Classroom
Issues
Classroom Management
and Discipline
Unit 11
EDUS 220
Educational Psychology
Dr. Dean Owen
Middle East Technical University
Northern Cyprus Campus
Think back across
your life and to the
classes you’ve taken.
Which one(s) stand
out in your memory?
Take a moment and
write down some
adjectives that
would describe that
course…..
How would you define the ideal classroom?
What would it look like?
How many students would you have?
What would those students be like?
According to Fred Jones' Positive
Classroom Discipline, "The most
widespread management technique at
home and in the classroom is nag, nag,
nag."
It's also the least effective…..
Classroom Management: How would you define it?
1. The process of
ensuring that
classroom lessons
run smoothly despite
disruptive behavior
by students.
2. The prevention of
disruptive behavior
in classrooms.
Classroom Management: Definitions
Curriculum
Curriculum refers to what is to be taught.
Sources include state and local boards of
education, professional associations, textbooks,
teacher preferences, and increasing influence
from the federal government.
Classroom Management: Definitions
Instruction
A) What the teacher does!
It is the teacher's responsibility to make the curriculum interesting,
relevant, meaningful, and/or even fun.
Activities that create interest, challenge, inspire creativity or are personal are
excellent approaches. A good starting point is for the teacher to ask,
"Why am I teaching this?“
and then share the reasons with students.
Hint: Every lesson should have planned time for reflection in order
to enhance understanding, reinforcement, and retention.
Classroom Management: Definitions
Instruction
A) What the teacher does
(just a few ideas for you)
You can’t teach someone against their will!
Classroom Management: Definitions
Instruction
A) What the teacher does
(just a few ideas for you)
Teaching is the process of creating “magic” in the
classroom….creating situations in which “learning” is likely
to occur.
Classroom Management: Definitions
Instruction
A) What the teacher does
(just a few ideas for you)
Teaching is like making a trip….the teacher is the guide and the
students are the hikers……
Classroom Management: Definitions
Instruction
A) What the teacher does
(just a few ideas for you)
It’s easier to walk through the forest with someone than to drag
that individual, kicking and screaming, through the forest.
Classroom Management: This is one approach
Classroom Management: This is another
Classroom Management: Definitions
Instruction
B) What students do:
Learning that is retained requires participation.
Classroom Management: Definitions
Consider the following regarding retention:
We remember:
10% of what we read
20% of what we hear
30% of what we see
50% of what we see and hear
70% of what we say
90% of what we say and do
Classroom Management: Definitions
Classroom management deals with how things are done.
It has to do with procedures, routines, and structure.
Classroom Management: Definitions
It is enhanced when procedures are:
1. Explained to students,
2. Modeled for students,
3. Practiced by students, and periodically (when
necessary)
4. Reinforced by practicing again
When procedures are learned, routines are
established. Routines give structure to instruction.
Classroom management is the teacher's
responsibility.
Classroom Management: Definitions
Discipline
Discipline is the student's responsibility.
Discipline deals with how people behave.
It is about impulse management and self-control.
Consider the difference between discipline
and punishment…..
I disciplined (punished) him for being
late……(negative meaning….)
I taught him discipline (self and impulse
control) so he could be a better student.
(positive meaning….a gift)…..
Classroom Management: Scope of the problem
According to Moskowitz & Hayman
(1976), once a teacher loses control of
their classroom, it becomes
increasingly more difficult for them to
regain that control.
Classroom Management: Scope of the problem
Research from Berliner (1988) and
Brophy & Good (1986) shows that the
time that teacher has to take to
correct misbehavior caused by poor
classroom management skills results in
a lower rate of academic engagement
in the classroom.
Classroom Management: Scope of the problem
From the student’s perspective,
effective classroom management
involves clear communication of
behavioral and academic expectations,
as well as a cooperative learning
environment
Classroom Management: Scope of the problem
In repeated national studies more
than 1/3 of all working teachers
said that if they had to choose
again, they would not elect to
become teachers and the major
reason was the difficulty in dealing
with difficult students.
Classifications of difficult students
Disruptive
Classifications of difficult students
Uncooperative
Classifications of difficult students
Unmotivated students.
