This presentation contains 20 practices to consider when managing a class.

1. Evidence-based Practices in Classroom Management: Considerations for Research to Practice By. Brandy Simonsen and et.al

2. What is classroom management? “…all of the things that a teacher does to organize students, space, time, and materials so that student learning can take place.” (Harry Wong )

3. 20 Practices used as evidence for classroom adoption 1.Maximize Structure and Predictability a. High classroom structure (e.g., amount of teacher directed activity) b. Physical arrangement that minimizes distraction (e.g., walls, visual dividers, etc.) and crowding.

4. 2. Post, Teach, Review, Monitor, and Reinforce Expectations Post, teach, and review expectations (social skills) and provide feedback: decreases disruptive behavior (e.g. talking out) and increases in academic engagement, leadership, and conflict resolution) Active supervision: creates a positive impact on student behavior in different settings like classroom and non-classroom areas (cafeteria, playground, hallway, etc.)

5. 3. Actively engage students in observable ways Rate of opportunities to respond (OTRs): A teacher behavior that prompts or solicits a student response. Direct instruction: Clear presentation of content through signals, gestures, skills and so on. In-class-wide peer tutoring: Pairs to play the roles of tutor and tutee and provide each other with instruction.

6. Computer assisted instruction (CAI): Use of technology to provide ss with one-one instruction through the use of corrective feedback and material tailored to the proper instructional level. e. Guided notes: teacher-provided outlines of lectures and chapters that contain the main ideas and spaces for ss to include additional details.

7. 4. Use a Continuum of Strategies to Acknowledge Appropriate Behavior Specific and/ or contingent praise: a positive statement by the teacher. Class-wide group contingencies: set for a group that has a common expectation. Three types: dependent (a smaller subset of the group), interdependent(the whole group), and independent (each student). Behavioral contracting: written documents that specify a contingency (relationship between behavior and consequence). d. Token economies: Chips or tokens sts earn contingent a desired behavior. Then, tokes are exchanged for desired items, activities and so on.

8. 5.Use a Continuum of Strategies to Respond to Inappropriate Behavior Error corrections: warnings and explicit reprimands. Performance feedback: data (charts, graphs, reports) regarding their engagement in target behavior. Differential reinforcement: engagement in low rates of undesired behavior, alternative behavior, and an incompatible behavior). Planned ignoring plus contingent praise and / or instruction of classroom rules: teacher ignores a learner if s/he exhibits undesired behavior. Response cost: The removal of a stimulus or privilege won before. Time out from reinforcement: The removal of a student from a less reinforcing environment (playtime, play ground).

9. The Characteristics of a Well-Managed Classroom Students are deeply involved with their work, especially with academic, teacher-led instruction. Students know what is expected of them and are generally successful. There is relatively little wasted time, confusion, or disruption. The climate of the classroom is work-oriented but relaxed and pleasant. Harry Wong

10. The Effective Teacher 1. MANAGES his-her classroom. The ineffective teacher DISCIPLINES his-her classroom. Trains students to know what they are to do. Maximizes proximity to both students and materials. Cultivates a positive reputation. Has a posted morning or class-opening routine. Posts a maximum of 3 to 5 rules or responsibilities. Has the discipline plan posted when the students arrive on the first day of school. Harry Wong

11. Universal Specific Rules Follow directions the first time they are given. Raise your hand and wait for permission to speak. Stay in your seat unless you have permission to do otherwise. Keep hands, feet, and objects to yourself. No cursing or teasing. No put downs of classmates. Keep your voice to an inside working level. Harry Wong

12. Specific Rules for the Playground 1.Swing only forward and backward on the swings. 2.Sliding paths must be clear before you start your slide. 3.Always go down the slide and never go up the slide. 4.Only two on the seesaw or teeter-totter at a time. Harry Wong

13. Specific Rules for the Cafeteria 1.Follow correct traffic flow from serving counter to table and from table to trash to exit. 2.Choose a seat and remain there. 3.All food is to be eaten in the cafeteria. 4.Raise your hand to be excused when finished eating. 5.Scrape food into bins with a rubber spatula and put utensils in the water. Harry Wong