HANDBOOK!FORCLASSROOMMANAGEMENT! · HANDBOOK!FORCLASSROOMMANAGEMENT! Promoting!aPositive!Learning!Environment!!! ... “!Classroom!Managementrequires!an!orchestration!of!effective!teaching,!

HANDBOOK FOR CLASSROOM MANAGEMENT Promoting a Positive Learning Environment

David Moore a1038539

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CONTENTS

INTRODUCTION 1 PREVENTITIVE 3 Strategies .......................................................................................................................................... 3

Theories ............................................................................................................................................ 4

SUPPORTIVE 8 Strategies .......................................................................................................................................... 8

Theories ............................................................................................................................................ 9

CORRECTIVE 11 Strategies ........................................................................................................................................... 11

Theories ............................................................................................................................................ 12


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Introduction

“If we could change ourselves, the tendencies in the world would also change.

As a man changes his own nature, so does the attitude of the world change

towards him. … We need not wait to see what others do.” Mahatma Gandhi

This philosophy underpins my approach to classroom management. The way that I

behave will directly impact the behaviours of others. My personal philosophy is one of

leadership where I believe children develop from an interaction of both inner and outer

influences. It is important that we take into account a multitude of factors and the

relationships of the students. (Edwards, 2000, pp19-‐20)

o safe and comfortable

o contains interesting, challenging and realistic learning experiences

o values students efforts

o give students some say in what and how they learn

o requires responsibility for behavior and learning

(Killen, 2006, pp.27-‐28)

Strategies should be carried out with the sole purpose of enabling positive outcomes for

the teacher, the students and the classroom community. We are creating an environment

that is preparing students for their lives after school and should be concerned about

developing all aspect of each student’s potential. (Killen, 2004, p.6) For me it is about

guiding the students to the goal of learning and giving them the tools to self regulate and

develop as conscious human beings. It is about developing a quality learning environment

of interactions and shared expectations and norms for learning and behavior. ( Killen,

2006, p.23)


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I have a rather pragmatic approach when it comes to managing the classroom

environment. At the end of the day it's about two things: effective teaching and

effective learning. We need to create an environment where students can get on with

the job of learning and we can get on with the job of teaching. (Cowley, 2006, p.36)

We must develop a repertoire of teaching that is able to meet a diverse range of learning

styles and classroom behaviours. It is our job as teachers to monitor the classroom

environment and call up strategies that will facilitate the best outcome for that situation.

It should be strongly emphasized from the outset that no classroom management

strategies will prevent discipline problems if effective teaching is not taking place”

(McInerny, 2002, p.251)

“ Classroom Management requires an orchestration of effective teaching,

proactive preventative strategies, practical corrective strategies, and

positive supportive techniques. This approach helps teachers motivate

students through active involvement in their own learning and discipline

processes with the goals of acquiring learning, self-‐management, and a

repertoire of responsible behaviours.” (Kyle & Rogien, 2004, p.111)


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PREVENTITIVE Preventitive strategies will form the backbone of classroom management and provide the

best solution to long term effectiveness.“You can prevent most misbehavior if you treat

students sensitively, provide an interesting curriculum, and use a helpful teaching style.”

(Charles 2002, p.236)

STRATEGIES Kyle & Rogien (2004, pp.111-‐113) refer to setting the PACE (Proactive options,

Accountability options, Choices, Environment options) of the classroom. I have adapted

this model to form a framework for my preventative strategies:

PROACTIVE o Be prepared and manage your time o Clarify expectations with students -‐ working together o Working the room and interacting with students – Withitness (Kounin) o Effective transitions – Keep things moving (Kounin) o Foster respectful relationships with students and broader community o Lesson plans and organizational elements – know your content o Be aware of needs and make mental notes – Show them you care (Maslow)

ACCOUNTABILITY o Give constructive feedback to students in a timely manner o Help students keep track of their work o Develop a daily routine, yet remain flexible o Discuss classroom practices with students o Support and recognize varied learning styles and adapt activities o Provide varied activities to sustain motivation (Maslow, Gardner) o Introduce topics that are relevant and develop powerful understanding o Use of simultaneous response modes to keep focus o Provide opportunities for success (Erickson)

