TOPIC 2
LEARNING THE COMPONENTS OF A CLASSROOM
MANAGEMENT PLAN
DEVELOPING A PERSONAL MANAGEMENT MODEL
Identifying Target Behaviours to Address
Target behaviours are those behaviours that educators decide to address because they
violate class or school policy or those that interfere with teachers teaching or students
learning.
In developing a philosophy and a model of classroom management, you need to
identify the target behaviours in your classroom.
Teachers’ perceptions of behaviour, specific misbehaviours to be addressed, and
characteristics of well-managed classroom should be considered when identifying
target misbehaviours.
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Identifying Target Misbehaviours
To identify a target misbehaviour, ask yourself the following
questions:
1. Does the behaviour disturb me as I conduct instruction and
manage the class?
2. Does the behaviour disturb students as they engage in the
learning process?
3. Does the behaviour place students in physical or
psychological harm?
4. Does the behaviour break a stated school of class rule- one
that I have a professional responsibility to enforce?
5. Does the behaviour give indications that it might escalate
into a larger or more disturbing problems?
What other questions might you ask? Now, think about some of
the misbehaviours you have seen in schools. Use these questions
to identify examples of your target misbehaviours.
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Teachers from schools with high rates of suspensions reported that they themselves
bullied more students, had experienced more bullying when they were students, had
worked with more bullying teachers over the past 3 years, and had seen more bullying
teachers over the past year.
RESEARCH
Findings indicated that the teachers in this study
tended to concentrate more on individual student
behavior when describing behavior management
strategies than on group or schoolwide behavior
Teachers’ Contribution to Behaviour Problems.
The actions of educators, the policies they establish, their instructional expertise, and
their beliefs about students have a direct impact on classroom management.
Some teachers believe their classroom management strategies are effective even
though they are not. Others are unconscious that their instructional and management
techniques contribute to student misbehaviour.
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Examining Teachers’ Behaviours
Examine each of the following examples. Explain why each might contribute to
misbehaviours or help students to act appropriately.
1. Mr. Henson believes that students must obey every rule at all times.
2. Mr. Sevilla tries to identify the misbehaviours in his classroom that might threaten
other students physically or psychologically.
3. Mr. Tow uses teaching techniques that rely on collaboration and encourages
students to work cooperatively.
4. Ms. Denota uses sarcasm and techniques that rely on ridicule and harassment.
5. Ms. Lezzi is too lenient, and her students have no clear understanding of her
expectations, expected behaviours and consequences of misbehaving.
Key terms related to developing your personal Classroom Management
Philosophy
•
•
•
Imposed discipline
Inclusion
Taught discipline
RATIONALE FOR DEVELOPING A PERSONAL PHILOSOPHY
Many educators have developed carefully thought-out blueprints for their management
practices.
These effective classroom managers
• Use classroom management practices that reflect their philosophical beliefs
• Think about their management practices and why they use them
• Take into consideration the steadily increasing student diversity in the classroom
• Provide actions to be used in the case of violent and aggressive behaviours to
ensure safe schools
• Keep in mind how students, parents, administrators, and other teachers will react to
their plan, and
• Make sure their management ideas are concreate and can be translated into
practice.
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When speaking about their own approach to behaviour and classroom management,
wise educators are apt to speak about the need for :
✓ Building relationship
✓ Teaching students how to behave properly
✓ Supporting development
✓ Being organized, and
✓ Accommodating diversity
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How much and What Type of Control a Teacher has over student?
Diana Baumrind’s (1970) types of authority, authoritarian, authoritative and permissive,
originally adopted to describe parenting styles, are widely used to type teaching
approaches.
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Max Weber (1925/1964) gave us three types of authority: traditional authority,
charismatic authority, and legal-rational authority.
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Methods can fit comfortably any approach.
Methods are defined by
1) actions that can be observed
2) their immediate goals of solving problems related to behaviour and classroom
management, and
3) their meaning and purposes derived from approaches
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There are three categories of methods:
Type of Method
General Examples of
Method
Specific Examples of
Method
Control Methods
Directives, rewards,
time-outs
“No running in the
halls!” (classroom
halls)
Guidance Methods
Stimulating discussion,
suggesting
alternatives,
negotiating conflict.
“Can you think of
something you might
have done instead of
grabbing John’s
marker?” (negotiating
conflict)
Prevention Methods
Routines for
transitions, organized
lesson plan,
organized schedules
“Five minutes until
clean up.” (warning
of transitions)
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Essential Parts of Classroom Management Strategies
If you want to help students motivate themselves, there should be a balance provided
intrinsically and extrinsically.
Autonomy, competence, relatedness, and relevance are the four qualities that are
critical for this process.
Autonomy
For promoting learner autonomy, one strategy is to provide your students with the
freedom of choice.
As for procedural choice, it gives your students a chance to select from a given list of
homework choices.
Cognitive choice would include ideas such as:
- Students developing ideas for homework related to the topic
- Students sharing different approaches and thinking processes for solving problems
- Problem based learning – where a class splits in to small groups to come out with
solutions to issues.
- Teachers making use of the thinking routine to initiate the students to think and ask
questions and learn by becoming inquisitive
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Competence
Feedback is highly important to boost the morale of students, and a crucial part of
classroom management strategies as well. When a student does well, we should praise
their effort. Praising effort has a significantly higher impact than praising intelligence.
The latter forces the student to not risk their genius status. But when you praise the
effort taken, it makes them understand that one learns through hard work.
For healthy learning, providing critical feedback is also necessary. Plussing is the
strategy to be used here. It is a concept used by Pixar animation studios with a high rate
of success.
Relevance
The students need an understanding of how learning the
syllabus is when it comes to application in real life. Have
them write about it. It would encourage growth and
positive learning gains. . This makes the students connect
to it at a personal level as well, which leads to a better
learning.
Relatedness
A key factor in developing intrinsic motivation in students is by creating good quality
relations with teachers they respect. When you or your teachers take a genuine effort in
developing these relationships, it pays off well. Here are some steps to go forward in this
path:
✓ Be genuinely interested in the students
✓ Be flexible
✓ Become more friendly
✓ Do not give up on your students
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THANK YOU
u n i t a r.my