Transcript Introduction to Classroom Management

Introduction to
Classroom Management
ACED 4710/7900
Classroom and Laboratory
Management
Developed by Iris Ellis
Revised by Charles Backes
Important Topics
 Need
for classroom management
 Definitions
 Student
 Trends
needs that affect behavior
in classroom management
Is There a Need?
In the 1999 Gallup Poll, “Lack of discipline/more
control” was rated as the biggest problem facing
public schools.” It continues to rank highly.
 Lack of discipline was the top problem listed for the
first 16 years of the poll, until “drugs” took over.
 Discipline related issues have fallen a few places,
replaced by “lack of financial support” in the latest
poll.
 Lack of parental and administrative support are listed
as top reasons that new teachers leave the
profession.
 Cotton 1992 found that nearly half of classroom time
involves activities other than instruction.

Let’s pause and consider!
Take a moment and write a brief
definition of effective classroom
management. What are key
components or skills demonstrated by
teachers who are defined as effective
classroom managers?
1.4, page 17
Definitions
Classroom Management: The process
of establishing and maintaining an
effective learning environment.
Consider Jones’ and Jones’ basic assumptions
about classroom management. See page 29 of text.
 Creating
classroom environments
 Connected to effective instruction
 Involves students’ responsibility
 Involves student behavioral skills.
 Requires teachers to consider values
and beliefs
 Involves careful planning and
professional growth
Activity O.2
Let’s pause and break into our groups.
Discuss Activity O.2 with your group and
be prepared to share your consensus
with the class.
Visit Activity 0.2
All schools are not the same!
The authors state that there are
four major factors that affect
classroom management decisions.
These factors necessitate
adjustments to different teachers’
classroom management plans.
These factors include…
The
school context
Our own personal histories
Our beliefs regarding the goal
of schooling
Students’ cultural backgrounds
See page 30 in your text
Let’s pause and consider!
Where are you most comfortable in
your skills and strengths regarding
comprehensive classroom
management? What areas most
concern you or do you view as
important for professional growth?
1.7, page 30
Definitions
 Discipline:
Training that is
expected to
produce a
specified character
or pattern of
behavior.
Controlled
behavior.
 Rules: A
principle of
conduct observed by
members of a group.
Definitions
A Good Website For Lots of Great
Information on Classroom
Management is
http://chiron.valdosta.edu/whuitt/col/manage/rules.
html
Definitions

Procedures: A set of established methods for
conducting the affairs of a business or classroom.
Both rules and procedures are expectations for
behavior

Climate: A prevailing condition in human affairs.
– Classrooms that have a climate of competitiveness,
hostility, and alienation cause anxiety and discomfort
and do not facilitate the intellectual development of
many students.
– Classrooms in which students and teachers support
one another facilitate the development of self-esteem.
Student Needs
 Maslow
– Suggests that there is a hierarchy of basic human
needs.
– Lower-level needs generally take precedence over
higher-order needs.
– People are basically good and that they have an
innate need to be competent and accepted.
– Unproductive behavior is not an indication of a bad
child but rather as a reaction to the frustration of
basic needs not being met.
Maslow
 1)
Physiological: hunger, thirst, bodily
comforts, etc.;
 2) Safety/security: out of danger;
 3) Belongingness and Love: affiliate
with others, be accepted;
 4) Esteem: to achieve, be competent,
gain approval and recognition.
Student Needs

Topper provided a list based on research and
interviews with students. Topper includes:
–
–
–
–
–
–
Friends who care for you
Fun and challenging things to do
Having choices and learning how to make choices
Physical well-being
Status and a “cool” reputation
Unconditional love, someone who will always be
your advocate
Student Needs
 Lipsitz wrote extensively on the needs of early
adolescents in the school environment. Lipsitz
includes
– Diversity
– Opportunities for self-exploration and selfdefinition
– Meaningful participation in school and community
– Positive social interaction with peers and adults
– Physical Activity
– Competence and achievement
– Structure and clear limits
Developmental Assets
 Research
conducted by the Search
Institute
 99,462 students participated.
 Identified 40 developmental assets in
eight areas necessary for healthy
personal development.
Let’s look at these on page 56
Major Trends/Theories
 The
Counseling Approach (1960 – 1970)
– Emphasis on discipline
– Teacher training focused on what to do
AFTER students misbehaved
– William Glasser developed “reality therapy”
Based on the belief that young people need
caring professionals
 Young people need help taking responsibility for
their behavior and help developing a plan aimed
at altering their unproductive conduct

Major Trends/Theories
 Behavioristic
Methods (1970 – 1980)
– The focus of classroom discipline moved
in the direction of teacher control.
– Teachers were taught to ignore
inappropriate behavior while reinforcing
appropriate behavior
– Canter presented Assertive Discipline.
Teachers learned to state clear general
behavioral expectations
 And, to teach students how to behave
properly

Major Trends/Theories

Lee and Marlene Canter’s Assertive Discipline,
continued
– Teachers must model and directly teach proper
behavior.
– Negative consequences are penalties teachers
invoke when students violate class expectations.
– Three types of teachers (page 85, C. M. Charles)



Hostile
Nonassertive
Assertive
Major Trends/Theories

Teacher-Effectiveness Research
(1970s)
–
–
Emphasized not what teachers did in
response to misbehavior but how teachers
prevented or contributed to students’
misbehavior.
Focused on three sets of teacher behavior:
1.
2.
3.
Organizing & managing activities
Presenting instructional material
Teacher-student relationships
Major Trends/Theories
 Integration
of Approaches
– The behavioral tradition has been
characterized by adding the following to
teacher training
Beginning the school year
 Working with parents
 Helping students with homework

– Brophy 1996, highlighted the blending of
teacher effectiveness research with the
emphasis on creating caring communities of
support.
Conclusion
 Teachers
need to continually upgrade
their skills in motivating and managing
students.
 Research in classroom management
has expanded dramatically during the
past twenty years.
 See Page 54! Recognize that there are
no easy answers to all problems we will
encounter.