Classroom Management Essentials

Learn how to manage your classroom and spend more time teaching rather than disciplining
8 reviews
TAUGHT BY
  • Dr. Tracey Garrett Professor of Teacher Education

    Dr. Tracey Garrett earned her Ed. D. in elementary and early childhood education with a specialization in classroom management from The Graduate School of Education at Rutgers University.  She is a professor in the Department of Teacher Education at Rider University in New Jersey and was awarded the University Distinguished Teaching award in 2012.  She is also a former elementary teacher with experience teaching at the 3rd, 4th and 5th grade level.  Her work has been published in a variety of professional journals such as the Journal of Classroom Interaction, the NJEA Review and The New Teacher Advocate.  She has also presented at both regional and national conferences such as the American Educational Research Association and the National Council for Teachers of English.  In addition, she has presented hundreds of professional development workshops on a variety of topics.  Tracey's unique combination of classroom management knowledge and practical experience allows her to successfully facilitate teacher growth.

WHAT'S INSIDE
  • Lifetime access to 42 lectures
  • 3+ hours of high quality content
  • A community of 100+ students learning together!
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Classroom Management Essentials

Learn how to manage your classroom and spend more time teaching rather than disciplining
8 reviews

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COURSE DESCRIPTION

Classroom management is consistently identified as a major concern for teachers. Yet, it is absolutely an essential component of effective teaching. This course helps teachers learn how to effectively manage a classroom.  The primary goal of the course is to introduce a practical model for understanding and deconstructing the tasks involved in the process of classroom management and on learning practical, easy to implement strategies that enable teachers to spend more time teaching rather than disciplining!

Specifically, participants in this course will learn:  

  • Common misconceptions about classroom management
  • How to develop effective rules and routines
  • The role relationships play in one’s classroom management plan
  • Techniques for preventing misbehavior
  • Strategies for dealing with minor and more serious misbehavior
  • Plus much, much more!

 
The course is divided into seven chapters.  Each chapter begins with a lecture presented by Dr. Tracey Garrett, a specialist in the field of classroom management.  Then, each chapter has a self-guided component where participants can review and expand on the material presented in the first lecture at their own pace.  Finally, the remaining lectures in each chapter are interviews of teachers at different grade levels offering insight into their practice. 

    • Over 42 lectures and 3 hours of content!

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CURRICULUM

  • SECTION 1:
    Introduction
  • 1
    About Classroom Management Essentials
    01:27

    Dr. Tracey Garrett describes Classroom Management Essentials, a self-guided, interactive, educational course, which helps teachers learn how to effectively manage a classroom.

  • 2
    Why Teachers Struggle
    09:01

    Get ready to begin your journey to become an effective classroom manager!  Watch this video and you will learn some common misconceptions about classroom management.  In addition, you will be introduced to a practical model for thinking about classroom management.

  • SECTION 2:
    Physical Environment
  • 3
    Physical Environment
    08:20

    Watch this video and learn more about how the physical environment of a classroom impacts a teacher’s ability to manage his or her class and some “best practices” for designing your own classroom!

  • 4
    Best Practices
    9 slides

    Explore some best practices for arranging the physical environment of your classroom.

  • 5
    Desk Arrangements
    12 pages

    Examine the theory, pros and cons to four popular desk arrangements.

  • 6
    Janet
    02:23

    Hear why Janet likes having tables rather than traditional student desks in her classroom.

  • 7
    Carmen
    02:25

    Listen to the variety of factors that Carmen considers when deciding on how to organize the physical environment of her classroom. 

  • 8
    Emily
    02:27

    What are the “must haves” in your classroom?  Hear what Emily has to say in response to this question!

  • 9
    Brian
    04:34

    Be sure to listen to Brian’s thoughts about how the placement of a teacher’s desk can convey various messages to the students.

  • SECTION 3:
    Rules & Routines
  • 10
    Rules And Routines
    08:54

    In this video, you will learn all about developing rules and routines for your classroom.  Questions such as - What are rules and routines?  How are they different?  Why do I need them? and much more will be addressed!

  • 11
    Sample Rules
    4 pages

    Take a look at many potential rules for your classroom.

  • 12
    Evaluate Your Rules
    2 pages

    Use these questions to evaluate your classroom rules.

  • 13
    Routines
    4 pages

    Explore the three different types of routines including class running, lesson running and interaction routines.

