Classroom Management

SPEC 534

Session #4

Objectives

• Compare and contrast various theories and research that examine student behaviors and classroom environment;– Comparing models and

strategies which address student behavior and classroom management

What is a Good Rule?

• Write one rule on the post-it

• What does Canter say about rules?

• Why should we tell kids what to do instead of what not to do?

• How does this thinking help students?

• What is the barrier?

What do you remember?

• yrt hmp fsq dlk zcr gjz

• diz neg fah koq mux lec

• cab pot rig men but fad

• the boy and the dog ran

• What does this tell us about the number of rules children can remember?

What do we remember?

• 5 years 3 (+/-2)

• 7 years 4(+/-2)

• 9 years 5(+/-2)

• 11 years 6(+/-2)

• 13 years 7(+/-2)

What Rules Do we Have?

• Merge post-its

• Write headers

• What are the overarching expectations?

• How does this help?

• What can be done to compromise between canter and this?

B A M S

• B Be Respectful Bangor

• A Act Appropriately Area

• M Manage Your Time and Tasks Middle

• S Strive for Success School

BAMS: Morning Areas

Be respectfulRemain in designated areasRespect school property

Act appropriatelyKeep hands, feet, and objects to selfTalk quietlyFollow adult directions

Manage your timeUse designated exitsExit in orderly manner

Strive to succeedKeep self and other safe by not

rushing aroundBe courteousHelp others when needed

BAMS: Office

Be respectfulAddress all adults by nameTreat visitors as welcome guests

Act appropriatelyFollow adult directionsKeep voice tone lowOnly enter with a passKeep hands, feet, & objects to self

Manage your timeWait your turnMush have an appointment to see

guidanceStrive to succeed

Be courteous

BAMS: Cafeteria

Be respectfulWait patiently in lineFollow the flow of traffic (outside-in)Keep hands, feet, and objects to self

Act appropriatelyKeep your food & utensils on trays or

in mouthRaise hand to leave seatWalk at all timesAll food & drinks stay in the cafeteriaTalk quietly

Manage your timeBe there on timeHave money/ticket ready to payFinish eating on time

Strive to succeedClean your area before you leaveMind your manners

BAMS: Bus Platform

Be respectfulStay in lineRemain in your designated areaUse language free of profanity & insults

Act appropriatelyKeep hand, feet, & objects to selfStay behind the yellow line on the curbing until

the bus door opensWalk at all times

Manage your timeGet to the bus platform promptlyWait in your designated area

Strive to succeedKeep self & others safe by standing behind the yellow line & remaining in your areaBe courteousHelp others when needed

BAMS: Hallway

Be respectfulKeep hallways clean & free of litterRespect school property & that of others

Act appropriatelyWalk at all timesOpen locker by using the combinationClose locker quietlyKeep to the rightKeep hands & feet to self

Manage your timeGo to locker during designated timesBe in your class when the bell ringsWait patiently to get into your locker

Strive to succeedHelp others when neededBe courteousUse only your lockerGive others a chance to get into their locker

BAMS: Auditorium

Be respectfulListen to the speakerTreat speaker as a welcomed guestKeep feet off of the chair in front of you

Act appropriatelyKeep feet on floorTalk quietlyKeep hands & feet to selfFollow directionsStay still in the chairs (no chair rocking)

Manage your timeWhen the speaker starts talking you stopUse designated entrance

Strive to succeedAsk meaningful questionsBe an active participantEnjoy the presentation

Define and Teach Behavior

• Step One: Define Expectations– Set 3-5 overarching rules for all settings– Develop a plan for behavioral expectations– Set high, yet reasonable expectations– State positively and succinctly

• Step Two: Teach Expectations– Make rules public– Articulate to students what is expected– Modeling what is expected– Practice, Practice, Practice

• Step Three: Reinforce Expectations – Catch Students being good– Correct for non-compliance

– Knoster,Tim. (2000) Positive Approaches to School-Wide Discipline.

Teaching….

“If a child does not know how to read, we

teach.

If a child does not know how to swim, we

teach.

If a child does not know how to multiply, we

teach.

If a child does not know how to drive, we

teach.

If a child does not know how to behave,

we teach?…punish?”Tom Herner (NASDE President) Counterpoint, 1998

Teaching Behaviors

• Discipline comes from Latin to teach

• Why should we teach behaviors? – Cultural differences – Developmental readiness – School is a different

environment than home – May not have ever seen,

heard, or been taught before

Teaching Behaviors

• How do we teach? – Demonstrate-model – Guided Practice

• Prompts

– Independent practice – Mastery

Comparing and Contrasting

• Definition of Behavior

• Specific proactive strategies– What are they called– How are the defined– How are they used

• Specific reactive strategies– Same as above

Monitoring a Case

• Use the same assessment as the baseline

• Whenever possible align the strategy as the assessment

• Set a time frame for monitoring and check the progress frequently

Monitoring a Case

• Implementation – Integrity

• Frequency • Quality-skills • Resources

– Correct strategy match

• Student Progress– No progress

• Evaluate plan

– Slow progress • Revise plan

– Expected progress • Maintain plan

Homework

Midterm Darch, C., Miller, A., and

Shippen, P. (1998) Instructional classroom management: A proactive model for managing student behavior. Beyond Behavior, 9, 3, 18-27.

Wolfgang, C. H. (2001) Solving Disciplined Classroom Management Problems: Methods & Models For Today’s Teachers. 5th Ed., New York: Wiley & Sons, chpt.13.