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IPTE 5120-003

Create classroom and school environments that are positive, nurturing, personally supportive and engaging for students.Understand students’ basic needs and backgrounds because they significantly influences decisions regarding classroom management.

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What do you say?

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AGENDACheck-in (Compare results on inventories & questions?)Lecture on chapters 1 and 2.Activity: Reflect and answer focus questions.Video: Classroom management: A proactive approach to creating an effective learning environment.

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Classroom ManagementRecall Martin & Sugarman’s (1993, p. 9) define classroom

management as “those activities of classroom teachers that create a positive classroom climate within which effective teaching and learning can occur.”

Martin, J. & Sugarman, J. (1993). Models of classroom management (2nd ed.).

Calgary, Alberta: Detselig.

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Three dimensions of school climateGoals: a strong emphasis on academic mission in the school;Rules and procedures: clear disciplinary standards that are firmly, fairly, and consistently enforced;Climate: an “ethic of caring” that guides interpersonal relationships in the school.(p. 13 from text) Relate to VIDEO too.

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Sanford, Emmer, & Clements’ definition

The concept of classroom management is broader than the notion of student discipline. It includes all the things teachers must do to foster student involvement and cooperation in classroom activities and to establish a productive working environment.(p. 3)

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Some common behavior problemsSchoolwork/homework assignments not completedBehavior that disrupts classTalking back to, disobeying teachersTruancy/being absent from school(p. 6)

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Why do such problems arise?1. Teachers are asked to instruct a wide variety of

students, many of whom come to school with varying degrees of emotional distress and inadequate personal skills. (p. 7)

2. Many teachers have received only a limited amount of useful information about how to organize and manage classrooms in order to maximize productive student learning & behavior

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Social factors influencing students’ behavior

Cultural diversity (pp. 8-11)

Runaways

Drug and alcohol abuse

Child abuse

Television viewingPoverty

Family stressSingle parent households

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School factors influencing students’learning and behavior

The acquisition of basic skills at appropriate ages appears to be a primary component of all preventions (of delinquency).(p. 11)

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School factors influencing students’learning and behavior (& CSAP!!)

Reading: Schools are about six times more important than background (factors of age, sex, social class, and race).

Math & writing: Schools are about ten times more important than background.(p. 12)

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Critical factor influencing students’learning

Numerous authors have written about the lack of meaningful academic engagement students experience at school.(p. 14)

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Key to preventing school violence

NOT guards and cameras, but students feeling cared for, competent, and valued.

STUDENTS’ perceptions of their school experience is significantly influenced by the quality of contact students have with adults within the school.(p. 13)

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What factors are more likely to engage students in positive behaviors and refrain from high-risk behaviors?

Positive identity (p. 15)

Constructive use of time

Social competencies

Expectations

Positive valuesBoundaries

Commitment to learning

Empowerment

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Features in effective schools include:

(p. 17)Opportunities for collaborative learning

Connection to family and community

Appreciation for diversity

Support for democratic learning

Attention to development

Structures for caringEmphasis on authentic performance

Collective perspective across the school

Active in-depth learning

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Approaches to classroom management

The Counseling ApproachBehavioristic MethodsTeacher-Effectiveness Research(pp. 19-20)

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The Counseling ApproachWilliam Glasser (1965). Reality Therapy: Helping student’s take responsibility for their behavior and develop plans aimed at altering unproductive conduct.

Rudolf Dreikurs (1971). Illustrated Teaching Techniques: Responding to student misconduct, depending on the goal of the behavior.

Tom Gordon (1974). Teacher Effectiveness Training: Responding to students’ misbehavior with open communication and attempts at solving problems mutually

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Behavioristic MethodsLee Canter (1976). Assertive Discipline: Focuses on teacher control, stating behavior expectations clearly, quietly and consistently punishing disruptive students, and providing group reinforcement for on-task behavior.

Fredric Jones (1987). Positive Classroom Discipline: Focuses on teachers’ effective use of body language, use of incentive systems, and individual assistance for academic problems.

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Teacher-Effectiveness ResearchFocuses on three sets of teacher behaviors that

influence students’ behavior and learning:1. Teachers’ skills in organizing and managing

classroom activities,2. Teachers’ skills in presenting instructional

material, and3. Teacher-student relationships.

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Current Trends – Constructivistic Approaches to Learning

Modern pedagogy is moving increasingly to the view that children should be aware of their own thought processes, and that it is crucial for the pedagogical theorist and teacher alike to help them to become more metacognitive-to be as aware of how they go about learning and thinking as they are about the subject matter they are studying. Achieving skill and accumulating knowledge are not enough. (p. 24)

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Key principles in effective classroom management

1. Students are likely to follow rules they understand and accept.2. Discipline problems are minimized when students are regularly

engaged in meaningful activities geared to their interests and aptitudes.

3. Management should be approached with an eye toward maximizing the time students spend engaged in productive activities, rather than from a negative viewpoint stressing control of behavior.

