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Classroom Management. HealthW.I.S.E. Table of Contents. Slide One: Classroom Rules Slide Two: Keeping Control Slide Three: Inappropriate Responses Slide Four/Five: Getting Class Attention Slide Six: Keeping Student Attention Slide Seven: Attention Seeking Student

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classroom management

Classroom Management


table of contents
Table of Contents
  • Slide One: Classroom Rules
  • Slide Two: Keeping Control
  • Slide Three: Inappropriate Responses
  • Slide Four/Five: Getting Class Attention
  • Slide Six: Keeping Student Attention
  • Slide Seven: Attention Seeking Student
  • Slide Eight: Questioning Techniques
  • Slide Nine: Delicate Questions
  • Slide Ten: Positive Reinforcement
  • Slide Eleven: Emergency Procedure
classroom rules
Classroom Rules
  • Request a copy of the teacher’s classroom rules.
  • Be introduced to the class.

Tell them how you want to be addressed.

  • Be aware of safety in the classroom! Safety first!!!!!
keeping control
Keeping Control
  • The teacher is still in charge, but students will see you in the active leadership role and may ask permission for normal school business.
  • Don’t always believe the statement: “But the teacher lets me do it.”
  • Defer any classroom protocol questions that you cannot answer, to the teacher.
inappropriate responses
Inappropriate Responses
  • The teacher is in charge and should control student behavior.
  • If a student behaves inappropriately, removal from the activity is usually enough of a punitive response.
  • If you say it, do it!
  • Use student names frequently. Students are less likely to act out when they know you know who they are.
classroom attention
Classroom Attention
  • Use classroom signals rather than calling for attention.
  • Know how the teacher gets student attention.
  • Use the teacher signals or make your own, but do not move on until you have everyone’s attention
sample attention getters
Sample attention getters
  • Dim the lights
  • Hold up your hand
  • Ring a bell
  • Count down from ______
  • Sound makers
  • Play a CD
keeping student attention
Keeping Student Attention
  • Use names!
  • Don’t call on raised hands!


  • Copy the teacher’s seating chart and place it in a page protector. You can use an overhead projector pen to mark the seating chart in the page protector. This erases with a damp paper towel or cloth. Check off names when you call on someone
  • Use sticks with student names to be sure you call on everyone in the classroom
attention seeking students
Attention-seeking students
  • Some students commandeer the classroom and the teacher by demanding more attention. Other students turn off their attention because of this.
  • Be sure to devise a method to ensure EVERYONE’S participation.
  • Don’t call on the same student just because they have their hand raised. They ALWAYS will have their hand raised.
question techniques
Question Techniques
  • When you question students, call on numerous students and do not respond with yes or no. This stops thinking. Instead, say um hmm or what else could it be?
  • When students question you, answer if it fits the activity. Don’t get caught up in random “bird walk” questions that are not pertinent to the activity.
delicate questions
“Delicate” Questions
  • Most states have an Ed Code that requires parental approval for attendance in any class that covers information dealing with family life education
  • It is best to refer related questions to the family at home and not address these in the classroom unless the permission form has been returned to you.
positive reinforcement
Positive Reinforcement
  • Rather than correcting poor behavior, reward positive behavior.
  • Recognize effort by students.
  • Smile or nod.
  • Give frequent recognition to good ideas, willingness to contribute, or other student attributes that are commendable.
emergency procedures
Emergency Procedures
  • Know where the classroom emergency folder is located.
  • Know the emergency signal procedures. (bells, alarms, all-call warnings)
  • Know the emergency evacuation route for each classroom in which you will be located.
  • Know where emergency equipment is located. (fire extinguisher, blanket, water)
  • You should never be left alone with a class!!!!!!!!!!!!
cooperative learning groups
Cooperative Learning Groups
  • Team work is an integral part of many HealthWISE activities. You will need a plan to organize groups efficiently.
  • First ask if the teacher uses cooperative groups already. Ask how the groups were organized. If the planning has already been done to your satisfaction, utilize the teacher’s plan
organizing coop teams
Organizing Coop teams
  • Have a plan that incorporates all students
  • Each member of the team needs a task with a job description
  • By assigning tasks, you will minimize the number of students who are moving about the room and get students to consult with one another within their teams.
  • Standard group size in elementary classrooms is 4, so organize accordingly.
sample team job descriptions
Sample Team Job Descriptions
  • CEO: in charge of the activity procedures for the team. The CEO is the ONLY team member who can ask questions for the team
  • Executive Secretary: writes reports with the groups assistance, records data
  • Lab Technician: responsible for equipment set up and take down
  • Materials Manager: obtains equipment, materials for the team
  • Sanitation Engineer: in charge during clean up, directs team during clean up procedures

(Standard group size is 4, so combine jobs to match the team member size)

sample team job descriptions1
Sample Team Job Descriptions
  • Leader/Teacher: makes sure every student is heard, focuses work around the table
  • Recorder: compiles member’s ideas; graphic organizer/worksheet/etc.
  • Time Keeper: keeps group on task, announces when time is halfway through and when time is nearly up
  • Presenter: presents group’s finished work to the class
taking students outside
Taking Students Outside
  • You should visit the area where you plan to work ahead of time. Denote any safety concerns.
  • Provide instructions to students for the outside activity BEFORE going outdoors. Model the activity to show what you expect.
  • The teacher may already have a strategy for how students line up and leave the classroom. Use that strategy. If not, you should devise one.
  • Remind students that they are expected to participate safely in the activity.
  • Outline the boundaries where the students will work outdoors and tell them.
  • Monitor the students while they are outside.
playing games
Playing Games
  • Everyone needs to participate in the activity.
  • Have a plan for organizing teams that does not leave anyone out of a team or chosen last.
  • Explain the rules of the game while everyone is indoors.
  • You may want to draw a diagram on the board to show how they will be organized.
  • Model the activity beforehand.
  • The teacher is expected to accompany the class in the activity outdoors and should handle any emergencies that arise.
final thoughts
Final Thoughts
  • You are never to be left alone inside or outside the classroom with students.
  • The teacher is expected to always be present when students are present.
  • Provide a brief summary of the lesson or activity for the teacher beforehand.
  • Have an emergency plan or substitute activity. (This is especially helpful for outdoor activities.What if it is raining on the day you planned an outdoor game? Perhaps you can use the cafeteria or other indoor facility depending on the time of day)
  • If you are unsure of anything, ask before you act.
  • Enjoy yourself.