The power of critical

thinking
Stefan Stipp
Secondary English and social studies teacher
Surrey, British Columbia
Ive been working to embed critical thinking in my
practice for years and, although its been a slow
process, Im now happy to report that my grade 9 and
grade 11 social studies classes are involved in critical
thinking on a daily basis. This year I had an epiphany
in addition to creating critical challenges and teaching
the tools required to tackle them, I should invite my
students behind the curtain of critical thought. I
taught a lesson on what critical thinking is and why
its an important ability to develop for school and
life beyond. My own example of deciding what kind
of car to buy seemed to resonate with my students
who bought into the idea that getting better at critical
thinking will improve their lives.
A few weeks later, I was handing out permission
forms for Take Our Kids to Work (a day when Grade
9 students shadow their parents on the job). This
sparked a discussion on careers. I said, Raise your hand
if you think choosing a career is a critical challenge.
Hands flew up. Then we used the TC
2

model to work
our way through this completely authentic dilemma.
We asked questions like, What are the criteria for
judgment? and What thinking strategies could we
use to help us with this challenge?. I was especially gratified to see
how easily the students came up with
a thoughtful, comprehensive set of criteria. Not only
were they engaged in talking about future careers,

but it was obvious that many were excited about how

well they were able to think critically about a real life
problem.
2013 The Critical Thinking Consortium

This experience has given me a new way to hook my

students into curricular critical challenges. Even if they
are not particularly interested in the topic at hand, I
remind them of the career example and how, just as
with any skill, the more we practice critical thinking the
better we get. Since that day, Im constantly looking for
out-of-school critical thinking connections examples
from my life, topics in the news, problems faced by
teens, school issues and so on. And its working. My
students are not only more engaged in learning the
curriculum, theyre also preparing to use their minds
well, throughout their live.

The Passion of Teaching

When one dreams of becoming a teacher, a vision is in place of what it will be like. I
often envisioned students who would come to class thriving for the information that I
was prepared to provide them that day. I envisioned helping students learn who
struggled, and seeing the excitement in a students eyes when they finally understood
the content. These visions are what led me to the teaching profession. While some
visions are not necessarily an automatic reality, and take more time and dedication to
achieve, this vision is one of the reasons why teaching is my passion.
One of the greatest accomplishments a person can make is having an affect on a
child. From day one, I knew that I would set out to help each child grow in
mathematics. I thrive on the experience of seeing a child, who has difficulty in math,
to smile and say, I actually understand this! I am driven to help as many students as
I can, and refuse to accept anything less. I am the teacher that refuses to leave the
school until the End-of-Grade test scores arrive, just to see the growth that each and
every child made. Butterflies swarm my stomach when a child makes ten points
growth on an EOG, and I giggle with excitement when I have the honor of telling that
child! Every child has the potential to learn the math content at hand, and I push
students every day to prove that to themselves.

Although helping students learn a series of mathematical standards is the primary

responsibility a beginning teacher envisions, this is often only a small component of
being a teacher. Developing a child into a responsible, young adult can be equally
rewarding, if not more rewarding than teaching a child academic expectations. One of
my greatest accomplishments happened when a young gentleman was enrolled in my
regular education class, from a Behaviorally and Emotionally Disabled classroom.
When he arrived, this child never spoke to or looked at anyone. When he ate lunch,
he turned his chair around so that no one could talk to him. From day one, it was my
personal goal, to help this child feel comfortable to become an active participant in
my classroom, and in turn give him a sense of belonging. With the help of constant
support, a positive classroom environment, and the acceptance that the entire class
gave Jamar, he slowly broke out of his shell. I will never forget the day Jamar
raised his hand and answered a question for the very first time in my class! My heart
still skips a beat when I remember the life changing progress this child made that
year. But the time I took with Jamar was not motivated by any test score results or
state mandated content standards, rather the passion to help a child in need. Once one
experiences such a dramatic transformation in a child, one never underestimates the
impact he or she can have on a childs life.
While helping a child not only academically, but also through life seems like an
incredible accomplishment in itself, there is yet another aspect of my vision that
became crystallized after I became a teacher. My vision of a teacher focused simply
on the growth of a child, and I failed to understand the growth that I personally would
make, as a teacher. Teaching is as much about my growth as a teacher, as it is about
participating in the academic and social growth of a child. When one is truly
passionate about something, it is understood that the passion is never perfected. This
passion drives me to constantly seek out information and education, which will in
turn, help me to become a better a teacher. The greatest personal accomplishment that
one can make is to never stop striving for improvement.
Therefore, being a teacher and the growth that can be made is much more substantial
than the growth that one originally envisions as a beginning teacher. Once in the
field, one must not only focus on student content growth, but the overall growth of the
students and oneself. When teaching becomes a true passion for a person, one cannot
help being humbled by the accomplishments that can be made in the life of a child and
in the life of a teacher!

