1. Effective Teaching Methods: Research-Based Practice
Classroom Management II:
Promoting Student Engagement
Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007
Provided by Region 4 Education Service Center, Houston, Texas

2. Systems of Classroom Management
Humanist Tradition
Focus on communication and problem-solving between teacher and student
Classroom Mgmt Tradition
Focus on teaching skills involved in organizing and managing instructional activities in presenting content
Applied Behavior Analysis
Focus on behavior modification techniques and reinforcement theory applied to the classroom
Most teachers use a combination of these strategies depending on the situation at the time and what the students need.
Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas

3. Required Components of Classroom Management Plan
Establish positive relationships among students
Prevent attention-seeking and work-avoidance behavior
Redirect misbehavior quickly and consistently
Teach self-control
Respect cultural diversity
These are the basic components of what is required to have effective classroom management in place.
Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas

4. Provided by Region 4 Education Service Center, Houston, Texas
Humanist Tradition
Focus on inner thoughts, feelings, psychological needs and emotions in the individual learners
Focus on allowing students time to develop control over his or her own behavior
According to the Humanist approach, learners are capable of controlling their own behavior if only teachers would allow them to do so.
Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007
Provided by Region 4 Education Service Center, Houston, Texas

5. Humanist Tradition Express sane messages
Accept rather than deny feelings
Avoid the use of labels
Use praise with caution
Elicit cooperation
Communicate anger
The above characteristics are part of the Humanist tradition and focus on the learner and working with other learners.
Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas

6. Cooperative Learning
Glasser advocates for a place where students want to be including developing mutually agreed upon standards of behavior that students must follow to remain in the environment and conduct problem-solving conferences with those that violate the standards
Cooperative learning is one way to get students involved and learn to work together which is a crucial skill in the workplace.
Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas

7. Applied Behavioral Analysis Tradition
Behavior Modification
Focus on changing or modifying behavior and is something a person does that is seen, heard, counted or captured in snapshot or home video
Applied Behavior Analysis is modifying a behavior that can be seen or heard or counted.
Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas

8. Applied Behavior Analysis Tradition
Positive Reinforcement
Occurs when a desired reward is provided after a behavior increases in frequency
Negative Reinforcement
Occurs when the frequency of the behavior is increased by ending or terminating some painful, uncomfortable, or aversive state
We want students to be reinforced for positive behaviors and increase those opportunities. Some students come to school and have learned that the only way to get attention at home is through negative reinforcement. Since that is all they know they do the same thing with teacher attention. We have to work to replace the negative behaviors with positive ones.
Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas

9. Classroom Management Tradition
Effective Teachers
Spend excessive amounts of time preparing before the school year starts and during the first weeks of school
Provide clear instructions and include explicitly teaching rules and routines
The up front preparation that teachers do before school starts is critical to the success of the students. It is more important to over-plan than not have enough materials for the students to work on that first week of school.
Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas

10. Classroom Management Tradition
Effective Teachers
Inform students about the consequences of breaking the rules and enforce consequences consistently
Consistency is key for instruction to happen in the classroom. Effective teachers do this constantly by modeling what is expected of the students in the classroom.
Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas

11. An Integrated Approach to Classroom Management
Low Profile Management
Coping strategies used by effective teachers to stop misbehavior without disrupting the flow of a lesson
Effective with surface behaviors such as laughing, talking out of turn or not following directions
Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas

12. An Integrated Approach to Classroom Management
Anticipation
Alert teachers are aware and sense changes in student motivation and attentiveness as they are about to happen
Alert to when you need to change the environment to prevent the problem from happening again
Deflection
Attune to verbal and non-verbal cues that in the past have preceded disruptive behavior such as an abruptly closed textbook, a certain look or squirming
Attune to attending to these behaviors so not to increase the likelihood of more disruptive behaviors occurring
Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas

13. An Integrated Approach to Classroom Management
Reaction
React to behavior by providing a warning or an incentive to promote positive self-control
As soon as the student disrupts the class, acknowledge a nearby classmate who is performing the expected
behavior.
2. If the disruption continues, Provide a warning to the student
3. If the student doesn’t follow the request after the warning, have the student leave the room for five minutes and
talk to them during their free time
Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas

14. Persistent Disruptive Behavior
After trying all the low profile techniques and disruption persists, the teacher may want to increase the intensity of involvement in responding to the problem
Look at the student sternly
Move closer to the student
Call on the student to provide the next response and call the student’s parent
Mild misbehaviors like talking out, acting out, getting out of seat, disrupting others deserve a mild response.
Moderate behaviors like cutting class, abusive conduct toward others, fighting and profanity deserve a moderate response
Severe misbehaviors like theft, vandalism, incorrigible behavior deserve a severe response.
Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas

