Classroom Classroom Management Management

and theand the Disruptive StudentDisruptive Student

A Pro-Active ApproachA Pro-Active ApproachJuly 20July 20thth and 21 and 21stst 2009 2009

Hunterdon Central Regional High SchoolHunterdon Central Regional High SchoolAdapted and Prepared by David M. Berger, MA, Adapted and Prepared by David M. Berger, MA,

M.Ed. M.Ed.

Picture Time….Picture Time….Now close your eyes and….Now close your eyes and….

Picture the student with whom you have Picture the student with whom you have had the greatest difficulties in your had the greatest difficulties in your classroom…classroom…

Picture the behaviors that student Picture the behaviors that student exhibited….exhibited….

Picture how you reacted to those Picture how you reacted to those behaviors….behaviors….

Please turn to the person next to you Please turn to the person next to you and describe that student in terms of and describe that student in terms of behaviors behaviors

Videos about Classroom Videos about Classroom Management TechniquesManagement Techniques

YouTubeYouTube - How To Maintain Classroom Discipline - How To Maintain Classroom Discipline - Good And Bad Methods2.flv- Good And Bad Methods2.flv

Dangerous Minds _ There is no victims iDangerous Minds _ There is no victims in this n this planet.flvplanet.flv

Conscious Discipline® Conscious Discipline® Composure.flvComposure.flv The Substitute Movie (Tom The Substitute Movie (Tom Berenger).flvBerenger).flv

What is Classroom What is Classroom Management?Management?

It’s effective disciplineIt’s effective discipline It’s being prepared for classIt’s being prepared for class It’s motivating your studentsIt’s motivating your students It’s providing a safe, comfortable learning It’s providing a safe, comfortable learning

environmentenvironment It’s building your students’ self esteemIt’s building your students’ self esteem It’s being creative and imaginative in daily It’s being creative and imaginative in daily

lessonslessons And . . .And . . .

. . . It’s different for . . . It’s different for EVERYONE!!EVERYONE!!

WHY?WHY? Teaching StylesTeaching Styles Personality/AttitudesPersonality/Attitudes Student populationStudent population Not all management strategies are effective Not all management strategies are effective

for every teacherfor every teacher

Try different strategies to see if they work Try different strategies to see if they work for youfor you

Why is Classroom Management Why is Classroom Management Important?Important?

Satisfaction and enjoyment in Satisfaction and enjoyment in teaching are dependent upon teaching are dependent upon leading students to cooperateleading students to cooperate

Classroom management issues Classroom management issues are of highest concern for are of highest concern for beginning teachersbeginning teachers

Principles for successful Principles for successful classroom managementclassroom management

Deal with disruptive behaviors but also Deal with disruptive behaviors but also manage to minimize off-task, non-manage to minimize off-task, non-disruptive behaviorsdisruptive behaviors

Teach students to manage their own Teach students to manage their own behaviorbehavior

Students Students learnlearn to be on-task and engaged to be on-task and engaged in the learning activities you have planned in the learning activities you have planned for themfor them It is more natural to be off-task than onIt is more natural to be off-task than on

Techniques for Better Techniques for Better Classroom ControlClassroom Control

Focus attention on entire classFocus attention on entire class Don’t talk over student chatterDon’t talk over student chatter Silence can be effectiveSilence can be effective Use softer voice so students really have Use softer voice so students really have

to listen to what you’re saying to listen to what you’re saying (Paradoxical Response)(Paradoxical Response)

Direct your instruction so that students Direct your instruction so that students know what is going to happenknow what is going to happen

Techniques for Better Techniques for Better Classroom ControlClassroom Control

Monitor groups of students to check Monitor groups of students to check progressprogress

Move around the room so students have to Move around the room so students have to pay attention more readilypay attention more readily

