Classroom Management Strategies
ET-ETP Unit 5
Standards
ET-ETP-7
Construct and evaluate effective learning
environments.
7.1 Describe the characteristics of safe
and effective learning environments.
7.2 Demonstrate teacher skills and
dispositions that promote an effective
learning environment.
7.3 Identify classroom guidance and
management techniques that promote an
effective learning environment.
7.4 Describe conflict management and
mediation techniques supportive of an
effective learning environment.
The Classroom Environment
What do you need to be comfortable in your classrooms?
3 Elements
• Thoughtfully arranged space
Ease of student use
Ease of teaching
Materials and supplies readily available
High traffic areas should be free of congestion
Ease of supervision
Teaching eye-to-eye
Procedures/routines as actively taught as the subject matter
• Stimulating learning environment (we will discuss in next unit)
• Sense of community (we discussed this the first two weeks of school)
Positive relationships
Respect
Student involvement
Class identity
Kato, Sharleen L. Teaching. Tinley Park, IL: The Goodheart-Willcox Company, Inc., 2010. Print.
Sadker—Teachers, Schools, and Society
In your groups,
Design a classroom layout for a specific
subject/age/grade based on:
Ease of student use
Ease of teaching
Ease of supervision
Use the resources on the
next slide.
Click on the pictures
to get ideas for
designing your
classroom.
Managing the Learning
TIME ON TASK
Allocated Time
Amount of time scheduled for a
subject
Engaged Time
Allocated time in which students
are actively involved with subject
matter
Academic Learning
Time (ALT)
Engaged time with high student
success rate
HIGH SUCCESS RATE
Engaged Time + High Success Rate =
Academic Learning Time
•How can you tell whether students are performing at a high success rate?
This is how:
•At least _____%* of teacher questions should result in accurate student answers.
(Important for younger students and for those needing more time.)
• During independent practice, the success rate should be almost _____%**.
Jere Brophy and Carolyn Evertson, Learning from Teaching: A Developmental Perspective (Boston: Allyn & Bacon, 1976). See also R. Marliave and J. Filby, “Success Rates: A Measure of Task Appropriateness,” in C. W. Fischer and D. Berliner (eds.), Perspectives
on Instructional Time (New York: Longman, 1986); Gary Borich, Effective Teaching Methods (Columbus, OH: Merrill, 1988); Richard Kindsvatter et al., Dynamics of Effective Teaching (New York: Longman, 1992).
HIGH SUCCESS RATE (Continued)
•In theory…
•High Success Rate = Achievement
•In reality…
•Students are often working at levels of failure.
•In one study, 14% of the time, student answers to teacher questions were 100
percent wrong.a
•Researcher Jere Brophy concludes that teachers have a tendency to assign tasks
that are too difficult, rather than too easy.b
aGary
Davis and Margaret Thomas, Effective Schools and Effective Teachers (Boston: Allyn & Bacon, 1989).
bJere
Brophy, “Classroom Organization and Management,” The Elementary School Journal 83, no. 4 (1983).
JACOB KOUNIN’S PATTERNS TO AVOID DURING TIMES OF TRANSITION
Flip-flops
Teacher terminates one activity, begins another, then
returns to the original activity
Overdwelling
Teacher spends more time than is necessary to correct
an infraction of classroom rules
Fragmentation
Teacher breaks directions into choppy steps instead of
one fluid unit
Thrusts
Teacher interrupts classroom momentum with random,
unrelated comments
Dangles
Teacher begins a thought, then leaves it hanging
without completion
Strategies/skills of good managers:
Group Alert
Ask a question first, then call on a student to answer the
question.
