Classroom Management

Lizamarie C. Olegario

What for you is classroom management?

Well- Oiled Machine vs Beehive of Activities

Older View

l creating and applying rules to control students behavior l students passivity and compliance with rigid rules lThe teacher as director lWell-oiled Machine

Newer View

Students need for nurturing relationships and opportunities for self-regulation.

Students self-discipline and less on externally controlling the student.

Teacher as a guide, coordinator, and facilitator.

Beehive of Activity

Why do we need to manage the classroom properly?

What is the goal of classroom management?

Management Goals Help students spend more time on learning Maximize instructional time & students

learning. Less time on non-goal directed behavior.

Prevent student from developing problems Prevent academic and emotional problems Students kept busy with active, challenging

tasks.

What is DISCIPLINE ?

an organized regulated orderly way of life helping the child to become:

a happy outgoing expressive cooperative individual helping him recognize his feelings & expressing them in acceptable ways

Development of a personal control to allow a person to be effective, contributing members of a democratic society and of the human community at large.

Staten W. Webster

What is DISCIPLINE ?

Discipline Styles

Authoritarian Permissive Democratic

Check what kind of discipline style that you have

Authoritarian strict rules & regulations no freedom of action, thought &

movement too much emphasis on perfection making too many decisions for the

children constant criticism of wrong doings

& nagging

Authoritarian

no respect for individual rights expecting unattainable standards little or no recognition , praise or

other signs of approval when child meets the expected standard

no relaxation in or control of corporal punishment

depriving the child of opportunity to learn to control his own behavior

Effect on Children

assert their independence by doing many wrong things which they would otherwise not do

behave & feel that the world is hostile & thus become hostile

show rebellion / revolt become resentfully submissive &

obedient be hypercritical toward authority

Effect on Children fear punishment more than others . become sullen / obstinate / negativistic become insincere . learn to be sly , secretive & dishonest to avoid

punishment become an introvert

Permissive

there are no limits or boundaries for the child to act within

the child can make his or her own decisions & act on them in any way he pleases

there is too much leniency

Effect on Children

get confused & become insecure have no concept of right / wrong excessive aggressiveness resentful feel that adults care little / not at

all for them be unmanageable in school / neighborhood might not be welcome thus not have many

friends .

Democratic

Emphasize growth self discipline & self control

Explanation , discussion & reasoning to help the child understand why he is expected to behave in a certain manner

Punishment only at appropriate times when he/ she refuses to do an act

Democratic

No harsh punishment Rewards & praise when he /

she comes to expected standards

Careful planning to channelize energies

Appropriate motivation to live up to expectations

Effect on Children

achieve desirable personal & social adjustments

develop independence in thinking

develop initiative in action be active & outgoing be spontaneous in behavior

Effect on Children

achieve healthy , positive , confident self concept

have better self control deal with obstacles in a positive

way be more approachable &

friendly

What kind of classroom arrangement should we have?

Principles of Classroom Arrangement

vReduce congestion in high-traffic area vMake sure that you can easily see all

students vMake often-used teaching materials

and students supplies easily accessible vMake sure that students can easily

observe whole-class presentations

What kind of classroom climate should we have?

Creating an Effective Classroom Climate

vCommunicate acceptance of, respect for and caring about students as human beings

vEstablish a business like, yet non-threatening atmosphere

vCommunicate appropriate messages about school subject matter

vGive students some sense of control with regard to classroom activities

vCreate a sense of community among the students

How do we set limits?

Setting Limits vEstablish a few rules and procedures at the

beginning of the year vPresent rules and procedure in an informal

rather than controlling manner vPeriodically view the usefulness of existing

rules and procedures vAcknowledge students feelings about

classroom requirements

What kind of activities will make students keep on task?

Planning Activities that Keep Students on Task

vBe sure students will always be busy and engaged

vChoose tasks at an appropriate academic level

vProvide a reasonable amount of structure for activities and assignments

vMake special plans for transition times in the school day

Share a good classroom management technique that you

know.

Monitoring What the Students are Doing

vBe aware of what every one is doing vRegularly scan the classroom and

make frequent eye contact vKnow what misbehaviors are

occurring, when and who the predators are

Share another classroom management technique that you

know.

Modifying Instructional Strategies When Necessary

vAlter instructional strategies to capture students interest and excitement

vWeigh whether the instructional materials are so easy or too difficult

vFocus on the concerns of the students vAddress students motives while

simultaneously helping them achieve classroom objectives

What do you think should not be done in class?

Responses that usually get NEGATIVE results include:

n Reacting emotionally by being angry or making hollow threats

n Handing out a punishment that is out of proportion to the offense

n Reacting to misbehavior publicly n Reacting to a small incidence that often

resolves itself n Making an accusation without the facts to

back it up

Give another effective classroom management technique

Responses that tend to get POSITIVE results include:

n Describing the unacceptable behavior to the student

n Pointing out how his behavior negatively impacts him and others

n Talking with the students about what could have been a better behavior choice and why

Responses that tend to get POSITIVE results include:

n Asking the student to write a goal that will help him improve his actions

n Showing confidence in the student that his behavior goals are achievable

n Positively reinforcing behavior that relates to student goals

Why do you think students misbehave in class?

