First, You Get Their First, You Get Their AttentionAttention

A crash course in classroom A crash course in classroom managementmanagement

Classroom Management Day 2Classroom Management Day 2

David M. Berger, MA, M.EdDavid M. Berger, MA, M.Ed

Hunterdon Central Regional High SchoolHunterdon Central Regional High School

84 Route 3184 Route 31

Flemington, NJ 08822Flemington, NJ 08822

dberger@hcrhs.k12.nj.usdberger@hcrhs.k12.nj.us

Classroom ManagementClassroom Management

Adapted from:Adapted from:

Jo HartmannJo Hartmann394-1876-ext 140394-1876-ext 140

jhartmann@tie.netjhartmann@tie.netApril, 2007April, 2007

TIE Conference, Rapid City, SDTIE Conference, Rapid City, SD

• Kids! You Kids! You just can’t just can’t

beat them.beat them.

•Wherever groups of people Wherever groups of people live and work together, there live and work together, there are issues of organization are issues of organization that have to be solved or that have to be solved or there is chaos. there is chaos.

Theorists about Human Theorists about Human BehaviorBehavior

Charles Darwin’s Theory of Charles Darwin’s Theory of EvolutionEvolution

Herbert Spencer – “Social Herbert Spencer – “Social Darwinism”Darwinism”

John Locke – Treaties on John Locke – Treaties on GovernmentGovernment

• Survival of the Survival of the

fittest fittest

• That is how government began, from its That is how government began, from its most primitive behavioral rootsmost primitive behavioral roots

• To groups banding together to protect To groups banding together to protect their rightstheir rights

• To rule of law To rule of law

•In modern society, we need to In modern society, we need to understand that identical understand that identical principles do apply. When principles do apply. When there is no organization, the there is no organization, the survival of the fittest, of the survival of the fittest, of the strong dominating the weak strong dominating the weak re-emerges.re-emerges.

• Every organized society is governed Every organized society is governed by rules and procedures… by rules and procedures…

• Some are for our own safety Some are for our own safety

• Some are to protect our rights Some are to protect our rights

• And some are for reasons we forgot a And some are for reasons we forgot a long time ago. long time ago.

•Research tells us that good Research tells us that good classroom management is the classroom management is the one commonality among all one commonality among all effective instructors. effective instructors.

•If you don’t have that, you’re If you don’t have that, you’re sunk!sunk!

•With good classroom With good classroom management (and with any management (and with any organizational structure,) there organizational structure,) there are three basic and necessary are three basic and necessary components:components:

Key Concepts for Success!!!Key Concepts for Success!!!

• Rules and proceduresRules and procedures

• ConsequencesConsequences

• Relationships Relationships

Three Little ThingsThree Little Things

• All three components: All three components: – rules and procedures, rules and procedures, – consequences consequences – relationships, must be present in relationships, must be present in

order for good classroom order for good classroom management to occur. management to occur.

RelationshipsRelationships

• Relationships are the most Relationships are the most important component but important component but sometimes we forget that the sometimes we forget that the other two components, rules and other two components, rules and procedures and their logical procedures and their logical consequences are also vital.consequences are also vital.

• Love alone doth not good classroom Love alone doth not good classroom management make!management make!

RULES AND PROCEDURESRULES AND PROCEDURES

• The two main things we have to The two main things we have to remember about rules are remember about rules are

• FIRST: that they have to FIRST: that they have to

protect student and teacher safety protect student and teacher safety and and

SECOND: they have to facilitate the SECOND: they have to facilitate the best conditions for learning. best conditions for learning.

• The importance of establishing The importance of establishing classroom rules during the first day classroom rules during the first day and the first week can’t be and the first week can’t be emphasized enough.emphasized enough.

• If we treat classroom rules and If we treat classroom rules and standard procedures lightly and don’t standard procedures lightly and don’t understand their importance at the understand their importance at the beginning of the year …beginning of the year …

Reactive vs. ProactiveReactive vs. Proactive

•We exhaust ourselves We exhaust ourselves trying to mend fences trying to mend fences later on during the later on during the

year ! ! ! !year ! ! ! !

• People who knit tell us that if you People who knit tell us that if you don’t get the very first row right, don’t get the very first row right, later in the pattern, you have to go later in the pattern, you have to go back, rip out all the yarn, and start back, rip out all the yarn, and start over again…over again…

• Classroom management is the same Classroom management is the same way.way.

• Classroom rules should be set Classroom rules should be set cooperatively. Establish a few general cooperatively. Establish a few general rules of classroom conduct.rules of classroom conduct.

• Rules need to be established as a result Rules need to be established as a result of a meaningful classroom discussion.of a meaningful classroom discussion.

