Effective Classroom Management

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Effective Classroom Management

• Creating and Maintaining for
• Learning and Achievement
• NOT necessarily quiet
• Understand Diversity
• Separate Mountains and Molehills
• Set Limits
• Devise Strategies
• Motivate, Manage, Monitor

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Key PointsPorter, L. (1996, p 3)

• Teachers 2 functions
• Instructional Managerial
• Discipline Several functions
• Managerial
• maintaining order
• Educational
• Teaching self-discipline
• Promoting group co-operation
• Educating for citizenship democracy

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Issues.

• Classrooms
• Challenge maintenance of order!
• Difficult behaviour
• ANY ACT that disrupts and interrupts teaching and
  learning
• Discipline Plan
• Improves teacher effectiveness
• Provides accountability
• 3 parts
• Teacher beliefs
• Guiding theories
• Practice

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Demands of the Classroom

• Multidimensionality
• Many interests and abilities in same space
• Simultaneity
• Many things happen at once
• Immediacy
• Rapid pace of events little time to reflect
• Unpredictability
• Cant predict how things will go
• Publicness
• Contagion and Frailties recognised by students
• History
• Routines and norms, reputations

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Mountains and Molehills

• Primary Behaviours Rogers (1991)
• Violate an individuals rights
• Behavioural excesses/deficits
• Unsafe acts,
• property damage,
• aggression,
• immoral behaviour,
• defiance of teacher,
• active off-task (disruptive or passive),
• violations of behavioural agreement

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Mountains and Molehills

• Secondary
• (student responses to teacher correction)
• Defensiveness,
• arguing,
• answering back,
• baiting the teacher,
• anger,
• demeaning the activity
• Teachers skill in responding to primary
  behaviours can avoid provoking these

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Facilitating Learning

• Delivery
• Monitoring
• Communication
• Teachers are managers
• Time, people, place
• Plan
• Lead
• Organise
• Control
• Decide
• Must Do?
• Legally, routinely?
• Can Do?
• Constraints of the environment?
• Like to Do?
• ?????????

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Different Approaches

• Limit Setting (Canter Canter Jones)
• Applied Behaviour Analysis
• Cognitive-Behaviourism
• Needs Satisfaction (Adler)
• Neo-Adlerian (Dreikers, Dinkmeyer and Balson)
• Goal centred theory (Dreikers)
• Humanism (C Rogers, Gordon, Ginott)
• Choice Theory (Glasser)
• Positive Classroom Environment
• Personal Discipline Plan

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Limit Setting Approaches

• Canter Canter
• Fredric Jones
• Both
• Require teachers to set limits
• Discipline Plan
• Tool
• Order is maintained
• Teaching and learning occur
• Teacher
• assertive , warm and supportive
• Teaches rules, rewards compliance
• Enforces limits, graded consequences, invokes
  backup sanctions

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Applied Behaviour Analysis

• Focus on behaviour, not thinking or feelings
• Defining
• Observing
• Recording
• Behaviourist principles
• Consequences Reinforcements and Punishments
• Antecedents
• Shaping
• Modelling

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Applied Behaviour Analysis Overt Behaviour

• Application of operant learning
• We learn to behave in particular ways
• Consequences determine future behaviour
• Define, observe and measure behaviour
• Variations
• Cognitive-behavioural modification
• Functional assessment and analysis

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Cognitive-Behaviourism

• Focus
• student self-management
• Change from
• self-defeating talk (I cant do this, its too
  hard) to
• helpful self-statements (This is hard, but if I
  use a plan it might seem easier)
• teach effective ways of dealing with problems
  independently of the teacher
• Promotes self-control

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Needs SatisfactionAdlers Individual Psychology

• We behave the way we do in order to satisfy our
  basic needs
• The need to belong is NB
• TO MATTER
• BE SIGNIFICANT
• TO COUNT IN SOME WAY
• ve OR ve behaviour

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Neo-AdlerianAdler, Dreikers, Dinkmeyer and
Balson

• Aims to increase sense of belonging
• By democratic relationships within c/room
• Mutual respect
• Co-operation
• Encouragement
• Teacher identifies goals
• Attention involvement
• Power autonomy
• Justice fairness
• Withdrawal from conflict or challenge
• Students accept responsibility for own behaviour
• Encouragement,
• Contracts
• Natural and logical consequences

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Rudolf DreikersGoal-Centred theory

• Extension of Adler
• Motivation for all behaviour is goal-directed
• Goal of belonging
• Chn Behave positively
• To be Noticed
• To have power
• To feel safe
• To feel nurtured
• 4 Goals of misbehaviour
• Attention demanding attention
• Power winning or controlling
• Revenge getting even
• Inadequacy dependency or withdrawal

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Humanism C. Rogers, Gordon and Ginott

• Nurture students emotional needs and curiosity
  about learning student oriented
• Establish democratic relationships
• Facilitating rather than directing learning
• Determine if behaviour is a problem
• Who is inconvenienced by the problem?who owns
  it?
• Communication listening, assertiveness

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William GlasserChoice Theory

• ve or ve self beliefs guide future behaviour
• Teach that alternative ve behaviours can satisfy
  needs
• 5 basic needs
• Survival
• Belonging
• Power
• Freedom
• Fun

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Glasser

• Democratic with Relevant Curricula
• Individual self-responsibility with Social
  Obligation
• Learning
• Focus on mastery not facts
• Counselling approach
• Agreement to use more considerate ways to meet
  their needs
• Immediate reminder about expectations
• Then time to plan how s/he can correct behaviour
• Coercion and punishment not used
• Remove individual responsibility

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Positive Classroom Environment

• Create a sense of TEAM
• A special group whose functioning depends on each
  and every member
• Peers become a source of acceptance, belonging,
  learning
• Social and academic skills
• Create a sense of RELATIONSHIP
• Warm, Accepting
• Democratic
• Self Actualising
• Student Autonomy
• Belonging
• Positive group purpose
• Co-operative learning and peer tutoring
• Fun
• Motivates learning and balances stressors

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Personal Discipline Plan

• Personal Needs vs Professional Goals
• Philosophy
• Beliefs about children learning
• Purpose of discipline
• Causes of inappropriate behaviour
• Power
• Prevention more powerful the Intervention
• Mountains or Molehills
• Environmental Constraints

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