Classroom ManagementClassroom Management

The behaviorist viewpoint focuses on stimuli, The behaviorist viewpoint focuses on stimuli, objects, actions and responsesobjects, actions and responses

People are taught to behave the way they doPeople are taught to behave the way they do People teach each otherPeople teach each other To learn is to changeTo learn is to change Teachers are people who change learnersTeachers are people who change learners

For behaviorists the single most important factor For behaviorists the single most important factor in learning a behavior is what happens in learning a behavior is what happens immediately following the behavior.immediately following the behavior.

Building Management SkillsBuilding Management Skills

Self control is the long-term goal of Self control is the long-term goal of behavior managementbehavior management

Effective teachers Effective teachers Use more suggestions than commandsUse more suggestions than commandsEncourage and show interest in studentsEncourage and show interest in studentsUse open-ended questions (require more than Use open-ended questions (require more than

one word, thoughtful responses) one word, thoughtful responses)

Classroom ManagementClassroom ManagementDiscipline comes from the Latin word disciple meaning to teach. Teach students Discipline comes from the Latin word disciple meaning to teach. Teach students what you expect in terms of behaviors.what you expect in terms of behaviors.

Remember:Remember: Big Fish Don’t Take The BaitBig Fish Don’t Take The Bait

• Students will go to great lengths to “not lose face”Students will go to great lengths to “not lose face”• An expression of anger is a signal of psychological pain rather than an personal An expression of anger is a signal of psychological pain rather than an personal

affrontaffront• You can be firm without being punitiveYou can be firm without being punitive• You can use authority without being authoritarianYou can use authority without being authoritarian• Kids would rather be bad, indifferent, apathetic than be stupidKids would rather be bad, indifferent, apathetic than be stupid• The best discipline is the kind nobody notices - not even the one being disciplinedThe best discipline is the kind nobody notices - not even the one being disciplined• Kids need to know you mean them no harmKids need to know you mean them no harm

Discipline Without PunishmentDiscipline Without Punishment Send positive messages - become aware of the number Send positive messages - become aware of the number

of times you state something negatively that could be of times you state something negatively that could be stated positively.stated positively.

Promise with the positive by using contingencies rather Promise with the positive by using contingencies rather than consequences.than consequences.

““as soon as you finish the project you can . . .”as soon as you finish the project you can . . .”““If your work is not done, you’ll get an F . . .”If your work is not done, you’ll get an F . . .”

• Offer choices - choices empowers, increases ownership Offer choices - choices empowers, increases ownership and intrinsic motivation. Choices can be limited, and intrinsic motivation. Choices can be limited, structured, reasonable.structured, reasonable.

Limit Your Telling. Telling . . .Limit Your Telling. Telling . . .

Is often interpreted as an attempt to controlIs often interpreted as an attempt to control conveys a subtle, negative message that the way they conveys a subtle, negative message that the way they

have been performing is wrong or not good enough. have been performing is wrong or not good enough. often creates defensiveness.often creates defensiveness. causes resistance especially when telling involves causes resistance especially when telling involves

notifying others how they personally need to do notifying others how they personally need to do something differently.something differently.

implies that something has to be changed. implies that something has to be changed.

ConsiderConsider

Students love to control but hate to be Students love to control but hate to be controlled.controlled.

Think in terms os suggestions: “Have you Think in terms os suggestions: “Have you thought of; What do you think about; Would thought of; What do you think about; Would you consider . . .?”you consider . . .?”

Students don’t mind change as much as they Students don’t mind change as much as they mind being changed.mind being changed.

• Seek to understandSeek to understand• Express your needsExpress your needs

““I need your help on this.”I need your help on this.”

““I need quiet time.”I need quiet time.”• Use acknowledgements more than praise.

• Acknowledgements/recognition/validation simply Acknowledgements/recognition/validation simply affirms.affirms.• ““I see you got your project done.”I see you got your project done.”• ““You got it done early.”You got it done early.”

Two categories of behavior management: Two categories of behavior management: Direct & Indirect Direct & Indirect

Direct: involves physical and verbal actionsDirect: involves physical and verbal actionsl Facial expressionFacial expressionl Body languageBody languagel TouchingTouchingl Talk toTalk tol AssistAssistl Demonstrate & model desired behaviorDemonstrate & model desired behavior

Direct Guidance PrinciplesDirect Guidance Principles::Use simple clear instruction, languageUse simple clear instruction, languageSpeak in calm relaxed voiceSpeak in calm relaxed voiceBe positive (What to do, Why, Consequences)Be positive (What to do, Why, Consequences)Encourage critical thinkingEncourage critical thinkingBe firmBe firmBe consistentBe consistentConsider feelingsConsider feelings

Indirect: involves outside factors that influence behavior:Indirect: involves outside factors that influence behavior:

The physical set up of the roomThe physical set up of the room The weatherThe weather Special events & happenings both in the school and awaySpecial events & happenings both in the school and away Noise levelNoise level TemperatureTemperature LightLight FurnitureFurniture Things in the room - bulletin board, pictures, plants, “things”Things in the room - bulletin board, pictures, plants, “things” How paper and time are managedHow paper and time are managed

Provide an environment with appropriate engaging activitiesProvide an environment with appropriate engaging activities Encourage independence through classroom arrangement, Encourage independence through classroom arrangement,

organization, visual reminders, duty assignments.organization, visual reminders, duty assignments. Arrange space for cures regarding appropriate behaviorArrange space for cures regarding appropriate behavior Schedule activities to meet student needsSchedule activities to meet student needs

