Coppell ISD

Classroom Management
Framework
A Guide for 6 Essential Classroom Management Practices
 CISD’s Classroom Management Framework
Classroom management is an intricate process requiring motivation to learn, integration into practice,
and continuous reflection. Effective classroom management is essential in creating and maintaining a
culture that promotes learning in a positive environment while fostering personal and academic success.

Cultivating good character in every learner is an educator’s moral imperative. Modeling desired
attitudes and behaviors helps learners develop their own values, goals, ideals, and personal standards. It
is the responsibility of the educator to nurture the development of the individual through the use of
effective classroom management practices. Haim Ginott (1972) declared the importance of
self-awareness and personal accountability when he stated:
“I have come to the frightening conclusion that I am the decisive element in the classroom. It is
my daily mood that makes the weather. As a teacher I possess a tremendous power to make a
child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can
humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis
will be escalated or de-escalated, and a child humanized or dehumanized” (Ginott, p. 15).

The first step in effective classroom management is building deep and meaningful connections. A
relationship between people establishes and sustains a sense of security, trust, and belonging. Meaningful
relationships ensure that each learner is viewed as vital to the learning environment. Relationships
should be built between educators and learners, among learners, among educators, with families, and the
community.

Classroom management goes beyond the mere blending of techniques. It requires the balance of proactive
and reactive approaches to discipline in order to create habits of desirable behavior. Discipline improves
behavior through individualized training in a positive environment. Discipline develops intrinsic
motivation through a positive and non-punitive intentional process, allowing for natural and/or logical
consequences. Through this process, individuals grow and learn how to interact and contribute as
citizens in society.

The Coppell ISD Classroom Management Framework establishes a common vision among educators and
administrators that aligns our beliefs. The Coppell ISD Classroom Management Practices transform our
beliefs into actions. This framework ultimately equips educators, as the decisive element in the classroom,
with actionable strategies that improve classroom management and instructional efficacy.

CISD Classroom Management Framework - February 2017 2

 Table of Contents

CISD Classroom Management Beliefs​...………………………………………….. pg 4

CISD Classroom Management Practices​…..………………………………..…… pg 5

Practice 1​………………………...……………………………..………………..… pg 6
Practice 2​……………………...…………………………………..……………..… pg 8
Practice 3​……………………...……………………………………..…………..… pg 11
Practice 4​…………………………………………...……………..……………..… pg 12
Practice 5​………………………………...……………………..………………..… pg 14
Practice 6​………………………………...…………………..…………………..… pg 16

Glossary of Terms​……………………….......…………………...…………………..… pg 18

Resources​………………………………………....………………………………..…..… pg 20

Connection to CISD Systems​…………………....……...……………………..…..… pg 22

CISD Classroom Management Framework - February 2017 3

 Coppell ISD Classroom Management Beliefs

The educators of Coppell Independent School District believe that...

1. The educator is the decisive element in establishing and maintaining the

culture and climate in the learning environment.

2. Strong relationships establish and develop connectedness and significance.

3. A safe, supportive environment promotes higher achievement and personal

success.

4. Mistakes are opportunities for growth.

5. Discipline improves behavior through the integration of an individualized

approach and a positive environment.

CISD Classroom Management Framework - February 2017 4

 Coppell ISD Classroom Management Practices

1. Educators establish and foster positive relationships.

2. Educators create and maintain a safe and respectful climate.

3. Educators uphold clear, consistent, and high expectations.

4. Educators utilize positive and proactive communication.

5. Educators design learning experiences that increase engagement and

intrinsic motivation.

6. Educators discipline with dignity.

CISD Classroom Management Framework - February 2017 5

Practice #1:​ Educators ​establish and foster positive relationships.
“No significant learning can occur without a significant relationship.”
James Comer

Practice in Action
Intrapersonal ​(Educator to Self, Learner to Self)
● Consider one’s own attitudes and behaviors. ​Educators and learners must first consider their
own attitudes and behaviors in order to be effective leaders of the learning community.
● Embody your personal beliefs and values (Kouzes & Posner, 2012).
● Know your strengths and weaknesses (Miller & Liesveld, 2005).
● Put the interests and needs of others ahead of your own (Kouzes & Posner, 2012).
● Consider your choices and the influence they have on yourself and others (Glasser, 2001).
● Monitor and adjust your own attitudes and behaviors (Great Expectations 2013).
● Embody a growth mindset and be resilient (Dweck, 2008; Covey, 1991).
● Practice self-reflection. Examine your past experiences to determine areas in which you
can improve and identify the support you need (Zimmerman, 2011).
● Set goals for personal growth (Great Expectations 2013).

