Concept of Classroom Management

CM: Chapter 1
Introducing the Concept of Classroom Management
M. Lee Manning and Katherine T. Bucher, Classroom Management, 2nd edition
2007 by Pearson Education, Inc. Upper Saddle River, NJ 07458. All rights reserved.
Interstate New Teacher Assessment and Support Consortium

INTASC standards identify
knowledge
skills
attitudes
for all educators.

M. Lee Manning and Katherine T. Bucher, Classroom Management, 2nd edition 2007 by Pearson Education, Inc. Upper Saddle River, NJ 07458. All rights reserved.
INTASC
Teachers must know about:
Learners and student development
Multiple instructional strategies

Creating a learning environment for all students
Classroom Management Definition

Strategies for assuring physical and psychological safety Techniques for changing student misbehaviors and teaching self-discipline Methods of assuring an orderly progression of events Instructional techniques that contribute to students positive behaviors
Classroom Management Problems

Challenge all teachers Differ in frequency and intensity Are similar in type
Goofing off Minor disruptions
Disturb teachers and students Negatively affect teaching/learning Hinder academic achievement
Possible Causes of Violence

Growing up abused Lacking a nurturing family structure
Being influenced by

Gang presence and activity Hate-motivated behavior Drugs and alcohol
Experiencing bullying
CM: Chapter 2
Building the Foundation
Managing the Classroom Environment

Develop routines for:
Collecting and distributing materials Keeping track of students Assigning jobs in the classroom Organizing groups Keeping track of attendance and grades Keeping records Establishing a daily agenda
Improving Student Behavior Gordon

Teachers can improve student behavior by:
Using student ideas in instruction Using more discussions and dialogue Praising students when appropriate Tailoring instruction to individual students Placing emphasis on productivity and creativity Using cooperatively planned learning goals Using more real and genuine teacher talk
Supporting Self-Control
Use signals:
Catching the eye of the student Frowning or smiling Shaking the head
Stand near a student and use proximity. Use humor, not sarcasm. Show interest in student work. Ignore minor misbehaviors. Understand reasons for misbehaviors.
Five Basic Psychological Needs Glasser

Need Need Need Need Need
for survival to belong for power for freedom for fun
CM: Chapter 3
Exploring the Theories of Assertive Discipline Lee Canter and Marlene Canter
Key Concepts of Assertive Discipline
Rewards and punishments are effective. Both teachers and students have rights. Teachers create an optimal learning environment. Teachers apply rules and enforce consequences consistently without bias or discrimination. Teachers use a discipline hierarchy with the consequences appropriate for the grade level. Teachers are assertive, not nonassertive or hostile.
Response Styles
Nonassertive - Ive asked you repeatedly to stop talking, and you continue to do it. Please stop. Assertive - Justin, that is your warning for leaning back in the chair. Put the chair down now or you will face a loss of classroom privileges. Hostile - Put that comic book away or youll wish you had!
Different types of rewards:
Social reinforcers
Words Smiles Gestures
Graphic reinforcers
Star Sticker Checkmark
Activity reinforcers
Free time Special game
Tangible reinforcers
Treat Pencils and other supplies Certificates

Basic Rights of Students

Students have the right to:
Have an optimal learning environment Have teachers who help them reduce inappropriate behavior Have teachers who provide appropriate support for appropriate behavior Have teachers who do not violate the students best interests Choose how to behave with the advance knowledge of the consequences that will consistently follow
Basic Rights of Teachers

Teachers have the right to:
Maintain an optimal learning environment Expect appropriate behavior Expect help from administrators and parents Ensure students rights and responsibilities are met by a discipline plan that:

Clearly states expectations Consistently applies the consequences Does not violate the best interests of the students
CM: Chapter 4
Exploring the Theories of Democratic Teaching Rudolph Dreikurs
Key Concepts of Dreikurss Theory
Mistaken goals

Attention-getting Power-seeking Revenge Helplessness (feelings of inadequacy) (Dreikurs, 1968; 1971)
Democratic (not permissive or autocratic) teaching Encouragement rather than praise Logical consequences
Classroom rules Implement logical consequences rather than punishments. Use punishment only when all logical consequences have been exhausted (Dreikurs and Grey, 1968).
Logical Consequences
Behavior A student writes on a school desk.
Logical Consequence The student must clean the desk.
A student destroys anothers property.
The student (not the parent) must pay for the property. The student does the work during recess or before/after school.
A student refuses to complete assignments during class.
Identifying Logical Consequences

