Classroom Management Techniques

EDC 471 E
Spring 2018
Rules and Procedures

Classroom management involves the design and

implementation of classroom rules and
procedures.
Rules and procedures help in dealing with various
types of learners especially during the teaching-
learning process.
Rules and procedures vary in different classrooms, but
all effectively managed classrooms have them.

Rules and procedures, although used interchangeably,

have some important differences.

Both refer to stated expectations regarding behavior.

However, a rule identifies general expectations or

standards, and a procedure communicates
expectations for specific behaviors.
Setting rules and behaviors involves two actions:

Identifying specific rules and procedures

for your classroom

Involving students in the design of rules and

procedures.
General classroom behavior commonly addresses the
following areas:

Politeness and helpfulness when dealing with

others

Respecting the properties of others

Interrupting the teacher or others

Hitting or shoving others

Beginning of the school day or beginning of
the period
The manner in which class begins sets the tone for what
happens next.

The way the day or period ends leaves students with an

impression that carries over to the next time you meet.

https://www.youtube.com/watch?v=Kw4Q1nyACtQ
Rules and procedures that pertain to the beginning and
ending of the school day commonly address the following
areas:
Beginning the school day with specific social activities

Beginning the day with the pledge of allegiance

Doing administrative activities

Ending the day by cleaning the room and individual desks

Ending the day by putting away materials

 Transitions and interruptions

Inevitably, students will have to leave and enter the

classroom for a variety of reasons.

These transitions and interruptions can cause disorder if

there are no relevant rules and procedures.

Scenario Reflect
Rules and procedures that pertain to transitions and
interruptions commonly address the following areas:

Leaving the room

Returning to the room

Doing administrative activities

Using the bathroom

Using the library and resource room

Going to the canteen

Using the playground

 Materials and equipment
Materials and equipment are critical to a variety of
subject areas. Rules and procedures apply to the
following areas:
Distributing materials

Collecting materials

Storage of common materials

The teacher’s desk and storage areas

Student’s desks and storage areas

Use of drinking fountain, sink, and pencil

Physical Space…

12
Structuring the Environment
Principles
• When environmental conditions are appropriate for learning, the likelihood of
disruptive behavior is minimized.

• Students are more likely to follow classroom guidelines if the teacher models
appropriate behavior, explains the relationship of the guidelines to learning,
mutual student-teacher respect, and protection and safety of property and
individuals, and obtains student commitment to follow them.

• Teaching students appropriate behavior increases the likelihood that disruptive

behavior will be prevented.

• Enforcing teacher expectations by using natural and logical consequences helps

students to learn that they are responsible for the consequences of their behavior
and thus are responsible for controlling their own behavior.

Chapter 6-1
Physical Classroom Environment
• Environmental conditions
 lighting
 noise level
 ventilation
• Use of space
 seating arrangement
 bulletin boards
 display areas

Chapter 6-2
Classroom Guidelines
• Procedures
 directed towards classroom logistics
 taught to students with practice & feedback
 enforced with natural/logical consequences

• Rules
 Focus on appropriate behavior
• design rules <depends on teacher’s authority base>
• develop consequences <see hierarchy of interventions>
• communicate rationale for each rule <based on definition of discipline problem>
• obtain students’ commitments <developmentally appropriate>
• teach rules
• enforce rules with natural/logical consequences

• Consider the cultural embeddedness of classroom guidelines

Chapter 6-3
Consequences
• Natural – naturally related to inappropriate behavior,
occurs without intervention by another
• Logical – logically related to inappropriate behavior,
requires intervention by another
• Contrived – punishments, produces physical or
emotional discomfort