Behavioral Goals

Attention Power Revenge Avoidance of Failure

Attention-seeking

do almost anything to be noticed from being argumentative to being funny.

Teachers and classmates find this behavior annoying and at times rude and unacceptable.

The attention seekers may be disciplined for: disrespect, teasing, disturbing the class, being uncooperative, swearing, talking, being out of his seat, and making fun of others.

How do we deal with students who are attention-seeking?

Strategies

Ignore the behavior/ No eye contact or words

Non-verbally make child feel loved

Catch them being good Give the "eye" Stand close by

Strategies

Send a general signal (established gestures to the whole class)

Send a secret signal (the above strategy, modified for an individual student)

Give written notice

Strategies

Use an I-message (as in Ginott) Objective description of the

disruptive behavior Relates to our feelings Identifies the effect of the

misbehavior Finishes with a request

Strategies Target-Stop-Do (especially for ADD/

ADHD) Target the student by name Identifies the behavior to be stopped Tells the student what he is expected to

do at that moment Use a diminishing quota (Dreikurs).

This allows incidents of particular misbehavior to occur in a number agreed upon

Strategies

Do the unexpected Turn out the lights Play a musical sound Lower your voice Change your voice Talk to the wall

Power-seeking Wanting to be in charge or in control are often disruptive and confrontational The teacher may feel provoked, threatened

or challenged by this student. The following reasons may be the basis for

a referral to the office for a student who struggles for power: disobeying, disrespect, not cooperating, talking back and disturbing the class.

How do you deal with students who are power seeking?

Strategies

Distract the student/ Redirect the behavior Ask a direct question Ask a favor Give choices Change the activity

Strategies

Notice appropriate behavior Proximity praise Standing ovation

Move the student (either to another seat or to the "thinking chair"-less appropriate for high school students)

Strategies

Allow voice and choice Give choices, not orders Sidestep power struggle Wait for cooling-off period Grant legitimate power (involve

students in decision-making) Give child ways to feel powerful Delegate responsibility

Revenge-seeking

Lashing out or getting even is how some students compensate for real or imagined hurt feelings.

The target of the revenge may be the teacher, other students, or both.

Revenge may come in the form of a physical and/or psychological attack.

Bullies often use revenge as their excuse for shoving or pushing, teasing, causing embarrassment and excluding others.

How do you deal with students who are revenge-seeking?

Strategies

Do not hurt back Reestablish relationship Use logical consequences (related,

respectful, reasonable) Build caring relationships ("separate

the deed from the doer"-Ginott) Teach appropriate expressions of

feelings

Avoidance of Failure some students appear to be discouraged and

helpless. They falsely believe that they cant live up to

expectations To compensate for this belief, they dont attempt

anything that might result in failure. These students may be disciplined for: not

paying attention, not being prepared, being dishonest and wasting time. This phenomenon, decribed as "learned helplessness" by psychologists, is characteristic of students who fail needlessly because they do not invest their best efforts.

How do you deal with students who want to avoid failure?

Strategies

Don't coax or show pity Arrange small successes Avoid doing for child Modify instructional methods Provide tutoring Encourage positive self-talk

Strategies

Teach procedures for becoming 'unstuck

Make mistakes okay Build confidence Make learning tangible Recognize achievement

Influence Techniques (Redl and Watenberg)

Supporting Self-Control Situational Assistance Reality and Value Appraisal Retribution

Supporting Self-Control

addressing the problem before it becomes

serious

Supporting Self-Control

n Signals n Proximity control n Interest boosting n Humor avoid irony and sarcasm

Situational Assistance

helping students to regain control

Situational Assistance

n Helping over hurdles n Support from routines n Nonpunitive exile/ time-out n Use of restraint n Removing seductive objects n Anticipatory planning

Reality and Value Appraisal

teaching students the underlying causes of

misbehavior and helping them to foresee probable

consequences

Reality and Value Appraisal

n Direct appeals point out the connection between conduct and consequences

n Criticism and encouragement l avoid ridiculing or humiliating the

student l public humiliation can set an example

for other pupils but may make a child hate you, counterattack, and withdraw so minimize negative aftereffects by using some encouragement

Reality and Value Appraisal

n Defining limits establish class rules

n Postsituational follow-up discussion in private with an individual or group involved

n Marginal use of interpretation analysis of behavior ex.: I know that you are hungry now

What to do if everything else does not work?

Retribution

n making the punishment fit the crime n withholding a privilege n detention n punitive exile n private conferences n appeal to outside authority

PUNISHMENT IS A LAST RESORT IN DEALING WITH

MISBEHAVIOR because it is too often counterproductive.

Activity

Case Analysis

Sharing

Share a problem that you had difficulty dealing with

Share technique that you found very effective in dealing with that problem

"You have to touch the heart before you can reach the mind."

When students feel cared about, they want to cooperate, not misbehave. When they do not need

to misbehave to gain attention and significance, they are free to learn.

The mediocre teacher tells. The good teacher explains.

The superior teacher demonstrates. The great teacher inspires.

By: William Arthur Ward