INTRODUCTION

Classroom
Management

Objectives
Define

classroom management
State the purpose of classroom management
Explain the critical role of good classroom
management
Discuss perspectives on classroom management
Articulate the premise of the three approaches to
classroom management; Self-Discipline approach,
Instructional approach and Desist approach
Suggest classroom management best practices
Test students' understanding of concepts taught
through question and answer

Does your classroom look like this??

How about this??

How do you establish and

maintain order in your learning
environment?
Dollase (1992) and Gordon (1991)
contend that this is the biggest

Get excited!!!
We have come to rescue you with our expert
training in

Perspectives on
Classroom
Management

The critical role of good

classroom management
Effective teaching and learning cannot take place in a
poorly managed classroom.
When classrooms are mismanaged, the following will
occur:
students will become disorderly and disrespectful.
No apparent rules and procedures will guide
behaviour, thus resulting in chaos becoming the norm.
Teachers will struggle to teach and students will
naturally learn much less than they should.

When classrooms are well managed the following

result:
Development of caring, supportive relationships
with and among students
Stutents learning will be optimized.
Students academic skills and competencies, as well
as their social and emotional development will be
enhanced.
Exemplary academic performance and student
achievement will be facilitated.
(American Psychological Association- Teacher Modules)

APPROACHES TO
CLASSROOM
MANAGEMENT

As teachers, we must be cognizant of the

fact that classroom management
techniques we implement, do have positive
and negative implications on our students
and the teaching and learning process.

The Self-Discipline
Approach

Self-discipline
Centered on the students trust
Emphasis on the teacher
relationship with the students

Democratic Models
Reality/Choice Theory
Teacher Effectiveness training
Inner discipline
Beyond discipline

Reality/Choice
Theory
Developed by
William Glasser in 1997
Students should accept responsibility for
their own behavior
Closeness of teacher student relationship
matters
(Manning and Bucher, 2007, p. 36-39)

Reality/Choice Theory
Implementation
1. Assist withStrategies
rule development
2. Name your class/team
3. Use your surroundings to display student
work
4. Encourage group work

Teacher
Effectiveness
Training

Developed by Dr Thomas Gordon in 1974

identify problems and students needs
Change the class environment
Listen actively
Insist on student self-discipline
(Manning and Bucher, 2007, p. 39-44)

1.

Implementation
Increase useStrategies
of student ideas

2. More discussion and dialogue

3. More student praise
4. Tailoring curriculum for individual students
5. Emphasize productivity and creativity
6. Plan learning goals cooperatively
7. More genuine teacher talk

Inner Discipline
Developed by Barbara Coloroso in
2002
It will allow students to:
Acknowledge their mistakes
Take responsibility
Think through solutions
Correct their misdeeds
(Manning and Bucher, 2007, p. 147-161)

Inner Discipline
Implementation

Assign rotating tasks to develop

responsibility
Teach student conflict resolution
Know your teaching management
style

Beyond Discipline
Developed by Alfie Kohn in 1996
Possibly dull curriculum and poor
teaching
Punishment and rewards as controls
Ask about needs and meet these
needs
Student to determine their own best
behavior
(Manning and Bucher, 2007, p. 213-

Beyond Discipline
focus
1. Criticism of new disciplines
2. Ideas about the nature of students
3. Suggested alternatives to
punishment
4. Ideas on community

Summation
Continuum within this approach
How applicable is it to us?
Need our own hybrid approach

The Instructional
Approach

Overview: The instructional approach to classroom

management is based on the idea that that well-

Two models of classroom management

based on the Instructional Approach.
The Kounin Model
Jacob Kounin (1970) in a comprehensive
comparison of effective and ineffective classroom
managers, found that most teachers handle
classroom problems the same. However, he
realized that some teachers were more successful
at stemming such issues because:
They are totally aware of everything in the
classroom environment;
They kept students actively engaged and they
conducted well-planned lessons with smooth
transitions.

He suggests four strategies for achieving

same:
Withitness - Teachers should be vigilant. Teachers
prevent mismanagement and disruptions when they
are aware of what is going on in all parts of the
classroom at all times. Withit teachers respond
immediately to student misbehavior and know who
started what.
Overlapping - Effective teachers must be able to
multitask. They should be able to monitor the whole
class at all times. No student should be left behind.
Group focusing and classroom managementEffective managers master the art of making smooth
lesson transitions, keeping an appropriate pace, and
involving all students in a lesson. (Charles, 2002)

The Jones Model

Frederick Jones (1979), spent over a decade

researching classroom difficulties, and
discovered that teachers lose 50% or more of
their instructional time through students timewasting. He proposes that this wasted
instructional time can be reclaimed when
teachers correctly implement four strategies:
Limit setting- is the establishment of
classroom boundaries for appropriate
behaviour from the get go. These limits should
include the formation of rules of governing
expectations for general deportment during
class .....

 Body language - are the non verbal cues

that tend to get students back to work,
the most effective of which are: physical
proximity to students, direct eye contact,
body position, facial expressions, and tone
of voice.
Incentive systems- also can be used
effectively to get students to complete
their work. Once students know that there
good rewards and consequences for their
actions, they will be compelled to behave
well.

Giving help efficiently- Jones research

revealed that teachers on the average spend
4 minutes helping individual students who
are having difficulty with classwork. He
recommends that this time be cut to no more
than 20 seconds per student. Doing so will
facilitate more students getting help and
reduce the tendency for students to work
only when the teacher is standing near them.
N.B. Jones does not believe the strategies listed above will eliminate classroom
problems and so more rigid measures should be used as back up when
necessary.

