Effective Classroom Management Strategies:
Preventing Discipline Problems
Donna K. Milanovich, Ed.D.
Mr. Randal A. Lutz
Baldwin-Whitehall School District
Session Goals
Participant will be able to:• Discuss the importance of establishing classroom
rules for behavior• List the steps in developing classroom behavior
standards• Explain how classroom and accountability
procedures directly influence behavior
Session Goals continued
• Generate a list of classroom and accountability procedures to use in the classroom
• Develop first and second day schedules from a list of classroom and accountability procedures to use in the classroom
Guiding Questions
1. Based on the session discussion, describe the process you would utilize to develop, monitor, and review classroom behavior standards with your students.
Use specific examples to explain and clarify steps of the process.
Guiding Questions
2. Evaluate the effectiveness of teaching classroom and accountability procedures as a classroom management strategy to prevent behavior problems within the classroom.
Cite specific examples in defending your answer.
Need for Standards of Behavior
• Teaching is fast-paced and demanding• More than 1,000 daily teacher/student interactions• 150 students/ 6 subjects/ 4 minutes• Diversity of student backgrounds
Confusion + Frustration = Reduced
Learning Time
Effective Teachers
• Organize classrooms to prevent disruptive behavior
• Engage in proactive behaviors• Teach appropriate behaviors• Monitor own behaviors within classroom
Classroom Rules
Designed to catch children misbehaving in order to issue punishments
or
Guidelines or benchmarks that assist children in examining their behavior and how it effects themselves and others
Developing Classroom Behavior Standards
Key Factors:
1. Involve students in process
2. State rules clearly, avoid generalities
3. Limit number of standards
4. Gain acceptance from the children
5. Monitor student behavior
6. Communicate
Developing Standards for Behavior
Discussing the Value of Rules Developing a List Getting a Commitment Monitoring and Reviewing Rules
Developing Standards for Behavior
Discussing the Value of Rules Constitutional Rights – Compelling State
Interests Property Loss or Damage Legitimate Educational Purpose Health and Safety Serious Disruption of Educational Process
- Judicious Discipline, Forrest Gathercoal (1997)
Developing Standards for Behavior
Developing a List List all standards students view as important State in positive manner Cover each Compelling State Interest Teach meaning through activities
Jones & Jones, (2001)
Developing Standards for Behavior
Getting a Commitment Clarify rules Seek individual student commitment Communicate with peers and adults
Jones & Jones, (2001)
Developing Standards for Behavior
Monitor and Review Classroom Rules Regular review of rules Individual meetings with students New Student Meetings Activities to Review
Jones & Jones, (2001)
Classroom Rules1. Don’t talk while others are talking2. Complete all homework3. Solve conflicts nonviolently4. Follow teacher requests5. Demonstrate respect6. Do not be tardy to class7. Use a 12-inch voice in the classroom8. Be prepared for class9. Do not take items that are not yours10. No food or drink in the classroom
Elementary Classroom ProceduresEvertson and Emmer (1982) found five general areas in which teachers taught students how to act:
1. Students’ use of classroom space and facilities
2. Students’ behavior in areas outside the classroom, such as the bathroom, lunchroom, drinking fountain, and playgrounds
3. Procedures to follow during whole-class activities, such as whether to raise a hand to speak, where to turn in work, and how to get help during seatwork
Elementary Classrooms continued
4. Procedures during small-group work
5. Additional procedures, such as how to behave at the beginning and end of the school day, and when a visitor arrives
Jones & Jones, 2001
Secondary Classroom ProceduresIn secondary classrooms, researchers found that teachers taught students how to act in four areas:
1. Beginning the class
2. Whole-class activities
3. Procedures related to academic accountabilities
4. Other activities, such of the end of class period, interruptions in the class, and fire drills
Jones & Jones, 2001
Academic Accountability Procedures
1. Work Requirements
2. Communicating Assignments
3. Monitoring Student Work
4. Checking Assignments in Class
5. Grading Procedures
6. Academic Feedback
Jones & Jones, 2001
Teach and Monitor Classroom Procedures
Establish need for procedures Solicit student ideas Practice procedures Reinforce the correct behavior
Jones & Jones, 2001
Evaluate your methods
Instructional Management Skills That Facilitate On-task Behavior
Giving clear instruction Beginning a lesson Maintaining attention Pacing Using seatwork effectively
Instructional Management Skills That Facilitate On-task Behavior
Summarizing Providing useful feedback and evaluation Making smooth transitions Dealing with common frustrations Planning for early childhood settings
Jones & Jones, 2001