Interpersonal ​(Educator to Learner, Learner to Learner, Educator to Community, and Educator to

Educator)
● Establish and sustain relationships. ​Relationships satisfy a basic human need to be close to and
supported by others (Maslow, 1943).
● Build and establish positive relationships because it is the single most influential
component to the success of the learning community (Marzano, Pickering, & Pollock
2001).
● Persevere in building relationships; building a bond may take time (Flippin, 2011)
● Treat others as individuals. Take initiative in getting to know the child’s interests,
strengths, and concerns (Fay, 2002).
● Show that you value the child unconditionally (Fay, 2002).
● Build rapport with others. Learn about their passions, hopes and dreams. Share
information about yourself - your hopes, your strengths, your fears, your
mistakes/struggles - the things that make you who you are. (Kouzes & Posner, 2012).
● Model integrity; do the right thing at all times (Costa & Garmston, 2002).
● Let people know they are valued and appreciated (Maxwell, 2011).
● Keep your commitments and follow through with your promises. Say what you mean,
and mean what you say (Kouzes & Posner, 2012; Flippin, 2011).
● Extend trust to others first, even if they have not already extended it to you (Kouzes &
Posner, 2012).
● Developing a partnership with parents is imperative to student success (“Building
Parent-Teacher Relationships,” 2007).
● Be mindful when discussing others. Maintain confidentiality (Family Educational Rights
and Privacy Act (FERPA).
● Be aware of cultural differences (Kaplan, 1966).
● Communicate positively. ​Communication is more than just exchanging information. It’s about
understanding the emotion and intentions behind the information.
● Communicate before the school year begins (Wong, 2001).
● Establish an open communication policy (Besli & Reddin, 2004).
● Greet each learner when they walk in the door (Flippin 2011, Wong 1998).
CISD Classroom Management Framework - February 2017 6
 ● Address learners by name (Willemsen, 1995).
● Affirm and listen empathetically (Flippin, 2011; Kouzes & Posner, 2012).
● Be mindful to create a balanced conversation (Knight, 2007).
● Show kindnesses, courtesies, and encouragement (Covey, 1989). Be genuine. Say what
you mean, and mean what you say (Kouzes & Posner, 2012).
● Be willing to apologize and show humility (Fay, 2002).
● Actively contribute. ​Strong relationships allow for increased achievement and productivity.
● Create team building activities that will grow the relationships within a group (Rohnke &
Butler, 1995; Shoemaker & Sommers, 2001).
● Work toward the same goals (Ricci & Wiese, 2012​).
● Carry your own weight and respect the team processes and other members (Ricci &
Wiese, 2012). “Be the change you wish to see in the world” (Mahatma Gandhi).

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Practice #2:​ Educators create and maintain a safe and respectful climate

“True change requires a focus on creating school culture that supports academic,
social, emotional, and character development of children.”
Maurice Elias, Ph.D.

Practice in Action

Academic/Learning Environment
● Create a learner-centered environment. T ​ his environment fosters motivation through an
intrinsic desire to discover new knowledge.
● Facilitate rigorous, authentic experiences to engage learners (Marzano, 2010).
● Allow learning to happen within different structures (whole group, group work,
independent work, partner, etc.) (Cannon Design Architects, VS Furniture & Bruce
Mau Design, 2010).
● Enable learners to gradually construct their own meaning (Knight, 2007).
● Encourage differences of opinion and use them as potential solutions to problems
(“​Resolving Team Conflict​,” 2016).
● Build in reflection time that is intentional and make it a habit (Costa & Kallick, 2007).
● Respond to the academic/behavioral needs of learners. ​Educators should have a conscious
awareness of their learner’s academic and behavioral needs.
● Identify learners who may be struggling and need support - Response to Intervention
(RtI) (National Center for Learning Disabilities, 2016).
● Acknowledge that learning occurs at different rates for different people and adjust
accordingly (Wiggins & McTighe, 2005).
● Utilize support structures for learners (RtI, GTi, MLI, etc.) (“​Together we learn better:
Inclusive schools benefit all children​,” 2015)
● Collaborate with learners to determine how they can demonstrate their learning (Rogers,
2013).
● Capitalize on learner interests (Kouzes and Posner, 2012).

