2 What is Your Classroom Management Style? Activity: Read your card and go to the poster where you think your statement fits.Note: A successful teacher is one who can evaluate a situation and then apply the appropriate style. Finally, remember that the intent of this exercise is to inform you of various classroom management styles.AuthoritarianAuthoritativeLaissez-FaireIndifferent
3 Authoritarian Teacher places firm limits and control Often students have assigned seats entire semesterStudents remain in their desks the entire class periodTeacher rarely gives hall passes or allows movementClassroom is quiet and there are minimal interruptionsVerbal discussion highly discouragedTeacher enforces vigorous discipline and has high expectationsAlthough the teacher may care for students, empathy or compassion is rarely shownStyle of teaching is usually lecture (no group work or partner work)
4 AuthoritativeTeacher places limits and control but encourages independenceTeacher explains the reason behind rules and decisionsIf a student is disruptive, the teacher offers a polite, but firm, reprimandThe authoritative teacher is also open to considerable verbal interaction, including critical debatesThe students know that they can interrupt the teacher if they have a relevant question or comment.This environment offers the students the opportunity to learn and practice communication skills.Teacher exhibits a warm and nurturing attitude toward the students and expresses genuine interest and affection
5 Laissez-FaireThe laissez-faire teacher places few demand or controls on the students"Do your own thing" describes this classroomThis teacher accepts the student's impulses and actions and is less likely to monitor their behavior.Teacher strives to not hurt the student's feelings and has difficulty saying no to a student or enforcing rules.When a student interrupts a lecture, the teacher accepts the interruption with the belief that the student must surely have something valuable to add.When the teacher does offer discipline, it is likely to be inconsistent.
6 IndifferentThe indifferent teacher is not very involved in the classroomThis teacher places few demands, if any, on the students and appears generally uninterested.The indifferent teacher just doesn't want to impose on the students. As such, he/she often feels that class preparation is not worth the effort. Things like field trips and special projects are out of the questionClassroom discipline is lacking. This teacher may lack the skills, confidence, or courage to discipline studentsEveryone is just "going through the motions" and killing time.With few demands placed on them and very little discipline, students have low achievement motivation and lack self-control.
8 Characteristics of a Well-Managed Classroom Students are deeply involved in their work.Students know what is expected of them and are successful.There is relatively little waste of time, confusion, or disruption.The climate of the classroom is work-oriented, but relaxed and pleasant.
9 Use the “Signal” Approach S=Specify one behavior to work onI=Individually meet with the studentG=Give the student a description of thedesired behavior changeN=Note that you want to use a signal toavoid embarrassmentA=Always practice the signal firstL=Let the signal be your first strategy tocue desired behavior
10 Guide Children to Solve Their Own Problems Empathy: (Ex: How sad… I bet that hurts…)Send the power message: (What do you think you are going to do?)Offer choices: (Would you like to hear what other kids have tried?)Have the child state the plan and consequences: (Ask: How do you think that will work?)Give permission for the child to either solve the problem or not. If they choose not to, tell them you will solve it for them (however, emphasize it was their choice not to)“I am able to standon my own two feet, paddle myown canoe & solve my ownproblem with guidance from caringadults in my life.”*Childhood misbehavior is treatedas an opportunity for gainingwisdom by the child and the adulthands it back to the child in lovingways.
11 Neutralizing Student Arguments Role Play ActivityStudent: “This class is so boring!”Teacher: “Love you too much to argue.”Student: “You never call on me!”Teacher: “I call on students who are sitting quietly with their hand raised.”Student: “This is stupid! Why do I have to do it?”Teacher: “What a bummer.”Student: “I would rather be at P.E. than in here!”Teacher: “How sad.”Student: “I don’t like her!”Teacher: “It must be awful to feel that way.”*Please see your “Turn your Word into Gold” handout
12 Using Delayed Consequences Most of us have great difficulty thinking of one while we are teaching!We “own” the problem rather than handing it back to the child.We are forced to react while we and child are upset.We often end up making threats we can’t back up.We generally fail to deliver a strong dose of empathy before providing the consequence.“Oh no. This is sad. I’m going to do something about this! But not right now. Later. Try not to worry about it.”
13 Why Empathy Works! The child is not distracted by the adult’s anger. The child must “own” his or her pain rather then blaming it on the adult.The adult-child relationship is maintained so that the child is much less likely to seek revenge.The child learns through modeling to use empathy with others.
14 Developing a Positive Relationship with Student Choose the most angry, difficult child and use “ I noticed that______” statements.“I noticed that you walked away from Sam instead of getting in a fight.”“I noticed that you like to play basketball on the playground.”“I noticed you were very kind and respectful when the principal asked you to get back in line.”Remember: Notice and describe instead of praise. A smile on our part says it all.
15 SummaryTeachers set firm limits in loving ways without anger, lecture, or threats.When a child causes a problem the adult hands it back in loving ways.Use the “Signal” approach to work on individual behaviorsGuide children to solve their own problems (give them choices)Use neutralizing statements (“Bummer!”)Use delayed consequences (“That’s awful! I’ll get to that later.”)Practice and model empathyStrengthen relationships with students through using “I noticed_____” statementsOTHER IDEAS:Give rewards to the best class- “Model Classroom Award”.Use CC (Compliment/Consequence) cards to place on student’s desk throughout the lesson with positive or corrective behaviors listed- this is a non-confrontational way of discipline.
16 The Love & Logic Institute ReferencesThe Love & Logic Institute2. Brian Law, School Counselor Valdosta High School President American School Counseling Association3. Teacher Talk: Classroom Management Styles