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CLASSROOM
MANAGEMENT
NOTEBOOK
LOREDANA PERRONE
TED 606 CLASSROOM MANAGEMENT
NATIONAL UNIVERSITY

TABLE OF CONTENTS
PHILOSOPHY OF DISCIPLINE AND MANAGEMENT3
Beliefs about classroom Management &
Discipline ............................................................3
Goals of Discipline and Management System 3
Approach to Discipline is aligned with one or more of
the models discussed in class .3
PREVENTATIVE MEASURES ..5
Structuring the Classroom Space (map with rationale)
...5
Daily Schedule, Routines, and Procedures 7
Rules or Norms of Behavior 9
o How They Will be Introduced
SUPPORTIVE AND CORRECTIVE MEASURES 9
First Steps- redirecting and warning 10
Consequences .10
Incentives .11
Student Accountability .12
WORKING EFFECTIVELY WITH DIVERSE STUDENTS AND
FAMILIES 12
Home-School Communication Philosophy and Plan
..12
Cultural Considerations with Discipline .13
STRATEGIES FOR DEALWITH WITH CHALLENGING
STUDENTS AND SITUATIONS .14
Hierarchy of Interventions ..14
Advantages of Non-Verbal Intervention Strategies
..15
Hierarchy of Verbal Interventions ..15

When to use Verbal Intervention Strategies .16

Strategies for Building Relationships 16
Techniques to Break the Cycle of Discouragement
.17
UTILIZING THE SUPPORT OF OTHER EDUCATORS AND
CAREGIVERS 19
Identifying Needs 19
Documentation ..20
Referral Process ..20
LEGAL ISSUES REGARDING DISCIPLINE .24
FERPA .24
IDEA .25
Compelling State Interest/Duty of Care .25
Student Rights 26
Teacher Rights 27
Dress Code 27
Tardies/absences .27
PROFESSIONAL DISPOSITION AND GROWTH PLAN28
Plan .30

PHILOSOPHY OF DISCIPLINE AND

MANAGEMENT
Beliefs, Goals, and Approaches
Teachers play various roles in a typical classroom, but surely
one of the most important is that of classroom manager (Marzano,
2003, p. 1). I have came to the conclusion that no two classes are
alike, therefore, each class should be different in regards to what works
and what doesnt. Being the teacher, it is my duty to implement a
classroom management style that not only works for my, but allows my
students to be the best they can.
Probably the most obvious aspect of effective classroom
management involves the design and implementation of classroom
rules and procedures (Marzano, 2003, p. 13). One thought that is a
must in order for this quote to be effective is to be consistent!
Consistency is key to having effective classroom management. It
allows students to know what is and isnt acceptable and what they are
and are not supposed to do. One way to have this consistency is to
have students participate in creating the rules and procedures, that
way they can be held accountable for their actions. In addition I will
use certain aspects from the following models of management and
discipline.
Discipline
Model
Example:
Canter and Canters

Overall Goal or
Purpose
To get students to
choose to conduct

Beliefs about
Behavior
Teachers have a right to teach
and students have a right to

Teachers Role
in the Classroom
To take charge and be
assertive (not aggressive,

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Assertive Discipline

COLOROSO
Take responsibility for
your actions.
KAGAN & SCOTT
Win-win Discipline

themselves properly.

learn without being interrupted

by misbehavior.

Teach students to take

responsibility for their
actions. Teach them
how to plan and make
correct decisions to
solve any problem at
hand.
Prevent discipline and
behavior problems, and
if they occur, deal with
them in a way that does
not interfere with other
students learning
process

Students need to make

decisions and take
responsibility when they have
a problem.
If there is a problem, a good
plan is needed.
7 positions why students have
disruptive behaviors:
1. Attention seeking
2. Avoiding Failure
3. Angry
4. Control Seeking
5. Energetic
6. Bored
7. Uninformed
4 types of Disruption
1. Aggression
2. Breaking the rules
3. Confrontation
4. Disengagement

JONES
VIP: Visual
Instructional Plans. A
picture for every step
GLASSER
Reality Theory
Love the sinner not
the sin.

