Classroom Management

Lizamarie C. Olegario
What for you is classroom
management?
“Well- Oiled Machine” vs
“Beehive of Activities”
 Older View

 creating and applying rules to control

students’ behavior
 students’ passivity and compliance with

rigid rules
The teacher as director

“Well-oiled Machine”
 “Newer View”
• Students’ need for nurturing relationships
and opportunities for self-regulation.
• Students’ self-discipline and less on
externally controlling the student.
• Teacher as a guide, coordinator, and
facilitator.
• “Beehive of Activity”
Why do we need to manage the
classroom properly?
What is the goal of classroom
management?
 Management Goals
Help students spend more time on
learning
 Maximize instructional time & students’
learning.
 Less time on non-goal directed behavior.

Prevent student from developing

problems
 Prevent academic and emotional problems
 Students kept busy with active, challenging

tasks.
 What is DISCIPLINE ?
• an organized regulated orderly way of life
• helping the child to become:
– a happy
– outgoing
– expressive
– cooperative individual
– helping him recognize his feelings &
– expressing them in acceptable ways
 What is DISCIPLINE ?

Development of a personal control to

allow a person to be effective,
contributing members of a democratic
society and of the human community at
large.

–Staten W. Webster
 Discipline Styles
• Authoritarian
• Permissive
• Democratic

• Check what kind of discipline style

that you have
 Authoritarian
• strict rules & regulations
• no freedom of action, thought &
movement
• too much emphasis on perfection
• making too many decisions for the
children
• constant criticism of wrong doings
& nagging
 Authoritarian
• no respect for individual rights
• expecting unattainable standards
• little or no recognition , praise or
other signs of approval when child
meets the expected standard
• no relaxation in or control of corporal
punishment
• depriving the child of opportunity to
learn to control his own behavior
 Effect on Children
• assert their independence by doing
many wrong things which they
would otherwise not do
• behave & feel that the world is
hostile & thus become hostile
• show rebellion / revolt
• become resentfully submissive &
obedient
• be hypercritical toward authority
 Effect on Children
• fear punishment more than
others .
• become sullen / obstinate /
negativistic
• become insincere .
• learn to be sly , secretive &
dishonest to avoid punishment
• become an introvert
 Permissive