Give students non-verbal cuesGive students non-verbal cues Engage in low profile intervention of Engage in low profile intervention of

disruptionsdisruptions Make sure classroom is comfortable and Make sure classroom is comfortable and

safesafe

Techniques for Better Techniques for Better Classroom ControlClassroom Control

Over plan your lessons Over plan your lessons to ensure you fill the to ensure you fill the period with learning period with learning activitiesactivities

Come to class Come to class preparedprepared

Show confidence in Show confidence in your teachingyour teaching

Learn student names Learn student names as quickly as possibleas quickly as possible

Transition vs. Allocated TimeTransition vs. Allocated Time Allocated time: the time periods Allocated time: the time periods

you you intendintend for your students to be for your students to be engaged in learning activitiesengaged in learning activities

Transition time: time periods that Transition time: time periods that exist exist betweenbetween times allocated for times allocated for learning activitieslearning activities ExamplesExamples

Getting students assembled and attentiveGetting students assembled and attentive Assigning reading and directing to beginAssigning reading and directing to begin Getting students’ attention away from Getting students’ attention away from

reading and preparing for class discussionreading and preparing for class discussion

Transition vs. Allocated TimeTransition vs. Allocated Time The Goal:The Goal:

Increase the variety of learning Increase the variety of learning activities but decrease transition activities but decrease transition time.time.

Student engagement and on-task Student engagement and on-task behaviors are dependent on how behaviors are dependent on how smoothly and efficiently teachers smoothly and efficiently teachers move from one learning activity move from one learning activity to anotherto another

Dr. Fred Jones’ study of off-task Dr. Fred Jones’ study of off-task behaviorsbehaviors

99% of off-task behaviors take one of 99% of off-task behaviors take one of several formsseveral forms Talking out of turnTalking out of turn ClowningClowning DaydreamingDaydreaming Moving about without permissionMoving about without permission

Antisocial, dangerous behaviors make up Antisocial, dangerous behaviors make up a fraction of the time students spend off-a fraction of the time students spend off-tasktask

http://www.youtube.com/watch?v=YjSOmyFLKWAhttp://www.youtube.com/watch?v=YjSOmyFLKWA http://www.youtube.com/watch?v=Mcl1x4BrQ1ghttp://www.youtube.com/watch?v=Mcl1x4BrQ1g

Proximity and Body LanguageProximity and Body Language

Eye contact, facial expressions, Eye contact, facial expressions, gestures, physical proximity to gestures, physical proximity to students, and the way you carry students, and the way you carry yourself will communicate that you yourself will communicate that you are in calm control of the class and are in calm control of the class and mean to be taken seriously.mean to be taken seriously.

Be free to roamBe free to roam Avoid turning Avoid turning

back to classback to class

Cooperation through Cooperation through communicationcommunication

Verbalize descriptions of observable behaviors Verbalize descriptions of observable behaviors and never value judgments about individualsand never value judgments about individuals

Verbalize feelings but remain in control – Use “I” Verbalize feelings but remain in control – Use “I” statements.statements.

Speak only to people when they are ready to Speak only to people when they are ready to listenlisten

DO NOT USE SARCASMDO NOT USE SARCASM Do not place labelsDo not place labels (good or bad) (good or bad) Do not get students hooked on praiseDo not get students hooked on praise

Praise the work and behavior – not the students Praise the work and behavior – not the students themselvesthemselves

Classroom Rules For ConductClassroom Rules For Conduct

Formalized statements that provide Formalized statements that provide students with general guidelines for the students with general guidelines for the types of behaviors that are required and types of behaviors that are required and the types that are prohibitedthe types that are prohibited

A few rules are easier to remember than A few rules are easier to remember than many rulesmany rules

Each rule in a small set of rules is more Each rule in a small set of rules is more important than each rule in a large set of important than each rule in a large set of rulesrules

Necessary classroom rules of Necessary classroom rules of conductconduct

Maximizes on-task behaviors and minimize Maximizes on-task behaviors and minimize off-task (esp. disruptive) behaviorsoff-task (esp. disruptive) behaviors

Secures the safety and comfort of the Secures the safety and comfort of the learning environmentlearning environment