Chapter 6-4
Consequences vs. Punishment
Consequences
• naturally occurs, logically
related to student’s behavior
• deliberately
planned/delivered
• illustrates cause & effect and
personal power
• effective at all ages
• delivered without anger
• focus on own behavior
• develops self-control (ILC)
• reduces avoidance behavior
• protects/builds self-esteem
• consistent with moral
development Chapter 6-5
Punishments
• does not naturally occur,
• contrived reactionary & arbitrary
• illustrates power of teacher’s
authority
• loses effectiveness with age
• emotionally charged
• focus on teacher’s behavior
• develops dependency (ELC)
• increases avoidance behavior
• erodes self-esteem
• inconsistent with moral
development
Teaching Appropriate Behavior

• Planning for:
 Terminal objectives tasked analyzed into enabling object
 Order the enabling objectives from most to least complex
 Design teaching strategies for each objective
 Design an evaluation

Chapter 6-6
Physical Space

• Arrange desks to optimize the most common types of instructional

tasks you will have students engaged in.
 Desks in Rows, Front to Back
 Desks in Row, Side to Side
 Desks in Clusters
 Desks in U-Shape

20
Physical Space, cont.

• Make sure you have access to all parts of the room.

• Feel free to assign seats, and change at will.

• Minimize the disruptions caused by high traffic areas in

the class.

• Arrange to devote some of your bulletin board/display

space to student work.
21
Physical Space, cont.

• If needed, arrange for a “Time-Out” space in your classroom that is

as unobtrusive as possible.

• Desks do not have to be in traditional rows, but all chairs should

face forward so that all eyes are focused on the teacher

22
Students Who Cause Behavioral
Problems:
• Aggressive (the hyperactive, agitated, unruly student)
• Resistant (the student who won’t work)
• Distractible (the student who can’t concentrate)
• Dependent (the student who wants help all the time)

23
Location for Students who cause behavioral
problems:
• Separate—disruptive students; maybe
aggressive and resistant students

• Nearby—disruptive students; maybe

distractible, dependent, and resistant

24
Prepare the Work Area…
• Arrange work areas and seats so that you can
easily see and monitor all the students and
areas no matter where you are in the room
• Be sure that students will be able to see you as
well as frequently used areas of the classroom
• Keep traffic areas clear
• Keep access to storage areas, bookcases,
cabinets, and doors clear
• Learn the emergency procedures
• Make sure you have enough chairs for the work
areas 25
Prepare the Work Area…
• Be sure to have all necessary materials in easily
accessible areas
• Test any equipment to make sure that it works BEFORE
you use it
• Use materials such as tote bags, boxes, coffee cans,
dishpans, etc. to store materials that students will need.
• Arrange work areas where students can go for reading
and math groups, science, lab areas, project work,
learning centers, and independent study. (Remember,
you may not need these areas on the first days of
school).
26
Prepare the Student Area…

• Plan areas for student belongings

 Coats
 Binders
 Backpacks
 Books
 Lunchboxes
 Lost and found items
 others

27
Prepare the Wall Space…

• Cover one or more bulletin boards with colored paper

and trim, and leave it bare for the purpose of displaying
student work and artifacts.
• Display your discipline plan in a prominent place.
• Post procedures, assigned duties, calendar, clock,
emergency information, schedules, menus, charts, maps,
decorations, birthdays, and student work.
• Have a consistent place for listing the day’s or week’s
assignments

28
Prepare the Wall Space…

• Post a large example of the proper heading or style for papers to

be done in class
• Post examples of tests students will take, assignments they will
turn in, and papers they will write
• Display the feature topic, theme, chapter, or skill for the day or the
current unit

29
Prepare the bookcases…

• Do not place the bookcases or display wall where they

obstruct any lines of visions
• Rotate materials on the shelves, and leave out only those
items that you are willing to allow students to handle
• Do not place books or other loose materials near an exit
where they can easily disappear or where they may hide
emergency information