Physical/Virtual Environment
● Be mindful of the arrangement of the learning environment. ​The arrangement of furniture and
virtual spaces can influence behavior and learning.
● Be flexible in furniture arrangement to allow for collaboration and ease of movement of
both educator and learner (Covey, 1991).
● Ensure all parts of the room are visible at all times (Sprick, 2009).
● Maximize proximity and availability to materials for all (Wong,1998).
● Provide a variety of seating options (sitting, standing, etc.) for various learning needs
(Cannon Design Architects, VS Furniture & Bruce Mau Design, 2010).
● Arrange furniture so that the focus is on the learner (Cannon Design Architects, VS
Furniture & Bruce Mau Design, 2010).
● Utilize a digital platform for access of materials that can provide users with consistency
and increase ease of use (Intechnic, 2016).
● Maintain a neat, organized, and inviting learning environment. ​An aesthetically pleasing
learning environment creates a sense of security and maximizes learning.
● Maintain an environment free of clutter (Wong, 1998).

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 ● Ensure a brain-friendly environment (be mindful of colors, music, lighting, etc.) (Jensen,
2000).
● Be purposeful with materials and decor (Does it enhance the learning or climate of your
classroom?) (Jensen, 2000).
● Ensure that the educator and learner can access materials quickly (Jensen, 2000).
● Display learner work (Jensen, 2000).
● Digital platforms should provide users with intuitive navigation and concise content
(Intechnic, 2016).
● Be strategic in the use of visuals ​(Intechnic, 2016).
● Avoid confusing features or functionality ​(Intechnic, 2016).
● Digital content is well organized, easy to find, and aesthetically pleasing (Intechnic,
2016).
● Ensure consistent ​procedures​ ​and ​routines​. ​Learning is maximized when routines and
procedures are carefully taught, modeled, and established in the classroom.
● Establish routines and procedures (seating, materials, transitions, etc.) (Wong, 1998).
● Teach, model, monitor, and reinforce routines and procedures. Explain the rationale
behind why they are established (Wong, 1998).
● Ensure that transitions are clear and seamless (Wong, 1998).
● Add procedures as needed (Wong, 1998).
● Be aware that changes in a procedure or routine may alter the system (Alvy & Robbin,
2010).
● Consider the following routines and procedures for your physical and virtual
environment:
● Entering and exiting the classroom (Wong, 1998).
● Managing attendance, assessments, and other routine tasks (Wong, 1998).
● Managing activities, materials and devices, including distribution and collection
(Wong, 1998; ​Teach​, 2016).
● Transitioning during the lesson (Wong, 1998).
● Signaling for attention, questioning techniques, learner responses, etc. (Wong,
1998).
● Establishing time frames for learner activities (timers, etc.) (Wong, 1998).
● Assigning, monitoring, and maintaining accountability for student roles and
responsibilities, both individually and in a group (​Teach​, 2016).
● Consistently monitor digital activity (​Teach​, 2016).
● Provide consistent feedback (​Teach​, 2016).
● Establish routines for turning in digital products (​Teach​, 2016).
● Establish routines for accessing digital content (​Teach​, 2016).

Social/Emotional Environment
● Build Self-Esteem. ​Meeting the self-esteem needs (power, model, connectedness, uniqueness) of
others builds a sense of community and support (Clemes,1981).
● Uniqueness: Recognize and celebrate uniqueness and diversity (Clemes,1981).
● Connectedness: Provide opportunities for learners to build relationships and find
connections (Clemes,1981).
● Power: Provide learners with choice, leadership opportunities, and ownership to build a
sense of belonging and significance (Clemes,1981).
● Model: Develop values, goals, ideals, and standards that promote resiliency, confidence,
self-advocacy, and other important​ ​intrapersonal skills​ ​(Clemes,1981).
● Foster relationships through mutual respect and dignity.​ Relationships should be built within
an environment that fosters psychological safety and intellectual freedom (Great Expectations,
2013).
● Avoid fear, embarrassment, and public humiliation (Great Expectations, 2013).