Learning Environment
The core business of schools is to provide students with a rich learning environment that is open,
respectful, caring and safe.

This ideal learning environment optimises wellbeing. It reflects a positive school ethos that
makes the school an exciting, stimulating and welcoming place.
Schools do this by:

developing and communicating an explicit commitment to wellbeing

acknowledging individual differences and providing opportunities for all

students to learn and succeed

ensuring students have opportunities to participate in school decision-making

processes

applying consistent school-wide rules and consequences that are:

o

collaboratively developed with students and the broader school

community

clearly explained

positively enforced

rewarding of good behaviour

providing pastoral care for students

maintaining a physical space, including cyber environment that

maximises staff and student safety

supporting staff wellbeing.

One of the most important things a teacher can do is provide a positive learning experience.
Setting up a positive learning environment is tricky, but not difficult. Ready to learn about how
to do this and why? Let's take a closer look.

Definition
A learning environment is a combination of social and physical qualities that create the
classroom experience. It includes classroom management procedures, as well as the way the
space is organized, furnished and maintained.

Impact of the Learning Environment

Psychologists who've closely studied and researched 'classroom management' have found that
certain management practices have a clear impact on student achievement (Anita Woolfolk,
Educational Psychology, 2004). Some of these classroom management practices that worked are:

Rules for classroom upkeep, including desks and other equipment such as computers and
display areas

Procedures for entering and leaving the classroom

Methods for capturing student attention, such as ringing a bell, clapping hands, etc. to
indicate 'look up here' or 'stop now'

Instructions for class participation, such as raising hands in full class sessions and small
groups, waiting until a speaker finishes, or waiting for a signal from you

Rules for interaction with others; these vary according to the age group but generally
include guidelines for respecting others and their property, listening while people are
speaking, and obeying the rules of the school (Woolfolk, 2004).

A Clean, Well-Organized Space

Researchers have found that, 'a well-organized classroom permits more positive interactions
between teachers and children, reducing the probability that challenging behaviors will occur'
(Teaching Exceptional Children Journal, July/August 2010, page 9). The following examples are
guidelines for how you might arrange your classroom to positively impact your students' learning
experience:

The Classroom
An Environment That Supports Learning

Teachers in HighScope settings recognize that children's play items are the "raw materials" of
learning. The space and materials in a HighScope setting are carefully chosen and arranged to
appeal to children and promote the curriculum's content goals.
Although we do not endorse specific types or brands of toys and equipment, HighScope does
provide general guidelines and recommendations for selecting materials that are meaningful and
interesting to children.
Characteristics of the learning environment The learning environment in HighScope programs
has the following characteristics:

Is welcoming to children

Provides enough materials for all the children

Allows children to find, use, and return materials independently

Encourages different types of play

Allows the children to see and easily move through all the areas of the
classroom or center

Is flexible so children can extend their play by bringing materials from one
area to another

Provides materials that reflect the diversity of childrens family lives

Interest areas typically seen in HighScope classrooms:

block area

house area

art area

toy area

reading and writing area

sand and water area

woodworking area

movement & music area

computer area

outdoor area

Dividing the classroom into interest areas The space is divided into interest areas or learning
centers equipped for distinct kinds of play. The areas are chosen to reflect children's natural
interests.
How teachers select materials for the interest areas The materials in each interest area are
carefully selected to reflect children's interests and developmental levels. Teachers choose many
open-ended materials materials that can be used in a variety of ways, such as blocks in all
sizes, art materials, and fabric pieces. Teachers seek out natural, found, and recycled materials,
such as shells, twigs, rocks, carpet pieces, used containers, and old clothes.
Teachers consider it especially important to have plenty of real items that reflect children's lives,
for example, cooking tools, small appliances that no longer work, dress-up clothes, and

