Miranda K Lee

W0254607
EPSY 301
Dr. LaCaze
Has positive expectations for
student success
Is an extremely good
classroom manager
Knows how to design lessons
for student mastery
(Wong, Pg. 9)
Effective classroom management has two
main goals:
 To help students spend more time on learning
and less time on non-goal-directed behavior
Be being a good classroom manager you will be
able to maximize the instructional and learning time
Learning takes time and the more time spent
dealing with classroom issues which could have
been managed the more time lost for learning
 Prevents students from developing academic
and emotional problems
When students are active and being challenged
there is less time for development of personal
problems for the student

(Santrock, Ch 14)
Principles of Classroom Arrangement:
Reduce congestion in high-traffic
areas
Make sure that you can easily see
all students
Make often-used teaching
materials and student supplies
easily accessible
Make sure that students can easily
observe whole-class presentations
 The purpose of arranging seats is to accomplish
classroom tasks.
 When deciding on seating arrangements it could
help to ask yourself the following questions:
 1. What do you want to do?
 Small groups, Teach discipline, Lecture, Show a video?
 2. What kind of seating arrangements are possible?
 Research possible arrangements and work within your
classroom space to achieve the principle of classroom
arrangement
 3. Which seating arrangement will you use?
 Do not use one form of seating, use different seating
arrangements to accomplish the task you have planned
effectively

(Wong, 116-118)
 Use Proximity!!!
 The further back the
students are the more
they typically talk.
 They can feel
completely removed
from the teacher and
the lesson
 It is necessary to
move amongst the
students
 Divide your time
equally among all
areas of the room
observing each
student
 “Pysical distance
equals mental
distance in the
classroom”
The Characteristics of a Well Managed
Classroom
 1. Students are deeply involved with their
work, especially with academic, teacher-led
instruction.
 2. Students know what is expected of them and
are generally successful.
 3. There is relatively little wasted time,
confusion, or disruption.
 4. The climate of the classroom is work-
oriented but relaxed and pleasant.
(Wong, Pg. 86)
It is necessary to implement clearly defined
rules and procedures within a classroom in
order for it to run smoothly.
Students must know exactly how you want
them to behave.
The lack of classroom rules and procedures
will inevitably lead to misunderstanding and
eventually chaos in the classroom.
“Both Rules and Procedures are stated
expectations about Behavior”
(Santrock, Pg. 500-501)
EXPLAIN:
 State, explain, model and demonstrate the
procedure
REHEARSE:
 Rehearse and practice the procedure under
your supervision
REINFORCE:
 Reteach, rehearse, practice, and reinforce the
classroom procedure until it becomes a student
habit or routine
Despite your plans problems will emerge.
One classroom management expert
recommends that you beginning addressing
discipline issues by deciding if you need minor
interventions or moderate interventions.
 Minor Interventions
Use nonverbal cues, keep activities moving, move
closer to students, redirect behavior, provide
needed instruction, directly and assertively end
behavior and give students a choice
 Moderate Interventions
Withhold a privilege or desired activity, isolate or
remove students, and impose a penalty
(Santrock, Pg. 315-316)
 This technique is simple and based on the premise that the
more the student believes you care about them the more
likely they are to behave.
 Example:
 If a student is doing something that is not appropriate during
class, such as picking on others, talking excessively, refusing
to do work, etc., simply step out into the hall with him/her
and ask, “Are you all right?” with a sincere look of concern—
not aggravation—on your face.
 Usually the student will answer “Yes,” with a look of
disbelief.
 You then say, “Well, the reason I’m asking is because they
way you were behaving was inappropriate and so unlike
you.”
 And then you say, “I knew that something must be bothering
you for you to be acting that way, so I just wanted to know if
you were all right and to let you know that if anything is
bothering you, I’m here for you if you need to talk.”
 That is it!!
(Breaux, Pg. 7)
Breaux, Annette L. 101 “ANSWERS” for New
Teachers and Their Mentors; Effective
Teaching Tips for Daily Classroom Use. New
York: Eye on Education, 2003.

Wong, Harry, and Rosemarry T. Wong. How to

Be an Effective Teacher: The First Days of
School. California: Harry K. Wong
Publications, 2004.

Santrock, John W. Educational Psychology.

3rd Ed. New York: Mcgraw Hill, 2008.