Transcript Classroom Management

Classroom Management
What comes to mind when
you hear the phrase
“classroom management”?
Poll Everywhere
Historical Meaning of Classroom
Control
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In 1800’s – Classroom discipline
In 1930’s – Highly permissive
In 1950’s – Back to discipline
1947 Training Video
Today – Classroom management
Some Models
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Skinner – Behaviour modification
Canter – Assertive discipline
Dreikurs – Logical consequences
Albert – Cooperative discipline
Glasser – Reality therapy
Ginott – Communication model
Kounin – Withitness
Coloroso – Inner discipline
Kohn – Motivation from the inside out
Burrhus Frederic Skinner (1904-1990)
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Psychologist
Institutions
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University of Minnesota
Indiana University
Harvard University
Known for behaviour
analysis
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Operant conditioning
Radical behaviourism
Verbal Behaviour
Operant conditioning
chamber
Some Models
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Skinner – Behaviour modification
Canter – Assertive discipline
Dreikurs – Logical consequences
Albert – Cooperative discipline
Glasser – Reality therapy
Ginott – Communication model
Kounin – Withitness
Coloroso – Inner discipline
Kohn – Motivation from the inside out
Responsive Classrooms – Setting expectations
Barbara Coloroso
Kids are Worth It
http://www.kidsareworthit.com/
Alfie Kohn
"It's bad news if
students are
motivated to get
A's“
Alfie Kohn vs
Dwight Schrute
Alfie Kohn Quotations
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“The real alternative to being Number One is not being Number Two; it is
dispensing with rankings altogether”
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“It doesn’t matter how motivated students are; what matters is how
students are motivated”
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“Rewards and punishments are not opposites at all; they are two sides of
the same coin. And it is a coin that does not buy very much”
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“Children learn how to make good decisions by making decisions, not by
following directions”
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“The value of a book about dealing with children is inversely proportional
to the number of times it contains the word behavior. When our primary
focus is on discrete behaviors, we end up ignoring the whole child.”
William Glasser (1925-
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American psychiatrist
Developer of reality therapy and choice theory
Focus on personal choice, personal responsibility and personal
transformation
Theories have been applied to broader social issues, such as
education, management, and marriage
Potential detriments caused by psychiatry in its traditional form
Advocated the consideration of mental health as a public health
issue
William Glasser (1925-
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People need to meet the basic needs of love and finding selfworth
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success comes with giving and receiving love throughout one’s life
Schools are responsible for helping students to fill these needs
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Schools provide a loving atmosphere
Knowledge and ability to think required to achieve the feeling of self
worth
These needs must be met so that students can find an identity for
themselves
Students who fail to meet these needs will not find their identity,
will suffer, withdraw from society, be lonely and frustrated
William Glasser – Choice Theory
Love and Belonging
 Power
 Freedom
 Fun
 Survival
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Seven Deadly Habits
1.Criticizing
2.Blaming
3.Complaining
4.Nagging
5.Threatening
6.Punishing
7.Bribing, rewarding to control
Seven Caring Habits
1.Supporting
2.Encouraging
3.Listening
4.Accepting
5.Trusting
6.Respecting
7.Negotiating differences
Seven Caring Replace Seven Deadly
Habits
Habits
1.Supporting
2.Encouraging
3.Listening
4.Accepting
5.Trusting
6.Respecting
7.Negotiating
differences
1.Criticizing
2.Blaming
3.Complaining
4.Nagging
5.Threatening
6.Punishing
7.Bribing, rewarding to
control
Activity
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What can teachers do to help students meet
their needs for:
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Love and Belonging?
Power?
Freedom?
Fun?
Survival?
Reality Therapy
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Focus on the present
Avoid discussing symptoms and complaints
Focus on what one can do directly - act and
think
Avoid criticizing, blaming or complaining
Excuses stand directly in the way
Make specific, workable plans
Be patient and supportive
Restitution
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If a student’s behaviour falls outside the
agreed upon expectations, then a LOGICAL
consequence follows
Consequences are made up collaboratively
by the teacher and the student(s)
Help Students Make Choices
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What is it that the student wants?
What is the student doing now to get what
he/she wants?
Is that working for him/her?
What is the students’ plan to get what he/she
wants?
Corrective Language
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Use positive words (do rather than don’t)
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“Hands up without calling out”
“Jenn and Lance, this way and listening. Thanks”
Use simple descriptors
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“There’s paper on the floor”
Corrective Language
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Use language of choice
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“Yes, you can go when I’ve finished this
problem/story”
Use inclusive language when giving group
instructions
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“in our class, we use hands up without calling
out”. Then look for a hand up. “Yes, Lyndon,
what’s your question”.
