CLASSROOM CLASSROOM MANAGEMENTMANAGEMENT

Jo HartmannJo Hartmann394-1876-ext 140394-1876-ext 140

jhartmann@tie.netjhartmann@tie.net

Wherever groups of people Wherever groups of people live and work together, there live and work together, there are issues of organization are issues of organization that have to be solved or that have to be solved or there is chaos. there is chaos.

John Locke, the English John Locke, the English philosopher, theorized philosopher, theorized about how society evolved. about how society evolved.

Survival of the Survival of the fittest. fittest.

That is how government began, from That is how government began, from its most primitive behavioral rootsits most primitive behavioral roots

To groups banding together to To groups banding together to protect their rightsprotect their rights

To rule of law To rule of law

In modern society, we need In modern society, we need to understand that identical to understand that identical principles do apply. When principles do apply. When there is no organization, the there is no organization, the survival of the fittest, of the survival of the fittest, of the strong dominating the weak strong dominating the weak re-emerges.re-emerges.

Every organized society is governed Every organized society is governed by rules and procedures… by rules and procedures…

Some are for our own safety Some are for our own safety Some are to protect our rights Some are to protect our rights And some are for reasons we forgot a And some are for reasons we forgot a

long time ago. long time ago.

Research tells us that good Research tells us that good classroom management is the one classroom management is the one commonality among all effective commonality among all effective instructors. instructors.

With good classroom management as with With good classroom management as with any organizational structure, there are any organizational structure, there are three basic and necessary components:three basic and necessary components:

Rules and proceduresRules and procedures

ConsequencesConsequences

Relationships Relationships

All three components: rules and All three components: rules and procedures, consequences and procedures, consequences and relationships, must be present in relationships, must be present in order for good classroom order for good classroom management to occur. management to occur.

Relationships are the most Relationships are the most important component but important component but sometimes we forget that the sometimes we forget that the other two components, rules and other two components, rules and procedures and their logical procedures and their logical consequences are also vital.consequences are also vital.

Love alone doth not good classroom Love alone doth not good classroom management make!management make!

The two main things we have to The two main things we have to remember about rules are remember about rules are

FIRST: that they have to FIRST: that they have to

protect student and teacher protect student and teacher safety and safety and

SECOND: they have to facilitate SECOND: they have to facilitate the best conditions for learning. the best conditions for learning.

The importance of establishing The importance of establishing classroom rules during the first day classroom rules during the first day and the first week can’t be and the first week can’t be emphasized enough.emphasized enough.

If we treat classroom rules and If we treat classroom rules and standard procedures lightly and don’t standard procedures lightly and don’t understand their importance at the understand their importance at the beginning of the year …beginning of the year …

We exhaust ourselves We exhaust ourselves trying to mend fences trying to mend fences later on during the later on during the

year ! ! ! !year ! ! ! !

Classroom rules should be set Classroom rules should be set cooperatively. Establish a few general cooperatively. Establish a few general rules of classroom conduct.rules of classroom conduct.

Rules need to be established as a result Rules need to be established as a result of a meaningful classroom discussion.of a meaningful classroom discussion.

It’s an invitation for students to describe It’s an invitation for students to describe the class they would like to be part of the class they would like to be part of and make suggestions for rules.and make suggestions for rules.

Students know you respect Students know you respect and care for them when and care for them when they are consulted and they are consulted and involved in decision involved in decision making.making.

We often shoot ourselves in the foot We often shoot ourselves in the foot by having too many rules and failing by having too many rules and failing to enforce them. to enforce them.

Minimum rules with maximum Minimum rules with maximum consistency is the golden ruleconsistency is the golden rule

When students break the rules, When students break the rules, they must know ahead of time they must know ahead of time that there are consequences. In that there are consequences. In society, we know that if we society, we know that if we choose to break the law, we had choose to break the law, we had better be prepared to go to court better be prepared to go to court and perhaps do some jail time. and perhaps do some jail time.

Hence the importance of Hence the importance of knowing the consequences when knowing the consequences when one chooses to flout the rules. one chooses to flout the rules. There should be no surprises. There should be no surprises.

The other key factor is The other key factor is consistency. Rules and consistency. Rules and consequences should be consequences should be consistent in the classroom, consistent in the classroom, across the grade level, and across the grade level, and throughout the school. throughout the school.

Rules are one thing, procedures are Rules are one thing, procedures are another. Procedures are usually another. Procedures are usually unwritten, but have been practiced unwritten, but have been practiced enough so students know them. It enough so students know them. It provides security to students to know provides security to students to know what’s expected of them.what’s expected of them.

Desk arrangements can minimize Desk arrangements can minimize problems.problems.

Assign the students to their desks Assign the students to their desks initially.initially.

As trust and cooperation develop As trust and cooperation develop students may request changes.students may request changes.

Good behavior agreement from Good behavior agreement from students requesting other seats is students requesting other seats is needed.needed.

