Classroom Management

Johna Belardo
 Definition
Classroom Management

Nothing is more integral to

academic achievement than
successful classroom management.

all of the things that a teacher does

to organize students, space, time,
and materials, so that instruction in
content and student teaching can
take place
 Increases instructional time
Decreases disruptive
Benefits behavior
Makes good student
engagement
 Approaches
Self-Discipline
Instructional
Desist
 Self -Discipline
views that students can evaluate and change to appropriate behavior

The approach views classroom management as a

function of the teacher’s ability to build and
establish working teacher-student relationships.
It is build on four classroom management models
 a. Reality Therapy. Proposed
by Glaser (1986), this model
believes that students are
Models rational beings and can control
their behavior if they wish.
Example: students usually
behave well during the first day
of classes.
 b. Teaching Effectiveness Training
(TET). Conceived by Gordon in
1974, believes that teachers can
reduce disruptive behaviors by using
Models clearer, less provocative
communication. Also, nonverbal
language and listening should be
stressed as the teacher interacts with
students in an atmosphere of
openness and trust.
 c.Inner Discipline. The proponent
(Coloroso, 2002) of this model
rejects the “quick-fix” solutions to
discipline problems. Instead,
teachers should focus on helping
Models children develop their own self-
discipline by owning up their
mistakes, thinking through
solutions, and correcting their
misdeeds while leaving their
dignity intact.
 d. Beyond Discipline. Kohn (1996)
suggests that teachers should do
away with classroom discipline.
Models Instead, teachers should work to
develop a sense of democratic
classroom community that
recognizes the needs and interests of
both teachers and students.
What is a classroom community?
A classroom community is a place where students
are cared about and care about others, are valued
and respected, and think in terms of we instead of
I.
 Instructional
view that well-planned and well-implemented instruction will prevent classroom problems

It is assumed that students will not engage in disruptive

behavior when lessons are geared to meet their interests,
needs, and abilities. It is build on four classroom
management models.
Two models focus on the principles of instructional
approach – the Kounin model and the Jones model.
 The Kounin Model
1.With-it-ness and overlapping
▪With-it-ness is defined as teachers’ communicating to students by
their actions that they know what is going on in the classroom. With
overlapping, we refer to the ability of the teacher to attend to two
activities simultaneously without neglecting any of the two activities.
2.Smoothness and momentum
▪Involve the ability to move students quickly and smoothly from one
activity to another at a good pace, without losing the focus on learning.
 The Kounin Model
3.Group alerting and accountability
▪created by using techniques that keep students actively
participating in the content of the lesson with the feeling
that they are held accountable for their time in class.
4.Challenge and variety
▪students easily get bored with routine, thus challenge
and variety are incorporated in teachers’ lessons.
 The Jones Model

Limit setting. It is the establishment of classroom

boundaries for appropriate behavior.
Body language. It is a set of physical mannerisms
that tend to get students back to work.
Incentive systems are effective in keeping students
on task and to get them to complete their work.
 The Desist Model
Assertive discipline calls for assertive teachers, who are clear
and firm in the communication of their needs and requirements
to the students.
Behavior Modification believes that students will change their
behavior to receive definite rewards. This assumption is based
on the ideas and works of B.F. Skinner. Behavior modification
premises that student behavior can be changed by altering the
consequences that follow their actions and behaviors.
 The Desist Model

These categories are:

▪ Positive reinforcement – a reward is presented for a desired
behavior
▪ Negative reinforcement – involves the removal of an undesired
stimulus
▪ Punishment I – application of some undesired stimulus
▪ Punishment II – removal of a desired stimulus
 Student Discipline

Research results are consistent that

student misbehavior is perhaps the most
troublesome and disconcerting problem
they encounter in the classroom.
 Student Discipline

Discipline is usually defined as

the preservation of order and
the maintenance of control.
 Five Levels of Misbehavior
Discipline

1. Aggression – the most severe form of misbehavior,

including physical or verbal attacks by students.
2. Immorality – acts such as cheating, lying, and stealing.
3. Defiance of authority – when students refuse to comply
with regulations.
4. Class disruptions – perhaps the most common form of
misbehavior – acts including calling out, getting out of seat
without permission, and general fooling around.
 Five Levels of Misbehavior
Discipline

5. Goofing off – included in this category are those students

who, for example, don’t participate, daydream, and don’t
complete assignments.

Discipline – steps taken to cause students to behave

acceptably.
Classroom Management – the process by which discipline
strategies are implemented
Rules – guidelines that inform students how to act in class
Procedures – deal with a specific activity and how to do it
 Three Stages
Discipline

1. Preventive Discipline – refers to

those steps a teacher may take to
preclude misbehavior from occurring
in the first place.
2. Supportive Discipline – refers to
those steps a teacher may take to
encourage student behavior during the
first signs of misbehavior.
3. Corrective Discipline – refers to
those steps a teacher may take to
restore order once misbehavior occurs.
 Identify if the action is
supportive, preventive, or
corrective
 Teacher explains how the
development of a
Preventive stimulating and
worthwhile lesson
prevents possible
disciplinary problems.
 Communicate
dissatisfaction with
Supportive misbehavior by nonverbal
signals such as a frown, a
stare, or a wave of the hand.
Preventive Organize the physical
environment
 Develop and clearly state
Preventive rules in a positive way and
consistently follow it.
 Let students be aware of the
Corrective consequences of their
noncompliance.
 Teacher meets with the student
as soon after an incident as
Corrective possible to develop cooperative
contract for appropriate
behavior. This should involve
an actual written document in
which agreement between a
teacher and student is reached.
 Preventing Management and Discipline
Problems
▪ Anticipate and explain the rules rather than waiting for them to be
broken.
▪ Talk with students’ parents and ask for suggestions for dealing with
misbehavior.
▪ Avoid placing students in situations that give rise to misbehavior;
be aware of individual students’ tolerance for failure;
 Preventing Management and Discipline
Problems
▪ Call attention regularly to desirable behavior.
▪ Talk with students and try to better understand their feelings. For
example, the student may feel that the teacher does not like him or her.
▪ As a teacher, model the behaviors expected of students. For example,
ask students to do things politely, and discuss problems in a caring
manner.
Classroom Management entails managing the
physical space, time, and instruction.