EDU506

Classroom Management & Organization

Belhaven University

Unit 4A

Effective Physical Classroom Structure

Unit Objectives

 Develop clear guidelines and expectations for

the classroom.

 Articulate logical, natural consequences to

misbehaviors.

 Apply knowledge of cultural differences to a

comprehensive behavior management plan.

 Organize physical classroom space conducive to

learning.

Unit 4A Topics

 Biblical foundation

 Traffic patterns

 Room arrangement and instruction

 Frequent interactions

 Minimizing distractions

 Wall space/bulletin boards

Biblical Foundation: Matthew 5:3-11

Verses 3-6: poor in spirit, mourn, meek, hunger,

thirst

7Blessed are the merciful,

for they will be shown mercy. 8 Blessed are the pure in heart,

for they will see God. 9 Blessed are the peacemakers,

for they will be called children of God.

Verses 10-11:persecuted and insulted (NIV, 2011, Matthew 5:3-11)

Biblical Foundation: Titus 3:1-8

“1Remind the people to be subject to rulers and authorities

… be obedient … do whatever is good 2… slander no one

…be peaceable and considerate… be gentle toward

everyone. 3 At one time we were foolish, disobedient, deceived, and

enslaved by… passions and pleasures. We lived in malice

and envy, being hated and hating…4 But when the

kindness and love of God our Savior appeared, 5 he saved

us, not because of righteous things we had done, but

because of his mercy…stress these things, so that those

who have trusted in God may…devote themselves to

doing what is good. These things are… profitable for

everyone.” (NIV, 2011, Titus 3:1-8)

Biblical Foundation

“1Remind the people to be subject to rulers and authorities

… be obedient … do whatever is good 2… slander no one

…be peaceable and considerate… be gentle toward

everyone. 3 At one time we were foolish, disobedient, deceived, and

enslaved by… passions and pleasures. We lived in malice

and envy, being hated and hating…4 But when the

kindness and love of God our Savior appeared, 5 he saved

us, not because of righteous things we had done, but

because of his mercy…stress these things, so that those

who have trusted in God may…devote themselves to

doing what is good. These things are… profitable for

everyone.”

(NIV, 2011, Titus 3:1-8)

Biblical Foundation: Micah 7:18

“Who is a God like you, who pardons sin and forgives the

transgression of the remnant of his inheritance?

You do not stay angry forever but delight to show mercy.”

(NIV, 2011, Micah 7:18)

 Appropriate environmental conditions =

minimized disruptive behavior

 Teacher models appropriate behavior, explains

relationship of guidelines to learning, mutual

respect, safe environment = students likely to

follow guidelines

 Teach appropriate behavior = prevent disruptive

behavior.

 Using natural and logical consequences =

students are responsible for the consequences

and controlling their own behavior.

Structure of the Learning Environment

(Levin & Nolan, 2021)

Environmental Conditions

 Facilities in shambles negatively impact students

and teachers.

 Learning

 Behavior

 Morale

 Health

 Schools with a large number of impoverished

students are especially prone to having

inadequate facilities.

How does this

information

align with

Maslow’s?

Possible Teacher Actions

 Utilize appropriate lighting.

 Control the thermostat, if possible.

 Open windows and doorways.

 Take steps to reduce noise in the hallways and

outside the classroom.

Effective Classroom Arrangement

“…the placement and organization of

the room’s physical elements (e.g.,

seating, materials) to help establish a

learning environment that facilitates

effective instruction and student

growth.”

(The IRIS Center, 2021)

Classroom Arrangements:

Traffic Patterns

 Arrange desks, furniture, etc. in ways that allow

the teacher and students to move about without

bumping into things.

 Store frequently-used materials in areas that are

easy to reach without causing areas to become

congested.

 Designate walking areas around the classroom.

 Eliminate unnecessary furniture or equipment.

(Levin & Nolan, 2021; Poole, Evertson, & the IRIS center, 2019, 2020)

Classroom Arrangements & Instruction

 Match seating arrangements to the type of

activity or instruction.

 Consider social aspects.

 Each arrangement should influence appropriate

behavior, promote engagement in learning, and

benefit all students.

(Levin & Nolan, 2021; Poole, Evertson, & the IRIS center, 2019, 2020)

Classroom Arrangements: Frequent

Interaction

 Arrange seating and furniture in a way that

allows the teacher to have instant access to all

students at all times.

 Clear visuals of students

Classroom Arrangements: Minimizing

Distractions & Disruptions

 Avoid over-crowding areas in the classroom.

 Preferential seating

 Separate seating from high-traffic areas.

 Avoid seating arrangements with visual

distractions.

 Consider noise distractions—small group work,

etc.

Classroom Arrangements: Wall Space

 Avoid over-crowding of the wall space with

“visual clutter.”

 Use the space to support learning.

 Consider placement of content and student

access.

Final Thoughts on Classroom

Arrangement

 The classroom should be a safe space that is

visually and physically organized.

 Clutter and disorganization can be a distraction

and send the message to students that they can

be disorganized too.

 The arrangements of the room should fit the

students and the learning at hand.

The IRIS Center. (2021). Classroom behavior management (part 1): Key concepts and foundational practices. https://iris.peabody.vanderbilt.edu/module/beh1/

Levin, J., Nolan, J.F. (2021). Principles of classroom management (8th

ed.). Pearson Education.