CHOICES o Involve the students in the process o Provide lists of goals and objectives for subject materials o Provide a choice of topics and assignments and how they are to be done o Be flexible with lesson plans as things can change

ENVIRONMENT o 4R’s: Rules and Routines expressed as Rights and Responsibilities to establish a learning

environment (Rogers) o Create a nurturing and welcoming classroom atmosphere conducive to learning (Maslow) o Praise to promote a positive atmosphere, enhance resilience and o Arrange the room to facilitate movement, observation, communication and interaction o Establish procedures for classroom activities


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THEORIES Community Awareness We need to adopt an approach that extends beyond the classroom. Without the support of

the school and the broader community how can we effectively manage students and foster

effective learning environments. It is important to consider that human resources such as

openness to improvement, trust and respect, teachers having knowledge and skills,

supportive leadership and socialization are more critical to the development of

professional community than structural conditions. (Bryk, 2003, p.40)

Rules and Procedures


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Establishing rules and procedures sets the tone for preventative approaches. McInerny

(2002, pp.253-‐255) talks of the 4Rs as rules and routines expressed as rights and

responsibilities. Using the work of Bill Rogers as a platform we should invoke rules that

evolve from commonly held values. These values are expressed as rights and the

responsibilities that protect them.

I feel this is a more reasonable approach to the concept of rules and gives them more

power. We are forming what Rogers calls a collaborative democracy or environment

where children can participate in and enjoy being part of a social group. (McInerny, 2002,

p.255) We must acknowledge the students and involve them in the management process

from a grass roots level.

MICHELLE ROCK

Classroom and Student Awareness

By being aware of what is happening in the classroom the teacher can prevent misbehavior

before it occurs. Kounin refers to this idea as withitness where the teacher is constantly

scanning the room to monitor for behavior and to ensure a prompt response to any

situation that arises. (McInerny, 2002, p.259)

It is also important to consider the complex level of development going on in adolescents.

Based on Eriksons theory of psychosocial development we know that In attempting to

establish an identity adolescents can fall into a situation of role confusion. (Snowman et al,

2009, p.66) Providing opportunities for success can go along way to strengthening students

identity and self-‐esteem.

o Michelle demonstrates how poor planning and task setting can distract students to misbehaving. This demonstrates the need for structure and organisation in lessons. Before setting foot in the classroom it is paramount to have a list of objectives so that the students know from the start what is expected of them.

http://www.schoolsworld.tv/node/272


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“Arrange tasks so that students will know they have been successful. To limit

feelings of inferiority, play down comparisons and encourage cooperation and

self-‐competition.” (Snowman et al , 2009, p.71)

Motivation for learning

As teachers we need to be aware of what is driving a student in order to meet their needs.

Maslow identified a hierarchy of needs (see Fig 1) which we can relate to the motivation of

students to learn. Brady comments that the pursuit of learning activity can only

meaningfully occur when basic needs have been satisfied. (2005, p.49)

http://timvandevall.com/printable-‐maslows-‐hierarchy-‐of-‐needs-‐chart/ Fig.1 Creating a nurturing and welcoming classroom atmosphere will also help to satisfy these

needs and motivate the students to learn and feel part of a community. It is important to

involve them in this process as much as possible to give them a level of ownership.

Weiner’s Attribution Theory also highlights the idea that teacher cues and feedback

provided before, during and after engagement in learning tasks will go a long way to

motivating student achievement. (Brady, 2005, pg.51)

Varied learning experiences


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“Student inspiration to connect and engage with learning can also be achieved through the

teachers creativity in planning different and unexpected approaches to content and

activity.” (Brady, 2005, p.47)

Such activities can be aligned with the higher levels in Maslows Hierarchy. (Brady, 2005,

p.50) By engaging students in varied learning activities, we are moving them to a state of

meta cognition, whereby they become self-‐asessors and self-‐reflectors. (Desautels, 2014)

PHIL BEADLE

From the perspective of Gardners Multiple Intelligences (see Fig.2) we must provide a rich,

varied and meaningful context for learning and opportunities for success. By knowing how

the students learn we can plan lessons that are able to engage them at different levels.

