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S.M.A.R.T. Management
For Teaching And Learning
Whether you are new to the teaching profession or tenured, your attention to the fundamentals of classroom management is ongoing and critical to your successful teaching and students' effective learning. Clearly defined expectations develop student trust. Student achievement flourishes in a well-run classroom where students become self-managers.
Managing your classroom effectively starts with prioritizing the most important behaviors necessary for your classroom to run smoothly. The five S.M.A.R.T. behaviors create the foundation for management and are also life skills. Effective teachers start off each year or semester by teaching behaviors such as these S.M.A.R.T. Behaviors, which ensure student success and establish a positive climate.
S.M.A.R.T. Behaviors
S Signal
M Materials
A Academic Purpose
R Respect
T TimeSignal: To operate effectively and safely every classroom needs a signal for attention, and this should be the first behavior you teach to your students. "May I have your attention, please?" is a universal signal that can be utilized at all levels. Once the signal is determined, provide clear and concise expectations for the students on what to do when the signal is given (stop, look, listen within 3 seconds). Spend time developing understanding through practice of the specific times (e.g., lesson input, emergencies, intercom, . . .) when the whole class needs to be listening attentively. Wasted time is eliminated with students' quick responses to the signal.
Materials: By taking the time to teach your students about the basic materials they will need for a lesson, you will save precious learning time. Explain the basic daily materials that are routinely needed on each student's desktop (e.g., 2 pencils, red pen, paper, textbook, homework, silent reading book). Students are encouraged to think, "What materials do I need to be prepared?" This thought process will become automatic, allowing students to function independently and become responsible for their own materials rather than relying on other students or the teacher.
Academic Purpose: Stress to your students that success and attitude have a high correlation. Being in the classroom is a learning opportunity. If a student is a purposeful learner and saying "I am here to learn," learning will take place. The student with this attitude has a positive academic purpose and is headed for success. Teachers set students up for success with clear and helpful entry tasks that focus attention on learning. To allow students to immediately begin with this learning focus, have a "starter activity" on the chalkboard/overhead when they enter (e.g., 5 math problems, write a summary of __________, answer these questions, etc.). By completing a "starter activity" each day, students will definitely begin class with an academic purpose and thus maximize learning.
Respect: Respectful behaviors are lifelong skills that need to be learned and practiced. Setting high standards of respectful behavior, reinforcing and enforcing them with your students will set a pleasant tone in your classroom, establishing a code of equality and awareness. Through sharing/discussion an understanding of multicultural differences can be developed. Allow time for students to brainstorm Respectful Statements (e.g., "Thank you for . . . , Excuse me . . .) and Respectful Actions (e.g., Listening, sharing, . . .). By making a commitment to focus on these courtesies while working in partners/small groups/large groups, students will assist in creating a caring atmosphere and a place that all students can enjoy.
Time: Time represents a valuable commodity in our lives and a critical part of classroom management. Providing time and opportunities for active student engagement makes learning happen for each student. Be very clear about the meaning of time in your classroom (e.g., on time to class = in your seat when the bell rings, on time with completed homework = homework assignment is on the desktop when called for) otherwise your students will be left guessing relying on their judgment based on past experiences. Other Time Management Techniques including prioritizing tasks, watch/clock, calendar, notebook organization, and study skills will assist students with their on-time behaviors.
In addition, Management Strategies improve the teaching and learning that goes on in a classroom. Whether they are in the form of Motivational Strategies that increase students' interest and/or concern for learning or Procedural Strategies that turn mechanical details into routines for students, the result is an orderly classroom environment that is not only more freeing for students, but also more productive. The Professional Management Strategies assist you in creating optimum conditions for managing effective teaching and learning.
Examples:
Motivational Management Strategies increase learning time:
- Daily Schedule – Posting the daily schedule provides an excellent reference for the teacher and the students. It sets a pleasant tone and eliminates questions and confusion.
- Rubric – Design rubrics with your students. This evaluative tool invites students to become partners in determining and analyzing what it means to be successful.
- Teacher-Student Relationship Builders – A special touch given to a student from the teacher builds a relationship with that student. By the teacher modeling these special touches, the students will learn how to treat others (i.e., greet students at the door, compliment students in either verbal or written form, . . .)
Procedural Management Strategies eliminate wasted time:
- Correcting Papers – Corrected papers give students feedback for work they have completed. Correcting should be as immediate as possible. Carefully delineate the correcting process that students should follow.
- Homework Calendar Check – Reserve the last five to ten minutes of each day/period for students to think about "What work is due tomorrow?" "What projects are due in the future?" "What materials do I need to take home for this homework?" As the teacher fills the due dates in on the large master calendar, students simultaneously fill out individual calendars kept in their notebooks.
- Following Directions – Students want to follow directions correctly. They can be successful with directions that are well planned and presented. Model the directions and give students time to show their understanding of the directions.
Professional Management Strategies set you up for success:
- Attitude – Professional educators are distinguished by their positive attitudes. Continual self-reflection is a powerful strategy in developing and maintaining a positive disposition. "Do I enjoy my work?", "Am I good at what I do?"
- Consistency – Professional educators know that consistency is the backbone of effective classroom management. Consistent teachers demonstrate reliability, fairness, and persistence. They have the ability to form effective management habits with their students.
- Image – The professional educator dresses appropriately to model his/her professionalism to others. Educators elevate their professionalism by using a business card, stationery, and a portfolio.
Good classroom management is a prerequisite for effective teaching and learning and must be integrated with all you do. By focusing on S.M.A.R.T. Behaviors and Management Strategies you can build good classroom management. This positive, proactive approach creates an orderly learning environment that all students enjoy and deserve, and parents and administrators expect and appreciate.
Elizabeth Webber has worked in the field of education for over thirty years. Her experiences in education include classroom teacher, program developer, and curriculum and staff development specialist.
For further information or to order Liz Webber's book based on the S.M.A.R.T strategies: (206) 329-8119, webberliz@aol.com
©January 2006 New Horizons for Learning
This information is provided by:
Office of State Superintendent of Public Instruction
Special Education
P O Box 47200
Olympia, WA 98504-7200
(360) 725-6088
Fax (360)586-1631
E-mail: dgill@ospi.wednet.edu
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