other objects and tools from children's houses and yards. These items reflect children's home
cultures and allow children to imitate adults.
Storage and labeling To help children find and put away materials themselves, materials are
stored in consistent places in the classroom, on low shelves or on the floor, and in containers that
children can see into and handle.
Shelves and containers have labels that make sense to children; for example, the labels might
contain words, drawings, tracings of the object, photos, or an example of the actual object.
More information on the learning environment Detailed lists of possible materials for each
interest area and guidelines for using them with children to support learning in curriculum
content areas are provided in HighScope publications and training.
10 Characteristics Of A Highly Effective Learning Environment
by Terry Heick
Wherever we are, wed all like to think our classrooms are intellectually active places.
Progressive learning (like our 21st Century Model, for example) environments. Highly effective
and conducive to student-centered learning. But what does that mean?
The reality is, there is no single answer because teaching and learning are awkward to consider
as single events or individual things. This is all a bunch of rhetoric until we put on our white
coats and study it under a microscope, at which point abstractions like curiosity, authenticity,
self-knowledge, and affection will be hard to pin down.
So we put together one take on the characteristics of a highly effective classroom. They can act
as a kind of criteria to measure your own againstsee if you notice a pattern.
10 Characteristics Of A Highly Effective Learning Environment
1. The students ask the questionsgood questions
This is not a feel-good implication, but really crucial for the whole learning process to work.
The role of curiosity has been studied (and perhaps under-studied and under-appreciated), but
suffice to say that if a learner enters any learning activity with little to no natural curiosity,
prospects for meaningful interaction with texts, media, and specific tasks are bleak. (Interested
in how to kill learner curiosity in 12 easy steps?)
Many teachers force students (proverbial gun to head) to ask question at the outset of units or
lessons, often to no avail. Clich questions that reflect little understanding of the content can
discourage teachers from allowing them. But the fact remainsif students cant ask great
questionseven as young as elementary schoolsomething, somewhere is unplugged.

2. Questions are valued over answers

Questions are more important than answers. So it makes sense that if good questions should
lead the learning, there would be value placed on these questions. And that means adding
currency whenever possiblegrades (questions as assessment!), credit (give them pointsthey
love points), creative curation (writing as a kind of graffiti on large post-it pages on the
classroom walls), or simply praise and honest respect. See if you dont notice a change.
3. Ideas come from a divergent sources
Ideas for lessons, reading, tests, and projectsthe fiber of formal learningshould come from a
variety of sources. If they all come from narrow slivers of resources, youre at risk of being
pulled way off in one direction (that may or may not be good). An alternative? Consider sources
like professional and cultural mentors, the community, content experts outside of education, and
even the students themselves. Huge shift in credibility.
And when these sources disagree with one another, use that as an endlessly teachable moment,
because thats what the real world is like.
4. A variety of learning models are used
Inquiry-based learning, project-based learning, direct instruction, peer-to-peer learning, schoolto-school, eLearning, Mobile learning, the flipped classroom, and on and onthe possibilities
are endless. Chances are, none are incredible enough to suit every bit of content, curriculum, and
learner diversity in your classroom. A characteristic of a highly-effective classroom, then, is
diversity here, which also has the side-effect of improving your long-term capacity as an
educator.
5. Classroom learning empties into a connected community
In a highly-effective learning environment, learning doesnt need to be radically repackaged to
make sense in the real world, but starts and ends there.
As great as it sounds for learners to reflect on Shakespeare to better understand their Uncle Eddie
and they mightdepending on that kind of radical transfer to happen entirely in the minds of
the learners by design may not be the best idea. Plan on this kind of transfer from the beginning.
It has to leave the classroom because they do.
6. Learning is personalized by a variety of criteria
Personalized learning is likely the future, but for now the onus for routing students is almost
entirely on the shoulders of the classroom teacher. This makes personalizationand even
consistent differentiationa challenge. One response is to personalize learningto whatever
extent you plan forby a variety of criterianot just assessment results or reading level, but
interest, readiness-for-content, and others as well.

