Chapter 3: Management IChapter 3: Management I

• Classroom Management is a primary Classroom Management is a primary concern for beginning teachersconcern for beginning teachers

• School Administrators often equate School Administrators often equate good classroom management with good classroom management with effective teachingeffective teaching

• Classroom Management and Classroom Management and Classroom Discipline represent Classroom Discipline represent different focusesdifferent focuses

Common Advice About Common Advice About DisciplineDiscipline

• Show them you’re the boss Show them you’re the boss • Don’t smile until ChristmasDon’t smile until Christmas• You’re their teacher not their friendYou’re their teacher not their friend• You must keep school to teach schoolYou must keep school to teach school• Discuss rules the first dayDiscuss rules the first day• Be consistent Be consistent • Keep rules simpleKeep rules simple• Over plan – Have plenty for them to doOver plan – Have plenty for them to do• Emphasize your respect for them and their Emphasize your respect for them and their

respect for othersrespect for others

Management Vs. DisciplineManagement Vs. Discipline

Management focuses on:Management focuses on:– Communicating clear expectationsCommunicating clear expectations– Keeping the class actively involved in Keeping the class actively involved in

learninglearning– Eliciting students’ cooperation and Eliciting students’ cooperation and

involvementinvolvement

Discipline focuses on:Discipline focuses on:– Reacting to and controlling behaviorReacting to and controlling behavior

Preventing Management ProblemsPreventing Management ProblemsReview Classroom examples…..pg. 73Review Classroom examples…..pg. 73

ESSENTIAL TEACHER ATTITUDESESSENTIAL TEACHER ATTITUDES

1) Establish good personal relationships1) Establish good personal relationships

2) Be credible: Words must match actions2) Be credible: Words must match actions

3) Your own behavior must be consistent 3) Your own behavior must be consistent with your enforcement of your expectationswith your enforcement of your expectations

Modeling as a Classroom Modeling as a Classroom Management ToolManagement Tool

• Instruct through modeling Instruct through modeling classroom routinesclassroom routines(i.e., how to use the pencil sharpener)(i.e., how to use the pencil sharpener)

•Explain the rationales underlying Explain the rationales underlying your decisions and rulesyour decisions and rules

(Helps students link causes to their (Helps students link causes to their consequences)consequences)

Modeling Social InteractionsModeling Social Interactions

• Model respect for others by treating Model respect for others by treating students pleasantlystudents pleasantly

• Ideal group climates feature Ideal group climates feature

friendliness and cooperation, not friendliness and cooperation, not destructive competition, sarcasm,destructive competition, sarcasm,

playing favorites or rewarding playing favorites or rewarding

such actions as tattlingsuch actions as tattling

• Students are likely to follow rules they Students are likely to follow rules they understand and accept.understand and accept.

• Discipline problems are minimized when Discipline problems are minimized when students are engaged in meaningful students are engaged in meaningful activities geared to their interests and activities geared to their interests and aptitudes.aptitudes.

• Management should focus on establishing Management should focus on establishing a productive learning environment, rather a productive learning environment, rather than control of misbehavior.than control of misbehavior.

• Your goal is to develop students’ inner Your goal is to develop students’ inner self-control, not your control over themself-control, not your control over them……((cont’d)cont’d)

General Management Principles General Management Principles (cont’d)(cont’d)

1)1) Plan rules and procedures in advancePlan rules and procedures in advance

2)2) Establish clear rules and procedures Establish clear rules and procedures where needed.where needed.

3)3) Let students assume responsibility.Let students assume responsibility.

4)4) Engender teacher-student Engender teacher-student cooperation.cooperation.

5)5) Minimize disruptions and delays.Minimize disruptions and delays.

6)6) Plan independent activities as well Plan independent activities as well

as organized lessons.as organized lessons.

Jacob KouninJacob Kounin

• Contributions to DisciplineContributions to DisciplineIdentified specific teaching Identified specific teaching

techniques that help AND hinder techniques that help AND hinder classroom managementclassroom management

Showed that technique, not teacher Showed that technique, not teacher personality, is most crucial in personality, is most crucial in classroom controlclassroom control

Kounin’sKounin’s VariablesVariables

RIPPLE EFFECT- Teacher corrects a RIPPLE EFFECT- Teacher corrects a student, effect ‘ripples out’ & causes student, effect ‘ripples out’ & causes others to behave betterothers to behave better

WITHITNESS- Know what is going on WITHITNESS- Know what is going on in all parts of classroom at all times!in all parts of classroom at all times!

