Introduction to
Classroom Management
ACED 4900/7900
Classroom and Laboratory
Management
Important Topics
 Need
for classroom management
 Definitions
 Student
 Trends
needs that affect behavior
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.”
 47% of all teenagers stated their schools were
becoming more violent.
 Phi Delta Kappa polled teachers and reported that
50% felt that talking back to and disobeying teachers
occurred frequently.
 Cotton 1992 found that nearly half of classroom time
involves activities other than instruction.

Definitions
Classroom Management: The process
of establishing and maintaining an
effective learning environment.
Definitions
 Discipline:
 Rules: A principle
of
conduct observed by
members of a group.
Training that is
expected to
produce a
specified character
or pattern of
behavior.
Controlled See page
behavior.
254
Definitions
A Good Website For Lots of Great
Information on Classroom
Management is
http://chiron.valdosta.edu/whuitt/col/manage/rules.
html
Definitions

Procedures: A set of established methods for
conducting the affairs of a business or classroom.
– See pages 256 – 259.

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.
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.
– 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.
– Diversity
– Opportunities for self-exploration and selfdefinition
– Meaningful participation in school and community
– Positive social interaction with peers and adults
– Physical Activity
– Competence and achievement
– Structure and clear limits
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 reasonability 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 expectations
 And, 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.
2.
3.
Organizing & managing activities
Presenting instructional material
Teacher-student relationships
–
See pages 20-23
Major Trends/Theories
 Integration
of Approaches
– The behavioral tradition has been
characterized by adding the following to
teacher training
Beginning the school year
 Working with parents
 Helping 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 36! In other words, there are
no easy answers to all problems we will
encounter.