• It’s an invitation for students to It’s an invitation for students to describe the class they would like to be describe the class they would like to be part of and make suggestions for rules.part of and make suggestions for rules.

•Students know you respect Students know you respect and care for them when and care for them when they are consulted and they are consulted and involved in decision making.involved in decision making.

•The discussion is The discussion is meaningful and relevant.meaningful and relevant.

• We often shoot ourselves in the foot We often shoot ourselves in the foot by having too many rules and failing by having too many rules and failing to enforce them. to enforce them.

• Minimum rules with maximum Minimum rules with maximum consistency is the BEST guideline.consistency is the BEST guideline.

• A key factor is consistency. Rules A key factor is consistency. Rules and consequences should be and consequences should be consistent in the classroom, consistent in the classroom, across the grade level, and across the grade level, and throughout the school. throughout the school.

• Rules are one thing, procedures are Rules are one thing, procedures are another. Procedures are usually another. Procedures are usually unwritten, but have been practiced unwritten, but have been practiced enough so students know them. It enough so students know them. It provides security to students to know provides security to students to know what’s expected.what’s expected.

• Practice makes …… ?Practice makes …… ?

Your classroom can be a port Your classroom can be a port in a storm!!in a storm!!

• Many of our students come from Many of our students come from chaotic backgrounds. They don’t chaotic backgrounds. They don’t know how to organize themselves or know how to organize themselves or their environment.their environment.

• Procedures need to be clearly stated, Procedures need to be clearly stated, modeled, and practiced until ALL the modeled, and practiced until ALL the students know them.students know them.

•We have to establish the We have to establish the environment for learning.environment for learning.

• We do that by teaching procedures We do that by teaching procedures and practicing them with students and practicing them with students until they are automatic.until they are automatic.

How do you get to…?How do you get to…?Practice, Practice, PracticePractice, Practice, Practice

• The football coach tells us his team The football coach tells us his team must practice the plays for the game.must practice the plays for the game.

• The music teacher tells us the choir The music teacher tells us the choir and band must practice the music for and band must practice the music for concerts.concerts.

• Effective teachers tell us the Effective teachers tell us the students must practice procedures!students must practice procedures!

• What are some activities for which What are some activities for which we need procedures for the we need procedures for the students?students?

• Desk arrangements can minimize Desk arrangements can minimize problems.problems.

• Assign the students to their desks Assign the students to their desks initially.initially.

• As trust and cooperation develop As trust and cooperation develop students may request changes.students may request changes.

• Good behavior agreement from students Good behavior agreement from students requesting other seats is needed.requesting other seats is needed.

Teacher, I’m Finished. Now Teacher, I’m Finished. Now What Do I Do?What Do I Do?

• The best-laid management plan can The best-laid management plan can go astray during transition times go astray during transition times when students who have completed when students who have completed class assignments butt in, asking for class assignments butt in, asking for directions or begin playing around, directions or begin playing around, disrupting others.disrupting others.

Quiet ChoicesQuiet Choices

• Post a list of activities. Post a list of activities.

• Students can select a card from three Students can select a card from three suggested choices.suggested choices.

• Magazine rack selection, book shelf Magazine rack selection, book shelf choice, art bucket, puzzle place, quick choice, art bucket, puzzle place, quick draw station, computer site to visit, draw station, computer site to visit, cut pictures and letters for the bulletin cut pictures and letters for the bulletin board, free time writing activity. board, free time writing activity.

CONSEQUENCESCONSEQUENCES

• When students break the rules, they When students break the rules, they must know ahead of time that there must know ahead of time that there are consequences. In society, we are consequences. In society, we know that if we choose to break the know that if we choose to break the law, we had better be prepared to go law, we had better be prepared to go to court and perhaps do some jail to court and perhaps do some jail time!time!

• Have you ever noticed how all the traffic Have you ever noticed how all the traffic on the Interstate slows down when a on the Interstate slows down when a Highway Patrolman is spotted? Highway Patrolman is spotted?

(Agrest Axiom)(Agrest Axiom)

• Hmm! There’s a lesson there Hmm! There’s a lesson there somewhere.somewhere.

• Therein lies the value of having Therein lies the value of having consequences. When one chooses to consequences. When one chooses to flout the law, there should be NO flout the law, there should be NO surprises.surprises.

•Research proves that Research proves that hyperactive kids are hyperactive kids are NEVER absent.NEVER absent.

• (Just kidding … checking to see if (Just kidding … checking to see if you’re still awake!)you’re still awake!)

• The most effective deterrent of The most effective deterrent of inappropriate behavior is good inappropriate behavior is good instruction!instruction!

• After that comes physical presence.After that comes physical presence.

• A friendly reminder.A friendly reminder.