Kounin (cont’d)Kounin (cont’d)

OVERLAPPINGOVERLAPPING- Attending to two or - Attending to two or more issues at the same time, such more issues at the same time, such as:as:

* Conducting small group while directing Conducting small group while directing independent seatworkindependent seatwork

* Directing work on various independent Directing work on various independent projects simultaneouslyprojects simultaneously

* Correcting misbehavior in one part of Correcting misbehavior in one part of the room while working in anotherthe room while working in another

Kounin (cont’d)Kounin (cont’d)

SMOOTHNESS- Absence of abrupt SMOOTHNESS- Absence of abrupt changes that interrupt the flow of changes that interrupt the flow of lessonlesson

DanglesDangles- start & leave in midair- start & leave in midair

IntrusionsIntrusions- Flip-Flops-start a - Flip-Flops-start a newnew activity, stop & return to previous activity, stop & return to previous oneone

Kounin (cont’d)Kounin (cont’d)

MOMENTUM- Absence of behaviors MOMENTUM- Absence of behaviors that slow down the pacing of lessonthat slow down the pacing of lesson

Behavior overdwellingBehavior overdwelling

Content overdwellingContent overdwelling

Fragmentation- groups when don’t Fragmentation- groups when don’t

need to use groupsneed to use groups

Kounin (cont’d)Kounin (cont’d)

Group Alerting & AccountabilityGroup Alerting & Accountability

GROUP ALERTING-GROUP ALERTING- includes 1) getting includes 1) getting students’ attention and active students’ attention and active participation and 2) informing quickly of participation and 2) informing quickly of what they are supposed to do, what they are supposed to do, EXAMPLES:EXAMPLES:““All eyes on me.”All eyes on me.”

“ “I have a question. Who can….?”I have a question. Who can….?” “ “Thumbs up when you hear…”Thumbs up when you hear…”

Kounin (cont’d)Kounin (cont’d)

oACCOUNTABILITYACCOUNTABILITY- holding each - holding each student responsible for active student responsible for active involvement in lessons by:involvement in lessons by:

Asking all students to write an answer, Asking all students to write an answer,

then calling on two to respondthen calling on two to respondCirculating and observing students at Circulating and observing students at

workwork

Kounin (cont’d)Kounin (cont’d)

VARIETY & CHALLENGE IN VARIETY & CHALLENGE IN SEATWORKSEATWORK

Providing tasks that are familiar and Providing tasks that are familiar and easy enough to do successfullyeasy enough to do successfully

Providing challenging and varied Providing challenging and varied work that sustains motivationwork that sustains motivation

Practice using Positive LanguagePractice using Positive Language

Change negative to positive language:Change negative to positive language:Don’t slam the door.Don’t slam the door.Stop fighting over the crayons.Stop fighting over the crayons.That’s not how to clean up!That’s not how to clean up!Don’t make so much noise.Don’t make so much noise.

Effective PraiseEffective Praise

Key to effectiveness lies in its quality Key to effectiveness lies in its quality rather than its frequency!rather than its frequency!

Effective when delivered as spontaneous, Effective when delivered as spontaneous, genuine reaction to student genuine reaction to student accomplishmentsaccomplishments

GUIDELINES:GUIDELINES:1)1) Simple and direct in a natural voiceSimple and direct in a natural voice2)2) Declarative sentences that specify the Declarative sentences that specify the

accomplishment or recognize accomplishment or recognize noteworthy effortnoteworthy effort

Getting and Holding AttentionGetting and Holding Attention

Focus attention when beginning lessons.Focus attention when beginning lessons.Keep lessons moving at a good pace.Keep lessons moving at a good pace.Monitor attention during lessons.Monitor attention during lessons.Stimulate attention periodically via Stimulate attention periodically via

variety, transitional signals, voice variety, transitional signals, voice inflections, and challenging questions.inflections, and challenging questions.

Maintain accountability.Maintain accountability.Terminate lessons that have gone on Terminate lessons that have gone on

too long.too long.

Summary practice:Summary practice:

• 1) Creative but erratic Linda turns in a 1) Creative but erratic Linda turns in a composition that contains exciting content but composition that contains exciting content but is written sloppily with many spelling errors.is written sloppily with many spelling errors.

• 2) Randy asks a question that is relevant to the 2) Randy asks a question that is relevant to the topic and indicates interest and good thinking topic and indicates interest and good thinking on his part, although he would have known the on his part, although he would have known the answer if he had read the assignment.answer if he had read the assignment.

• 3) One of your slowest students eventually 3) One of your slowest students eventually succeeds in doing relatively well on a math succeeds in doing relatively well on a math problem at the board in front of the class.problem at the board in front of the class.

Application Item #1Application Item #1

• In a small group, develop a two-week In a small group, develop a two-week “beginning of the year” classroom “beginning of the year” classroom management plan aimed at creating management plan aimed at creating an effective learning environment. an effective learning environment. Use concepts, principles and Use concepts, principles and research findings from the text. research findings from the text. Prepare an overview of the plan to Prepare an overview of the plan to share with the class.share with the class.

Application Item #2Application Item #2

• In a group, using the text as a reference, In a group, using the text as a reference, discuss different perspectives on the use discuss different perspectives on the use of rewards, punishments and of rewards, punishments and reinforcements. reinforcements.

• Develop a position statement about Develop a position statement about rewards, punishments and reinforcements rewards, punishments and reinforcements that can serve as guide to your day-to-day that can serve as guide to your day-to-day teaching practices. teaching practices.