Introduction to Classroom Management ACED 4710/7900 Classroom and Laboratory Management Developed by...
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Transcript of Introduction to Classroom Management ACED 4710/7900 Classroom and Laboratory Management Developed by...
Introduction to Classroom Management
ACED 4710/7900
Classroom and Laboratory Management
Developed by Iris Ellis Revised by Charles Backes
Important Topics
Need for classroom management
Definitions
Student needs that affect behavior
Trends in classroom management
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.
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
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.
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
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
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.
These factors include…
The school contextOur own personal historiesOur beliefs regarding the goal
of schoolingStudents’ cultural backgrounds See page 30 in your text
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
Definitions
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
A Good Website For Lots of Great Information on Classroom Management is
http://chiron.valdosta.edu/whuitt/col/manage/rules.html
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.
Definitions
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.
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.
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
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
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
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
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 expectationsAnd, to teach students how to behave
properly
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
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:1. Organizing & managing activities2. Presenting instructional material3. Teacher-student relationships
Major Trends/Theories
Integration of Approaches– The behavioral tradition has been
characterized by adding the following to teacher training
Beginning the school yearWorking with parentsHelping students with homework
– Brophy 1996, highlighted the blending of teacher effectiveness research with the emphasis on creating caring communities of support.
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.