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Introduction to Classroom Management

Introduction to Classroom Management

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Introduction to Classroom Management

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  1. Introduction to Classroom Management ACED 4710/7900 Classroom and Laboratory Management Developed by Iris Ellis Revised by Charles Backes

  2. Important Topics • Need for classroom management • Definitions • Student needs that affect behavior • Trends in classroom management

  3. Is There a Need? • In the 1999 Gallup Poll, “Lack of discipline/more control” was rated as the biggest problem facing public schools.” It continues to rank highly. • Lack of discipline was the top problem listed for the first 16 years of the poll, until “drugs” took over. • Discipline related issues have fallen a few places, replaced by “lack of financial support” in the latest poll. • Lack of parental and administrative support are listed as top reasons that new teachers leave the profession. • Cotton 1992 found that nearly half of classroom time involves activities other than instruction.

  4. How about your classroom or laboratory?

  5. Let’s pause and consider! Take a moment and write a brief definition of effective classroom management. What are key components or skills demonstrated by teachers who are defined as effective classroom managers? 1.4, page 17

  6. Definitions Classroom Management: The process of establishing and maintaining an effective learning environment. Successful teachers place more emphasis on classroom management than on their roles as authority figures or disciplinarians.

  7. Consider Jones’ and Jones’ basic assumptions about classroom management. See page 29 of text. • Creating classroom environments • Connected to effective instruction • Involves students’ responsibility • Involves student behavioral skills. • Requires teachers to consider values and beliefs • Involves careful planning and professional growth

  8. Activity O.2 Let’s pause and break into our groups. Discuss Activity O.2 with your group and be prepared to share your consensus with the class. Visit Activity 0.2

  9. All schools are not the same! The authors state that there are four major factors that affect classroom management decisions. These factors necessitate adjustments to different teachers’ classroom management plans.

  10. These factors include… • The school context • Our own personal histories • Our beliefs regarding the goal of schooling • Students’ cultural backgrounds See page 30 in your text

  11. Let’s pause and consider! Where are you most comfortable in your skills and strengths regarding comprehensive classroom management? What areas most concern you or do you view as important for professional growth? 1.7, page 30

  12. Discipline: Training that is expected to produce a specified character or pattern of behavior. Controlled behavior. Rules: A principle of conduct observed by members of a group. Definitions

  13. Definitions A Good Website For Lots of Great Information on Classroom Management is http://chiron.valdosta.edu/whuitt/col/manage/rules.html

  14. Definitions • Procedures: A set of established methods for conducting the affairs of a business or classroom. Both rules and procedures are expectations for behavior • Climate: A prevailing condition in human affairs. • Classrooms that have a climate of competitiveness, hostility, and alienation cause anxiety and discomfort and do not facilitate the intellectual development of many students. • Classrooms in which students and teachers support one another facilitate the development of self-esteem.

  15. Student Needs • Maslow • Suggests that there is a hierarchy of basic human needs. • Lower-level needs generally take precedence over higher-order needs. • People are basically good and that they have an innate need to be competent and accepted. • Unproductive behavior is not an indication of a bad child but rather as a reaction to the frustration of basic needs not being met.

  16. Maslow • 1) Physiological: hunger, thirst, bodily comforts, etc.; • 2) Safety/security: out of danger; • 3) Belongingness and Love: affiliate with others, be accepted; • 4) Esteem: to achieve, be competent, gain approval and recognition.

  17. Student Needs • Topper provided a list based on research and interviews with students. Topper includes: • Friends who care for you • Fun and challenging things to do • Having choices and learning how to make choices • Physical well-being • Status and a “cool” reputation • Unconditional love, someone who will always be your advocate

  18. Student Needs • Lipsitz wrote extensively on the needs of early adolescents in the school environment. Lipsitz includes • Diversity • Opportunities for self-exploration and self-definition • Meaningful participation in school and community • Positive social interaction with peers and adults • Physical Activity • Competence and achievement • Structure and clear limits

  19. Developmental Assets • Research conducted by the Search Institute • 99,462 students participated. • Identified 40 developmental assets in eight areas necessary for healthy personal development. Let’s look at these on page 56

  20. Major Trends/Theories • The Counseling Approach (1960 – 1970) • Emphasis on discipline • Teacher training focused on what to do AFTER students misbehaved • William Glasser developed “reality therapy” • Based on the belief that young people need caring professionals • Young people need help taking responsibility for their behavior and help developing a plan aimed at altering their unproductive conduct

  21. Major Trends/Theories • Behavioristic Methods (1970 – 1980) • The focus of classroom discipline moved in the direction of teacher control. • Teachers were taught to ignore inappropriate behavior while reinforcing appropriate behavior • Canter presented Assertive Discipline. • Teachers learned to state clear general behavioral expectations • And, to teach students how to behave properly

  22. Major Trends/Theories • Lee and Marlene Canter’s Assertive Discipline, continued • Teachers must model and directly teach proper behavior. • Negative consequences are penalties teachers invoke when students violate class expectations. • Three types of teachers (page 85, C. M. Charles) • Hostile • Nonassertive • Assertive

  23. Major Trends/Theories • Teacher-Effectiveness Research (1970s) • Emphasized not what teachers did in response to misbehavior but how teachers prevented or contributed to students’ misbehavior. • Focused on three sets of teacher behavior: • Organizing & managing activities • Presenting instructional material • Teacher-student relationships

  24. Major Trends/Theories • Integration of Approaches • The behavioral tradition has been characterized by adding the following to teacher training • Beginning the school year • Working with parents • Helping students with homework • Brophy 1996, highlighted the blending of teacher effectiveness research with the emphasis on creating caring communities of support.

  25. Conclusion • Teachers need to continually upgrade their skills in motivating and managing students. • Research in classroom management has expanded dramatically during the past twenty years. • See Page 54! Recognize that there are no easy answers to all problems we will encounter.