Then, as you adjust pace, entry points, and rigor accordingly, youll have a better chance of
having uncovered what the learners truly need.
7. Assessment is persistent, authentic, transparent, and never punitive
Assessment is just an (often ham-fisted) attempt to get at what a learner understands. The more
infrequent, clinical, murky, or threatening it is, the more youre going to separate the good
students from the good thinkers. And the clinical idea has less to do with the format of the
test, and more to do with the tone and emotion of the classroom in general. Why are students
being tested? Whats in it for them, and their future opportunities to improve?
And feedback is quick even when the grading may not be.
8. Criteria for success is balanced and transparent.
Students should not have to guess what success in a highly-effective classroom looks like. It
should also not be entirely weighted on participation, assessment results, attitude, or other
individual factors, but rather meaningfully melted into a cohesive framework that makes sense
not to you, your colleagues, or the expert book on your shelf, but the students themselves.
9. Learning habits are constantly modeled
Cognitive, meta-cognitive, and behavioral good stuff is constantly modeled. Curiosity,
persistence, flexibility, priority, creativity, collaboration, revision, and even the classic Habits of
Mind are all great places to start. So often what students learn from those around them is less
directly didactic, and more indirect and observational.
Monkey see, monkey do.
10. There are constant opportunities for practice
Old thinking is revisited. Old errors are reflected on. Complex ideas are re-approached from new
angles. Divergent concepts are contrasted. Blooms taxonomy is constantly traveled up and
down, from the simple to the complex in an effort to maximize a students opportunities to learn
and demonstrate understandingof content.
rhaps the single most important aspect of teaching is classroom management. You can't
successfully teach your students if you are not in control. This is also a concern of your principal
and your students' parents. Many teachers have lost their jobs due to poor classroom
management.

Why Do I Have a Problem?

There are many reasons why discipline can be a problem in your classroom. One of the reasons
could be your teaching style. If you aren't reaching every one of your students, they can become
bored, disinterested and restless. As mentioned in the section on instruction, every student has
their own learning style and an area where they excel. If you are reaching these students by using
a variety of methods, they are motivated and less likely to cause trouble.
Another reason for discipline issues is that you may be dealing with students with many personal
problems. I have personally dealt with students who witnessed their fathers being gunned down,
their mother throwing them out of a moving car on the expressway, their fathers beating them so
much they were hospitalized, a family member (usually a step-father) molesting them, being
forced into the drug trade by their parents, and rape. How can a student learn when all they can
think about is what they are going home to later that afternoon? Will their rage transfer to the
classroom?

Any abuse you discover must be

reported to the proper authorities. In most states, the department of child protective services are
overworked and understaffed. You will probably get little help from them. What can you do to
address the issues? Will you have time to act as counselor in addition to your regular teaching
duties?

Following are a few strategies to deal with troubled students:

Refer them to the school counselor. If your counselor is unable to squeeze the student in
or is relegated to performing administrative duties by the principal, go to step 2.

Refer them to a local social services agency. There are many that are either free or low in
cost. For example, the Fan Free Clinic offers low cost substance abuse services,
affordable housing, medical treatment, and a food pantry. Many local churches also
provide free services.

Contact your local United Way agency. They distribute their money to many social
organizations and can give you a list of potential agencies. The Salvation Army is one of
the largest social care providers in the world. They can also give you important advice.

In larger urban areas, gang activity affects discipline. As part of initiation, students who become
members are forced to perform a crime. This crime may occur in your school. Students involved
in gangs should be immediately referred to the school administrator. There are ways to recognize
students involved in gangs and head off problems early. Following are helpful websites:

National School Safety and Security Services- The have information about gangs and
managing them.

National Youth Violence Prevention Resource Center- This site includes violence
prevention, urban networks, best practices and effective programs.

ERIC Digest- This site includes many articles on gang activity in the schools. There are
also articles on how violence affects children.

Managing gangs in schools: Prevention strategies- Explains why students join gangs and
how to prevent them.

Additional ideas and information about classroom management.

What Does My Principal Expect of Me?

Your principal will expect you to take care of discipline problems and only send students who
either have severe misbehavior or habitual offenses. Gum chewing and talking out are not
reasons to send a student to the office. I have heard many principals say, "I knew that this student
must have been a big problem because Mrs. ___ rarely sends students to the office and when she
does it's for a good reason." You will get much more support from your principal if you take care
of the vast majority of your discipline problems.
If your principal doesn't ask you for a copy of your discipline plan, give him/her a copy of your
plan so he or she knows exactly what a student has to do in your classroom to be sent to the

office. Sending a student to the office should be a last resort.

