EDUS 220 Educational Psychology

1. Classroom Issues Classroom Management and Discipline Unit 11 EDUS 220 Educational Psychology Dr. Dean Owen Middle East Technical University Northern Cyprus Campus

2. Think back across your life and to the classes you’ve taken. Which one(s) stand out in your memory? Take a moment and write down some adjectives that would describe that course…..

3. How would you define the ideal classroom? What would it look like? How many students would you have? What would those students be like?

4. According to Fred Jones' Positive Classroom Discipline, "The most widespread management technique at home and in the classroom is nag, nag, nag." It's also the least effective…..

5. Classroom Management: How would you define it? • The process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. 2. The prevention of disruptive behavior in classrooms.

6. Classroom Management: Definitions Curriculum Curriculum refers to what is to be taught. Sources include state and local boards of education, professional associations, textbooks, teacher preferences, and increasing influence from the federal government.

7. Classroom Management: Definitions InstructionA) What the teacher does! It is the teacher's responsibility to make the curriculuminteresting, relevant, meaningful, and/or even fun. Activities thatcreate interest, challenge, inspire creativity or are personal are excellent approaches. A good starting point is for the teacher to ask, "Why am I teaching this?“ and then share the reasons with students. Hint: Every lesson should have planned time forreflection in order to  enhance understanding, reinforcement, and retention.

8. Classroom Management: Definitions InstructionA) What the teacher does (just a few ideas for you) You can’t teach someone against their will!

9. Classroom Management: Definitions InstructionA) What the teacher does (just a few ideas for you) Teaching is the process of creating “magic” in the classroom….creating situations in which “learning” is likely to occur.

10. Classroom Management: Definitions InstructionA) What the teacher does (just a few ideas for you) Teaching is like making a trip….the teacher is the guide and the students are the hikers……

11. Classroom Management: Definitions InstructionA) What the teacher does (just a few ideas for you) It’s easier to walk through the forest with someone than to drag that individual, kicking and screaming, through the forest.

12. Classroom Management: This is one approach

13. Classroom Management: This is another

14. Classroom Management: Definitions InstructionB) What students do: Learning that is retained requires participation.

15. Classroom Management: Definitions Consider the following regarding retention: We remember: 10% of what we read20% of what we hear30% of what we see50% of what we see and hear70% of what we say90% of what we say and do

16. Classroom Management: Definitions Classroom management deals with how things are done. It has to do with procedures, routines, and structure.

17. Classroom Management: Definitions • It is enhanced when procedures are: • Explained to students, • Modeled for students, • Practiced by students, and periodically (when necessary) • Reinforced by practicing again • When procedures are learned, routines are • established. Routines give structure to instruction. • Classroom management is the teacher's • responsibility.

18. Classroom Management: Definitions DisciplineDiscipline is the student's responsibility.Discipline deals with how people behave.It is about impulse management and self-control. Consider the difference between discipline and punishment….. I disciplined (punished) him for being late……(negative meaning….) I taught him discipline (self and impulse control) so he could be a better student. (positive meaning….a gift)…..

19. Classroom Management: Scope of the problem According to Moskowitz & Hayman (1976), once a teacher loses control of their classroom, it becomes increasingly more difficult for them to regain that control.

20. Classroom Management: Scope of the problem Research from Berliner (1988) and Brophy & Good (1986) shows that the time that teacher has to take to correct misbehavior caused by poor classroom management skills results in a lower rate of academic engagement in the classroom.

21. Classroom Management: Scope of the problem From the student’s perspective, effective classroom management involves clear communication of behavioral and academic expectations, as well as a cooperative learning environment

22. Classroom Management: Scope of the problem In repeated national studies more than 1/3 of all working teachers said that if they had to choose again, they would not elect to become teachers and the major reason was the difficulty in dealing with difficult students.

23. Classifications of difficult students Disruptive

24. Classifications of difficult students Uncooperative

25. Classifications of difficult students Unmotivated students.

26. Classroom Management: Approaches Classroom Management Reactive Proactive Corporal Punishment Prevention Rote Discipline Humiliation

27. Reactive Approaches

28. Corporal Punishment From the Latin “corpus” meaning the body…..

29. Rote Discipline: Sanctions or Writing lines

30. Humiliation or Public Ridicule

31. Isolation or “time out”

32. Student punishment takes many forms…..

33. Student punishment takes many forms….. • Punishment is very effective…..but two conditions must be present… • The punishment or level of discomfort must be severe……. • The punishment must occur immediately after the offending behavior….. • Neither of these are possible in schools….

34. Behavioral Approaches Classroom Management Remember learning theory??? How can learning theory be used to improve the classroom climate or behavior in the classroom….??? Let’s make a list of behaviors that would be a problem in a classroom…

35. Some basic learning ideas…. There are three approaches that could be taken in terms of modifying behavior.. 1. Increase a current behavior……I know how to do it…I just need to do it more, faster, better, more often….etc….

