1. Classroom Management Practices
for Student Achievement
By Farhana N. Shah

2. Team Builder: A “Kiss” of Appreciation
Objective of the team builder:
Strengthen the team by showing appreciation for each other’s
contributions, while reinforcing how important each person is to the
school’s success.
1.
2.
3.
Take 3 Hershey Kisses® from the bowl.
Keep one for yourself. 
Give the other two to people on the team/school who you
enjoy working with, want to get the opportunity to work
with, wish to thank, and so on.

3. Our goals for today…
•
•
Know importance of positive relationship building and
identify ways to connect with your students.
Understand classroom management principles and begin
establishing expectations and routines for the new school
year.

4. Today’s itinerary…
10’
Introduction
Team Builder: “Kiss” of Appreciation
Workshop Objectives and Itinerary
Workshop Ground Rules
45’
Classroom Management
 Relationship building
 Principles of Classroom Management
 Expectations and routines for the new school year
5’
Summarizer
Workshop Evaluation and Feedback

5. Workshop Expectations or Ground Rules
 Take responsibility for your own learning and be
willing to experiment with the ideas and techniques
presented.
 Be respectful of those speaking (limit sidebar
conversations and use of digital devices).
 Take risks- participate and enjoy yourself!

6. Activator

7. How does positive relations connect to
student achievement?
 Comfortable
and valued
 Acceptance
of rules and policies
 Connection
leads to relevance in instruction
 Meet
social and emotional needs

8. Teacher Traits for Student Success
• Acknowledge
• Be
them
respectful
• Be fair
• Be real
• Be funny/humorous

9. Most importantly….Value them!
In pairs…
1. Read and discuss assigned section.
2. Chart key points about section.
3. Be ready to share with whole group.

10. Process Activity:
Equitable Classroom Practices (ECP)
What parts of relationship building traits
can be aligned with the 27 ECP?
How does the practice of EC/relationship
building traits impact student behavior?
What is one thing you will do differently this coming
school year to build relationship with your students?

11. “ The most important action an effective
teacher takes at the beginning of the year
is creating a climate for learning.“
-- Mary Beth Blegan, former U.S. Department of Education teacher-in-residence
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Farhana N. Shah, ProDeGS, 2011

12. What is Classroom Management?
• Effective
Planning with Time
Management Skills
• Proper
and Effective Discipline
• Motivation
of Students
• Classroom environment conducive
to learning
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Farhana N. Shah, ProDeGS, 2011

13. Importance of Effective Classroom
Management
•
•
Ensures students have appropriate learning tools
•
Provides calm learning environment
•
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Less stressful for teachers
Saves instructional time
Farhana N. Shah, ProDeGS, 2011

14. Classroom management not same for everyone…
•
•
Different personalities and attitudes of teachers
•
Different student population and demographics
•
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Different teaching styles
Same strategy not effective for all teachers
Farhana N. Shah, ProDeGS, 2011

15. Classroom Management Principles
• Teach
behaviors expected in class
• Deliver
syllabus or class expectations
• Establish
• Exude
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routines and procedures
confidence- gain respect by students
Farhana N. Shah, ProDeGS, 2011

16. Classroom Rules
• Establish
classroom rules together.
• Create three to five rules you can enforce.
• Be consistent. Be fair.
• Discipline students quietly and privately, not
across the room or in front the whole class.
• Make sure parents are aware of classroom
rules and procedures.
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Farhana N. Shah, ProDeGS, 2011

17. So what is the main issue?
GOOFINESS!
80% of the problem is talking
15% is being out of seat
5% is other
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Farhana N. Shah, ProDeGS, 2011

18. Solutions:
Classroom Management Techniques
• Eye
contact.
• Proximity control (one of the best ways)
• Silent Signal
• Quiet and gentle reminder
• Re-direct a student's attention.
• Provide positive reinforcement.
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Farhana N. Shah, ProDeGS, 2011

19. Behavior Challenges
Reasons for disruptive behavior and how to
react
Attention seeking:
•
•
•
Don’t like being ignored, prefer being punished or criticized
Commend them when on-task and cooperative
“catch them being good”- let them know.
Power seeking
•
•
•
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Provoke teachers into struggle
Stay calm and silent, this shows you are in control
Don’t argue with them,
Farhana N. Shah, ProDeGS, 2011

20. Classroom Management…
Corrective Procedures
Time out from rest of
Motivation/Rewards
group
• Teacher student
• Lunch Bunch: eat
conference
lunch with teacher
• Behavior contract
• Free-choice day: select • Office referral (vary)
a free choice activity on • Parent conference with
a selected day
teacher/Administration
• Extra recess time
• Others?
•
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Farhana N. Shah, ProDeGS, 2011

21. Process
Write down a behavior you find extremely
challenging. Explain why.
Share with someone who you have not
shared with yet. 
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Farhana N. Shah, ProDeGS, 2011

22. •RemembeR… 
• If
all else fails, try something new…
• Discipline management is from your brain, not
from your gut.
• Don’t make a rule you are not willing to
enforce.
• (for
new teachers)…NEVER let them know you
don’t know what you are doing! 
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Farhana N. Shah, ProDeGS, 2011

23. Necessity of Procedures
• Establishes
clear expectations and smooth
running of classroom
• Helps both teacher and students stay organized
• Contributes to student’s independence and
self-direction
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Farhana N. Shah, ProDeGS, 2011

24. Classroom Procedures to Establish
Arrival to class
Dismissal from class
Transitions: in class and out of class
Student seating
Independent work
Movement of materials and paper
Use of restrooms
Attention-getting
Class meetings/small group discussions
Emergency procedures
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Farhana N. Shah, ProDeGS, 2011

25. The Three-Step Approach to Teaching Classroom Procedures
Explain
•
Define the procedure.
•
Demonstrate the procedure step by step
Rehearse
•
Have students practice the procedure under your supervision step by step.
All procedures must be rehearsed! Have students repeat the procedure until it
becomes a routine and can perform the procedure independently.
Reinforce
•
Re-teach, Rehearse, practice and reinforce the procedure until it becomes a
student routine. If rehearsal is unacceptable, re-teach the correct procedure
and provide corrective feedback. Praise the students when rehearsal is
acceptable.
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Farhana N. Shah, ProDeGS, 2011

26. Physical Arrangement of Room
• Rows
• Small
groups
• U-shaped
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Farhana N. Shah, ProDeGS, 2011

27. •Processing Activity: Think-Pair-Share
• Think
of a classroom procedure in your class
• Complete
the Classroom Procedures and
Routine capture sheet.
• Share out
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Farhana N. Shah, ProDeGS, 2011

28. Strategies we used today…
Activator
Small
groups
Modeling
Think Pair Share
Collaboration
Summarizer
Feedback
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29. REFERENCES
The Skillful Teacher by John Saphier
The First Days of School by Harry and Rosemary Wong
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30. Summarizer and Evaluation
Please complete both the 3-2-1
summarizer and evaluation for today’s
training.
It has been a pleasure working with
you today.
farhana@shah.org
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