Hope Phillips cites Moran to highlight that a multiple intelligence approach to learning

provides a context where students can become self-‐regulating and participate more

actively in their learning. ( 2010, p.8)

o Phil connects well with the students and what and how they need to learn. He uses a lot of variety (pairwork, games, video, discussion) to engage the students. He demonstrates how differential planning of lessons engages students and sustains interest.



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source: http://unsw.maharasites.com/artefact/file/download.php?file=74757&view=20864 Fig.2

Effective Praise to Promote a Positive Environment and Develop Resilience

Praise can be used to prevent misbehaviour by promoting a positive environment. By

interacting with students in this way we are promoting appropriate behaviour and we are

facilitating the development of student intelligence and resilience to deal with inevitable

failures and setbacks (Dwyer, 2014)

AMY ALEXANDER

o Amy uses effective praise at a class and individual level to promotes a positive atmosphere, which enhances the resilience of the learners.

o Amy demonstrates the idea of giving students choices in the learning process depending on how they like to learn. In this way we can determine the needs of the students by knowing where they are coming from.



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SUPPORTIVE

The supportive component of classroom management focuses on promoting and teaching

responsible behavior. When students are acting responsibly, it directly affects teaching.

Students are more responsive, there are fewer distractions, and there is more cooperation.

(Kyle, 2004, p.115). It is important that when the need arises one should deal with

misbehavior, quickly, consistently, and respectfully. The goal is to return to the learning

task.

STRATEGIES

FROM THE START o Learn to read the class o Put yourself in their shoes o Praise to encourage on task behaviours o Physical proximity for encouragement and support o Wait Time – don't let students talk over you (Cowley,2006) o Set targets and time limits o Provide cues to indicate expected behaviours (Levin and Nolan) o Encouraging the appropriate behavior of other students o Acknowledge on task and good behavior (reinforcement/ripple effect) o Support the learning process to sustain effort (scaffolding) o Support students in feeling capable (intrinsic motivation) o Reminders and requests o Use repetition to clarify, reinforce and ensure students are listening (Cowley) o Involvement of staff and Parents-‐ Philosophy of working together

DEALING WITH MISBEHAVIOUR o Write notes to students – post its (Burden, 1999,p.292) o Use of body language, eye contact and other non verbal cues (Jones) o Provide a challenge to refocus – change the ZPD (Vygotsky) o Calling on the student in order to refocus or redirect o Physical proximity to refocus or redirect o Prevent escalation by talking privately with the student o Avoid Power struggles o Use humor to diffuse the situation (Cowley) o Address the behavior not the character of the student o Give them the choice (Cowley, Glasser) o Non punitive time out (chores, errands )


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THEORIES

Collaborative and Supportive Learning Environments

Communication and collaboration within the classroom is essential for building the learning

environment where students’ cognitive processes and social and emotional skills can

develop.

“…the teacher serves as a highly knowledgeable guide who leads students to

sources of factual information, but who also encourages shared problem

solving and reasoning through talk and group work “ (McInerny, 2002, p.251)

To assist students in their progress towards the attainment of identified learning outcomes,

and to maintain interest, the teacher has a responsibility to provide various levels of

support or scaffolds for student learning. (Brady et al, 2005, p. 60)

Essentially we are supporting the students learning to sustain their efforts. This support

must be done in a way which offers a differentiated approach in order that we support

students at the right level and at the right times. (Brady et al, 2005, p.60) This relates to the

ideas of Vygotsky and the zone of proximal development which highlights the need to

provide and adapt materials according to what students can handle.

JOHN FUENTES

Vygotsky viewed interactions with peers as an effective way of developing skills and

strategies. He suggests that teachers use cooperative learning exercises where less

competent children develop with help from more skillful peers -‐ within the zone of

proximal development. (Mcleod, 2012).

o John calls on the theories of Vygotsky when he scaffolds and coaches the students using the responses of the peer group. This video highlights the strategy of creating conditions for kids to be successful.



