Classroom Management

John D. Trudeau Spec Ed. 835 PowerPoint Presentation

Outline

• Classroom Management Profile • Management Theories – Assertive Discipline – Theory X and Theory Y – Control Theory – Behaviorism • Skinner • Canter – Transactional Analysis – Ginott Model – Kay Model – Jones Model • Classroom Jobs • Techniques for Better Classroom Discipline

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What is your classroom management profile?

If a student is disruptive during class, I assign him/her to detention, without further discussion.

I don’t want to impose any rules on my students.

The classroom must be quiet in order for students to learn.

I am concerned about both what my students learn and how they learn.

If a student turns in a late homework assignment, it is not my problem.

I don’t want to reprimand a student because it might hurt his/her feelings.

Class preparation isn’t worth the effort.

I always try to explain the reasons be hind my rules and decisions.

I will not accept excuses from a student who is tardy.

Classroom Management Cont.

10. The emotional well-being of my students is more important than classroom control.

11. My students understand that they can interrupt my lecture if they have a relevant question.

12. If a student requests a hall pass, I always honor the request.

Scoring the Quiz

• Add your responses to statements 4,8,&11. This score refers to the authoritative style.

• Add your responses to statements 6,10,&12. This score refers to the laissez-faire style.

• Add your responses to statements 2,5,&7. This score refers to the indifferent style.

• Your score for each style can range from 3 to 15.

• A high score indicates a strong preference for that particular style.

Authoritative Style

• Places limits and controls on students, but also encourages independence.

• Explains reasons behind rules and decisions • Offers polite, but firm reprimand • Administers discipline, after considering circumstances • Open to considerable verbal interaction

Student reactions to an Authoritative style

• Fair • Understands that students can’t be perfect • Can talk to teacher without being putdown or feeling embarrassed

Laissez-Faire Style

• Places few demands or controls on students • “Do your own thing” describes classroom • Accepts student’s impulses and actions • Less likely to monitor students’ behaviors • More concerned with students’ emotional well-being than with classroom control

Student reactions to Laissez-Faire Style

• Don’t have to be serious throughout class • Things get out of control sometimes • Don’t learn much

Indifferent Style

• Not very involved in classroom • Places few demands on students • Doesn’t want to impose on students • Class preparation is not worth it • Field trips and special projects are out of the question • Use same material year after year • Classroom discipline is lacking

Student reactions to Indifferent Style

• Can’t control class • Never learn anything • Hardly have homework • People rarely bring books

Management Profiles • Assertive Discipline • Theory X and Theory Y • Control Theory • Behaviorism • Transactional Analysis • Ginott Model

Management Profiles Cont.

• Kay Model • Jones Model

Assertive Discipline

• Lee and Marlene Canter in 1976 • Most widely distributed and accepted form of discipline • Teaches students to accept consequences of their actions • Reinforcement of appropriate behavior • Must learn to be assertive in taking control of the class • Rewards and punishment are used to make students aware of appropriate and inappropriate actions • Unpleasant consequences are given to students who choose to make inappropriate choices • The key to Assertive Discipline is positives and lots of praise

Theory X and Theory Y

• Theory X -People will do minimum possible amount of work necessary to accomplish a task -extrinsic motivation is used • Theory Y -All people want to succeed, but there are hurdles that stand in the way -People motive themselves

Control Theory

• William Glasser in 1984 • Four basic human needs (love, control, freedom, fun) • Responsibility of teacher to teach students that students choose how to act • Help students make good choices by making good choices by making it clear the connection between student behavior and its consequences • People don’t picture themselves doing bad things • Most everyone’s view of themselves is to be successful and happy

Behavior Modification

• Skinner • Molding children to conform by use of standard punishments and rewards • Techniques suggest that specific rewards and punishments will yield predictable results • System will modify children to comply with prescribed norms

Transactional Analysis

• Three stages of development • Ego-states called (Child, Parent, and Adult) • Teacher must remain in Adult-Ego state • Teacher can recognize games of students in Child-Ego state • Teach students to behave in Adult-Ego state

Ginott Model

• Concentrates on communication between teacher and student • Avoidance of criticism • Try to understand students’ feelings • Help students to take responsibility for own actions • Establish communication with students • Reason with students

Kay Model

• Character of child is on internal ethics • Teach and build upon internal ethics • Children can be taught to be self-governing and responsible for their own actions • Intrinsically motivated to be good if they are taught how to do it • Students responsible for own motivation and monitoring own actions • Responsibilities kept on students’ shoulders • Role of teacher is to teach students how to monitor selves

Jones Model

• Predicated on physical presence of teacher • Children need to be controlled • Teacher can achieve control by body language, administration, and parental support • Teacher needs to understand stage presence • Some techniques include stopping instruction, staring, and proximity control • Intimidation techniques are used to stop students from misbehaving

Classroom Jobs

Why do it?

• Create less work for yourself • Improve student autonomy • Empowers students How do you develop jobs?

• Jobs can be given every Monday • Jobs can be for week and then rotate jobs

Jobs Cont.

• Some jobs require two or three people • Number of jobs depends on class size, school, and students Real life employment • Students can fill out applications for jobs when there are job vacancies • Students can be fired from job for misbehaving, not doing a good enough job, or poor academic work

Handy-person

• “Teacher’s Pet” • MVP- most valuable person • POD- person of the day • One person does job all day • Can pick people to assist • Can be alphabetically designated • Cans with tongue depressors that have students names can designate jobs • Good for substitutes

Types of jobs

• Messengers • T.A.’s • Line Leader and Line Ender • Door Holder (2 nd person in line) • Lavatory Monitor (I boy and 1 girl) • Census Bureau (1 person to take attendance and one to double check) • Refuse collector (garbage disposal) • Librarian (straighten books and magazines at end of the day) • Horticulturalist (water and dust plants) • Ichthyologist (feed fish) • Allergy Management (dust room at end of day)

11 Techniques for better Classroom Management

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Focusing- get everyone’s attention before starting the lesson 2. Direct Instruction- at the beginning of everyday tell students exactly what will be happening 3.

Monitoring- circulate around the room 4. Modeling- “Values are caught, not taught.” 5. Non-Verbal Cuing- getting the classes attention without saying anything 6. Environmental Control- how you make your room appear

Techniques Cont.

7. Low-Profile Intervention- Jimmy is off-task, the teacher does not make it a public display, “And you see, Jimmy, we carry the one’s to the ten’s column.” 8. Assertive Discipline 9. Assertive I-Message- “I want you to …”, “I need you…”, “I expect you…” -get child’s attention on behavior you want, not on the misbehavior

Techniques Cont.

10. Humanistic I-Message- 1 st -describe behavior, 2 nd the effect behavior has on teacher, 3 rd –feeling it generates Example- “When you talk when I talk, I have to stop my teaching which frustrates me.

11. Positive discipline- use positive phrasing of rules Example- instead of “No Gum Chewing”, “Leave Gum at Home”