ABSTRACT
The domain of classroom management includes the rules, routines, and teacher behaviors that structure teaching and learning. Classroom management sets guidelines and expectations that create predictability and organization and allow relationships to flourish. This chapter distinguishes between rules that reinforce adult control and student compliance and those that maximize student learning. It distinguishes between class-running routines, lesson-running routines, and interaction routines in helping readers to be able to identify and consider where different types of routines might affect their dilemma. This chapter goes into detail regarding different verbal and nonverbal teacher behaviors that shape the effectiveness of teachers’ uses of rules and routines. Verbal strategies discussed include: precorrection, explicit timing, and redirection by focusing on the instructional task. Nonverbal strategies discussed include: withitness, active supervision, planned ignoring, prosody, kinesics, proximity, haptics, eye contact, and facial expression. Examples build upon Ms. Nash’s grounding case and illustrate effective uses of each strategy. The need for the simultaneous use of different strategies is discussed. Focus on Culture sections explore teachers’ need for culturally responsive classroom management in identifying differences in interpretation of rules, routines, and verbal and nonverbal behaviors.