• A firm reminder – in private.A firm reminder – in private.

• And then the student handbook kicks And then the student handbook kicks in.in.

• ““Go to the office!!!!” should Go to the office!!!!” should not benot be the first response unless the offense the first response unless the offense is totally reprehensible, dangerous, is totally reprehensible, dangerous, thoroughly disruptive and against a thoroughly disruptive and against a hard and fast school rule.hard and fast school rule.

Lee Canter’s Assertive Lee Canter’s Assertive DisciplineDiscipline• Pro-active teaching is the best Pro-active teaching is the best

approach.approach.• Focus on what other students are Focus on what other students are

doing doing RIGHTRIGHT instead of what the instead of what the culprit is doing wrong.culprit is doing wrong.

• ““Janet, thank you for putting your Janet, thank you for putting your books away so quickly.”books away so quickly.”

• Not “Fred, How many times have I told Not “Fred, How many times have I told you to put your books away!”you to put your books away!”

• Misbehavior is frequently a call for Misbehavior is frequently a call for attention – ours or the other attention – ours or the other students’students’

• If we focus on good behavior, the If we focus on good behavior, the misbehavior often ceases.misbehavior often ceases.

• We should not, however, overlook the We should not, however, overlook the student who would prefer to be labeled student who would prefer to be labeled a “troublemaker” rather than a “troublemaker” rather than “stupid.”“stupid.”

• Misbehavior can be a sign of a Misbehavior can be a sign of a struggling student.struggling student.

RELATIONSHIPSRELATIONSHIPS

• We should consider the following:We should consider the following:

To ConsiderTo Consider

•• how relationships are developed and how relationships are developed and maintainedmaintained

•• the importance of establishing positive the importance of establishing positive relationships with all childrenrelationships with all children

•• how to promote positive relationships how to promote positive relationships between childrenbetween children

Remember that there are students (and Remember that there are students (and

adults, too,) who can start a fight even if adults, too,) who can start a fight even if they’re locked in a room all alone by they’re locked in a room all alone by themself.themself.

Underlying principlesUnderlying principles•• Positive relationships with children Positive relationships with children

are key to positive behavior and are key to positive behavior and regular attendanceregular attendance

•• Positive relationships may just Positive relationships may just happen, but they can also be happen, but they can also be developeddeveloped

•• Positive recognition and Positive recognition and reinforcement develop positive reinforcement develop positive behavior and build the relationshipbehavior and build the relationship

•• Behavior is contextual and Behavior is contextual and interactive: the way adults manage interactive: the way adults manage their own emotional responses has an their own emotional responses has an important influence on children’s important influence on children’s behaviorbehavior

The Fifth RThe Fifth R

The 4Rs

Rights Responsibilities

Rules Choices

Routines

Positive consequences

Negative consequences

Inevitability

Potential barriers to Potential barriers to establishing positive establishing positive relationshipsrelationships•• Large numbers of children with whom Large numbers of children with whom

teacher needs to develop relationshipsteacher needs to develop relationships•• Lack of time to spend with individualsLack of time to spend with individuals•• We find it easier to develop positive We find it easier to develop positive

relationships with some. (Why is that?)relationships with some. (Why is that?)•• Some children are actively suspicious of, Some children are actively suspicious of,

and unfamiliar with, positive relationships.and unfamiliar with, positive relationships. (Particularly students who come from the (Particularly students who come from the

culture of poverty.)culture of poverty.)

•Do SOMETHING! If it works, Do SOMETHING! If it works, do more;do more;

•If it doesn’t, try something If it doesn’t, try something else.else.

Never treat a child in a way you Never treat a child in a way you wouldn’t treat an adult.wouldn’t treat an adult.

Try to see things through the child’s Try to see things through the child’s eyes.eyes.

• The importance of positive behavior The importance of positive behavior in a role model can’t be emphasized in a role model can’t be emphasized enough. Kindness and humor shown enough. Kindness and humor shown in a business-like, task-oriented in a business-like, task-oriented atmosphere is pivotal. When atmosphere is pivotal. When students feel cared about, they want students feel cared about, they want to cooperate, not misbehave. to cooperate, not misbehave.

Think aboutThink about

•• the importance of establishing the importance of establishing positive relationships with all pupilspositive relationships with all pupils

•• how relationships are developed how relationships are developed and maintainedand maintained

•• looking for exceptions in a ‘difficult’ looking for exceptions in a ‘difficult’ relationshiprelationship

•• how to promote positive how to promote positive relationships between children in a relationships between children in a classroom communityclassroom community

•Marzano’sMarzano’s research states:research states:

• If a teacher has a good If a teacher has a good relationship with students, then relationship with students, then students more readily accept the students more readily accept the rules and procedures and the rules and procedures and the disciplinary actions that follow disciplinary actions that follow their violations.their violations.