Prevents the activities of the class from Prevents the activities of the class from disturbing other classesdisturbing other classes

Maintains acceptable standards of Maintains acceptable standards of decorum among students, school decorum among students, school personnel, and visitors to the school personnel, and visitors to the school campuscampus

Establishing a Establishing a “Businesslike” Atmosphere“Businesslike” Atmosphere

. . . Or, “Don’t Smile until . . . Or, “Don’t Smile until Christmas”Christmas”

A Businesslike A Businesslike AtmosphereAtmosphere

Take advantage of the first days of Take advantage of the first days of classclass

Establish an environment in which Establish an environment in which achieving specified learning goals takes achieving specified learning goals takes priority over other concernspriority over other concerns

It is much easier to establish this It is much easier to establish this environment from the beginning rather environment from the beginning rather than laterthan later

Set up a seating chart…. Set up a seating chart…. http://www.youtube.com/watch?v=bQf_3_zc5Echttp://www.youtube.com/watch?v=bQf_3_zc5Ec

5 steps5 steps

1.1. Take advantage of the new school year or Take advantage of the new school year or term to set the stage for cooperationterm to set the stage for cooperation

2.2. Be particularly prepared and organizedBe particularly prepared and organized

3.3. Minimize transition timeMinimize transition time

4.4. Utilize a communication style that Utilize a communication style that establishing non-threatening, comfortable establishing non-threatening, comfortable environmentenvironment

5.5. Clearly establish expectations for conductClearly establish expectations for conduct

Disclosure StatementDisclosure Statement

Used to clearly communicate Used to clearly communicate expectations to students and parentsexpectations to students and parents

Refer back to the guidelines Refer back to the guidelines throughout the termthroughout the term

Not a legally binding documentNot a legally binding document

Components of Disclosure Components of Disclosure StatementStatement

Basic Course OutlineBasic Course Outline Grading ProceduresGrading Procedures

Include procedures for making up missed Include procedures for making up missed work, extra credit, homework expected, etc.work, extra credit, homework expected, etc.

Attendance Policies (should be consistent with Attendance Policies (should be consistent with school policy)school policy)

Other class rules, policies, proceduresOther class rules, policies, procedures Safety considerations as necessarySafety considerations as necessary Accommodation for disabilities statementAccommodation for disabilities statement Signature of student and parent/guardianSignature of student and parent/guardian

Room/lab arrangementRoom/lab arrangement

Make sure all students can see and hear Make sure all students can see and hear clearly (and you can see them clearly)clearly (and you can see them clearly)

Arrangement is determined by learning Arrangement is determined by learning activity (lecture, class discussion, small activity (lecture, class discussion, small group work, etc.)group work, etc.)

Allow room and easy access for proximity Allow room and easy access for proximity controlcontrol

Think through class procedures and Think through class procedures and learning activities and arrange the room in learning activities and arrange the room in the best possible waythe best possible way

WithitnessWithitness

Withitness refers to a Withitness refers to a teacher’s awareness of teacher’s awareness of what is going on in the what is going on in the classroomclassroom

Dealing with Difficult Dealing with Difficult StudentsStudents

A proactive approach…A proactive approach…

Functions of BehaviorFunctions of Behavior

Every behavior has a functionEvery behavior has a function Four primary reasons for disruptive Four primary reasons for disruptive

behavior in the classroombehavior in the classroom PowerPower RevengeRevenge AttentionAttention Want to be left alone (i.e., Want to be left alone (i.e.,

disinterest or feelings of disinterest or feelings of inadequacy)inadequacy)

Functions of BehaviorFunctions of Behavior

Many misbehaviors exhibited by students are Many misbehaviors exhibited by students are responses to a behavior exhibited by the responses to a behavior exhibited by the teacherteacher

Do not tolerate undesirable behaviors no Do not tolerate undesirable behaviors no matter what the excusematter what the excuse

Understanding why a person exhibits a Understanding why a person exhibits a behavior is no reason to tolerate it behavior is no reason to tolerate it