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It is important that lesson materials challenge the students enough so they don't become

bored and are not so difficult that students become frustrated. This feeds back to the ideas

of Erickson where we are trying to motivate students to succeed and enhance their sense

of identity.

I am particularly drawn to the ideas of Vygotsky as his theories link closely for me to the

ESL classroom. Krause et al make the observation that one of the key strengths of his

approach to cognitive development is its wide-‐ranging applicability to learning and

teaching particularly in classrooms with a diverse social and cultural mix. (2003, p.65)

Be Aware and Focus on the Positive

When dealing with misbeahviour it is important we are aware of the effect our words and

actions can have on the rest of the class. With this in mind, it is important that we focus on

encouraging positive on task behaviour through praise or other means. In this way we

initiate a positive Ripple Effect that spreads out and influences the behavior of the rest of

the class.

JANE WRIGHT

PHIL BEADLE

o Phil has a strong teacher presence and truly cares for his students. Through praise and encouragement, he highlights on task behaviours to motivate students who are falling behind. He also supports students in feeling capable through regular feedback and applause. http://www.schoolsworld.tv/node/263

o Jane provides a great example of the effectiveness of Kounin’s Ripple Effect. Previously she witnessed the negative effects by engaging with attention seekers. By readjusting her focus to encouraging those on task it produces the effect of bringing others into the same positive behavior.



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CORRECTIVE Corrective discipline must be administered in a way that is both constructive and part of

the learning process. It should not be seen as a mode of punishment but a way in which

students are made aware of the logical consequences of their actions. In this way, the aim

of corrective approaches are to provide a model for self-‐management and self regulation

and not one of punishment.

STRATEGIES

NON VERBAL o Planned Ignoring of minor behaviours o Signal Interference o Teaching pause o Proximity Interference (Levin and Nolan) o Adjacent Peer Reinforcement (Banduras Social learning Theory)

VERBAL o Peer Reinforcement o I statements (Gordon) o Reminder of the class rules o “To you to me statements” (Kyle) o Conference with the student to find out what is wrong and discuss a plan of

action o Use of logical consequences and (Dreikurs) o Giving the student choices (Cowley, Glasser)

CHRONIC AND SERIOUS BEHAVIOURS

o Try to influence behaviours not react to them (Levin & Nolan) o Solicit peer pressure-‐ Does anyone else feel this way? o Acknowledge the students power and focus on their choices (Kyle) o Productive chill out time o Apply assertive discipline – praise and set limits o Apply sanctions ABC o Apply logical consequences for positive outcomes (restitution) o Curbing violence with authoritative language-‐ must follow up ( a last resort)


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THEORIES Understanding Behaviour and Responding Appropriately Albert’s cooperative discipline approach is built on the ideas of Dreikurs, with his notion

that we can meet the needs of students in a positive way and thus help them to find

alternatives to unacceptable behavior. Albert believes strongly that students will choose to

cooperate with their teacher about their behavior when they have a strong sense of

belonging in the classroom. (McInerny, 2002, p.271)

The teacher uses the hierarchy (Fig.2) as a range of options to consider, not as a series of

techniques to be tried in rapid succession. The teacher should begin the intervention at the

point on the hierarchy that is likely to correct the misbehavior and still allow the student as

much control and responsibility as possible. (Levin & Nolan, 2003, p.34)

Levin & Nolan Hierarchy Fig.3


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Interventions to correct behavior should meet the following guidelines:

o provide opportunities for the self control of the disruptive behaviours

o does not cause more disruption to the teaching and learning

environment

o lessens the chances that the student will become more disruptive or

confrontational.

o protects students from physical and psychological harm and does not

cause physical or psychological harm.

o Choice of intervention maximizes the number of alternatives left

available

(Levin & Nolan, 2003, pp.27-‐28)

Give them a Choice There will be situations were initial attempts at correcting behavior are to no avail. It is

important at this stage to give the student a choice to assess the situation and make a

decision regarding their behavior. In this way the student is able to become more aware of

the logical consequences of their actions and problems will become more of a self

management that teacher centered approach

If a student refuses to comply, he or she is making you apply the relevant consequences,

rather than it being your own decision to give a punishment. When using the choice:

o State the behavior you require

o Make clear the positive benefits of doing as you ask

o Make clear the consequences of refusing to comply

o Give the student time to consider his or her decision

o If the student decides not to comply, apply the sanctions you have specified.

