First Presenter's Institution

Georgia Southern University (graduate)

Second Presenter's Institution


Third Presenter's Institution


Fourth Presenter's Institution


Fifth Presenter's Institution



Session 9 (Ballroom E)

Strand #1

Social & Emotional Skills

Strand #2

Safety & Violence Prevention


This proposal relates to two of the 5H Conference Strands –

II. “HEART”: Social & Emotional Skills, and

III. “HANDS”: Safety & Violence Prevention

The classroom management strategies shared will help teachers evaluate their classroom management style and understand “withitness”. And likewise, teachers will gain strategies that will help them empower students to take ownership of their misbehavior, develop an understanding for their misbehavior, create an action plan for future thoughts of misbehaving and express a commitment to learning time.

By the end of the session, teachers will be equipped with a research-based classroom management process that will maximize teaching and learning time.

Brief Program Description

Exhausted and frustrated with never-ending classroom behavior problems? Re-ignite your enthusiasm and win back the time to do what you were hired to do – TEACH! While, at the same time, empower your students to take ownership of their misbehavior and make better choices.


Did you know that most low-level misbehavior patterns can be interrupted and changed forever, long before they become major discipline issues? Come to TEACH! – Tirelessly Educating And Changing Habits, a session designed to help teachers, at all grade levels, who, by the end of each school day, end up putting more energy into dealing with classroom behavior problems than they do providing quality instruction. All of a sudden, your daily journey to the classroom has become dreadful and you are having second thoughts about wanting to impact the lives of children. Don’t quit just yet! The strategies for improving your day, your energy level and your classroom have arrived! Behavior can be changed! Positive, appropriate and productive classroom behavior can be taught systematically. Learn strategies for effective classroom management that will end the student-teacher power struggles, improve academic performance and greatly reduce the need for discipline referrals. Let me share with you a research-based process that can cut out 50-70% of your discipline problems or behavior challenges. Find out how your beliefs, teaching style, and even your classroom arrangement could be contributing factors to classroom misbehavior. Learn techniques and strategies that work for teaching and learning and don’t cause extra work for the teacher. Give yourself the opportunity of accomplishing what you chose as a profession. Re-gain your interest to teach, reserve your energy for teaching while, at the same time, learn strategies that will minimize disruptive behavior, empower students to take ownership of their misbehavior and make the classroom an actual teaching and learning environment.


As shared in the work of Dahlgren, R., Malas, B., Faulk, J. & Lattimer, M. (2008), Marzano (2003), described “withitness” as maintaining an appropriate mental set,” and further defined this as maintaining appropriate emotional objectivity, meaning “…carrying out the various aspects of classroom management without becoming emotionally involved or personalizing students’ actions” (p. 94-95). During my presentation, I will refer to the appropriate mental set, emotional objectivity, or withitness when working with students.

Effective classroom management includes teaching expectations. Teaching expectations are important in kindergarten through twelfth grade. Edmund Emmer et al. (1984) asserted the importance of establishing and enforcing rules and procedures at the secondary level. Carolyn Evertson et al. (1984) stated, “Rules and procedures vary in different classrooms, but we do not find effectively managed classrooms operating without them. It is simply not possible for a teacher to conduct instruction for children to work productively if they have not guidelines for how to behave, when to move about the room, and where to sit, or if they interrupt the teacher frequently…” (p. 17).

Effects of Discipline Across Grade Levels

Grade Level

Effect Size

Number of Effect Size

Percentile Decrease in Disruptive Behavior





Upper Elementary




Middle School




High School




Source: Stage, S.A., & Quiroz, D.R. (1997). A meta-analysis of interventions to decrease disruptive classroom behavior in public education settings. School Psychology Review, 26(3), 333-368.

As commented by Stage and Quiroz (1997), “…interventions to reduce disruptive behavior work in public schools…”

When teachers implement classroom management strategies that work, teaching and learning time is maximized.


Individual Presentation

Biographical Sketch

I am a retired educator with more than 30 years of service. I plan to bring hope, laughter, and best of all, practical solutions to teachers challenged by various students who enter their classrooms. As a former high school principal, classroom teacher and athletic coach, I am experienced at creating successful students both inside and outside the classroom – in academics and extracurricular activities. I have "been there," and will share proven classroom management strategies designed to put you, the classroom teacher, back into the driver's seat. Educationally motivated students, as well as the reluctant or "at risk" learners, provided me with firsthand experience in handling disruptive behaviors. I will share methods designed to take control from unruly students and return it to you, the classroom teacher. I will share strategies that will help you maximize teaching and learning time.

Keyword Descriptors

classroom management, discipline, misbehavior, teaching style, empower your students, ownership

Presentation Year


Start Date

3-6-2019 11:15 AM

End Date

3-6-2019 12:30 PM


Mar 6th, 11:15 AM Mar 6th, 12:30 PM

TEACH! – Tirelessly Educating And Changing Habits

Session 9 (Ballroom E)

Exhausted and frustrated with never-ending classroom behavior problems? Re-ignite your enthusiasm and win back the time to do what you were hired to do – TEACH! While, at the same time, empower your students to take ownership of their misbehavior and make better choices.