The Desist Approach

The Desist Approach

Gives the teacher full
responsibility for regulating the
classroom.
The teacher enforces a set of
specific rules to control student
behavior in the classroom.
Viewed as power systems.
Probably its the most widely used
strategy in todays schools.

Two common
desist
models
Assertive
discipline
Behavior modification

Assertive
discipline
Teachers have a basic right to teach and students
have the right to learn in a well-disciplined
classroom.
Teachers should clearly and firmly communicate
needs and requirements to students
Follow up their words with appropriate actions
Respond to students in ways that maximize
compliance but in no way violate the best interest of
the students
teachers take charge in the classroom in a calm yet
forceful way.
(Lee and Marlene Canter 1976)

Assertive discipline
Teachers do not tolerate improper behavior that
interrupts learning.
Commonly used excusespeer pressure, home
environment, and heredity, for exampleare
not accepted for misbehavior.
Teacher establishes rules and limits for
behavior, along with consequences for proper
behavior and improper behavior.
Students who follow the established rules
receive positive consequences
Students who break the rules receive negative
consequences

Behavior Modification

The assumptions is that students will change their behavior to

receive definite rewards.
Student behavior can be changed by altering the
consequences that follow their actions and behaviors.
Reinforcement principles are used systematically for changing
some aspect of educational practice or student behavior.
Students who follow established procedures, who follow the
rules, or who perform well on required work are given
reinforcers, or rewards.
Students who do not follow the procedures, who misbehave,
or who perform poorly are denied desired rewards or are
punished in some way.
(B.F. Skinner 1968,1971)

Behavior Modification
There are four general categories
of consequences that can follow
students actions:
positive reinforcement
negative reinforcement
Punishment I
Punishment II

BEST PRACTICES FOR CLASSROOM

MANAGEMENT
The first few days are the most important
ones of the year. Help children to formulate
two or three rules for the classroom. If the kids
help it's easier for them to own the rules. Be sure
that you're consistent in keeping the rules so the
children know that they are important. Have fun
and let children know you care about them.
Don't make any rules for your class that
you are not willing to follow through with Always be consistent and fair and let your
students know that you mean what you say.

 Never get into a power struggle with your

students - Always listen to both sides with a
nonjudgmental and non-confrontational attitude.
Lead and be the boss of your own classroom
- Once you gain the confidence things will go more
smoothly, and once you take a firm lead, the
students will respect and respond more readily.
Have a good balance of discipline and humor
with the children - In order to gain their respect,
you need to convey your genuine enjoyment to be
with them. Humor is important to have for your
own perspective and for the children. It keeps the
days lively and enjoyable.

 It's not what you teach, but how you teach it

that makes all the difference- If what you are
doing in your classroom is exciting and motivational,
classroom discipline problems disappear. Students
do not want to get in trouble because they do not
want to miss out on what is going on in your room.
Not every student will like you. And, you won't
like every student- Try to find at least one thing
you can respect each student for - even if it's just
showing up at school.
Children will quiet down when the teacher is
quiet and waiting for their attention- Dont lose
your voice trying to focus their attention on you.
Simply wait for the attention you deserve before
moving on to the next lesson or set of instructions.

 Adolescents love choices and challenges!

Whenever possible, give students choices whether it's a long-range project on a country
they select, or coloring a map with crayon,
marker, or colored pencil! I try to give as many
"small" choices as possible, even if it seems
insignificant.
Watch the body language for both yourself
and the students- With the student, it can give
you clues as to what the real problem is; for the
teacher, you need to convey that not only are
you listening but you are hearing what the
student is saying. Then have them help in the
solution.
(www.teachervision.com)

Summation
According to specialists in the field of education,
school and classroom management aims at
encouraging and establishing student self-control
through a process of promoting positive student
achievement and behavior.
Thus academic achievement, teacher efficacy
(ability), and teacher and student behavior are
directly linked with the concept of school and
classroom management.

THE INTERACTIVE
SESSION

How do you organize your

classroom to present
Well managedproblems?
classrooms support
management
learning
Students are orderly but not rigid
Speak freely but understand limits

Prerequisite to effective
management:
Classroom climate (healthy positive feeling
supports learning)
Teacher characteristics (able to deal with
different personalities, should be caring
(listen to students), firm (holding students
accountable for their actions, democratic,
modeling and enthusiasm, high expectations)
Relationship between management and
instruction


How do you present your rules
and procedures to your students?
Did you solicit input from them in
preparing the rules and
procedure?

References
Manning, M.L & Bucher, K.T.(2007). Classroom Management: Models, Applications and Cases,
4, 36-44, 147-161, 213-217.
Canter, L., & Canter, M. (1976). Assertive discipline: A take-charge approach for todays
educator. Los Angeles: Canter and Associates.
Charles, C. M. (2002). Building classroom discipline (6th ed.). New York: Longman.
Glasser, W. (1965). Reality therapy: A new approach to psychiatry. New York: Harper & Row.
Glasser, W. (1977). 10 steps to good discipline. Todays Education, 66, 6163.
Glasser, W. (1986). Control therapy in the classroom. New York: Harper & Row.
Coloroso, B. (2002). Kids are worth it! Giving your child the gift of inner discipline. New York:
HarperCollins.
Gordon, T. (1974). Teacher effectiveness training. New York: David McKay.
Jones, F. (1979, June). The gentle art of classroom discipline. National Elementary Principal, 58,
2632.
Kohn, A. (1996). Beyond discipline: From compliance to community. Alexandria, VA:
Association for Supervision and Curriculum Development.
Kounin, J. S. (1970). Discipline and group management in classrooms. New York: Holt,
Rinehart & Winston.
Skinner, B. F. (1968). The technology of teaching. New York: Appleton-Century-Crofts.
Skinner, B. F. (1971). Beyond freedom and dignity. New York: Knopf.