30
Prepare the Teaching Materials…
• Let students know what materials you want them to bring from
home. Have a place and a procedure ready for the storage of these
materials.
• Have a seating plan prepared.
• Have basic materials ready
• Find and organize containers for materials.
• Store seldom used materials out of the way
• Place electronic media where there are electrical outlets and
where the students will not trip over the wires; have extension
cords, adapter plugs, and batteries
• Obtain a supply of the forms that are used for daily school routines
• Organize, file, inventory 31
Prepare Yourself and Your
Area…
• Do not create a barrier between yourself and the students.
• Place your desk away from the door so that no one can take things
from your desk and quickly walk out.
• Communicate to your students that everything in and on you desk
is to be treated as personal property and off limits to them

32
Prepare Yourself and Your Area…
• Keep your personal belongings in a safe location
• Have emergency materials handy
 Personal items
 Extra lunch money
• Obtain the materials that you need before you need them

33
 Teachers who are
ready maximize
student learning and
minimize student
misbehavior.
34
 Cooperative learning groups

Cooperative learning groups have positive impacts on

student achievement, interpersonal relationships, and
attitudes about learning.

Rules and procedures address the following areas:

Movement in out of the group

Expected behavior of students in the group
Expected behavior of students in the group
Group communication with the teacher

https://www.youtube.com/watch?v=tLzsPBkRUIw
 Seatwork & teacher-led activities
Usually involves the expectation that students will remain
in their seats. Rules and procedures apply to the following
areas:
Student attention during presentation

Student participation

Talking among students

Obtaining help

Out-of-seat behavior

Behavior when work has been done

Involving students in the design of rules
and procedures

The most effective classroom managers do not simply

impose rules and procedures on students.

Rather, they engage students in the design of the rules and

procedures.
Summary:
Classroom rules and procedures are important, but they
may vary from one teacher to another.

Rules and procedures typically fall into several categories

including:
general expectations for behavior;
beginning and ending the day or period;
transitions and interruptions;
materials & equipment;
group work; and
teacher-led activities.
In all cases, it is important to involve students in the design
of classroom rules and procedures.
Disciplinary Interventions
The lack of discipline is the most serious problem
facing schools today.

The higher the grade level, the more disciplinary problems

occur in public schools.
https://www.youtube.com/watch?v=qLp2Aqvk3XU
Social Learning Theory
https://www.youtube.com/watch?v=KYDYzR-ZWRQ
Behaviorism
https://www.youtube.com/watch?v=EWKyGa5emwQ
Constructivism
What are the action steps you are encouraged to follow?

https://www.youtube.com/watch?v=XMhIUo2a1iE
ineffective
 Action Step 1
Employ specific techniques that acknowledge and reinforce
acceptable behavior and acknowledge and provide negative
consequences for unacceptable behavior.

https://www.youtube.com/watch?v=rOf_5Zp_GnI effective
teaching
https://www.youtube.com/watch?v=KvmEoM2_7uM the
good

Scenario Reflect
Five categories of disciplinary interventions can be used to
provide a balance of positive and negative consequences:

teacher reaction

tangible recognition

direct cost

group contingency

home contingency
 Teacher Reaction

Verbal and physical teacher reactions are the simplest

ways to acknowledge and reinforce acceptable behavior
and to acknowledge and provide negative consequences
for unacceptable behavior.

Why students behave unacceptably

https://www.youtube.com/watch?v=Z8LN3KL7nPU
https://www.youtube.com/watch?v=DTD5XaXny0U
Emmer, Evertson, and Worsham (2003) list a variety of
teacher reactions that include the following:
 Make eye contact with an offending student by moving
closer to him or her.
 Use physical signal to indicate that a given action is
inappropriate.
 If a student is not following a procedure, provide
him/her with simple verbal reminder.

 If a student is “off task” but not misbehaving, state the

desired appropriate behavior.

 If a student does not respond to more subtle

interventions, simply tell the student to stop the
inappropriate behavior.
 Tangible Recognition
 involves the use of some concrete symbol of appropriate
behavior.

It is important for any system of tangible recognition to be

accompanied by a thorough discussion of the rationale
behind it.

