Classroom Management

Click on the appropriate grade level to find classroom management strategies for children across the grade levels. 

Please keep in mind that you might consider interventions at lower grade levels for lower functioning individuals.

Click on the "Submit Your Ideas" icon to share your own successful strategies.

Submitted by: Leah 
Category: Classroom Management 
Age or Grade: Preschool 

Title of Intervention: Let's Share 

Materials: Pictures depicting sharing situations 

Intervention: Introduce sharing to the class.  Ask for definitions of sharing and why sharing is important.  Role-play the concept of sharing-model sharing a puzzle with a child. Then model not sharing a puzzle with a child and discuss why this is not good sharing.  Go back and repeat the activity with the child, this time sharing the puzzle.  Break into groups evenly and assign one item per person in each group.  The children must work together within their group by sharing their items to complete a group project (making a Christmas chain for example). 

Reference: Social Integration Project (1982).  Communication Skill Builders Inc.

REFERENCE: Chapman-Weston, D. & Weston, M. (1996). Playwise. New York: G.P. Putnam’s Sons.

Submitted by: Jayne 
Title of Intervention: Too Much Talking 
Materials: none 

Intervention: Establish a signal that will inform students when the volume of noise has gone beyond acceptable limits. Turning out the lights is an efficient signal. Whenever the level of noise becomes unacceptable, calmly walk over and turn off the lights. This signals the students to quiet down. Keep the lights turned off until the entire class is completely silent. 
When students have become familiar with the lights out signal, they may try quieting down as soon as you walk toward the light switch, in hopes of avoiding punishment. Turn the lights off anyway. This indicates that they 'll owe two minutes for having been too loud, no matter what. 
Don't attempt to differentiate between who is making noise and who isn't; if there's too much noise, it's the responsibility of the whole class. Trying to record which students owe time makes the plan unnecessarily complicated. 

Reference: Sprick, Randall. The Solution Book. Science Research Associates, Inc., 1981.

Submitted by: Shelly Green

Category: Classroom Management - Behavior Management

Age or Grade: Elementary

Materials: Tag board, Velcro, Colors of red, yellow and green

Preparation: Make a poster of a traffic light with red (top), yellow (middle), and green (bottom) lights. Put three Velcro tabs on the left side of the poster, lined up with each of the lights. Make a pointer out of tag-board. Put a Velcro strip on the pointer so that it will stick to any of the three tabs on the poster.

Steps:

1.) Select a menu of class rewards (e.g., snack time, free time). For each reward decide on how many “green light points” the class must earn to get the reward.
2.) Pick a time-period during the day when you will use the program. (Generally, it’s a good idea to pick a time when you most want students to be attentive and working on academic tasks with a minimum of distractions.
3.) Introduce the programs to students. Tell them that you are starting a program to reward students for helping to make the classroom a place for effective learning. Each day, the class will start out with 10 “traffic points”. Points will be deducted if the class (or any individual student becomes too disruptive. Any points remaining at the end of the period can be saved and redeemed later for class rewards.

Green Light – Noise level is low in the classroom. No students are acting disruptively. The teacher is able to teach rather than deal with behavioral issues.

Yellow Light – Noise level is starting to climb and may begin to distract the teacher and /or students. One or more students may be starting to act disruptively.

Red Light – Noise level is too high for students and teacher to concentrate on academics. One or more students may be acting disruptively. The teacher must stop instruction to address the student disruption.

4.) Tell the students that:

a.) If the noise level or disruptive student behavior starts to approach problem levels, the class will get a single warning and the arrow on the Traffic Light Chart will move to the yellow range.
b.) One “Traffic Point” will be deducted every time the arrow is moved to the red zone.
c.) For each full minute the pointer is in the red zone, and additional point will be deduced from the class “Traffic Points”.
d.) When student behavior improves, the arrow will move from the red or yellow zone to the green zone.
e.) Student complaints will result in the deduction of “Traffic Points”.
f.) The class is awarded any “Traffic Points” that remain at the end of the period provided that hey have had at least 10 continuous minutes of green-light behavior during the class period. Otherwise, all points are lost.

