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CHAPTER 12CHAPTER 12

Classroom ManagementClassroom Management

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1.1 Classroom Management 1.1 Classroom Management IssuesIssues

Class size: – the number of students in a given

classroom– Smaller class size is beneficial for

children from low SES backgrounds– Difficult to accurately describe the effect

of class size on student outcomes

Pupil-teacher ratio: – the number of students in a school

divided by the number of certified teachers in the school

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1.3 Starting Right 1.3 Starting Right • During the first few days of school

students learn procedures, policies and expectations that frame the whole year

• Take time to outline rules and procedures explicitly, and get students’ cooperation following them

• Show your students you care about their success

• Be clear and consistent in establishing and enforcing rules, boundaries and consequences

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1.4 Effective Classroom 1.4 Effective Classroom ManagementManagement

Two main goals:1. To help students spend more time on

learning and less time in non-goal-directed activity.• Only 40% of the school day can be described as

“instructional time.”• Instructional interruptions often include

assemblies, announcements, fundraisers, etc.• It is important to maximize instruction time.

2. To prevent students from developing academic and emotional problems.• Engage students in tasks that keep them

absorbed, motivated, and challenged.

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1.5 Teaching Strategies for 1.5 Teaching Strategies for Increasing Academic Learning Increasing Academic Learning

TimeTime

Maintain flow between activities– Complete one activity before starting another

Minimize transition time– Misbehaviours occur twice as frequently during

transitions - plan to prevent this– Establish transition routines

Hold students accountable– Help students establish goals and plans, and

monitor their progress

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2.3 Establishing and Maintaining 2.3 Establishing and Maintaining Rules and RoutinesRules and Routines

4 principles for teachers:1. Rules should be reasonable and

necessary.2. Rules should be clear and

comprehensible.3. Rules should be consistent with

instructional goals.4. Classroom rules should be consistent

with school rules.

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2.4 Student Responsibility2.4 Student Responsibility

To encourage students to share and assume responsibility in the classroom:– Solicit students’ input.– Do not accept excuses.– Provide adequate time.– Allow students to generate solutions.

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4.2 Classroom Arrangement4.2 Classroom Arrangement

“Action Zone” Students in these

seats are more likelyto interact with the

teacher, ask questions, and

initiate discussion.

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5.1 Problem Behaviours5.1 Problem BehavioursClassroom management should

use prevention, rather than interventionTeachers should:

• Reflect on their assumptions about problem behaviours, why students misbehave and what the goals of punishment are.

• View misbehaviour on a continuum• With the help of students, develop a code of conduct• Invite community members with special skills to

classroom• Recognize that some cases of misbehaviour can

signal other difficulties in a student’s life, e.g. mental health disorders

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5.2 Interventions5.2 Interventions

Minor Interventions: for problems that are not too disruptive– Use nonverbal cues– Move closer to students– Keep activity moving– Redirect the behaviour– Give needed instruction– Directly and assertively tell students to stop– Provide students with choices

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5.3 Interventions5.3 Interventions

Moderate Interventions: for problems that disrupt other students’ work– Withhold a privilege or desired activity– Create a behavioural contract– Isolate or remove students– Impose a penalty– Impose a detention

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5.4 Interventions5.4 Interventions

Serious Interventions: for problems that represent serious concerns– Consult with others– Know the law– Suspension and expulsion– Prepare for the students’ re-entry

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5.5 Aggression and Bullying5.5 Aggression and BullyingIn Canada:

– Aggressive and violent incidents have increased by 40% over the past 10 years

– Only 39% of Gr. 8 and 58% of Gr. 12 students report feeling safe at school

– In a B.C. study, half of the teachers reported experiences with violence, and in 81%, teachers experienced violence as victims.

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5.7 Teaching Strategies for 5.7 Teaching Strategies for Reducing BullyingReducing Bullying

• Develop an identification system– Recognize signs of bullying– Identify who holds and who lacks power

• Implement an anti-bullying program– Develop codes of conduct for the school and

the classroom

• Provide alternative activities– Offer a diverse selection of extracurricular

activities

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5.8 Teaching Strategies for 5.8 Teaching Strategies for Conflict ResolutionConflict Resolution

• Create a supportive environment– Do not focus on changing an individual’s

behaviour, but rather on transforming the school environment.

• Reduce in-school factors– Promote a sense of belonging for all

• Teach students how to resolve conflicts– Teach negotiation and mediation strategies– Provide instruction to as many students as

possible