Introduction to Classroom Management ACED 4800 Student Teaching Seminar Web-Based Training: Section I Developed by Iris Ellis

Important Topics Need for classroom management Definitions Student needs that affect behavior Trends in classroom management

Is There a Need? In the 1999 Gallup Poll, “Lack of discipline/more control” was rated as the biggest problem facing public schools.” 47% of all teenagers stated their schools were becoming more violent. Phi Delta Kappa polled teachers and reported that 50% felt that talking back to and disobeying teachers occurred frequently. Cotton 1992 found that nearly half of classroom time involves activities other than instruction.

classroom or laboratory? How about your classroom or laboratory?

Definitions Classroom Management: The process of establishing and maintaining an effective learning environment. Successful teachers place more emphasis on classroom management than on their roles as authority figures or disciplinarians.

Definitions Discipline: Training that is expected to produce a specified character or pattern of behavior. Controlled behavior. Rules: A principle of conduct observed by members of a group.

Definitions A Good Website For Lots of Great Information on Classroom Management is http://chiron.valdosta.edu/whuitt/col/manage/rules.html

Definitions Procedures: A set of established methods for conducting the affairs of a business or classroom. Climate: A prevailing condition in human affairs. Classrooms that have a climate of competitiveness, hostility, and alienation cause anxiety and discomfort and do not facilitate the intellectual development of many students. Classrooms in which students and teachers support one another facilitate the development of self-esteem.

Student Needs Maslow Suggests that there is a hierarchy of basic human needs. Lower-level needs generally take precedence over higher-order needs. People are basically good and that they have an innate need to be competent and accepted. Unproductive behavior is not an indication of a bad child but rather as a reaction to the frustration of basic needs not being met.

Maslow 1) Physiological: hunger, thirst, bodily comforts, etc.; 2) Safety/security: out of danger; 3) Belongingness and Love: affiliate with others, be accepted; 4) Esteem: to achieve, be competent, gain approval and recognition.

Student Needs Topper provided a list based on research and interviews with students. Friends who care for you Fun and challenging things to do Having choices and learning how to make choices Physical well-being Status and a “cool” reputation Unconditional love, someone who will always be your advocate

Student Needs Lipsitz wrote extensively on the needs of early adolescents in the school environment. Diversity Opportunities for self-exploration and self-definition Meaningful participation in school and community Positive social interaction with peers and adults Physical Activity Competence and achievement Structure and clear limits

Major Trends/Theories The Counseling Approach (1960 – 1970) Emphasis on discipline Teacher training focused on what to do AFTER students misbehaved William Glasser developed “reality therapy” Based on the belief that young people need caring professionals Young people need help taking responsibility for their behavior and help developing a plan aimed at altering their unproductive conduct

Major Trends/Theories Behavioristic Methods (1970 – 1980) The focus of classroom discipline moved in the direction of teacher control. Teachers were taught to ignore inappropriate behavior while reinforcing appropriate behavior Canter presented Assertive Discipline. Teachers learned to state clear general behavioral expectations And, to teach students how to behave properly

Major Trends/Theories Lee and Marlene Canter’s Assertive Discipline, continued Teachers must model and directly teach proper behavior. Negative consequences are penalties teachers invoke when students violate class expectations. Three types of teachers Hostile Nonassertive Assertive

Major Trends/Theories Teacher-Effectiveness Research (1970s) Emphasized not what teachers did in response to misbehavior but how teachers prevented or contributed to students’ misbehavior. Focused on three sets of teacher behavior: Organizing & managing activities Presenting instructional material Teacher-student relationships

Major Trends/Theories Integration of Approaches The behavioral tradition has been characterized by adding the following to teacher training Beginning the school year Working with parents Helping students with homework Brophy 1996, highlighted the blending of teacher effectiveness research with the emphasis on creating caring communities of support.

Conclusion Teachers need to continually upgrade their skills in motivating and managing students. Research in classroom management has expanded dramatically during the past twenty years. In other words, there are no easy answers to all problems we will encounter.

Instructions: Return to the Classroom Management Webpage Continue with Step 2, the activity Good luck!