Classroom management waan

CLASSROOM MANAGEMENT- Managing Behavior and

Classroom -

PREPARED BY:Nooridahyu

Natasha NuralanisSiti Waan

PISMP 3.10

Table of ContentNo Title

1. Definition of Classroom Management

2. Definition of Behavior management

3. Definition of Disruptive and Disturbed Behavior

4. Classroom Environment Factors

5. What behaviors do teachers see as disruptive?

6. Strengths and limitations of classroom behavior management

7. How to manage student’s behavior in the classroom

8. Behavior management strategies: Alternatives to corporal punishment

9. Models of Effective Classroom Management

10. Teachers as a Leaders

11. Strength and limitations of classroom management

12. Managing conflict and problem behavior ( Bullying )

Definition of Classroom Management

Classroom management is certainly concerned about

behavior, but it can also be defined more broadly as

involving the planning , organization, and control of

learners, the learning process and the classroom

environment to create a maintain an effective learning

experience in which expected pedagogical outcomes

achieved.

Definition of Classroom management

The ‘learning process’ includes classroom activities

and the teaching strategies that the teacher use.

The ‘classroom environment’ provides a context for

learning and includes not only the physical space,

furnishing resources and materials, but also the class

atmosphere, participant’s attitudes and emotions and

the social dynamics of the learning experience.

Definition of Classroom Management

Doyle (1986,p, 394) suggested that teachers face the following two main instructional tasks; A teaching goal that must be achieved A problem space that must be managed, encompassing the set of participants or learn

Definition of Behavior management

Behavior management in the

classroom means creating and

maintaining an environment

conducive to their learning and your

sanity.

DEFINITION OF DISRUPTIVE AND DISTURBED BEHAVIOR

Doyle (1986) used the term ‘problematic’ to refer to any behavior perceived as inappropriate for a given activity. Such behavior may range from daydreaming and mild interruptions, to unnecessary and excessive movement, shouting, swearing, fighting and so on.


Disruptive behavior is when a child is uncooperative and prevents themselves and other children in class from working. A disruptive child also manages to grab a teacher’s attention and prevent the teacher from giving the other children attention.


Disruptive behavior – behavior that is problematic or inappropriate in the context of a given activity or for a certain teacher. Behavior disturbance – significant abnormalities in the behavior of an individual who does not have a diagnosable psychiatric illness. Emotional disturbance – evident from inappropriate behaviors that require psychiatric treatment in the form of ongoing therapy.

Classroom Environment FactorsClassroom environment Factors Implications for teachers

Multidimensionality: The wide range of players and events that are present in a classroom

- Develop strategies for addressing the wide range of ability levels; and social, emotional, cultural and linguistic backgrounds in your classroom

Simultaneity: Many different things happen at the same time in a classroom

- Be aware of what is happening at every level, including that of individual students, small groups and the class as a whole

- Learn to have ‘eyes in the back of your head’

- The challenge of simultaneity may contribute to high level of stress and burn-out unless you develop coping strategies

Classroom Environment FactorsClassroom environment

Factors Implications for teachers

Immediacy: The speed at which events in a classroom unfold

- Manage time at both micro and macro levels- Give immediate feedback to students during face to

face interaction- Learn to allocate time appropriately for planned

learning activities- Behavioral problems are most likely to arise when

student’s attention, interest and motivation begin to ebb as a result of poor timing

- Be alert to ongoing events in a busy classroom setting

Unpredictability: Carefully planned classroom activities do not always proceed as planned

- Be flexible- Respond appropriately when the unexpected occurs- Where possible, take advantage of surprising or

unanticipated events

Classroom Environment FactorsClassroom environment Factors Implications for teachers

Publicness: many people, often students, witness what teachers do, or learn about a teacher’s actions from other witnesses

- Be aware that what you do and say is observed and may be discussed outside the classroom

- Use this as an opportunity to model appropriate or desirable behavior for students

What Behaviors do teachers see as disruptive?

What behaviors

do teachers see

as disruptive?

Talking out of turn and hindering other

students

Irritating and

wasting

disruptions

Disobedience, refusal to obey instructions and

insolence

Aggressive

behavior

Strengths and Limitations of Classroom Behavior Management

Strengths Limitations

- The move away from corporal punishment to using alternatives such as extra work and time out – together with the possibility of access to specialist support- gives teachers more humane options for handling inappropriate behavior.