•Without the foundation of a Without the foundation of a good relationship, students good relationship, students commonly resist rules and commonly resist rules and procedures along with the procedures along with the consequent disciplinary consequent disciplinary action.action.

•Marzano states that rules and Marzano states that rules and procedures and disciplinary procedures and disciplinary actions that follow violations actions that follow violations are also necessary are also necessary components of effective components of effective classroom management.classroom management.

Action stepsAction steps

• Assertive body languageAssertive body language

• Appropriate tone of voiceAppropriate tone of voice

• Persisting until the appropriate Persisting until the appropriate behavior occursbehavior occurs

• Establishing clear learning goalsEstablishing clear learning goals

• Providing flexible learning goalsProviding flexible learning goals

Taking a Personal InterestTaking a Personal Interest

• Talking informally with students Talking informally with students before, during and after class about before, during and after class about their intereststheir interests

• Greeting students outside of schoolGreeting students outside of school

• Singling out a few students each day Singling out a few students each day in the lunchroom and talking to themin the lunchroom and talking to them

• Being aware of and commenting on Being aware of and commenting on important events in students’ livesimportant events in students’ lives

• Complimenting students on Complimenting students on important achievements in and out important achievements in and out of schoolof school

• Meeting students at the door as they Meeting students at the door as they come into class and saying hello to come into class and saying hello to each child, making sure to use his or each child, making sure to use his or her name first.her name first.

• Effective classroom Effective classroom

management begins management begins

OUTSIDEOUTSIDE

the classroom door.the classroom door.

• Make eye contact by scanning the entire Make eye contact by scanning the entire room as you speakroom as you speak

• Freely move about all sections of the Freely move about all sections of the roomroom

• Deliberately move toward and be close to Deliberately move toward and be close to each student in the roomeach student in the room

• Attribute ownership of ideas to the Attribute ownership of ideas to the student who originated them “Dennis has student who originated them “Dennis has just added to Mary’s idea by saying just added to Mary’s idea by saying that…”that…”

• Allow and encourage ALL students to be Allow and encourage ALL students to be part of classroom discussionspart of classroom discussions

• Provide appropriate “wait time.”Provide appropriate “wait time.”

• Emphasize right parts of wrong answersEmphasize right parts of wrong answers

• Encourage collaborationEncourage collaboration

• Restate or rephrase the questionRestate or rephrase the question

• Give hints or cluesGive hints or clues

• Provide the answer and ask for elaborationProvide the answer and ask for elaboration

ConclusionConclusion

• Teacher-student relationships are critical Teacher-student relationships are critical to the success of the two other aspects of to the success of the two other aspects of classroom management – rules and classroom management – rules and procedures and disciplinary interventionsprocedures and disciplinary interventions

• To build good relationships, communicate To build good relationships, communicate appropriate levels of dominance and let appropriate levels of dominance and let students know you are in control of the students know you are in control of the class and are willing and able to leadclass and are willing and able to lead

• Communicate appropriate levels of Communicate appropriate levels of cooperation and convey the message cooperation and convey the message that you are interested in the that you are interested in the concerns of students as individuals concerns of students as individuals and as a classand as a class

• Make a special effort to build positive Make a special effort to build positive relationships with high need studentsrelationships with high need students

•Remember that ALL THREE Remember that ALL THREE COMPONENTS of effective COMPONENTS of effective classroom management classroom management need to be present before need to be present before learning can truly happen.learning can truly happen.

• Start planning NOW for actions you will Start planning NOW for actions you will take tomorrow.take tomorrow.

• Think about what you wish you had Think about what you wish you had done differently before. done differently before.

• How will you start your first minute of How will you start your first minute of class?class?

• Good teaching is like gardening. The Good teaching is like gardening. The most important part of the activity is most important part of the activity is preparation of the soil so that plants preparation of the soil so that plants can grow.can grow.

• The rest is about providing daily The rest is about providing daily nutrients (lessons) and removing the nutrients (lessons) and removing the weeds (incorrect information or weeds (incorrect information or behavior).behavior).

• We should structure our classroom We should structure our classroom management to reflect the world in which we management to reflect the world in which we live.live.

• We are preparing our students for that world.We are preparing our students for that world.

• How are we helping them to fit in?How are we helping them to fit in?

• Remember that good classroom Remember that good classroom management teaches skills students management teaches skills students will need in the adult world.will need in the adult world.

• The role model we provide is the The role model we provide is the most powerful instruction they will most powerful instruction they will ever receive.ever receive.

•Never forget the power of Never forget the power of one person to make a one person to make a difference in the life of a difference in the life of a child. child.

• Believe it!Believe it!