Understanding the function of a behavior will Understanding the function of a behavior will help in knowing how to deal with that behaviorhelp in knowing how to deal with that behavior

Discipline Help: You Can Handle Them AllDiscipline Help: You Can Handle Them All

A Proactive ApproachA Proactive Approach1.1. Stop!Stop! Don’t react to the behavior Don’t react to the behavior

2.2. AnalyzeAnalyze – What is really going on – What is really going on here?here?

3.3. IdentifyIdentify the targeted behavior – must the targeted behavior – must be observablebe observable

4.4. DevelopDevelop a corrective plan of actiona corrective plan of action

5.5. Implement Implement the planthe plan

6.6. ReviewReview the plan for effectiveness the plan for effectiveness

7.7. ModifyModify and remain constant!!! and remain constant!!!

Dealing with off-task behaviorsDealing with off-task behaviors

Remain focused and calm; organize Remain focused and calm; organize thoughtsthoughts

Either respond decisively or ignore it all Either respond decisively or ignore it all togethertogether

Distinguish between off-task behaviors Distinguish between off-task behaviors and off-task behavior patternsand off-task behavior patterns

Control the time and place for dealing with Control the time and place for dealing with off-task behavioroff-task behavior

Provide students with dignified ways to Provide students with dignified ways to terminate off-task behaviorsterminate off-task behaviors

Dealing with off-task behaviorsDealing with off-task behaviors

Avoid playing detective- Avoid playing detective- Don’t Ask Why?Don’t Ask Why? Utilize alternative lesson plans (Increase Utilize alternative lesson plans (Increase

your bag of tricks.)your bag of tricks.) Utilize the help of colleagues – Second Set Utilize the help of colleagues – Second Set

of Eyes…of Eyes… Utilize the help of guardians- Positive Utilize the help of guardians- Positive

ContactsContacts 1 1stst !!! !!! DO NOT USE CORPORAL PUNISHMENTDO NOT USE CORPORAL PUNISHMENT

A form of contrived punishment in which physical pain or A form of contrived punishment in which physical pain or discomfort is intentionally inflicted upon an individual for discomfort is intentionally inflicted upon an individual for the purpose of trying to get that individual to be sorry he the purpose of trying to get that individual to be sorry he or she displayed a particular behavioror she displayed a particular behavior

Modifying off-task behavior Modifying off-task behavior patternspatterns

Use the principle of “Shaping”Use the principle of “Shaping” Reinforce behaviors that are similar Reinforce behaviors that are similar

to the behavior to be learnedto the behavior to be learned Subsequent actions that are more Subsequent actions that are more

like the behavior to be learned than like the behavior to be learned than previous actions are reinforcedprevious actions are reinforced

Subsequent actions that are less like Subsequent actions that are less like the behavior to be learned than the behavior to be learned than previous actions are not positively previous actions are not positively reinforcedreinforced

Attention Seeking BehaviorAttention Seeking Behavior

Attention-seeking students prefer Attention-seeking students prefer being punished, admonished, or being punished, admonished, or criticized to being ignoredcriticized to being ignored

Give attention to this student when Give attention to this student when he or she is he or she is on-task and on-task and cooperatingcooperating

““Catch them being good!”Catch them being good!” – and – and let them know you caught themlet them know you caught them

Power Seeking BehaviorPower Seeking Behavior

Power-seeking students attempt to Power-seeking students attempt to provoke teachers into a struggle of provoke teachers into a struggle of willswills

Diffuse interactionsDiffuse interactions - In most - In most cases, the teacher should direct cases, the teacher should direct attention to other members of the attention to other members of the class away from the provocateurclass away from the provocateur

Behavior: Behavior: Rambling -- wandering Rambling -- wandering around and off the subject. Using far-around and off the subject. Using far-

fetched examples or analogies.fetched examples or analogies.

