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Comprehensive Classroom Management, 9th Edition
© 2009 Pearson Education, Inc.All rights reserved.
Chapter 6
Developing Standardsfor Classroom Behavior
Comprehensive Classroom Management, 9th Ed.Jones & Jones
© 2009 Pearson Education, Inc.All rights reserved.2
Learning Goals How to create behavior expectations and standards in
your classroom that will support a safe, positive learning environment
The difference between standards, rules, or classroom procedures and key procedures that will allow your classroom to operate more smoothly
How to structure the beginning of a school year in order to maximize positive student behavior
Classroom management methods that prevent disruptive student behavior and support the smooth implementation of effective lessons
Comprehensive Classroom Management, 9th Ed.Jones & Jones
© 2009 Pearson Education, Inc.All rights reserved.3
Research Effective classroom managers at both the
elementary and junior high levels spend time teaching students classroom rules and procedures.
Rules such as written or posted rules indicate what behavior is expected in the class. Procedures like rules are expectations but apply to a specific activity.
Comprehensive Classroom Management, 9th Ed.Jones & Jones
© 2009 Pearson Education, Inc.All rights reserved.4
Evertson and Harris Classroom Organization and Management Program
provides instructional modules for Learning: instructional function Organizing the classroom Planning and teaching the rules and procedures Developing student accountability Maintaining good student behavior Planning and organizing instruction Conducting instruction and maintaining momentum Getting off to a good start Climate, communication, and self-management
Comprehensive Classroom Management, 9th Ed.Jones & Jones
© 2009 Pearson Education, Inc.All rights reserved.5
Standards and Norms
Value of Standards, Behavioral Norms, or Rules
Student learning is effected by a safe climate
Students benefit from learning about their rights as citizens
Comprehensive Classroom Management, 9th Ed.Jones & Jones
© 2009 Pearson Education, Inc.All rights reserved.6
Developing General Behavior Standards or Rules
Discuss the value of having behavior standards Develop a list of the standards (3-6 rules)
Positively state standards clearly differentiate/separate rules from procedures teach the concept of “time, place, and manner”
Obtain a commitment to the standards Have students sign this commitment Decide if anyone else should sign and commit to supporting these
standards Monitor and review the standards
Determine how new students will be involved in understanding and committing to these standards
Review these standards when behavior problems increase or at times you expect students may need a preventive review (prior to havening a substitute teacher, following major holidays, etc.)
Comprehensive Classroom Management, 9th Ed.Jones & Jones
© 2009 Pearson Education, Inc.All rights reserved.7
Cultural influences that effect rules/standards
Children not representing the dominant culture often feel manipulated by the dominant culture. Dominant culture has power.
Comprehensive Classroom Management, 9th Ed.Jones & Jones
© 2009 Pearson Education, Inc.All rights reserved.8
Five components of Power
Issues of power are enacted in classrooms There are codes or rules for participating (culture
of power) Rules of the culture of power are a reflection of
the rules of the dominant culture Being told explicitly the rules of that culture
makes acquiring power easier Those with power are frequently least aware
Comprehensive Classroom Management, 9th Ed.Jones & Jones
© 2009 Pearson Education, Inc.All rights reserved.9
Person’s Constitutional Rights Health and safety Property loss and damage Legitimate educational purpose Serious disruption of the learning
environment
Comprehensive Classroom Management, 9th Ed.Jones & Jones
© 2009 Pearson Education, Inc.All rights reserved.10
Development of standards/rules Have students:
Develop a list of behavior standards they feel are important
Get a commitment (clarify and get students to commit) Monitor and Review Rules/standards
Comprehensive Classroom Management, 9th Ed.Jones & Jones
© 2009 Pearson Education, Inc.All rights reserved.11
Classroom Procedures Elementary
Room Areas (student desks, tables, storage, fountain, bathroom, etc.)
School Areas (bathroom, office, lining up, playground) Whole-class Activities (signals for attention, talk
among students, turning in and handing back assignments, etc)
Small-Group Activities (movement, materials, expected behavior)
Other procedures (fire drills, beginning/end of day, housekeeping)
Comprehensive Classroom Management, 9th Ed.Jones & Jones
© 2009 Pearson Education, Inc.All rights reserved.12
Classroom Procedures Secondary
Beginning class (roll call, distributing materials, tardy) Instructional activities (signal for attention, headings
for papers, seatwork) Ending class (dismissal, organizing for next class,
cleaning up) Other procedures (safety drills, lunch procedures,
bathroom, etc.)
