CONCEPT OF CLASSROOM MANAGEMENT.ppt

M. Lee Manning and Katherine T. Bucher, Classroom Management, 2nd edition

©2007 by Pearson Education, Inc. Upper Saddle River, NJ 07458. All rights reserved.

CM: Chapter 1Introducing the Concept of Classroom Management



Interstate New Teacher Assessment and Support

Consortium INTASC standards identify

knowledge

skills

attitudes

for all educators.



INTASCTeachers must know about:

Learners and student development

Multiple instructional strategies

Creating a learning environment for all students



Classroom Management – Definition

Strategies for assuring physical and psychological safety

Techniques for changing student misbehaviors and teaching self-discipline

Methods of assuring an orderly progression of events

Instructional techniques that contribute to students’ positive behaviors



Classroom Management Problems

Challenge all teachers Differ in frequency and intensity Are similar in type

Goofing off Minor disruptions

Disturb teachers and students Negatively affect teaching/learning Hinder academic achievement



Possible Causes of Violence

Growing up abused

Lacking a nurturing family structure

Being influenced by Gang presence and activity Hate-motivated behavior Drugs and alcohol

Experiencing bullying



CM: Chapter 2Building the Foundation



Managing the Classroom Environment

Develop routines for: Collecting and distributing materials Keeping track of students Assigning jobs in the classroom Organizing groups Keeping track of attendance and grades Keeping records Establishing a daily agenda



Improving Student Behavior – Gordon

Teachers can improve student behavior by: Using student ideas in instruction Using more discussions and dialogue Praising students when appropriate Tailoring instruction to individual students Placing emphasis on productivity and creativity Using cooperatively planned learning goals Using more real and genuine teacher talk



Supporting Self-Control Use signals:

Catching the eye of the student Frowning or smiling Shaking the head

Stand near a student and use proximity. Use humor, not sarcasm. Show interest in student work. Ignore minor misbehaviors. Understand reasons for misbehaviors.



Five Basic Psychological Needs – Glasser

Need for survival Need to belong Need for power Need for freedom Need for fun



CM: Chapter 3Exploring the Theories of Assertive Discipline – Lee

Canter and Marlene Canter



Key Concepts of Assertive Discipline

Rewards and punishments are effective. Both teachers and students have rights. Teachers create an optimal learning environment. Teachers apply rules and enforce consequences

consistently without bias or discrimination. Teachers use a discipline hierarchy with the

consequences appropriate for the grade level. Teachers are assertive, not nonassertive or

hostile.



Response Styles Nonassertive - “I’ve asked you repeatedly to stop

talking, and you continue to do it. Please stop.”

Assertive - “Justin, that is your warning for leaning back in the chair. Put the chair down now or you will face a loss of classroom privileges.”

Hostile - “Put that comic book away or you’ll wish you had!”



Different types of rewards:

Social reinforcers Words – Smiles – Gestures

Graphic reinforcers Star – Sticker – Checkmark

Activity reinforcers Free time – Special game

Tangible reinforcers Treat – Pencils and other supplies – Certificates



Basic Rights of StudentsStudents have the right to:

Have an optimal learning environment Have teachers who help them reduce

inappropriate behavior Have teachers who provide appropriate

support for appropriate behavior Have teachers who do not violate the students’

best interests Choose how to behave with the advance

knowledge of the consequences that will consistently follow



Basic Rights of TeachersTeachers have the right to:

Maintain an optimal learning environment Expect appropriate behavior Expect help from administrators and parents Ensure students’ rights and responsibilities are

met by a discipline plan that: Clearly states expectations Consistently applies the consequences Does not violate the best interests of the students



CM: Chapter 4Exploring the Theories of Democratic Teaching –

Rudolph Dreikurs



Key Concepts of Dreikurs’s Theory

Mistaken goals Attention-getting Power-seeking Revenge Helplessness (feelings of inadequacy) (Dreikurs, 1968; 1971)

Democratic (not permissive or autocratic) teaching

Encouragement rather than praise

Logical consequences Classroom rules Implement logical consequences rather than punishments. Use punishment only when all logical consequences have been

exhausted (Dreikurs and Grey, 1968).



Logical ConsequencesBehavior A student writes on a

school desk.

A student destroys another’s property.

A student refuses to complete assignments during class.

Logical Consequence The student must

clean the desk.

The student (not the parent) must pay for the property.

The student does the work during recess or before/after school.



Identifying Logical Consequences

What consequences might be logical for these behaviors?

A student intentionally throws his books to the floor in a fit of anger.

A student calls another student a racial slur.

A student refuses to complete an assignment.



Praise or Encouragement Praise: “You’re a fine student! You finished your

math in record time.” Encouragement: “I can tell you’ve been

practicing your math drills and I hope you will continue.”

