Chapter 6 of 'Pragmatics: Assessment and Classroom Management' discusses effective classroom management strategies focusing on the organization of students, space, and time to minimize behavioral issues. It emphasizes the importance of clear rules, consistent consequences, and engaging teaching methods that meet students' needs. Additionally, it highlights the necessity of involving students in rule development to foster a sense of belonging and responsibility.

1. Pragmatics: Classroom
Management – Chapter 6 (pp.
198 - 218
Ebert, E., & Culyer III, R. (2014). Pragmatics:
Assessment and Classroom Management. In School:
An introduction to education. Belmont: Wadsworth.

3. Where to Begin?
• Is the curriculum “meaningful to the students”?
• Is the teaching “engaging and motivating”?
• What types of things derail these best of plans and intentions?

4. Some Theory
• Read through the overview of Classroom Management
Theories.
• Are you more teacher-centered, student-centered, or
somewhere in the middle?
• Read the “Teacher Testimonial” on pp. 200 – 201. Which
suggestions make you say “Aha!”?

5. Terminology
• Classroom management – the things teachers do “to organize students,
space, and time to prevent or minimize behavior problems that would
interfere with instructional time.”
• Discipline (according to the text) – “actions a teacher takes after
misbehavior has occurred.”
• Consequences – must be clear, fair and reasonable, and consistently
enforced. Children will test limits, so be prepared.
• Procedures – “manner in which particular activities are to be carried
out”
• Routines – “automatic” procedures

6. • Are students aware of the rules?
• Are the rules fair and reasonable?
• Is following the rules in the best interest of the
students?
• Is positive behavior encouraged?
• What is the teacher doing to reduce the need
for reinforcers?

7. Planning for Classroom Management
• Curriculum is generally static
• Student groups are dynamic
• Organization is a must to keep all groups, no matter their
makeup, maximizing instructional opportunities and
minimizing behaviors that take away from that.
• Much effective classroom management is inherent in what is
not seen. (Note chart 6.4 on p. 205)

8. Practicing for Classroom Management
• Practice following the rules, procedures, and routines
• Allow the children to experience what it is that the teacher
wants
– What does it look like?
– What does it sound like?
– What does it feel like?

9. Implementing the Plan
Teacher Thoughts
Teacher Actions
Student Thoughts
Student Actions

10. Communicate Those Thoughts!
• Communicate expectations
• Involve the students
• Make sure the expectations are positive, facilitate instruction,
and support positive student development.

11. Why do students misbehave?
• Need to belong
• Need for power
• Need for freedom
• Need for fun
• William Glasser (1997) suggested we lead students rather than
“boss” them and help them make correct choices that help
them fulfill those 4 needs.

12. Where to Draw the Line?
• Students must understand there are limitations in a society
and that is a part of their educational experience
• If students feel they have a stake in the guidelines, they are
more likely to feel they belong
• Debate “If the rules are worth following, the following of them
should be rewarding”

13. Which View?
• “’buying’ rule conformity”
• “my way or the highway”
• teacher-centered
• Principles of Effective Discipline
• Emphasis on interpersonal
relationships
– Communicating expectations
– Involving students in development
of rules and procedures
– View rules and procedures as
positive boundaries

14. Principles for Effective Discipline
• For the soft hearted (and anyone else)
– Respond to the behavior
– Provide appropriate consequences
– Enforce – Always!!!
– Consider extenuating circumstances, but still respond to the inappropriate
behavior
• Excuses
• Power struggles
• Volatile situations
– Recognize situations that go beyond the classroom
– Implement problem-solving conferences as needed (see steps on p. 210)
Note: these are not alternatives to consequences, but are in addition to
consequences

15. Implementation-
What to Do?
• Practice
• Best Teacher Behaviors
– “Withit ”
– Handle multiple situations at once
– Handle transitions smoothly

16. Implementation (cont.)
• Room Arrangement
– Efficient
– Accessible
• For “stuff” –pencil sharpeners, materials, etc.
• For moving around and proximity to students
– Visible
• Teachers can see all the activity in the room
• Students can participate and see everything they need to see.

17. What Else?
• Committees
• Parents
• Planning for Substitutes
• Other?