Transcript Classroom Management and Discipline Debbie Meadows EDEL 429 CSUB

Classroom Management and
Discipline
Debbie Meadows
EDEL 429 CSUB
Thoughts
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Goal of discipline is internal control
Positive leads to self-discipline
Negative leads to unwanted results
Effective teacher manages
Ineffective teacher punishes
Behavior Management
(Diane Gossen, 1993)
• Punisher
– Enforces control, criticism, threats, hurt, sarcasm,
isolation
• Guilter
– Sighing, moralizing, silencing, disappointment
• Buddy
– Compliments, encouragement, overextending—
causes dependence on teacher
Behavior Management
(Diane Gossen, 1993)
• Monitor
– Rewards to offset negative, teacher imposes
consequences, behave only when monitored
• Manager
– Children learn self-control, teacher guides toward
expectations
Types of Misbehaviors
• Moral
– Lying, cheating
• Personal
– Physical or emotional hurt toward another
• Legal
– Breaking rules or laws
• Safety
– Risk of physical injury
• Educational
– Affects the learning environment
Causes of Misbehavior
• Frustration
• Conflict
• Rules
Behavioral Model
• Determine the behavior to change
• Introduce reinforcer
• Monitor behavior
• Behavior modification--Skinner
Psychodynamic Model
• Soothe child, encourage exploration of
feelings
• Privately discuss incident determine causes
and issues
• Guide student to acceptance of responsibility
• Student and teacher develop solution
• Guide through reflection--Ginott
Environmental Model
• Analyze the environment (time, space)
• Quality of human interaction within
environment
• Adapt the environment
• Home, School, Neighborhood
Constructive Model
• Remind of procedures and expectations
• Discuss concerns and problems
• Guided toward responsibility for their actions
• Piaget—construction of knowledge base is
individual
IOSIE Method
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Identify the problem
Determine the Objectives you want
Propose a Solution
Implement the solution
Evaluate the results
SMART Objectives
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S—Specific
M—Measurable
A—Attainable
R—Results oriented
T—Time frame
Implementation and Evaluation
• Who will implement the objective?
• Can one gain cooperation and support of
everyone involved?
• How long before results?
• What happens if the objective doesn’t work?
• EVALUATE the Results
Emotional Problems
• External
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Discipline problem
Lack empathy
Temper tantrums
Truant
Poor academics
Conflicts with authority
Bullying
Impulsive
Aggressive
• Internal
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Isolation
Overly dependent
Moody
Helpless
Apathetic
Bullying victim
Self-abusive
Crier
Emotional Support
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Make learning relevant
Foster positive peer relationships
Teach behavior-management skills
Supportive environment
Help students cope with stress
Instill Hope
Bring in the psychologist
Successful Teachers
• Approachable
– Available, listener, personal interest
• Patient
– Empathize with struggle to learn and grow up
• Truthful
– consistent
• Warm
– Supportive, trust
• Loving
– Student feels loved, loves the teacher
Research Says…
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Best Teachers
Sense of humor
Interesting lessons
Know subject
Clear explanations
Helpful
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Worst Teachers
Dull, boring lessons
Little to no explanation
Class pets (student kind)
Poor attitude
Expect more than
possible
Techniques
• Scanning the Room
– Practice looking around
• Critical for small group work
• Positive reinforcement for those on task
– Students appreciate recognition
– Students know you’re watching
• Circulating around the Room
– Same as above—just walking instead of standing
Consistent Praise
• Make it Personal
• Make it Genuine
• Make it Specific and Descriptive
“Johnny, thank you for lining up for recess.”
“Way to go, Johnny!”
Specific to more than one student
“Sarah is in line; I see Johnny is in line too.”
Proximity Control
• Students are motivated—non verbally to get
back on task
• Students who are on task receive praise
• Teacher’s whisper voice
• Keeps teacher moving about the room
The Teacher LOOK
• Long, direct, calm stare
– Practice this in the mirror
• When behavior stops, teacher stops staring
• Combined with Proximity control for maximum
affect 
Student Names
• Learn student names as soon as possible
– Easier to redirect Johnny than “boy in the red
shirt”
• During instruction mention student’s name
during lesson or directions
– “ As we do the next problem, Johnny, be sure to
line up your decimals.”
Moving-In
• Advanced Technique
– Continuous disruptions from student
• Teacher gets close to student, makes eye
contact and quietly lets student know the
consequences of their actions
– “Johnny, you have already lost your recess because
of talking. You will work quietly on this
assignment. If you don’t, we will call mom at
work.”
Refocusing Argument
• NEVER ARGUE with a STUDENT
– “Chris, sit down and do your math.”
– “I don’t want to do my math. You’re not fair.”
– “I understand Chris, but you will sit down and
finish your work.”
– “You’re picking on me!”
– “I understand Chris, but you will sit down and
finish your work.” repeat as needed
– “Okay, but you’re still picking on me.”
Management by Walking Around
• Once through the room—no stopping-quick
• Praise on-task behavior, walk around again
– Unpredictable path
• Check for mistakes, off-task, concerns
• Praise on-task behavior, walk around again
• Check—same questions? Pull a mini-group for
reteaching or reteach the whole class
• Record anecdotal notes/progress
Instructional Practices
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Focus on Learning
Focused Instruction—student engagement
Effective Questioning Techniques
Feedback and reinforcement
Review/reteach as needed