5.) At the beginning of each period, write the number of “Traffic Points” that the class is starting with on the board. Update on the board the number of “Traffic Points” that remain each time that a point is deducted.

Reference: www.interventioncentral.org/htmdocs/interventions/classrmtraffic.shtml

Submitted by: Eva 
Category: Classroom Management 
Age or Grade: Elementary 

Title of Intervention: Lining Up 

Intervention: Lining up in an orderly manner and walking to your destination quietly ensures that the class will be orderly for you or whoever is to take charge. 

*Set the procedure for having students line up and walk to a destination the very first day of school.  Plan stops along the way so kids don't get away from you. 

 *For some reason, being first in line is a biggie with kids.  Use it to your advantage.  Let the best of whatever line up first as a reward.  Lining up is something we can all master.  Help students feel better by verbally rewarding them when they do it well. 

*The first few steps under behavior problems all apply to lining up as well.  Your class and you are being observed and evaluated every day in lines going here and there in school.  Be in shape early in the year. 
 

Reference: Harrison, A. & Sppuler, F.  (1983).  Hot Tips for Teachers:  a Collection of Classroom Management Ideas.  Fearon Teacher Aids. 

Submitted by: Gloria Collins

Category: Social skills

Age or Grade: Early elementary K-3rd

Materials: None needed, but for younger kids you could have floppy rag dolls and robot toys to show as examples.

Intervention: To teach children to relax, use the Robot/Rag doll example. Ask the kids to act like robots and be stiff and tense. Then ask then to be like a rag doll and completely relax like they have no metal parts to hold them together. Play a game with them by saying “Robot” or “Rag doll” to have them either tense their muscles or relax them. It is a good method to use with anger management or with children with anxiety issues.

Reference: Unknown, used often in schools

Submitted by: Eva 
Category: Classroom Management 
Age or Grade: ANY 

Title of Intervention: Discipline Tips 

Interventions: 

* If you post rules, make them positive:  +Walk in Halls  +Sharpen Pencils Before Class  +Enter and Leave the Room Quietly 

* If two kids are fighting over ownership of an object, take the item from them and ask them both to bring notes from home stating that the object belongs to them.  We (authors) have never received two notes.  Give the object to the kid who brings the note. 

* Don't allow kids to sit too close to one another.  Proximity can increase problems. 

* Give simple incentives to positive behavior.  The row that quiets down first goes to lunch first.  Give rather than take away.  The positive approach to behavior works longer, better, and more often, with more people, than the negative approach. 
 

Reference: Harrison, A. & Spuler, F.  (1983).  Hot Tips for  Teachers:  a Collection of Classroom Management Ideas.  Fearon Teacher Aids.

Submitted by: Eva 
Category: Classroom Management 
Age or Grade: ANY 

Title of Intervention: New Kids 

Intervention: 
* Make up several folders for the new kids you may receive during the year.  In the folder, include a map of the school with the important places marked, a list of the teachers the student must know, a schedule of classes, rules of the classroom, library information, supplies needed, extracurricular activities, homework policy, absentee policy, school calendar, supply store information, bus information, lunchroom policy, and withdrawal procedure (just in case).  * Assign the new kid a buddy for the first few days so that the buddy can introduce the new kid around.  Try to choose a buddy who rides the new kid's bus.  * Ask an aide to help the new student for the first few days until the student has adjusted. 
 

Reference: Harrison, A. & Spuler, F.  (1983).  Hot Tips for Teachers:   a Collection of Classroom Management Ideas.  Fearon Teacher Aids.

Submitted by: Karla 
Category: Classroom Management 
Age or Grade: Kindergarten-Grade 2 

Title of Interventions: Preventing Disruptions in the Classroom 

Intervention: 1.  Assign a peer to sit /work with the student. 

Intervention 2.  Give the student responsibilities in the classroom. 