Withitness
Being aware of student behavior in all parts of the room
Overlap
Ability of a teacher to do several things at once
Least
intervention
Use simplest form of discipline
Examples of least intervention strategies
a. Nonverbal intervention
b. Positive group correction
c. Anonymous individual correction
d. Private individual correction
e. Lightening-quick public correction
Doug Lemov Teach Like a Champion: 49 Techniques That
Put Students on the Path to College
Doug Lemov wrote Teach Like a Champion: 49 Techniques That Put Students on the Path to College
100 PERCENT
When giving a direction, require that 100 PERCENT of your students comply.
Three principles are important in getting 100 PERCENT compliance so you can teach.
1. Be calm
2. Point out compliance you see
3. Use the least invasive form of intervention
Doug Lemov Teach Like a Champion: 49 Techniques That
Put Students on the Path to College
Other techniques to help maintain
discipline in the classroom
• What To Do
• Strong Voice
• Do It Again
No Warnings
Doug Lemov Teach Like a Champion: 49 Techniques That
Put Students on the Path to College
Positive ways to handle misbehavior
1. Give students plenty of choices to make.
2. Redirect student energy into more positive activity,
giving them responsibility over their actions.
3. Give students a voice. Listen to them. Hear them.
Managing Transitions
• Greeting students
• Class starter
• Students who finish early
• Transitions to small groups
• Lesson ends early
Meet with your group. How would you handle these?
Random
Video
Management Styles
• Authoritarian
• Permissive
• Authoritative
MODELS OF CLASSROOM MANAGEMENT
Advocate
Main Focus
Lee and
Marlene
Canter
Assertive
Discipline
Belief System
Students deserve a safe and productive learning climate, and it is
the teacher’s job to provide it. Each student is taught how to
behave responsibly through clear rules and consequences. When
expectations are not met, students know that the teacher will
mete out consequences.
Curwin and Discipline with
Mendler
Dignity
Students should always be treated with dignity, even when they
misbehave. Interesting learning activities, positive reinforcement
and opportunities for student success keep students on track,
especially students with a history of misbehavior.
Barbara
Coloroso
Developing Inner
Control and
Discipline
Students need to take responsibility for their actions to develop
their inner discipline. If students are messy, they need to learn to
clean up after themselves. If they are too noisy, they need to
develop strategies to allow others to do their work.
Rudolf
Dreikurs
Collaborative
Decision Making
and Belonging
The key in this approach is to identify the motivation behind
misbehavior, and within a classroom community, to help students
redirect their behavior in a positive way.
Haim
Ginott
Communications
You speak to students as you, the teacher, would want to be
spoken to. Model desirable behaviors and maintain your calm as
a teacher. Focus on what needs to be done rather than on what
was done wrong.
Table 11.1
Source: Carol M. Charles. Building Classroom Discipline (Boston: Allyn & Bacon) 2007.
OF CLASSROOM MANAGEMENT
11.6 MODELS
(Continued)
Advocate
Main Focus
Belief System
William
Glasser
Student
Satisfaction
The teacher meets with the class to discuss not only behavior
rules, but the curriculum being taught. The teacher plans
meaningful work for the students and holds them to high
standards. Students feel a part of the school, possessing a sense
of fun, power, and independence.
Thomas
Gordon
Discipline as
Control
Students are involved in making the rules about classroom life
and procedures, and the problem owners are identified – that is,
those who are bothered by certain behaviors. The class as a
group works to resolve these issues.
Jacob
Kounin
Engagement and
Supervision
Student misbehavior is reduced by engaging lessons, and the
teacher’s watchful monitoring skills keep students on track.
Redl and
Group Dynamics
Wattenberg
Group dynamics, insights and peer influence are used to control
misbehavior. The causes of any misbehavior are diagnosed and
appropriate consequences are applied.
B. F.
Skinner
Desired behaviors are encouraged by immediately awarding
positive reinforcement. Undesirable behaviors are ignored.
Table 11.1
Behavior
Modification
Source: Carol M. Charles. Building Classroom Discipline (Boston: Allyn & Bacon) 2007.
Relational
Aggression
Read p. 392 in Sadker textbook
What are ways to stop this?