Classroom Management: Approaches
Classroom Management
Reactive
Corporal
Punishment
Rote
Discipline
Humiliation
Proactive
Prevention
Reactive Approaches
Corporal
Punishment
From the Latin
“corpus” meaning
the body…..
Rote Discipline: Sanctions or Writing lines
Humiliation or Public Ridicule
Isolation or “time out”
Student punishment takes many forms…..
Student punishment takes many forms…..
Punishment is very effective…..but two conditions
must be present…
1. The punishment or level of discomfort must be
severe…….
2. The punishment must occur immediately after the
offending behavior…..
Neither of these are possible in schools….
Behavioral Approaches Classroom Management
Remember learning theory??? How can learning
theory be used to improve the classroom climate or
behavior in the classroom….???
Let’s make a list of
behaviors that would be
a problem in a
classroom…
Some basic learning ideas….
There are three approaches that could be
taken in terms of modifying behavior..
1. Increase a current behavior……I know
how to do it…I just need to do it more,
faster, better, more often….etc….
Some basic learning ideas….
There are three approaches that could be
taken in terms of modifying behavior..
2. Decrease a current behavior: I can do it
but I need to it less often, with lower
intensity……
Some basic learning ideas….
There are three approaches that could be
taken in terms of modifying behavior..
3. Teach a new behavior: I need to learn an
entirely new behavior to make myself
more effective or more coping…..
Preventative
Approaches
to
Classroom
Management
An old saying:
A ounce of prevention is
worth a pound of cure
Metric version
A gram of prevention is
worth a kilogram of cure
Preventative approaches focus on the
development of a positive classroom
community in which there is mutual
respect between students and teacher.
The Good Behavior Game
Description: The Good Behavior Game is an approach to the
management of classrooms behaviors that rewards children for
displaying appropriate on-task behaviors during instructional
times.
How it is played: The class is divided into two teams and a point is given
to a team for any inappropriate behavior displayed by one of its
members. The team with the fewest number of points at the Game's
conclusion each day wins a group reward. If both teams keep their points
below a preset level, then both teams share in the reward.
The program was first tested in 1969; several research articles have
confirmed that the Game is an effective means of increasing the rate of ontask behaviors while reducing disruptions in the classroom (Barrish,
Saunders, & Wolf, 1969; Harris & Sherman, 1973; Medland & Stachnik,
1972).
Token Economies in classrooms……
The Good Behavior Game
The Five Basic Steps…..
Step 1: Decide when to schedule the Game. The teacher first
decides during what period(s) of the school day the Game will be played.
As a rule of thumb, instructors should pick those times when the entire
class is expected to show appropriate academic behaviors. Blocks of time
devoted to reading, math, content instruction, and independent seatwork
would be most appropriate for putting the Game into effect.
Step 2: Clearly define the negative behaviors that will be scored
during the Game. Teachers who have used the Good behavior Game
typically define three types of negative behavior that will be scored
whenever they appear during the Game. Those behaviors are:/p>
leaving one's seat, talking in class , and engaging in disruptive behavior (Offtask behavior).
The Good Behavior Game
The Five Basic Steps…..
Step 3: Selecting Rewards that fit.
Must be desired or valued by students
Must satisfy a fundamental need of students….
primary: Food…pizza
Secondary: Recognition, attention, free related topics.
Must fit naturally into the classroom….additional time on the computer, or
free reading time….or play time….or extra class time on skill building
games and activities…
The Good Behavior Game
The Five Basic Steps…..
Step 4: Introduce the Game to the class
Once behaviors have been selected and clearly defined by the teacher,
the next step is to introduce the Game to the class. Ideally, time should
be set aside for an initial group discussion. The teacher mentions that the
class will be playing a game and presents a schedule clearly setting forth
the instructional times during which the game will be in effect.
The teacher next divides the classroom into two teams. For ease of
recording, it is usually recommended that the instructor divide the class
down the center of the room into roughly equal halves. Some teachers
have used three teams successfully as well. To build a sense of team
spirit, students may be encouraged to name their groups.
The Good Behavior Game
The Five Basic Steps…..
Step 5: Put the Game into effect.
The game should have a definite start and stop time….