36. Some basic learning ideas…. There are three approaches that could be taken in terms of modifying behavior.. 2. Decrease a current behavior: I can do it but I need to it less often, with lower intensity……

37. Some basic learning ideas…. There are three approaches that could be taken in terms of modifying behavior.. 3. Teach a new behavior: I need to learn an entirely new behavior to make myself more effective or more coping…..

38. Preventative Approaches to Classroom Management

39. An old saying: A ounce of prevention is worth a pound of cure Metric version A gram of prevention is worth a kilogram of cure

40. Preventative approaches focus on the development of a positive classroom community in which there is mutual respect between students and teacher.

41. The Good Behavior Game Description:The Good Behavior Game is an approach to the management of classrooms behaviors that rewards children for displaying appropriate on-task behaviors during instructional times. How it is played: The class is divided into two teams and a point is given to a team for any inappropriate behavior displayed by one of its members. The team with the fewest number of points at the Game's conclusion each day wins a group reward. If both teams keep their points below a preset level, then both teams share in the reward. The program was first tested in 1969; several research articles have confirmed that the Game is an effective means of increasing the rate of on-task behaviors while reducing disruptions in the classroom (Barrish, Saunders, & Wolf, 1969; Harris & Sherman, 1973; Medland & Stachnik, 1972).

42. Token Economies in classrooms……

43. The Good Behavior Game The Five Basic Steps….. Step 1: Decide when to schedule the Game. The teacher first decides during what period(s) of the school day the Game will be played. As a rule of thumb, instructors should pick those times when the entire class is expected to show appropriate academic behaviors. Blocks of time devoted to reading, math, content instruction, and independent seatwork would be most appropriate for putting the Game into effect. Step 2: Clearly define the negative behaviors that will be scored during the Game. Teachers who have used the Good behavior Game typically define three types of negative behavior that will be scored whenever they appear during the Game. Those behaviors are:/p> leaving one's seat, talking in class , and engaging in disruptive behavior (Off-task behavior).

44. The Good Behavior Game The Five Basic Steps….. Step 3: Selecting Rewards that fit. Must be desired or valued by students Must satisfy a fundamental need of students…. primary: Food…pizza Secondary: Recognition, attention, free related topics. Must fit naturally into the classroom….additional time on the computer, or free reading time….or play time….or extra class time on skill building games and activities…

45. The Good Behavior Game The Five Basic Steps….. Step 4: Introduce the Game to the class Once behaviors have been selected and clearly defined by the teacher, the next step is to introduce the Game to the class. Ideally, time should be set aside for an initial group discussion. The teacher mentions that the class will be playing a game and presents a schedule clearly setting forth the instructional times during which the game will be in effect. The teacher next divides the classroom into two teams. For ease of recording, it is usually recommended that the instructor divide the class down the center of the room into roughly equal halves. Some teachers have used three teams successfully as well. To build a sense of team spirit, students may be encouraged to name their groups.

46. The Good Behavior Game The Five Basic Steps….. Step 5: Put the Game into effect. The game should have a definite start and stop time…. The instructor should continue normal classroom activities…the only change is that the instructor is also noting and publicly recording any negative points incurred by either team. Team scores should be posted where everyone can see them….Game can be played over the a day, week, month….. Care should be taken to be as consistent as possible in scoring negative behaviors. Winning teams should be praised as well as rewarded for their efforts, with that praise tied when possible to specifically observed behaviors.

47. Discipline with Dignity According to its founders, Discipline with Dignity is one of the most widely practiced behavior management philosophies in the world. Founded by Dr. Richard Curwin and Dr. Allen Mendler, the program is utilized in more than 12 different countries. Discipline with Dignity, provides an in-depth flexible approach for effective school and classroom management. With a strong focus on developing responsibility, it is a comprehensive, practical program that leads to improved student behavior through responsible thinking, cooperation, mutual respect, and shared decision-making. Social Contract between Teacher and Students….

48. Discipline with Dignity Basic Principles: • Long-term behavioral change, not quick fixes • Dealing with student behavior is part of the job • Rules must make sense • Be a model of what you expect • Always treat students with dignity • Responsibility is more important than obedience • Stop doing ineffective things • You can be fair without always having to treat every one the same

49. Discipline with Dignity • Basic Principles: • In disciplining difficult to control students Curwin and Mendler believe teachers need to use the following principles: • 1) Dealing with student behavior is an important part of teaching. They should put as much effort into teaching good behavior as they put into teaching content. • 2) Always treat students with dignity. To treat students with dignity is to be concerned about and understanding of their needs and viewpoints. Curwin and Mendler advise teachers to ask themselves this question when reacting to student misbehavior:"How would this strategy affect my dignity if a teacher did it to me?"

50. Discipline with Dignity • Basic Principles: • 3) Good discipline must not interfere with student motivation. Any discipline technique is self-defeating if it reduces motivation to learn. • 4) Responsibility is more important than obedience. Obedience means "do as you are told." Responsibility means "make the best possible decision."