What consequences might be logical for these behaviors?
A student intentionally throws his books to the floor in a fit of anger. A student calls another student a racial slur. A student refuses to complete an assignment.
Praise or Encouragement

Praise: Youre a fine student! You finished your math in record time. Encouragement: I can tell youve been practicing your math drills and I hope you will continue. Praise: Youre a whiz with that computer program. Encouragement: I can tell you enjoy the challenges of learning to use a new computer program.
Developing Rules
Rules define:
What behavior the teacher expects What the students should do How the class is conducted or how the day is structured
Rules may also contain:

Consequences when rules are broken Rewards when rules are followed
CM: Chapter 5
Exploring the Theories of Congruent Communication Haim Ginott
Congruent Communication
Congruent communication is:
Open Harmonious with students feelings about themselves and their situations Without sarcasm
Congruent communication sends sane messages about the situation, not the personality or character of the student.
According to Ginott, teachers must:

Promote self-discipline for both teachers and students. Believe that the essence of discipline is finding effective alternatives to discipline (Ginott, 1972a , p. 147). Accept and acknowledge students without labeling, arguing, disputing, or belittling the individual. Avoid evaluative praise and use appreciative praise .
Avoid sending you messages and use I messages. Demonstrate their best behaviors. Invite rather than demand student cooperation.
Teachers Roles

Use positive, effective communication.
Provide a classroom environment that encourages good behavior.

Model behaviors that invite cooperation and positive behavior. Avoid autocratic behaviors. Seek alternatives to punishment.
Remain sensitive to the needs of students.

Promote cooperation with students and harmony in the classroom.
Evaluative and Appreciative Praise
Evaluative praise (destructive)

Example: Samal, you did a good job with the reading test. I like having you in my class.
Appreciative praise (productive)

Example: Samal, I can tell you really tried on the reading test.
Can you use Ginotts ideas?

Can you use:

clear communication? sane messages? guidance, rather than criticism?
refrain from using punishment? handle anger appropriately?

CM: Chapter 6
Exploring the Theories of Instructional Management Jacob Kounin
Kounins Key Concepts
Teacher Behavior Movement Management

Group Focus
Avoiding Overdwelling
Journal writing Free choice reading from

the classroom book collection school library
Doing homework Prepared mini-lessons that take 10 minutes or less Teacher reads aloud

a poem short story
Listening to an audio book

Slowdowns
Overdwelling dwelling on corrective behavior longer than needed or on a lesson longer than required.
Fragmentation breaking an activity or behavior into subparts although the activity could be performed easily as a single unit or an uninterrupted sequence.
Dangles and Truncations
Dangle Starting an activity and then leaving it and beginning another activity. Later, resuming the original activity.
Truncation The same as a dangle, except not resuming the initiated, then dropped, activity.
Instructional Techniques to Promote Good Behavior
Establish clear procedures. Develop lessons on appropriate level. Focus on the entire class. Do not dwell too long on one or two students. Pace instruction to maintain student interest. Provide curricular content and instructional methods that interest and challenge learners. Demonstrate appropriate instructional behaviors:

withitness group alerting
Avoid dangles, fragmentation, and satiation.

CM: Chapter 7
Exploring the Theories of Discipline with Dignity Richard Curwin and Allen Mendler
Seven Basic Principles of Teacher Behavior

Teachers should: Work toward long-term behavior changes. Stop doing ineffective things. Be fair without treating everyone the same way. Make rules that make sense. Model what they expect. Believe that responsibility is more important than obedience. Treat students with dignity.
Avoiding Power Struggles
Lars, give me the comic book now or after class. Rosette, either move to the other desk now or stay in for recess. Trey, either stop talking to Sidney or take a time-out.
Short-Term and Long-Term Management Techniques

Rule Infraction: A student physically takes another students lunch.
Short-Term: Teacher angrily requires the student to write a sentence 100 times. Long-Term: Teacher treats the student with dignity while asking student to return the lunch box and explaining the importance of personal property in the classroom.
Short-Term and Long-Term Management Techniques

Rule Infraction: A student walks around the room, talks out of turn, and is bothersome to other students.
Short-Term: Tish, sit down and be quiet. How many times do I have to say the same thing? Long-Term: Meeting with Tish in private, the teacher says, Tish, the students and I are disturbed when you talk and walk around the room. Lets discuss why you do these things and see whether we can find something constructive for you to do.
Modeling Appropriate Behavior