The instructor should continue normal classroom activities…the only change is that
the instructor is also noting and publicly recording any negative points incurred by
either team.
Team scores should be posted where everyone can see them….Game can be
played over the a day, week, month…..
Care should be taken to be as consistent as possible in scoring negative behaviors.
Winning teams should be praised as well as rewarded for their efforts, with that
praise tied when possible to specifically observed behaviors.
Discipline with Dignity
According to its founders, Discipline with Dignity is one of the most widely
practiced behavior management philosophies in the world. Founded by Dr. Richard
Curwin and Dr. Allen Mendler, the program is utilized in more than 12 different
countries. Discipline with Dignity, provides an in-depth flexible approach for
effective school and classroom management. With a strong focus on developing
responsibility, it is a comprehensive, practical program that leads to improved
student behavior through responsible thinking, cooperation, mutual respect, and
shared decision-making.
Social Contract between Teacher and Students….
Discipline with Dignity
Basic Principles:
•
•
•
•
•
•
•
•
Long-term behavioral change, not quick fixes
Dealing with student behavior is part of the job
Rules must make sense
Be a model of what you expect
Always treat students with dignity
Responsibility is more important than obedience
Stop doing ineffective things
You can be fair without always having to treat every one the same
Discipline with Dignity
Basic Principles:
In disciplining difficult to control students Curwin and Mendler believe
teachers need to use the following principles:
1) Dealing with student behavior is an important part of teaching.
They should put as much effort into teaching good behavior as they
put into teaching content.
2) Always treat students with dignity. To treat students with dignity
is to be concerned about and understanding of their needs and
viewpoints. Curwin and Mendler advise teachers to ask themselves
this question when reacting to student misbehavior:"How would this
strategy affect my dignity if a teacher did it to me?"
Discipline with Dignity
Basic Principles:
3) Good discipline must not interfere with student motivation. Any
discipline technique is self-defeating if it reduces motivation to learn.
4) Responsibility is more important than obedience. Obedience
means "do as you are told." Responsibility means "make the best
possible decision."
Sample Contract
How to Succeed in Mrs. Golubtchik's Class
Welcome to math class. The success we shall experience together is
directly proportional to the effort we put into this class.
Rights and Responsibilities
1. You have the right to a safe and orderly classroom. Every effort will be made
to provide an atmosphere that promotes learning.
2. You are responsible for being a good citizen in our classroom community.
A good citizen:
a. Respects the rights of others.
b. Respects the property of others.
c. Recognizes that there can be more than one acceptable point of view.
d. Listens to others with respect.
e. Disagrees appropriately.
f. Accepts constructive criticism.
g. Observes the rules of safety and classroom management.
h. Maintains a positive self-concept.
Contract continued….
3. You are responsible to come to class on time prepared to begin work.
4. You must provide your own notebook, pens, and pencils.
5. A folder to hold your work will be given to you.
6. If you are absent, it is your responsibility to make up the assignments.
7. If you have a question or problem, please talk to me or write me a note. I
can be flexible if I understand the situation.
Grading Policy
1. Everything you do in class counts toward your grade. Your grade will
be based on three important components:
a. 1/3 of your grade will be based on assignments, including all classwork,
journals, and homework. Your teacher will work with you on a
reasonable calendar of assignments.
b. 1/3 of your grade will be based on your grades on quizzes and tests.
c. 1/3 of your grade will be based on your behavior and social interaction.
This will include Punctuality, Being Prepared, Cooperation and Respect, Quality
of Work, Conduct, and Homework. You will be graded on these items each day.
This is a good way to improve your mark.
2. Bonus points will be given often. They can improve your grade and give you
extra rewards and privileges. You can earn bonus points by:
a. Performing Random Acts of Kindness.
b. Helping another student.
c. Asking an especially thoughtful question.
d. Giving a very clever and intelligent answer.
e. Performing a classroom duty.
3. Each marking period will be averaged into the next. Everything counts.
4. You have the "Power of Choice" to make good decisions. Every effort will
be made to provide greater levels of responsibility to those who have earned
it.
Let's make this a fun term!
Sincerely,
Mrs. Golubtchik
I have read this document and agree to its terms.