Praise: “You’re a whiz with that computer program.”

Encouragement: “I can tell you enjoy the challenges of learning to use a new computer program.”



Developing Rules Rules define:

What behavior the teacher expects What the students should do How the class is conducted or how the day is

structured

Rules may also contain: Consequences when rules are broken Rewards when rules are followed



CM: Chapter 5Exploring the Theories of

Congruent Communication – Haim Ginott



Congruent Communication

Congruent communication is: Open Harmonious with students’ feelings about

themselves and their situations Without sarcasm

Congruent communication sends “sane messages” about the situation, not the personality or character of the student.



According to Ginott, teachers must:

Promote self-discipline for both teachers and students.

Believe that “the essence of discipline is finding effective

alternatives to discipline” (Ginott, 1972a , p. 147).

Accept and acknowledge students without labeling,

arguing, disputing, or belittling the individual.

Avoid evaluative praise and use appreciative praise .

Avoid sending “you” messages and use “I” messages.

Demonstrate their best behaviors.

Invite rather than demand student cooperation.



Teachers’ Roles Use positive, effective communication.

Provide a classroom environment that encourages good behavior.

Model behaviors that invite cooperation and positive behavior.

Avoid autocratic behaviors.

Seek alternatives to punishment.

Remain sensitive to the needs of students.

Promote cooperation with students and harmony in the classroom.



Evaluative and Appreciative Praise

Evaluative praise (destructive)Example: Samal, you did a good job with the reading test. I like having you in my class.

Appreciative praise (productive)Example: Samal, I can tell you really tried on the reading test.



Can you use Ginott’s ideas?

Can you use:

clear communication? sane messages? guidance, rather than criticism?

refrain from using punishment? handle anger appropriately?




Instructional Management – Jacob Kounin



Kounin’s Key Concepts

Teacher Behavior

Movement Management

Group Focus



Avoiding Overdwelling Journal writing Free choice reading from

the classroom book collection school library

Doing homework Prepared mini-lessons that take 10 minutes or

less Teacher reads aloud

a poem short story

Listening to an audio book



Slowdowns Overdwelling – dwelling on corrective

behavior longer than needed or on a lesson longer than required.

Fragmentation – breaking an activity or behavior into subparts although the activity could be performed easily as a single unit or an uninterrupted sequence.



Dangles and Truncations

Dangle – Starting an activity and then leaving it and beginning another activity. Later, resuming the original activity.

Truncation – The same as a dangle, except not resuming the initiated, then dropped, activity.



Instructional Techniques to Promote Good Behavior

Establish clear procedures. Develop lessons on appropriate level. Focus on the entire class. Do not dwell too long on one or two students. Pace instruction to maintain student interest. Provide curricular content and instructional

methods that interest and challenge learners. Demonstrate appropriate instructional behaviors:

withitness group alerting

Avoid dangles, fragmentation, and satiation.



CM: Chapter 7Exploring the Theories of Discipline with Dignity – Richard Curwin and Allen

Mendler



Seven Basic Principles of Teacher Behavior

Teachers should: Work toward long-term behavior changes. Stop doing ineffective things. Be fair without treating everyone the same way. Make rules that make sense. Model what they expect. Believe that responsibility is more important than

obedience. Treat students with dignity.



Avoiding Power Struggles

“Lars, give me the comic book now or after class.”

“Rosette, either move to the other desk now or stay in for recess.”

“Trey, either stop talking to Sidney or take a time-out.”



Short-Term and Long-Term Management Techniques

Rule Infraction: A student physically takesanother student’s lunch.

Short-Term: Teacher angrily requires the student to write a sentence 100 times.

Long-Term: Teacher treats the student with dignity while asking student to return the lunch box and explaining the importance of personal property in the classroom.



Short-Term and Long-Term Management Techniques

Rule Infraction: A student walks around the room, talks out of turn, and is bothersome to other students.

Short-Term: “Tish, sit down and be quiet. How many times do I have to say the same thing?”

Long-Term: Meeting with Tish in private, the teacher says, “Tish, the students and I are disturbed when you talk and walk around the room. Let’s discuss why you do these things and see whether we can find something constructive for you to do.”



Modeling Appropriate Behavior

Teachers can model appropriate behavior in the classroom by:

Speaking to students the same way they expect students to speak to them

Refraining from critical or harsh remarks to correct student behavior

Obeying the same classroom rules they expect students to obey

Meeting all deadlines and due dates Being ready to begin class on time



CM: Chapter 8Exploring the Theories of Positive Classroom Management – Fredric

Jones



Misconceptions About Discipline

A good curriculum means teachers will not have discipline problems.