Teach in a way that

makes learning fun for
the students and
teaching fun and
exciting for the teacher.
Power sharing
classroom meetings to
deal with any issues
including rules,
behavior, discipline and
so on. Because we are
social beings, small
teams help with this
and with supporting
each other.
Students learn to
understand their own
accountability and aim
to improve it
Students need to have a

95% of all office referrals are

produced by only 5% of the
students.
Graphic example can make
students get lost and not
understand content.
Students need to realize for
themselves that inappropriate
behavior affects them and
those around them.

hostile or permissive);
clearly confidently and
consistently express and
model class expectations.
Example: Classrooms with
Color-Card Flip Chart.
Teach students how to think,
not what to think.

3 Pillars
1. Same-side: Be on
the same side as
students, show that
we care, understand
and see where they
are coming from
and their point of
view
2. Collaborative
solutions: worth
together with
students to come up
with solutions to
solve disruptive
discipline problems.
3. Learned
responsibility: be
satisfied if the
students have
learned how not to
be disruptive
To help students learn, with
the use of VIPS. Teacher
must not be a drill sergeant.

Help students evaluate their

behavior and adjust it.
Use 9 step process of
questioning and provide
opening for self-evaluation
1. Student is
confronted and told
to stop the
misbehavior
2. Student explains
behavior
3. Repeat step 2 if
rule-breaking
behavior continues

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sense of belonging, feel
important, have fun
and freedom.

4.

5.
6.

7.
8.
9.

Student is asked to
make plan or
commitment to fix
behavior
Student is isolated
(castle)
If misbehavior
continues repeat
step 2-5 but allow
student to know that
support will be
provided.
Isolation to different
room (could be the
office)
Parent notification
Parents and students
referred to outside
agency

PREVENTATIVE MEASURES
Structuring the Classroom
Below is an example of how I would structure my classroom setting.
Each student desk seats 2 students. I decided to leave them separated
so I could walk in between all the desks in order to have better access
to ALL my students. Additionally, my students will be doing a lot of
partner work, with mainly their elbow/desk partner. If they need more
groups, then they can have groups of 4 with the desk behind or in front
of them. All of the desks are facing the front of the class where the
whiteboard and overhead projector screen are located. If I need to use
the back whiteboard students can just turn around and all eyes will be
on me. I put a cabinet by the front door because students will turn in
their homework as they walk in the door. Additionally, if any student

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has been absent they can look up the work that they missed (I will
have folders for ever day of the week). Under both windows there are
also cabinets full of Spanish books that my students will check out to
do homework assignments. I put the group table by the computers
because that is the side of the classroom that is for activities.

Daily Schedule
Daily Schedule and Routine can be subject to change depending
of daily activity
Example of Daily Schedule
First 5 minutes
Walk in silently
Drop Homework off
Open Warm up notebook
Start warm up
TEACHER: Attendance
5 Min
Finish warm up
3-5 min
Review warm up
Answer any questions
15-20 min
Lecture/Guided practice
15-20 min
Independent/Group Practice
2 min
Dismissal

Routines
Students walk in silently and will turn in their homework at the desk
located by the front door. They will take out and open their warm up
notebooks and start working. After they are done, we will review the
warm up and answer any questions. After the warm up, which will be
either a review of the previous day, or an activity served as a preassessment for the days lecture, a lecture/guided practice will take
place either on the whiteboard or on the projector screen. One this is
done, it is time for independent/group activities that are related to the
lecture. After everything is put away I will take 2 minutes to go over
homework and dismiss them.

Procedures

Leaving seats
o Bathroom: Hold bathroom pass, I will nod yes or not.
o Sharpen pencil: Hold pencil up, I will nod yes or no. I fit is
independent/group work, do not need permission
o Computer use: only during independent/group work
o Checking out book: Only during independent/group work
Must fill out check out slip and turn into teacher
Passing/collecting papers/materials
o Passing out: 4 helpers, one from each section pass out
papers
o Collecting: All students pass papers/materials forward to
students at the front of row. If it is a test, they make a pile
on the group table upside down.

