Comprehensive Classroom Management, 9th Edition © 2009 Pearson Education, Inc. All rights reserved. Chapter 6 Developing Standards for Classroom Behavior.

Comprehensive Classroom Management, 9th Edition

© 2009 Pearson Education, Inc.All rights reserved.

Chapter 6

Developing Standardsfor Classroom Behavior

Comprehensive Classroom Management, 9th Ed.Jones & Jones

© 2009 Pearson Education, Inc.All rights reserved.2

Learning Goals How to create behavior expectations and standards in

your classroom that will support a safe, positive learning environment

The difference between standards, rules, or classroom procedures and key procedures that will allow your classroom to operate more smoothly

How to structure the beginning of a school year in order to maximize positive student behavior

Classroom management methods that prevent disruptive student behavior and support the smooth implementation of effective lessons



Research Effective classroom managers at both the

elementary and junior high levels spend time teaching students classroom rules and procedures.

Rules such as written or posted rules indicate what behavior is expected in the class. Procedures like rules are expectations but apply to a specific activity.



Evertson and Harris Classroom Organization and Management Program

provides instructional modules for Learning: instructional function Organizing the classroom Planning and teaching the rules and procedures Developing student accountability Maintaining good student behavior Planning and organizing instruction Conducting instruction and maintaining momentum Getting off to a good start Climate, communication, and self-management



Standards and Norms

Value of Standards, Behavioral Norms, or Rules

Student learning is effected by a safe climate

Students benefit from learning about their rights as citizens



Developing General Behavior Standards or Rules

Discuss the value of having behavior standards Develop a list of the standards (3-6 rules)

Positively state standards clearly differentiate/separate rules from procedures teach the concept of “time, place, and manner”

Obtain a commitment to the standards Have students sign this commitment Decide if anyone else should sign and commit to supporting these

standards Monitor and review the standards

Determine how new students will be involved in understanding and committing to these standards

Review these standards when behavior problems increase or at times you expect students may need a preventive review (prior to havening a substitute teacher, following major holidays, etc.)



Cultural influences that effect rules/standards

Children not representing the dominant culture often feel manipulated by the dominant culture. Dominant culture has power.



Five components of Power

Issues of power are enacted in classrooms There are codes or rules for participating (culture

of power) Rules of the culture of power are a reflection of

the rules of the dominant culture Being told explicitly the rules of that culture

makes acquiring power easier Those with power are frequently least aware



Person’s Constitutional Rights Health and safety Property loss and damage Legitimate educational purpose Serious disruption of the learning

environment



Development of standards/rules Have students:

Develop a list of behavior standards they feel are important

Get a commitment (clarify and get students to commit) Monitor and Review Rules/standards



Classroom Procedures Elementary

Room Areas (student desks, tables, storage, fountain, bathroom, etc.)

School Areas (bathroom, office, lining up, playground) Whole-class Activities (signals for attention, talk

among students, turning in and handing back assignments, etc)

Small-Group Activities (movement, materials, expected behavior)

Other procedures (fire drills, beginning/end of day, housekeeping)



Classroom Procedures Secondary

Beginning class (roll call, distributing materials, tardy) Instructional activities (signal for attention, headings

for papers, seatwork) Ending class (dismissal, organizing for next class,

cleaning up) Other procedures (safety drills, lunch procedures,

bathroom, etc.)



Teaching/monitoring Procedures Discuss the need for procedure Solicit student ideas Have student practice procedure Reinforce correct procedural behavior



Beginning the Year-Elementary Physical ready (space and materials ready?) Planning for rules and procedures Decide on consequences both positive and negative Develop activities for first few days (teaching rules and procedures,

getting to know you) Plan for potential programs, look for changes Monitor student behavior Stop student misbehaviors Organize instruction Develop an accountability system Make sure you have instructional clarity



Creative Examples of Teaching Rules and Routines Puppet plays Story-time Posters Letters Oops, I goofed Create a Play Rule Unscramble School in Relation to

Community Rules Rules Bingo

Wrong Way Hug or handshake Contract for Success Picture Signals Rules in the Sack Hidden Rules Numbered Rules Discrimination Wheel of Fortune Awards Picture Posters



Beginning the Year-Secondary Provide a cognitive map Define learning Ask students what they want to learn and how they

learn best Be inviting and help student know you Allow students to interview you Help students to become better acquainted Teach judicious discipline and establish behavioral

norms Teach KEY behavioral procedures Develop an approach for how you and your students

will respond to violations Monitor student work Involve students in their own assessment Let them assess your teaching and their feelings

regarding class



Beginning the School Year:Elementary Readying the classroom Planning rules and procedures Consequences Teaching rules and procedures Beginning-of-school activities Strategies for potential programs Monitoring Stopping inappropriate behavior Organizing instruction Student accountability Instructional clarity