Intervention 3.  Allow the student to present or actively assist the teacher. 

Intervention 4.  Make sure the student has all the needed materials for class. 

Intervention 5.  Write a contract with the student. 

Reference: McCarney, The Teacher's Resource Guide, Hawthorne

Submitted by: Stephanie 
Category: Classroom Management 
Age or Grade: Kindergarten-Grade 2 

Title of Intervention: Learning a New Environment 

Materials: Butcher paper, markers, individual maps of the building, crayons, construction paper, and scissors. 

Intervention: Lower elementary students have a difficult time adjusting to a new environment. If they feel comfortable in their surrounding, then learning can take place. 

1. The teacher will make a large wall map of specific places within the school building with white roll paper. Different colors should be used for each place. 
2. The teacher should prepare doors, water fountains, etc. with construction paper in the same color as specific places shown on the classroom map. 
3. The student will be given a small outline map. They will locate specific areas and color them to match large wall map. Off limit places will be marked with an X. 
4. The students will use individual maps to answer teacher made multiple choice questions orally. 
5. The teacher will take the students on a building tour as they visit each area stop long enough for students to mark the maps. They will learn the rules of each are. 
6. The student will color the individual maps of the school setting. They will cut the map into pieces and use as a puzzle. 

Reference: Hill, D. E. (1994). Learning a new environment. Columbia Education Center's Summer Workshop, Lesson Plan #:AELP-GGR0019 

Link Description: Big Sky Telegraph

Submitted by: Stephanie 
Category: Classroom Management 
Age or Grade: Kindergarten-Grade 2 

Title of Intervention: 7 ways to Cure the Blurts 

Materials: none 

Intervention: 
1. Set expectations. Give children a sees of your vision for the tone of the classroom. 
2. Name and define the behaviors you want children to learn. Then make sure you reinforce them! 
3. Model appropriate and alternative behavior. This is critical, so develop an arsenal of strategies. 
4. Set up routines such as wait times to show that self-control is important. Provide as many alternatives to blurting out as possible and clue kids in to signals that help then know when, for example, to raise a hand. 
5. Settle on predictable consequences for blurting out. Display these prominently, so students can't claim to forget the rules. 
6. If communication breaks down, have children start over. This will help children feel invested in the solution they devise. 
7. Pose a class challenge to be disruption free. This strategy is particularly helpful when a class is very excitable. 

Link Address: www.scholastic.com/Instructor

Submitted by: Leah 
Category: Classroom Management 
Age or Grade: Kindergarten-Grade 2 

Title of Intervention: Guidelines for Handling Transitions 

Materials: none 

Intervention: 1. Let students know what will be happening next and what they need to do to get ready. 
2. Let children know how long it will be 
3. If students are having trouble winding down, let them know in increments that a change is coming. 
4. When the time has come to move on, let students know with a signal (such as lights on and off, special music, hand signals, etc.). 

Link Address: www.scholastic.com/instructor 

Link Description: Tricky Transition

Submitted by: Leah 

Category: Classroom Management 
Age or Grade: Kindergarten-Grade 2 

Title of Intervention: Assertiveness At School 

Materials: Assertiveness Cards(role play's)-Or make up your own 

Intervention: 1. Discuss the concepts of respect with students.  Elicit from students that respect does not necessarily mean that on always agrees with another. 
2. Tell students that they're going to act out some situations that might happen in school.  Explain that in the plays they will practice good timing and courtesy.  Discuss the importance of not only what is said or when it is said, but how it is said that gets the message across. 
3. Select a practice role play to perform in front of the entire group.  Discuss how timing, tone of voice, choice of words and courtesy were shown in the role play. 
4. Ask students to work as partners for the next role plays.  It is effective to give more than one group the same situation to demonstrate.  Besides increasing the practice that students get they also observe that there is more than one effective way to assert oneself. 

Reference: Cihak, M. K., & Jackson Heron, B. (1990). Games Children Should Play. Glenview, IL: Good Year Books. 