• there are no limits or

boundaries for the child to act
within
• the child can make his or her
own decisions & act on them in
any way he pleases
• there is too much leniency
 Effect on Children
• get confused & become insecure
• have no concept of right / wrong
• excessive aggressiveness
• resentful – feel that adults care little / not at
all for them
• be unmanageable in school / neighborhood
• might not be welcome thus not have many
friends .
 Democratic
• Emphasize growth self –
discipline & self control
• Explanation , discussion &
reasoning to help the child
understand why he is expected to
behave in a certain manner
• Punishment only at appropriate
times when he/ she refuses to do
an act
 Democratic
• No harsh punishment
• Rewards & praise when he /
she comes to expected
standards
• Careful planning to channelize
energies
• Appropriate motivation to live
up to expectations
 Effect on Children
• achieve desirable personal &
social adjustments
• develop independence in
thinking
• develop initiative in action
• be active & outgoing
• be spontaneous in behavior
 Effect on Children
• achieve healthy , positive ,
confident self concept
• have better self control
• deal with obstacles in a
positive way
• be more approachable &
friendly
 What kind of classroom
arrangement should we have?
 Principles of Classroom
Arrangement
Reduce congestion in high-traffic area
Make sure that you can easily see all
students
Make often-used teaching materials
and students supplies easily accessible
Make sure that students can easily
observe whole-class presentations
What kind of classroom climate
should we have?
 Creating an Effective
Classroom Climate
Communicate acceptance of, respect for
and caring about students as human beings
Establish a business like, yet non-
threatening atmosphere
Communicate appropriate messages about
school subject matter
Give students some sense of control with
regard to classroom activities
Create a sense of community among the
students
How do we set limits?
 Setting Limits
Establish a few rules and procedures at the
beginning of the year
Present rules and procedure in an informal
rather than controlling manner
Periodically view the usefulness of
existing rules and procedures
Acknowledge students’ feelings about
classroom requirements
What kind of activities will make
students keep on task?
 Planning Activities that Keep
Students on Task
Be sure students will always be busy and
engaged
Choose tasks at an appropriate academic
level
Provide a reasonable amount of structure
for activities and assignments
Make special plans for transition times in
the school day
 Share a good classroom
management technique that you
know.
Monitoring What the Students
are Doing
Be aware of what every one is doing
Regularly scan the classroom and
make frequent eye contact
Know what misbehaviors are
occurring, when and who the
predators are
 Share another classroom
management technique that you
know.
 Modifying Instructional
Strategies When Necessary
Alter instructional strategies to capture
students’ interest and excitement
Weigh whether the instructional materials
are so easy or too difficult
Focus on the concerns of the students
Address students’ motives while
simultaneously helping them achieve
classroom objectives
What management technique do
you think should not be done in
class?
 Responses that usually get
NEGATIVE results include:
 Reacting emotionally by being angry or
making hollow threats
 Handing out a punishment that is out of
proportion to the offense
 Reacting to misbehavior publicly
 Reacting to a small incidence that often
resolves itself
 Making an accusation without the facts to
back it up
 Responses that tend to get
POSITIVE results include:
 Describing the unacceptable
behavior to the student
 Pointing out how his behavior
negatively impacts him and
others
 Talking with the students
about what could have been a
better behavior choice and
why
 Responses that tend to get
POSITIVE results include:
 Asking the student to write a
goal that will help him improve
his actions
 Showing confidence in the
student that his behavior goals
are achievable
 Positively reinforcing behavior
that relates to student goals
Why do you think students
misbehave in class?
 Behavioral Goals (Dreikurs)
• Attention
• Power
• Revenge
• Avoidance of Failure
 Attention-seeking
• do almost anything to be noticed from
being argumentative to being funny.
• Teachers and classmates find this behavior
annoying and at times rude and
unacceptable.
• The attention seekers may be disciplined
for: disrespect, teasing, disturbing the
class, being uncooperative, swearing,
talking, being out of his seat, and making
fun of others.
How do we deal with students
who are attention-seeking?
 Strategies
• Ignore the behavior/ No eye
contact or words
• Non-verbally make child feel
loved
• Catch them being good
• Give the "eye"
• Stand close by
 Strategies
• Send a general signal
(established gestures to the
whole class)
• Send a secret signal (the above
strategy, modified for an
individual student)
• Give written notice
 Strategies
• Use an I-message (as in Ginott)
–Objective description of the
disruptive behavior
–Relates to our feelings
–Identifies the effect of the
misbehavior
–Finishes with a request
 Strategies
• Target-Stop-Do (especially for
ADD/ADHD)
– Target the student by name
– Identifies the behavior to be stopped
– Tells the student what he is expected to
do at that moment
– Use a diminishing quota (Dreikurs).
This allows incidents of particular
misbehavior to occur in a number
agreed upon
 Strategies
• Do the unexpected
–Turn out the lights
–Play a musical sound
–Lower your voice
–Change your voice
–Talk to the wall
 Power-seeking
• Wanting to be in charge or in control
• are often disruptive and confrontational
• The teacher may feel provoked, threatened
or challenged by this student.
• The following reasons may be the basis for
a referral to the office for a student who
struggles for power: disobeying,
disrespect, not cooperating, talking back
and disturbing the class.
How do you deal with students
who are power seeking?
 Strategies
• Distract the student/ Redirect
the behavior
– Ask a direct question
– Ask a favor
– Give choices
– Change the activity
 Strategies
• Notice appropriate behavior
– Proximity praise
– Standing ovation
• Move the student (either to
another seat or to the
"thinking chair"-less
appropriate for high school
students)
 Strategies
• Allow voice and choice
• Give choices, not orders
• Sidestep power struggle
• Wait for cooling-off period
• Grant legitimate power (involve
students in decision-making)
• Give child ways to feel powerful
• Delegate responsibility
 Revenge-seeking
• Lashing out or getting even is how some
students compensate for real or imagined
hurt feelings.
• The target of the revenge may be the
teacher, other students, or both.
• Revenge may come in the form of a
physical and/or psychological attack.
• Bullies often use revenge as their excuse
for shoving or pushing, teasing, causing
embarrassment and excluding others.
How do you deal with students
who are revenge-seeking?
 Strategies
• Do not hurt back
• Reestablish relationship
• Use logical consequences (related,
respectful, reasonable)
• Build caring relationships ("separate
the deed from the doer"-Ginott)
• Teach appropriate expressions of
feelings
 Avoidance of Failure
• some students appear to be discouraged and
helpless.
• They falsely believe that they can’t live up to
expectations
• To compensate for this belief, they don’t attempt
anything that might result in failure.
• These students may be disciplined for: not
paying attention, not being prepared, being
dishonest and wasting time. This phenomenon,
decribed as "learned helplessness" by
psychologists, is characteristic of students who
fail needlessly because they do not invest their
best efforts.
How do you deal with students
who want to avoid failure?
 Strategies
• Don't coax or show pity
• Arrange small successes
• Avoid doing for child
• Modify instructional methods
• Provide tutoring
• Encourage positive self-talk
 Strategies
• Teach procedures for
becoming 'unstuck‘
• Make mistakes okay
• Build confidence
• Make learning tangible
• Recognize achievement
 Influence Techniques
(Redl and Watenberg)
• Supporting Self-Control
• Situational Assistance
• Reality and Value Appraisal
• Retribution
Supporting Self-Control

…addressing the problem

before it becomes serious…
 Supporting Self-Control
 Signals
 Proximity control
 Interest boosting
 Humor – avoid irony and sarcasm
 Situational Assistance

…helping students to regain

control…
 Situational Assistance
 Helping over hurdles
 Support from routines
 Nonpunitive exile/ time-out
 Use of restraint
 Removing seductive objects
 Anticipatory planning
Reality and Value Appraisal

…teaching students the underlying

causes of misbehavior and helping
them to foresee probable
consequences…
 Reality and Value Appraisal
 Direct appeals – point out the
connection between conduct and
consequences
 Criticism and encouragement
 avoid ridiculing or humiliating the
student
 public humiliation can set an example
for other pupils but may make a child
hate you, counterattack, and withdraw
so minimize negative aftereffects by
using some encouragement
 Reality and Value Appraisal
 Defining limits – establish class
rules
 Postsituational follow-up –
discussion in private with an
individual or group involved
 Marginal use of interpretation –
analysis of behavior
ex.: I know that you are hungry
now
What to do if everything else
does not work?
 Retribution
 making the punishment fit the crime
 withholding a privilege
 detention
 punitive exile
 private conferences
 appeal to outside authority
PUNISHMENT IS A LAST RESORT
IN DEALING WITH MISBEHAVIOR
because it is too often
counterproductive.
Activity

Case Analysis
 Sharing

Share a problem that you had

difficulty dealing with
Share technique that you found very
effective in dealing with that problem
 "You have to touch the heart
before you can reach the mind."
When students feel cared about, they want to
cooperate, not misbehave. When they do not need
to misbehave to gain attention and significance,
they are free to learn.
 “ The mediocre teacher tells.
The good teacher explains.
The superior teacher demonstrates.
The great teacher inspires.”

By: William Arthur Ward