__________________________________________________
Signature of student
___________________________________________________
Signature of parent
___________________________________________________
Signature of teacher
National Educational Association
Four Areas of Classroom management
Begin by considering the following four areas of classroom management:
Establishing classroom climate -- the look and feel of your room
Conducting class efficiently -- managing time and students
Reaching all students -- delivery, encouragement, teaching techniques
Establishing discipline -- creating an atmosphere of consistency and
mutual respect
Establishing Classroom Climate
To create the climate you want for your classroom, you must first decide
the look and feel of the room. Think about the types of activities that will
go on in your classroom as you answer the following questions:
Can you tolerate noise? Must the room always be quiet? Or can you put
up with a mix of noise and quiet, depending on the learning activity? It's
easier to start out more controlled and gradually open up to activity and
noise than the other way around.
Must your classroom be neat (orderly rows, clean boards, limited clutter)
or can you stand it messy?
What do you want your desk and surroundings to say about you? I'm
neat and efficient. I don't worry about clutter, but I like some order. I like
flowers and color. I value students' work and enjoy displaying it.
How do you want students to turn in their work? Do you want them to
put it into your hands, into baskets, or e-mail it to you? Let them know.
Tell students how you feel about classroom climate and how everyone
can help maintain a pleasant, productive learning environment.
Conducting Class Efficiently
When you streamline classroom procedures, you make things clearer for
everyone and you make more time for teaching and learning. An
efficiently run classroom enables students to focus on their work, which,
in turn, helps reduce discipline problems.
To streamline your classroom procedures, use the following approaches:
Set long-term goals and keep them in mind as you do your daily
planning.
Quickly learn and use student names.
Gain students' attention before beginning a new activity. Don't try to talk
over student noise.
Give students their next assignment before you collect or return papers.
Conducting Class Efficiently
Give students their next assignment before you collect or return papers.
Don't interrupt students while they are on task.
Edit any materials you write for students. On tests be sure to avoid using
poorly worded, ambiguous questions.
Don't introduce too many topics simultaneously. Think through the
delivery of content before you get to the classroom.
Think through directions you will give students (write them down, if that
helps, before giving them verbally). Directions should be brief, and as
the word implies, direct.
Don't stretch out the time for an activity.
Be consistent in what you say and what you do.
Reaching All Students
Three strategies will help you teach and reach all students. Vary your
delivery to keep students awake and interested in learning. Encourage all
students to do their best and let them know that you believe they can
succeed. Apply proven teaching techniques to keep student interest and
monitor whether they are learning.
Vary Your Delivery
Modulate your voice. Avoid speaking too fast or in a high-pitched tone.
Use a voice level that can be heard easily in the back of the room.
Be animated in your delivery. Using facial expressions and body language
can be very effective in teaching.
Move around. Don't stand or sit too long in one place.
Reaching All Students
Encourage All Students
Accentuate the positive.
Be serious about getting work accomplished, but add some humor
and fun to class each day.
Let students know that you expect them to succeed.
Talk to and interact with as many students as possible, not just your
favorite students.
Reaching All Students
Apply Proven Teaching Techniques
Vary your teaching strategies or combination of strategies during the week.
Use three or more seconds of "wait-time" after asking a content question.
Balance the time you spend with one student or group and monitoring the entire
class.
Do appropriate comprehension checks -- as you are teaching -- to see if students
understand the content.
Praise students appropriately. If you praise them all the time -- especially when
they're only doing what's expected and no more, they won't strive to do more.
Remember, intermittent reinforcement is the most powerful way to reinforce
positive behavior. Be selective in your praise. Be honest. Tell them when they've
excelled and how they can improve.
Read student papers for correct answers and for process and student thinking.
Establishing Discipline
When you establish an atmosphere of consistency and mutual respect,
you will eliminate some discipline problems and facilitate the solving of
others. Here are some techniques to use:
Be consistent in what you say and what you do.
Quickly learn and use student names.
Find an effective means of quieting students. Instead of saying "Shhh,"
consider using a subtle strategy such as dimming the lights, playing
classical or other soothing music, or putting on the board a problem, a
brainteaser, or an intriguing question relating to the lesson of the day.