(Cowley, 2006, p41)


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Glassers triplets is another approach which allows students to take ownership of the

situation. The teacher asks:

1. What are you doing?

2. Is it against the rules?

3. What should you be doing?

It is important to note that rules established earlier on will help to reinforce this approach.

An adaptation of this process would involve the use of statements instead of questions.

( Levin & Nolan, p.40)

It is important that students are not punished but instead face the logical consequences of

their actions. Glasser felt that teacher-‐imposed punishment was counterproductive to

students owning the problem and having a sense of self-‐control. He believed it was more

beneficial for students to suffer logical consequences of misbehavior. (McInerny, 2002,

p.268)

BEN NELSON

How we Speak to Students is Everything Saying the wrong thing at the wrong time can go along way to further damaging the

situation. Gordons approach to discipline as self control offers a more humanistic

approach to corrective techniques. He developed the idea of using I statements that allow

you to work through situations as opposed to reacting to them.

o By continuously applying sanctions in the second half of the video, Ben is undermining the whole process of learning. Consequences of behavior should be logical and have the goal of redirecting the student to learning. It is important to administer discipline in a constructive way.



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I statements have three parts:

1. a brief description of the misbehavior

2. a description of its effects on you or the other students

3. a description of your feelings about the effects

(McInerny, 2002, pp263-‐264) Kyle also talks about the use of statements like, “To you this is boring part of the lesson. To

me it’s an important part of the learning process” (2004, p.108). How we speak to students

is paramount in helping to deal with situations involving misbeahavior. It enables us to

diffuse situations and place ownership with the student causing the problem.

Restorative Justice

I recently attended a seminar on restorative justice and feel it is a great tool for dealing

with situations of conflict and perhaps even establishing situations that prevent conflict.

The principle of restorative justice as, defined by the Centre for Restorative Justice (2013) ,

is:

“…a range of processes that advocates that the people most effective at finding a solution

to a problem are the people who are most directly impacted by the problem, creating

opportunities, for those in a conflict to work together to understand, clarify and resolve the

incident and work together towards repairing the harm caused.”

It is important to make people responsible for their behavior but it must be framed in a

way which is constructive and effective for all involved.


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CONCLUSION From his discussions with Levin and Nolan, Blaum (1996) concluded the following:

“Effective teachers maintain a healthy equilibrium between their own self-‐esteem and that

of the student. They understand that chronically disruptive students have negative self-‐

images, with failures greatly outnumbering the successes. Well-‐adjusted students see

themselves more positively, with successes greatly outnumbering their failures.”

In my time as a teacher, it is inevitable I will encounter a student somewhere across this

spectrum. It is important therefore to employ a range of strategies which are coordinated

to strengthen relationships and classroom communities.

Glasser highlights the following habits with respect to our relationships:

Seven Caring Habits Seven Deadly habits

Supporting Encouraging Listening Accepting Trusting Respecting Negotiating differences

Criticizing Blaming Complaining Nagging Threatening Punishing Bribing or rewarding to control

Source: http://en.wikibooks.org/wiki/Classroom_Management_Theorists_and_Theories/William_Glasser

We must work on developing our relationships with our students and hope that along the

way we can bring out the best in them. Through our interactions and teaching practice we

aim to develop a rapport with our students that leads to a long term relationship based

upon mutual respect.

“Rapport is established in part when students become aware of our professionalism, but it

also occurs as a result of the way we listen to and treat the students in our classroom”

(Harmer, p.25, 2007)