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 ● Use positive language and tone (Capturing Kids Hearts).
● Utilize effective ​interpersonal skills​ when interacting with others (Kouzes & Posner,
2012).
● Address others by name (Great Expectations, 2013).
● Interact in a positive way with each learner each day (Marzano, Waters and McNulty
2005).
● Be skillful and strategic in the use of humor as it can defuse a tense moment, infuse
creativity and refocus others (Alvy & Robbins, 2010).
● Refrain from using sarcasm (Great Expectations, 2013).
● Use immediate, specific feedback to reduce frustration (Clifford, 2012).
● Maintain controlled professionalism. ​Positive environments enhance learning and are
characterized by those who exhibit warmth and encouragement in pleasant physical surroundings
(Great Expectations, 2013).
● Maintain an unconditional positive regard, accepting and respecting others without
judgment (Rogers, 1972).
● Maintain composure in all situations (Crisis Prevention Institute, 2016).
● Utilize ​Rational Detachment​ by staying calm, in control, and professional and not taking
misbehavior ​or crises personally (Crisis Prevention Institute, 2016).
● Be consistent in responding to others (Great Expectations, 2013).
● Listen empathetically and without interruption; ask open-ended and clarifying questions
and use phrases such as, “What I’m hearing you say….” to seek understanding (Knight,
2007; Costa & Garmston, 1999; Patterson, 2002; Covey, 1989).
● Maintain a healthy emotional objectivity with others (Marzano, 2003).
● Encourage and celebrate others. ​Observe others to learn how to effectively encourage learners
through their effort.
● Recognize that not everyone prefers to be celebrated in the same way (Kouzes and
Posner, 2012); tailor praise so that it is personal and meaningful (Reese, n.d.).
● Seek opportunities to provide genuine praise to all (Kouzes and Posner, 2012).
● Encourage resiliency by focusing on the positive (Covey, 1991).
● Let the celebration of an improvement stand alone as it is counterproductive to state a
celebration followed by “but…” (Kegan & Lahey, 2001).
● Celebrate the progress along the way, not just the outcome (Kotter, 2012; Kouzes &
Posner, 2012).

Community Environment
● Maintain regular communication. E ​ stablish timely communication that keeps your families and
communities connected to you and your classroom.
● Communicate with families and all other stakeholders (Besli & Reddin, 2004).
● Maintain virtual communication avenues including digital newsletters, email and
websites (Snowden & Gorton, 2002).
● Be flexible with communication to meet the needs of others (Snowden & Gorton, 2002).
● Recognize the differences within our community. ​Acknowledge, respond to, and celebrate the
uniqueness of your community.
● Respect the cultures, backgrounds, and values of all learners and their families (Dean,
2012).
● Provide a variety of ways and times for families and community members to participate
in the school community (Snowden & Gorton, 2002).

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Practice #3:​ Educators uphold clear, consistent, and high expectations.

“Children are likely to live up to what you believe of them.” Lady Bird Johnson

Practice in Action:
Learning Community:
● Establish expectations. ​Allow learners to be involved in the establishment of expectations to
build ownership and importance.
● Determine a manageable set of expectations for your learners (PBIS 2008).
● Establish expectations, rather than rules, to create a positive climate. Expectations have
positive connotations (Example: Treat others with respect), where rules have a negative
connotation (Example: Don’t talk while others are talking) (Nelsen, 2006).
● Involve learners in the design of expectations and procedures (Marzano, 2003).
● Display expectations for the learning community (Wong, 1998).
● Encourage learners to take ownership of learning and behavior (Great Expectations,
2013).
● Teach and model expectations. ​Provide explicit teaching and modeling of expected behaviors
and attitudes in order to meet the needs of all learners.
● Ensure that learners understand expectations through frequent reflection and conversation
(Zimmerman, 2011).
● Model expectations in context when possible (PBIS 2008).
● Teach overtly how to behave responsibly and respectfully in all situations (PBIS 2008).
● Prompt or remind learners of expectations prior to entering natural setting (PBIS 2008).
● Refer to expectations to redirect desired behaviors (Great Expectations, 2013).
● Be consistent in expectations. ​Continuously upholding high expectations promotes growth.
● Believe that all learners can achieve high expectations (Glasser, 1991).
● Eliminate preconceived ideas about learner achievement (Marzano 2010).
● Communicate expectations clearly to all stakeholders (Barron Stark, 2011).
● Maintain a clear and consistent level of accountability for all to achieve high expectations
(Wong 1998).
● Reflect and ​dialogue​ with the learner after a situation to make decisions for improvement
and further growth opportunities (Knight, 2007).

Goal Setting:
● Set goals. ​Make a conscious decision to set a goal that can provide opportunities for personal
growth.
● Communicate high expectations for all (Glasser, 1991).
● Invest learners in achieving ambitious goals (Kouzes & Posner, 2010).
● Define goals and strategies clearly (Bolman and Deal, 2008).
● Communicate the goal. ​Clearly communicating a goal provides a support structure throughout
the process of achieving it.
● Promote a unified purpose and shared vision for the class and school (TEA, 2014, p. 14).
● Promote two-way communication in order to increase understanding of the goals for all
stakeholders (Barron Stark, 2011).
● Communicate the goal to all involved in achieving it (Harris, 2013).