Care should be taken to ensure that tangible recognition is

not perceived as some type of bribe or form of coercion
relative to student behavior.
 Direct Cost
 are more oriented toward negative consequences
for student behavior. These strategies involve explicit
and direct consequences for inappropriate student
behavior.
How to address problems?
https://www.youtube.com/watch?v=lgS2ayIInJk
https://www.youtube.com/watch?v=nhlcaAEMBOM
 Isolation Time out
 refers to the removal of a student from the classroom
reserved for disruptive students.

It requires that students have a clear understanding as to

the specific behaviors that will lead to its use.

Students should be aware that isolation time out would

be used only when other attempts to correct the disruptive
behavior within the regular context of the classroom have
been exhausted.
 Overcorrection

 is a procedure that is used when a student has

misbehaved in a way that destroys or alters some objects in
the classroom.

Student would be asked to overcompensate for the

behavior.
 Group Contingency
Group contingency techniques operate in a fashion similar
to concrete recognition techniques except that they apply
to a group of students as opposed to individuals
https://www.youtube.com/watch?v=aOqjqOtX7GU
Interdependent Group Contingency Techniques

 require every student in the group to meet

the behavioral criterion for the group to earn
credit.
Dependent Group Contingency Technique

 requires a specific individual or a specific set of

individuals in the group to meet the criterion for the
group to earn credit.
 Home Contingency

Home contingency involves making parents aware of the

positive and negative behaviors of their children. This is
done in the form of a short note, a letter, a phone call, or a
visit to the parents of the student.
 Action Step 2
Establish clear limits for unacceptable behavior and an
effective system to record these behavior.
https://www.youtube.com/watch?v=bz_kSQdcxnk
https://www.youtube.com/watch?v=8eCfnrGu5xo
https://www.youtube.com/watch?v=RjbAC2bRW-0
https://www.youtube.com/watch?v=8Ts-7C_H6J8
identify
To use positive and negative consequences effectively, you
must establish limits.

Setting limits is a perfect opportunity to involve students in

their own management.

Rather than you establishing the limits in isolation, the

class could do so after discussing with them why the target
behavior is important and what are fair expectations
regarding that behavior.

The limit established by consensus approach would be the

best limit for the class.
Summary:
The guiding principle for disciplinary interventions is that
they should include a healthy balance between negative for
inappropriate behavior and positive consequences for
appropriate behavior.

Specific techniques that involve both positive and negative

consequences include teacher reaction, tangible recognition,
direct cost, group contingency, and home contingency.

Whatever the approach, it is important to establish

behavioral limits and a record-keeping system that allows
you to keep track of student behavior efficiently and
unobtrusively.
Communicating with Students
Everyday you communicate with your students
using different forms of communication, verbal or
non-verbal. Though ability to communicate is
inherent to all human beings, the skill to
communicate properly must be learned.
https://www.youtube.com/watch?v=hzWyjlg4kNs
https://www.youtube.com/watch?v=RPLQN6RCOEI for KG
Communication is a two way process. If one is
speaking, somebody should be listening. There is
no communication if both parties are speaking.
Communicating with students involves the following
aspects:
1. Using descriptive rather than judgmental language;
2. Teaching students to listen to you;
3. Listening to students;
4. Using supportive Replies;
5. Avoiding Unintended Messages; and
6. Professional confidence and student’s rights.
 Using descriptive rather than judgmental
language
Research studies indicate that students feel less
threatened, less defensive, and more willing to
engage in learning activities when working with
teachers who consistently use descriptive
language than they are when working with
teachers who use a more judgmental language
style.
Descriptive language verbally portrays a
situation, a behavior, an achievement, or a
feeling.

Judgmental language verbally summarizes an

evaluation of a behavior, achievement or person
with a characterization or label. Judgmental
language that focuses on personalities is
particularly detrimental to a climate of
cooperation.
The consequences of judgmental language

Judgmental language makes pupils uncomfortable in the

teacher’s presence because they believe that their
teacher has little respect for them.

