You need more than desire and education to teach a successful lesson; you need a plan. Use these tips to create clear procedures and classroom management strategies that work.

1. Before They Enter the Classroom &
What to Do When They Get There
Positive Classroom
Management Strategies
Julie Connor, Ed.D.
TED Speaker | Educator | Collaborative Leadership Expert
www.DrJulieConnor.com

2. OVERVIEW
This presentation outlines:
 Examine organizational practices
 Develop common procedures & norms
 Provide resources & activities
 Engage students in dialogue & build
positive relationships

3. The Second Grade
Homework Assignment:
Draw a picture of what you
would like to be when you
grow up.
Write a sentence about your
career choice.

5. For discussion …
 How would you address this issue?
 What questions would you ask?
 What is Mommy’s career?
Mommy works as a sales clerk at Home
Depot. She sells shovels.
 How do our assumptions affect our
relationships? Our teaching? Our
expectations?

6. How would our classroom experiences
be different if we believed …
 All students wanted to learn?
 All students wanted to be smart?
 All students wanted to work hard?
 All students wanted to be successful?
 All students wanted the teacher to feel
proud of them?

7. “Every kid
needs a
champion.”
- Dr. Rita Pierson
Recorded at TED Talks EDUCATION
(YouTube, 2013)

8. The Beloit College Mindset
List for the Class of 2020
 The Beloit College Mindset List
 Reflects cultural touchstones
shaping students’ lives
 Represents rapidly changing
worldview of each new generation

9. What we know about U.S. students
 50% White ↓, 15% Black, 25% Hispanic ↑,
6% Asian/Pacific Islander, 4% Other
 21% of students live below the poverty
threshold
 40.2% of U.S. babies born to unwed mothers
 22% of students eligible for free & reduced
lunches
 Approximately 1 in 10 children attend
private schools
National Center for Education Statistics (2016)

10. Curriculum Design (Eisner, 1994)
INTENDED curriculum - official or planned
curriculum
EXTRA-curriculum – outside-of-class experiences
HIDDEN curriculum - values & norms conveyed in
the classroom & by the school
NULL curriculum - information intentionally or
unintentionally excluded from instruction
“What schools do not teach may be as important as what
they do teach” (Eisner, 1994).

11. What is it we expect students to know
and be able to do?
• What do we want students to know and
be able to do?
• How will we know when they know
it?
• What will we do when students are
not learning?
• What will we do when students already
know it?
(adapted from Eaker, DuFour, & DuFour, 1998)

12. Successful Classroom Management includes
CLEAR NORMS & CONSISTENT PROCEDURES
 Clear expectations & rules
 Clear procedures & routines
 Strategies that outline appropriate behaviors
 Strategies to respond to inappropriate
behavior
 Multiple opportunities to respond
 Active supervision
 Clear activity instruction
 Consistent activity sequence

13. Classroom Management Plan
WHAT ARE STUDENTS EXPECTED TO DO WHEN:
 They enter the classroom?
 During lecture / instruction?
 During guided / independent practice?
 Before dismissal?
WHAT ARE:
 Classroom procedures?
HOW DO YOU INFORM OTHERS?
 Students?
 Parents/primary caregivers?
 Administrators?
 Substitute teacher?

14. Things to Consider When Developing a
Classroom Management Plan
 What are students expected to know and be
able to do?
 Where is the information & resources to meet
expectations?
 Where do I post lesson objectives?
 Where are assignments posted?

15. DepthofKnowledge

16. Category 25 – 20 19 – 13 12 – 6 5 – 0
Content Student answers all parts of
the questions and fully
explains responses in
complete sentences.
Student answers
almost all of parts of
the questions and
explains responses in
complete sentences.
Student answers some of
the parts of the question.
Some of the responses are
not written in complete
sentences.
Student does not answer
the questions. Most
responses are not
written in complete
sentences or answer part
of the question.
Neatness &
Organization
Work is very neat and easy
to read.
Work is generally neat;
less than 3 words are
difficult to read or
understand.
Work lacks neatness in
much of the responses. 4-
5 words are difficult to
read or understand.
Work lacks neatness.
Writing is difficult to read
or incomplete.
Grammar,
Spelling,
Capitalization, &
Spelling
Writer makes no
errors in
grammar, spelling,
capitalization, or
punctuation.
Writer makes 1-2
grammar, spelling, or
capitalization, or
punctuation errors.
Writer makes 3-4
grammar, spelling,
capitalization, or
punctuation errors.
Writer makes
more than 5
grammar, spelling,
capitalization, or
punctuation errors.
On-Task
Behavior
Student stays on task
throughout the entire
assessment writing period.
Student stays on task
throughout most of the
assessment writing
period.
Student needs 3 or more
reminders to stay on-task
during assessment writing
period.
Student is not on-task
during the assessment
writing period.

17. Establishing NORMS
 Listen attentively
 Encourage participation
 Ask questions
 Respect other’s points of view
 Need to stay focused

18. PBIS School-Wide Behavior Matrix

22. Inform Parents / Caregivers

23. Recovery Room Procedures

24. Recovery Room Procedures

25. Team / Administration Interventions

26. Passes & Coupons

27. STUDENTS NEED
COOPERATIVE LEARNING EXPERIENCES
Job force requires people
who can work in teams
90 – 95% of those who
lose their jobs:
They can’t get along
with others

28. Cooperative Learning provides students
with opportunities to:
 Communicate & resolve conflict
 Follow rules
 Develop personal growth skills (patience,
respect, listening, etc.)
 Increase individual & collective accountability
Kagan cooperative learning strategies
COOPERATIVE LEARNING

29.  Agreed upon goals
 Members encourage & support each other
 Open communication
 Clear roles
 Mutual respect
 Members speak as “we” instead of “I” or “them”
 Team pride
 Individual contributions recognition
Each member considers him/herself a “team player”
Evidence of Successful Teamwork

30. Teaching Cooperative Group Skills

31. Track Group “On-Task” Points

32. “No significant learning
occurs without a
significant relationship.”
-Dr. James Comer
Teddy and Miss Thompson
 Which teachers inspired you?
 What influence has your role models had on the
type of teacher you strive to be?
 How do you want to be remembered as a
teacher?

33. 12 Norms of a
Healthy School Culture
1. Collegiality
2. Experimentation
3. High Expectations
4. Trust & Confidence
5. Tangible Support
6. Reaching out to the
Knowledge Base
7. Appreciation &
Recognition
8. Caring, Celebration,
& Humor
9. Involvement in
Decision-making
10. Protection of What’s
Important
11. Traditions
12. Honest & Open
Communication
“Good Seeds Grow In Strong Cultures ” Educational Leadership (March, 1985)

34. Iterative
Systematic
Assessment
Cycle
Mission/Purposes
Goals
Outcomes
Implement Methods
to Deliver Outcomes
& Methods to
Gather Data
Gather Data
Interpret Evidence
• Make decisions to improve programs
•Enhance student learning
• Inform institutional decision-making
• Planning
• Budgeting
• Policy
• Public accountability

35. For Discussion ...
How can we work more effectively
as teams?
What can we do to promote
understanding and
collaboration as a staff?
Where do we go from here?

36. Julie Connor, Ed.D.
Speaker, Educator,
Collaborative Leadership Consultant
www.DrJulieConnor.com
julie@drjulieconnor.com
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