Classroom Management Strategies Learning Team A

Classroom Management

StrategiesLearning Team A

SPE/546October 26, 2015

Angelnet Stith

Kohn’s Student Directed Learning: Rationale

• Where did the need come from?• Students, like adults, can suffer from “burn out”

• Can lead to being disengaged or thoughtlessness

• What happens when students become disengaged? • Uninspired work• Incorrect work• Undesirable behaviors

• Research found that disengagement was a result of lack of control over their own work.

Kohn’s SDL: The Plan• Academic standpoint:

• Self-directed learning puts control back in student’s hands.• They must steer their education.

• Behavioral standpoint:• When misbehavior occurs, student must identify what needs to be changed. • More rules and guidelines are then implemented.

• In this model, discipline is eventually less needed as students are directly involved and responsible for their own learning and behavior.

Glasser’s Choice Model: Rationale

• Where did the need come from?• Direct opposition, from a psychological standpoint, to the Stimulus-Response

model. • Belief that as humans, we make specific choices which result in behavior, good

and bad.

• What are the components?• There are four things that we, as humans, crave to find satisfaction: sense of

belonging, power, freedom and fun.• When we find these, we store them away as a part of our “Quality World.”

• We search to recreate that feeling of satisfaction through the things we find.

Choice Theory: The Plan• Students who are disengaged from school do so because school is not a part

of their “Quality World.’• Educators must create environments where students feel safe to learn. • Students must see school and learning as part of their ‘Quality World”.

• How do we create an environment where learning is a part of students’ “Quality World”?• Training for all staff• Students learn at their pace; they are given time to succeed. • Students are given opportunities to revise work that receives a low grade.• Environments more nurturing and focus is on wellbeing of child in addition to academics.

Positive Behavior Support: Objectives and Guidelines

• Objectives:• Identify and encourage behaviors that lead to success• Prevent problem behaviors and facilitate academic success

• Guidelines for the classroom:• Socially: use praise and recognition for positive behaviors• With activities: allow computer time, special privileges or job for good behavior• With materials: give tokens to be exchanged for rewards or awards/certificates

for good behavior

PBIS• Environmental Accommodations:

• Create a positive environment that has consistency and fidelity• Simple and explicit rules and classroom procedures

• PBIS as a Behavioral Management System• Focus on prevention of poor behavior rather than responding to negative• Teach, practice, monitor and reinforce behavior expectations• Use a continuum of strategies for primary, secondary and tertiary behavior

interventions.

Skinner Operant Conditioning

• What is it?• A theory that determines that the best way to understand behavior

is to look at the cause of an action and its consequences., called responses.

• How is it used in the classroom?• Positive reinforcements: students are rewarded for good behavior• Negative reinforcements: an adverse stimulus is removed to

reinforce good behavior

Response Types

• Neutral operant• Responses from environment that neither increase nor decrease the

probability of the behavior being repeated

• Reinforcers• Responses from the environment that increase the probability of the

behavior being repeated

• Punishers• Responses from the environment that decrease the likelihood of a

behavior being repeated. Punishment weakens behavior.

Operant Conditioning in the Classroom

• Applies largely to issues of class and student management. It is relevant to shaping skill performance.

• Feedback on learner performance such as compliments, approval, encouragement and affirmation increase positive behaviors.

• Unwanted behaviors can be eliminated through ignoring, rather than being reinforced by drawing attention to them.

• Knowledge of success motivates future learning, as long as the educator is aware of the type of reinforcement that is given, so that the behavior is maintained.

Classroom Management vs. Discipline Management

• Classroom discipline occurs after a student has displayed a behavior.• Typically, this technique only stops behavior temporarily.

• Classroom management are procedures that show students the way the classroom will be run. • Helps to create ownership of the classroom with students.

References • Cooper, Megan. (2013). The Difference Between Classroom Management and Discipline.

Retrieved from http://www.leadteachers.com/lead-teacher-blog/the-difference-between-classroom-management-and-classroom-discipline.

• Glasser, W. (1997). "Choice theory" and student success. The Education Digest, 63(3), 16-21. Retrieved from http://search.proquest.com/docview/218173649?accountid=458

• Kohn, A. (1993, September 2). Choices for Children: Why and How to Let Students Decide (*)-Alfie Kohn. (Retrieved October 23, 2015)

• McLeod, S. A. (2015). Skinner - Operant Conditioning. Retrieved from www.simplypsychology.org/operant-conditioning.html

• Newcomer, L (2009). Universal Positive Behavior Support for the Classroom. PBIS Newsletter, 4(4). Retrieved from <http://www.pbis.org/pbis_newsletter/volume_4/issue4.aspx>