Unfortunately, there are many philosophies and styles of discipline and it can be hard to decide
what works best for you. What works for one teacher may not work for another. The best thing to
do is to pick one that you think will be successful and make adjustments later if you have
problems. Most experts will say it is better to err on the side of being too strict because it is much
more difficult to later raise the bar.
Classroom Procedures

Another important component of a successful classroom management program is a clear set of

procedures. Once students know exactly what they are expected to do with repetitive daily
procedures, there will be less behavioral problems. This PDF document on Art Room Procedures
will be helpful when coming up with procedures. You can also read a list of rules for the art
room.

Common Discipline Methods

Assertive Discipline

This is the one I used for classroom discipline. It was created by Lee Canter. Canter believes that
if you "catch" a student being good by recognizing them when they behave, they will work
harder at behaving. He also believes that there should be consistent consequences of breaking the
rules that are very clear.
In a nutshell, the teacher comes up with no more than five rules for the classroom. Each time a
rule is broken, a consequence is given. If the misbehavior continues, the consequences get more
severe every time. At the same time, students are rewarded for behaving properly. This can range
from a field trip, pizza party, and a snack.
More on Assertive Discipline...

Positive Behavioral Interventions and Supports (PBIS)

This is a fairly new system that rewards positive student behavior. Introducing, modeling, and
reinforcing positive social behavior is an important step of a student's educational experience.
PBIS focuses on these four items:
1) Outcomes
2) Data

3) Practices
4) Systems

More on Positive Behavioral Interventions and Supports...

A Primer on Classroom Discipline

Thomas R. McDaniel published an article that has become a very popular manual for classroom
management. There are eleven techniques that are explained that help you achieve control. The
methods are Focusing, Direct Instruction, Monitoring, Modeling, Non-Verbal Cuing,
Environmental Control, Low-Profile Intervention, Assertive Discipline, Assertive I-Messages,
Humanistic I-Messages, and Positive Discipline.

More on Primer on Classroom Discipline...

Discipline With Dignity

This controversial discipline program, created by Richard L. Curwin and Allen N. Mendler, is
based on the premise that students are treated with dignity at all times. It is meant to build selfesteem and encourage responsible behavior. This program is especially helpful in severe
situations that frequently occur in inner-city schools. Typically a contract is created by both the
student and the teacher. The contract includes prevention, "action dimension," and resolution.
Your rules must make sense and be fair.
Prevention is done with pre-planning to eliminate possible areas of problems. Make sure students
are aware of what is expected of them. The action consists of record keeping and classroom
management. Finally the resolution component is dealing with the continual rule breaker.
Discipline should not interfere with motivation. Teach responsibility rather than obedience.
The controversy with this method is the length a teacher goes to protect student dignity and the
fact there is no punishment. Students frequently select their own consequences. Teacher
responses to severe discipline problems is unusual. In this author's opinion, use this program
when others fail. Read more about the program here.

Reality Therapy (RT)

This program was created by William Glasser. The emphasis of this program is to help students
connect behavior with consequence. This is done with class meetings, clear rules, and contracts.
This also includes Positive Approach to Discipline (PAD), which is based on Reality Therapy.
More on Reality Therapy...

Transactional Analysis (TA)

This program by Dr. Eric Berne, is based on the premise that every human has a child, adult, and
parent psyche. Students and teachers are encouraged to stay in the adult domain and avoid a
parent/child relationship. Problems are dealt with cooperation and goodwill. Like Discipline
With Dignity, there is a strong focus on self esteem and motivation.
More on Transactional Analysis...

Teacher Effectiveness Training (TET)

This is another popular student discipline strategy. The purpose of TET is to increase time on
task. There are seven skills that are taught in a TET classroom. The curriculum design is based
on a four-step learning model, SIPA.
More on Teacher Effectiveness Training...

Other Methods

There are many other discipline methods out there. Some teachers may find that they do best by
combining several methods together. Every teacher is different and go with what works for you.
Following are other methods:

P.R.I.D.E. (Personal Responsibility in Daily Effort)

Adlerian Approaches

Student Team Learning (STL)

Tribes Learning Communities - Focuses on creating a positive classroom environment to

improve behavior.