POSSIBLE RESPONSES: POSSIBLE RESPONSES: Refocus attention by restating relevant Refocus attention by restating relevant

point. point. Direct questions to group that is back on the Direct questions to group that is back on the

subject subject Ask how topic relates to current topic being Ask how topic relates to current topic being

discussed. discussed. Use visual aids, begin to write on board, turn Use visual aids, begin to write on board, turn

on overhead projector. on overhead projector. Say: "Would you summarize your main point Say: "Would you summarize your main point

please?" or "Are you asking...?" please?" or "Are you asking...?"

Behavior: Behavior: Shyness or Silence -- lack of Shyness or Silence -- lack of participationparticipation

POSSIBLE RESPONSES: POSSIBLE RESPONSES: o Change teaching strategies from group Change teaching strategies from group

discussion to individual written exercises or a discussion to individual written exercises or a videotape videotape

o Give strong positive reinforcement for any Give strong positive reinforcement for any contribution. contribution.

o Involve by directly asking him/her a question. Involve by directly asking him/her a question. o Make eye contact. (Culturally Appropriate)Make eye contact. (Culturally Appropriate)o Appoint to be small group leader.Appoint to be small group leader.

Behavior: Behavior: Talkativeness -- knowing Talkativeness -- knowing everything, manipulation, chronic everything, manipulation, chronic

whining.whining.

POSSIBLE RESPONSES: POSSIBLE RESPONSES: o Acknowledge comments made. Acknowledge comments made. o Give limited time to express viewpoint or feelings, Give limited time to express viewpoint or feelings,

and then move on. and then move on. o Make eye contact with another participant and move Make eye contact with another participant and move

toward that person. toward that person. o Give the person individual attention during breaks. Give the person individual attention during breaks. o Say: "That's an interesting point. Now let's see what Say: "That's an interesting point. Now let's see what

other other people think." other other people think."

Behavior: Behavior: Sharpshooting -- trying to Sharpshooting -- trying to shoot you down or trip you up.shoot you down or trip you up.

POSSIBLE RESPONSES: POSSIBLE RESPONSES: o Admit that you do not know the answer and Admit that you do not know the answer and

redirect the question the group or the redirect the question the group or the individual who asked it. individual who asked it.

o Acknowledge that this is a joint learning Acknowledge that this is a joint learning experience. experience.

o Ignore the behaviorIgnore the behavior. .

Behavior: Behavior: Heckling/Arguing -- Heckling/Arguing -- disagreeing with everything you say; disagreeing with everything you say;

making personal attacks. making personal attacks.

POSSIBLE RESPONSES: POSSIBLE RESPONSES: Redirect question to group or supportive Redirect question to group or supportive individuals. individuals.

Recognize participant's feelings and Recognize participant's feelings and move one. move one.

Acknowledge positive points. Acknowledge positive points. Say: "I appreciate your comments, but I'd Say: "I appreciate your comments, but I'd

like to hear from others," or "It looks like like to hear from others," or "It looks like we disagree." we disagree."

Behavior: Behavior: Grandstanding -- getting Grandstanding -- getting caught up in one's own agenda or caught up in one's own agenda or thoughts to the detriment of other thoughts to the detriment of other

learners. learners. POSSIBLE RESPONSES: POSSIBLE RESPONSES: o Say: "You are entitled to your opinion, belief Say: "You are entitled to your opinion, belief

or feelings, but now it's time we moved on to or feelings, but now it's time we moved on to the next subject," or the next subject," or

o "Can you restate that as a question?" or "Can you restate that as a question?" or o "We'd like to hear more about that if there is "We'd like to hear more about that if there is

time after the presentation." time after the presentation."

Behavior: Behavior: Overt Hostility/Resistance -- Overt Hostility/Resistance -- angry, belligerent, combative behavior.angry, belligerent, combative behavior.

