Re-examination of Effective Classroom Management: Middle School

The work reported in this symposium is supported by: Office of Special Education Programs

Institute of Education Sciences (National Research Center on Rural Education Support)

Presenters Tom Farmer – General Issues

Theresa Hoover – Managing the Class

Douglas Kostewicz – Individualized Intervention

Tom Farmer – Managing Social Dynamics

Developmental Issues in Middle SchoolChanges in Context Less structure and predictability More adults but fewer personal relationships More individual responsibility and academic press Changes in the social hierarchy (i.e., jockeying for

power)

Changes in Students Greater need for autonomy and independence Physical maturation and interest in romantic

relationships Peer influences and being “cool” become more

important Socially vulnerable (bullying, social aggression,

victimization)

Traditional Approaches to Classroom Management in Middle School Classrooms Assertive Discipline

Singling out problem students keeping a public record of their problems Reminding them of the increased severity of the

consequences if the problem persists

In-School Suspension Office referral Removal from classroom Negative reinforcement for teacher and student

Classroom Management Needs for Students with or/at-risk of EBD in Middle School Factors in Creating Effective Classroom Contexts:

Teach and reinforce behaviors that students need in the classroom

Promote a classroom context where students want to be and feel successful

Consistency across teachers and administrators

Provides individualized positive behavior support for students who need it

Is responsive and aware of classroom social dynamics

Classroom Management Strategies for Students with EBD in Middle School

Establish a successful classroom environment

Explain rules/expectations clearly, explicitly from the beginning

Changing of classrooms – First time most student have multiple teachers Consistency of rules/expectations

Routines

Prevention Strategies: Reducing the Likelihood of Problems by Promoting Academic Engagement Positive Classroom Climate

Develop routines Post day’s events/assignments

Adapting Instruction Monitor progress during lesson Keep a steady pace Assignments meet student needs

Pre-correction/active supervision

Whole Classroom Strategies

Greet students as they enter the classroom

Review the schedule for the day Use proximity during instruction to off

set Use structure to keep students actively

involved in the given activity/instruction Be positive – recognize good behavior

purposefully/deliberately

When a problem arises

Doug’s stuff

Why Social Dynamics?

1) Students’ relationships with adults is shifting Waning need for adult approval More independence and autonomy

2) The Importance of peers in adolescence Peer rejection and later outcomes Peer affiliations and later outcomes

3) Transitions and social dominance

4) Adolescence and social aggression

Social Dynamics Training

Aims & Goals

1) To help teachers to become better aware of classroom social dynamics

2) To consider how natural classroom social dynamics can be used to support behavior management strategies

What are Classroom Social Dynamics?

Think about classes that you’ve taught in the past

1) Can you remember specific peer groups? --Distinct characteristics--Hierarchically structured

2) Do some students take on specific social roles? --Leader --Bully --Victim--Isolate

3) Do students influence each other’s behavior? Do students behave differently depending on the group that they are with? The status of the other person that they are with?

Social Dynamics and Intervention:

Social Interactions

Social Interactions – Behaviors between two individuals tends to become synchronized in ways that support and sustain specific patterns

Assessment – Goal is to determine how students impact each other’s behavior

Intervention - Focus on the natural daily interactions that sustain behavior

Social Dynamics and Interventions:

Social Structures Social Structures – Classrooms tend to become hierarchically organized

with some groups and individuals having higher status than others

Assessment – Goal is to understand how peer groups and the social hierarchy impact students’ behavior and contribute to the overall classroom climate

Intervention - Efforts to intervene with a student’s behavior should take into consideration how the peer group and the broader classroom social structure impacts her or his behavior

Social Dynamics and Interventions:

Social Roles Social roles – Many students develop particular roles (e.g.,

leader, class clown, bully) and social reputations that become sustained, in part, by the expectations of others. Also, some roles become synchronized with other roles (i.e., teacher – student; follower-leader; victim – bully).

Assessment – Goal is to understand how social roles and social synchrony impact a student’s behavior and works to sustains her or his particular patterns of behavior

Intervention - Efforts to intervene with a student’s behavior should take into consideration his or her role and the expectations and actions of others that help to sustain it

Social Dynamics and Interventions:

The Dynamics of Aggression Dynamics of aggression – Students frequently jockey for social

status and social power. Some students (particularly boys) may use physically aggressive strategies to assert their dominance. Other students (particularly girls) may use socially aggressive strategies (i.e., use the social network as a means of hurting others) to promote their social status.

Assessment – The goal is to identify how aggression is supported by classroom social dynamics and how socially aggressive strategies contributes to conflict that leads to more serious problems

 Intervention - Efforts to intervene with a student’s behavior should take into

consideration the dynamics of influence and social power in the classroom