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 needs that affect behavior

Trends 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.

Successful teachers place more

emphasis on classroom management

than on their roles as authority

figures or disciplinarians.

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 contextOur own personal historiesOur beliefs regarding the goal

of schoolingStudents’ 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

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.

Definitions

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 self-

definition– 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 expectationsAnd, 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. Organizing & managing activities2. Presenting instructional material3. 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 yearWorking with parentsHelping 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.