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Practice #4:​ Educators utilize positive and proactive communication.
“People may hear your words, but they feel your attitude.”
John C. Maxwell

Practice in Action
Effective Communication
● Use positive non-verbal communication. ​Be aware that 55% of communication is nonverbal
and understand how it affects communication (Patterson, 2002).
● Be cognizant of the types of ​nonverbal communication​: (Segal & Smith, 2016)
● Facial expressions
● Body movements and posture
● Gestures
● Eye contact
● Proximity: Personal Space
● Touch
● Model appropriate and respectful tone and body language when communicating (Great
Expectations, 2013).
● A smile or a hug has a powerful effect on the success of learners. Smiles, appropriate
touches, and kind words bring people closer together, create a caring atmosphere, and
help tremendously in preventing discipline problems (Gilmore, 1982).
● Utilize ​empathic listening​ by giving your undivided attention, being nonjudgmental,
focusing on feelings, allowing for silence for reflection, and clarifying message (CPI,
2016).
● Use positive verbal communication.​ Be aware of verbal cues and their effects; 38% is how we
say it and 7% are the words we use. (Patterson, 2002)
● Use ​dialogue​, voice tone, and body language to assist in creating a mood or attitude.
Learners in a reactive mode rely on input from tone of voice and body language to assess
the educator’s message (Great Expectations, 2013).
● Verbally affirm desired behaviors and attitudes (Great Expectations, 2016).
● Be skillful and strategic in the use of humor as it can de-escalate a tense moment, infuse
creativity and refocus others (Alvy & Robbins, 2010).
● Refrain from using sarcasm (Great Expectations, 2013).
● Provide a calm assurance. Show disapproval of misbehavior, not the learner, to defuse
tense situations (Great Expectations, 2013).
● Use kind words to prevent discipline problems. Words spoken with kindness and proper
tone encourage a willingness to cooperate (Great Expectations, 2013).
● Have effective oral communication skills, which includes competence in meeting and
greeting someone, learning the person’s name, introducing him, and issuing words of
welcome (Wagner, T. 2008).
● Celebrate others to validate and establish the desired outcomes (Great Expectations,
2013).
● Convey a sense of acceptance, affirmation, approval, and camaraderie using kind words
(Great Expectations, 2013).
● Use callbacks rather than raising your voice to gain attention (Great Expectations, 2013).
● Be aware of para-verbals: (CPI, 2016)
● Tone: Think about your voice inflection. Is your message coming across as
sarcastic? Frustrated?
● Volume: Use appropriate volume for the situation.

CISD Classroom Management Framework - February 2017 12

 ● Cadence: Think about the pacing of your message.
● Use positive written communication. E ​ ffective educators use fair, accurate, specific, and timely
written communication.
● Giving frequent, early, positive feedback that supports learners’ beliefs that they can do
well is a component for developing learner self-motivation. (Weinert, F. E., and Kluwe,
R. H. 1987).
● Omit grades on displayed work. Academic feedback is more strongly and consistently
related to achievement than any other teaching behavior (Great Expectations, 2013).
● Provide feedback that points out the best qualities of the work (Great Expectations,
2013).
● Organize concise, accurate information to communicate with others. Written
communication is a permanent product and requires careful consideration regarding
format and content ​(Graham-Clay, 1991).
● Provide comments that are specific to the behavior the learner has met. This is essential
and helps them understand what they must do to continue to meet the expected behavior
(Reeves, 2011).
● Utilize appropriate tools or mediums to provide timely and respectful communication.
Selection should be determined by the content, audience, objectives, and one’s personal
strengths and weaknesses as a communicator (Snowden & Gorton, 2002).

CISD Classroom Management Framework - February 2017 13

Practice #5:​ Educators design learning experiences that increase engagement
and intrinsic motivation.

“Tell me and I forget. Teach me and I remember. Involve me and I learn.”

-Benjamin Franklin

Practice in Action
Learning Experiences
● Design appropriate learning experiences. ​Skillfully designed learning experiences maximize
engagement and learner achievement.
● Design personal and relevant learning experiences based on learner passion and interest
(Jensen, 2000).
● Exhibit appropriate levels of engagement by providing clarity about the content and
expectations of an upcoming instructional unit (Marzano, 2010).
● Earn trust by showing respect in the form of meaningful, challenging, and rewarding
learning activities that are worthy of their time and best efforts (Johnson, 2014).
● Promote excitement through discovery (Finn & Rock, 1997).
● Foster active inquiry and investigation (Brewster & Fager, 2000).
● Design learning experiences that are appropriately challenging (Marzano, 2010).
● Utilize the Understanding by Design (UbD) model in conjunction with various
instructional approaches in order to enhance the learner's understanding and ability to
transfer (Wiggins & McTighe, 2005).
● Implement engaging learning experiences. ​Higher levels of engagement ensure higher levels of
learning.
● Encourage collaboration while nurturing independent thinking (Brewster & Fager, 2000).
● Allow for frequent and ongoing voice and choice (Renzulli, 2014).
● Deliver instruction with excitement and enthusiasm (Bain, 2004).
● Clearly communicate expectations to make sure learners are set up for success and
understand the purpose of the learning (Wong, 1998).
● Maximize opportunities to make meaning and allow for transfer (Wiggins & McTighe,
2005).
● Provide multiple opportunities for practice (Rogers, 2013).
● Facilitate learning that is active, collaborative, and fosters learning relationships (Zepke
& Leach, 2010).
● Actively engage learners, as it requires them to be attentive as well as in attendance
(Schlechty, 2001).