Rules or Norms of Behavior

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The rules and behavior will be introduced on the first day of class, and
emphasized during the first week. Additionally, they will be reviewed
throughout the entire year, when occasions and problems arise. My
students will be reminded when necessary. Since they will know the
rules from the first day of school, they will be able to be help
accountable for their actions. Additionally, they will be posted on the
classroom wall, so they will be visible everyday.

Basic Non-negotiable Rules

1.
2.
3.
4.

Show up on time
Come prepared
Listen and follow directions
Respect yourself and others

OUCH
Our
Unkind
Comments
Hurt

SUPPORTIVE AND CORRECTIVE MEASURES

Employ specific techniques that acknowledge and reinforce
acceptable behavior and acknowledge and provide negative
consequences for unacceptable behavior (Marzano, 203, p. 35).

First Steps- Redirecting and Warning

(Found on page 35 of Marzano text)
Make eye contact: subtle but powerful way of alerting a student

to the fact that s/he is misbehaving

Use a signal that has been previously created: indicate that a
given action is inappropriate
Verbal warning: ideally as privately and subtle as possible
State desires appropriate behavior if student is off task
No response: tell student to stop inappropriate behavior

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Consequences
Consequences should be appropriate (IRIS Center Module).
Must be natural
Must be logical
o Fits misbehavior
Must be consistent
STEPS
- Identify Behavior
- Understand how its affecting that student, but other students in
-

classroom as well
Consider primary cause of behavior
Do not react to behavior in personal way (Emotional
Objectivity)
We must act like adults, professionals
Teach them how to behave
We cannot loose our cool

According to the middle school classroom management video we saw

in class:
o Choices have consequences
Warningprivate if possible
Separate from group
Forfeit privileges
Discipline buddy
Parent contact
Referral to admin.

Incentives
-

Verbal praise
Smile
Certificates
Notes home
Row points
Class party: 5 steps. Each class moves ahead 1 step when they
behave good during that week
Once they get to the 5th step they get a class party
Tickets or vouchers
Homework pass

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School tickets
o Can buy things from school/class store

Student Accountability
According to Coloroso, our students need to take responsibility
for their actions. We must teach students to take responsibility for their
actions. Additionally, we must teach them how to plan and make
correct decisions to solve any problem at hand. Students need to make
decisions and take responsibility when they have a problem: if there is
a problem, a good plan is needed. With this system, we teach students
how to think not what to think, which in return makes them
accountable for their actions.

WORKING EFFECTIVELY WITH DIVERSE

STUDENTS AND FAMILIES
Home-School Communication Philosophy and
Plan
-

Give students letter to send home on first day of school

Letter will outline
My philosophy
What we will learn this school year
Contact info for me: Communication line is always open!
Resources for students
Resources for parents
Classroom website

Cultural Considerations with Discipline

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All students will follow all rules, procedures, and routines. Cultural
consideration will be taken when it comes to discipline and my
interaction with students. I will take into account the way different
cultures discipline and their interaction within their culture (personal
space, eye contact, etc.)

STRATEGIES FOR DEALING WITH

CHALLENGING STUDENTS AND
SITUATIONS
Hierarchy of Interventions
TYPES OF INTERVENTIONS

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Advantages of Non-Verbal Intervention Strategies

- Disruption in class is less likely
- Minimization of hostile confrontation
- Student is then able to self-correct if they chose to
- Maximum number remain of alternative interventions
-

Hierarchy of Verbal Interventions

When
to Use
Verbal

Intervention Strategies

Strategies for Building Relationships

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4 STEP PROCESS
1. Ask: Why is my student misbehaving? What purpose does
this misbehavior serve for him/her?
a. Attention-Seeking
b. Power and Control
c. Revenge
d. Helplessness/displaying inadequacy
2. Develop Sense of empathy: Connect to students
3. Observe students behaviors in regards to what they like, and
their personality
a. If, for example, your misbehaving student shares your
love for sports or music, this can be a foundation for
making a more positive connection with the student
(Managing Student Behavior Part 3).
4. Monitor my own behavior & interactions with students.
a. Emotional Objectivity
END GOAL: BE ON THE STUDENTS SIDE.

