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Foundation of Classroom Management. Building Positive Relationships. Why Are Relationships Important?. For some students, displaying concern outside of school is a significant factor influencing motivation and achievement (Jones & Jones, 2007)

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Foundation of Classroom Management

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Foundation of classroom management

Foundation of Classroom Management

Building Positive Relationships

Why are relationships important

Why Are Relationships Important?

  • For some students, displaying concern outside of school is a significant factor influencing motivation and achievement (Jones & Jones, 2007)

  • Positive Relationships with teachers appear to be a factor that prevents high-risk students from being retained or referred for special education. (Pianta, Steinberg, & Rollins, 1995)

  • Positive relationships are the foundation of effective classroom management. (Marzan, Marzano, & Pickering, 2003)

Let s brainstorm

What are Barriers to Positive Relationships?

Let’s Brainstorm!



  • Cultural/religious differences

  • Underlying biases

  • Achievement differences

  • Time

  • Family disconnected to school community

  • Communication/language differences

Building positive relationships

Building Positive Relationships

  • Provides non-contingent positive attention

  • Ongoing throughout the school year

  • Promotes positive adult/student relationships

  • Improves overall system functioning

  • Increases opportunity for instruction

Foundation of classroom management

Teacher behaviors

Teacher Behaviors




Inviting School Success, Purkey & Novak, 1984

Intentionally disinviting

Intentionally Disinviting

Behaviors or comments intended to be degrading or derogatory

Unintentionally disinviting

Unintentionally Disinviting

Behaviors or comments that may cause unintentional strains on a student/teacher relationship

Unintentionally inviting

Unintentionally Inviting

Behaviors and comments that are inherently positive.

Intentionally inviting

Intentionally Inviting

Behaviors and comments targeted to let students know that they are valued

Teacher behaviors1

Teacher Behaviors




Inviting School Success, Purkey & Novak, 1984

Relationship building strategies

Relationship Building Strategies

Greet students by name daily as they arrive.

  • sets positive tone

  • has been proven to increase student time-on-task

    2x10 Method

  • 2 uninterrupted minutes each day, 10 consecutive days

  • Talk about your interests, ask questions, share stores.

  • Do not talk about school, academics, behavior

    4H Method

  • Greet challenging students with one of the four Hs—handshake, high-five, “hello,” or “how are you?

Relationship building strategies1

Relationship Building Strategies

3:1 Ratio

  • Giving three responses to positive behavior for every one response to negative behavior will maintain current behavior

  • Use a 7:1 ratio to improve behavior

  • Post a 3:1 reminder in your classroom

    1 Week Positive Campaign

  • Find a positive quality related to behavior goal

  • Spend one week praising the student(s) when the quality is displayed

  • Be specific

Creating a positive environment activity

Creating a Positive EnvironmentActivity

  • Seven groups

  • Each group reviews one section and decides which strategies resonate (~5 minutes)

  • Groups share 2-3 strategies (2-3 minutes)

Creating a supportive classroom

Creating a Supportive Classroom

  • Create a positive relationship with students

  • Create a “family feel” in your classroom

  • Establish a positive relationship with students’ families

  • Teach and review behavior expectations

  • Use student peer support

  • Class-wide and individual student incentives

  • Help students remove themselves physically or mentally from negative situations

Child study system facilitators

Child Study System Facilitators

Other behavioral resources

Other Behavioral Resources

  • Principal/Assistant Principal

  • Counselor

  • Child Study Facilitator

  • Social Emotional Learning Specialists

  • Behavior Intervention Plan (eCST)

  • Child Study Team

  • Behavior Specialist (requires CST referral and CSSF observation)

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