Assessments
● Design and implement quality assessments. ​Meaningful assessments motivate learners while
providing a variety of information to learners, families, and educators.
● Assess learners in a variety of ways to give learners more control over how they display
their understanding (Bain, 2004).
● Place appropriate emphasis on formative and summative assessment (DeLong & Winter,
2002).
● Check frequently for learner misconceptions as these may increase frustrational level
(Fisher & Frey, 2007).
● Provide individualized feedback. ​Quality​ ​feedback is one of the most important factors in
improving student learning.

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 ● Be generous with specific praise and constructive in criticism (Nilson, 2003).
● Show and express why you are interested (DeLong and Winter, 2002).
● Offer non-judgmental feedback (Nilson, 2003).
● Maintain confidentiality when providing feedback (Reeves, 2011).

Differentiation
● Adjust instruction. ​Differentiating instruction provides all learners with different pathways to
learning, regardless of difference in ability.
● Tailor and differentiate instruction based on learner background, need, interest, etc.
(Renzulli, 2014).
● Activate prior knowledge or instruct learners how to construct their own prior knowledge
(Brewster & Fager, 2000).
● Gather evidence of learner mastery to determine possible curriculum compacting
(Renzulli, 2014).
● Provide one-step instructions to ensure understanding (Rogers, 2013).
● Provide “think time” to allow for processing information and decision-making (Stahl,
1990).

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Practice #6:​ Educators ​discipline​ with dignity​.
“Discipline with dignity equips teachers and administrators with classroom skills
and techniques that enable them to spend less time dealing with behavioral
problems and more time on positive interactions with students and on instruction.”
Curwin and Mendler
Practice in Action
Proactive Approach
● Utilize a proactive approach to classroom management. ​Educators will anticipate
misbehaviors and proactively prevent them rather than reacting.
● Monitor students carefully and consistently to anticipate early signs of misbehavior and
intervene before the issues escalate (Great Expectations, 2013).
● Scan the entire room as you speak and make eye contact with each learner (Marzano,
2010).
● Intentionally move about the room, using proximity to manage learner behavior
(Marzano, 2010).
● Teach and reinforce explicit expectations for behavior (Great Expectations, 2013).
● Identify students that may require specific behavior management strategies and attention
(Great Expectations, 2013).
● Avoid rewarding expected behavior. Rewards and punishments are often
counterproductive and undermine ​intrinsic motivation​ (Benabou & Tirole, 2003).
● Challenge students to discover and choose interesting and enjoyable activities that are
focused on learning outcomes (Kaplan, 2010).
● Affirm positive contributions. For example, the educator may say, “Cecilia just added to
Aida’s idea by saying that . . . “ (Marzano, 2010).
● Utilize Restorative Circles: A “community” process used proactively to build social
capital by creating classroom norms that invite shared power, mutual understanding,
self-responsibility and effective action (Barter, 1995).

