1. Classroom management as time management[edit]
In their introductory text on teaching, Kauchak and Eggen (2008)Kauchak, D., and Eggen, P. (2008). Introduction to
teaching: Becoming a professional (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc. explain classroom
management in terms of time management. The goal of classroom management, to Kauchak and Eggen, is to not
only maintain order but to optimize student learning. They divide class time into four overlapping categories, namely
allocated time, instructional time, engaged time, and academic learning time.
Allocated time
Allocated time is the total time allotted for teaching, learning, and routine classroom procedures like attendance and
announcements. Allocated time is also what appears on a student's schedule, for example "Introductory Algebra:
9:50-10:30 a.m." or "Fine Arts 1:15-2:00 p.m."
Instructional time
Instructional time is what remains after routine classroom procedures are completed. That is to say, instructional
time is the time wherein teaching and learning actually takes place. Teachers may spend two or three minutes
taking attendance, for example, before their instruction begins.
Engaged time
Engaged time is also called time on task. During engaged time, students are participating actively in learning
activities—asking and responding to questions, completing worksheets and exercises, preparing skits and
presentations, etc.
Academic learning time
Academic learning time occurs when students 1) participate actively and 2) are successful in learning activities.
Effective classroom management maximizes academic learning time.
Classroom behavior management or time management?
Yes. The research on effectively addressing student misbehavior set the first priorities on the removal of instructional vacuums
and the replacement of inappropriate behavior with student on-task behavior. Replacement of inappropriate behavior with
appropriate behavior requires students to be actively engaged in a learning task that meets their needs and is generating at least
80% success. These consistent demonstrations of success dramatically reduce opportunities for misbehavior and increase
student success experiences. Increases in student success experiences generates a concurrent increase in positive attitudes to
school in general and the content area in particular. The research examining the academic success of students and student
behavior problems in later grades has consistently reports that early effective academic instruction is an important method of
preventing significant behavior problems as students move from elementary to junior high and high school. A 2006 synthesis of
the research clearly concluded that systematically increasing the quality and quantity of instructional time significantly
increases student academic success and significantly decreases teacher classroom management problems.
The teacher as executive.
For the teacher who must manage the instruction of students with a range of disabilities, the coordination of the instruction team
is a major challenge. The team for each student often includes, instructional aides, volunteers, parents, therapists, and regular
class teachers. The teacher has an important management responsibility ensuring that every available instructional minute is

2. used to systematically and effectively address individual student needs. With these management responsibilities, the teacher is,
indeed, an executive.
Classroom time management: good and bad news.
The decade, 1980 to 1990, saw a massive research investment in the role of classroom time. The findings of that decade remain
unchanged in terms of conclusions and importance to this day. The researchers examined four types of time:
1. First, was Available Time, the amount of time available for all school activities. Available Time was approximately 6 hours per
school day.
2. Second, was Allocated Time, the amount of time allocated for content area instruction. Allocated Time was approximately 4
hours and 45 minutes of the Available Time.
3. Third, was Engaged Time, the amount of time the student is actively engaged in learning tasks. Engaged Time was
approximately 2 hours of Available Time.
4. Fourth, was Academic Learning Time ( ALT), the amount of time the student is successfully engaged in a needed learning
task. ALT was approximately 48 minutes of the Available Time of 6 hours per day.
The bad news from the research was the massive variability among teachers. One group of researchers reported a range from 4
minutes to 52 minutes of ALT in reading instruction per day among teachers with similar students. The number of classrooms
with very modest levels of ALT delivered bad news, because the research consistently concluded a strong, positive and
predictive relationship between ALT and both student achievement, and student attitudes. The good news in this research data
lies in the increased importance of the individual teacher. The teacher who chooses to manage time effectively can make major
differences in the lives of students. The research also reports that the more the student is at risk of failure, the more important
the teacher’s time management skills become in helping the student close the gap with peers.
An executive time management tool for teachers.
A review of the Time Management Teacher Self-Evaluation Checklist will show examples of the previously listed research
findings in practical classroom contexts. The four types of instructional time are listed. For teachers interested in applying the
research, this checklist should be used monthly until problems are identified and successfully addressed. All members of the
instructional team should be aware of the areas monitored by the checklist. Even when problems have been addressed
successfully, the checklist should be used quarterly. For a more detailed list of suggestions for using the Time Management
Teacher Self-Evaluation Checklist, the reader is referred to a chapter on Time Management in a book, “Research Into Practice“,
by Hofmeister and Lubke.