Pupils develop a disruptive behavior pattern as they live

up to what they perceive to be their teacher's
expectation.
How would you avoid using judgmental language

1. Avoid labels.
2. Learn to distinguish between a student’s
accomplishments and the value of the student.
3. Do not view a student’s display of off-task behavior
as a reflection of character flaws.
4. Be responsible for teaching each student to be on task and
to achieve learning objectives.
5. Do not include judgment of student’s characters among
your responsibilities.
6. Do not hesitate in communicating your feeling about
specific behavior or achievements of students. However,
do not allow those feelings to influence the degree to
which you respect, care for and value students.
In order to consistently use a descriptive language style,
you must resist event silent thoughts that characterize
students with labels such as, “smart”, “slow”, “good
reader”, “well behaved”, “problem child”, “honest”,
“intelligent”, “under achiever”, and the paradoxical
“overachiever”.

Instead of thinking of students according to labels, you

should focus on learning tasks, circumstances, and
situations.
 Teaching Students to Listen to You
There are at least seven ways how you could teach
your students to listen to you:
1. Use descriptive language.
2. Use words judiciously.
3. Think before talking.
4. Avoid useless words.
5. Speak only to intended listeners.
6. Be aware of your body languages.
7. Speak only to the attentive.
 The Judicious Use of Words

In general, students are likely to pay attention whenever

you speak.

By judiciously using words that inform and by avoiding

inane* talk, you leave your students with the idea that
they miss something by not hearing you whenever you
speak to them.

* irrelevant/meaningless
Thinking Before Talking
Rather than immediately reacting with the first word
that comes to mind, it is usually wise for a teacher to
pause and carefully frame words before speaking to
students.

Often, adults send inane messages to children

because they immediately react to circumstances
before they get more relevant information.
More and More Useless Words

Students begin to learn to ignore teacher-talk when

teachers act as if they are initiating a self-initiating
behavior.

Students may begin tuning a teacher out when that

teacher makes judgments that only the students can
make.
 Speaking Only to Intended Listeners

When the situation warrants, teachers should make it

clear that:
 what she has to say is meant only for a particular pupil.

Other pupils don’t have to stop their work only to find that
the teacher’s message does not apply to them.
 Body Language
How you position your body when speaking to students
has a major impact on what messages students receive.

Teachers sometimes make the mistake of saying one

thing to students, but communicating another as a
consequence of their body language.

Your voice sometimes provides a hint of stress and

indicates to your pupils that you are not really in control.
Speaking Only to the Attentive
Speak to people only when they are ready to listen.

Sometimes students may not be ready to listen to you

because they do not think you understand them well
enough.

Hence, you would not tell them anything that they would
consider important. In other case, they are preoccupied
with thoughts with which they must dispense with before
attending to your message.
 Listening to Students
A reasonably accurate understanding of your students’
thoughts and attitudes is vital to your ability to identify:
 student’s needs,
 decide learning goals,
 design learning activities, and
 evaluate how well learning goals are achieved.

You also need to understand students’ thoughts and

attitudes in order to decide what messages you should
communicate and when and how each message should be
communicated. By listening to them, you will discover how
to get students to listen to you.
 Using Supportive Replies

This includes accepting feelings, relieving

frustration and defusing conflicts.
 Accepting Feelings

Expressions of feelings receive a support when the listener

indicates that the expression has been understood and
accepted.
 Relieving Frustration

Frustration can be quite incapacitating and sometimes a

person must relieve his or her frustration before
addressing the source of the frustration.

Having another person’s empathy can sometimes serve

to relieve frustration.
 Defusing Conflict

By acknowledging students’ feelings with supportive

replies, you can avoid arguments and dispense with
excuses for not being on-task.
 Avoiding Unintended Messages
Unintended messages, unwittingly communicated to
students by teachers, can cause many of the
misunderstandings about expectations that lead
students to become off-task.
However, you can reduce miscommunication when you
send unintended messages by :
modeling a business attitude;
avoiding disruptions in your own learning activities;
avoiding destructive positive reinforcers; and
avoiding destructive punishments.
 Professional Confidence and
Students Rights
Violation of Trust
Trust between a teacher and a student is an important
ingredient in establishing a classroom climate that is
conducive to cooperation, on-task behaviors, and
engagement in learning activities.

