Presentation on theme: "TLPI—4/16/07 Classroom Management Classroom Management Plan (revisited) Thematic Units."— Presentation transcript:
TLPI—4/16/07 Classroom Management Classroom Management Plan (revisited) Thematic Units
What Does Effective Classroom Management Involve? Proactive (preventive) strategies Physical environment—seating patterns, equipment and materials, room arrangements Physical environment—seating patterns, equipment and materials, room arrangements Psychological environment/climate—tone (safety and security; belonging, acceptance, and recognition; aesthetic stimulation and mental challenge); student-teacher relationships; task orientation; organization; rules; routines Psychological environment/climate—tone (safety and security; belonging, acceptance, and recognition; aesthetic stimulation and mental challenge); student-teacher relationships; task orientation; organization; rules; routines Reactive (disciplinary) strategies
Consider These 4 Areas Community - Build classroom community by connecting with students personally, academically, and socially Motivation - Motivate students by energizing lessons, energizing yourself, and energizing evaluation Responsibility - Develop responsibility in ALL students Safety - Make and keep students safe by using routines and procedures, defusing power struggles and teaching them how to handle difficult situations
3 Types of Teachers Which description fits you most closely? AutocraticPermissiveDemocratic
Autocratic Teachers Traits = bossy, use sharp tone of voice, command, exercise power, dominate, exert pressure, demand cooperation, tell you what you should do, impose ideas, dominate, criticize, find fault, punish and unilaterally establish all procedures, rules and consequences.
Permissive Teachers Traits = place few if any limits on student’s behavior, do not invoke logical consequences when misbehavior disrupts the class, demeanor is wishy washy, tend to make excuses for students who misbehave.
Democratic Teachers Traits = leadership, friendliness, inviting nature, stimulation of ideas, cooperation, guidance, encouragement, acknowledgement, helpfulness and shared responsibilities. Dreikurs believes that democratic teachers are more likely to help students become self- disciplined. Dreikurs believes that democratic teachers are more likely to help students become self- disciplined.
Monitoring Student Behavior Holding students accountable “Withitness” Overlapping (Multitasking) Smoothness and Momentum (pace) Group alerting P.E.P.
Short Term vs. Long Term Gains In the short term, obedience can offer educators relief, a sense of power and control In the long run, obedience leads to student immaturity, a lack of responsibility, an inability to think clearly and critically, and a feeling of helplessness Relationships! Relationships! Relationships!
Mistaken Goals: Why Students Misbehave Seeking undue attention Seeking misguided power Seeking revenge Seeking avoidance of failure Rudolf Dreikurs, 1968
Effective Discipline Must work to stop disruptive behavior and/or build constructive, prosocial behavior Should be something you would find acceptable if you were on the receiving end Should be geared toward teaching responsibility (better decision- making) even when obedience is necessary (i.e. safety). Should be modeled by you, not merely preached by you Should be something you can identify and explain in terms of immediate and long-term benefits Should be compatible with the seven Principles of Effective Discipline:
7 Principles of Effective Discipline 1.Long-term behavior changes are better than short-term quick fixes 2.Stop doing ineffective things 3.“I will be fair, and I won't always treat everyone the same” 3.“I will be fair, and I won't always treat everyone the same” 4.Rules must make sense 5.Model what you expect 6.Responsibility is more important than obedience 7.Always treat students with dignity Discipline with Dignity, Curwin & Mendler, 1992
Treating Students with Dignity Listen to what a student thinks Be open to feedback from students Use I-messages to communicate your feelings to them Explain why you want something done a certain way and how that will likely be of benefit to the student Give students some say in classroom affairs are all ways of communicating dignity to them. The message is: you are important.
Successfully Negotiating a Power Struggle Successfully Negotiating a Power Struggle Do not manufacture power struggles by the way you teach. 2. Avoid being “hooked in” by the student. 3. Move into a private (and out of a public) encounter. 4. Calmly acknowledge the power struggle. 5. Validate the student’s feelings and concerns. 6. Keep the focus on the student’s choice, and simply state the consequence (repeating if necessary). 7. Put your emotional energy into constructive matters.
P.E.P. Dignity in discipline can often be accomplished by using... Privacy -- make your comments quietly so that only you and the student can hear Privacy -- make your comments quietly so that only you and the student can hear Eye contact -- being sensitive to possible cultural or emotional issues regarding eye contact Eye contact -- being sensitive to possible cultural or emotional issues regarding eye contact Proximity -- be in close physical proximity when you need to deliver a corrective message to a student Proximity -- be in close physical proximity when you need to deliver a corrective message to a student
Dyad Scenarios for Discussion Can think of any interventions that you experienced as a child in school that attacked your dignity? What effects(s) did that have on your behavior? motivation to learn? self-esteem? Can you remember any teacher(s) who were able to get across to you that there was a better way to behave? How did they approach you and communicate that to you? Kids who regularly break rules often have low self-esteem because their dignity has been attacked along the way. In your class, are there ways for such students to feel hope, to see themselves as competent and feel empowered? What can you do to create these possibilities in your class? Kids who regularly break rules often have low self-esteem because their dignity has been attacked along the way. In your class, are there ways for such students to feel hope, to see themselves as competent and feel empowered? What can you do to create these possibilities in your class? What Do I Do When...? How to Achieve Discipline with Dignity in the Classroom, Allen N. Mendler, 1992.
Providing Positive Recognition This group just _______ that is a great idea that I had not thought of. I am seeing people doing a good job of taking the time to ______ before they ____. I love the creative ways that we are approaching _______. I appreciate that you are putting so much care and attention into _____, it will pay you back when we ________. Do you remember that we had trouble with this 2 weeks ago, and now see how well we are doing.
Consequences vs. Punishments ConsequencesPunishments Intend to teach lessons Intend to give discomfort Foster internal locus of control Foster external locus of control Are proactive Are reactive Are logical and related Are unrelated and personal Work in the long term Work in the short term Promote responsibility Can promote obedience (but more likely resentment)
Implementing Consequences 1. Be consistent. Always implement a consequence. 2. Simply state the rule and consequence. 3. Be physically close: Use the power of proximity 4. Make direct eye contact. 5. Use a soft voice. 6. Don’t embarrass the student in front of the class. 7. Be firm, but anger free when giving the consequence. 8. Don’t accept excuses, bargaining or whining Discipline With Dignity, Curwin & Mendler, 1968