Classroom Management: A Most Valuable Pursuit

Why?

As educators, we have the power to impact the future with every sentence, every expression, every reaction and interaction within our classroom.

That is a daunting responsibility.

It begs us to consider:

How do we become more conscious of this impact and design our behaviors for this noble task?

Consider the research of Robert J Marzono (2007)

“Arguably the quality of the relationships teachers have with students is the keystone of effective management and perhaps even the entirety of teaching.”

There are two complementary dynamics that constitute an effective teacher–student relationship. The first is the extent to which the teacher gives students the sense

that he is providing guidance and control both behaviorally and academically.

In effect, the teacher must somehow communicate the message: “You can count on me to provide clear direction in terms of your learning and in terms of behavior. I take responsibility for these issues.”

Marzano Continued

The second dynamic is the extent to which

the teacher provides a sense that teacher and students are a team devoted to the well-being of all participants. In effect, the teacher must somehow communicate the message: “We are a team here and succeed or fail as a team. Additionally, I

have a stake personally in the success of each one of you.”

These become important considerations as we think about our responsibility as educators.

Our Responsibility

“The young child does not explore the world to gain knowledge. All expressions of personality by the young child seem variations on one theme: the child’s search for his life”

Dr. Saul Wachs, 1946 Forward in Torah Talk

The Four C’s of Classroom Management

Consult/Communication– What are my strengths and weaknesses in communicating ideas and

feelings?

Conduct– How can I best manage behaviors in my classroom to facilitate a positive

learning environment?

Content– How can I best engage my students in the learning objectives and equalize

opportunities for all of my students to learn?

Community/CovenantHow do I develop trusting relationships with families and students?

Where are you living right now?

A. Northeast U.S.

B. Southeast U.S.

C. Midwest U.S.

D. West Coast U.S.

E. International

What Grade Levels do you Teach?

A. Early childhood

B. Kindergarten-2nd grade

C. Grades 3-5

D. Grades 6-8

E. High School

Think back to when you were a student:

How many of you remember something specific that a teacher said to you that positively impacted your self perception?A. YesB. No

How many of you remember something specific that a teacher said to you that negatively impacted your self perception?A. YesB. No

Initial Questions for each of you to Consider:

Ask yourself:

What is the relationship between classroom management and student learning and my own teacher efficacy?

What are my personal assumptions about human behavior and how do they impact my classroom management decisions?

Ecological Behavioral Humanistic Psychoanalytic

What We Believe is What We DO

Ecological Theory Bronfenbrenner)

Behvior develops as a result of multiple and complex systems.

The total learning environment is seen as shared responsibility of the school , the families and the community.

Children do best when all environmental influences are considered as decisions are made.

Behavioral

Humans are born blank slates and their development is the result of environmental reinforcements and punishments paired with genetic and physiological influences.

Humanistic

Humans are born with their own inner capacity to grow optimally and become all they want to be.

This comes from the child’s own inner resources in environments that provide for optimal growth.

PsychoanalyticalFreud

Humans are born with inner drives to meet their own needs and desires first and foremost.

Children are pre-programmed to ensure that they get their needs met.

As they grow and develop parents and teachers can teach them to control their drives and balance them with the needs of others.

Pick the Theory that is closest to your own beliefs about children

A. Ecological

B. Behavioral

C. Humanistic

D. Psychoanalytical

Communication and Power

Attractive Power

Expert Power

Reward Power

Coercive Power

Legitimate Power

Pick the type of Power(s) you use in your classroom:

A. Attractive Power

B. Expert Power

C. Reward Power

D. Coercive Power

E. Legitimate Power

Classroom Community

Classroom dynamics changes as the school year proceeds and as children grow and develop.

Mauer (1985) described four stages that classrooms might follow as the year progresses.Forming: Honeymoon periodStorming: Testing the limitsNorming: Students are becoming oriented to the

ways of the classroomPerforming: Students are self-reliant, self-controlled

and self-disciplined. They know what to do and can work in groups or individually. A great period of productivity.

Community/Covenant Management(Iverson, 1999)

Sample Management Indicators: Climate characteristics:

Class members are invited to participate in goal setting. Group cohesiveness and cooperation are stressed over competition.

Relationship qualities: Teachers and students can be direct and honest with one another. Understanding and trust are built from a sense of shared purpose. There is a sense of interdependence; common bonds define expectations.

Communication Characteristics: Conversations are positive, constructive and aimed at understanding another’s point of

view. Blame-free messages convey a teachers emotional response to a student’s objectionable

behavior.

Forms of Assistance: Problem-solving methods are used to place power in the hands of the students and increase

their sense of self-efficacy. Reflective listening is substituted for giving advice so students can formulate solutions to

their own problems.

Relationship Management:Solution to Behavior Problems

(Glasser 1990) STEP 1: Get involved with the student STEP 2: Deal with the student’s present behavior STEP 3: Get the student to make a value judgment about

the behavior STEP 4: Help the student develop a plan to change the

behavior. STEP 5 Get a commitment from the student to stick with

the plan STEP 6: Do not accept excuses for a failed plan. STEP 7: Do not punish or criticize the student for broken

plans. STEP 8: Never give up---go back to STEP 3 and start again!

Daily Reflection

As educators, we have the power to impact the future with every sentence, every expression and every reaction.

How did my words and efforts impact each of my students?

Is there anything further I could have done to assist them on their journey?

As we reflect on this we become more conscious of our impact and we continue as educators to design our behaviors for this noble task!