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REFERENCE LIST TEXT Blaum PA 1996, Effectively Managing A Classroom is Harder Than it Used to Be, Penn State University, Vol.25 No.31, viewed 2nd May 2014 http://www.psu.edu/ur/archives/intercom_1996/April25/CURRENT/research1.html Brady, L & Scully, A 2005, Engagement: Inclusive Classroom Management, Pearson , Frenchs Forest Bryk A.S & Schneider B, ‘Trust in Schools: A Core Resource for School Reform’, Educational Leadership Journal Vol.60, No.6, pp.40-‐45 Charles, CM 2002, Building Classroom Discipline 7th Edition, Pearson Education, New Jersey Cowley, S 2006 Getting the Buggers to Behave, Continuum, London DECS 1996 School Discipline, Policy Implementation Kit, 1996, Section6: Models of Management of Student Behaviour, pp.3-‐6 Desautels, L 2014 Addressing Our Needs: Maslow Comes to Life for Educators and Students, Edutopia, viewed 24th April 2014, http://www.edutopia.org/blog/addressing-‐our-‐needs-‐maslow-‐hierarchy-‐lori-‐desautels Dwyer, C 2014 Using Praise to Enhance Student Resilience and Learning Outcomes: Helping Students ‘Bounce Back’ in the Face of Difficulties, American Psychological Association, viewed 4th May 2014 https://www.apa.org/education/k12/using-‐praise.aspx# Edwards, C.H 2000 , Classroom Dscipline & Management, Wiley, Illinois Harmer, J 2007 How to Teach English, Pearson Longman, Harlow Killen, R 2006, Effective Teaching Strategies: Lessons from Research and Practice 4th Edition, Thomson, Social Science press Kyle, P & Rogien, L 2004, Helping Children at Home and School II: Handouts for Families and Educators, National Association of School Psychologists, pp. 107-‐118, adapted from Opportunities and Options in Classroom Management, Allyn & Bacon, Needham Heights, MA , viewed 9th April 2014 http://www.nasponline.org/educators/HCHSII_PreventiveStrategies.pdf (pp.111-‐113) http://www.nasponline.org/educators/HCHSII_SupportiveStrategies.pdf (pp.115-‐118) http://www.nasponline.org/educators/HCHSII_CorrectiveStrategies.pdf (pp.107-‐109) Levin, J & Nolan, JF 2003, What Every Teacher Should Know About Classroom Management, Pearson, New York Mcleod, S 2012 Zone of Proximal Development, viewed on 18th April 2014, http://www.simplypsychology.org/Zone-‐of-‐Proximal-‐Development.html#.U0_nUfMJMns.mailto


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Mc Inerny, DM & McInerny VM 2002, Educational Psychology: Constructing Learning, 3rd edition, Prentice Hall, Sydney Phillips, H 2010 Multiple Intelligences: Theory and Application, Perspectives in Learning: A Journal of the College of Education & Health Professions, Columbus State University, Vol.11, No.1, pp.4-‐10 Snowman, J Dobozy, E Scevak, N Bryer, F Bartlett, B & Biehler, R 2009, Psychology Applied to Teaching, 1st Australian edn., Wiley, Sydney Classroom Management Theorists and Theories/William Glasser , Wikibooks Article, 17th February 2014, accessed on 1st May 2014 http://en.wikibooks.org/wiki/Classroom_Management_Theorists_and_Theories/William_Glasser

VIDEO A Lesson From the Best-‐Phil Beadle, Schoolsworld TV, viewed on 23rd April 2014 http://www.schoolsworld.tv/node/263 Love ‘em or Loathe ‘em-‐Ben Nelson, Schoolsworld TV, viewed on 23rd April 2014 http://www.schoolsworld.tv/node/1265 Praise and Preparation-‐Amy Alexander, Schoolsworld TV, viewed on 23rd April 2014 http://www.schoolsworld.tv/node/273 Too Much Talk-‐ John Fuentes, Schoolsworld TV, viewed on 23rd April 2014 http://www.schoolsworld.tv/node/271 The Need for Structure-‐Michelle Rock, Schoolsworld TV, viewed on 23rd April 2014 http://www.schoolsworld.tv/node/272 Attention Seekers-‐Jane Wright, Schoolsworld TV, viewed on 23rd April 2014 http://www.schoolsworld.tv/node/1044

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HANDBOOK!FORCLASSROOMMANAGEMENT! · HANDBOOK!FORCLASSROOMMANAGEMENT! Promoting!aPositive!Learning!Environment!!! ... “!Classroom!Managementrequires!an!orchestration!of!effective!teaching,!