POSSIBLE RESPONSES: POSSIBLE RESPONSES: o Hostility can be a mask for fear. Reframe hostility as Hostility can be a mask for fear. Reframe hostility as

fear to depersonalize it. fear to depersonalize it. o Respond to fear, not hostility. Respond to fear, not hostility. o Remain calm and polite. Remain calm and polite. Keep your temper in check. Keep your temper in check. o Don't disagree, but build on or around what has been Don't disagree, but build on or around what has been

said. said. o Move closer to the hostile person, maintain eye Move closer to the hostile person, maintain eye

contact. (Use your discretion!!!) contact. (Use your discretion!!!) o Always allow him or her a way to gracefully retreat Always allow him or her a way to gracefully retreat

from the confrontation – both emotionally and from the confrontation – both emotionally and physically. (Caged Tiger Syndrome.)physically. (Caged Tiger Syndrome.)

Behavior: Behavior: Overt Hostility/Resistance -- Overt Hostility/Resistance -- angry, belligerent, combative behavior angry, belligerent, combative behavior

(continued)(continued)POSSIBLE RESPONSES: POSSIBLE RESPONSES: Say: "You seem really angry. Does anyone else feel Say: "You seem really angry. Does anyone else feel

this way?" Solicit peer pressure. this way?" Solicit peer pressure. Do not accept the premise or underlying assumption, Do not accept the premise or underlying assumption,

if it is false or prejudicial, e.g., "If by "queer" you if it is false or prejudicial, e.g., "If by "queer" you mean homosexual..." mean homosexual..."

Allow individual to solve the problem being addressed. Allow individual to solve the problem being addressed. He or she may not be able to offer solutions and will He or she may not be able to offer solutions and will sometimes undermine his or her own position. sometimes undermine his or her own position.

Ignore behavior – Ignore behavior – unless threat to self or others!!! unless threat to self or others!!! Then Dial “0”…Then Dial “0”…

Talk to him or her privately during a break. Talk to him or her privately during a break. As a last resort, privately ask the individual to leave As a last resort, privately ask the individual to leave

class for the good of the group. class for the good of the group.

Behavior: Behavior: Griping -- maybe legitimate Griping -- maybe legitimate complaining. complaining.

POSSIBLE RESPONSES: POSSIBLE RESPONSES: o Point out that we can't change policy here. Point out that we can't change policy here. o Validate his/her point. Validate his/her point. o Indicate you'll discuss the problem with the Indicate you'll discuss the problem with the

participant privately. participant privately. o Indicate time pressure. Indicate time pressure.

Behavior: Behavior: Side Conversations -- may be Side Conversations -- may be related to subject or personal. Distracts related to subject or personal. Distracts

group members and you. group members and you.

POSSIBLE RESPONSES: POSSIBLE RESPONSES: Don't embarrass talkers. Don't embarrass talkers. Ask their opinion on topic being discussed. Ask their opinion on topic being discussed.

Draw them into the lesson.Draw them into the lesson. Ask talkers if they would like to share their Ask talkers if they would like to share their

ideas. ideas. Casually move toward those talking. Casually move toward those talking. Make eye contact with them. Make eye contact with them. Standing near the talkers, ask a near-by Standing near the talkers, ask a near-by

participant a question so that the new participant a question so that the new discussion is near the talkers. discussion is near the talkers.

As a last resort, stop and wait. As a last resort, stop and wait.

What do you do?What do you do?

Scenarios A – F will be presented Scenarios A – F will be presented While working with a group of 4 or 5 While working with a group of 4 or 5

discuss how you would deal with the discuss how you would deal with the student.student.

Have one person in each group prepare to Have one person in each group prepare to report out to the class as to your plan of report out to the class as to your plan of action.action.

Please use modalities presented from this Please use modalities presented from this in-service. in-service.

Scenario AScenario A

Every day one student in class keeps Every day one student in class keeps moving around the room socializing moving around the room socializing with other students. Once redirected with other students. Once redirected – the behavior corrects until the next – the behavior corrects until the next transitional activity. Negative transitional activity. Negative consequences have not seemed to consequences have not seemed to work. work.