Submitted by: Leah
Category: Classroom Management
Age or Grade: Grade 2

Title of Intervention: Lowering Noise Levels

Materials: none

Intervention: If the noise level gets to high in your classroom, raise both hands and wait until everyone in the classroom raises both hands too.  This should be done with a smile and a reminder of the appropriate noise level.

Link Address: www.nea.org/helpfrom/growing/works4me/manage/behavior.html

Link Description: Works4me Tips Library

Submitted by: Troy 

Title of Intervention: Methods for keeping students engaged in learning activities 

Intervention: Hall Traveling in the Resource Room Setting 

    Problems that can occur in relation to the resource room are arriving and leaving the resource room and hallway problems during the transition from one classroom to the next. 
    The most efficient way is to have the student walk independently to and from class. This requires the ability to  tell when to leave and return to class, as well as exhibiting appropriate hallway behavior enroute. 
    For the student that is unable to successfully reach their destination, the following strategies can be implemented: 
      -putting a clock on the students desk that indicates the correct time to leave for class 
     -having a paraprofessional pick up the student and return each student to the door of the classroom 
     -setting timer that lets the student know when they should leave for class 
     -cueing the student to remember that after a particular activity occurs the student should always leave and go straight to the next class 
      -selecting another responsible student in the class to be the buddy who assists the student in remembering to leave on time and walking appropriately in the hall. 
 
Epanchin, B.C, Townsend, B., & Stoddard, K. (1994). Constructive Classroom Management: Strategies for Creating Positive Learning Environments. Pacific Grove, California: Brooks-Cole.

Submitted by: Jayne 
Title of Intervention: Not Raising Hands 

Materials: none 

Intervention: During a hand-raising activity, only call on students who have raised their hands. This reinforces the student who raised her hand and also reminds other students that your attention is given only to those who raise their hand. 

Reference: Sprick, Randall. The Solution Book. Science Research Associates, Inc., 1981. 

Submitted by: Jayne 
Title of Intervention: Distracting Others by Being Noisy 

Materials: none 

Intervention: Decide how much noise will be acceptable for the student to make. Think about the various ways the student makes noise to help determine what behavior will be acceptable and what behavior will be unacceptable. If the borderline between acceptable and unacceptable behavior is not thought out beforehand, you are likely to be inconsistent in punishing the student. This inconsistency may lead the student to make more noise, just to test where the limits are. Be as consistent as possible in letting the student know when a given level of noise is acceptable or unacceptable. 

Reference: Sprick, Randall. The Solution Book. Science Research Associates, Inc., 1981

Submitted by: Stephanie 
Category: Classroom Management 
Age or Grade: Grade 3-Grade 5 

Title of Intervention: Preventative Classroom Management 

Materials: None 

Intervention: Preventive Classroom Management 

Strategies teacher's can use to maintain a positive classroom include: 
-Make rules, explain them, explain consequences (at the beginning of the year) 
-Post rules in classroom 
-Curriculum (motivating lessons) 
-Explain directions clearly (check for understanding) 
-Avoid pairing up the "wrong students" 
-Call attentions regularly to desirable behavior 
-Activities after work is completed 
-Model appropriate behavior 
-Involve all students 
-Anticipate situations 
-Get to know students personally 
-Lessons planned thoroughly (organized) 

Reference: Lefrancois, G. R. (1997). Psychology for teaching. California: Wadsworth.  Richman, M. S. (1995). Just let me survive today.

Submitted by: Stephanie 
Category: Classroom Management 
Age or Grade: Grade 3-Grade 5 

Title of Intervention: Tip for Classroom Management 

Materials: None 

Intervention: 1. Make no more than five rules and consistently enforce them. 
2. Classrooms need to be colorful, inviting, and reflect what is going on. Display lots of student work. 
3. When you ask a question, tell students who put their hands up immediately that you are going to wait a minute so everybody has time to "think" of an answer. 
4. When walking down a hallway with a group of students, put three trustworthy students in front to lead. Walk at the back of the line so that from there you can see what the students in front of you are doing. 
5. Plan for transitions. When students enter the room, give a short 5 to 10 minute activity or review worksheet so students are occupied while you do things that must be done. 