- One of the problems associated with the guidelines provided for teachers who need to manage inappropriate or disruptive behavior concerns the confusing way in which key terms are defined.

- This lack of clarity can cause problems for teachers and others who try to find a label that is appropriate for the array of behaviors a particular student presents.

- This uncertainty can also lead to difficulties in finding an appropriate solution.

How to manage student’s behavior in the classroom

• Devote time to planning• Have a clear, well- considered plan for managing your

classroom and student behavior• Plan to provide a variety of tasks• Plan how you will motivate students whose interest seems to

wane• Plan how students will spend time on task and how you

mange disruptive behavior

Be prepared

• Decide before teaching what procedures you will follow in establishing and maintaining discipline in classrooms so your reactions to classroom-management problems can be quick, consistent and congruent with your underlying values

• Organize your time, recourses and classroom

Be organized


• What you want your students to learn• How would you like your students to learn• How you will foster some learning

Be guided by your personal philosophy of teaching and learning.

• Be aware of their needs (they may have special learning needs) and individual differences

• Monitor, circulate, and assess students’ progress regular

Know your students

• Enjoy your teachingBe positive


• Ensure your classroom-management plan is consistence with policies and procedures

Know how your school operates

• Differences in the ways power is managed are a major factor in distinguishing between different approaches to classroom management

Be aware of the power relations in

your classroom

• Establish an atmosphere of cooperation balance and mutual respectBe enthusiastic

Behavior management strategies: Alternatives to corporal punishment

Corporal punishment is a last resort (using suspension and exclusion)Corporal punishment has been replaced by Alternatives forms of discipline, which range from detention, extra written work, time out, removal privileges, behavior contracts.

MODELS OF EFFECTIVE CLASSROOM MANAGEMENT

(1) The Interventionist Teacher(2) The Interactive Teacher(3) The Non-Interventionist Teacher

Models of Effective Classroom Management

(1) The Interventionist Teacher• Is guided by the view that children’s

development is an outcome of external factors.

• Frederic H.Jones emphasizes the need for teachers to maintain firm control through the following four aspects of classroom organization ( Wolfgang, 1995, p.197 ).


(1) Limit setting through body language

(2) Responsibility training(3) Back-up system (supported by

policies at the school level)(4) Classroom structure


(1) Limit setting through body language- (According to Jones), teachers need to set

limits on student’s behavior that are simple, practical and, once mastered, easy to use.

- Response ( body language, and employ a minimal number of words )

- Move around the classroom, eye contact.


(2) Responsibility training- Need a simple system to implement and that

ensured students will do anything the teacher requires at any time.

- Responsibility training involves providing incentives through a group reward, through ‘preferred activity time’ (PAT), or through periods of free or play time .


(2) Responsibility Training- Do work quickly and fast (Winner)- Dawdling , talking or playing up (Loser)- According to Jones (1987), by using this

system, the teacher is in control and the students learn to conform and to complete required tasks.


(3) Back-Up System- Set of hierarchically ordered penalties for

misbehavior, ranging from a simple warning given privately to an individual student or group of students, to a conference with the student, time out, detention, a conference with a parent and, as a last resort, suspension or expulsion.


(3) Back-Up System- Support is required at the school level, both

professionally and in the form of appropriate policies, procedures and recourses to implement this system.


(4) Classroom Structure- Encompasses the rules that are established in

classrooms, daily routines and the way classroom furniture is organized, since all affect what happens in a classroom.

- Jones (1987) argued that students should be taught the rules, routines and standards of behavior that are critical aspects of successful classroom operation.


(4) Classroom Structure- Jones’s (1987) ideas about classroom

management included a plan for arranging desks so as to allow the teacher space to move around the classroom.


(2) The Interactive Teacher- Sees children’s development as a product of

interaction, between internal and external factors.

- Alder was Viennese psychiatrist who argued that human beings are essentially social creatures whose basic psychological characteristics enable them to live in democratic way.


- Procedures that can be used to encourage students include;

Recognizing and building on their strengths while minimizing any weaknesses

Emphasizing engagements in an activity rather than the result that is achieved (Balson,1992).


