Chapter 12 Classroom Management Viewing recommendations for Windows: Use the Arial TrueType font and set your screen area to at least 800 by 600 pixels

Chapter 12

Classroom Management

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Copyright © Houghton Mifflin Company 12–2

Overview

• Authoritarian, permissive, and authoritative approaches to classroom management

• Preventing problems: Techniques of classroom management

• Techniques for dealing with behavior problems

• Violence in American schools


Classroom management styles

• Authoritarian– Student compliance is main goal– Make heavy use of rewards and punishments

• Permissive– Rely heavily on students liking and respecting them

• Authoritative– Goal is for students to regulate their own behavior– Set rules but adjust as students show their ability to

regulate their own behavior


Preventing problems: Effective classroom management

• Show your students you are “with it”• Learn to cope with overlapping situations• Strive to maintain smoothness and momentum in

classroom activities• Keep the whole class involved, even when working with

individual students• Introduce variety and be enthusiastic• Be aware of the ripple effect • Be clear and firm when disciplining, and avoid

angry outbursts(Kounin, 1970)


Characteristics of well-managed classrooms

• Students know what they are expected to do and generally experience the feeling that they are successful doing it

• Students are kept busy engaging in teacher-led instructional activities

• There is little wasted time, confusion, or disruption• A no-nonsense, work-oriented tone prevails, but at

the same time there is a relaxed and pleasant atmosphere

(Brophy, 1979; Good, 1982)


Keys to management success

• Effective teachers– Demonstrate they have thought about classroom

procedures prior to the first day of class– Post and/or announce a short list of basic classroom

rules and penalties– Engage in whole-group activities under teacher direction

the first few weeks of school– Maintain control by using Kounin’s techniques– Give clear directions, hold students accountable for

completing assignments, and give frequent feedback

(Evertson, Emmer, Clements, & Worsham, 2000)


Managing middle, junior high, and high school classrooms

• For an optimal environment– The arrangement of the seating, materials, and

equipment is consistent with the kind of instructional activities the teacher favors

– High traffic areas are kept free of congestion– The teacher can easily see all students– Frequently used teaching materials and student supplies

are readily available– Students can easily see instructional presentations and

displays

(Emmer, Evertson, Clements, & Worsham, 2000)


Technology tools for classroom management

• Centralized information systems– Computerized files with student information

• Integrated learning systems– Individualized instruction for students

• New classroom roles for teachers– Managers of complex social interactions– Scaffolding individual student learning


Techniques for dealing with behavior problems

• Influence techniques

• I-messages

• Problem ownership and active listening

• No-lose method


Influence techniques

• Planned ignoring• Signals• Proximity and touch control• Interest boosting (giving student extra attention)• Humor• Helping over hurdles (lack of understanding)• Program restructuring (changing activities)

(Redl & Wattenberg, 1959; Walker & Shea, 1999)


Influence techniques

• Antiseptic bouncing (time-out)• Physical restraint• Direct appeals (conduct and its consequence)• Criticism and encouragement (private)• Defining limits• Postsituational follow-up (discussion afterward)• Marginal use of interpretation

(Redl & Wattenberg, 1959; Walker & Shea, 1999)


I-messages

• Talking to the situation, not the personality or the character

• Explaining how one feels (e.g. “I get angry when I see bread thrown around.”)


Problem ownership and active listening

• Problem ownership– Determining the problem behavior and who

it is affecting

• Active listening– Listener shows interest; talker is encouraged

to express his/her feelings; listener does not actively participate but does respond by acknowledging what the talker has said


No-lose method

• Six-step procedure for solving conflicts– Define the problem– Generate possible solutions– Evaluate the solutions– Decide which solution is best– Determine how to implement the solution– Assess how well the solution solved the problem

(Gordon, 1974)


Analyzing reasons for violence

• Biological factors– Testosterone (male sex hormone) has been linked

to aggression

• Gender-related cultural influences– Assertive and aggressive behavior in males is more

accepted

• Academic skills and performance– Males tend to receive lower grades than females

and thus are more likely to experience feelings of frustration at school


Analyzing reasons for violence

• Interpersonal cognitive problem-solving skills– Students who lack the social skills to get along well with

others are more likely to have emotional blowups when frustrated

• Psychosocial factors– Students who experience difficulty with identity formation

may misbehave to release tension

• School environment – Large, impersonal schools that do not meet the needs of

their students may promote misbehavior in students


Reducing school violence

• Classroom tactics– Increasing student academic achievement

• Programs to reduce violence and improve discipline– Just Community– Resolving Conflict Creatively Program

(RCCP)– Conflict resolution programs


Using technology to keep students in school

• Carrollton City School System – Self-paced instructional modules, graphics art laboratory,

TV studio, computer-aided design laboratory, increased computer networking, desktop videoconferencing, televisions, video cassette recorders, and overhead projectors

• Hueneme School District– Computerized robotics, computer-aided manufacturing,

desktop publishing, aeronautics and pneumatic technology

• Virtual High Schools

End ofChapter 12

Classroom Management

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Chapter 12 Classroom Management Viewing recommendations for Windows: Use the Arial TrueType font and set your screen area to at least 800 by 600 pixels