Reference: Harwell, J. M. Ready-to-Use Information & Materials for Assessing Specific Learning Disabilities: Complete Learning Disabilities Resource Library, Volume 1, NY: The center for applied research in education, 1995.

Submitted by: Stephanie 
Category: Classroom Management 
Age or Grade: Grade 3-Grade 5 

Title of Intervention: Preventative Classroom Management 

Materials: none 

Intervention: Classroom Environment 
An important aspect in maintaining classroom management is the arrangement of the classroom environment. Strategies to encourage a positive environment include: 
-Arrange desks so all students see/hear teacher and students(teacher's and student's desks). 
-Non-distracting bulletin boards(relaxing). 
-Comfortable room temperature 
-Do not seat children with behavior problems together 

Reference: Lefrancois, G. R. (1997). Psychology for teaching. California: Wadsworth.

Submitted by: Jayne 
Category: Classroom Management 
Age or Grade: Grade 3-Grade 5 

Title of Intervention: Rule Guidlines 

Materials: none 

Intervention: Select the minimun number of rules. 
It is difficult to remember and enforce a large number of rules. Usually, four to six rules are sufficient for operating a classroom efficiently. Suggested rules for primary students include the following: 
*always try your best 
* raise your hand to say something 
*get along with your classmates 
*work quietly during seatwork 
*listen when the teacher or someone else is talking 

Sample rules for older students include the following: 
*bring essential materials to class. 
*be in your seat and ready to work when the bell rings. 
*respect and be polite to others 
*be quiet and stay seated when someone is talking. 
*respect the property of other people 
*obey all school rules

Submitted by: Jayne 
Category: Classroom Management 
Age or Grade: Grade 3-Grade 5 

Title of Intervention: Presenting Rules to the Students 

Materials: none 

Intervention: 1. Present each rule and duscuss why it is important. The teacher may solicit discussions from the students regarding the usefulness and importance of each rule. 
2. Clarify each rule and the expected behaviors associated with it. 
3. Once a rule has been presented and discussed, immediately begin to reinforce students for apropriate rule-based behaviors (e.g. "I liked the way you raised your hand when you wanted to say something"). 

Reference: Mercer, Mercer. Teaching Students with Learning Problems. 5th edition.Prentice Hall.1998.

Title of Intervention: Positive Discipline

Materials: none

Intervention: Use rules that describe the behaviors you want instead of listing things students cannot do.  Instead of "No running in the room," use "Move through the building in an orderly manner."  Instead of "No fighting," use "Settle conflicts appropriately." Instead of "No gum chewing" use "Leave gum at home."  Refer to these as expectations rather than rules.  Make sure to make ample use of praise for appropriate behaviors.

Link Address: users.aol.com/churchward/hls/techniques.html

Link Description: Honor Level System

Submitted by: Troy 

Title of Intervention: Methods for keeping students engaged in learning activities 

Intervention: Using Volunteers 
    Using volunteers is an inexpensive solution when the teacher needs extra help with an activity or project.  Volunteers can be used to review information with the use of flash cards, review reading assignments, playing games, or helping students that need extra attention. 
    Teachers can enhance a volunteer program within the school system by: 
    -developing a volunteer manual 
    -matching the ability and interests 
       of the students to the volunteers 
    -showing appreciation to the 
        volunteer 
Epanchin, B.C, Townsend, B., & Stoddard, K. (1994). Constructive Classroom Management: Strategies for Creating Positive Learning Environments. Pacific Grove, California: Brooks-Cole.