Teachers violate that trust when they gossip about

students or share information obtained through their
role as teachers with people who need not privy to that
information. Once students acquire the idea that
teachers gossip about them, they are far less likely to feel
comfortable in trusting those teachers.
The following have a right & need to know about
students’ achievement levels and behaviors:

• Students themselves
• Students parents/ guardians
• Professional personnel
 guidance councilor
 principal
 subject area supervisor / curriculum director
Summary:
If there is one skill that is neglected or not being developed
by teachers, it is the ability to communicate with students
effectively. Communicating with students involves several
skills which must be learned by heart by all teachers.

Descriptive language should be used by teachers rather

than judgmental language.

To teach students to listen to you, you should be aware of

what, when, how, and whom to speak.
 Listening to pupils means to stop talking and lend ears to
students. Teachers should listen not only to what pupils
say but listen also to what they do not say.

Pupils seek reply when they communicate with their

teachers. Replies should be supportive. You can do this by
accepting feelings, relieving frustration and avoiding
conflicting statements.
 Misinterpretations often occur when teachers
communicate with pupils. Thus, teachers should be sensitive
enough when communicating with students. Teachers should
also avoid disrupting their own learning activities because it
carries unintended message.

Trust is the most important ingredient in communication.

Teachers should engage in activities in the classroom that
promote trust and confidence among pupils.
 Teacher-Student Relationship

If a teacher has a good relationship with students, then

students more readily accept the rules and procedures and
the disciplinary actions that follow their violations. Without
the foundation of a good relationship, students commonly
resist rules and procedures along with the consequent
disciplinary actions. Product also of good teacher-student
relationship is responsible communication between them.
https://www.youtube.com/watch?v=kRWTwuxSzgw
Researchers indicate that on average, teachers who
have high-quality relationships with their students
had 31 percent fewer discipline problems, rule
violations, and related problems over a year’s time
with their students.
https://www.youtube.com/watch?v=RffD7QN1XW8
positive relationship
Effective teacher-student relationships have nothing to
do with teacher’s personality or even with whether the
students view the teacher as a friend.

Rather, the most effective teacher-student relationships

are characterized by specific teacher behaviors:

• exhibiting appropriate levels of dominance

• exhibiting appropriate levels of cooperation
• and being aware of high-needs students
 Appropriate Levels of Dominance
Wubbels and his colleagues (1999) define dominance
as the ability to provide clear purpose and strong
guidance regarding both academics and student
behavior.
Teachers can exhibit appropriate dominance by:
 establishing clear behavioral expectations and learning
goals
 establishing clear rules and procedures
 providing consequences for students behavior
 exhibiting assertive behavior
According to Emmer and colleagues (2003), assertive
behavior is the ability to stand up for one’s legitimate rights
in ways that make it less likely that others will ignore or
circumvent* them.

* Find a way around

Assertive behavior differs significantly from both passive
behavior and aggressive behavior. Researchers explain
that teachers display assertive behavior in the classroom
when they:

 Use assertive body language by maintaining an erect

posture, facing the offending student but keeping enough
distance so as not to appear threatening and matching the
facial expression with the content of the message being
presented to students;
 Use an appropriate tone of voice, speaking clearly and
deliberately in a pitch that is slightly but not greatly
elevated from normal classroom speech, avoiding any
display of emotions in the voice.

 Persist until students respond with the appropriate

behavior. Do not ignore an appropriate behavior; do not be
diverted by a student denying, arguing, or blaming, but
listen to legitimate explanations.

 providing clarity about the content and expectations of

an upcoming instructional unit.
Important teacher actions to achieve this end include:

 Establishing and communicating learning goals at the

beginning of a unit of instruction.
 Providing feedback of those goals.
 Continually and systematically re-visiting the goals.
 Providing summative feedback regarding the goals.
 Appropriate Levels of Cooperation

Cooperation is characterized by a concern for the needs and

opinions of others.

