Classroom Management Overview: 1.Describe the importance of classroom management and its impact on academic learning time. 2.Describe differences in the.

Classroom Management

Overview:

1. Describe the importance of classroom management and its impact on academic learning time.

2. Describe differences in the approach to classroom management from a behavioral, cognitive, and humanistic perspective.

3. Name and describe three general categories of the events of classroom management from a behavioral perspective, giving examples of specific teacher activities for each category.


Primary purpose is to gain control of the classroom

Good classroom management results in high levels of student engaged time


Brophy (1983) states there are 3 general principles for good classroom management:

Brophy, J. (1983). Effective classroom management. The School Administrator, 40(7), 33-36.

1. Willingness of the teacher to accept responsibility for classroom control

2. Long-term, solution-oriented approaches to problems (rather than short-term, desist/ control responses


Brophy (1983) states there are 3 general principles for good classroom management:

Brophy, J. (1983). Effective classroom management. The School Administrator, 40(7), 33-36.

3. Check to see if symptomatic behavior is caused by underlying personal problems (impulsivity, lack of awareness, home problems, etc.)


Brophy (1983) also cites theoretical orientations to classroom management:

• Social Cognitive Theory

• Behavioristic Approach

Social Cognitive Theory

• Insight (cognitive) -- teacher spends time with problem students individually, getting to know them personally, attempting to instruct and inform them

• Note that this is aligned with our text’s description of Social Cognitive Theory

Behavioristic Approach

• teacher offers incentives, negotiates contracts, calls attention to and reinforces desirable behavior

• Derived from principles of behavioral psychology, especially the application of consequences to modify behavior.

Functions of Behavior

• Every behavior has a function• Four primary reasons for disruptive behavior

in the classroom - The Adlerian Goals of Misbehavior– Power– Revenge– Attention– Want to be left alone (i.e., disinterest or

feelings of inadequacy)

Functions of Behavior

• Many misbehaviors exhibited by students are responses to a behavior exhibited by the teacher

• Do not tolerate undesirable behaviors no matter what the excuse

• Understanding why a person exhibits a behavior is no reason to tolerate it

• Understanding the function of a behavior will help in knowing how to deal with that behavior

Dealing with off-task behaviors

• Remain focused and calm; organize thoughts• Either respond decisively or ignore it all

together• Distinguish between off-task behaviors and off-

task behavior patterns• Control the time and place for dealing with off-

task behavior• Provide students with dignified ways to

terminate off-task behaviors

Dealing with off-task behaviors

• Avoid playing detective• Utilize alternative lesson plans• Utilize the help of colleagues• Utilize the help of guardians• DO NOT USE CORPORAL PUNISHMENT

– A form of contrived punishment in which physical pain or discomfort is intentionally inflicted upon an individual for the purpose of trying to get that individual to be sorry he or she displayed a particular behavior

Modifying off-task behavior patterns

• Use the principle of “Extinction”– Whenever the positive rein forcers for a person’s

voluntary behavior pattern are removed or cease to exist, the person will begin to discontinue that behavior

• Specify the exact behavior pattern to extinguish

• Identify positive reinforcers for the behavior• Plan to eliminate positive reinforcement• Establish a realistic time schedule• Implement the plan• Evaluate the effectiveness by observing

behavior

Modifying off-task behavior patterns

• Use the principle of “Shaping”– Reinforce behaviors that are similar to the

behavior to be learned– Subsequent actions that are more like the

behavior to be learned than previous actions are reinforced

– Subsequent actions that are less like the behavior to be learned than previous actions are not positively reinforced

Attention Seeking Behavior

• Attention-seeking students prefer being punished, admonished, or criticized to being ignored

• Give attention to this student when he or she is on-task and cooperating

• “Catch them being good!” – and let them know you caught them

Power Seeking Behavior

• Power-seeking students attempt to provoke teachers into a struggle of wills

• In most cases, the teacher should direct attention to other members of the class


There are 3 major categories of actions to take in establishing a behaviorally-oriented classroom management program:

• Structuring/Selecting and Arranging Activities• Monitor Student Behavior

• Reinforce Positive Behavior/Redirect Inappropriate Behavior


Structuring/Selecting and Arranging Activities

Establish rules and procedures early

Establishing Rules

General Recommendations

Select 4 or 5 rules that you will use to set guidelines and limits for behavior in your classroom.