4. The teacher’s goal is to develop self-control in students, not merely to exert control over them. (p. 28)

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Factors influencing how teachers manage their classrooms

Students’ Characteristics and Needs: Studies indicate that high expectations, active engagement of students, thematic instruction, interactive cross-age tutoring, cooperative learning, and the incorporation of various aspects of students’ cultures were important elements in effective instruction for students from diverse cultures.

The School Context: Effective management includes issues such as school climate, structure, decision making, type of professional support, student and teacher empowerment, and quality of life within school.

(pp. 29-31)

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Factors influencing how teachers manage their classrooms

Our Own Personal Histories: Discussing our underlying beliefs related to issues of power, control, and authority and about teachers’ instructional and management goals and congruence between these and their management strategies will enhance meaningful behavior change.

Our Beliefs Regarding the Goals of Schooling: What are my long-term goals for my students? How do I want their lives to have been impacted by the time they spend with me? Emphasizing collaboration and caring in the classroom will enhance students’ future success and quality of learning. We can be proactive and spend time building a positive classroom environment in which behavioral norms are developed by, agreed on, and practiced by students and instruction is meaningful and engaging.

(pp. 31-35)

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Focus Questions – Chapter 1What factors influence how students behave in school?How do effective classroom management and schooling respond to the needs of students in ways that reduce the likelihood students will opt out?What are the three approaches to classroom management?What student factors may influence how you will manage your classroom?

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Understanding students’ basic psychological needs

Teaching is difficult under the best educational conditions, and this failure to take into account the needs of students or teachers makes what is already a hard job almost impossible. Any method of teaching that ignores the needs of teachers or students is bound to fail. (p. 42)

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What Kids Need? (Rate 1-8)Friends who care for you and you for themFun and challenging things to doHaving choices and learning how to make choicesA chance to master skills needed to pursue a dream, for self-advocacy, and cultural interdependencePhysical well-beingStatus and a “cool” reputationUnconditional love, someone who will always be your advocateChance to make a difference in someone’s life(p. 47)

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Personal Need Theories

Abraham Maslow (1968)Rudolf Dreikurs (1971)William Glasser (1986)Stanley Coopersmith (1967)(pp. 48-51)

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Human Development TheoriesErik Erikson (1963)Stanley Greenspan (1997)Robin Karr-Morse and Meredith Wiley (1997)J. Bowlby (1982)Masterson & Costello (1980)Mary Pipher (1994)(pp. 51-55)

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Social Factor Theories

David Elkind (1981)Joan Lipsitz (1984)Martin Seligman (1995)(pp. 55-57)

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Groups most likely to be at riskMany students are at risk for school failure, but the

following students have higher dropout rates:African AmericanHispanic AmericanNative AmericanStudents with learning and behavioral needs(p. 58)

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Needs of students (at risk)1. Create personally supportive and engaging environments (communities of

support)2. Provide diversified instruction that meaningfully and actively engages students,

enabling all students to utilize their preferred learning styles.3. Engage students in creating and learning social roles and relationships within

the school context.4. Utilize problem solving and conflict management as the central theme in

dealing with behavior problems.5. Teach students strategies for setting goals and monitoring their own behavior.

(p. 60)

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Methods for discovering students’personal needs

1. Examine theories and associated research.2. Ask students what they need in order to feel more

comfortable and better able to learn.3. Carry out systematic observation.

(pp. 67-68)

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Focus Questions – Chapter 2Discuss ways in which schools in which you were a student meet your needs for significance, competence, and power.List some of the student needs that dominate and influence student behavior outlined in chapter 2.Discuss the importance of understanding the impact of student’s developmental history has on his or her behavior.Discuss some of the factors that lead to underachievement and isolation of minorities.Discuss your view of power, control, order, and caring in the classroom.Discuss the role of the community in meeting student needs.

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VIDEO

Research shows that “. . . teachers whose students gained consistently in achievement had classrooms that ran smoothly with a minimum of disruptions.”

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Three components of a systematic approach to classroom management

PLANNINGIMPLEMENTINGMAINTAINING

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Four considerations in planning the arrangement of your room

VisibilityProximityAccessibilityDistractibility

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Two purposes of planning rulesRules usually indicate expected behavior.

Make predictable boundariesEstablish the conditions to gain student cooperation

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Expectations (guidelines for writing rules)

Select three to five rules for your classroomState these rules in positive termsState the rules clearlyMake certain rules are consistent with school rules

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ProceduresProcedures usually relates to activities.Apply to a specific activity (e.g., lining up, assignments, late submission of work, etc.)Develop student responsibility and accountability (e.g., procedures when students first enter a classroom, when they are absent, etc.)

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Guidelines for Implementing

Develop a mental setTeach the rule or procedureProvide a model and check for understandingProvide time to practice the rule and procedure

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Guidelines for Maintaining your Management System

Monitor behaviorReinforce compliance with rules and proceduresImplement consistentlyEvaluate your management system