1. Classroom Management Overview:
Describe the importance of classroom management and its impact on academic learning time.
Describe differences in the approach to classroom management from a behavioral, cognitive, and humanistic perspective.
Name and describe three general categories of the events of classroom management from a behavioral perspective, giving examples of specific teacher activities for each category.

2. Classroom Management
Primary purpose is to gain control of the classroom
Good classroom management results in high levels of student engaged time

3. Classroom Management
Brophy (1983) states there are 3 general principles for good classroom management:
Brophy, J. (1983). Effective classroom management. The School Administrator, 40(7),
1. Willingness of the teacher to accept responsibility for classroom control
2. Long-term, solution-oriented approaches to problems (rather than short-term, desist/ control responses

4. Classroom Management
Brophy (1983) states there are 3 general principles for good classroom management:
Brophy, J. (1983). Effective classroom management. The School Administrator, 40(7),
3. Check to see if symptomatic behavior is caused by underlying personal problems (impulsivity, lack of awareness, home problems, etc.)

5. Classroom Management
Brophy (1983) also cites theoretical orientations to classroom management:
Social Cognitive Theory
Behavioristic Approach

6. Social Cognitive Theory
Insight (cognitive) -- teacher spends time with problem students individually, getting to know them personally, attempting to instruct and inform them
Note that this is aligned with our text’s description of Social Cognitive Theory

7. Behavioristic Approach
teacher offers incentives, negotiates contracts, calls attention to and reinforces desirable behavior
Derived from principles of behavioral psychology, especially the application of consequences to modify behavior.

8. Functions of Behavior Every behavior has a function
Four primary reasons for disruptive behavior in the classroom - The Adlerian Goals of Misbehavior
Power
Revenge
Attention
Want to be left alone (i.e., disinterest or feelings of inadequacy)

9. Functions of Behavior
Many misbehaviors exhibited by students are responses to a behavior exhibited by the teacher
Do not tolerate undesirable behaviors no matter what the excuse
Understanding why a person exhibits a behavior is no reason to tolerate it
Understanding the function of a behavior will help in knowing how to deal with that behavior

10. Dealing with off-task behaviors
Remain focused and calm; organize thoughts
Either respond decisively or ignore it all together
Distinguish between off-task behaviors and off-task behavior patterns
Control the time and place for dealing with off-task behavior
Provide students with dignified ways to terminate off-task behaviors

11. Dealing with off-task behaviors
Avoid playing detective
Utilize alternative lesson plans
Utilize the help of colleagues
Utilize the help of guardians
DO NOT USE CORPORAL PUNISHMENT
A form of contrived punishment in which physical pain or discomfort is intentionally inflicted upon an individual for the purpose of trying to get that individual to be sorry he or she displayed a particular behavior

12. Modifying off-task behavior patterns
Use the principle of “Extinction”
Whenever the positive rein forcers for a person’s voluntary behavior pattern are removed or cease to exist, the person will begin to discontinue that behavior
Specify the exact behavior pattern to extinguish
Identify positive reinforcers for the behavior
Plan to eliminate positive reinforcement
Establish a realistic time schedule
Implement the plan
Evaluate the effectiveness by observing behavior

13. Modifying off-task behavior patterns
Use the principle of “Shaping”
Reinforce behaviors that are similar to the behavior to be learned
Subsequent actions that are more like the behavior to be learned than previous actions are reinforced
Subsequent actions that are less like the behavior to be learned than previous actions are not positively reinforced

14. Attention Seeking Behavior
Attention-seeking students prefer being punished, admonished, or criticized to being ignored
Give attention to this student when he or she is on-task and cooperating
“Catch them being good!” – and let them know you caught them

15. Power Seeking Behavior
Power-seeking students attempt to provoke teachers into a struggle of wills
In most cases, the teacher should direct attention to other members of the class

16. Behavioristic Approach
There are 3 major categories of actions to take in establishing a behaviorally-oriented classroom management program:
Structuring/Selecting and Arranging Activities
Monitor Student Behavior
Reinforce Positive Behavior/Redirect Inappropriate Behavior

17. Behavioristic Approach
Structuring/Selecting and Arranging Activities
Establish rules and procedures early

18. Establishing Rules General Recommendations
Select 4 or 5 rules that you will use to set guidelines and limits for behavior in your classroom.
State the rules in terms of positive expectations of behavior you want to see. Be careful about stating rules in the form of "Don't.”

