CLASSROOM MANAGEMENT

Advocating positive student behaviorsTeaching self-disciplinePromoting physical and psychological safetyProgressing events in an orderly fashion during the

school dayCreating the most eff ective learning environment

possible

WHAT IS CLASSROOM MANAGEMENT?

Arrangement of roomSeating chartReadily available and logically placed suppliesExpectations and consequences clearly postedDisplays that support instructionSafe and fun environment

ENVIRONMENTAL FACTORS

PlantsNon-fluorescent lightingComfortable decorations (with student input)Examples of student work and successPositive reminders

SUGGESTIONS

Have procedures developed and prepared to present to students for most scenarios involving movement, including: Entering the room Getting out supplies Individual, small group, and large group instruction/work Exiting the room Turning in work Sharpening pencils

ONCE STUDENTS ENTER

Reasonable Positively stated Clearly and concisely defi ned Limit rules to 7 or less (3 is ideal)

Positive Consequence Examples Tangible rewards (candy, toys, etc.) Activity time Computer time Student/Class created rewards

Negative consequences for not meeting expectations Appropriate for the behavior (major and minor infractions) Also clearly and concisely defined Keep things consistent

EXPECTATIONS (RULES)

Pencil and paperCreate charts for studentsCheck intermittently at fixed intervalsPoint Sheets (Daily/Weekly)Classroom Dojo

Ideally, this should be a school-wide discipline system that is consistent with all teachers

WAYS TO MONITOR POSITIVES/NEGATIVES

Behavioral Approaches Focuses on changing observable behaviors such as talking Requires teachers to identify desired and undesired behaviors without

looking for causes Relies heavily on the work of B.F. Skinner Positive and negative reinforcement

Ecological Approaches Based on the research of Jacob Kounin and Paul V. Gump Focuses on the physical “habitat” of the classroom and how it effects

student behavior Examines the rules, routines, and procedures of the environment Examines the activities conducted in the environment Classroom consists of segments (tests, group work, ind. work) Each segment has its own routines depending on the activity Focus is on consequences of actions to educate after misbehaviors Builds on the ideas of social and emotional learning (SEL)

VARIOUS BEHAVIOR MANAGEMENT THEORIES

Self-Regulating Approaches Focuses on self-awareness Helps students with goal setting and motivation Makes students aware of being in control and things they

are unable to control Examines student participation in their own learning

through: Behavior Management Cognitive Reflection Environmental resources

VARIOUS BEHAVIOR MANAGEMENT THEORIES (CONT.)

Process-Outcome Approaches Examines the “events, including teacher and student

behaviors and interactions, the teaching and learning process. They also examine the ‘outcomes of instruction, such as achievement, attitudes, or classroom behavior’” (p.123)

Importance is placed on the teacher creating a positive environment that promotes academic and social skills

Examines critical beginning of the year activities that set the tone for the rest of the year

Cooperative learning; students are held accountable for their own performance

Smooth transitions, learning time, monitoring of student progress

Strong communication between student and teacher

VARIOUS BEHAVIOR MANAGEMENT THEORIES (CONT.)

Community Approaches Focuses on building a community with students in the classroom Emphasizes the students fostering their community in ways that drive their

learning forward Teacher is not in control of the classroom, but is more of a promoter of the

community Rewards and consequences are not important but educating students to have

increased internal motivation and self-control is Lessons appeal to students’ intrinsic learning motivation -

“Bribes, threats, rewards, and punishments are deemed coercive, should be restricted or eliminated, and should be placed with explanation and persuasion.” (p.170)

Supportive Approaches Classrooms and teachers serve to support appropriate social interactions, a

positive learning climate Promotes knowledge construction appropriate for developmental levels of

students Keeps negativism to a minimum No use of negative language such as sarcasm or ridicule

VARIOUS BEHAVIOR MANAGEMENT THEORIES (CONT.)

Did you fi ll in six out of the six spaces? Targeted intervention – Single student, not a whole

classThe question at the top can be any behavior that

needs to be addressed (blurting out, lack of focus, off-task, etc.)

Should be carried over to multiple days so that it’s not a major infraction if a student misses one of the squares

Pair with a well-behaved student to lessen stigma of it being only for “bad” behaviors

Lessens the stakes – Get to reset every X minutes

INDEX CARD INTERVENTION

Strategies for Addressing Behavior Problems in the ClassroomMary Margaret Kear, C. Michael Nelson

Student Teacher to Master TeacherMichael S. Rosenberg, Lawrence O’Shea, Dorothy J. O’Shea

Classroom Management: Models, Applications, and CasesM. Lee Manning, Katherin T. Bucher

Matt Collier the coolest dude in the universe

RESOURCES CITED