Golden Rules About Classroom Management

1. Ensure that you have clearly stated rules and procedures with established consequences
that are expected and reviewed regularly. All students must know the rules, routines and
expectations.
2. Never continue on with instruction when the rules are being broken - pause, delay and
ensure that you have your student's attention.
3. Catch your students using appropriate behavior and praise them!
4. Use behavior contracts when necessary and follow up with appropriate incentives.
5. Be sure that your instructional periods are NOT too long, students need to be mobile
throughout the day.
6. Provide individual , personal cueing and prompts to certain students as needed.
Sometimes just touching a student's shoulder will bring them back to task.
7. POST the important rules - keep it short, no more than 6 and refer to it often. These
should be posted after the class has brainstormed them.
8. Make sure you are teaching to all the various learning styles your students have. A
students who is not being reached is more likely to be a problem.
Consistent approaches to classroom management will work, effective classroom management
takes time and should be seriously implemented at the beginning of the year. Show your students
respect at all times, students who think they're not liked will become your biggest behavior issue.
For tips on dealing with specific behaviors (aggression, tattling etc.) try the tips here.

Children with ADHD present unique problems. These students have short attention spans and
need to be in motion. There is a great article by Harlan Brownlee [Archive] that offers tips for
managing them in the art room. It offers suggestions to control movement so that chaos doesn't
ensue.

Teacher Ideas

A reward system is also important for good discipline. You can use "Mona Bucks" to give to
students. These can either be used as certificates or traded in for prizes at the end of the
semester/year.

From Lisa
"We came up with a "peace box" in which students refer other students who are representing best
practices of the problem solving steps. These students would be announced on a certain day.
When students get positive referrals they receive a panther buck, a positive note or call home,
and a get to be part of a group picture that is hung on the wall. This website was suggested to
give us some ideas on where we want to go with our problem solving steps. We are also thinking
about lessons that we used in our Second Step Program that helps teach social skills.

The following discipline ideas have been posted on the art education list group:
"I give "quiet lotion". Just a small squirt of lotion to remind them to be quiet (they can smell it to
"remind" them to be quiet) really works! Kids just say no thanks if they don't want it. Suave in
the big bottles is what I use sandalwood/cinnamon rocks. I also erase one of three smiley faces
on the board for noise control..." - Ali

"I found that if I started with the expectation that the kids needed to get quiet before we started as
well [as] quiet before I left (5 minutes each) the students were responsive. I would have an
activity to begin with, such as looking at a work of art, a "silent game" where "winners" could
get their supplies first (and thus get the "best" supplies -- sharpest crayons, best choice of paper
color, coolest instrument... or just get the chance to start sooner, which is rewarding in itself!). I
would have clean-up about 5-10 minutes before the end (depending on media) and then another
"silent game"... such as turn lights off, put heads down, and surprise their teacher by being still
and silent, acting like we don't exist." - Becky Hopkins

"...To transition students, we gather in meeting area-children called over by table as soon as they
are quiet - for discussion/demonstration-then when done, tell class that quiet "ready" children get
their paint or clay/supplies first-everyone wants to get going, so this works-Second idea I do in
classes with teachers who need strict order upon return is to carry a little booklet of stickers; after
clean up children who are quiet and ready at their desks get one-this seems to work well too." Georgia in Boston

From Jenny: Several suggestions regarding classroom management

Have everything in order before the students arrive, down to the smallest details.
- Think very carefully about where you want each student to sit. If you have tables, make sure
the dominate students sit facing you and are spread around the class.
- Keep changing their seats every class until you find a composition that works for you and don't
just change the students you are having a tough time with - change them all. Put a post it with the
student's name on it on the table so they know where to go and have a chart in your had so you
can show them where to go.
- Meet the class at your door and do not let them in until everyone has arrived and they are all
calm. Smile and make sure you say hi to each student before they enter.
- Have a short, detailed drawing activity for them to start the moment they sit down. I usually
give them a handout as they enter the class and provide a sharp pencil for them so they can start
drawing. The most successful handouts are the how to draw... animal, car, football player... that
show several steps. I usually find them on the internet.
- While they are drawing walk around and make several positive comments.
- Introduce the activity of the day before all the students have completed the short drawing
activity. Don't wait until they are all done and talking.
- Transitions are usually the most difficult times. Have all your materials organized and ready to
go. The less the students move around the class, the better. As you gain better control of the
class, you can allow for more flexibility.
- Have one on one conversations with the students in the hall away from the rest of the class.
- Find a strength in each one of your students and tell them when they are doing something well.
Don't make stuff up and go over board. Every part of a work of art has a strength. Point to the
partial area and tell the student how great it is and why you think so.
- Stay calm.
- Find projects that students will be proud of when they are done. Pick challenging ones, that you
break down the steps so that they do not get overwhelmed.
- Get to know the individuals in your class. Ask them questions about their time outside of
school.