Response to Behavior
● Communicate effectively. ​Educators will respond with dignity to learners’ misbehaviors.
● Utilize Restorative Conferences: Facilitate a meeting between the person responsible for
the harm and the person harmed. Together the group decides what is needed to be done to
repair the harm and puts plans in place to prevent further harm and provide follow-up
(Thorsborne & Blood, 2013).
● Utilize Restorative Mediation: The practice of bringing two parties together to negotiate a
resolution to their differences/issues (Thorsborne & Blood, 2013).
● Ask questions that lead learners to accept responsibility for their actions and help them to
determine steps to change behavior (Great Expectations, 2013).
● “How did your action affect others?”
● “Would you like to hear what some other people have tried?”
● “How did that work out for you?”
● “What were you hoping to achieve?”
● “What do you think you could do to make the situation right?”
● Set limits with ​enforceable statements​. Avoid telling an angry learner what to do. Instead,
describe what you will do or allow (Fay, 2002).
● Use choices to prevent power struggles -i.e., “you may put your cell phone away in your
backpack or locker” (Fay, 2002).
● Guide learners in solving their own problems. Ask, “What are you going to do?” and
“How would that work out for you?” (Fay, 2002).
CISD Classroom Management Framework - February 2017 16
 ● Encourage the use of “I statements” when discussing situations (Great Expectations,
2013).
● Neutralize arguing by ​“​Going Brain Dead​”​ and utilizing a neutral “​one-liner​” when
encountering a learner who is arguing (Fay, 2002).
● Utilize ​Rational Detachment​ to respond to behaviors in a calm and respectful manner
(CPI, 2016).
● Address misbehaviors individually and privately (PEAK, Teaching for Excellence).
● Implement appropriate consequences​. Educators will consistently apply consequences that are
related (natural and logical) to the misbehavior. Consequences flow naturally from one’s choices,
actions and decisions. The goal of logical consequences is to help children develop internal
understanding, self-control, and a desire to meet expectations. While effective in stopping
misbehavior of the moment, punishment does little to increase student responsibility.
Predetermined punishments are often not naturally linked to the behavior. Punishment often leads
to feelings of anger, discouragement and resentment, and an increase in evasion and deception.
Unlike punishment, the intention of logical consequences is to help children develop internal
controls and to learn from their mistakes in a supportive atmosphere.
Consequence​ ​- A response that is linked to the behavior or action (example: a
student is moved away from a table when taking a test because he is looking at
another student’s paper).
Punishment​ ​- A response that is not linked to the behavior or action (example: a
student loses recess because he is looking at another student’s paper when taking
a test).
● Decide what kind of consequence would be related, respectful, reasonable, and create a
helpful learning experience that might encourage children to choose responsible
cooperation (Nelson, 2014).
● Treat misbehavior as an opportunity and design ​natural​ and ​logical​ consequences that are
not academically or socially punitive (Great Expectations, 2013).
● Apply expectations consistently to every learner, every day (Great Expectations, 2013).
● Allow opportunities for​ ​natural consequences​ ​to occur (Great Expectations, 2013).
● Enforce logical consequences when needed. An entire group should not be punished for
the actions of one (Great Expectations, 2013).
● Allow for delayed consequences: “It’s ok to delay consequences. Students are required to
do much more thinking and therefore learning when they find themselves having to
anticipate what consequence their teacher will apply.” (Fay, 2002).
● Avoid threatening an unenforceable consequence (Great Expectations, 2013).
● Send learners to the office with a referral only after all efforts have been exhausted.
Repeated or serious misbehavior should be communicated with campus administration
and parents as soon as possible (Great Expectations, 2013).
● Be aware that some punishments can be rewards (Great Expectations, 2013). For
example, removal from the classroom setting may reinforce work avoidance or escape.
● Address misbehavior privately. Encourage learners to rejoin the learning community as
soon as possible (Great Expectations, 2013).
● Avoid predetermined punishments for misdeeds or wrong decisions.
● Avoid using assertive discipline charts, which list the degrees of punishment to be
inflicted on those who choose to misbehave
● Refrain from using the following when responding to misbehavior (Great Expectations,
2013):
● Public record keeping of mistakes or misbehaviors, such as “names on the board”
or behavior charts
● Public displays of humiliation to penalize those who make unwanted choices
● Loss of recess
● Removal from class for an extended amount of time

