Chapter 3: Management I
• Classroom Management is a primary
concern for beginning teachers
• School Administrators often equate good
classroom management with effective
teaching
• Classroom Management and Classroom
Discipline represent different focuses
Common Advice About Discipline
•
•
•
•
•
•
•
•
•
Show them you’re the boss
Don’t smile until Christmas
You’re their teacher not their friend
You must keep school to teach school
Discuss rules the first day
Be consistent
Keep rules simple
Over plan – Have plenty for them to do
Emphasize your respect for them and their respect for
others
Management Vs. Discipline
Management focuses on:
– Communicating clear expectations
– Keeping the class actively involved in learning
– Eliciting students’ cooperation and
involvement
Discipline focuses on:
– Reacting to and controlling behavior
Preventing Management Problems
Review Classroom examples…..pg. 73
ESSENTIAL TEACHER ATTITUDES
1) Establish good personal relationships
2) Be credible: Words must match actions
3) Your own behavior must be consistent with
your enforcement of your expectations
Modeling as a Classroom
Management Tool
• Instruct through modeling classroom
routines
(i.e., how to use the pencil sharpener)
• Explain the rationales underlying your
decisions and rules
(Helps students link causes to their
consequences)
Modeling Social Interactions
• Model respect for others by treating
students pleasantly
• Ideal group climates feature
friendliness and cooperation, not
destructive competition, sarcasm,
playing favorites or rewarding
such actions as tattling
• Students are likely to follow rules they
•
•
•
understand and accept.
Discipline problems are minimized when
students are engaged in meaningful
activities geared to their interests and
aptitudes.
Management should focus on establishing a
productive learning environment, rather
than control of misbehavior.
Your goal is to develop students’ inner selfcontrol, not your control over them…(cont’d)
General Management Principles
(cont’d)
1) Plan rules and procedures in advance
2) Establish clear rules and procedures
3)
4)
5)
6)
where needed.
Let students assume responsibility.
Engender teacher-student cooperation.
Minimize disruptions and delays.
Plan independent activities as well
as organized lessons.
Jacob Kounin
• Contributions to Discipline
Identified specific teaching techniques
that help AND hinder classroom
management
Showed that technique, not teacher
personality, is most crucial in classroom
control
Kounin’s Variables
RIPPLE EFFECT- Teacher corrects a
student, effect ‘ripples out’ & causes
others to behave better
WITHITNESS- Know what is going on in
all parts of classroom at all times!
Kounin (cont’d)
OVERLAPPING- Attending to two or
more issues at the same time, such as:
* Conducting small group while directing
independent seatwork
* Directing work on various independent projects
simultaneously
* Correcting misbehavior in one part of
the room while working in another
Kounin (cont’d)
SMOOTHNESS- Absence of abrupt
changes that interrupt the flow of lesson
Dangles- start & leave in midair
Intrusions- Flip-Flops-start a new activity,
stop & return to previous one
Kounin (cont’d)
MOMENTUM- Absence of behaviors that
slow down the pacing of lesson
Behavior overdwelling
Content overdwelling
Fragmentation- groups when don’t
need to use groups
Kounin (cont’d)
Group Alerting & Accountability
GROUP ALERTING- includes 1) getting students’
attention and active participation and 2)
informing quickly of what they are supposed to
do, EXAMPLES:
“All eyes on me.”
“I have a question. Who can….?”
“Thumbs up when you hear…”
Kounin (cont’d)
o ACCOUNTABILITY- holding each student
responsible for active involvement in
lessons by:
Asking all students to write an answer,
then calling on two to respond
Circulating and observing students at
work
Kounin (cont’d)
VARIETY & CHALLENGE IN SEATWORK
Providing tasks that are familiar and easy
enough to do successfully
Providing challenging and varied work
that sustains motivation
Practice using Positive Language
Change negative to positive language:
Don’t slam the door.
Stop fighting over the crayons.
That’s not how to clean up!
Don’t make so much noise.
Effective Praise
 Key to effectiveness lies in its quality rather
than its frequency!
 Effective when delivered as spontaneous,
genuine reaction to student accomplishments
GUIDELINES:
1) Simple and direct in a natural voice
2) Declarative sentences that specify the
accomplishment or recognize
noteworthy effort
Getting and Holding Attention
Focus attention when beginning lessons.
Keep lessons moving at a good pace.
Monitor attention during lessons.
Stimulate attention periodically via variety,
transitional signals, voice inflections, and
challenging questions.
Maintain accountability.
Terminate lessons that have gone on
too long.
Summary practice:
• 1) Creative but erratic Linda turns in a
•
•
composition that contains exciting content but is
written sloppily with many spelling errors.
2) Randy asks a question that is relevant to the
topic and indicates interest and good thinking on
his part, although he would have known the
answer if he had read the assignment.
3) One of your slowest students eventually
succeeds in doing relatively well on a math
problem at the board in front of the class.
Application Item #1
• In a small group, develop a two-week
“beginning of the year” classroom
management plan aimed at creating an
effective learning environment. Use
concepts, principles and research findings
from the text. Prepare an overview of the
plan to share with the class.
Application Item #2
• In a group, using the text as a reference,
discuss different perspectives on the use of
rewards, punishments and reinforcements.
• Develop a position statement about rewards,
punishments and reinforcements that can serve
as guide to your day-to-day teaching practices.