KUTZTOWN UNIVERSITY
Department of Elementary Education
ELU 572 Strategies for Classroom Management and Discipline
COURSE DESCRIPTION
In this course, students will analyze and evaluate contemporary thought concerning classroom
management in elementary schools. Emphasis will be placed on identifying potential sources of
management breakdown or discipline problems and developing strategies to cope with or prevent
such breakdowns. 3 s.h. 3 c.h.
RATIONALE
The classroom teacher is today beset with demands from the public that tax his/her dual role as
an instructor and a manger. Teachers who instruct classroom groups realize that their
instructional effectiveness is directly related to their competency in managing the classroom. As
teachers are being held accountable for their instructional efforts; they are similarly being
indicated for the lack of discipline in the schools. In the most recent Gallup poll of the public's
attitudes toward the public schools, we find that "a lack of discipline" is viewed as the second
largest problem confronting the public schools. Similarly, professional educators in our service
area have expressed a similar concern on the annual needs assessment conducted by the
Intermediate Units, i.e. a need to improve their strategies for classroom management and
techniques of discipline.
OBJECTIVES
As a result of the research, discussion and other experiences resulting from this course, the
student is expected to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Develop an understanding of the direct relationship between classroom management and
discipline.
Recognize the philosophic stance of society prior to and since 1900 as it is reflected in
the management practices of the schools.
Distinguish between the instructional and the managerial roles of a teacher.
Develop an understanding of the identical aims of instruction and classroom management
(i.e. developing self-directed people).
Identify the major classes of variables that can cause a breakdown in classroom
management
Understand the relationship between home and school in maintaining a consistent
disciplinary strategy.
Recognize the positive relationship between home and school in maintaining a consistent
disciplinary strategy.
Describe the effectiveness of punishment as a behavior modifier.
Identify the characteristics of a "no failure" or "success-based" classroom.
Outline the management strategies that will foster a positive learning environment.
1
11.
12.
13.
14.
Develop an understanding of the considerations to be made when handling disruptive
situations.
Compare and contrast the major theorists in the field.
Compare and contrast the alternatives to punishment that are proposed by the humanistic
school of educators with the "get tough” programs proposed by other vocal groups.
Develop and "action plan" for improving the management of his/her classroom
with the goal of alleviating situations that precipitate discipline problems.
ASSESSMENT
Assessment of each student’s level of accomplishment with reference to the course objectives
will be based upon the following:
1. Strategies project – learners will prepare short oral presentations with a written overview
describing a classroom management or behavior management strategy that is effective.
2. Collaborative project – learners will work in groups to research, analyze, and present a
theorist’s respective of classroom management and discipline.
3. Reaction paper – learners will review journal articles relating to classroom management
or behavior management and write reaction papers about the articles.
4. Management handbook – learners will create a handbook which focuses on their personal
philosophy for managing the learning environment of a classroom and which is written in
a format designed for use in the mentoring process of a first year teacher.
5. Class discussion and projects – learner will participate in discussions and projects or
activities related to the topic.
COURSE OUTLINE
I.
Introduction
A.
Rationale
1.
Gallup polls
2.
Needs assessments
3.
Current literature
B.
Definition of terms
1.
Classroom management
2.
Discipline
3.
Punishment
4.
Control
C.
Goals of education today
1.
Gallup polls
2.
Parents' views
3.
Student's view
4.
Teacher’s view
5.
Commonwealth of Pennsylvania's view
D.
Goals of Education: Historic Perspective
1.
Early Colonial Era (1600-1779)
2.
Patriotic Era (1779-1830)
2
3.
4.
5.
6.
7.
8.
II.
III.
Era of Change (1830-1890)
Era of Immigration (1890-1920)
Progressive Era (1920-1930)
(New National Era (1930-1955)
Human Rights Era (1955-1970)
Contemporary Era (1970-1990)
Roles of the Teacher
A.
Instructional
1.
goals
2.
skills
a.
assessment of needs
b.
acceptance of individual difference
c.
motivation
d.
teaching methods
B.
Managerial
1.
goals
2.
skills
a.
use of time and space
b.
understanding child development stages
c.
planning guidelines
d.
organizing strategies for groups
C.
Counselor
1.
goals
2.
skills
a.
listening
b.
sensitivity to individual's needs
c.
supportive
d.
problem solving orientation
D.