Although not the antithesis of dominance, cooperation

certainly occupies a different realm. Whereas dominance
focuses on the teacher as the driving force in the
classroom, cooperation focuses on the students and
teacher functioning as a team.

The interaction of these two dynamics; dominance and

cooperation is a central force in effective teacher-student
relationships.
You can convey appropriate levels of cooperation by:

 providing flexible learning goals.

 take a personal interest in each student

Some practical strategies that emphasize equitable and
positive classroom interactions with all students:

 Make eye contact with each student.

 Deliberately move toward and stand close to each student
during the class period.
 Attribute the ownership of ideas to the students who
initiated them.
 Allow and encourage all students to participate in class
discussions and interactions.
 Provide appropriate wait time for all students to respond
to questions, regardless of their past performance or your
perception of your ability.
Awareness of High-Needs Students

Although the classroom teacher is certainly not in a

position to address the students’ severe problems,
teachers with effective management skills are aware of
high-needs students and have a repertoire of specific
techniques for meeting some of their needs.
https://www.youtube.com/watch?v=YAWKxpCv1Fw
https://www.youtube.com/watch?v=EszrwFDpHOM
https://www.youtube.com/watch?v=mVRYSC8YyYA
 Five Categories of
High-Needs Students
 Passive

Behavior that avoids the domination of others or the

pain of negative experiences. The child attempts to
protect self from criticism, ridicule, or rejection,
possibly reacting to abuse and neglect.

Passive students fall into two subcategories:

 those who fear relationships

 those who fear failure.

 Fear of Relationships:
Avoids connection with others, is shy, doesn’t
initiate conversations, attempts to be invisible.

 Fear of Failure:
Gives up easily, is convinced he or she can’t
succeed, is easily frustrated, uses negative self-
talk.
 Aggressive Students

Hostile
 have poor anger control, low capacity for empathy,
and an inability to see the consequences of their actions.

Oppositional
 consistently resist following orders, argue with
adults, use harsh language, and tend to annoy others.

Covert
 often nearby when trouble starts and never quite
do what authority figures ask of them.
 Attention Problems

Behavior that demonstrates either motor or attention

difficulties resulting from a neurological disorder.

Students with attention problems fall into two categories:

 Hyperactive

 Inattentive
 Hyperactive:
Has difficulty with motor control, both physically and
verbally. Fidgets: leaves seat frequently, interrupts, talks
excessively.

 Inattentive:
Has difficulty staying focused and following through
projects. Has difficulty with listening, remembering and
organizing.
 Perfectionist
Behavior that is geared toward avoiding the
embarrassment and assumed shame of making mistakes.

The child fears what will happen if errors are discovered.

Has unrealistically high expectations of self.

Has Possibly received criticism or lack of acceptance while

making mistakes during the process of learning.

Tends to focus too much on the small details of projects. Will

avoid projects if unsure of outcome. Focuses on results and
not on relationships. Is self-critical.
 Socially Inept

Behavior that is based on the misinterpretation of

nonverbal signals of others. The child misunderstands
facial expressions and body language. Hasn’t received
adequate training in these areas and has poor role
modeling.

Attempts to make friends but is inept and unsuccessful. Is

forced to be alone. Is often teased for unusual behavior,
appearance, or lack of social skills.
 Summary:
Teacher-student relationships are critical to the success of three
of the other aspects of effective classroom management.

To build good relationships with students, it is important to

communicate appropriate levels of dominance and to let students
know that you are in control of the class and are willing to lead.

It is also important to communicate appropriate levels of

cooperation and to convey the message that you are interested in
the concerns of students as individuals and the class as a whole.

You may need to make a special effort to build positive

relationships with high-needs students, but using the proper
techniques in working with these students can enhance the chance
of successful classroom management.
Thank
you!