Tlpi pp 041607_finalforweb


Published on

  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Tlpi pp 041607_finalforweb

  1. 1. TLPI—4/16/07Classroom ManagementClassroom Management Plan(revisited)Thematic Units
  2. 2. What Does Effective Classroom Management Involve?Proactive (preventive) strategies Physical environment—seating patterns, equipment and materials, room arrangements Psychological environment/climate—tone (safety and security; belonging, acceptance, and recognition; aesthetic stimulation and mental challenge); student-teacher relationships; task orientation; organization; rules; routinesReactive (disciplinary) strategies
  3. 3. Consider These 4 AreasCommunity - Build classroom community byconnecting with students personally,academically, and sociallyMotivation - Motivate students by energizinglessons, energizing yourself, and energizingevaluationResponsibility - Develop responsibility in ALLstudentsSafety - Make and keep students safe by usingroutines and procedures, defusing powerstruggles and teaching them how to handledifficult situations
  4. 4. 3 Types of TeachersWhich description fits you most closely?AutocraticPermissiveDemocratic
  5. 5. Autocratic TeachersTraits = bossy, use sharp tone of voice,command, exercise power, dominate,exert pressure, demand cooperation, tellyou what you should do, impose ideas,dominate, criticize, find fault, punish andunilaterally establish all procedures, rulesand consequences.
  6. 6. Permissive TeachersTraits = place few if any limits on student’sbehavior, do not invoke logicalconsequences when misbehavior disruptsthe class, demeanor is wishy washy, tendto make excuses for students whomisbehave.
  7. 7. Democratic TeachersTraits = leadership, friendliness, invitingnature, stimulation of ideas, cooperation,guidance, encouragement,acknowledgement, helpfulness andshared responsibilities.Dreikurs believes that democratic teachers aremore likely to help students become self-disciplined.
  8. 8. Monitoring Student BehaviorHolding students accountable“Withitness”Overlapping (Multitasking)Smoothness and Momentum (pace)Group alertingP.E.P.
  9. 9. Short Term vs. Long Term GainsIn the short term, obedience can offer educatorsrelief, a sense of power and controlIn the long run, obedience leads to studentimmaturity, a lack of responsibility, an inability tothink clearly and critically, and a feeling ofhelplessnessRelationships! Relationships! Relationships!
  10. 10. Mistaken Goals: Why Students MisbehaveSeeking undue attentionSeeking misguided powerSeeking revengeSeeking avoidance of failure Rudolf Dreikurs, 1968
  11. 11. Effective DisciplineMust work to stop disruptive behavior and/or build constructive,prosocial behaviorShould be something you would find acceptable if you were on thereceiving endShould be geared toward teaching responsibility (better decision-making) even when obedience is necessary (i.e. safety).Should be modeled by you, not merely preached by youShould be something you can identify and explain in terms of immediateand long-term benefitsShould be compatible with the seven Principles of Effective Discipline:
  12. 12. 7 Principles of Effective Discipline1. Long-term behavior changes are better than short-term quick fixes2. Stop doing ineffective things3. “I will be fair, and I wont always treat everyone the same”4. Rules must make sense5. Model what you expect6. Responsibility is more important than obedience7. Always treat students with dignity 1. Discipline with Dignity, Curwin & Mendler, 1992
  13. 13. Treating Students with DignityListen to what a student thinksBe open to feedback from studentsUse I-messages to communicate your feelingsto themExplain why you want something done a certainway and how that will likely be of benefit to thestudentGive students some say in classroom affairs areall ways of communicating dignity to them. Themessage is: you are important.
  14. 14. Successfully Negotiating a Power Struggle1. Do not manufacture power struggles by the way you teach.2. Avoid being “hooked in” by the student.3. Move into a private (and out of a public) encounter.4. Calmly acknowledge the power struggle.5. Validate the student’s feelings and concerns.6. Keep the focus on the student’s choice, and simply state the consequence (repeating if necessary).7. Put your emotional energy into constructive matters.
  15. 15. P.E.P.Dignity in discipline can often beaccomplished by using . . . Privacy -- make your comments quietly so that only you and the student can hear Eye contact -- being sensitive to possible cultural or emotional issues regarding eye contact Proximity -- be in close physical proximity when you need to deliver a corrective message to a student
  16. 16. Dyad Scenarios for Discussion Can think of any interventions that you experienced as a child in school that attacked your dignity? What effects(s) did that have on your behavior? motivation to learn? self-esteem? Can you remember any teacher(s) who were able to get across to you that there was a better way to behave? How did they approach you and communicate that to you? Kids who regularly break rules often have low self-esteem because their dignity has been attacked along the way. In your class, are there ways for such students to feel hope, to see themselves as competent and feel empowered? What can you do to create these possibilities in your class?What Do I Do When...? How to Achieve Discipline with Dignity in the Classroom,Allen N. Mendler, 1992.
  17. 17. Providing Positive RecognitionThis group just _______ that is a great idea that I hadnot thought of.I am seeing people doing a good job of taking the time to______ before they ____ .I love the creative ways that we are approaching_______ .I appreciate that you are putting so much care andattention into _____, it will pay you back when we________.Do you remember that we had trouble with this 2 weeksago, and now see how well we are doing.
  18. 18. Consequences vs. Punishments Consequences PunishmentsIntend to teach lessons Intend to give discomfortFoster internal locus of Foster external locus ofcontrol controlAre proactive Are reactiveAre logical and related Are unrelated and personalWork in the long term Work in the short termPromote responsibility Can promote obedience (but more likely resentment)
  19. 19. Implementing Consequences1. Be consistent. Always implement a consequence.2. Simply state the rule and consequence.3. Be physically close: Use the power of proximity4. Make direct eye contact.5. Use a soft voice.6. Don’t embarrass the student in front of the class.7. Be firm, but anger free when giving the consequence.8. Don’t accept excuses, bargaining or whining Discipline With Dignity, Curwin & Mendler, 1968