Teachers can model appropriate behavior in the classroom by:

Speaking to students the same way they expect students to speak to them Refraining from critical or harsh remarks to correct student behavior Obeying the same classroom rules they expect students to obey Meeting all deadlines and due dates Being ready to begin class on time
CM: Chapter 8
Exploring the Theories of Positive Classroom Management Fredric Jones
Misconceptions About Discipline

A good curriculum means teachers will not have discipline problems. Some teachers are born with a gift for good management. Some students are truly unmanageable. Discipline and rules thwart creativity and spontaneity. The longer teachers teach, the better their management will be. There are some teachers who do not need help with discipline. The only problem is with the class this year (Jones, 1987a). Students dislike and resent classroom rules.
Three Types of Students
The Self-Starters Listen to the directions, follow the instructions, and correctly complete work assignments.
The Most Needy Need help; they cannot work alone no matter how hard they try.
The Middle-of-the-Roaders Are comfortably falling into a C+ lifestyle; they are not pursuing excellence.
Fundamental Skills of Classroom Management

Developing classroom structures including rules, procedures, and physical arrangements Remaining calm and using body language to set limits Teaching students cooperation and responsibility Providing back-up systems
Preferred Activity Time
Students have a resource for which they are responsible. They have control over the consumption of that resource. They must live with the consequences of the consumption of that resource.
CM: Chapter 9
Exploring the Theories of Inner Discipline Barbara Coloroso
Key Concepts of Inner Discipline

Treat students with respect and dignity. Teachers should follow the Golden Rule. Teachers are either brickwall, jellyfish, or backbone and their choice affects students and their behavior. Students should be taught Inner Discipline. Teachers must teach students to accept ownership of their problems. Teachers should

avoid punishments, rewards, and threats; use a four-step approach to discipline; and use assertive confrontation.
Restitution, resolution, and reconciliation are the three Rs of discipline.

Three Categories of Teachers
Brickwall
Jellyfish Backbone
Seven Rules for a Fair Fight

Speak the message assertively. Tell the other person about your feelings. State your belief but avoid destructive words. Give direct feedback. State what you want. Be open to the other persons perspective. Negotiate an agreement.
The Four Steps of Discipline
Show students what they should have done. Give them as much ownership of the problem as they are able to handle. Provide options for solving the problem. Leave their dignity intact.
Three Rs of Discipline
Restitution fixing what the student did; involves repairing the physical damage (if any) and the personal damage. Resolution determining a way not to let the behavior happen again. Reconciliation honoring the restitution plan and making a commitment to live up to the resolution.
CM: Chapter 10
Exploring the Theories of Consistency Management Jerome Freiberg
Five Themes of CMCD

Prevention Caring
Cooperation
Organization Community
Create a Caring School Environment
Administrators actions allow students to see them as more than disciplinarians. Library media specialist features new displays of student work, hobbies, and interests.
Whole school celebrates events.
Learning Students Backgrounds

To develop skills for cross-cultural interaction, teachers must learn about:

Family background and structure Educational background Interpersonal relationships styles Use of discipline in the home and culture Cultural concepts of time and space Religious beliefs and restrictions Food customs and preferences Health and hygiene Traditions, history, and holidays of the culture
Key Concepts of CMCD
School-wide continuity of actions and expectations and commitment to giving students consistent messages about self-discipline Person-centered classrooms (emphasizing caring, guidance, and cooperation) rather than teacher-centered classrooms Students who are citizens not tourists Teachers who support five themes: prevention, caring, cooperation, organization, and community
CM: Chapter 11
Exploring the Theories of Judicious Discipline Forrest Gathercoal
Positive Ethical Practices

Educators should: Encourage and model an eagerness for learning and teaching. Model responsible professional behavior. Manifest appropriate personal behaviors. Focus on motivation, encouragement, and building students self-esteem. Accept the reality that students behave in ways they truly believe at that time are in their own best interests. Develop judicious rules and consequences. Feel challenged by the problems in education and be proud they are in a position to help students.
Teachers Roles and Responsibilities

Introduce students to the rights encompassed in the concepts of freedom, justice, and equality. Create an equitable learning environment in which every student has the opportunity to be successful. Teach students to be leaders. Develop democratic classrooms in which human rights are secure.
Teachers Who Practice Judicious Discipline

