Science Innovators institutePresented by: Marzieh Ranjbar

November 2014

A Closer Look at Classroom Management and Discipline:

It is the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students.

It implies the prevention of disruptive behavior

It is possibly the most difficult aspect of teaching for many teachers.

It is one of the most prevalent reasons for job burnout and attrition of first-year teachers;

Introduction:

Both novice and Experienced teachers considered classroom management to be a high priority and an

area of concern

D: strives to replace an unwanted behavior with a desirable behavior

P: takes away a behavior by force, but replaces it with nothing

D: Is firm and consistent, but peaceful

P: inflicts harm in the name of good

D: Positive behavioral change is expected

P: The worst is expected, and the worst is often received

Discipline vs. Punishment

D: May make the youth angry at fist, but calls for self-evaluation and change rather than self-degradation

P: Agitates and often causes anger and resentment on the part of the child (which may have caused the behavior in the first place)

Discipline vs. Punishment

D: Takes time and energy but consequences are logical and encourage restitution

P: Is immediate and high-impact but is hardly ever logical

Discipline vs. Punishment

D: Allows child to rebuild self-esteem

P: Damages fragile self-esteem

Discipline vs. Punishment

D: Is not threatening, dangerous or abusive

P: Can be physically and emotionally dangerous

D: Allows for reflection and restitution

P: Does not allow the child to make up for his/her behavior

Discipline vs. Punishment

RulesProceduresRoutines

Important Aspects of a Well-Disciplined

Classroom…

Keep the number to a minimum (approx. 5).

Keep the wording simple.Have rules represent you

basic expectationsKeep the wording positive, if

possible.Make your rules specific.Make your rules describe

behavior that is observable.

The Rules for Rules

Make your rules describe behavior that is measurable.

Assign consequences to breaking the rules.

Always include a “compliance rule”.

Keep the rules posted.Consider having rules recited

daily for first two weeks then periodically..

The Rules for Rules

Raise your hand and wait for permission to speak.

Sit in your seat unless you have permission to leave it.

Walk, don’t run, at all times in the classroom.

Examples…

Classroom management:

Classroom management is about ways of organizing the resources and pupils so that teaching and learning can proceed in an efficient and safe manner.

Definition:

The action and strategies teachers use to solve the problem of order in classrooms (Doyl,1986).

Definition :

…all of the things that a teacher does to organize students, space, time and materials so that instruction in content and student learning can take place.

Two major goals…1. To foster student involvement

and cooperation in all classroom activities

2. To establish a productive working environment.

Definition :

It’s effective discipline It’s being prepared for class It’s motivating your students It’s providing a safe, comfortable learning environment

It’s building your students’ self esteem

It’s being creative and imaginative in daily lessons

And . . .

Definition:

According to Evertson and Weinstein(2006), classroom management has two distinct purposes: “It not only seeks to establish and sustain an orderly environment so students can engage in meaningful academic learning, it also aims to enhance student social and moral growth” (p. 4).

Definition:

Satisfaction and enjoyment in teaching are dependent upon leading students to cooperate

Classroom management issues are of highest concern for beginning teachers

Classroom management and effective instruction are key in ensuring student success and learning

Why is Classroom Management

Important?

Deal with disruptive behaviors but also manage to minimize off-task, non-disruptive behaviors

Teach students to manage their own behavior

Students learn to be on-task and engaged in the learning activities you have planned for them

techniques for successful classroom management

Focus attention on entire class Don’t talk over student chatter Silence can be effective Use softer voice so students really have to listen to what you’re

saying Direct your instruction so that students know what is going to

happen Monitor groups of students to check progress Move around the room so students have to pay attention more

readily Give students non-verbal cues Engage in low profile intervention of disruptions Make sure classroom is comfortable and safe

Over plan your lessons to ensure you fill the period with learning activities

Come to class preparedShow confidence in your teachingLearn student names as quickly as possible

Students are deeply involved with their work

Students know what is expected of them and are generally successful

There is relatively little wasted time, confusion, or disruption

The climate of the classroom is work-oriented, but relaxed and pleasant

It has a task oriented environment and predictable environment

The teacher is ready and waiting for students

Characteristics of a Well-Managed

Classroom:

Take advantage of the first days of class

Establish an environment in which achieving specified learning goals takes priority over other concerns

It is much easier to establish this environment from the beginning rather than later

Establishing a “Businesslike”

Atmosphere

If you don’t plan, the student will plan for you!!

The more you plan, the more effective the lesson and delivery…the less problems with discipline.

“IF YOU DO NOT HAVE A PLAN ,THEN YOU ARE PLANNING TO

FAIL”!!BENJAMIN FRANKLIN

BE CAREFUL!!!

Make a good first impression.

Come in with enthusiasm and show you are excited to be there.

Address problem behavior directly and immediately. Addressing a problem

early lessens the chance that it will expand.

Know the power of proximity You can accomplish more through your body language than

through your voice. Put your body next to problems. Put your body in-between students who are disruptive. Know how to work one-on-one with students while not turning

your back on the rest of the class.

Model behaviors you expect from the students: mutual respect, active listening, interest in learning, subject enthusiasm, open mindedness, positive attitude

Make your lessons relevant and interesting to your students. Use examples that interest students.

Non-Verbal Cuing. Non-verbal cues can be effective to show the class that the

noise level is too high. Tell the student up-front what is your cue, and use it

throughout the presentation. Cues can be a bell, a clicker, flipping the light switches. They can also be facial expressions, body posture and hand

signals

Decide upon a signal you can use to get students’ attention.

Teach students to respond to the signal by focusing on you and maintaining complete silence.

Example: The “Hand Raise”Say: “Class, your attention please.”

At the same time, swing right arm in a circular motion from the 9:00 position to the 12:00 position.

This prompts all students to stop, look at you and raise hand.

Attention Signal

Focusing. Be sure you have the attention of everyone in your classroom before you start your lesson. Don’t attempt to teach over the chatter of students who are not paying attention.

The physical and emotional climate of the child's home and neighborhood

The amount of stability and consistency in the child’s family

the positive and negative role models available to the child

The child’s exposure to violent media

The child’s emotional and physical health

We can trace out-of-control behaviors to a

variety of factors…

Attention from peers or adults

Attain power/controlRevenge or

RetaliationFeels Good/PlayFear of FailureGetting something

(Sensory Input)Imitation

Why Kids Misbehave

They are bored. They don’t know the purpose of

your presentation. They don’t understand how the

information that you are delivering applies to them.

Instruction is uninteresting The pace of the instruction is

incorrect (too fast, or too slow). Not enough interaction between

and among peers.

Other reasons:

Student misbehavior isn't just an annoying disruption --- it's a secret message the student is (unwittingly) trying to convey to you.

"Listen" To The Students’

Misbehavior.

Aggressive (the hyperactive, agitated, unruly student)

Resistant (the student who won’t work)

Distractible (the student who can’t concentrate)

Dependent (the student who wants help all the time)

Students Who Cause Behavioral

Problems:

Approximately 70% of the school day is geared for academic engagement. (5.2 hrs.)

Begin each activity on-time.

Budget your academic time

Classroom Schedules…

Arrange desks to optimize the most common types of instructional tasks you will have students engaged in.

Make sure you have access to all parts of the room.

Feel free to assign seats, and change at will.

Minimize the disruptions caused by high traffic areas in the class.

Physical Space…

Teachers who are ready maximize student learning and minimize

student misbehavior.