TOPIC 1
INTRODUCTION TO CLASSROOM AND BEHAVIORAL
MANAGEMENT
CHANGING VIEWS OF CLASSROOM MANAGEMENT
Concepts
Classroom Management as
Discipline
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Classroom Management as a
System
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Classroom Management as
Instruction
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The teacher is responsible to maintain classroom
control.
Discipline comes before instruction.
Consequences must exist for inappropriate behaviour.
Classroom management is systematic.
Management and instruction are interwoven.
There is a focus on the building of learning
communities.
Planning is essential.
There is a focus on teaching prosocial skills.
The goal is to establish habits of peace-making.
Schoolwide programs teach skills of conflicts
resolution and peer mediation.
Teacher help students make ethical judgments and
decisions.
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Defining Classroom Management
Classroom management consists of strategies for assuring
physical and psychological safety in the classroom; techniques
for changing student misbehaviours and for teaching selfdiscipline; methods of assuring an orderly progression of event
during the school day; and instructional techniques that
contribute to students’ positive behaviour.
Classroom management consists of the practices and
procedures a teacher uses to maintain the environment in which
instruction and learning can take place.
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✓ Jacob Kounin (1970) summarized that good classroom
management is based on the behaviour of teachers- what the
teachers do-not the behaviour of students.
✓ Kounin concluded that it is the teacher’s behaviour that produces
high student engagement, reduces student misbehaviour, and
maximizes instructional time.
✓ Good classroom management does not just happen; effective
teachers plan good classroom management.
✓ If you are not managing your classroom, then your students are
managing it for you.
✓ The purpose of effective classroom management is to ensure that
student engagement leads to a productive working atmosphere.
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https://youtu.be/jHVFwuiWlAU
A PRODUCTIVE LEARNING ENVIRONMENT
Wellmanaged
Classroom
Student
Engagement
Productive
Learning
Environment
✓ In a well-managed classroom, a variety of activities can occur
simultaneously. The students are working and turned in to the teacher; they
are cooperative and respectful of each other; they exhibit self-discipline;
they remain on task.
✓ All materials are ready and organized; the furniture is arranged for
productive work; a calm and positive climate prevails.
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✓ The basis of classroom management lies in the procedures that form a
management plan to produce the successful achievement of learning
goals.
✓ Procedures are the tasks students must do to increase their chances for
learning and achieving.
✓ A routine is a procedure that students do repeatedly without any
prompting or supervision.
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Classroom management is NOT discipline; they are not synonymous terms.
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✓ The most misused word in education is “classroom management”.
✓ Classroom management is all about effective teacher instruction (what the
teacher does) and effective student learning (what the students do).
✓ There is a vast difference between classroom management and classroom
discipline.
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1) MODELS AND TOOLS OF CLASSROOM MANAGEMENT
Types of Models
✓ The diversity of classroom management models has only grown in
conjunction with the diversity of students they attempt to manage.
✓ In the book Education Psychology for Teaching and Learning (Krause,
Bochner & Duchesne, 2006), the authors discussed three classroom
management models based on the premise that teachers can diversify
their skill set in order to meet the needs of different groups of students.
Noninterventionist
Interventionist
Interactivist
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Noninterventionist
✓This approach postulates that a
student’s potential for success is
predetermined.
✓A noninterventionist teacher will
aid a student in meeting his potential
by enhancing personal growth,
building a strong, positive
relationship, and assisting a student
with developing problem-solving
abilities that ultimately can be
executed independent of a
teacher’s direction.
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Interventionist
✓ This approach suggests that student development is a product of
environmental conditions brought on by intervention in a student’s daily
surroundings.
✓ This approach can typically be seen in a positive reinforcement classroom,
one in which rules are established and communicated and students are
either rewarded or given consequences based on their adherence to
these rules.
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Interactivist
✓ This approach asks that each teacher attempt to understand the
behaviour of their students and to help students understand their actions
and consequences.
✓ By getting students to understand the rules of the classroom environment,
they are given the onus of managing themselves.
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2) CONSISTENCY MANAGEMENT AND COOPERATIVE DISCIPLINE
This model, created by H. Jerome Freiberg (1996), provides a framework for
creating student teacher partnerships in the classroom through the
incorporation of five themes—prevention, caring, cooperation, organization,
and community.
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Step 1 : Prevention
In this step, students and teachers work together at the beginning of the year
to create classroom rules, laying the foundation for high standards of
behaviour. The idea is to prevent behavioural issues by addressing them
before they have a chance to begin.
Step 2 : Caring
Most people will go out of their way for someone who cares about them, and
students are no exception. When students feel a teacher truly cares about
them, they are encouraged to do and to be their very best.
Step 3: Cooperation
According to Freiberg (1996), "Helping, sharing, participating, planning, and
working together—these are the heart of a cooperative classroom” (p. 32).
Providing students with ownership of classroom tasks and procedures allows
them to feel responsibility for what happens in their classroom.
Step 4: Organization
Classroom organization is an opportunity to provide students with ownership of
the classroom. This can be accomplished by allowing them to take on
classroom organizational tasks, such as passing out papers or helping with
attendance.
Step 5: Community
Involving parents and other community members can be challenging, but
creative and flexible schools can accomplish this. Schools can have parents
give talks comparing school rules to workplace rules or bring in community
leaders as speakers.
3) LOGICAL CONSEQUENCES
✓ This model is articulated from the work of Rudolf Dreikurs, who theorized
that consistent student behaviour is the direct consequence of not having
certain needs met.
✓ Dreikurs worked under the assumption that all students, in one way or
another, desire to be socially recognized and accepted by both their peers
and authority figures (teachers, parents, older siblings, etc.).
✓ When this need is not met, students will typically act out in a variety of
ways, including:
o
o
o
o
Attention-seeking behaviours
Engaging teachers and/or students in a power struggle;
Focusing on peer issues regarding fairness; and
Disengaging from others and instructional time (Malmgren, Trezek, & Paul, 2005).
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✓ Educators that adopt this model strive to assist students in gaining
recognition and acceptance from their peers.
✓ By doing this, they hope to combat the aforementioned behavioural issues
that often lead to distractions and lost instructional time. Even after invoking
this model, students will often display behaviours that need to be
addressed.
✓ To combat this, teachers and students will establish a list of logical
consequences that students are keenly aware of (Malmgren et al., 2005).
✓ By having students know the consequences beforehand, teachers have
essentially added another barrier for challenging behaviour, the first being
assisting students with gaining acceptance.
https://youtu.be/hRkKP01C-MA
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4) BEYOND DISCIPLINE
✓ This model of classroom management, which stems from Alfie Kohn, seeks
to break the mold of traditional classroom management approaches by
challenging the relevance of rules and tasks.
✓ According to this model, teachers manage their classrooms by providing
students with relevant rules, learning tasks, and opportunities to make
choices.
✓ According to Kohn in “Punished by Rewards? A Conversation with Alfie
Kohn” (Brandt, 1995), programs that emphasize consequences or rewards
manipulate students.
✓ If teachers focus on content, community, and choice (Kohn’s three Cs of
motivation), classroom management is not an issue.
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THANK YOU
u n i t a r.my