Classroom Management & Discipline

Classroom Management & Discipline Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Good teaching helps prevent management problems & Sound management provides a context within which good teaching can occur (Savage, 1999) You have a responsibility to establish both Focus on two areas: Problem prevention through good management Procedures useful as a response to inappropriate behaviors Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Dimensions of Classroom Management Most important component – prevention Classrooms are complex environments. The class members will vary greatly in their: Abilities Backgrounds Interests Maturity levels motivations Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

They will spend large blocks of time in close proximity This makes the setting unpredictable Your responsibility: Provide appropriate materials, capture their interest, organize the space, use instructional time so that they all leave feeling positive about the class period. Researchers have identified at least 30 different categories of psychological motivators Must bring it all together by making a plan Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Space Management Need to consider the attractiveness of the space The degree of crowding Comfort level of the learners Arrangement of materials & desks Location of instructional materials Need a plan Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Wall Space Wall space should enhance the quality of the instructional environment Motivational displays to stimulate interest in a topic of study Spots can be used for student work Display schedules, important announcements Classroom rules Add a little soft color – pastels Occasionally change Avoid clutter Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Floor Space Density & convenience Arrange so not crowded can observe & hear teacher, see board or instructional area Big groups, small groups, or individual work Aisles that allow the teacher to move quickly for instruction & management Be able to monitor the whole group while working with small group Space between learners to reduce noise Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Traffic Patterns Doorways Personal item storage Class material Book storage Teachers desk Must be kept obstruction free to avoid disturbing others when used Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Teacher’s Desk Not given much thought – traditionally in the front Consider the back of the room: Encourages you to stand up and move around the classroom Better monitoring of learners work Perceived as a warmer teacher Prevents habit of teaching from behind the desk Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Teacher’s Desk Normally easier to monitor learners on-task behaviors from the rear of the classroom You might be looking Easier to have individual conferences in the rear with out distracting or calling attention Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Equipment Storage Must be secure & accessible Best if stored where it can be locked Repair is a head ache Best if always in working order Computers Projectors Video & audio recorders Television monitors Phonographs Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Time Management Limited amount of time to accomplish important educational goals Effective if not wasted so learners become bored or Overwhelmed & frustrated because of inadequate time Research finds that the more time on task the more learning takes place Handle routine tasks in quick & efficient manner Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Transitions Transition – changing from one part of lesson to another To avoid wasting time & losing attention, plan transition points When materials are to be distributed or work collected during transitions, organize in advance Class movement should be orchestrated Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Beginning Class Lessons that begin promptly: Engage learners attention Eliminate potential off-task behavior Maximize instructional time Routines performed quickly Useful to establish signal system to inform class to begin Start when all are paying attention Don’t elevate to be heard over class Signals importance of lesson Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Lesson Pacing Most difficult to master – behavior implications Too fast frustrated – too slow – bored Select reference group in class activity Includes a cross section of learners Watch reference group for reaction to what you are doing Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Lesson Pacing Based on group, speed up, slow down or stay the same Pacing includes responding to those that finish sooner than others Must establish follow up activities for smoother transition to another productive Must not be more of the same or so enticing that learners race to finish Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Providing Assistance If serving 25-30 students, may be frustrating to answer all questions Fredrick Jones(1979) finds these ways to shorten the time with each: find something they have done correct & praise for it Provide direct suggestion for what should be done next Move quickly to the next student – check back No more than 20 seconds per learners – avoid dependency Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Establishing Routines & Procedures Basic principle of classroom management – routines and procedures established to handle recurring & predictable events Simplifies demands for attention to unplanned & unpredictable events There are hundreds of personal contacts Will drain your emotions Cause fatigue & management mistakes Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Establishing Routines & Procedures Develop routines & procedures for these: What learners are to do when they enter the room What learners should do when they have a personal problem to discuss Procedure for passing out & collecting When & where pencils are to be sharpened How daily attendance is to be taken What students are to do if they need to leave the room Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Responding to Learner Misbehavior Will need more than a bag of tricks Begins with the attitudes & expectations What do you expect of students? Do you believe they are interested in learning? How do you see your role as a teacher? Do you believe it is wise to lay down the law? Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Responding to Learner Misbehavior 5. How do you think teachers establish good discipline in the classroom? 6. What is your image of the ideal classroom? 7. What is your image of young people today? 8. What is the appropriate relationship between teachers & learners? 9. Are you comfortable sharing power with the members of the class? Can reveal your philosophy of teaching & learning Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Responding to Learner Misbehavior Will influence how you respond to problems Management or negotiations: Are the students to be treated with dignity & respect? Is the classroom a community or room What is not negotiable? Negotiation does not mean no control by the teacher & all power is shifted to the learners Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Responding to Learner Misbehavior How you exercise your leadership is critical to the success of the classroom When there is serious disruptions, you will need to exercise unilateral power May need to teach how to have self-control & responsibility Self-control & acceptance of responsibility is enhanced when treated with dignity & given responsibility Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Responding to Learner Misbehavior Several features in classroom negotiations: The degree of self-control and sense of responsibility is related to perceived reality when you give the opportunity to make choices, develops self-control Students with positive self concepts have better self-control – developed by you Learners that feel like they belong develop better self control Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Discipline and Teachers’ use of Power When students misbehave, you have to remedy the situation Several types of power are available: Expert Power : comes to a person as a result of possessing specialized knowledge If knowledgeable, have considerable influence over others Earned rather than demanded Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Discipline and Teachers’ use of Power 2. Referent Power : is power that results from a warm, positive relationships Willing to give power to others when they perceive that the other person is trustworthy If you want referent power, you must be someone that the students respect & trust, cares about them Must be earned, not demanded Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Discipline and Teachers’ use of Power 3. Legitimate power : from a particular position a person holds Teachers given it by administration & board Problems result because not all accept it Asking for trouble if totally relying on legitimate power When authority is built on expert & referent power, legitimate power increases Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Discipline and Teachers’ use of Power 4. Reward Power : ability to provide something another person sees as desirable Praise, grades, privileges Not all will perceive these as rewards This is granted not earned May vanish quickly if not valued Works best with referent & and expert power Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Discipline and Teachers’ use of Power 5. Coercive Power : power that people wield because of their ability to administer punishment If relied on, creates classroom environments that are not warm, caring, or positive Learners fail to adopt favorable patterns When one is suppressed, another surfaces Prospect of being caught? Must continually have ability to punish Not earned, granted Constant conflict Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Some Basic Principles of Effective Discipline Regardless, sometimes you have to discipline Part of being a teacher They will make wrong choices Human beings Lack experience Understand some basic principles to increase the possibility that your response will be effective: Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Some Basic Principles of Effective Discipline Preserving Learners Dignity Care not to diminish learners self-worth Could lead to more discipline problems Leads to power conflicts Learner may respond with assaults on dignity of the teacher Capital offenses often a result of put-downs Teaching respect begins by giving respect Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Some Basic Principles of Effective Discipline Private Correction Versus Public Correction In place where comments can not be heard by others Public reprimands may make you feel pressed to save face Private leads to better, personal contact Committing full attention to situation Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Some Basic Principles of Effective Discipline Addressing the Causes, Not just the behavior Identify the underlying problem Attempt to communicate needs EATS Will behave in a way they know is unacceptable to get your attention Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Some Basic Principles of Effective Discipline Distinguishing between Major & Minor Problems Many incidents are a result of learners immaturity rather than attempts to challenge behaviors Must distinguish between serious & minor Overreaction can build learner resentment Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Some Basic Principles of Effective Discipline Learners Choose to Misbehave & Experience the Consequences Teach students that the consequences are from their choosing, not your vindictiveness Object is help learners to see relationship between inappropriate behaviors & consequences By choosing behaviors, also choosing consequences Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Some Basic Principles of Effective Discipline Consistent & Fair Responses Must respond to all misbehavior Otherwise sends wrong message Often escalates into major problem Consistency communicates: You are serious about discouraging misbehavior in the classroom that you are fair Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Responding to Misbehavior: A Range of Alternatives Developing a plan prevents harsh & quick judgments Plan fits circumstances Should have a range that goes from mild to severe Helps assure consistent & fair circumstances Must have a continuum of severity Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Category 1: Responses Supporting Self-Control Reinforcing Productive Behavior Most productive – reinforce desirable patterns of behavior Reward