Maximizing On-Task Behavior Instructional Management Skills

Giving clear instructions Beginning a lesson Maintaining attention Pacing Using seatwork effectively Summarizing Providing useful feedback and evaluation Making smooth transitions Dealing with common classroom disruptions Planning for early childhood settings



Beginning a Lesson Develop a room arrangement that allows all students to sit

comfortably and clearly see the teacher Select and teach a cue for getting students’ attention Do not begin until everyone is paying attention Begin the lesson by removing distractions Clearly describe the goals, activities, and evaluation procedures Stimulate interest by relating it ot the students’ lives or a

previously taught lesson Start with a motivating activity Hand out outlines, definitions, or guides so that they can focus

their thoughts on the lesson Challenge students to minimize transition time….



Clear instructions Give precise directions

What student will be doing Why they are doing it How they can obtain assistance What to do with completed work What to do when they are finished

Describe the desired quality of work After instruction, have student paraphrase directions Positively accept all questions (yes, even ones they that you just went over) Place directions where they can be seen and referred to by students Have students write out assignments before beginning If students are having difficulty-break assignment into smaller tasks Give directions immediately prior to activity they describe Model correct behavior Hand out worksheets or outline before taking a field trip Make arrangements for students who are absent



Maintaining Attention Arrange the classroom to facilitate

instruction Make sure your seating arrangement is

equitable Use random selection in calling on students Ask the question before calling on a student Use wait time-at least 5 seconds before

moving on or answering a question Ask students to respond to another students’

answer Do not consistently repeat students’ answers Model listening skills by paying close

attention to students when they speak Be animated Reinforce efforts and maintain high + to -

verbal statements

Vary instructional media and seatwork Create anticipation Ask questions that relate to the students’

own lives Provide work of appropriate difficulty Acknowledge difficulty tasks, and provide

follow-up for clarity Pacing Develop awareness of your own tempo Watch for nonverbal cues (bored, restless,

confused?) Break activities up into short segments Provide structured short breaks Vary the style and content of instruction Do not bury students in paper work



Effective Seatwork Make seatwork diagnostic and prescriptive Develop specific procedures for obtaining assistance Establish clear procedures regarding what to do when seatwork is

completed Add interest to seatwork (cartoons, puzzles, brain twisters) Work through several examples prior to seatwork Monitor students’ seatwork and make needed adjustments Sweep the room by moving around systematically Provide presentation and discussion prior to seatwork Keep contacts with students relatively short Have students work together during seatwork



Pacing Develop awareness of tempo Watch for nonverbal cues (confusion, boredom) Divide activities into short segments Provide structured short breaks Vary teaching style and content Do not bury students in paperwork



Summarizing Have students write one thing they learned in the lesson Have students play the role of a reporter summarizing

what they learned Have students create a skit to act out main ideas of what

they have learned Ask students to create a learning display Encourage students to present their learning to others Display student work Provide review sessions Use tests as tools for summarizing learning



Providing Useful Feedback Teach students that evaluation is part of the learning process Tell students the criteria by which they will be evaluated Relate feedback directly to goals Record data so that the STUDENTS can monitor their own

progress Provide immediate, specific, honest feedback Ask student to list factors that contributed to their success Deemphasize comparisons between students and grades Provide clear information regarding progress



Smooth Transitions Arrange classroom for efficient movement Create and post a schedule and discuss any changes prior to class

beginning Have material ready for the next lesson Do not relinquish attention until you have given instruction for

the next activity Do not do tasks that can be done by students Move around the room and attend to individual needs Provide students with simple instructions Remind students of key procedures Use group competition to stimulate orderly transitions Develop transition activities Be sensitive to students’ special needs Use teacher-directed instructions



Early Childhood Settings

Four environmental challenges (Wolery, Bailey, and Sugai):

Instructional dimension Physical dimension Social dimension Environmental dimension



Increasing positive student behavior

Sufficient space Have distinct walkways and play space Environment conducive to children helping

themselves Extra guidance during unstructured time Plan activities where children can practice

cooperation, sharing etc Support pleasant interactions, neat storage,

attractive decorations Examine frustration



Dealing with Disruptions Students need to leave the room Tardiness Conflicts with Homework Excessive student non-academic questions

Comprehensive Classroom Management, 9th Edition

© 2009 Pearson Education, Inc.All rights reserved.

End of Chapter 6

Comprehensive Classroom Management, 9th Edition © 2009 Pearson Education, Inc. All rights reserved. Chapter 6 Developing Standards for Classroom Behavior.

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