Teacher, I’m Finished. Now What Teacher, I’m Finished. Now What Do I Do?Do I Do?

The best-laid management plan can The best-laid management plan can go astray during transition times go astray during transition times when students who have completed when students who have completed class assignments butt in, asking for class assignments butt in, asking for directions or begin playing around, directions or begin playing around, disrupting others.disrupting others.

Quiet ChoicesQuiet Choices

Post a list of activities. Post a list of activities. Students can select a card from Students can select a card from

three suggested choices.three suggested choices. Magazine rack selection, book shelf Magazine rack selection, book shelf

choice, art bucket, puzzle place, choice, art bucket, puzzle place, quick draw station, computer site to quick draw station, computer site to visit, cut pictures and letters for the visit, cut pictures and letters for the bulletin board, free time writing bulletin board, free time writing activity. activity.

Summary of Current U.S. Summary of Current U.S. ResearchResearch

Marzano: Marzano: Classroom Management That WorksClassroom Management That Works Orange: Orange: 25 Biggest Mistakes Teachers Make25 Biggest Mistakes Teachers Make Tileston: Tileston: What Every Teacher Should Know What Every Teacher Should Know

About Classroom Management and DisciplineAbout Classroom Management and Discipline Reyhner: Reyhner: Teaching American Indian StudentsTeaching American Indian Students Checkley,: Checkley,: A Visit to Classrooms of Effective A Visit to Classrooms of Effective

Teachers, ASCDTeachers, ASCD ASCD: ASCD: Creating Caring SchoolsCreating Caring Schools PDK: PDK: The Shame of the NationThe Shame of the Nation

To consider:To consider:

•• how relationships are developed how relationships are developed and maintainedand maintained

•• the importance of establishing the importance of establishing positive relationships with all positive relationships with all childrenchildren

•• how to promote positive how to promote positive relationships between childrenrelationships between children

Underlying principlesUnderlying principles•• Positive relationships with children are Positive relationships with children are

key to positive behavior and regular key to positive behavior and regular attendanceattendance

•• Positive relationships may just happen, Positive relationships may just happen, but they can also be developedbut they can also be developed

•• Positive recognition and reinforcement Positive recognition and reinforcement develop positive behavior and build develop positive behavior and build the relationshipthe relationship

•• Behavior is contextual and interactive: Behavior is contextual and interactive: the way adults manage their own the way adults manage their own emotional responses has an important emotional responses has an important influence on children’s behaviorinfluence on children’s behavior

The Fifth RThe Fifth R

The 4Rs

Rights Responsibilities

Rules Choices

Routines

Positive consequences

Negative consequences

Inevitability

Potential barriers to establishing Potential barriers to establishing positive relationshipspositive relationships

•• Large number of children with whom Large number of children with whom teacher needs to develop relationshipsteacher needs to develop relationships

•• Lack of time to spend with individualsLack of time to spend with individuals

•• We ourselves find it easier to develop We ourselves find it easier to develop positive relationships with some positive relationships with some individuals than others individuals than others

•• Some children are actively suspicious Some children are actively suspicious of, and unfamiliar with, positive of, and unfamiliar with, positive relationshipsrelationships

Exception findingException finding

•• Changing the view of the problemChanging the view of the problem

Identifying successful momentsIdentifying successful moments

Identifying times when the behavior is less Identifying times when the behavior is less severe, less frequent, less long-lasting.severe, less frequent, less long-lasting.

‘‘If you keep on doing what you’re doing, If you keep on doing what you’re doing, you’ll keep on getting what you’re getting’you’ll keep on getting what you’re getting’

Never treat a child in a way you Never treat a child in a way you wouldn’t treat an adult.wouldn’t treat an adult.

Try to see things through the child’s Try to see things through the child’s eyes.eyes.

The importance of positive behavior The importance of positive behavior in a role model can’t be emphasized in a role model can’t be emphasized enough. Kindness and humor shown enough. Kindness and humor shown in a business-like, task-oriented in a business-like, task-oriented atmosphere is pivotal. When atmosphere is pivotal. When students feel cared about, they want students feel cared about, they want to cooperate, not misbehave. to cooperate, not misbehave.

We have considered:We have considered:

•• the importance of establishing positive the importance of establishing positive relationships with all pupilsrelationships with all pupils

•• how relationships are developed and how relationships are developed and maintainedmaintained

•• looking for exceptions in a ‘difficult’ looking for exceptions in a ‘difficult’ relationshiprelationship

•• the ‘relationship bank’the ‘relationship bank’

•• how to promote positive relationships how to promote positive relationships between children in a classroom between children in a classroom communitycommunity

Factors Influencing How We View Factors Influencing How We View the Worldthe World

FamilyFamily GenderGender RaceRace AgeAge Sexual OrientationSexual Orientation LanguageLanguage FriendsFriends

ReligionReligion School backgroundSchool background GeographyGeography Income of family/social classIncome of family/social class Political viewsPolitical views EthnicityEthnicity Tech savvyTech savvy

Social organizationsSocial organizations Travel experienceTravel experience Special needs, (physical)Special needs, (physical) Special needs, (behavioral)Special needs, (behavioral) Special needs, (academic)Special needs, (academic) ELLELL ESLESL

Marzano’s research states:Marzano’s research states: If a teacher has a good If a teacher has a good

relationship with students, then relationship with students, then students more readily accept the students more readily accept the rules and procedures and the rules and procedures and the disciplinary actions that follow disciplinary actions that follow their violations.their violations.