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Breaking the Cycle of Discouragement

Negativ
e
Behavio
r
Unfulfilled
Esteem
Needs/ Low
SuccessFailure
Ratio

Negative
Teacher
Responses.
Punishments
and
Consequenc
es

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- Identify motivation behind negative behavior.
- Respond appropriately.
- Understand Cycle.
o Self Monitoring: Students who are trying to behave keep a
record to self-check
o Anecdotal Record Keeping: Teacher records students
behavior in the classroom (positive & negative) over the
span of a few weeks.
o Behavior Contracting: Written agreement with student that
behavior will be good. If it is bad, there will be
consequences.
o Exclusion from the Classroom: Happens until student
makes commitment to improve behavior.
Use management techniques to stop the inappropriate behavior and,
simultaneously engage in behaviors that will help meet the students
needs for feelings of significance, competence, power and virtue
(Managing Student Behavior Part 3).

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UTILIZING THE SUPPORT OF OTHER

EDUCATORS AND CAREGIVERS
Identifying Needs

Administration
o Contemplating the removal of student
o Change of placement
o In/out of school suspension
School Counselor
o Student behavior
School Psychologist
o Test taking
Special Ed placement
Behavior Disorders
Parents/Caregivers
o Home-school relationship
o Inside information

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Documentation
-

Document Everything
Plan book is a legal document

Referral Process
Types of approaches
-

Consultative approach: pre-referral team members make

suggestions based on their area of expertise about educational
procedures and practices that teachers can implement within the

general education classroom.

Collaborative approach: members of the pre-referral team
(parents, other teachers, etc.) assist classroom teachers with
instructional support. Before testing is done (this is the step to
get student tested).

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-

Linear approach: pre-referral team members implement the

stages of the process sequentially (gather information,
implementing intervention, evaluating intervention, etc.).

Benefits
-

Provides a forum for teachers and other team members

including parentsto discuss how to meet students needs

Empowers general Ed. teachers with a variety of strategies to

better serve diverse learners

Prevents overrepresentation of students from a particular group

(EL, at risk, etc.) in special Ed.

Improves communication between parents and school by
involving families in the process.

6 stages of pre-referral process

1. Initial concern regarding a students progress
a. Someoneteacher, parent, member of school staffstarts
to have concerns about a students academic behavioral
performance
b. Can be expressed informally or formally
c. School has 30 days to start testing after concern is brought
to light
d. Concerns because of:
i. Falling grades
ii. Difficulty comprehending text
iii. Lack of motivation
iv. Behavior problems
v. Non-compliance with teacher requests
vi. Social-emotional problems
vii. Major life changes (parents divorce, death in family,
etc.)

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viii. Significant illness or accident (lengthy
hospitalization)
2. Information gathering
a. Instructional methods, strategies, and materials that have
been previously tried or used
b. The students skill level
c. Students background knowledge and experiences
d. School and home expectations for behavior and academic
performance
e. Classroom behavior management techniques
f. Informal assessments
g. Sources to collect info
i. Family members
ii. Other teachers
iii. Student portfolios or work samples
iv. Classroom observations
v. Cumulative school records
vi. Attendance records
vii. Formal assessments
3. Information sharing and team discussion
4. Discussion of possible strategies
a. What will most likely meet the needs of the student?
b. Classroom environment (changing seats, making classroom
more accessible, etc.)
c. Classroom management system (increasing positive
reinforcement, providing individual students contracts,
etc.)
d. Instructional procedures (providing additional instruction,
present content in different format, grouping students,
etc.)
e. Task demands (assigning on the odd-numbered math
problems, instead of all of them, etc.)
5. Implementation and monitoring of strategies
a. Can be 4-6 weeks to see what works and what doesnt
b. Document everything that is going on in the classroom
i. Does this strategy work? Why, Why not?
ii. Does that strategy work? Why, Why not?