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 Glossary of Terms
Dialogue: ​conversation between two or more people.
Differentiation​: ​Maximize each student's growth by recognizing that students have different ways of
learning, different interests, and different ways of responding to instruction. In practice, it involves
offering several different learning experiences in response to students' varied needs.
Discipline:​ ​ guides the children's behavior or sets limits to help them learn to take care of themselves,
other people and the community around them.​ ​Discipline is a required set of actions by an educator
towards a learner (or groups of learners) after the learner's behavior disrupts the ongoing educational
activity or breaks a pre-established expectation.
Empathic Listening: ​Empathic listening is paying attention to another person with empathy [emotional
identification, compassion, feeling, insight]. One basic principle is to "seek to understand, before being
understood.
Enforceable Statements: ​Enforceable statements set limits by sharing what you as the educator will
allow, instead of telling “what not to do.” ​See examples provided by Love and Logic​.
Extrinsic motivation:​ R​efers to behavior that is driven by external rewards such as money, fame, grades,
and praise. This type of motivation arises from outside the individual.
“Going brain dead”:​ not engaging in arguing or match wits with the learner. Avoiding power struggles.
Interpersonal skills: ​relating to relationships or communication between people.
Intrapersonal skills: ​taking place or existing within the mind
Intrinsic motivation:​ ​Refers to behavior that is driven by internal rewards. In other words, the motivation
to engage in a behavior arises from within the individual because it is intrinsically rewarding.
Logical consequences:​ are different from​ natural consequences​ in that they require the intervention of
another individual.
Misbehavior:​ Improper, inappropriate, bad behavior.
Natural consequences:​ ​are outcomes that happen as a result of behavior that are not planned or
controlled that do not require enforcement (Pryor & Tollerud, 1999).
Non-punitive: ​to not inflict punishment.
Nonverbal communication:
● Facial expressions: T​ he human face is extremely expressive, able to express countless emotions
without saying a word. And unlike some forms of nonverbal communication, facial expressions
are universal. The facial expressions for happiness, sadness, anger, surprise, fear, and disgust are
the same across cultures.
● Body movements and posture: ​Consider how your perceptions of people are affected by the
way they sit, walk, stand up, or hold their head. The way you move and carry yourself
communicates a wealth of information to the world. This type of nonverbal communication
includes your posture, bearing, stance, and subtle movements.
● Gestures: ​Gestures are woven into the fabric of our daily lives. We wave, point, beckon, and use
our hands when we’re arguing or speaking animatedly—expressing ourselves with gestures often
without thinking. However, the meaning of gestures can be very different across cultures and
regions, so it’s important to be careful to avoid misinterpretation.
● Eye contact: ​Since the visual sense is dominant for most people, eye contact is an especially
important type of nonverbal communication. The way you look at someone can communicate
many things, including interest, affection, hostility, or attraction. Eye contact is also important in
maintaining the flow of conversation and for gauging the other person’s response.
● Proxemics: ​Be aware of the physical space between you and your learners. Personal space needs
can differ among your learners.

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 ● Touch: ​We communicate a great deal through touch. Think about the messages given by the
following: a weak handshake, a timid tap on the shoulder, a warm bear hug, a reassuring slap on
the back, a patronizing pat on the head, or a controlling grip on your arm.
● Space: ​Have you ever felt uncomfortable during a conversation because the other person was
standing too close and invading your space? We all have a need for physical space, although that
need differs depending on the culture, the situation, and the closeness of the relationship. You can
use physical space to communicate many different nonverbal messages, including signals of
intimacy and affection, aggression or dominance.
● Voice: ​It’s not just what you say, it’s ​how ​you say it. When we speak, other people “read” our
voices in addition to listening to our words. Things they pay attention to include your timing and
pace, how loud you speak, your tone and inflection, and sounds that convey understanding, such
as “ahh” and “uh-huh.” Think about how someone's tone of voice, for example, can indicate
sarcasm, anger, affection, or confidence.
“One-Liners” (from Love and Logic): ​Brief statements delivered with ​compassion and ​understanding
to neutralize arguing with learners.
Example: I care about you too much to argue; What a bummer; Thanks for sharing; I know; Nice
try; Don’t worry about it now; I’ll have to think about that one;
Physical/Virtual​ - Learning Framework: Educators design physical/virtual learning environments that
include flexible use of space, technology, materials and time. Ensure classroom procedures and routines
are clear and consistent for learners.
Procedures: ​A fixed, step-by-step sequence of ​activities​ or ​course of action​ (with ​definite​ start and end
points​) that must be followed in the same ​order​ to correctly perform a ​task​.
Rational Detachment:​ is the ability to stay calm, in control, and professional—even in a crisis moment.
It means not taking things personally—even when encountering button-pushing comments.
Routines: ​Repetitive procedures.

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 Resources

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 Connection to CISD Systems

● The Learning Framework:

○ Environment
■ Social/Emotional (Article I g, h): Educators build appropriate and positive
relationships which foster a mutual respect.
○ Learner/Educator LF
■ Responding to Learners (Article II k): Educators establish a positive relationship
with each learner in order to understand the background experiences, learning
preferences, interests, culture and supports needed to ensure successful learning.

● CISD DIP:
○ Discipline Management: Safe Environments
■ Provide professional learning opportunities to support campus character
education indicatives (such as Great Expectations and Positive Behavioral
Support Initiative) using the district behavior management plan.

● Behavior RtI Tier 1

● T-TESS
○ Learning Environment Dimension 3
■ Dimension 3.1Classroom Environment, Routines and Procedures: The teacher
organizes a safe, accessible and efficient classroom.
■ Dimension 3.2 Managing Student Behavior: The teacher establishes,
communicates and maintains clear expectations for student behavior.
■ Dimension 3.3 Classroom Culture: The teacher leads a mutually respectful and
collaborative class of actively engaged learners.

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