Some teachers are born with a gift for good management. Some students are truly unmanageable. Discipline and rules thwart creativity and spontaneity. The longer teachers teach, the better their management

will be. There are some teachers who do not need help with

discipline. The only problem is with the class this year (Jones, 1987a). Students dislike and resent classroom rules.



Three Types of Students

The Self-Starters – Listen to the directions, follow the instructions, and correctly complete work assignments.

The Most Needy – Need help; they cannot work alone no matter how hard they try.

The Middle-of-the-Roaders – Are comfortably falling into a C+ lifestyle; they are not pursuing excellence.



Fundamental Skills of Classroom Management

Developing classroom structures including rules, procedures, and physical arrangements

Remaining calm and using body language to set limits

Teaching students cooperation and responsibility

Providing back-up systems



Preferred Activity Time Students have a resource for which they

are responsible.

They have control over the consumption of that resource.

They must live with the consequences of the consumption of that resource.



CM: Chapter 9Exploring the Theories of Inner Discipline – Barbara Coloroso



Key Concepts of Inner Discipline

Treat students with respect and dignity. Teachers should follow the Golden Rule. Teachers are either brickwall, jellyfish, or backbone and

their choice affects students and their behavior. Students should be taught Inner Discipline. Teachers must teach students to accept ownership of their

problems. Teachers should

avoid punishments, rewards, and threats; use a four-step approach to discipline; and use assertive confrontation.

Restitution, resolution, and reconciliation are the three R’s of discipline.



Three Categories of Teachers

Brickwall

Jellyfish

Backbone



Seven Rules for a Fair Fight

Speak the message assertively. Tell the other person about your feelings. State your belief but avoid destructive

words. Give direct feedback. State what you want. Be open to the other person’s perspective. Negotiate an agreement.



The Four Steps of Discipline

Show students what they should have done.

Give them as much ownership of the problem as they are able to handle.

Provide options for solving the problem.

Leave their dignity intact.



Three R’s of Discipline Restitution – fixing what the student did;

involves repairing the physical damage (if any) and the personal damage.

Resolution – determining a way not to let the behavior happen again.

Reconciliation – honoring the restitution plan and making a commitment to live up to the resolution.




Consistency Management – Jerome Freiberg



Five Themes of CMCD Prevention

Caring

Cooperation

Organization

Community



Create a Caring School Environment

Administrators’ actions allow students to see them as more than disciplinarians.

Library media specialist features new displays of student work, hobbies, and interests.

Whole school celebrates events.



Learning Students’ Backgrounds

To develop skills for cross-cultural interaction, teachers must learn about:

Family background and structure Educational background Interpersonal relationships styles Use of discipline in the home and culture Cultural concepts of time and space Religious beliefs and restrictions Food customs and preferences Health and hygiene Traditions, history, and holidays of the culture



Key Concepts of CMCD School-wide continuity of actions and expectations and

commitment to giving students consistent messages about self-discipline

Person-centered classrooms (emphasizing caring, guidance, and cooperation) rather than teacher-centered classrooms

Students who are citizens not tourists

Teachers who support five themes: prevention, caring, cooperation, organization, and community




Judicious Discipline – Forrest Gathercoal



Positive Ethical Practices Educators should: Encourage and model an eagerness for learning and

teaching. Model responsible professional behavior. Manifest appropriate personal behaviors. Focus on motivation, encouragement, and building

students’ self-esteem. Accept the reality that students behave in ways they

truly believe at that time are in their own best interests. Develop judicious rules and consequences. Feel challenged by the problems in education and be

proud they are in a position to help students.



Teachers’ Roles and Responsibilities

Introduce students to the rights encompassed in the concepts of freedom, justice, and equality.

Create an equitable learning environment in which every student has the opportunity to be successful.

Teach students to be leaders. Develop democratic classrooms in which

human rights are secure.



Teachers Who Practice Judicious Discipline

Experience less frustration and/or less work-related stress.

Feel more respected. Perceive a sense of professionalism. Consider Judicious Discipline to be legally,

ethically, and educationally sound. Believe their students are provided with a

“language of civility.”



Judicious Discipline: Philosophical and

Psychological Beliefs

Students have constitutional rights (especially 1st, 4th, and 14th Amendment rights) in classrooms.

Students will behave better in democratic classrooms where they experience freedom and responsibility.

Teachers transfer some power to the students. Decisions are made in democratic class meetings. Students are sufficiently developed and mature to

handle the freedoms associated with their constitutional rights.



CM: Chapter 12

Introducing Additional Theorists



Additional Theorists Linda Albert

Carolyn Evertson & Alene Harris

Cooperative Discipline Shared responsibility Encouragement Influence

Managing Learning-Centered Classrooms Instructional

management Behavior management



Additional Theorists David Johnson & Roger

Johnson

Jane Nelsen, Lynn Lott, & Stephen Glenn

Alfie Kohn

Three C’s of School and Classroom Management Cooperation Conflict resolution Civic values

Positive Discipline Respect Opportunities to learn life

skills

Beyond Discipline Learner-centered Community



DisciplineTechniques That

Backfire Raise your voice or yell. Insist on having the last word. Use sarcasm. Attack a student’s character. Plead or bribe. Back a student into a corner. Use physical force. Act superior. Bring up unrelated events.