3. Time-Saving Tips
By Mark Warner
Age Range: 5 to 11
Save yourself some time with this collection of tips:
Fed up with washing out paint palettes? Go to your local supermarket and ask them to save you the plastic trays
that yoghurts are sold on. They make great disposable palettes!
Contributed by Leila Behrman.
Set up a finishing off work file for each child in your class. Put them in (nicely coloured) box files in
register/alphabetical order. The children can file away their own work that is not finished, and get it themselves to
finish when they have a spare 10 minutes.
Contributed by Kate O'Rourke.
Each group in my class is named by colour, but if you prefer not to, you can still use colour to identify a group. I
have several small plastic storage boxes, but baskets are just as good - and cheap - and I keep their workbooks in
these. I stick a coloured label across the spine of each book, and store them spine upwards. When the children
need to find their workbooks, one person can go to the box or basket, and retrieve the books for the whole group.
This is also helpful when I want to focus on a particular group for marking or monitoring. The children quickly get
used to the system, and I notice that they are more careful in storing their books neatly. It also means their storage
trays do not get too cluttered. I use the colour system to tie lengths of wool in a loose loop around the handle of their
reading folders / book bags. At 'home time' this is a quick way of each group finding their own set of bags in the
large box I use for storage - it also encourages the children to store their bags with the handle at the top, so that
they can find it easily at reading times.
Contributed by Sheena Florey.
Hi, I'm a nursery nurse working with a group of ESN children in year 5. Like all schools we have limited budget for
resources so we make as many of our own as we can. One idea is to collect the caps off drinks bottles to use as
counters.
Contributed by Hilary Banks
Always carry a large file with word sleuths and jumbles on it. This is great for emergency activities in any situation.
Contributed by Tracy
This is just a management thing that has worked for me. On my computer, I create a table with the students' names
and subjects taught. I print this out and make 6 copies, one for each six weeks. As I average my grades, I pencil in
the student's score under the appropriate subject, rather than putting it in my grade book. When a parent comes in, I
just pull up the sheet of paper, cover up the other students' grades. This way, I don't have to flip through my entire
planning book to get the student's information.
Contributed by JoAnna

4. Short of good quality card? Visit your local picture framers and ask them for off-cuts. When they cut mounts for
pictures, they have no use for the middle bits and discard them. They are usually pleased to donate them to schools
and thick card can have many uses in a primary classroom.
Contributed by Leila
If your students have trouble bringing back their homework this may work. Have them use a pocket-folder. On the
left side trace their left hand and write "LEFT at home" and on the right side, trace their right hand and write "Bring
RIGHT back". This works well for all young children and they will learn their left from their right!
Contributed by Amy Uhl
I use this timesaver to check attendance in the morning. When students arrive, they each have a bird with their
name on it. They place their bird in birdhouses labled hot lunch, sandwich, salad, brought lunch. This lunch count is
on a white board. The birds have magnets on their backs.
Contributed by Angela Tanner
Fed up of making wordsearches? Why not give blank grids to the children and instruct them to make their own,
using all the vocabulary that they know. Photocopy the better ones and give them back out for the class to fill in on
another occasion.
Contributed by Graham Baines
To cut back on time when marking and handing out books, I have given my groups colours for names so that I can
colour coordinate all their work books etc. I just stick a coloured sticker to the spine of the books and can see at a
glance when handing out books or marking. You can also colour coordinate pencils, etc. This encourages them to
look after the groups things.You know straight away what is missing from each group.
Contributed by Jill Wilson
Devise a jobs list, whereby you outline specific areas in the classroom, e.g. construction/book corner etc. 2 children
each week are responsible for checking these areas after the class has tidied up. Develops a sense of
responsibility.
Contributed by Sam Donnison
This works particularly well with older children... I have one person per table who collects the tables books open at
the appropriate page to be marked, each book stacked open on top of the other. Each table monitor then brings my
books over to my marking corner to create a set of x number of books that are ready to be marked... no need to
spend ages flipping through trying to find that piece of work!
Contributed by Victoria Cook
If my class is inclined to be noisy (I am a supply teacher) I appoint noise police. One child per table or group is
allowed to hush other children if they get too noisy. Noise police change per session and children end up by
appointing their own policeman.
Contributed by Carol Brathwaite