Frequent Restroom Pass Solution Idea

[Note: an art teacher can substitute something just as bulky as a tuba cases in the following idea.
A sculpture is one idea.] "Some students have real issues and need the bathroom frequently, but
some take advantage of the bathroom. Being a music teacher I have figured out how to curb the
bathroom situation. I USE AN OLD TUBA CASE!!! The case is approximately 20 lbs, bulky,
beat up, and I tied a "Bandroom HALL PASS" on the handle so there was NO confusion! Trust
me, the bathroom breaks have gone down A LOT!!!! They know that if they ask to use the
bathroom that I will direct them to the Tuba case. If they leave it somewhere, hide it, or ditch it

completely I give them a detention for "not following classroom rules". I got this idea from an
AG teacher from my old high school. He would chain a big tire to a hall pass and let the students
leave. I remember NOT wanting to haul that thing around... so when it came to my class, if they
REALLY want to go... They can :) (evil clark)." - Brian
Classroom Expectations

Submitted by: Mark Decker

Classroom Expectations

Be Respectful:
Every student has the right to a safe and secure classroom; you do not have the right to impede or
jeopardize that in any way. Be respectful of yourself, your environment, your fellow classmates,
and your teacher. Treat others the way you want to be treated.

Be Responsible:
The Oxford Dictionary defines responsible in this way: "Liable to be called into account. 2
morally accountable for ones action, capable of rational conduct." Act rationally; choose wisely.
Recognize your own role in building a fun and productive community of learners. Understand
there will be consequences, both good and bad, for your actions.

Be Safe:
Think about where you are and whom you are with. We must guarantee against harm or injury to
another. Think. Ask yourself is it worth it? Would I want this done to me? I will not tolerate, nor
should you, any behavior that takes away from the safety of this classroom, nor will the school.

Be Cooperative:
Time and again you will be asked to do something that you may not like or think is worthless. Be
mature; work through it. You may find that "getting there" is half the fun. Our world demands
that you work well with others. Thinkchoose wisely.

Be A Worker:
Do your job! Challenge yourself to be productive. You are here; use your time wisely.

Be Peaceful:
Here again, The Oxford Dictionary defines peace as: "Freedom from disorder. 2a quiet;
tranquility, b serenity. 3 a mental calm." Simply put, be kind to each otherexercise self-control.

On a separate sheet of paper, briefly comment on these 6 expectations.

Do they match your own? If so, how and if not, why not? What are your expectations for
yourself and this class?
50 pts.
- See more at:
http://www.incredibleart.org/links/toolbox/discipline.html#sthash.tRERCGCY.dpuf

Effective Classroom Management: How to Maintain

Discipline In A Classroom
May 15, 2014 by Florence Ng

When you initially walk into a classroom, you do

not access its effectiveness based on the students grades, writing skills, or state test scores.
Instead, you look to see how effective the classroom management is. Such as how well the
students conduct themselves, how well they can work collaboratively with each other, and how
effective the teachers discipline is on them.
All of these factors are a result of effective classroom management, and every great teacher will
tell you that you must first learn how to maintain classroom discipline before honing in on
students academic goals and needs. After all, how can you effectively teach and learn in an
ineffective environment? If you are a teacher, or in charge of a group of students, lets take a
look at ways to manage a classroom effectively and some helpful techniques that are going to
come in handy if you are faced with managing your own classroom.
Importance of Classroom Management

First off, why is classroom management important?

It engages students: Students who are engaged in lessons and the learning
material will be able to register the information better and be able to apply
their knowledge when it comes to test taking.

It keeps students prepared: When teachers and students are prepared to

learn, lessons and learning will be easier to be administered and the results
will be more effective.

It boosts confidence: In an effective classroom, teachers are able to give

more attention to each student and structure lesson plans to meet certain
needs. All of these factors will help in boosting the confidence of students.