Karen Rogers – English Teacher
8 Keys of Excellence
Developing Your Own Approach
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No approach is effective with all students at
all times
Your response will depend upon
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Your personality
Your value system
Your beliefs about children
What’s important to you?
Activity
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Individually identify your top 10 techniques
for classroom management
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Compare with Paul Pedota’s “Top 10”
Top 10 List for Classroom
Management
10. Develop a philosophy of "we" rather than "I" and
use a personal approach in working with students
9. Class rules should be reasonable, fair, equitable,
and used in a consistent manner
8. Your actions, words, and deeds should model the
behavior that you expect from your students
7. Remember self-esteem is as important for
adolescences as it is for you-avoid sarcasm or
actions that belittle an individual in front of
classmates
Top 10 List for Classroom
Management
6. Be proactive. Move around the room and
keep your eyes moving
5. Before you speak, get everyone's attention
and say what you mean and mean what you
say
4. Keep parents informed. Parent involvement
will support your role as a teacher
Top 10 List for Classroom
Management
3. Always give students hope-make them feel
that they can accomplish anything.
2. Treat your students as you yourself would
like to be treated.
1. Be yourself. Do not be an imitation of
someone else. Success will follow if you
allow your own personality to show.
Scenario 1
You are teaching a grade 11 social studies class and you
have arranged for a guest speaker to come and speak to
your students. During the presentation, you are sitting at the
back of the room, and you notice two students texting back
and forth to one another, giggling occasionally. Other
students notice this giggling and are trying to figure out what
they are doing. You are embarrassed that your students
would do this during a guest speaker’s presentation. You
want to stop the girls before the presenter notices, but you
don’t want to make a scene.
Could
you have done something differently in your
planning to avoid this situation? If so, what? What would
you do now?
Scenario 2
You are teaching grade 9 math and doing a review of
adding fractions. Joey and Jason are sitting at the back of
the class talking and laughing, making it difficult for you to
continue with the lesson. You say, “Joey and Jason, stop
talking and get back on task.” They ignore you and
continue, getting even louder. At this point, all the students
are watching you to see what you will do. You walk to the
back of the room and say, “Stop it or I’ll be splitting you up
for the rest of the semester.” They quiet down a bit, but as
you walk back to the front of the class, you hear Jason
mutter under his breath, “Whatever, man. If you didn’t teach
us grade 4 math maybe we’d pay attention.”
Could you have done something differently in your
planning to avoid this situation? If so, what? What would
Scenario 3
You are teaching Grade 10 English language arts and you are
doing Writer’s Workshop with the 32 students in your class. This
means that in the first 10 minutes of class you gave students an
activity to generate ideas for writing, and then students have 30
minutes to write independently on whatever topic they wish, using
whatever genre they choose. Then at the end of class, students
will have 5 minutes to share their writing with a partner. During the
30 minutes of writing, about 25 students are on task, but about 7 or
8 students are doodling, walking around the classroom, talking to a
friend, listening to their ipod, etc. As a teacher, you are trying to
provide choice for your students and allowing them the freedom to
write what they want, but it’s obvious that many are not engaged in
their writing. The noise level of the class is getting very high and
more students are becoming distracted.
Could you have done something differently in your planning to
avoid this situation? If so, what? What would you do now?
Scenario 4
You are teaching Grade 11 Native Studies and have planned a
jigsaw activity for your students. You have divided the
students into 5 “expert groups” and have given each “expert
group” an article to read and they have to prepare a summary
to share with the other students. As you mill around the
classroom, you see that one group is off task, they are not
reading their article, they are telling stories a big party of the
weekend, and no one in the group seems to be directing them
towards the goal of completing this summary. You are very
concerned about this because when you jigsaw and these
students don’t have the summary prepared, it will affect all
members of the class.
Could you have done something differently in your planning
to avoid this situation? If so, what? What would you do now?
Scenario 5
On the first day of class, you want to spend some time getting
to know your students in Grade 10 science. You decide to play
“Two Truths and a Lie.” You demonstrate to students and tell
them 3 things about yourself—two of them are true and one of
them is a lie. You then have the students guess which one is a
lie. Then you ask the students to get out a piece of paper and
write down 3 statements about themselves—two of them
should be true and one of them is a lie. Students furiously
start writing and you are pleased how things are going. The
students seem really engaged. Then you ask for volunteers to
present. A few students volunteer and read their statements to
the class. Then, Bruce asks to read his statements. He reads,
“I am originally from California. I can do a double flip on a
trampoline. I had a threesome last night.”
Could you have done something differently in your planning
to avoid this situation? If so, what? What would you do now?