  • 14
    Janet
    02:34

    Hear about the routine that Janet thinks is the most essential with respect to developing an orderly environment.

  • 15
    Carmen
    00:58

    Be sure to listen to why Carmen chooses to develop her classroom rules with her students.

  • 16
    Emily
    02:30

    Listen to why Emily believes that classroom rules and routines play such an integral role in her overall classroom management plan!

  • 17
    Brian
    03:06

    Hear how Brian uses brain research as a springboard to develop rules in his classroom!

  • SECTION 4:
    Caring Relationships
  • 18
    Caring Relationships
    08:05

    Why are relationships part of classroom management?  Watch this video to find out all about the role that caring relationships play in a teacher’s classroom management plan and some specific strategies to build relationships with and among your students!

  • 19
    Building Relationships
    5 pages

    Check out the variety of strategies teachers can use to build relationships with and among their students.

  • 20
    In The Students' Words
    19 slides

    Hear what students have to say about caring teachers.

  • 21
    Janet
    01:35

    Listen to Janet discuss the benefits of letting students know that their teacher cares about them.

  • 22
    Carmen
    01:33

    Hear how and why Carmen fosters caring relationships amongst her students.

  • 23
    Emily
    02:39

    Take note of the strategies Emily uses to let her students know that she cares about them.

  • 24
    Brian
    02:58

    Is it important for students to feel that their teacher cares about them?  Hear what Brian thinks!

  • SECTION 5:
    Engaging Instruction
  • 25
    Engaging Instruction
    07:24

    Did you ever think about the relationship between engaging instruction and classroom management?  Well, watch this video to learn about how the two go hand in hand!

  • 26
    Managing Your Lesson
    8 slides

    Explore the various management aspects of a lesson.

  • 27
    Providing Directions
    2 pages

    Follow these best practices to give directions effectively in your classroom.

  • 28
    Janet
    01:50

    Listen to Janet’s example illustrating the many management issues she considers while getting ready for a lesson!

  • 29
    Carmen
    00:39

    Hear how Carmen thinks about the relationship between classroom management and engaging instruction.

  • 30
    Emily
    01:42

    Listen to what classroom management issues Emily thinks about when planning a lesson to ensure that it goes smoothly.

  • 31
    Brian
    02:36

    Take note of Brian’s tips for providing directions effectively.

  • SECTION 6:
    Discipline
  • 32
    Discipline Part 1
    11:40

    Addressing discipline problems can be a difficult task for teachers!  Watch this video and learn some key behaviors that teachers can implement to prevent discipline problems from happening in the first place as well as some strategies for dealing with minor misbehavior in the classroom.

  • 33
    Discipline Part 2
    08:43

    Sometimes situations arise that are more serious and require a different type of action on the part of the teacher.  Watch this video and learn some strategies for dealing with more serious misbehavior in the classroom!

  • 34
    Logical Consequences
    7 slides

    Explore sample logical consequences.

  • 35
    Sample Rewards
    3 pages

    Consider some sample rewards you can use in your own classroom.

  • 36
    Janet
    03:38

    How do you decide when to call a parent?  Hear what Janet thinks about this!

  • 37
    Carmen
    00:48

    Listen to how Carmen deals with minor misbehavior in the classroom.

  • 38
    Emily
    03:19

    Should teachers treat all misbehavior in the same manner?  Listen to what Emily has to say about this!

  • 39
    Brian
    03:56

    Take note of how and when Brian might choose to use a behavior plan and/or consequences in his classroom.

  • SECTION 7:
    Closing
  • 40
    Meet The Teachers
    4 pages
  • 41
    References
    1 page
  • 42
    Acknowledgements
    1 page

UDEMY BY THE NUMBERS

5,200,000
Hours of video content
19,000,000
Course Enrollments
5,800,000
Students

RATING

  • 6
  • 2
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AVERAGE RATING
NUMBER OF RATINGS
8

REVIEWS

  • Jeanean Eldridge
    Good Course

    It is a course that all instructors should take whether online o traditional

  • Amy Brown
    Excellent advice from successful teachers

    The format was user friendly and very well structured. Classroom management is overlooked so often, especially in the schools I have worked in while living in Peru. I plan on recommending this course to the administration at my current school. I think it could be very helpful.

  • Alan Millett
    Practical and systematic but mainly for primary students

    Practical advice from 4 experienced teachers coupled with a skillful presentations from the facilitator Mainly aimed at elementary (primary) teachers with one high school teacher

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