Without the foundation of a Without the foundation of a good relationship, students good relationship, students commonly resist rules and commonly resist rules and procedures along with the procedures along with the consequent disciplinary consequent disciplinary action.action.

Marzano states that rules and Marzano states that rules and procedures and disciplinary procedures and disciplinary actions that follow violations actions that follow violations are also necessary are also necessary components of effective components of effective classroom management.classroom management.

Teacher characteristicsTeacher characteristics

An analysis of teacher An analysis of teacher characteristics associated with characteristics associated with effective instruction and classroom effective instruction and classroom management includes:management includes:

Moderately high dominanceModerately high dominance Moderately high cooperationModerately high cooperation ConsiderationConsideration BuoyancyBuoyancy Inner controlInner control

Action stepsAction steps

Assertive body languageAssertive body language Appropriate tone of voiceAppropriate tone of voice Persisting until the appropriate Persisting until the appropriate

behavior occursbehavior occurs Establishing clear learning goalsEstablishing clear learning goals Providing flexible learning goalsProviding flexible learning goals

Taking a Personal InterestTaking a Personal Interest

Talking informally with students Talking informally with students before, during and after class about before, during and after class about their intereststheir interests

Greeting students outside of schoolGreeting students outside of school Singling out a few students each day Singling out a few students each day

in the lunchroom and talking to themin the lunchroom and talking to them Being aware of and commenting on Being aware of and commenting on

important events in students’ livesimportant events in students’ lives

Complimenting students on Complimenting students on important achievements in and out important achievements in and out of schoolof school

Meeting students at the door as they Meeting students at the door as they come into class and saying hello to come into class and saying hello to each child, making sure to use his or each child, making sure to use his or her name first.her name first.

Making eye contact by scanning the Making eye contact by scanning the entire room as you speakentire room as you speak

Freely moving about all sections of Freely moving about all sections of the roomthe room

Deliberately moving toward and being Deliberately moving toward and being close to each student in the roomclose to each student in the room

Attributing ownership of ideas to the Attributing ownership of ideas to the student who originated them “Dennis student who originated them “Dennis has just added to Mary’s idea by has just added to Mary’s idea by saying that…”saying that…”

Allowing and encouraging ALL students to Allowing and encouraging ALL students to be part of classroom discussionsbe part of classroom discussions

Providing appropriate “wait time.”Providing appropriate “wait time.” Emphasizing right parts of wrong answersEmphasizing right parts of wrong answers Encouraging collaborationEncouraging collaboration Restating or rephrasing the questionRestating or rephrasing the question Giving hints or cluesGiving hints or clues Providing the answer and asking for Providing the answer and asking for

elaborationelaboration

Types of Student BehaviorTypes of Student Behavior

Passive:Passive: 1. fear of relationships 1. fear of relationships 2. fear of failure 2. fear of failure

Aggressive:Aggressive: 1. hostile 1. hostile 2. oppositional 2. oppositional 3. covert 3. covert

Attention problems:Attention problems: 1. hyperactive 1. hyperactive 2. inattentive 2. inattentive

PerfectionistPerfectionist Socially ineptSocially inept

ConclusionConclusion

Teacher-student relationships are critical Teacher-student relationships are critical to the success of the two other aspects to the success of the two other aspects of classroom management – rules and of classroom management – rules and procedures and disciplinary procedures and disciplinary interventionsinterventions

To build good relationships, To build good relationships, communicate appropriate levels of communicate appropriate levels of dominance and let students know you dominance and let students know you are in control of the class and are willing are in control of the class and are willing and able to leadand able to lead

Communicate appropriate levels of Communicate appropriate levels of cooperation and convey the message cooperation and convey the message that you are interested in the that you are interested in the concerns of students as individuals concerns of students as individuals and as a classand as a class

Make a special effort to build positive Make a special effort to build positive relationships with high need studentsrelationships with high need students

Most importantly, remember Most importantly, remember that all three components of that all three components of effective classroom management effective classroom management need to be present before need to be present before learning can truly occur.learning can truly occur.

Start planning NOW for actions you Start planning NOW for actions you will take next year.will take next year.

Think about what you wish you had Think about what you wish you had done differently.done differently.

How will you start your first day of How will you start your first day of classes?classes?

We should structure our classroom We should structure our classroom management to reflect the world we management to reflect the world we live in.live in.

We are preparing our students for We are preparing our students for that world.that world.

How are we helping them to fit in?How are we helping them to fit in?