Comprehensive Classroom Management, 9th Ed.Jones & Jones
© 2009 Pearson Education, Inc.All rights reserved.13
Teaching/monitoring Procedures Discuss the need for procedure Solicit student ideas Have student practice procedure Reinforce correct procedural behavior
Comprehensive Classroom Management, 9th Ed.Jones & Jones
© 2009 Pearson Education, Inc.All rights reserved.14
Beginning the Year-Elementary Physical ready (space and materials ready?) Planning for rules and procedures Decide on consequences both positive and negative Develop activities for first few days (teaching rules and procedures,
getting to know you) Plan for potential programs, look for changes Monitor student behavior Stop student misbehaviors Organize instruction Develop an accountability system Make sure you have instructional clarity
Comprehensive Classroom Management, 9th Ed.Jones & Jones
© 2009 Pearson Education, Inc.All rights reserved.15
Creative Examples of Teaching Rules and Routines Puppet plays Story-time Posters Letters Oops, I goofed Create a Play Rule Unscramble School in Relation to
Community Rules Rules Bingo
Wrong Way Hug or handshake Contract for Success Picture Signals Rules in the Sack Hidden Rules Numbered Rules Discrimination Wheel of Fortune Awards Picture Posters
Comprehensive Classroom Management, 9th Ed.Jones & Jones
© 2009 Pearson Education, Inc.All rights reserved.16
Beginning the Year-Secondary Provide a cognitive map Define learning Ask students what they want to learn and how they
learn best Be inviting and help student know you Allow students to interview you Help students to become better acquainted Teach judicious discipline and establish behavioral
norms Teach KEY behavioral procedures Develop an approach for how you and your students
will respond to violations Monitor student work Involve students in their own assessment Let them assess your teaching and their feelings
regarding class
Comprehensive Classroom Management, 9th Ed.Jones & Jones
© 2009 Pearson Education, Inc.All rights reserved.17
Beginning the School Year:Elementary Readying the classroom Planning rules and procedures Consequences Teaching rules and procedures Beginning-of-school activities Strategies for potential programs Monitoring Stopping inappropriate behavior Organizing instruction Student accountability Instructional clarity
Comprehensive Classroom Management, 9th Ed.Jones & Jones
© 2009 Pearson Education, Inc.All rights reserved.18
Maximizing On-Task Behavior Instructional Management Skills
Giving clear instructions Beginning a lesson Maintaining attention Pacing Using seatwork effectively Summarizing Providing useful feedback and evaluation Making smooth transitions Dealing with common classroom disruptions Planning for early childhood settings
Comprehensive Classroom Management, 9th Ed.Jones & Jones
© 2009 Pearson Education, Inc.All rights reserved.19
Beginning a Lesson Develop a room arrangement that allows all students to sit
comfortably and clearly see the teacher Select and teach a cue for getting students’ attention Do not begin until everyone is paying attention Begin the lesson by removing distractions Clearly describe the goals, activities, and evaluation procedures Stimulate interest by relating it ot the students’ lives or a
previously taught lesson Start with a motivating activity Hand out outlines, definitions, or guides so that they can focus
their thoughts on the lesson Challenge students to minimize transition time….