Establishing Discipline
Avoid using threats to control the class. If you do use a threat, be
prepared to carry it out.
Nip behavior problems in the bud. Intervene quickly when students are
behaving inappropriately.
Whenever possible, reprimand a student one-on-one instead of across the
room, in front of the whole class.
Don't permit students to be inattentive to an educationally useful media
presentation.
Use appropriate punishment for classroom misbehavior.
Positive Classrooms
Positive Classrooms, developed by Dr. Robert DiGiulio.
The program sees positive classroom management as
the result of four factors:
1. How teachers regard their students (spiritual
dimension), (?)
2. how they set up the classroom environment
(physical dimension), (?)
3. how skillfully they teach content (instructional
dimension), (?) and
4. how well they address student behavior (managerial
dimension). (?)
Assertive Discipline
This systematic approach to classroom management is the result of work by Lee
and Marlene Canter who studied master teachers to determine patterns associated
with good and effective classroom setting.
Master teachers are assertive; they
• teach students how to behave.
• established clear rules for the classroom,
• communicate those rules to the students, and
• they teach the students how to follow them.
Master teachers effectively use positive reinforcement, and they praise every student
at least once a day.
Finally, when students chose to break the rules, these teachers used firm and
consistent negative consequences - but only as a last resort.
Classroom management as time management
In their introductory text on teaching, Kauchak and Eggen (2008)[14] explain classroom management in terms
of time management. The goal of classroom management, to Kauchak and Eggen, is to not only maintain
order but to optimize student learning. They divide class time into four overlapping categories, namely
allocated time, instructional time, engaged time, and academic learning time.
Allocated time
Allocated time is the total time allotted for teaching, learning, and routine classroom procedures like
attendance and announcements. Allocated time is also what appears on a student's schedule, for example
"Introductory Algebra: 9:50-10:30 a.m." or "Fine Arts 1:15-2:00 p.m."
Instructional time
Instructional time is what remains after routine classroom procedures are completed. That is to say,
instructional time is the time wherein teaching and learning actually takes place. Teachers may spend two or
three minutes taking attendance, for example, before their instruction begins.
Engaged time
Engaged time is also called time on task. During engaged time, students participating actively in learning
activities—asking and responding to questions, completing worksheets and exercises, preparing skits and
presentations, etc.
Academic learning time
Academic learning time occurs when students 1) participate actively and 2) are successful in learning
activities. Effective classroom management maximizes academic learning time.
Some Concluding suggestions
Understand the function of
misbehavior…..It’s not always
about YOU…..
Stop thinking: Look at what this
kid is doing TO me
Start thinking: What is this kid
doing for himself….the student is
usually filling a need…..
Some Concluding
suggestions
Definition of
insanity: Doing the
same thing over and
over and expecting a
different result.
If an approach is not
working….do
continue to do
it….doing it longer,
louder or stronger
will probably not
help….do something
different!
Some Concluding
suggestions
Set reasonable rules,
communicate them clearly
and enforce them equally
and consistently….
Some Concluding
suggestions
Make students part of the
solution! The teacher
should be in control…but
get help from the
students….a job is always
easier if more people help!
Invite students to help create rules and enforcement
procedures…..peer pressure is not just for clothes, music, drugs,
sex, and rock ‘n roll…….
Peer pressure can be a very powerful and positive force in a
classroom!
Conclusion
Howard Miller, Associate Professor of Education at Lincoln University, has
established 12 steps for the beginning of the year to help teachers promote
effective classroom management. These are as follows (taken from Creating a
Climate for Learning: Effective Classroom Management Techniques):
1. Develop a set of written expectations you can live with
and enforce.
2. Be consistent. Be consistent. Be consistent.
3. Be patient with yourself and with your students.
4. Make parents your allies. Call early and often. Use the
word "concerned." When communicating a concern, be
specific and descriptive.
5. Don't talk too much. Use the first 15 minutes of
class for lectures or presentations, then get the kids
working.
6. Break the class period into two or three different
activities. Be sure each activity transitions smoothly
into the next.
7. Begin at the very beginning of each class period
and end at the very end.
8. Don't roll call. Take the roll with your seating
chart while students are working.
