2. Classroom Management John D. Trudeau Spec Ed. 835 PowerPoint Presentation

3. Outline Classroom Management Profile Management Theories –Assertive Discipline –Theory X and Theory Y –Control Theory –Behaviorism Skinner Canter –Transactional Analysis –Ginott Model –Kay Model –Jones Model Classroom Jobs Techniques for Better Classroom Discipline

4. What is your classroom management profile? 1.If a student is disruptive during class, I assign him/her to detention, without further discussion. 2.I don’t want to impose any rules on my students. 3.The classroom must be quiet in order for students to learn. 4.I am concerned about both what my students learn and how they learn. 5.If a student turns in a late homework assignment, it is not my problem. 6.I don’t want to reprimand a student because it might hurt his/her feelings. 7.Class preparation isn’t worth the effort. 8.I always try to explain the reasons be hind my rules and decisions. 9.I will not accept excuses from a student who is tardy.

5. Classroom Management Cont. 10.The emotional well-being of my students is more important than classroom control. 11.My students understand that they can interrupt my lecture if they have a relevant question. 12.If a student requests a hall pass, I always honor the request.

6. Scoring the Quiz Add your responses to statements 4,8,&11. This score refers to the authoritative style. Add your responses to statements 6,10,&12. This score refers to the laissez-faire style. Add your responses to statements 2,5,&7. This score refers to the indifferent style. Your score for each style can range from 3 to 15. A high score indicates a strong preference for that particular style.

7. Authoritative Style Places limits and controls on students, but also encourages independence. Explains reasons behind rules and decisions Offers polite, but firm reprimand Administers discipline, after considering circumstances Open to considerable verbal interaction

8. Student reactions to an Authoritative style Fair Understands that students can’t be perfect Can talk to teacher without being putdown or feeling embarrassed

9. Laissez-Faire Style Places few demands or controls on students “Do your own thing” describes classroom Accepts student’s impulses and actions Less likely to monitor students’ behaviors More concerned with students’ emotional well-being than with classroom control

10. Student reactions to Laissez-Faire Style Don’t have to be serious throughout class Things get out of control sometimes Don’t learn much

11. Indifferent Style Not very involved in classroom Places few demands on students Doesn’t want to impose on students Class preparation is not worth it Field trips and special projects are out of the question Use same material year after year Classroom discipline is lacking

12. Student reactions to Indifferent Style Can’t control class Never learn anything Hardly have homework People rarely bring books

13. Management Profiles Assertive Discipline Theory X and Theory Y Control Theory Behaviorism Transactional Analysis Ginott Model

14. Management Profiles Cont. Kay Model Jones Model

15. Assertive Discipline Lee and Marlene Canter in 1976 Most widely distributed and accepted form of discipline Teaches students to accept consequences of their actions Reinforcement of appropriate behavior Must learn to be assertive in taking control of the class Rewards and punishment are used to make students aware of appropriate and inappropriate actions Unpleasant consequences are given to students who choose to make inappropriate choices The key to Assertive Discipline is positives and lots of praise

16. Theory X and Theory Y Theory X -People will do minimum possible amount of work necessary to accomplish a task -extrinsic motivation is used Theory Y -All people want to succeed, but there are hurdles that stand in the way -People motive themselves

17. Control Theory William Glasser in 1984 Four basic human needs (love, control, freedom, fun) Responsibility of teacher to teach students that students choose how to act Help students make good choices by making good choices by making it clear the connection between student behavior and its consequences People don’t picture themselves doing bad things Most everyone’s view of themselves is to be successful and happy

18. Behavior Modification Skinner Molding children to conform by use of standard punishments and rewards Techniques suggest that specific rewards and punishments will yield predictable results System will modify children to comply with prescribed norms

19. Transactional Analysis Three stages of development Ego-states called (Child, Parent, and Adult) Teacher must remain in Adult-Ego state Teacher can recognize games of students in Child-Ego state Teach students to behave in Adult-Ego state

20. Ginott Model Concentrates on communication between teacher and student Avoidance of criticism Try to understand students’ feelings Help students to take responsibility for own actions Establish communication with students Reason with students

21. Kay Model Character of child is on internal ethics Teach and build upon internal ethics Children can be taught to be self-governing and responsible for their own actions Intrinsically motivated to be good if they are taught how to do it Students responsible for own motivation and monitoring own actions Responsibilities kept on students’ shoulders Role of teacher is to teach students how to monitor selves

22. Jones Model Predicated on physical presence of teacher Children need to be controlled Teacher can achieve control by body language, administration, and parental support Teacher needs to understand stage presence Some techniques include stopping instruction, staring, and proximity control Intimidation techniques are used to stop students from misbehaving

23. Classroom Jobs Why do it? Create less work for yourself Improve student autonomy Empowers students How do you develop jobs? Jobs can be given every Monday Jobs can be for week and then rotate jobs

24. Jobs Cont. Some jobs require two or three people Number of jobs depends on class size, school, and students Real life employment Students can fill out applications for jobs when there are job vacancies Students can be fired from job for misbehaving, not doing a good enough job, or poor academic work

25. Handy-person “Teacher’s Pet” MVP- most valuable person POD- person of the day One person does job all day Can pick people to assist Can be alphabetically designated Cans with tongue depressors that have students names can designate jobs Good for substitutes

26. Types of jobs Messengers T.A.’s Line Leader and Line Ender Door Holder (2 nd person in line) Lavatory Monitor (I boy and 1 girl) Census Bureau (1 person to take attendance and one to double check) Refuse collector (garbage disposal) Librarian (straighten books and magazines at end of the day) Horticulturalist (water and dust plants) Ichthyologist (feed fish) Allergy Management (dust room at end of day)

27. 11 Techniques for better Classroom Management 1.Focusing- get everyone’s attention before starting the lesson 2.Direct Instruction- at the beginning of everyday tell students exactly what will be happening 3.Monitoring- circulate around the room 4.Modeling- “Values are caught, not taught.” 5.Non-Verbal Cuing- getting the classes attention without saying anything 6.Environmental Control- how you make your room appear

28. Techniques Cont. 7.Low-Profile Intervention- Jimmy is off-task, the teacher does not make it a public display, “And you see, Jimmy, we carry the one’s to the ten’s column.” 8.Assertive Discipline 9.Assertive I-Message- “I want you to …”, “I need you…”, “I expect you…” -get child’s attention on behavior you want, not on the misbehavior

29. Techniques Cont. 10.Humanistic I-Message- 1 st -describe behavior, 2 nd - the effect behavior has on teacher, 3 rd –feeling it generates Example- “When you talk when I talk, I have to stop my teaching which frustrates me. 11.Positive discipline- use positive phrasing of rules Example- instead of “No Gum Chewing”, “Leave Gum at Home”