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c. Curriculum based measure (CBM)
i. Type of progress monitoring to assess student
performance throughout an entire years curriculum
to see student progress and also effectiveness of
teaching strategies.
d. Log Sheet used to collect data on a students observed
behavior, especially its frequency, latency, or duration.
6. Evaluation and decision making
a. Should intervention be discontinued or continued?
b. Does strategy need to be changed?
c. If nothing worked
i. Formal referral process for Special Ed.

LEGAL ISSUES REGARDING DISCIPLINE

FERPA
Cannot give information on education of student to another District
employee unless they have educational interest
Cannot disclose education records to other people (besides District
employees) unless they have a legitimate educational interest
Cant post final grades with students names on it.

IDEA
Requires that public school provide Special Education students with
equal access to education
Special Education students need Individualized Educational Plans
(IEP)

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Students with disability must be educated in least restrictive
environment possible (LRE)
o Inclusion

Compelling State Interests/Duty of Care

CALIFORNIA LAWS AND CODES
Discrimination:
220.
No one can be discriminated based on: disability, gender, gender
identity, gender expression, nationality, race or ethnicity, religion,
sexual orientation, or anything else that is contained in the definition
of hate crimes
221.
Private religious organizations are exempt from 220.
Hate & Violence:
233.
State Board must provide a campus for K-12 students that are free of
discrimination and or practices and acts of violence and hate.
233.5
Share and demonstrate what morality, truth, justice, patriotism, rights,
dignity, equality, and kindness are. Teach them to avoid laziness, bad
words, and lies. Be of good moral standing to your students.
233.5 (b)

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Classroom should be a place where students can preform at their
fullest potential without being discriminated against, and without hate
and violence.
Safe Place to Learn Act
234.
State of California implements the Hate and Violence act onto school
Districts, therefore School Districts must have a plan of action to
implement.

Student Rights
Suspension or Expulsion
48900.
- Student cannot be suspended or expelled unless the pupil has:
Caused, threatened, or tried to cause physical injury to
another pupil
Dealt with weapons, or dangerous object, unless had direct
certificated authorization from school employee
Dealt with controlled substances such as alcohol, tobacco,

and drugs
Stealing
Damage to school or other peoples property
Robbery, Extortion
Committed and obscene act

- Cannot expel a k-3 student

Teacher Rights
Right to Union
Freedom of Speech

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Freedom of Due Process
Right to Tenure
Cannot be discriminated based on race, color, religion, sex,
national origin, age, ancestry, marital status, handicap, or
unfavorable military discharge

Dress Code
No References to
Gangs
Sex
Drugs
Alcohol

Tardies/Absences
Each student that is in a seat brings money to the school. So, the
school loses money where students are absent. If absences are
frequent there is SARB (School Attendance Review Board).

County/Local
School Attendance Review Boards (SARBs), composed of representatives from
various youth-serving agencies, help truant or recalcitrant students and their
parents or guardians solve school attendance and behavior problems through the
use of available school and community resources. County SARBs are convened
by the county superintendent at the beginning of each school year. In any county
where no county SARB exists, a school district governing board may elect to
establish a local SARB, which shall operate in the same manner and have the
same authority as a county SARB. In many counties, the county SARB provides
consultant services to the local SARBs.

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State
In addition to county and local SARBs authorized by EC Section 48321, EC
Section 48325 established a State SARB for statewide policy coordination and
personnel training to divert students with serious attendance and behavior
problems from the juvenile justice system and to reduce the number of dropouts
in the state public education system. The State Superintendent of Public
Instruction (SSPI) extends invitations of participation to representatives of
appropriate groups throughout the state. The State SARB makes annual
recommendations to the SSPI regarding the needs of high-risk youth.
- California Department of Education

PROFESSIONAL DISPOSITION AND

GROWTH PLAN
In TED 606 I did a professional disposition survey and reflection. I
concluded that I had to work on building networks with the community
and other people in the educational system, but that I was great at
working with a diverse group of people. This time that I took the survey
again, I can say that my conclusion has not changed.
I am still in the process of building networking connections with
the school district I worked in. I was able to get my name out there and
people knew who I wanted to be. I was even being considered by one
principal as the future Spanish teacher at her Middle school. However, I
have not really made any progress towards network connection with

