Classroom Management: Trudie Hughes

CLASSROOM
MANAGEMENT
Trudie Hughes
Teacher’s Reflection
 Could this problem  Is this behavior
be a result of developmentally
inappropriate appropriate?
curriculum or  Do I focus on a
teaching strategies? behavioral excess or
 What do I demand a deficiency?
and prohibit?  Will resolution of the
 Why do certain problem solve
behaviors bother anything else?
me?
Kauffman, J. M. , Hallahan, D. P., Mostert, M.P., Trent, S.C., & Nuttycombe, D.G. (1993). Managing Classroom
Behavior. Boston: Allyn & Bacon
Good Teaching
 Instructional goals are clear
 Knowledgeable of content and
strategies for teaching it
 Student expectations are clearly
described
 Provide practice that enrich and clarify
content
 Teach metacognitive strategies
Good Teaching
 Knowledgeable about student’s abilities,
adapt instruction according to their
needs
 Monitor student progress
 Provide feedback
 Accept responsibility for student
outcomes
 Are thoughtful and reflective about their
practice
Teacher Behaviors
 Provide frequent positive praise and
reinforcement
 Ignore minor misbehaviors
 Reward positive behaviors
 Avoid power struggles with students
 Do students like being in the
classroom?
 Students are achieving academic and
social gain
 Provide clear expectations
Teacher Behaviors Cont.
 Provide clear behavioral expectations -
rules should state what students should
do
 Teacher expectations should be high for
all students
 Signal control:audible or body language
to cue student
 Blocking: teacher moves between two
students to interfere
Selecting Rules
 Allow students to give input
 Base rules on acceptable behavior
 State rules positively
 Select 5 or 6 rules
 Select rules for academic and social
behaviors
 Change rules when necessary
 Relate rules to IEP goals
 Consider cultural differences
ABC’s to Behavior Management
 Antecedent
 Behavior
 Consequences
Defining Behavior
 Describe behavior objectively and
precisely (not: “he irritates me”)
 Can you observe the behavior when it
begins and when it stops
– can you count the number of occurrences
each day
– can you measure the duration of the
behavior
 Can you observe what happens just
before and just after it occurs
Identifying Antecedents
 What are the events or conditions that

immediately precede the problem
behavior?
 Can you manipulate the antecedents to
avoid the behavior? (e.g. providing
choices for activities)
Reading Antecedents
 Facial Expressions: tight thin lips,
clenched teeth, widened eyes with
nostrils flared
 Body Posture: head down, slumped
shoulders, clenched hands, sucking or
chewing
 Incidental Behavior: rapid shallow
breathing, sighing, kicking, mumbling,
tearing paper, breaking pencils
Identifying Consequences
 What does the student “get” out of the

behavior?
 Are students getting attention, avoiding
work, receiving stimulus, or enjoy
seeing adults upset?
Changing Behavior
 Provide instruction with simple and clear
directions
 Gain student’s full attention before
giving instructions
 Provide one instruction at a time - do
not provide too many different
instructions
 Monitor compliance - provide time limits
 Provide appropriate consequences for
compliance
Behavior Management Techniques
 Positive Reinforcement
 Negative Reinforcement
 Extinction
 Response Cost Punishment
 Proximity Control
 Decontamination
Positive Reinforcement
 The positive reinforcement must be
rewarding to the student
 The reinforcers must be contingent on
the behavior you want to increase
 The reinforcers should be delivered
immediately
 Provide appropriate units of rewards for
the expected unit of behavior
Negative Reinforcement
 Definition: reinforcing a behavior by
removing or preventing something
unpleasant - allows the individual to
escape or avoid a negative
consequence
 Not recommended as a prominent part
of classroom management
– negative reinforcement relies on the presence or threat of negative
consequences
– deliberate negative reinforcement sets the stage for
coercion/intimidation
Extinction
 To eliminate a behavior - you eliminate