Scenario BScenario B

Every day a student comes to class right Every day a student comes to class right as the bell is ringing –racing through as the bell is ringing –racing through the door- noisily taking his/her seat. the door- noisily taking his/her seat. After rummaging through his/her bag, After rummaging through his/her bag, and getting situated (which usually and getting situated (which usually takes 5 minutes) the student is ready takes 5 minutes) the student is ready to learn – until you ask for the to learn – until you ask for the homework to be turned in – and then homework to be turned in – and then the procedure starts all over again…the procedure starts all over again…

Scenario CScenario C

Several students are sub-grouping in Several students are sub-grouping in class while they are suppose to be class while they are suppose to be working on a cooperative project. working on a cooperative project. They are socializing with other They are socializing with other groups and claim that they are groups and claim that they are always on task when you ask them to always on task when you ask them to get to work… get to work…

Scenario DScenario D

Its Monday morning and a student enters Its Monday morning and a student enters your class extremely agitated. S/he is your class extremely agitated. S/he is aggressively posturing with other aggressively posturing with other students around him. The students students around him. The students around her/him are feeling threatened around her/him are feeling threatened but one student keeps coming to the but one student keeps coming to the aggressors aide telling everyone to “lay aggressors aide telling everyone to “lay off”. The behavior seems to be off”. The behavior seems to be decreasing but the tension in the room is decreasing but the tension in the room is a distraction from the lesson.a distraction from the lesson.

Scenario EScenario E

Every time you have the students do in-class Every time you have the students do in-class seat work, one student becomes seat work, one student becomes exasperated and states that he/she doesn’t exasperated and states that he/she doesn’t need to do it. “What’s the point of all this need to do it. “What’s the point of all this anyway? We don’t need this stuff in the anyway? We don’t need this stuff in the real world…” When you redirect the real world…” When you redirect the student’s attention the situation escalates student’s attention the situation escalates and becomes hostile. The student’s and becomes hostile. The student’s grandstanding has placed a rift in the class grandstanding has placed a rift in the class as to who is in charge? as to who is in charge?

Scenario FScenario F

A student received a failing grade. A student received a failing grade. Feeling this was unjust, he/she Feeling this was unjust, he/she attempted to get even with the teacher attempted to get even with the teacher by sabotaging the lessons. S/He would by sabotaging the lessons. S/He would refuse to answer questions or do any refuse to answer questions or do any work. Instead s/he would lean back in work. Instead s/he would lean back in the chair, with daggers in his/her eyes, the chair, with daggers in his/her eyes, and sneer at you. Other students are and sneer at you. Other students are feeling the tension in the class. feeling the tension in the class.

ReferencesReferences

Cangelosi, James S. (1988). Cangelosi, James S. (1988). Classroom Management Strategies: Classroom Management Strategies: Gaining and Maintaining Students’ CooperationGaining and Maintaining Students’ Cooperation.. New York: New York: Longman.Longman.

Cantor, Lee,(1990) “Assertive Discipline and Beyond”, Santa Cantor, Lee,(1990) “Assertive Discipline and Beyond”, Santa Monica, CAMonica, CA

Charles, C.M. (1989) Charles, C.M. (1989) Building Classroom Discipline: From Models Building Classroom Discipline: From Models to Practiceto Practice. New York: Longman. New York: Longman

Johnson, David, & Roger Johnson, Johnson, David, & Roger Johnson, Learning Together and AloneLearning Together and Alone, , (1975) Englewood Cliffs, NJ : Prentice- Hall(1975) Englewood Cliffs, NJ : Prentice- Hall

Jones, Fred, “Jones, Fred, “Classroom ManagementClassroom Management” ” <http://www.usu.edu/aste/ag_ed/inservice/ntafiles/unit04/classroo<http://www.usu.edu/aste/ag_ed/inservice/ntafiles/unit04/classroom_management.ppt#257,2,What is Classroom Management?) 28 m_management.ppt#257,2,What is Classroom Management?) 28 January 2007.January 2007.