• Active Learning
• Authentic and Equitable Assessment
• Rubrics
• Strategies for Online Teaching
• Four Habits Model of Clinical Coaching

The Glossary of Education Reform describes classroom management as, "...the wide variety of skills and techniques that teachers use to keep students organized, orderly, focused, attentive, on task, and academically productive during a class. When classroom-management strategies are executed effectively, teachers minimize the behaviors that impede learning for both individual students and groups of students, while maximizing the behaviors that facilitate or enhance learning."

Similarly, David Ginsburg writes in the article, "Behavior Management ≠ Classroom Management" about how effective classroom management includes relationship building and behavior management, but should holistically consider the materials and course instruction, the policies and procedures of the class, department, and school, as well as considerations and management of the time and course layout. 

Image source: https://www.edweek.org/teaching-learning/opinion-behavior-management-classroom-management/2011/04

Strategies for effective classroom management can, and should be, leveraged at different times over a class or course. 

Before a learning experience

• Reflect on the learning goal and objectives and align your instruction to help students achieve those goals. 
• Create a detailed outline for the learning experience that considers how long each activity or segment should take and how you will facilitate each component. Having a clear plan will help you manage the time effectively in the classroom. Additionally communicating your expectations (e.g., an agenda slide, in the instructions for an activity, etc.) can help all learners, but especially neurodiverse learners, know how long they should anticipate spending on tasks and can help them stay engaged.
• Build your class in a way uses a whole person education approach. You can do this by leveraging techniques like active learning, promoting equity in the classroom and assessment, and acknowledging power and privilege.

At the beginning of a learning experience

• Establish a supportive learning environment by introducing yourself to the learners and allowing the leaners to introduce themselves to you and their peers. This can be done in-person, online in a synchronous setting, or using text or video introductions in a fully asynchronous online course.
• Rather than just reading straight from the syllabus, take time to explain your goals, highlight important policies or procedures, and let students know unique features of the class. 
• Set ground rules or group norms for how the class will behave and consider asking the students to contribute or co-create those rules with you. For example, you might consider the ROPES framework or the LARA method. 

During the learning experience

• For in-person or online synchronous classes: greet students when they enter the classroom and use their preferred names and their pronouns during the class. 
• For online classes: use students' preferred names and pronouns in the feedback you are giving (e.g., in SpeedGrader on Canvas) and when you respond to online discussions or social annotations.
• Regardless of the class format, actively engage the students in the content and invite them to share from their personal or professional experiences, make real-world connections, and learn with, and from, each other. 
• Similarly, show that you are invested in their learning by providing actionable feedback, asking probing questions, getting to know their interests, and participating along with students during in-person and online discussions. 

Responding in the moment

• Recognize and provide support when you and your students might be navigating a difficult local, national, or international event or situation. 
• Difficult discussions, disruptive behavior, or other "hot" moments might occur in the learning environment. When this happens, consider:
  • using the SOAR (stop, observe, assess, react) method to call for a pause and center yourself (stop), acknowledge the emotion (observe), consider how the moment can be a learning opportunity (assess), and then take appropriate next steps (react). The latter might include asking students to each reflect on what happened or redirecting the conversation.
  • reminding students of the group norms or guidelines you previously established. 
  • calling in rather than calling out.  
  • leveraging multiple strategies (like the ones above and others) to make the most of the moment and be in control.  

After a "hot" moment

• Seek support for yourself and co-instructors/colleagues. For example, you might speak with your department chair, document the classroom disruption, and leverage the employee assistance program for crisis support or counseling. Afterwards, reflect on what happened and what the causes might have been.
• Support and debrief with students who were involved (those who were hurt and those who were disruptive). For example, you might request 1:1 conversations between you and the student(s). Additionally, you might connect students with department and University resources (e.g., Timely Care), procedures (e.g., Student Handbook), and groups like ATSU Behavioral Health & Wellness and Student Affairs.
• Revisit what happened with the entire class. Other students may have been harmed even if they were not directly involved in the "hot" moment. So it's important to recognize how the group may be feeling and the impacts on classroom dynamics. You might consider:
  • checking-in with the students anonymously about how they are feeling and offering to meet with students individually outside of class.
  • reviewing (and possibly amending) the classroom expectations and policies or the group's ground rules or norms.
  • providing additional time and support to students by offering an extension or alternative assignments. This is particularly beneficial if the disruption occurred at a time that was close to a major assessment or was related to an assignment.
  • reminding all students about the resources available to them at the University (e.g., counseling and Timely Care). 
  • if appropriate: describing what actions have been taken. Especially if the "hot" moment was related to something you accidentally did or said, it is important to take responsibility and tell the students what actions will be taken moving forward. 

Classroom Management and How to Achieve It (11 page reading)

Classroom Management (10 page reading)

Classroom Management (6 page reading)

Address Problematic Student Behavior (5 page reading)

Classroom Management: Do's and Don'ts (5 page reading)

Navigating Heated, Offensive, and Tense (HOT) Moments in the Classroom (16 page reading)