New International Version Bible. (2011). NIV Online. https://www.biblegateway.com

Poole, I ., Evertson, C ., & the IRIS Center. (2019). Effective room arrangement: Elementary. https://iris .peabody.vanderbilt . edu/wp-content/uploads/pdf_case_studies/ics_

effrmarr_elementary .pdf

Poole, I., Evertson, C., & the IRIS Center. (2020). Effective room arrangement: Middle & high school. https://iris. peabody.vanderbilt.edu/wpcontent/uploads/pdf_case_studies/ ics_effrmarr_middle_high.pdf

References

EDU506

Classroom Management & Organization

Belhaven University

Unit 4B

Classroom Guidelines: Procedures

Unit 4B Topics

 Procedures

 Routines

 Process for Teaching Routines

 Natural and Logical Consequences

Why Procedures and Routines?

 Consistency in expected behaviors during

daily/weekly procedures

 Learning-focused classroom

 Supports the establishment of group norms

 Adds to students’ sense of safety

 Reduces opportunities for misbehavior

 Increases student motivation

Procedures

 “…are routines that call for specified behaviors

at particular times or during specific learning

activities.”

 …are designed to have students accomplish

specific tasks and are usually activity-specific.

 …reflect behaviors necessary for the smooth

operation of the classroom and soon become an

integral part of the running of the classroom.”

(Levin & Nolan, 2021)

Elementary Examples

 Beginning the day

 Transitions

 Going to lunch

 Recess

 Safety drills

 Ending the day

(The IRIS Center, 2021)

Secondary Examples

 Entering the classroom

 Instructional procedures

 Attendance

 Submitting work

 Transitions

 Assessments

 Missed assignments

 Technology use

(The IRIS Center, 2021; Levin & Nolan, 2021)

Teaching Procedures

 Explicitly teach your regularly-used classroom

routines with students on the first day of school.

 Teach safety/instructional procedures right before

the students will use them.

 Review and practice them frequently.

 Provide feedback

 Post written or visual cues for routines in your

classroom.

 Make sure routines are consistent each day.

(The IRIS Center, 2021; Levin & Nolan, 2021)

Regardless of the age of your students, never

assume that they will come into your classroom

and automatically know your expectations for

routines and procedures.

Consequences

 Natural consequences are “outcomes of

behavior that occur without teacher

intervention.”

 Logical consequences are “outcomes that are

directly related to the behavior but require

teacher intervention.”

(Levin & Nolan, 2021)

The IRIS Center. (2021). Classroom behavior management

(part 1): Key concepts and foundational

practices. https://iris.peabody.vanderbilt.edu/module/

beh1/

Levin, J., Nolan, J.F. (2021). Principles of classroom

management (8th ed.). Pearson Education.

References

EDU506

Classroom Management & Organization

Belhaven University

Unit 4C

Classroom Guidelines: Rules and

Consequences

Unit 4C Topics

 Classroom Rules

 Determining Necessity

 Developing Consequences

 Natural Consequences

 Logical Consequences

 Contrived Consequences

 Communicating Rules

 Obtaining Commitment

Classroom Rules

“In contrast to procedures, rules focus on

appropriate behavior in general. They provide

the guidelines for those behaviors that are

required at all times if teaching and learning are

to take place.”

(Levin & Nolan, 2021)

Determining Necessary Rules

 Remember that each rule must be observed and

monitored on a consistent basis.

 The rules should reflect behavior that is

necessary to protect the teacher’s right to teach,

the students’ rights to learn, the safety of the

class, and the protection of property.

 Rules should be directly related to the

development of an effective classroom

environment.

Qualities of Rules

 Realistic and rational

 Related to preferred classroom conditions

 Positively-stated

 Fair and necessary

 Limited to 3-5

 Reviewed often and adjusted as needed.

Developing Consequences

 When a student breaks a rule, they should

experience consequences for that behavior.

 The development and selection of

consequences is just as important as the

development of the rules.

 Impromptu consequences can have a negative

impact on student behavior.

 The type of consequence can determine the

level in which a teacher intervenes.

Natural Consequences

 Consequences that naturally follow a behavior

without any outside intervention

 Losing materials because of carelessness

 Poor grade on a test because of not studying

 Ruining a project because of improper use of tools

 Losing or breaking a toy at recess because of

inappropriate play

(Levin & Nolan, 2021)

NOTE: Natural consequences are not

appropriate if the student’s safety is at risk

Logical Consequences

 Consequences directly related to the behavior

that occur through the intervention of another

person

 Students may or may not be given an option to

change their behavior in order to avoid the

consequence:

 Sasha, if you continue to bother Marco, I will move

you to a different seat.

 Sasha, you can work quietly without bothering Marco,

or I will move you. You decide.

(Levin & Nolan, 2021)

Contrived Consequences

 Punishment by removing privileges or imposing

pain as a way to suppress the unwanted

behavior.

 Any consequence perceived as punishment can

shift the attention away from the appropriate

behavior and focus on the teacher.

 Painful punishments are controversial on many

issues and do not influence lasting changes in

behavior.

Communicating Rules

 If the teacher develops rules on their own they

must:

 Discuss the rules with the students.

 Provide an explanation and rationale for every rule.

Obtaining Commitments

 An agreement between the teacher and

students

 An expression from the student that they understand

the rules and will commit to try to follow them

 Teachers should commit to teaching the rules

and appropriate behaviors with feedback.

 Students can practices and self-assess.

 Complete reading assignments

 Complete writing assignments

 Answer discussion questions

 Complete unit quiz

What’s next?

The IRIS Center. (2021). Classroom behavior management (part 1): Key concepts and foundational practices. https://iris.peabody.vanderbilt.edu/module/beh1/

Levin, J., Nolan, J.F. (2021). Principles of classroom management (8th

ed.). Pearson Education.

References

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