Classroom Management
John D. Trudeau
Spec Ed. 835
PowerPoint Presentation
Outline
• Classroom Management
Profile
• Management Theories
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Assertive Discipline
Theory X and Theory Y
Control Theory
Behaviorism
• Skinner
• Canter
– Transactional
Analysis
– Ginott Model
– Kay Model
– Jones Model
• Classroom Jobs
• Techniques for Better
Classroom Discipline
What is your classroom management
profile?
1.
2.
3.
4.
5.
6.
7.
8.
9.
If a student is disruptive during class, I assign him/her to
detention, without further discussion.
I don’t want to impose any rules on my students.
The classroom must be quiet in order for students to learn.
I am concerned about both what my students learn and how
they learn.
If a student turns in a late homework assignment, it is not my
problem.
I don’t want to reprimand a student because it might hurt
his/her feelings.
Class preparation isn’t worth the effort.
I always try to explain the reasons be hind my rules and
decisions.
I will not accept excuses from a student who is tardy.
Classroom Management Cont.
10. The emotional well-being of my students is more
important than classroom control.
11. My students understand that they can interrupt my
lecture if they have a relevant question.
12. If a student requests a hall pass, I always honor the
request.
Scoring the Quiz
• Add your responses to statements 4,8,&11. This score
refers to the authoritative style.
• Add your responses to statements 6,10,&12. This score
refers to the laissez-faire style.
• Add your responses to statements 2,5,&7. This score
refers to the indifferent style.
• Your score for each style can range from 3 to 15.
• A high score indicates a strong preference for that
particular style.
Authoritative Style
• Places limits and controls on students, but also
encourages independence.
• Explains reasons behind rules and decisions
• Offers polite, but firm reprimand
• Administers discipline, after considering circumstances
• Open to considerable verbal interaction
Student reactions to an Authoritative style
• Fair
• Understands that students can’t be perfect
• Can talk to teacher without being putdown or feeling
embarrassed
Laissez-Faire Style
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Places few demands or controls on students
“Do your own thing” describes classroom
Accepts student’s impulses and actions
Less likely to monitor students’ behaviors
More concerned with students’ emotional well-being
than with classroom control
Student reactions to Laissez-Faire Style
• Don’t have to be serious throughout class
• Things get out of control sometimes
• Don’t learn much
Indifferent Style
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Not very involved in classroom
Places few demands on students
Doesn’t want to impose on students
Class preparation is not worth it
Field trips and special projects are out of the question
Use same material year after year
Classroom discipline is lacking
Student reactions to Indifferent Style
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Can’t control class
Never learn anything
Hardly have homework
People rarely bring books
Management Profiles
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Assertive Discipline
Theory X and Theory Y
Control Theory
Behaviorism
Transactional Analysis
Ginott Model
Management Profiles Cont.
• Kay Model
• Jones Model
Assertive Discipline
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Lee and Marlene Canter in 1976
Most widely distributed and accepted form of discipline
Teaches students to accept consequences of their actions
Reinforcement of appropriate behavior
Must learn to be assertive in taking control of the class
Rewards and punishment are used to make students aware of
appropriate and inappropriate actions
• Unpleasant consequences are given to students who choose to
make inappropriate choices
• The key to Assertive Discipline is positives and lots of praise
Theory X and Theory Y
• Theory X
-People will do minimum possible amount of work
necessary to accomplish a task
-extrinsic motivation is used
• Theory Y
-All people want to succeed, but there are hurdles that
stand in the way
-People motive themselves
Control Theory
• William Glasser in 1984
• Four basic human needs (love, control, freedom, fun)
• Responsibility of teacher to teach students that
students choose how to act
• Help students make good choices by making good
choices by making it clear the connection between
student behavior and its consequences
• People don’t picture themselves doing bad things
• Most everyone’s view of themselves is to be successful
and happy
Behavior Modification
• Skinner
• Molding children to conform by use of standard
punishments and rewards
• Techniques suggest that specific rewards and
punishments will yield predictable results
• System will modify children to comply with prescribed
norms
Transactional Analysis
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Three stages of development
Ego-states called (Child, Parent, and Adult)
Teacher must remain in Adult-Ego state
Teacher can recognize games of students in Child-Ego
state
• Teach students to behave in Adult-Ego state
Ginott Model
• Concentrates on communication between teacher and
student
• Avoidance of criticism
• Try to understand students’ feelings
• Help students to take responsibility for own actions
• Establish communication with students
• Reason with students
Kay Model
• Character of child is on internal ethics
• Teach and build upon internal ethics
• Children can be taught to be self-governing and responsible for
their own actions
• Intrinsically motivated to be good if they are taught how to do it
• Students responsible for own motivation and monitoring own
actions
• Responsibilities kept on students’ shoulders
• Role of teacher is to teach students how to monitor selves
Jones Model
• Predicated on physical presence of teacher
• Children need to be controlled
• Teacher can achieve control by body language,
administration, and parental support
• Teacher needs to understand stage presence
• Some techniques include stopping instruction, staring,
and proximity control
• Intimidation techniques are used to stop students from
misbehaving
Classroom Jobs
Why do it?
• Create less work for yourself
• Improve student autonomy
• Empowers students
How do you develop jobs?
• Jobs can be given every Monday
• Jobs can be for week and then rotate jobs
Jobs Cont.
• Some jobs require two or three people
• Number of jobs depends on class size, school, and
students
Real life employment
• Students can fill out applications for jobs when there
are job vacancies
• Students can be fired from job for misbehaving, not
doing a good enough job, or poor academic work
Handy-person
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“Teacher’s Pet”
MVP- most valuable person
POD- person of the day
One person does job all day
Can pick people to assist
Can be alphabetically designated
Cans with tongue depressors that have students names
can designate jobs
• Good for substitutes
Types of jobs
• Messengers
• T.A.’s
• Line Leader and Line
Ender
• Door Holder (2nd person
in line)
• Lavatory Monitor (I boy
and 1 girl)
• Census Bureau (1 person
to take attendance and
one to double check)
• Refuse collector
(garbage disposal)
• Librarian (straighten
books and magazines at
end of the day)
• Horticulturalist (water
and dust plants)
• Ichthyologist (feed fish)
• Allergy Management
(dust room at end of
day)
11 Techniques for better Classroom
Management
1.
2.
3.
4.
5.
6.
Focusing- get everyone’s attention before starting
the lesson
Direct Instruction- at the beginning of everyday tell
students exactly what will be happening
Monitoring- circulate around the room
Modeling- “Values are caught, not taught.”
Non-Verbal Cuing- getting the classes attention
without saying anything
Environmental Control- how you make your room
appear
Techniques Cont.
7.
8.
9.
Low-Profile Intervention- Jimmy is off-task, the
teacher does not make it a public display, “And you
see, Jimmy, we carry the one’s to the ten’s column.”
Assertive Discipline
Assertive I-Message- “I want you to …”, “I need
you…”, “I expect you…”
-get child’s attention on behavior you want, not on
the misbehavior
Techniques Cont.
10. Humanistic I-Message- 1st -describe behavior, 2nd the effect behavior has on teacher, 3rd –feeling it
generates
Example- “When you talk when I talk, I have to stop my
teaching which frustrates me.
11. Positive discipline- use positive phrasing of rules
Example- instead of “No Gum Chewing”, “Leave Gum at
Home”