For example: ‘You seem to really enjoy your art and I can

tell you work hard to prepare for your exam’, rather than saying

‘ Your artwork is excellent and You have the highest mark in the exam. (Edward, 1997,p.110)


Natural consequences Logical consequences

1. Outcomes that occur without intervention/interference.

- Students who do not put their equipment away in the correct place and cannot find next time they need it.

- Students who do not study for a test and then get poor marks on the test.

1. Contrived to influence behavior.

- Students who forget to bring required materials to the class and as a result miss of activity

- Students who draw on the wall and then have to clean their marks off the wall.

- In each case, the focus is on allowing students to experience the consequences of their actions.


(3) The Non-Interventionist Teacher- Allow the process of development to occur

naturally.- The work of William Glasser (1992) and William

(‘Bill) Rogers (1998) represents a model of classroom management and discipline in which power is shared more equally between teacher and students than in the interventionist and interactive approaches just discussed, with greater weight on student’s roles and responsibilities.


- Bill Rogers (1998) sees discipline as a teacher-directed activity that seeks to;

Lead,Guide,Direct,Manage,Or confront a student about behavior that

disrupts the right of others.


- Glasser and Rogers have both argued that students misbehave because schools fail to fulfill their basic needs.

- These needs clearly reflecting elements of Maslow’s hierarchy of needs, include;

Belonging:- security comfort and group membership Power:- Importance, status, and being taken into account by

others Freedom:- being free from the control of others, being able

to choose, being self directed and having responsibilities for one’s own actions

Fun:- having satisfying and enjoyable experiences

Teachers as Leaders• Glasser (1992) argued that teachers need to

become ‘lead-managers’ not ‘boss-manager’.

• To achieve this change, schools should provide necessary tools which are curriculum and resources and atmosphere (non coercive and cooperative).

Strength and Limitations of

classroom management

Types of Effective

Classroom Management

Strengths Limitations

(a) The Interventionist

Model

- The procedures in the model is in details for maximizing classroom management and organization.

- This may lead the students to react violent due to teacher high level of control.

(b) The Interactionist

Model

- Its focus on student’s understanding why they behave as they do and the consequences of their behavior.

- Tends to encourage a high degree of students autonomy, as well as respect between teachers and students. (Edward, 1997)

- Teachers often have difficulties recognizing the motives that underlie student’s behavior.

(c) The Non- Interventionist

Model

- In the degree of autonomy and responsibility, it gives to students, allowing them to see the consequences of their behavior and to determine possible solution. (Gordon et al, 1996)

- The difficulties teachers may have in giving students increased autonomy and responsibility without at the same time filling threatened by loss of control.

Managing conflict and problem behavior

( Bullying )

Definition of Bullying

Bullying is an abuse of power that takes the form of on going aggression involving words or actions by individual or groups and directed towards particular victims who are unable to defend themselves (Eisenberg,1998).

Bullies take advantage of situations whether they can victimize others who may be physically smaller, younger, less strong, outnumbered or simply unable to defend themselves.

Forms of Bullying

Verbal Forms

• Radical and Social harassment that involves name calling.

Psychological Forms

• Being isolated or subject to gossip and hurtful rumors.

Physical Forms

• Being hit or physically threatened, or having property damaged or stolen.

Effects of Bullying

Victims Poor academic performance

Low self esteem

High rates of absenteeism

Tends to be anxious, in secure and isolated from their peer

group (Olweus, 1993)

Bullies

Have high self esteem ( Olweus,1997)

Scores high on majors of social and physical self concept

Typically overestimate their levels of social competence

The quality of the relationship with significant others

(Edens,1999)

Interventions to reduce bullyingResearch cited by Johnson and Johnson (1996) suggested that students left to resolve conflict without assistance or training in peer mediations or conflict resolution tend to:

Leave the conflict unresolved Ask an adult to help resolve the conflict Achieve resolution through one of the protagonists ‘winning’

Interventions to reduce Bullying

Classroom arrangements that provide opportunities for students to work

together in cooperative group. Introducing exercise that

promote alternative forms

of social interaction

Proposed an anti violence

curriculum

Hanging school environments

Peer counseling

Assertiveness training

Anger management

training

Increase awareness of

bullying

Classroom management waan

Documents

disruptive behavior

classroom level

students behavior

classroom activitiesand

classroom environment

problem behavior

behavior management

desirable behavior forstudents