Comprehensive Classroom Management, 9th Ed.Jones & Jones
© 2009 Pearson Education, Inc.All rights reserved.20
Clear instructions Give precise directions
What student will be doing Why they are doing it How they can obtain assistance What to do with completed work What to do when they are finished
Describe the desired quality of work After instruction, have student paraphrase directions Positively accept all questions (yes, even ones they that you just went over) Place directions where they can be seen and referred to by students Have students write out assignments before beginning If students are having difficulty-break assignment into smaller tasks Give directions immediately prior to activity they describe Model correct behavior Hand out worksheets or outline before taking a field trip Make arrangements for students who are absent
Comprehensive Classroom Management, 9th Ed.Jones & Jones
© 2009 Pearson Education, Inc.All rights reserved.21
Maintaining Attention Arrange the classroom to facilitate
instruction Make sure your seating arrangement is
equitable Use random selection in calling on students Ask the question before calling on a student Use wait time-at least 5 seconds before
moving on or answering a question Ask students to respond to another students’
answer Do not consistently repeat students’ answers Model listening skills by paying close
attention to students when they speak Be animated Reinforce efforts and maintain high + to -
verbal statements
Vary instructional media and seatwork Create anticipation Ask questions that relate to the students’
own lives Provide work of appropriate difficulty Acknowledge difficulty tasks, and provide
follow-up for clarity Pacing Develop awareness of your own tempo Watch for nonverbal cues (bored, restless,
confused?) Break activities up into short segments Provide structured short breaks Vary the style and content of instruction Do not bury students in paper work
Comprehensive Classroom Management, 9th Ed.Jones & Jones
© 2009 Pearson Education, Inc.All rights reserved.22
Effective Seatwork Make seatwork diagnostic and prescriptive Develop specific procedures for obtaining assistance Establish clear procedures regarding what to do when seatwork is
completed Add interest to seatwork (cartoons, puzzles, brain twisters) Work through several examples prior to seatwork Monitor students’ seatwork and make needed adjustments Sweep the room by moving around systematically Provide presentation and discussion prior to seatwork Keep contacts with students relatively short Have students work together during seatwork
Comprehensive Classroom Management, 9th Ed.Jones & Jones
© 2009 Pearson Education, Inc.All rights reserved.23
Pacing Develop awareness of tempo Watch for nonverbal cues (confusion, boredom) Divide activities into short segments Provide structured short breaks Vary teaching style and content Do not bury students in paperwork
Comprehensive Classroom Management, 9th Ed.Jones & Jones
© 2009 Pearson Education, Inc.All rights reserved.24
Summarizing Have students write one thing they learned in the lesson Have students play the role of a reporter summarizing
what they learned Have students create a skit to act out main ideas of what
they have learned Ask students to create a learning display Encourage students to present their learning to others Display student work Provide review sessions Use tests as tools for summarizing learning
Comprehensive Classroom Management, 9th Ed.Jones & Jones
© 2009 Pearson Education, Inc.All rights reserved.25
Providing Useful Feedback Teach students that evaluation is part of the learning process Tell students the criteria by which they will be evaluated Relate feedback directly to goals Record data so that the STUDENTS can monitor their own
progress Provide immediate, specific, honest feedback Ask student to list factors that contributed to their success Deemphasize comparisons between students and grades Provide clear information regarding progress
Comprehensive Classroom Management, 9th Ed.Jones & Jones
© 2009 Pearson Education, Inc.All rights reserved.26
Smooth Transitions Arrange classroom for efficient movement Create and post a schedule and discuss any changes prior to class
beginning Have material ready for the next lesson Do not relinquish attention until you have given instruction for
the next activity Do not do tasks that can be done by students Move around the room and attend to individual needs Provide students with simple instructions Remind students of key procedures Use group competition to stimulate orderly transitions Develop transition activities Be sensitive to students’ special needs Use teacher-directed instructions
Comprehensive Classroom Management, 9th Ed.Jones & Jones
© 2009 Pearson Education, Inc.All rights reserved.27
Early Childhood Settings
Four environmental challenges (Wolery, Bailey, and Sugai):
Instructional dimension Physical dimension Social dimension Environmental dimension
Comprehensive Classroom Management, 9th Ed.Jones & Jones
© 2009 Pearson Education, Inc.All rights reserved.28
Increasing positive student behavior
Sufficient space Have distinct walkways and play space Environment conducive to children helping
themselves Extra guidance during unstructured time Plan activities where children can practice
cooperation, sharing etc Support pleasant interactions, neat storage,
attractive decorations Examine frustration
Comprehensive Classroom Management, 9th Ed.Jones & Jones
© 2009 Pearson Education, Inc.All rights reserved.29
Dealing with Disruptions Students need to leave the room Tardiness Conflicts with Homework Excessive student non-academic questions
Comprehensive Classroom Management, 9th Edition
© 2009 Pearson Education, Inc.All rights reserved.
End of Chapter 6