How to Manage a Classroom Effectively

Effective classroom management is being to implement and maintain classroom discipline in an

effective manner. Lets take a look at what you can do as a teacher or leader to help maintain
discipline and management in your classroom.
1. Have rules: It is important to have a basic set of rules for students to follow.
These regulations will help maintain classroom management and discipline.
These rules do not have to be anything advanced; they can be as simple as
making sure that all students adhere to timely attendance and making sure
that everyone knows the consequences of missing or late assignments.
2. Have expectations: If your students know what you want from them, they are
more likely to exhibit the type of behavior you want. Start out the day with
explaining what you expect from your students and how they are expected to
behave. Be detailed and positive.
3. Make students aware of the rules: Every school has its own disciplinary rules
that students should be expected to flow. Make sure that your students are
aware of the rules and the consequences if the rules are not adhered to.
4. Make the rules known to parents as well: Students parents should also be
aware of the management techniques that you are implementing in the
classroom. You should ask parents to go over these rules with the students at
home so that everyone is on the same page, and so that students know that
their parents expect this behavior from them as well.
5. Review rules regularly: The thing with children is that you need to be
consistent. Remind your students regularly about the rules and expectations
for their behavior to aid in proper classroom management. Ask them if they
have any questions and allow them to voice their opinions.
6. Be firm and consistent: When you make your rules to manage your
classroom, make sure that they are realistic and void of any inconsistencies.
Approach the rules in a positive manner so that students do not associate any
negativity with it. Feel free to reward students for their positive behavior
when you see that they are contributing to effective classroom management.
7. Be professional: An effectively managed classroom is conducted with
professionalism and adequate structure. Students who are presented with a
good authority figure who has a plan and follows it will fit in to the structure
nicely.
8. Have a printed packet: In case you are unable to attend class one day, make
sure that you have a printed packet of your classroom management
techniques handy for a substitute. Your classroom should be aware that,
even in your absence, they should still be able to manage themselves wisely
and that all rules still apply. If students show structure and compliance in
your absence, it will make both you and your classroom look well-managed
and efficient.

9. Deal with troublemakers: No matter how great your plan or classroom

management techniques are, there are always going to be students that want
to disrupt your class or not follow rules. Speak with these students early on
and discuss plans of action with higher authority, such as school
administrators or principals. Early detection and dealing with these types of
students will make the rest of the classroom know that you mean business.
Classroom Management Techniques

Now, lets take a look at some classroom

management techniques that is going to make the overall process much easier for you.

Keep the class interested: Students who are interested in the material that
what is going on in the class will be less likely to cause any disruption, as
their attention will be focused on their lesson.

Practice fairness: If you have kids, you would know that they have a
tendency to get jealous very easily. Also, they can easily detect when
injustices are occurring. As a teacher, you need to be fair and make sure that
you keep your word and follow up with anything you commit to. Also
remember to never play favorites in a classroom.

Practice humor: Creating a positive environment where there is laughter and

happiness is key into keep students interested and engaged in their work,
and more likely to comply with any rules.

Do not threaten: Threatening students can weaken a teachers credibility in a

classroom. Be careful when you use threats, if any. Instead, try to practice
positive reinforcement.

Lead by example: If one of your rules is to have students show up to class on

time every day, make sure that you practice those same rules yourself. If you
are late, then you risk setting a bad example for your students.

Do not get angry: If you have a temper, leave it at the door. Teachers who
lose their temper will eventually lose their credibility in the classroom and
create an unfavorable learning environment for their students.

Give students opportunities: Giving students the reigns with certain things in
the classroom will make them feel trusted and responsible. By showing
students that you have confidence in their abilities, they will feel like the
overall management and flow of the classroom is up to them to uphold as
well.

Do not humiliate: Humiliating students will only cause teachers to lose their
authority in the classroom and contribute to psychological damage in
children, as well as fear and resentment.

Be alert: Teachers who are always aware of what is going on in their

classroom are less likely to have a controlled and managed class. Be sure to
move around your class often and take time to interact with each student.

Happy Students = Effective Classroom

Classroom management is essential, not only for a teachers piece of mind and in allowing them
proper control over their classroom, but it is imperative for a positive and flourishing learning
environment for students. If you would like further insight into methods for effective classroom
management, take a look at this course on how to encourage compliance to bring out the best in
your students, and look forward to a rewarding and productive school year.
https://blog.udemy.com/effective-classroom-management-2/
http://www.incredibleart.org/links/toolbox/discipline.html

http://www.teachthought.com/learning/10-characteristics-of-a-highly-effective-learningenvironment/

http://www.highscope.org/Content.asp?ContentId=181