Classroom Management in Higher Education

© 2008 McGraw-Hill Higher Education. All rights reserved.

Dr. Charles M. Ware, D.H.Ed., CHES

Classroom Management in Higher Education

1


Learning Goals1. Explain why classroom management is both

challenging and necessary.

2. Describe the positive design of the classroom’s physical environment.

3. Discuss how to create a positive classroom environment.

4. Identify some good approaches to communication for both learners and facilitators.

5. Formulate some effective approaches that facilitators can use to deal with problem behaviors.


Managing the ClassroomWhy Classrooms

Need to Be Managed

Effectively

Management Issuesin Higher Education

Classrooms

Management Issuesin Higher Education

Classrooms

ManagementGoals andStrategies

The Crowded,Complex, and

Potentially Chaotic Classroom

The Crowded,Complex, and

Potentially Chaotic Classroom

Emphasizing Instruction and

Positive Classroom

Environment

Emphasizing Instruction and

Positive Classroom

EnvironmentGetting Off tothe Right Start


Things happen quickly

Classrooms have histories

Events are often unpredictable

Classrooms are multidimensional

Activities occur simultaneously

There is little privacy

Classrooms Can Be Crowded, Complex, and Potentially Chaotic


Getting Off to the Right Start

Establish behavioral expectations and address learner uncertainties

Ensure learners experience success Be available and visible Be in charge


Management Goals and Strategies

Help learners spend more time on learning and less time on non-goal-directed behavior

Prevent learners from developing problems


Managing the Classroom

Designing thePhysical

Environment of the Classroom

Principles of Classroom

Arrangement

Arrangement Style


Basic Principles of Classroom Arrangement

Reduce congestion in high-traffic areas Make sure that facilitators can easily

see all learners Make often-used teaching materials

and learner supplies easily accessible Make sure that learners can easily

observe whole-class presentations


Classroom Arrangement Styles

Auditorium style Face-to-face style Off-set style Seminar style Cluster style


The Action Zone

“Action Zone” Learners in these

seats are more likelyto interact with the

teacher, ask questions, and

initiate discussion.


An Example of an Effective Elementary School Classroom Arrangement


An Example of an Effective Secondary School Classroom Arrangement



Getting Learnersto Cooperate

Creating a Positive

Environment for Learning

Creating, Teaching, andMaintaining

Rulesand Procedures

General Strategies


Effective classroom managers…

Show how they are “with it” Cope effectively with

overlapping situations Maintain smoothness and

continuity in lessons Encourage learners in a

variety of challenging activities


Facilitator Management Styles

Authoritative: Encourages learners to be independent thinkers, but provides monitoring and verbal give-and- take

Authoritarian: Restrictive and punitive with the focus mainly on keeping order rather than learning

Permissive: Learners have autonomy but little support for learning skills or managing behavior

http://education.indiana.edu/cas/tt/v1i2/what.html


Creating, Teaching, and Maintaining Rules and Procedures

CLASSRULES

SHOULD BE

Reasonable and necessary

Clear and comprehensible

Consistent withinstructional and learning goals

Consistent with school rules

http://www.educationworld.com/a_lesson/lesson/lesson274.shtml


Getting Learners to Cooperate

COOPERATION

Developpositive

learner/facilitator relationships

Reward appropriate

behavior

Share classroom

responsibilities



Listening Skills

Being a Good Communicator

Speaking Skills

Nonverbal Communications


Being a Good Communicator

SPEAKING SKILLS

Assertive people express their feelings, ask for what they want, and act in their own best interest.

“You” messages are undesirableAggressive messages are often hostileManipulation makes others feel guiltyPassive people don’t express their feelings

http://712educators.about.com/cs/activelistening/a/activelistening.htm


Being a Good Listener

Active Listening• Pay careful attention to the person

who is talking• Paraphrase• Synthesize themes and patterns• Give feedback in a competent

manner

http://www.healthteacher.com/teachersupports/skills4.asp


Being a Great Communicator

NONVERBAL COMMUNICATION

FACIAL EXPRESSIONS

TOUCH

SILENCE

SPACE



Dealing with Aggression

Dealing with Problem Behavior

ManagementStrategies

Classroom- andSchool-Based

Programs


Management Strategies

Minor Interventions

• Use nonverbal cues• Keep activity moving• Provide needed instruction• Move closer to students• Redirect the behavior• Be direct and assertive• Give student a choice

Moderate Interventions

• Withhold privileges or desired activities

• Isolate or remove students

• Impose a penalty or detention


Fighting: Emphasize inappropriateness, perspective-taking, and cooperation.

Bullying: Develop a school climate characterized by high standards, parent involvement, and effective discipline.

Defiance: Diffuse privately and avoid power struggles.

Dealing with Aggression

http://eric.uoregon.edu/publications/digests/digest094.html


Classroom- and School-Based Programs

Improving Social Awareness-Social Problem Solving Project

Social Competence Program for non-traditional learners

Three Cs of School and Classroom Management Cooperative community Constructive conflict resolution Civic values

Classroom Organization and Management Program

Skills for Life

LAST RESORT: Good Behavior Game

http://130.219.58.44/sdm/aboutus/approach.htm

http://www.pubinfo.vcu.edu/vabp/program_details.asp?id=452

http://www.comp.org/

http://www.interventioncentral.org/htmdocs/interventions/gbg.shtml

http://www.lessonone.org/


Reflection & ObservationReflection: What various strategies have you used

to manage your classrooms?

How have these strategies affected the learning environment?

Observation: What various strategies do other

facilitators use to manage their classrooms and students?

How do the facilitators’ management strategies differ? Be specific.

http://auth.mhhe.com/socscience/education/santrockvideos/Chapter14VO/video_library.htm