5. When you run something through the laminating machine and you end up with excess film, don't throw it away. It
can be used to draw on with the overhead projector if you would like to enlarge something. If it is cut to 8 1/2 x 11 it
can also go through your laser jet printer to make very inexpensive transparencies. The overhead markers can be
wiped off with a damp tissue.
Contributed by Maggie Thompson
Instead of my children asking to go to the toilet - which often interrupts with the flow of learning and teaching, a child
stands at the door and I nod him/her to go rather than a hand up which invariably will lead you to ask - 'what's your
question' - 'Can I go to the toilet'? Just a pet hate of mine that I have turned around to give the class more time and
free from interruptions.
Contributed by Stephen McKernan
I have a red PE sash hanging by the door. If a child wants to go to the toilet they put on the sash and wait for me to
acknowledge them. They can then go to the loo. I know that a child is out of the room and only one child can go at a
time.
Contributed by Carole
At the beginning of school as I make the children’s packets that are full of information for the entire year, I make
several extra and set aside for new students. Then, when I receive a new student I already have a packet ready to
hand to the parents. Included in the packet is my business card that included our district website, school phone
number and website, and my school email address.
Contributed by Sandy Lawrence.
http://www.teachingideas.co.uk/more/management/timesavingtips.htm
Lesson Plan for Essay Writing
By Bruce J. Martin, eHow Contributor
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The Essay is a Process

6. An effectively structured essay is fundamental to academic and career success as well as social
advantage. Planning a lesson for any age group includes understanding the pattern, structure and
organization, as well as providing sufficient examples to assist the writer in understanding writing
standards. Allow the writers plenty of time to plan, write, revise and review so they can engage multiple
learning styles and cognitive strengths.
Other People Are Reading
 Essay Writing Exercises
 How to Teach Writing Five Paragraph Essays
1. Examples and Rubrics
o Provide the students with a well-written or even a professional essay appropriate for the age group and
lead the writers in evaluating the sample for its strengths and weaknesses. Identify structure such as title,
introduction paragraph, thesis statement, paragraphs and conclusion. Discuss what the purpose of the
essay might be and how the writer successfully achieves his writing goals. Provide an example of a poorly
written essay and discuss why this example does not succeed in its purpose. This would be a good time to
provide the writers with your grading rubric to help them see how you will assess their end product.
Pre-writing
o Demonstrate several strategies for pre-writing, including both visual and verbal methods. Pre-writing
enables a writer to identify as many ideas as possible for potential inclusion in the essay, as well as
organizing ideas for an effective structure. Verbal pre-writes include brainstorming, T-charts, etc., while
visual pre-writes can include thinking maps and Venn diagrams. Encourage the writer to consider
multiple organization strategies even at this stage to best meet the purpose of the essay. The pre-write can
show a chronological structure, argumentative pattern or thematic plan to the essay.
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Composition
o Demonstrate and assist the writers in composing sentences and paragraphs. Help the writer with main
idea sentences and supporting details in each paragraph and begin aiding the writer to follow the chosen
pattern of development. Remind the writer that the composition stage is about getting ideas into
paragraph form, and not on the important minutiae of editing.
Revising and Editing
o This stage is a good one for peer review or whole-class review. A paragraph can be shared with a
classmate, or shown to the whole class for structured review and revision. Help the writer with the flow of
ideas -- does the paragraph flow logically, or are some sentences out of place? Is the word choice
appropriate, or can words and phrases be eliminated? Assist the writer in understanding that revision is
not loss -- some writers feel that taking anything away from a sentence or changing the order of sentences
within a paragraph means they are "doing it wrong." Instead revision should be a mentally challenging
and rewarding part of the writing process. Once your writers are ready to edit, provide them with
sufficient number of dictionaries to assist with problematic spelling and word choice decisions. Assist the
writers with formatting, including paragraph indentation, spacing and whatever other mechanical
standards you have in place.

7. Self-reflection
o Allow the writers to assess their own end-product after they have published their essay, either in print or
electronically. Support self-reflection as a cognitive strategy so that the writer can evaluate their process
and writing strengths and weaknesses. Allow them to review this self-reflection in their future writing
assignments. Encourage the writer to be confident in their writing abilities by seeing their essay as a
finished product and the end result of careful planning, organization, and careful revision.
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