individuals & entire class when warranted Verbal praise, special activities, free time Must be meaningful to learner, not just you Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Using Nonverbal Signals to Indicate Disapproval Minor things are handled as not disrupt the flow of the lesson Allows you to indicate to the learner that the misbehavior has been noted You are giving them time to correct and to avoid more serious punishment Can include: eye contact, hand signals, facial expressions Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Using Proximity Control Often is enough to move to the area of the classroom where misbehavior is occurring Avoids interruption of the lesson Using Learner’s Name in Context of the lesson Communicates that misbehavior has been noted Often will cause a quick end to inappropriate behavior Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Redirecting Learner Attention Most effective with young learners Can be effective with older learners Redirect misbehaving students back to assigned task Encouraging Learners to take Personal Action More for the young learners Count to 10, put heads down on desk, move to another part of the room Works best when students have been taught how to do this Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Category 2: Providing Situational Assistance A little more intrusive After category one has been applied Still trying to help learners exercise self-control Still trying to preserve the dignity of the learner Dealing with problems in relatively private manner Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Taking time for a Quiet word Teachers moves toward student misbehaving Quietly reminds student of behavior that is expected Quick return to teaching the lesson Providing Rule reminder Stop lesson, voice loud enough for class to hear Bill’s group, what does our rules say about talking while some one is asking a question Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Removing the Learner from the Situation Arrange for the learner to move Different seat or another part of the room Instructions for this are brief, concise, non- confrontational Bill, take your things & move to empty seat This should be carried out quickly & quietly without show of anger Maybe to a time out area of the room We will visit later Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Responding with Clarity & Firmness If others have failed, next step Address learner by name, using clear, direct, authoritative voice, no-nonsense tone of voice Make eye contact with leaner, take on I-mean-Business character Specify the behavior that must stop & what must replace it Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Arranging Conferences with Misbehaving Learners Next step is individual conference During the conference, explain exactly what must be done to correct problem behavior Refrain from threats Identify the problem, share your feelings about it and ask what might be done to solve Sometimes a behavior contract is the result States positives of improved behavior Also, very clearly spells out the doom Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Asking Parents or Guardians for Help Often the best allies of the teacher Often all are concerned about progress & behavior in school Maybe unaware of behavior problems Often a phone call with explanation is suffice Many variables to the success of parent involvement Age level, kind of relationship between parent & learner, relationship with teacher Must take the team approach on phone Not assign blame Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Category 3: Implementing Consequences Only after categories one & two have been tried with no or limited success Or, if misbehavior is very serious Must experience the consequences of the their actions Most effective when used infrequently and are appropriate to the nature of the offense Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Losing a Privilege Effective for some young people Success rest on learner having privileges available Can vary from classroom job, favorite seats at event, field trip, others? Learner must value it as privilege or not effective Best if not take away permanently Restoring privilege for improved behaviors strong motivator Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Providing In-class Isolations For younger learners Often sent to area of the room that makes it difficult to interact with others in class or see class activities Sometimes, allow to continue work on assignments Or, reflect on nature of misbehavior Reflect on improved behavior Many younger learners find the boredom to be very undesirable Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Removing the Learner If behavior persists, may need to remove from the room Sent to office of principal or counselor Often just to be supervised Never to unsupervised area (hallway) Making up wasted time Maybe recess or before or after school Important that it is not converted to reward Important to respect parents time (bus ride) Not always possible to make up time Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Category 4: Involving Others Category of last resort Only when all three other categories have failed Must arrange a conference to deal with situation Include parents, administrators, counselors, outside agencies Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Involving Parents or Guardians Must have had several contacts before formal conference is scheduled Must prepare for conference carefully Must bring anecdotal records that document Examples of problem behaviors Dates the behaviors occurred Your attempts & strategies to remedy the problem Data as to the severity of the problem (data collection) Extreme care must be take as to not make parents feel that their own adequacy is being questioned Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

Arranging Conferences with Other Professionals Best resources may be your colleagues Sometimes wise to bring together group Principals, counselors, psychologists, social workers, PO’s Might result in behavior plan Maybe the student goes to another class Temporary suspension Counseling Supervised by school principal Must have periodic updates on progress Armstrong, D.G., Henson, K.T., & Savage, T.V. (2001) Teaching Today, An Introduction to Education (6th)

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