15. Reinforcement Theory Applied in the Classroom
When the consequences of a behavior changes the probability of that behavior’s occurrence reinforcement has occurred
This can be a positive or negative outcome
For example, the three things that happen in this order include the following: Event: You go to the library to study,
Consequence: Your test grades go up
Future Event: You begin going to the library more often
Event: You go to a new restaurant
Consequence: You get lousy service
Future Event: You never go back to the restaurant
Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas

16. Rewards and Reinforcement
What are ways to increase the probability of a desirable response:
Verbal or written praise
Smile, a head nod
Extra points toward grade
Every child responds differently to reward systems and you have to find out what works for each one. You also need to change the rewards frequently to keep students interested in different reward systems.
Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas

17. Natural Reinforcers
This is when students move from extrinsic to intrinsic control of information
Select the target behavior
Identify the natural consequences of the selected behavior
Choose intrinsic consequences
Identify those consequences the learner may more easily notice
Design your lessons in such a way that you make conspicuous the occurrence of natural consequences
Select appropriate backup reinforcers
Condition the natural reinforcers
This is the process to use when you want students to move from extrinsic to intrinsic reinforcement meaning that they do it for their own joy or excitement in learning.
Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas

18. Punishment
This is used to decrease the probability or likelihood that a behavior will occur
There can be serious negative effects related to using punishment
Punishment can have negative connotations including the following:
Punishment does not guarantee the desired response will occur.
Effects of punishment usually are specific to a particular context and behavior
There can be undesirable side effects
Punishment sometimes elicits hostile and aggressive responses
Punishment can be associated with the punisher
It seldom has a lasting effect
Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas

19. Provided by Region 4 Education Service Center, Houston, Texas
Punishment
Corporal Punishment
Most school districts do not allow corporal punishment as an option for disciplining students
The few districts that do allow it require parent consent signed to do it and it is usually dispensed by the administrator of the school
Warnings
These can prevent minor problems from intensifying to where punishment is the only recourse
Provide several warnings before dispensing a consequence
Warnings can be used by teachers and many school districts have a color-coded system of levels of warnings and the more that you get the higher the consequences get with a visit to the principal’s office or a call home to the parents part of the response.
Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007
Provided by Region 4 Education Service Center, Houston, Texas

20. Parent-Teacher Conference: Notifying Parents of Conference
Purpose of the Conference
Integral Role of
Parents in
Discipline
Possible Dates, Times & Location of Conference
A Contact Person
& Phone Number
Purpose of the Conference: Why are we meeting and what topics will be covered?
Integral Role of Parents in Discipline
Making sure that the parents know that they are a part of the solution to meeting the needs of the students
Possible Dates, Times and Location of the Conference
Make sure to make the meeting convenient to the parents
Who Do They Contact If They Have Questions?
Who are the contact people if there are questions that need to be answered?
Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas

21. Parent Conference Protocol
Gain parent’s acknowledgement of the problem and participation in discipline management process
Present a plan of action for addressing the problem at home and school
Work with the parents to acknowledge the problem and work on a solution to the problem and follow that with a plan of action to address the problem being faced by the student.
Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007
Provided by Region 4 Education Service Center, Houston, Texas

22. Parent Conference Protocol
Identify follow-up activities after the conference
Document what took place at the conference for future reference
Make sure that you have a follow-up plan so that the parent knows that you are concerned about their child and document what occurred so that everyone is on the same page about what happened in the meeting.
Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007
Provided by Region 4 Education Service Center, Houston, Texas

23. Conducting the Parent Conference
Plain Talk
Keep information at a level that is clear to the parents and do not use educational jargon
Active Listening
Check for understanding
Use “I” messages with parents
Ask for clarification when necessary
Check for understanding when summarizing information
Some of the things that show the teacher active listening include the following items:
Maintaining eye contact
Nod or give other non-interrupting acknowledgements
When the parent pauses, allow him or her to continue without interrupting
Ignore distractions
Check your understanding by summarizing essential items
Ask for clarification when necessary
Evaluate how the conference went when it was completed.
Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas

24. Culturally Responsive Classroom Management
Intercultural Competence
Social organization in which the teacher and learners knew one another and trusted one another
Lessons built around prior knowledge and experiences of the learners
Instructional methods that allowed learners to participate in lessons and use patterns of their culture
Giving students a variety of different instructional opportunities to work with the curriculum is important so that you can meet their different instructional needs.
Some students may need visual cues, some will require auditory supports and others will need tactile hands-on activities.
Adapted from Effective Teaching Methods: Research-Based Practice by
Gary D. Borich, 2007
Provided by Region 4 Education Service Center, Houston, Texas