Other
Sources of Problems in Classroom Management
A.
Teacher-caused problems
1.
inappropriate activity for the time of day or level of the student
2.
sarcasm
3.
inconsistency
4.
having favorites
5.
imprecise expectations
6.
repetitive lesson format
7.
vague assignments
8.
talking "over" noise
B.
Pupil-caused problems
1.
illness
2.
hunger
3.
fatigue
4.
family or cultural bias against school
3
C.
D.
5.
coming from emotionally unsound home
6.
attention getting needs
7.
home situation prevents study space
8.
skills not sufficient for activity
School-situation caused problems
1.
time of day - dismissal, lunch, etc.
2.
end of week
3.
substitute teacher
4.
unexpected schedule change
5.
poor lighting or ventilation
6.
noises from other areas
7.
change of classes
Other situations
1.
holidays
2.
weather
3.
phase of the moon
4.
important events: parades, world series, etc.
IV.
Developmental and disciplinary Stages of Children
A.
Piagetian Theory
1.
Preoperational Stage
2.
Concrete Operations Stage
3.
Formal Operations Stage
B.
Stages of Discipline
1.
Basic Disciplinary Stage
2.
Constructive Stage
3.
Generative Stage
VIII.
The role of the Home
A.
School-parent Relations
1.
developing partnership
2.
improving conversations
a.
progress letters
b.
telephone conversations
3.
positive emphasis
a.
back to school night
b.
classroom assistance
c.
work samples
B.
Parent-teacher conference
1.
planeed
2.
unplanned (crisis)
3.
three-way
V.
Characteristics of a Positive Learning Environment
A.
High level of motivation, sensitive to needs and interests of children
B.
Varied learning materials
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C.
D.
E.
F.
G.
H.
Alternatives and options offered
Acceptance of varied feeling
Supportive of student's self-concept
Challenging but not threatening
Pleasant physical environment
Interaction and involvement encouraged
VI.
Micro-Teaching Skills to Improve Instruction
A.
Establishing set
B.
Varying the stimuli
1.
interaction styles
2.
pausing
3.
movement
4.
gestures
5,
focusing
a.
verbal
b.
gestural
c.
combination
6.
Shifting sensory channels
C.
Using effective questioning
1.
Narrow
a.
cognitive memory
b.
convergent
2.
Broad
a.
divergent
b.
evaluative
D.
Recognizing and Obtaining Attending Behavior
E.
Controlling participation
F.
Employing rewards and punishment
G.
Achieving closure
VII.
Classroom Management Technique
A.
Alternatives for dealing with disruptive behavior
1.
permit behavior
2.
tolerate behaviors
a.
learner's leeway
b.
mistakes made while learning
3.
interfere or stop behavior with the least severe "influence
techniques"
a.
planned ignoring
b.
signal interference
c.
promximity control
d.
interest boosting
e.
tension decontamination
f.
hurdle lesson
g.
appeal to students' values
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h.
i.
j.
VIII.
object removal
antiseptic bouncing
physical restraint
Classroom Management and Discipline Theorists
A.
Glasser
B.
Dreikurs
C.
Canter
D.
Kounin
E.
Skinner
F.
Ginott
G.
Dobson
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Instructional Resources
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students cooperation. 3rd ed. New York: John Witey and Sons. LB3013 .C3259 1997
Canter, L (1992). Assertive discipline: Positive behavior management for today’s classroom.
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Senter, G.W.,Charles, C.M. (2002). Elementary classroom management. 3rd edition
Boston: Alley Bacon. LB3013. C465 1995
Coloroso, B. (1995). Kids are worth it!: Giving your child the gift of inner discipline. 1st ed.
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Dreikus, Rudolf. (1976). Children: The challenge. New York: Hawthorn Books, Inc.
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D813d
Driekus, R., Grunwald, B.B. and Pepper, F.C. (1998). Maintaining sanity in the classroom:
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371.102 G434t
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HD38 .G565 1995
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LB1025.3 .G52 1993
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LB3013 .G66
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Kohn, A. (1993). Punished by rewards: The trouble with gold stars, incentive plans, A's,
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LB3011 .K64 1996
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LB3013 .L475 2000
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LB3012.2 .P671996
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Revised 08/2005
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