Education and Workforce Development

Day 1

Classroom Management Strategies

The Agenda:

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• The objective ( Learning Target)
• Overview of strategies
• Strategy Breakdown
• Reflection

Classroom Management Strategies

• Names
• Check for understanding
• Establish Expectations
• Proximity
• Rapport
• Attention Getters

Names:

• Learn the names of the students in your class-especially your chatty students. This holds the students accountable for their actions.

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What does this look like?

“ James, can you please lower your voice?”

Vs.

“ Can you please lower your voice?”

Check for understanding:

• As you explain the instructions for the day, stop every so often to check the student’s understanding of the lesson. This is especially important for a multi-step lesson plan.

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What does this look like?

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• Any question so far?
• Thumbs up for you understand the instructions, Thumbs down for you don’t
• Call on individual students and ask them to repeat an individual step in the instructions
• Repeat the instructions

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Establish Expectations:

• Establish these throughout the class period and be consistent

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What does this look like?

• How many students are allowed to use the restroom at one time?
• Are students allowed to talk while they are working?
• Are students allowed to change or find new seats?
• Are students allowed to listen to music on their phones?
• Can students work with a partner?
• What should students do when they finish their work?

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Proximity:

• Students know they can get away with more when the teacher is not in close proximity to them. That is why it’s imperative to consistently circulate the classroom; it keeps the students on track and the classroom environment calm.

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What does this look like?

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• Actively circulate the classroom while giving instructions and during independent work time.
• Avoid sitting at the teacher desk; remain engaged and visible to students.

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Rapport:

• Students are human just like you. They want to know that you care about them, which means letting them know that you see them as more than a student. If they can see that you care about them, they will behave better in the classroom because they respect you.

What does this look like?

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• Stand in the hallway during passing periods and greet students as they enter the classroom.
• Build positive connections and relationships with students.
• Ask students about their day, interests, and favorite classes during downtime.
• Share appropriate aspects of your life to help students connect with you.

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Attention Getters:

• Use effective attention-getting strategies to quickly regain student focus and maintain a productive learning environment.

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What does this look like?

• Call and Response

“Maccaroni and Cheese” → “Everybody Freeze”

“Flat Tires”

• Flash the Lights

• Clap Hands

• Ring a Bell

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Reflection:

• What classroom management issues do you encounter while subbing, and which strategies can you implement to address them?��• Which strategies are you already implementing? How are they going?

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Day 2

Overview of Strategies

• Brain Breaks

• Positive Reinforcement
• De-escalation Techniques
• Seating Arrangement
• Find the Balance

Brain Breaks

• Students are not robots. Their ability to focus and stay on task naturally decreases over time, especially during longer class periods. Brain breaks provide students with an opportunity to recharge, refocus, and maintain productive engagement in learning. If the classroom begins to feel restless, distracted, or increasingly loud, it may be a sign that students need a brief mental break before returning to instruction.

Examples of Brain Break Activities:

• Heads Up, Seven Up�• Who Can Stand on One Foot the Longest?�• Five-Minute Phone Break�• Class Whip Share�• Class Spelling Bee�• The Number Game�• The Adjective Game

• Keep brain breaks brief and purposeful to avoid disrupting the flow of instruction and maintain student engagement.�Ensure all planned class materials are covered by managing time effectively and staying on track with lesson objectives.

Positive Reinforcement

• Constantly pointing out what students are doing wrong can leave them feeling discouraged and unmotivated. Positive reinforcement applies to both academics and behavior. Make it a habit to recognize what students are doing well, as this builds confidence and encourages continued effort and participation.�

What does it look like?

• If you see students staying focused and on task, compliment them. Other students will notice this positive feedback, which can motivate them to stay engaged as well.
• If a student answers a question correctly, acknowledge and praise their effort. If the answer is incorrect, thank them for participating and highlight any valid points they made. Students are more likely to continue participating when they feel respected and encouraged.

De-escalation Strategies

• When students become agitated with the material or with others in the classroom, it is important to respond quickly and effectively to de-escalate the situation. Student behavior can escalate rapidly, so having strategies prepared helps maintain a calm and productive learning environment. Assess the severity of the situation and choose the appropriate strategy to restore order and support students.

What does it look like?

• Dim the lights and play calming background music.
• Separate students who are not working well together.
• Allow a student to work in the hallway if needed.
• Allow students to listen to their own music (when appropriate).
• Introduce a brain break.
• Review or go over the lesson again for clarity.

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• Redirect attention to positive behaviors and what is going well.
• Provide students who are engaged with additional tasks to keep them focused.
• Ask a responsible student to go to a neighboring classroom to get another teacher if support is needed.
• Contact administration for additional assistance if the situation escalates.

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Seating Arrangement

• An intentionally designed seating chart can significantly improve the classroom environment and reduce the need for classroom management. The purpose of a seating chart is to place each student in a position where they can have the best possible learning experience. It helps minimize distractions and promotes focus.

What does it look like?

• If a seating chart is on file, ensure that each student is sitting in their assigned seat.
• Do not hesitate to relocate students if they are distracting their peers or negatively impacting their own learning experience.

Find the Balance

• It is important to remember that your role as a teacher is not to be the students’ friend, but an authority figure responsible for maintaining safety and promoting an optimal learning environment. While building positive relationships is important, students must also understand and respect classroom expectations. If students begin to view the teacher more as a peer than an authority figure, they may be less likely to follow rules and procedures.

What does it look like?

• Build rapport with students while consistently following through on the expectations you established at the beginning of the class.
• Take moments to get to know students, but quickly and smoothly redirect them back to the lesson.
• Maintain a professional tone of voice at all times.

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