0
Classroom ManagementDescribe the importance of classroom managementand its impact on academic learning time. Describediffe...
Classroom ManagementPrimary purpose is to gain control of theclassroomGood classroom management results inhigh levels of s...
Classroom ManagementBrophy (1983) states there are 3 generalprinciples for good classroom management:    • Willingness of ...
Classroom ManagementBrophy (1983) states there are 3 generalprinciples for good classroom management:    • Check to see if...
Classroom ManagementBrophy (1983) also cites 3 theoreticalorientations to classroom management:  • Self-concept/personal a...
Classroom ManagementBrophy (1983) also cites 3 theoreticalorientations to classroom management:  • Insight (cognitive) -- ...
Classroom ManagementBrophy (1983) also cites 3 theoreticalorientations to classroom management:  • Behavioristic -- teache...
Classroom ManagementThis presentation will focus on theapplication of principles from behaviorialpsychology, especially th...
Behavioristic ApproachThere are 3 major categories of actions totake in establishing a behaviorally-orientedclassroom mana...
Behavioristic ApproachStructuring/Selecting and Arranging Activities   Establish rules and procedures early
Establishing RulesGeneral Recommendations   Select 4 or 5 rules that you will use to set guidelines and limits for behavio...
Establishing RulesGeneral Recommendations   Think about specific examples of behavior that would demonstrate each rule.   ...
Establishing RulesSample Rules For The Elementary Level   Be polite and helpful.   Take care of your school.   Behave in t...
Establishing RulesSample Rules For The Secondary Level   Bring all needed materials to class.  Be in your seat and ready t...
Establishing RulesRules Our Family Uses At Home  I will do what I am asked to do without an argument.  I will be kind and ...
Behavioristic ApproachStructuring/Selecting and Arranging Activities   Establish rules and procedures early   Establish co...
Establishing ConsequencesConsequences are environmental stimuli thatincrease or decrease the probability that abehavior wi...
Establishing ConsequencesLevel of          Reward           PenaltySignificance                Smile             Eye conta...
Establishing ConsequencesLevel of          Reward            PenaltySignificance                Posting            Staying...
Establishing ConsequencesLevel of          Reward          PenaltySignificance                Field trips     Trip to     ...
Establishing ConsequencesThe most important aspect of deliveringconsequences is the consistency of delivery.Especially in ...
Behavioristic ApproachStructuring/Selecting and Arranging Activities   Establish rules and procedures early   Establish co...
Behavioristic ApproachStructuring/Selecting and Arranging Activities   State expectations clearly   Focus on positive expe...
Behavioristic ApproachMonitor Student Behavior • Physical layout: ability to see all students • Teacher movement: move aro...
Behavioristic ApproachMonitor Student Behavior • Withitness: communicate to students you are aware of whats happening • Pa...
Behavioristic ApproachReinforce Positive Behavior/Redirect Inappropriate Behavior • Anticipate occurrence of positive and ...
Behavioristic ApproachReinforce Positive Behavior/Redirect Inappropriate Behavior • Effective praise will:    1. be contin...
Behavioristic ApproachReinforce Positive Behavior/Redirect Inappropriate Behavior • Methods of coping with inappropriate b...
Behavioristic ApproachWhile there are viable alternatives to thebehavioristic approach to classroommanagement, it is clear...
Upcoming SlideShare
Loading in...5
×

classroom manage

317

Published on

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
317
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
5
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Transcript of "classroom manage"

