
2. Student movement: entering
classroom, exiting, bathroom breaks,
pencil sharpening
3. Housekeeping: storing personal
belongings, storing classroom
materials
4. Routines for accomplishing lessons:
collecting student work, handing
assignments out
5. Interactions between student and
teacher: students asking questions,
getting the teachers attention
6. Talk among students: providing help to
others, socializing
(Woolfolk. 2013. pg443).
According to the textbook, when students and
teacher clearly lay out rules and procedures
that are to be followed in the classroom,
everyone knows what is expected and they
have something to orient themselves towards
which will result in better achievement gains.
(Woolfolk. 2013. pg411)
Secondly, the teacher must have a clear
teacher presence in the classroom, or with-itness. This is accomplished by using your
body and personality to command the
attention of your students (Maddern, K. 2013).
By looking physically confident, having
straight posture, making eye contact,
speaking to students in a clear, audible voice,
and also taking the time to pause if needed
will make your teacher presence felt in the
classroom (Maddern, K. 2013). If you are
unsure of how you appear in the classroom
you can always try recording yourself at home
and adjusting if needed. Practice makes
perfect!
The third step is a classroom discussion.
After the problem has come up
(disengagement, wondering around,
disrespect) the teacher needs to address the
issue with the entire class as a whole.
The classroom discussion allows for students
to voice opinions and concerns around the
issue and is also a great way to lead into

developing Class Rules or a Classroom

Expectations as a group.
Taking the prepared list routines and
procedures from step one, the teacher can
use this to help guide the discussion,
prompting questions and responses from
students. This is will not only help students to
understand why these routines and
procedures need to be in place, but also
encourage students to self-manage or
manage their own behavior and acceptance of
responsibility of their own actions (Woolfolk.
2013. pg441). This development of selfcontrol and self-regulation will allow students
to demonstrate responsibility as well as the
ability to fulfill their own needs without
interfering with the rights and needs of others
(Woolfolk. 2013. pg441). It is important for
students to understand that their behavior in
class not only impacts them, but others as
well.
After the procedures, routines and classroom
rules or expectations are decided upon, it is
important for the students to be allowed to
practice them. It is also vital to remember
these changes in the classroom environment
may take time to become commonplace.
Consistency is key! The teacher needs to
follow the routines, procedures and classroom
expectations as well as follow through with
consequences if needed. Although it may be
frustrating sometimes, keep with it. Every
person in the classroom should know how to
participate in any given activity (Woolfolk.
2013. Pg440) and maintaining consistency will
allow for this. Having these rules and routines
in place will allow for more actual learning
time, increase engaged time, time on task as
well as academic learning time; keeping the
students engaged in worthwhile, appropriate
learning activities (Woolfolk. 2013. pg441).
The fourth step is to create a hook or signal
that demonstrates to the students that class is
about to begin or to gain their attention. This
could be a noise such as a gong or special
clap, a statement such as Attention Class! in
a clear confident voice (not yelling!), or
something else of the teachers choosing.
With the routines, procedures and classroom
expectations in place, the students will have a

clear understanding what is expected of them

of this signal.
The fifth step in this strategy would be to
motivate the students by creating a classroom
goal. By understanding the current condition,
unsuccessful transitions and wasted class
time, and realizing the ideal condition, smooth
transitions and following procedures, routines
and classroom expectations, the teacher can
help reinforce the new classroom system
(Woolfolk. 2013. pg407). This could be done
in a variety of ways such as with a marble
system which would help extrinsically motivate
students. A large jar would be placed in plain
view of the students. When classroom
expectations, routines and procedures are
executed successfully, a number of marbles
would be added to the jar. When transition
times were slower, or otherwise unsuccessful
marbles would be removed. As a class a
reward would be agreed upon, such as a
classroom pizza party, and when the jar is
completely full the students would receive this
reward. Because this is a long term goal, the
students can monitor their progress, and also
come to understand cooperation is key to
achieving this goal, the aim would be for the
students to also be intrinsically motivated.
After experiencing a classroom environment
that is more conducive to learning, routines
and procedures are in place, they have a clear
understanding of what is expected of them
and overall more productive learning
experience, students will be motivated
extrinsically and intrinsically to maintain the
classroom environment (Woolfolk. 2013.
pg401).
References:
Maddern, K. (2013, April 23) How to Develop Teacher
Presence and Command Attention in Class. Retrieved from,
http://newteachers.tes.co.uk/content/how-develop-teacherpresence-and-command-attention-class.
Woolfolk, A., Winner, P.& Perry, N. (2013) Educational
Psychology: Sixth Canadian Edition.
Photo Retrieved from:
Hill, A. (2008, August 31) Depressed, Stressed: Teachers in
Crisis. Retrieved from,
http://www.theguardian.com/education/2008/aug/31/teaching
.teachersworkload.