Classroom Management John D. Trudeau Spec Ed. 835 PowerPoint Presentation.

Classroom Management

John D. Trudeau

Spec Ed. 835PowerPoint

Presentation

Outline

• Classroom Management Profile

• Management Theories– Assertive Discipline– Theory X and Theory

Y– Control Theory– Behaviorism

• Skinner• Canter

– Transactional Analysis

– Ginott Model– Kay Model– Jones Model• Classroom Jobs• Techniques for

Better Classroom Discipline

What is your classroom management profile?

1. If a student is disruptive during class, I assign him/her to detention, without further discussion.

2. I don’t want to impose any rules on my students.3. The classroom must be quiet in order for students to learn.4. I am concerned about both what my students learn and

how they learn.5. If a student turns in a late homework assignment, it is not

my problem.6. I don’t want to reprimand a student because it might hurt

his/her feelings.7. Class preparation isn’t worth the effort.8. I always try to explain the reasons be hind my rules and

decisions.9. I will not accept excuses from a student who is tardy.

Classroom Management Cont.

10. The emotional well-being of my students is more important than classroom control.

11. My students understand that they can interrupt my lecture if they have a relevant question.

12. If a student requests a hall pass, I always honor the request.

Scoring the Quiz

• Add your responses to statements 4,8,&11. This score refers to the authoritative style.

• Add your responses to statements 6,10,&12. This score refers to the laissez-faire style.

• Add your responses to statements 2,5,&7. This score refers to the indifferent style.

• Your score for each style can range from 3 to 15.

• A high score indicates a strong preference for that particular style.

Authoritative Style

• Places limits and controls on students, but also encourages independence.

• Explains reasons behind rules and decisions• Offers polite, but firm reprimand• Administers discipline, after considering

circumstances• Open to considerable verbal interaction

Student reactions to an Authoritative style

• Fair• Understands that students can’t be perfect• Can talk to teacher without being putdown or

feeling embarrassed

Laissez-Faire Style

• Places few demands or controls on students• “Do your own thing” describes classroom• Accepts student’s impulses and actions• Less likely to monitor students’ behaviors• More concerned with students’ emotional

well-being than with classroom control

Student reactions to Laissez-Faire Style

• Don’t have to be serious throughout class• Things get out of control sometimes• Don’t learn much

Indifferent Style

• Not very involved in classroom• Places few demands on students• Doesn’t want to impose on students• Class preparation is not worth it• Field trips and special projects are out of the

question• Use same material year after year• Classroom discipline is lacking

Student reactions to Indifferent Style

• Can’t control class• Never learn anything• Hardly have homework• People rarely bring books

Management Profiles

• Assertive Discipline• Theory X and Theory Y• Control Theory• Behaviorism • Transactional Analysis• Ginott Model

Management Profiles Cont.

• Kay Model• Jones Model

Assertive Discipline

• Lee and Marlene Canter in 1976• Most widely distributed and accepted form of discipline• Teaches students to accept consequences of their

actions• Reinforcement of appropriate behavior• Must learn to be assertive in taking control of the class• Rewards and punishment are used to make students

aware of appropriate and inappropriate actions• Unpleasant consequences are given to students who

choose to make inappropriate choices• The key to Assertive Discipline is positives and lots of

praise

Theory X and Theory Y

• Theory X-People will do minimum possible amount of work necessary to accomplish a task-extrinsic motivation is used

• Theory Y-All people want to succeed, but there are hurdles that stand in the way-People motive themselves

Control Theory

• William Glasser in 1984• Four basic human needs (love, control, freedom,

fun)• Responsibility of teacher to teach students that

students choose how to act• Help students make good choices by making good

choices by making it clear the connection between student behavior and its consequences

• People don’t picture themselves doing bad things • Most everyone’s view of themselves is to be

successful and happy

Behavior Modification

• Skinner• Molding children to conform by use of

standard punishments and rewards• Techniques suggest that specific rewards and

punishments will yield predictable results• System will modify children to comply with

prescribed norms

Transactional Analysis

• Three stages of development• Ego-states called (Child, Parent, and Adult)• Teacher must remain in Adult-Ego state• Teacher can recognize games of students in

Child-Ego state• Teach students to behave in Adult-Ego state

Ginott Model

• Concentrates on communication between teacher and student

• Avoidance of criticism• Try to understand students’ feelings• Help students to take responsibility for own

actions• Establish communication with students• Reason with students

Kay Model

• Character of child is on internal ethics• Teach and build upon internal ethics• Children can be taught to be self-governing and

responsible for their own actions• Intrinsically motivated to be good if they are taught

how to do it• Students responsible for own motivation and

monitoring own actions• Responsibilities kept on students’ shoulders• Role of teacher is to teach students how to monitor

selves

Jones Model

• Predicated on physical presence of teacher• Children need to be controlled• Teacher can achieve control by body

language, administration, and parental support

• Teacher needs to understand stage presence• Some techniques include stopping instruction,

staring, and proximity control• Intimidation techniques are used to stop

students from misbehaving

Classroom Jobs

Why do it?• Create less work for yourself• Improve student autonomy• Empowers students

How do you develop jobs?• Jobs can be given every Monday• Jobs can be for week and then rotate jobs

Jobs Cont.

• Some jobs require two or three people• Number of jobs depends on class size, school,

and studentsReal life employment

• Students can fill out applications for jobs when there are job vacancies

• Students can be fired from job for misbehaving, not doing a good enough job, or poor academic work

Handy-person

• “Teacher’s Pet”• MVP- most valuable person• POD- person of the day• One person does job all day• Can pick people to assist• Can be alphabetically designated• Cans with tongue depressors that have

students names can designate jobs• Good for substitutes

Types of jobs

• Messengers• T.A.’s • Line Leader and Line

Ender• Door Holder (2nd

person in line)• Lavatory Monitor (I

boy and 1 girl)• Census Bureau (1

person to take attendance and one to double check)

• Refuse collector (garbage disposal)

• Librarian (straighten books and magazines at end of the day)

• Horticulturalist (water and dust plants)

• Ichthyologist (feed fish)

• Allergy Management (dust room at end of day)

11 Techniques for better Classroom Management

1. Focusing- get everyone’s attention before starting the lesson

2. Direct Instruction- at the beginning of everyday tell students exactly what will be happening

3. Monitoring- circulate around the room4. Modeling- “Values are caught, not taught.”5. Non-Verbal Cuing- getting the classes attention

without saying anything6. Environmental Control- how you make your

room appear

Techniques Cont.

7. Low-Profile Intervention- Jimmy is off-task, the teacher does not make it a public display, “And you see, Jimmy, we carry the one’s to the ten’s column.”

8. Assertive Discipline9. Assertive I-Message- “I want you to …”, “I

need you…”, “I expect you…”-get child’s attention on behavior you want, not on the misbehavior

Techniques Cont.

10. Humanistic I-Message- 1st -describe behavior, 2nd -the effect behavior has on teacher, 3rd –feeling it generates

Example- “When you talk when I talk, I have to stop my teaching which frustrates me.

11. Positive discipline- use positive phrasing of rules

Example- instead of “No Gum Chewing”, “Leave Gum at Home”