  1. 1. Classroom ManagementDescribe the importance of classroom managementand its impact on academic learning time. Describedifferences in the approach to classroommanagement from a behavioral, cognitive, andhumanistic perspective. Name and describe threegeneral categories of the events of classroommanagement from a behavioral perspective, givingexamples of specific teacher activities for eachcategory.Developed by W. Huitt, 1999
  2. 2. Classroom ManagementPrimary purpose is to gain control of theclassroomGood classroom management results inhigh levels of student engaged time
  3. 3. Classroom ManagementBrophy (1983) states there are 3 generalprinciples for good classroom management: • Willingness of the teacher to accept responsibility for classroom control • Long-term, solution-oriented approaches to problems (rather than short-term, desist/ control responsesBrophy, J. (1983). Effective classroom management. The SchoolAdministrator, 40(7), 33-36.
  4. 4. Classroom ManagementBrophy (1983) states there are 3 generalprinciples for good classroom management: • Check to see if symptomatic behavior is caused by underlying personal problems (impulsivity, lack of awareness, home problems, etc.)Brophy, J. (1983). Effective classroom management. The SchoolAdministrator, 40(7), 33-36.
  5. 5. Classroom ManagementBrophy (1983) also cites 3 theoreticalorientations to classroom management: • Self-concept/personal adjustment -- the teacher encourages discouraged students, builds self-esteem by arranging for and calling attention to success, improving peer relationships, etc.
  6. 6. Classroom ManagementBrophy (1983) also cites 3 theoreticalorientations to classroom management: • Insight (cognitive) -- teacher spends time with problem students individually, getting to know them personally, attempting to instruct and inform them
  7. 7. Classroom ManagementBrophy (1983) also cites 3 theoreticalorientations to classroom management: • Behavioristic -- teacher offers incentives, negotiates contracts, calls attention to and reinforces desirable behavior
  8. 8. Classroom ManagementThis presentation will focus on theapplication of principles from behaviorialpsychology, especially the application ofconsequences to modify behavior.
  9. 9. Behavioristic ApproachThere are 3 major categories of actions totake in establishing a behaviorally-orientedclassroom management program: • Structuring/Selecting and Arranging Activities • Monitor Student Behavior • Reinforce Positive Behavior/ Redirect Inappropriate Behavior
  10. 10. Behavioristic ApproachStructuring/Selecting and Arranging Activities Establish rules and procedures early
  11. 11. Establishing RulesGeneral Recommendations Select 4 or 5 rules that you will use to set guidelines and limits for behavior in your classroom. State the rules in terms of positive expectations of behavior you want to see. Be careful about stating rules in the form of "Dont.”
  12. 12. Establishing RulesGeneral Recommendations Think about specific examples of behavior that would demonstrate each rule. Post the rules in your classroom. Teach the rules just as you would academic content using the discussed previously.
  13. 13. Establishing RulesSample Rules For The Elementary Level Be polite and helpful. Take care of your school. Behave in the cafeteria. Do not hit, shove or hurt others. Keep the bathroom clean.
  14. 14. Establishing RulesSample Rules For The Secondary Level Bring all needed materials to class. Be in your seat and ready to work when the bell rings. Obtain permission before speaking or leaving your seat. Respect and be polite to all people. Respect other peoples property.
  15. 15. Establishing RulesRules Our Family Uses At Home I will do what I am asked to do without an argument. I will be kind and respectful to my parents and other family members. I will ask permission and accept the decision without getting angry. I will remain calm when I feel angry and talk about how I feel.
  16. 16. Behavioristic ApproachStructuring/Selecting and Arranging Activities Establish rules and procedures early Establish consequences 1. reinforcers (Premack principle) 2. punishers
  17. 17. Establishing ConsequencesConsequences are environmental stimuli thatincrease or decrease the probability that abehavior will occur again.We want to establish consequences that willeither reinforce or redirect behavior.Rewards and punishers should be selected thatmatch the significance or meaningfulness of theexhibited action.
  18. 18. Establishing ConsequencesLevel of Reward PenaltySignificance Smile Eye contact Compliment Have student Mild Cheery note on state rule broken assignment Change seats Small amount Isolation of tokens traded Confiscation of for small reward forbidden objects or notes
  19. 19. Establishing ConsequencesLevel of Reward PenaltySignificance Posting Staying after good work schoolModerate Positive note Loss of to parents privileges Special Call to parents privileges Isolation in special room
  20. 20. Establishing ConsequencesLevel of Reward PenaltySignificance Field trips Trip to Recognition principals officeExtensive at awards Loss of special banquet class event (e.g., Write up in field trip) newspaper
  21. 21. Establishing ConsequencesThe most important aspect of deliveringconsequences is the consistency of delivery.Especially in terms of punishers, anyinconsistency might actually increase ratherthan decrease the probability that thebehavior will occur again.
  22. 22. Behavioristic ApproachStructuring/Selecting and Arranging Activities Establish rules and procedures early Establish consequences 1. reinforcers (Premack principle) 2. punishers Establish method of delivering reinforcers 1. Token reinforcement programs 2. Contingency contract programs
  23. 23. Behavioristic ApproachStructuring/Selecting and Arranging Activities State expectations clearly Focus on positive expectations Practice "positive" behavior Establish group cohesiveness and responsibility Establish cues Model appropriate behavior
  24. 24. Behavioristic ApproachMonitor Student Behavior • Physical layout: ability to see all students • Teacher movement: move around the room • Group focus: keep students involved • Overlapping: ability to supervise several activities at once
  25. 25. Behavioristic ApproachMonitor Student Behavior • Withitness: communicate to students you are aware of whats happening • Pacing/movement management: keep lessons and students moving
  26. 26. Behavioristic ApproachReinforce Positive Behavior/Redirect Inappropriate Behavior • Anticipate occurrence of positive and inappropriate behavior • Hold students accountable • Provide specific feedback regarding behavior and expectations • Focus on positive behavior; teacher attention to inappropriate behavior can be reinforcing
  27. 27. Behavioristic ApproachReinforce Positive Behavior/Redirect Inappropriate Behavior • Effective praise will: 1. be contingent on display of positive behavior 2. specify clearly the behaviors being reinforced 3. be believable by the student
  28. 28. Behavioristic ApproachReinforce Positive Behavior/Redirect Inappropriate Behavior • Methods of coping with inappropriate behavior: 1. Negative reinforcement 2. Satiation 3. Punishment
  29. 29. Behavioristic ApproachWhile there are viable alternatives to thebehavioristic approach to classroommanagement, it is clearly the most often usedin public schools today.Remember that the long-term goal of anyclassroom management program is self-management.
  1. A particular slide catching your eye?

    Clipping is a handy way to collect important slides you want to go back to later.

×