its reinforcement, the behavior no
longer produces the desired effect
(positive or negative)
 Disadvantages: slow process and when
extinction procedures are first
implemented, the behavior will likely
become worse before better
Response Cost
 The behavior “costs” something by
withholding or withdrawing a positive
reinforcer contingent on a specific
misbehavior
 Example: students receive 10 tokens at
the beginning of class, every time a
problem behavior occurs, the teacher
gets 1 token back. The tokens can be
exchanged at the end of the day or
class for free time.
Proximity Control
 Visual - visually monitor student activity

from any position in the classroom
 Physical - teacher positions her/himself
close to each student to inhibit
antecedent
Decontamination
 Preventive action by inspecting

classroom for two types of objects
– Distractors: entice students to engage in
off-task behaviors (e.g. toys, slide
projectors, hazards: exposed wires, broken
windows
– Potential Weapons: letter openers, knives,
broom handle, hammer and yard stick
Informal Interventions
 Attention for compliance - verbal praise

– Use social praise consistently
– Provide praise only to students who earn it
 Ignoring: only appropriate when:
– the target behavior is temporarily tolerable
– the target behavior is under the influence
of a reinforcer that you can control
Structured Interventions
 Group Consequences
 Individual Consequences
 Individual Contracts
 Self Management
Group Consequences
 Provide a set of behavior rules or
expectations
 Determine the interval of time for the
contingency - the longer the interval, the
more valuable the reward
 Provide a menu of choices to avoid
satiation
 Develop a record keeping system
 Determine criterion for reinforcement
Individual Consequences
 Surprise Tokens: reinforcers are

delivered at times that are not
predictable by students
 Random Drawing: students place their
name on a piece of paper and place into
a jar when they comply to rules, at the
end of the day, conduct a drawing for
prizes
Individual Contracts
 An agreement between the teacher and
the student about a desirable change in
behavior
 Parts of the contract
– The parties to the contract
– The target behavior
– The goal for the target behavior
– The time period for the contract
– The reward available for meeting the terms
– The penalty for failing to honor the contract
Self Management
 Behavioral Definition: help the student
choose a behavior to monitor
 Teach the student to record behavior
– Event recording
– Permanent Product recording
 Teach the student how to plot the data
 Teach the student how to apply self-
reinforcement
 Use contracts to provide structure
Identifying Coercive Interactions
 Starts with an antecedent that is
aversive and the student tries to escape
or avoid the activity.
 Two parties are trying to control each
other.
– How do these interactions start?
– At what point could I avoid the process by disengaging from
it?
– How could I start a different interaction that does not end in a
power struggle?
– How could I try to replace coercive interactions with ones
ending in positive consequences?
Teacher Stress
 Burnout Symptoms
– Feeling of boredom, overwork, emotional
exhaustion, and fatigue
– Development of negative, cynical, or
depersonalizing attitudes toward students
– Lack of sense of accomplishment from the
job
Managing Teacher Stress
 Time management
 Student behavior
 Interpersonal relationships
 Role expectations
 Personal concerns
Poor Time Management
 Uncontrolled rushing
 Chronic vacillation between unpleasant
alternatives
 Fatigue with many hours of
unproductive activity
 Constantly missed deadlines
 Insufficient time for rest and personal
relationships
 Sense of being overwhelmed
Time Management Techniques
 Self-Management
– Time analysis
– Goal setting
– Prioritization
– Delegation
– Action
Interpersonal Concerns
 Poor staff relations

 Insufficient opportunities for
professional growth
 Administrative ineffectiveness
 Lack of recognition
Role Expectations
 Teachers often set expectations around

being liked, helpful, and in control
 Role ambiguity: confusion of the scope
and specific responsibilities of the job
 Role conflict: discrepancy between
teacher’s perception of the job and the
perceptions of significant others
Personal Solutions
 Relaxation
 Compartmentalized Thinking:
separation between work and personal
life
 Detached Concern: do not dwell on
things over which you have no control
 Personal Time
 Cognitive Restructuring: focus on
strengths not weaknesses

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CLASSROOM

 What are the events or conditions that

 What does the student “get” out of the

 To eliminate a behavior - you eliminate

 Visual - visually monitor student activity

 Preventive action by inspecting

 Attention for compliance - verbal praise

 Surprise Tokens: reinforcers are

 Poor staff relations

 Teachers often set expectations around

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