Classroom Procedures: The Key to Managing Disruptive Student Behavior

Location: Online

Dates: September 7-9, 2026, September 7-9,

2027 (3 days, 2-hour session)

Fee: €50

This course will be for teachers in both primary and secondary education. It presents a practical approach to decreasing disruptive student behavior in the classroom. The course will be in 3 parts. The first is the “why of implementing classroom procedures”. It will focus on research evidence and practical classroom experiences that support the impact of classroom procedures on student behavior. The second part is on the main elements of effective classroom procedures. The third part is a workshop to create an individualized classroom procedure for the teacher’s classroom.

Course Modules

Session 1: The WHY of Implementing Classroom Procedures

● What are the common disruptive student behaviors?

What are the causes of these behaviors?
○ This is an introductory activity for participants to discuss the above 2 questions. It will activate the participant's mindset as we enter into the research for using classroom procedures to prevent common disruptive student behavior
○ The presenter will launch into a series of research that supports the impact of classroom procedures on student behavior.
○ The presenter will connect the research to practical classroom experiences.

● The session ends with participants listing their own classroom procedures

Session 2: The Main Elements of Effective Classroom Procedures

● Classroom procedures are to be connected with daily routines

The WHY of Routine in the Classroom.
■ The presenter will explain the definition of routine in a common classroom
■ The presenter and group will generate the “WHY”s for routines.

● Classroom procedures should have clear, sequential, short, logical steps

the “WHY” of these elements
■ The presenter will explain the pros and cons of these elements
■ The present will give practical classroom examples

● Classroom procedures should be taught, modeled, and maintained.

The research on the Responsive Classroom approach in classroom procedures ○ Models of how classroom procedures are taught, modeled, and maintained

● Explain the do’s and don’ts of maintaining classroom procedures

The presenter will explain pitfalls in maintaining classroom procedures
The presenter will explain best practices for maintaining classroom procedures:
■ Teacher language
■ Reinforcement when the procedure is being followed

● The session ends with participants listing their own DO’s and Don’ts in their implementation of classroom procedures

Session 3: Create an individualized classroom procedure for the teacher's classroom

● The presenter will review key elements of the previous 2 sessions

● The presenter will provide an outline for participants to create their own classroom procedures

Biography

Kim has served as an educator in the United States for the past sixteen years. During this time, she held diverse roles, including classroom teacher, school administrator, and consultant for Houghton Mifflin Harcourt. These experiences have given her a comprehensive understanding of the educational landscape and a deep appreciation for the vital work of teachers and schools. A central focus of her administrative career has been supporting educators in the development of effective, research-based curricula. She is deeply passionate about designing and implementing instructional programs that empower teachers to remain both relevant and impactful in meeting the evolving needs of their students. She is also passionate about developing professional growth. She loves helping teachers find their “aha” moments. Kim began her career teaching in marginalized communities, starting as an English as a Second Language (ESOL) teacher for middle school students in the Philadelphia School District in 1997. From 2007 to 2014, she taught kindergarten at a private school serving the Chinatown immigrant community, where all her students achieved grade-level reading proficiency. Throughout her teaching career, she has been dedicated to closing learning gaps and preparing students for success in advanced academic programs. She began her administrative career in 2016 as the Elementary School Expansion Coordinator at Esperanza Academy and later served as the founding principal from 2017 to 2019. She established a cohesive instructional approach for the startup school. Her leadership led to 90% staff retention and a full student enrollment. After relocating to Atlanta, Georgia, in 2020, she served as Assistant Head at GLOBE Academy. During her time there, she supported teachers in classroom behavior management and fostered nurturing leadership. Later, she was the Assistant Principal and Interim Principal at Georgia Fugees Academy (GFACS). At GFACS, she led the implementation of best practices and transformed curriculum goals into clear, actionable strategies for classroom instruction. In 2024, she joined Houghton Mifflin Harcourt as a Literacy Instructional Coach, applying her expertise in curriculum design and instructional coaching to enhance teacher effectiveness and student achievement. She holds a Principal Certification from the University of Pennsylvania, a Master’s in Elementary Education from Temple University, and a Bachelor’s from the University of Pennsylvania. She holds an Educational Leadership Certificate, an Elementary Education Certificate, and an ESOL Endorsement from the State of Georgia’s Professional Standards Commission.

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7-9 September 2026
7-9 September 2027

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