Experience less frustration and/or less work-related stress. Feel more respected. Perceive a sense of professionalism. Consider Judicious Discipline to be legally, ethically, and educationally sound. Believe their students are provided with a language of civility.
Judicious Discipline: Philosophical and Psychological Beliefs
Students have constitutional rights (especially 1st, 4th, and 14th Amendment rights) in classrooms. Students will behave better in democratic classrooms where they experience freedom and responsibility. Teachers transfer some power to the students. Decisions are made in democratic class meetings. Students are sufficiently developed and mature to handle the freedoms associated with their constitutional rights.
CM: Chapter 12
Introducing Additional Theorists
Additional Theorists
Linda Albert
Cooperative Discipline
Shared responsibility Encouragement Influence
Carolyn Evertson & Alene Harris
Managing LearningCentered Classrooms
Instructional management Behavior management
Additional Theorists
David Johnson & Roger Johnson
Three Cs of School and Classroom Management

Cooperation Conflict resolution Civic values
Jane Nelsen, Lynn Lott, & Stephen Glenn
Positive Discipline

Respect Opportunities to learn life skills
Alfie Kohn
Beyond Discipline

Learner-centered Community
Discipline Techniques That Backfire
Raise your voice or yell. Insist on having the last word. Use sarcasm. Attack a students character. Plead or bribe. Back a student into a corner. Use physical force. Act superior. Bring up unrelated events.
Civic Values in a Classroom

Cooperation Respect for diversity Accountability Equal justice Equal opportunity Equal responsibility
Evertson and Harris COMP
Specific student misbehaviors call for different types of interventions:

Minor Moderate Extensive
Teachers must determine quickly:
The severity of the behavior offense The needed intervention

CM: Chapter 13
Creating Safe Classrooms and Safe Schools
Bullying
Occurs once every seven minutes. Episode lasts 37 seconds. 15% of all children are regularly bullied. Occurs where there is little or no supervision. Boys bully both boys and girls; girls bully girls. Boys engage in more bullying behavior. Boys are victims more frequently than girls. Victims are often blamed for the treatment.
Causes of Violence
Gang presence and activity

Hate-motivated behavior Drugs
Reducing Bullying
Teachers and students are warm, positive, and caring. Teachers set firm limits on acceptable behavior. Teachers are consistent in applying nonhostile and non-physical sanctions. Teachers are authoritative but not authoritarian.
School Safety
All classrooms face the threat of some violence. The goal should be for classrooms and schools to be safe for all students and educators.
CM: Chapter 14
Developing Your Personal Classroom Management Philosophy
Comparing Theories and Models to Your Management Philosophy

Do I believe that I can manage students behaviors effectively and positively with this model or these practices? Would I feel comfortable using these ideas? Does this model expect me to control students behavior through rewards, punishments, bribes, and threats, and do I feel comfortable doing this? Would I have to ask administrators and parents to intervene in efforts to maintain proper behavior if I used these ideas? Would I have to use management techniques that I do not like? What impression would I give students if I used this model in my classroom?
Examining Misbehaviors

What is the goal of the misbehavior? What is the result of the misbehavior? Does the misbehavior directly affect or annoy someone? Is a student being physically or psychologically harmed? Is the misbehavior temporary? Might other students copy the misbehavior? Is it a violation of a stated rule or should the student just know better? Will the correction of the misbehavior cause more disruption than the actual problem?
Deciding Whether to Teach or Impose Discipline

Do I believe that because I am the teacher/adult, I have a responsibility to discipline them? Do I believe students have the ability and motivation to learn self-discipline? Could I teach students to discipline themselves even if I wanted to? Can I impose discipline (and therefore be an autocratic teacher) until students learn self-discipline? Will I be perceived as a jellyfish (Coloroso, 1994) if I try to avoid imposing discipline? Will I be perceived as a brickwall (Coloroso, 1994) if I try to impose discipline? Will students behavior grow worse during the process of moving from imposing to teaching discipline?
Students Learn Best:

With a unified approach to positive disciplinary practices, with emphasis on early intervention Where school-wide and classroom academic and behavioral supports are routinely provided When discipline is addressed through instruction, with appropriate behavior taught in a routine and systematic manner Where administrative leadership fosters a school, home, and community partnership
CM: Chapter 15
Applying a Management Philosophy in Your Classroom
Advice for Beginning Teachers

