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Diary of a First Year Teacher

Teacher Toolbox  –  Classroom Management


You have a wonderful reading curriculum in place, you've carefully reviewed your overall instructional plan and you are confident that if you proceed as planned, your students will meet every objective outlined in the educational standards that you are required to follow. There's only one thing standing in your way… classroom management.

If you don't have an effective plan for classroom management firmly in place, it won't matter how wonderful your plan for reading instruction is – there will be little opportunity for students to engage in meaningful learning experiences, because you will be too busy trying to bring the class to order. You will find yourself refereeing instead of teaching.

Let's take a look at some ideas for managing a classroom effectively.

  • Classroom Arrangement
    How your classroom is arranged can have a big effect on your ability to effectivly manage your class. This article discusses some ideas you should keep in mind as you set up your classroom.

  • Classroom Systems
    These systems of rewards and consequences emphasize the techniques needed for sucessful classroom management.

  • A List of Reward Ideas
    Good rewards provide the incentive for a successful classroom management system. Here are some ideas to get you started.

  • "I'm Done, Now What?": A List of Things Students Can Do After Seat Work
    Children work at different paces. Here are some suggestions for how to keep your speedy workers occupied while their classmates finish their assignments.

  • Breaking Up a Fight
    Though the goal of classroom management is to head off conflict before it can start, occasionally students will get into fights. These tips from the Southeastern Connecticut Gang Activities Group will help you break up a fight.

First Year Teacher was a pilot project of Reading Rockets, which is service of WETA, Washington D.C.'s flagship public television station. Funding for First Year Teacher was provided by the U.S. Department of Education, Office of Special Education Programs; The Morris & Gwendolyn Cafritz Foundation; and The Overbrook Foundation.

© 2004 WETA