9. Keep all students actively involved. For
example, while a student does a presentation,
involve the other students in evaluating it.
10. Discipline individual students quietly and
privately. Never engage in a disciplinary
conversation across the room.
11. Keep your sense of perspective and your
sense of humor.
12. Know when to ask for help.
A PARENT/STUDENT/TEACHER COMPACT
(Agreement)
John Sipp, a Title 1 Specialist at Rocky Heights
Elementary School in Hermiston, Oregon, says
teachers there have found that rules are most effective
when teachers, parents, and students are equally
committed to upholding them.
At the start of each school year, a compact spelling out
their specific responsibilities is signed by each of the
parties involved. Sipp has been kind enough to share
that compact with Education World. The text of the
compact follows.
As a parent/guardian, I will:
Show respect and support for my child, the teachers, and the school.
Support the school's discipline policy.
Provide a quiet, well-lit place for study and supervise the completion of
homework.
Attend parent-teacher conferences.
Talk with my child each day about his or her school activities.
Monitor my child's TV viewing.
Assist with at least one school or classroom activity.
Read with my child for at least 10 minutes each day and let my child see
me read.
As a student, I will:
Always try to do my best work.
Be kind and helpful to my classmates.
Show respect for myself, my school, and other people.
Obey classroom, school, and bus rules.
Show respect for property by not stealing or vandalizing.
Come to school prepared with my homework and my supplies.
Believe that I can and will learn.
Spend at least 15 minutes each day studying or reading at home.
Talk with my parents each day about my school activities.
As a teacher, I will:
Show respect for each child and for his or her family.
Make efficient use of learning time.
Provide a safe and comfortable environment that's conducive to learning.
Help each child grow to his or her fullest potential.
Provide meaningful and appropriate homework activities.
Provide necessary assistance to parents so they can help with assignments.
Enforce school and classroom rules fairly and consistently.
Supply students and parents with clear evaluations of progress and achievement.
Use special activities in the classroom to make learning enjoyable.
Demonstrate professional behavior and a positive attitude.
Now, hand in hand, we will work together to carry out this contract.
Signed:
______________________________ _______________
Parent signature/date
______________________________ _______________
Student signature/date
______________________________ _______________
Teacher signature/date
School Climate Factors
Artifacts and
symbols
The building and its arrangements reflect the
children, their needs, and their educational
accomplishments.
Artifacts and
Symbols
There is little that reflects an emphasis
on children and their education.
Values
Administrators, teachers, students, and
parents
participate in decision making.
Values
Decisions are made without participation
of teachers and parents.
Assumptions
and beliefs
All students can learn.
Parents want their children to succeed.
Parents are partners in education.
Assumptions
and beliefs
Some students are incapable of learning
or too lazy to learn. Parents don’t care.
Parents know nothing about education.
Source: Best Practice Briefs, University of Michigan, 2004
References
Wolfgang, C.H. & Glikman, C.D. (1986). Solving Discipline Problems: Strategies for classroom
teachers, (2nd ed). Newton, MA: Allyn and Bacon
Berliner, D. C. (1988). Effective classroom management and instruction: A knowledge base for
consultation. In J. L. Graden, J. E. Zins, & M. J. Curtis (Eds.), Alternative educational delivery
systems: Enhancing instructional options for all students (pp. 309-325). Washington, DC: National
Association of School Psychologists.
Brophy, J. E., & Good, T. L. (1986). Teacher behavior and student achievement. In M. C. Wittrock
(Ed.), Handbook of research on teaching (3rd ed., pp. 328-375). New York: Macmillan.
Barrish, H.H., Saunders, M, & Wold, M.M. (1969). Good behavior game: Effects of individual
contingencies for group consequences on disruptive behavior in a classroom. Journal of Applied
Behavior Analysis, 2, 119-124.
Harris, V.W. & Sherman, J.A. (1973). Use and analysis of the "Good Behavior Game" to reduce
disruptive classroom behavior. Journal of Applied Behavior Analysis, 6, 405-417.
Medland, M. B. & Stachnik, T.J. (1972). Good-behavior Game: A replication and systematic analysis.
Journal of Applied Behavior Analysis, 5, 45-51.