Respect your students. Develop a philosophy, but dont be afraid to adjust it over time. Make classroom management a number 1 priority. Consistency Teamwork Be fair and consistent with the rules. Do not hold grudges or show favoritism toward students. Be calm and talk to the students. Have a sense of humor. Admit when you are wrong and apologize. Do not be afraid to call parents for their support. Plan, plan, plan! Dont be afraid to ask other teachers for their advice.
Information for Parents/Guardian
Overall behavior goals of the school Specific behavior expectations for the class Consequences for misbehavior When an administrator will become involved When parents/guardian will be contacted Best times and places for the parents/guardian to contact the teacher Ways the parents/guardian can promote safe schools and well-managed classrooms
Building a Community in the Classroom

Identify things the class can do together. Help each student identify his or her place within the class. Ensure that discussions are inclusionary. Provide everyone with opportunities to participate. Do not force a student to voice an opinion.
Using Human Relations Skills

Convey warmth and positive feelings toward students. Model positive treatment of others. Accept students and their strengths and weaknesses. Convey appreciation of students differences. Offer constructive criticism. Encourage success in behavior. Avoid finding fault and blame. Provide students with hope and optimism. Disagree without being argumentative or blaming others.

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CM: Chapter 1

Introducing the Concept of Classroom Management

M. Lee Manning and Katherine T. Bucher, Classroom Management, 2nd edition

Interstate New Teacher Assessment and Support Consortium

for all educators.

Learners and student development

Multiple instructional strategies

M. Lee Manning and Katherine T. Bucher, Classroom Management, 2nd edition

Classroom Management Definition

M. Lee Manning and Katherine T. Bucher, Classroom Management, 2nd edition

Classroom Management Problems

Goofing off Minor disruptions

Possible Causes of Violence

Growing up abused Lacking a nurturing family structure

Gang presence and activity Hate-motivated behavior Drugs and alcohol

M. Lee Manning and Katherine T. Bucher, Classroom Management, 2nd edition

M. Lee Manning and Katherine T. Bucher, Classroom Management, 2nd edition

Managing the Classroom Environment

M. Lee Manning and Katherine T. Bucher, Classroom Management, 2nd edition

Improving Student Behavior Gordon

M. Lee Manning and Katherine T. Bucher, Classroom Management, 2nd edition

Five Basic Psychological Needs Glasser

Need Need Need Need Need

for survival to belong for power for freedom for fun

M. Lee Manning and Katherine T. Bucher, Classroom Management, 2nd edition

M. Lee Manning and Katherine T. Bucher, Classroom Management, 2nd edition

Key Concepts of Assertive Discipline

M. Lee Manning and Katherine T. Bucher, Classroom Management, 2nd edition

M. Lee Manning and Katherine T. Bucher, Classroom Management, 2nd edition

Different types of rewards:

Words Smiles Gestures

Star Sticker Checkmark

Free time Special game

Treat Pencils and other supplies Certificates

M. Lee Manning and Katherine T. Bucher, Classroom Management, 2nd edition

Basic Rights of Students

M. Lee Manning and Katherine T. Bucher, Classroom Management, 2nd edition

Basic Rights of Teachers

M. Lee Manning and Katherine T. Bucher, Classroom Management, 2nd edition

M. Lee Manning and Katherine T. Bucher, Classroom Management, 2nd edition

Key Concepts of Dreikurss Theory

Attention-getting Power-seeking Revenge Helplessness (feelings of inadequacy) (Dreikurs, 1968; 1971)

M. Lee Manning and Katherine T. Bucher, Classroom Management, 2nd edition

Logical Consequence The student must clean the desk.

A student destroys anothers property.

A student refuses to complete assignments during class.

M. Lee Manning and Katherine T. Bucher, Classroom Management, 2nd edition

Identifying Logical Consequences

M. Lee Manning and Katherine T. Bucher, Classroom Management, 2nd edition

M. Lee Manning and Katherine T. Bucher, Classroom Management, 2nd edition

Rules may also contain:

M. Lee Manning and Katherine T. Bucher, Classroom Management, 2nd edition

M. Lee Manning and Katherine T. Bucher, Classroom Management, 2nd edition

Congruent communication is:

M. Lee Manning and Katherine T. Bucher, Classroom Management, 2nd edition

According to Ginott, teachers must:

M. Lee Manning and Katherine T. Bucher, Classroom Management, 2nd edition

Use positive, effective communication.

Provide a classroom environment that encourages good behavior.

Remain sensitive to the needs of students.

M. Lee Manning and Katherine T. Bucher, Classroom Management, 2nd edition

Evaluative and Appreciative Praise