Managing Your Classroom:Managing Your Classroom: Greet students at the door each day - say hello, make small talkGreet students at the door each day - say hello, make small talk Develop structured routinesDevelop structured routines Always post lesson information on the board daily Always post lesson information on the board daily

ObjectivesObjectives ActivitiesActivities AssignmentsAssignments Have a pick-up table where student get needed suppliesHave a pick-up table where student get needed supplies Practice the “teacher stare” than can stop potential problems before they beginPractice the “teacher stare” than can stop potential problems before they begin Make sure discipline is consistent with school’s policiesMake sure discipline is consistent with school’s policies Keep movingKeep moving Different students will respond to different techniques - have motivators and consequences, develop a repertoire Different students will respond to different techniques - have motivators and consequences, develop a repertoire

of techniquesof techniques Limit your rules (5) these must be realistic and enforceable.Limit your rules (5) these must be realistic and enforceable. Avoid phrases like “be nice” or “be kind” - they are great goals and can be posted but they’re difficult to enforce Avoid phrases like “be nice” or “be kind” - they are great goals and can be posted but they’re difficult to enforce

because the lack clarity.because the lack clarity. Post rulesPost rules Sent copy of rules to parentsSent copy of rules to parents Spend time establishing the rulesSpend time establishing the rules

Research on behavior (Bear, 1998, Billings & Enger 1995) Research on behavior (Bear, 1998, Billings & Enger 1995) indicates behaviors that consume administrative time:indicates behaviors that consume administrative time:

BullyingBullyingVerbal harassmentVerbal harassmentUse of drugsUse of drugsObscene language and gesturesObscene language and gesturesGang behaviorGang behaviorSexual harassmentSexual harassmentRepeated class disuptionRepeated class disuptionThreat to safety of self or othersThreat to safety of self or othersFightingFightingTheftTheftTruancyTruancyDisrespectDisrespect

All new teachers should have a All new teachers should have a conversation with administration about conversation with administration about how administrators want a new teacher to how administrators want a new teacher to handle discipline.handle discipline.

Classroom management and classroom Classroom management and classroom discipline are NOT the same thing.discipline are NOT the same thing.

Ineffective teachers have more:Ineffective teachers have more:Hyperactive, disruptive, and bored studentsHyperactive, disruptive, and bored students

Permissive teachers have students who:Permissive teachers have students who:Are more aggressiveAre more aggressiveShow more attention seeking behaviorsShow more attention seeking behaviors

Establishing Classroom RulesEstablishing Classroom Rules

Rules should focus on actions and behaviors Rules should focus on actions and behaviors that reflect the goals of the school.that reflect the goals of the school.

Every area of a classroom/school needs rules.Every area of a classroom/school needs rules. It is the responsibility of the teach to maintain It is the responsibility of the teach to maintain

rules.rules. There are 3 reasons to establish rules:There are 3 reasons to establish rules:

1)1) By law, health and safety must be protected.By law, health and safety must be protected.2)2) Rules help students define acceptable social Rules help students define acceptable social

behavior.behavior.3)3) Rules allow students independence with guidance.Rules allow students independence with guidance.

One of any school’s goals shoulc be to develop One of any school’s goals shoulc be to develop socially responsible behavior.socially responsible behavior.

Rules should be short, in understandable language Rules should be short, in understandable language and stated in a positive way.and stated in a positive way.

Rules should be reasonable and serve a purpose.Rules should be reasonable and serve a purpose. Avoid having too many rules - have a few and Avoid having too many rules - have a few and

maintain them.maintain them. Define both acceptable and unacceptable behavior.Define both acceptable and unacceptable behavior. Decide how you will deal with unacceptable Decide how you will deal with unacceptable

behavior ahead of time - this should be a part of behavior ahead of time - this should be a part of you discipline plan.you discipline plan.

• Regular, unchanging enforcement of rules Regular, unchanging enforcement of rules is important is important consistency. consistency.

• Rules need to be flexible to adapt to the Rules need to be flexible to adapt to the situation or special needs of an individual. situation or special needs of an individual. Be sure to explain to students situations Be sure to explain to students situations when the rules have changed. when the rules have changed.

• The way you react to students who break The way you react to students who break the rules affects theirthe rules affects their

1)1) Feelings of security (trust)Feelings of security (trust)

2)2) Their self-esteemTheir self-esteem

3)3) Their feelings toward youTheir feelings toward you

4)4) Their future performanceTheir future performance

5)5) And maybe peer relationshipsAnd maybe peer relationships

• Be careful - teachers can do a lot of Be careful - teachers can do a lot of damage in the name of enforcing the damage in the name of enforcing the rules.rules.

Communicate rules to students in various Communicate rules to students in various ways:ways:

Post in roomPost in room Verbally explain rulesVerbally explain rules Have students explain rules back to you to Have students explain rules back to you to

check for understandingcheck for understanding Restate the rule that was broken every time Restate the rule that was broken every time

you deal with unacceptable behavior or broken.you deal with unacceptable behavior or broken.

Write a set of rules for a foods lab and a set of Write a set of rules for a foods lab and a set of rules for a 7th grade exploratory courserules for a 7th grade exploratory course