19. Establishing Rules General Recommendations
Think about specific examples of behavior that would demonstrate each rule.
Post the rules in your classroom.
Teach the rules just as you would academic content using the discussed previously.

20. Establishing Rules Sample Rules For The Elementary Level
Be polite and helpful.
Take care of your school.
Behave in the cafeteria.
Do not hit, shove or hurt others.
Keep the bathroom clean.

21. Establishing Rules Sample Rules For The Secondary Level
Bring all needed materials to class.
Be in your seat and ready to work when the bell rings.
Obtain permission before speaking or leaving your seat.
Respect and be polite to all people.
Respect other people's property.

22. Behavioristic Approach
Structuring/Selecting and Arranging Activities
Establish rules and procedures early
Establish consequences
1. reinforcers (Premack principle)
2. punishers

23. Establishing Consequences
Consequences are environmental stimuli that increase or decrease the probability that a behavior will occur again.
We want to establish consequences that will either reinforce or redirect behavior.
Rewards and punishers should be selected that match the significance or meaningfulness of the exhibited action.

24. Establishing Consequences
Level of Significance
Reward
Penalty
Smile
Compliment
Cheery note on assignment
Small amount of tokens traded for small reward
Eye contact
Have student state rule broken
Change seats
Isolation
Confiscation of forbidden objects or notes
Mild

25. Establishing Consequences
Level of Significance
Reward
Penalty
Posting good work
Positive note to parents
Special privileges
Staying after school
Loss of privileges
Call to parents
Isolation in special room
Moderate

26. Establishing Consequences
Level of Significance
Reward
Penalty
Field trips
Recognition at award's banquet
Write up in newspaper
Trip to principal's office
Loss of special class event (e.g., field trip)
Extensive

27. Establishing Consequences
The most important aspect of delivering consequences is the consistency of delivery.
Especially in terms of punishers, any inconsistency might actually increase rather than decrease the probability that the behavior will occur again.

28. Behavioristic Approach
Structuring/Selecting and Arranging Activities
State expectations clearly
Focus on positive expectations
Practice "positive" behavior
Establish group cohesiveness and responsibility
Establish cues
Model appropriate behavior

29. Behavioristic Approach
Monitor Student Behavior
Physical layout: ability to see all students
Teacher movement: move around the room
Group focus: keep students involved
Overlapping: ability to supervise several activities at once

30. Behavioristic Approach
Monitor Student Behavior
Withitness: communicate to students you are aware of what's happening
Pacing/movement management: keep lessons and students moving

31. Behavioristic Approach
Reinforce Positive Behavior/ Redirect Inappropriate Behavior
Anticipate occurrence of positive and inappropriate behavior
Hold students accountable
Provide specific feedback regarding behavior and expectations
Focus on positive behavior; teacher attention to inappropriate behavior can be reinforcing

32. Behavioristic Approach
Reinforce Positive Behavior/ Redirect Inappropriate Behavior
Effective praise will:
1. be contingent on display of positive behavior
2. specify clearly the behaviors being reinforced
3. be believable by the student

33. Behavioristic Approach
Reinforce Positive Behavior/ Redirect Inappropriate Behavior
Methods of coping with inappropriate behavior:
1. Negative reinforcement
2. Satiation
3. Punishment

34. Behavioristic Approach
While there are viable alternatives to the behavioristic approach to classroom management, it is clearly the most often used in public schools today.
Remember that the long-term goal of any classroom management program is self-management.

35. How to stay out of trouble
School Policies
How to stay out of trouble

36. Be familiar with school policies from the start!
Policies relating directly to students:
Attendance/Tardy Policy
Academic/Grading Policies
Telephone use (school phones, cell, pagers)
Student Dress and Grooming Policies
Safe School Policies
Weapons, fighting, intimidation, verbal abuse, etc.
Alcohol, Tobacco, and Drug Policies
Sexual Harassment Policy

37. Policies you’ll need to be aware of as a teacher
Internet/ use policies
Family Educational Rights and Privacy Act (FERPA) Policies
Policies regarding the reporting of abuse, neglect, suicide threats, etc.
Emergency procedures
Fire, earthquake, bomb threat, intruder, etc.
Field Trip policies
Accident reporting procedures
Reporting academic progress
Purchasing guidelines
Substitute teachers
Requests for, planning, etc.
Use of videos, movies, and instructional materials