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my community. This has always been a problem for me because I like
to stay in my little circle instead of going out and networking with my
community. It was easier for me to network with other professionals,
because I interacted with them on a daily basis when I was working.
Although I would consider myself an extrovert, when it comes to
community relations and networks, I am the complete opposite. This is
something I must continue to work on. My goal in order to achieve, or
work towards achieving this goal is to be involved in my daughters
school, and get to know the parent volunteers. This will allow me to
see what other parents think about the educational system, and give
me ideas as to how to make my classroom better, in regards to how
parents see it. I plan on attending the coffee with the principal
meetings at my daughters school in order to achieve this goal, and
any other community to school relation meeting that they might have.
I know that there will be times where I cannot attend, so my
measurable goal is to attend at least 5 or 6 coffee with the principal
meetings, and 2 of the other meetings that they might have. I will
continue to do this until my daughter is no longer at the school, which
is a K-8. This goal is important in regards to classroom management
because, as I stated, I need to have an outside look on my classroom
to make it the best it can be. Additionally, I may get some feedback
and ideas that I may not have thought about that could be useful to
my classroom and managing it.

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My strength still continues to be that I am able to work with a
diverse group of people. I grew up in a very diverse community and all
my schools were extremely diverse. This has been a great skill that I
have developed and will be of great value in my classroom. Living in
southern California makes it a necessary skill to have. SoCal is a
melting pot of diversity and being able to work in that environment is a
must. In regards to classroom management, it is necessary because I
need to be able to teach and at times correct students of diverse
backgrounds. I would not want to do anything that is disrespectful or
hurtful to them, because this can then hinder the relationship that my
students and I have worked hard to achieve. Also, when it comes to
making rules and regulations of my class and the way my classroom
works, I must keep in mind that we are not all the same and do not
come from the same background, so being culturally aware will be a
huge skillset to put into play in my classroom.

Plan
I plan to attend 5-6 coffee with the principal meetings and talk
to parents about what is and isnt working in their childrens classroom,
in regards to student behavior and guided practice. I will use the
parent feedback to make behavior issues diminish in my classroom as
well as for having my students understand the content better during
guided practice. I will know that I have reached this goal when there
are less questions after guided practice and there are less wrong

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answers on homework assignments. Additionally I plan on volunteering
at the school district to translate for district meetings and/or
conferences. I will use this opportunity to have teachers and
administrators in the district know my name, and get to know my skills,
therefore they will be more likely to call me to do extra work at the
district. I will know I have reached this goal when I start getting more
work in the district form the D.O. or other school sites for translating. I
plan on achieving both of these goals by April 2016, before spring
break starts).

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References:
Marzano, Robert. Classroom Management that Works: Research-Based
Strategies for Every Teacher. (2003). Association for Supervision
and Curriculum Development (ASCD). Danvers, MA.
Iris Center Module.
Barb Coloros. Winning at teachingwithout beating your kidz.
Retrieved on July 7, 2015 from
http://abavtooldev.pearsoncmg.com/myeducationlab/singleplay.p
hp?projectID=classroommanagement&clipID=Coloroso_904.flv
California Department of Education. School Attendance Review Boards.
Retrieved on August 1, 2015 from http://www.cde.ca.gov/ls/ai/sb/
Managing Student Behavior Part 2. PowerPoint Presentation. Retrieved
on August 1, 2015 from
https://nu.blackboard.com/bbcswebdav/pid-705236-dt-contentrid-377000_1/institution/National%20University/School%20of
%20Education%20%28SOE%29/TED%20-%20Teacher
%20Education/TED%20626/week3/Managing_Student_Behavior_Part2.pptx
Managing Student Behavior Part 3. PowerPoint Presentation. Retrieved
on July 30, 2015 from
https://nu.blackboard.com/bbcswebdav/pid-705248-dt-content-

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rid-377102_1/institution/National%20University/School%20of
%20Education%20%28SOE%29/TED%20-%20Teacher
%20Education/TED%20626/week4/Managing_Student_Behavior_Part3.pptx