Submitted by: Michael Lasee

Category: Classroom Management Group Activity (Can be used with a variety of topics)

Age or Grade:Middle/High School

Title of Intervention: Compliment Web

Materials: Ball of String

Intervention: This activity can be used to work on communication, as well as a variety of other skills. It is very useful at practicing giving and receiving compliments. The students sit in a circle or around a table. One person starts the activity by throwing the ball of string to another person while holding onto the end of the string. The person throwing the ball of string gives a compliment to the person catching the string. The person catching the ball of string responds appropriately, holds onto the string, throws it to another person, and gives them a compliment. This continues until a large “web” develops. A variety of topics can be incorporated into this activity.

Reference: Unknown.

Category: Classroom Management - Social skills

Age or Grade: K-adult

Materials: bag of Skittles or M&M’s

Intervention: This activity can be used at the beginning of a group to help the participants become comfortable with talking in a group. A bag of candy is passed around with the instructions that the participants take some of the candy, but don’t eat it yet. (With younger kids you may want to restrict the number of candies by saying they can take as many as (5). After everyone has his/her candy, explain that for each piece of candy that they have, they need to tell one thing about themselves. For younger groups, you may want to go first to demonstrate. Each person has a turn in talking. When the activity is completed, process how they felt in doing the activity.

Reference: Unknown. It is done in many group settings.

Category: Classroom Management Group Activity (Can be used with a variety of topics)

Age or Grade: Middle/High School

Title of Intervention: Graffiti Wall

Materials: Blackboard, Chalk

Intervention: The blackboard is divided into horizontal and vertical lines so it looks like a large brick wall. A topic is written across the top. Examples include, “Things I am good at.” “Someone I can talk to if I am in trouble.” “What to do if someone picks on you” etc…. The graffiti wall can be customized to a variety of topics and gives the students an opportunity to brainstorm solutions to their own problems. Each child can take a turn filling in the bricks or the class can work on the wall at the same time. It can also be used with fun topics as a group icebreaker.

Reference: Unknown.

Submitted by: Eva 
Category: Classroom Management 
Age or Grade: Grade 6-Grade 8 

Title of Intervention: Body Language 

Intervention: Nonverbal communication can take positive and negative forms.  Facial expressions, physical nearness or contacts, and gestures are all ways to communicate non verbally.  Your nonverbal messages speak as clearly as your verbal ones. 

*Be certain that your nonverbal messages and your verbal messages match.  Children pick up on inconsistencies quite early.  If you busily complete a report for the office while a child relates a story to you, the child and rest of the children know you aren't interested.  Verbally, you may have said you were interested, but nonverbally--even though you nod occasionally to indicate that you are listening--you show you are not.  It would be better to have the child postpone telling the story until you can listen and show interest. 

*Catch the eye of a disruptive student in the auditorium and give the student a stern look to stop the unfavorable behavior.  Nonverbal discipline takes the least time and is the least disruptive of all the methods of discipline.  If effects 

Reference: Harrison, A. & Spuler, F.  (1983).  Hot Tips for Teachers:  a Collection of Classroom Management Ideas.  Fearon Teacher Aids.

Submitted by: Eva 
Category: Discipline 
Age or Grade: Grade 6-Grade 8 

Title of Intervention: Jobs 

Intervention: Never do anything you can get a kid to do.  They love to help.  Jobs that kids love to do are:  1. cleaning chalkboards and desks  2. distributing or collecting books or papers  3. returning borrowed items to the library or other resource centers  4. fining  5. sorting  6. running messages (they like this one best)  7. acting as line or hall monitors  8. cleaning tables in the lunchroom  9. watering plants  10. feeding animals  11. securing PE equipment 

*Have a job chart and change responsibilities often--about once a week seems to satisfy the students' need to help. 

*Since some jobs are favorite jobs to have and others are considered yucky (feeding the animals is great, but cleaning the lunchroom tables is awful), make certain that everyone has a shot at each of the jobs. 

*Put the name of each student on a 3x5 card.  Pile the cards in a deck.  Every time you need to assign a classroom job, pick a card from the top of the deck.  That student gets the job.  This eliminates labeling jobs as e 

Reference: Harrison, A. & Spuler, F.  (1983).  Hot Tips for Teachers.  Fearon Teacher Aids.

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