Civic Values in a Classroom

Cooperation Respect for diversity Accountability Equal justice Equal opportunity Equal responsibility



Evertson and Harris COMP

Specific student misbehaviors call for different types of interventions: Minor Moderate Extensive

Teachers must determine quickly: The severity of the behavior offense The needed intervention



CM: Chapter 13Creating Safe Classrooms

and Safe Schools



Bullying

Occurs once every seven minutes. Episode lasts 37 seconds. 15% of all children are regularly bullied. Occurs where there is little or no supervision. Boys bully both boys and girls; girls bully girls. Boys engage in more bullying behavior. Boys are victims more frequently than girls. Victims are often blamed for the treatment.



Causes of Violence

Gang presence and activity

Hate-motivated behavior

Drugs



Reducing Bullying

Teachers and students are warm, positive, and caring.

Teachers set firm limits on acceptable behavior.

Teachers are consistent in applying non-hostile and non-physical sanctions.

Teachers are authoritative but not authoritarian.



School Safety

All classrooms face the threat of some violence.

The goal should be for classrooms and schools to be safe for all students and educators.



CM: Chapter 14Developing Your Personal Classroom Management

Philosophy



Comparing Theories and Models to Your

Management Philosophy

Do I believe that I can manage students’ behaviors effectively and positively with this model or these practices?

Would I feel comfortable using these ideas? Does this model expect me to control students’ behavior

through rewards, punishments, bribes, and threats, and do I feel comfortable doing this?

Would I have to ask administrators and parents to intervene in efforts to maintain proper behavior if I used these ideas?

Would I have to use management techniques that I do not like?

What impression would I give students if I used this model in my classroom?



Examining Misbehaviors

What is the goal of the misbehavior? What is the result of the misbehavior? Does the misbehavior directly affect or annoy

someone? Is a student being physically or psychologically

harmed? Is the misbehavior temporary? Might other students copy the misbehavior? Is it a violation of a stated rule or should the

student just know better? Will the correction of the misbehavior cause more

disruption than the actual problem?



Deciding Whether to Teach or Impose Discipline

Do I believe that because I am the teacher/adult, I have a responsibility to discipline them?

Do I believe students have the ability and motivation to learn self-discipline?

Could I teach students to discipline themselves even if I wanted to?

Can I impose discipline (and therefore be an autocratic teacher) until students learn “self-discipline”?

Will I be perceived as a jellyfish (Coloroso, 1994) if I try to avoid imposing discipline?

Will I be perceived as a brickwall (Coloroso, 1994) if I try to impose discipline?

Will students’ behavior grow worse during the process of moving from “imposing” to “teaching” discipline?



Students Learn Best: With a unified approach to positive disciplinary

practices, with emphasis on early intervention Where school-wide and classroom academic and

behavioral supports are routinely provided When discipline is addressed through instruction,

with appropriate behavior taught in a routine and systematic manner

Where administrative leadership fosters a school, home, and community partnership



CM: Chapter 15Applying a Management

Philosophy in Your Classroom



Advice for Beginning Teachers

Respect your students. Develop a philosophy, but don’t be afraid to adjust it over time. Make classroom management a number 1 priority.

Consistency Teamwork

Be fair and consistent with the rules. Do not hold grudges or show favoritism toward students. Be calm and talk to the students. Have a sense of humor. Admit when you are wrong and apologize. Do not be afraid to call parents for their support. Plan, plan, plan! Don’t be afraid to ask other teachers for their advice.



Information for Parents/Guardian

Overall behavior goals of the school Specific behavior expectations for the class Consequences for misbehavior When an administrator will become involved When parents/guardian will be contacted Best times and places for the parents/guardian to

contact the teacher Ways the parents/guardian can promote safe

schools and well-managed classrooms



Building a Community in the Classroom

Identify things the class can do together. Help each student identify his or her place

within the class. Ensure that discussions are inclusionary. Provide everyone with opportunities to

participate. Do not force a student to voice an

opinion.



Using Human Relations Skills

Convey warmth and positive feelings toward students. Model positive treatment of others. Accept students and their strengths and weaknesses. Convey appreciation of students’ differences. Offer constructive criticism. Encourage success in behavior. Avoid finding fault and blame. Provide students with hope and optimism. Disagree without being argumentative or blaming others.

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CONCEPT OF CLASSROOM MANAGEMENT.ppt