Power Pts

CM: Chapter 1Introducing the Concept of Classroom Management

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.


INTASCTeachers must know about:

Learners and student development

Multiple instructional strategies

Creating a learning environment for all students


Classroom Management DefinitionStrategies for assuring physical and psychological safetyTechniques for changing student misbehaviors and teaching self-disciplineMethods of assuring an orderly progression of eventsInstructional techniques that contribute to students positive behaviors


Classroom Management Problems Challenge all teachersDiffer in frequency and intensityAre similar in type Goofing off Minor disruptionsDisturb teachers and studentsNegatively affect teaching/learningHinder academic achievement


Possible Causes of ViolenceGrowing up abused

Lacking a nurturing family structure

Being influenced byGang presence and activityHate-motivated behaviorDrugs and alcohol

Experiencing bullying


CM: Chapter 2Building the Foundation


Managing the Classroom EnvironmentDevelop routines for:Collecting and distributing materialsKeeping track of studentsAssigning jobs in the classroomOrganizing groupsKeeping track of attendance and gradesKeeping recordsEstablishing a daily agenda


Improving Student Behavior GordonTeachers can improve student behavior by:Using student ideas in instructionUsing more discussions and dialoguePraising students when appropriateTailoring instruction to individual studentsPlacing emphasis on productivity and creativityUsing cooperatively planned learning goalsUsing more real and genuine teacher talk


Supporting Self-ControlUse signals: Catching the eye of the studentFrowning or smilingShaking the headStand 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 for survival Need to belong Need for power Need for freedom Need for fun


CM: Chapter 3Exploring the Theories of Assertive Discipline Lee Canter and Marlene Canter


Key Concepts of Assertive DisciplineRewards 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 StylesNonassertive - 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 reinforcersWords Smiles Gestures

Graphic reinforcersStar Sticker Checkmark

Activity reinforcersFree time Special game

Tangible reinforcersTreat Pencils and other supplies Certificates


Basic Rights of StudentsStudents have the right to: Have an optimal learning environmentHave teachers who help them reduce inappropriate behaviorHave teachers who provide appropriate support for appropriate behaviorHave teachers who do not violate the students best interestsChoose how to behave with the advance knowledge of the consequences that will consistently follow


Basic Rights of TeachersTeachers have the right to: Maintain an optimal learning environmentExpect appropriate behaviorExpect help from administrators and parentsEnsure students rights and responsibilities are met by a discipline plan that:Clearly states expectationsConsistently applies the consequencesDoes not violate the best interests of the students


CM: Chapter 4Exploring the Theories of Democratic Teaching Rudolph Dreikurs


Key Concepts of Dreikurss TheoryMistaken goals Attention-gettingPower-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 ConsequencesBehaviorA student writes on a school desk.

A student destroys anothers property.

A student refuses to completeassignments during class.

Logical ConsequenceThe student must clean the desk.

The student (not the parent) must pay for the property.

The student does the work duringrecess or before/after school.


Identifying Logical ConsequencesWhat 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 EncouragementPraise: 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 RulesRules define: What behavior the teacher expectsWhat the students should do How the class is conducted or how the day is structured

Rules may also contain: Consequences when rules are brokenRewards when rules are followed


CM: Chapter 5Exploring the Theories of Congruent Communication Haim Ginott


Congruent CommunicationCongruent 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 RolesUse 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 PraiseEvaluative 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 6Exploring the Theories of Instructional Management Jacob Kounin


Kounins Key Concepts

Teacher Behavior

Movement Management

Group Focus


Avoiding OverdwellingJournal writingFree choice reading from the classroom book collectionschool libraryDoing homeworkPrepared mini-lessons that take 10 minutes or less Teacher reads aloud a poemshort storyListening to an audio book


SlowdownsOverdwelling 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 BehaviorEstablish 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 7Exploring 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 StrugglesLars, 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 TechniquesRule Infraction: A student physically takesanother 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 TechniquesRule 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 BehaviorTeachers can model appropriate behavior in the classroom by:

Speaking to students the same way they expect students to speak to themRefraining from critical or harsh remarks to correct student behaviorObeying the same classroom rules they expect students to obeyMeeting all deadlines and due datesBeing ready to begin class on time


CM: Chapter 8Exploring 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 ManagementDeveloping classroom structures including rules, procedures, and physical arrangements Remaining calm and using body language to set limits Teaching students cooperation and responsibilityProviding back-up systems


Preferred Activity TimeStudents 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 9Exploring the Theories of Inner Discipline Barbara Coloroso


Key Concepts of Inner DisciplineTreat 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 FightSpeak 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 DisciplineShow 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 DisciplineRestitution 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 10Exploring the Theories of Consistency Management Jerome Freiberg


Five Themes of CMCDPrevention

Caring

Cooperation

Organization

Community


Create a Caring School EnvironmentAdministrators 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 BackgroundsTo develop skills for cross-cultural interaction, teachers must learn about: Family background and structureEducational backgroundInterpersonal relationships stylesUse of discipline in the home and cultureCultural concepts of time and spaceReligious beliefs and restrictionsFood customs and preferencesHealth and hygieneTraditions, history, and holidays of the culture


Key Concepts of CMCDSchool-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 11Exploring 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 DisciplineExperience 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

Carolyn Evertson &Alene HarrisCooperative DisciplineShared responsibilityEncouragement Influence

Managing Learning-Centered ClassroomsInstructional management Behavior management


Additional TheoristsDavid Johnson & Roger Johnson

Jane Nelsen, Lynn Lott, & Stephen Glenn

Alfie KohnThree Cs of School and Classroom ManagementCooperation Conflict resolution Civic values

Positive DisciplineRespect Opportunities to learn life skills

Beyond DisciplineLearner-centered Community


DisciplineTechniques 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 13Creating Safe Classroomsand 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 non-hostile 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 14Developing 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 DisciplineDo 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 interventionWhere school-wide and classroom academic and behavioral supports are routinely providedWhen discipline is addressed through instruction, with appropriate behavior taught in a routine and systematic mannerWhere administrative leadership fosters a school, home, and community partnership


CM: Chapter 15Applying 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. ConsistencyTeamwork 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/GuardianOverall behavior goals of the schoolSpecific behavior expectations for the classConsequences for misbehaviorWhen an administrator will become involvedWhen parents/guardian will be contactedBest times and places for the parents/guardian to contact the teacherWays 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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