State the rules in terms of positive expectations of behavior you want to see. Be careful about stating rules in the form of "Don't.”

Establishing Rules

General Recommendations

Think about specific examples of behavior that would demonstrate each rule.

Post the rules in your classroom.

Teach the rules just as you would academic content using the discussed previously.

Establishing Rules

Sample Rules For The Elementary Level

Be polite and helpful. Take care of your school. Behave in the cafeteria. Do not hit, shove or hurt others. Keep the bathroom clean.

Establishing Rules

Sample Rules For The Secondary Level

Bring all needed materials to class. Be in your seat and ready to work when the bell rings. Obtain permission before speaking or leaving your seat. Respect and be polite to all people. Respect other people's property.



Establish rules and procedures early

Establish consequences

1. reinforcers (Premack principle)2. punishers

Establishing Consequences

Consequences are environmental stimuli that increase or decrease the probability that a behavior will occur again.

Rewards and punishers should be selected that match the significance or meaningfulness of the exhibited action.

We want to establish consequences that will either reinforce or redirect behavior.


Level of Significance

Reward Penalty

Mild

Smile

Compliment

Cheery note on assignment

Small amount of tokens traded for small reward

Eye contact

Have student state rule broken

Change seats

Isolation

Confiscation of forbidden objects or notes



Reward Penalty

Moderate

Posting good work

Positive note to parents

Special privileges

Staying after school

Loss of privileges

Call to parents

Isolation in special room



Reward Penalty

Extensive

Field trips

Recognition at award's banquet

Write up in newspaper

Trip to principal's office

Loss of special class

event (e.g., field trip)


The most important aspect of delivering consequences is the consistency of delivery.

Especially in terms of punishers, any inconsistency might actually increase rather than decrease the probability that the behavior will occur again.



State expectations clearly

Focus on positive expectations

Practice "positive" behavior

Establish group cohesiveness and responsibility

Establish cues

Model appropriate behavior


Monitor Student Behavior

• Physical layout: ability to see all students

• Teacher movement: move around the room

• Group focus: keep students involved

• Overlapping: ability to supervise several activities at once


Monitor Student Behavior

• Withitness: communicate to students you are aware of what's happening

• Pacing/movement management: keep lessons and students moving


Reinforce Positive Behavior/ Redirect Inappropriate Behavior

• Anticipate occurrence of positive and inappropriate behavior

• Provide specific feedback regarding behavior and expectations

• Focus on positive behavior; teacher attention to inappropriate behavior can be reinforcing

• Hold students accountable



• Effective praise will:

1. be contingent on display of positive behavior

2. specify clearly the behaviors being reinforced

3. be believable by the student



• Methods of coping with inappropriate behavior:

1. Negative reinforcement

2. Satiation

3. Punishment


While there are viable alternatives to the behavioristic approach to classroom management, it is clearly the most often used in public schools today.

Remember that the long-term goal of any classroom management program is self-management.

School Policies

How to stay out of trouble

Be familiar with school policies from the start!

Policies relating directly to students:• Attendance/Tardy Policy• Academic/Grading Policies• Telephone use (school phones, cell, pagers)• Student Dress and Grooming Policies• Safe School Policies

– Weapons, fighting, intimidation, verbal abuse, etc.• Alcohol, Tobacco, and Drug Policies• Sexual Harassment Policy

Policies you’ll need to be aware of as a teacher

• Internet/Email use policies• Family Educational Rights and Privacy Act (FERPA)

Policies• Policies regarding the reporting of abuse, neglect,

suicide threats, etc.• Emergency procedures

– Fire, earthquake, bomb threat, intruder, etc.• Field Trip policies• Accident reporting procedures• Reporting academic progress• Purchasing guidelines• Substitute teachers

– Requests for, planning, etc.• Use of videos, movies, and instructional materials

Classroom Management Overview: 1.Describe the importance of classroom management and its impact on academic learning time. 2.Describe differences in the.

Documents

classroom management

behavior slide

effective classroom

events of classroom

classroom management

classroom control

functions of behavior

time slide