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Classroom Discipline Differs
Classroom Management
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Classroom Management
Definition:
“The actions taken by the teachers to create
and maintain a learning environment conducive
for successful instruction.”
(Evertson & Weinstein 2006)
2
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What is Classroom Management
• It creates both the best situations in which the
teacher can teach and student can learn.
• Teacher should used such instructional
techniques so that learning environment can be
created.
• Teacher should motivate students .
• Teacher should forget yesterday’s poor behavior
of student’s.
3
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Continued…….
• Don’t humiliate a student in front of his
friends.
• Spend time according to the lesson plan.
• Appreciate good behavior.
• Stay calm, precised, controlled and well-
mannered.
• Counseling of students.
4
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Principles of Classroom Management
1. Building a good relationship between
teacher and students.
2. Setting rules, routines and procedure.
3. Managing self.
4. Maintaining appropriate student behavior.
5. Techniques of motivating.
5
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Importance of Classroom Management
• Will increase instructional and learning time.
• Will increase student achievement.
• Will foster an environment of productivity
and community.
• Will allow students to become active
participants in their educational outcome.
6
Continued……
• Will engage students in indoor and out door
activities.
• Will create discipline in classroom.
7
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Approaches of Classroom Management
• There are seven classroom approaches which
helps in the maintenance of discipline.
• They establishes clear rules and expectations.
• They include recommendations for preventive
measures.
• They are positive and practical.
• Emphasis on task.
8
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Assertive Approach
• Clearly identify the expectations.
• Take positions. (Say, “I like that” or “I don’t like that”.)
• Use firm tone of voice.
• Use eye contact, gestures, and touches to supplement
verbal messages.
• Say no without guilt feelings.
• Give and receive compliments genuinely.
• Set limits on students and enforce them.
9
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Continued…..
• Indicate consequences of behaviour and why
specific action is necessary.
• Follow through regularly.
• Persist; enforce minimum rules; don’t give up.
• Establish positive expectations for student
behaviour; eliminate negative expectations
about students.
• Gain confidence and skills in working with
chronic behaviour problems in the classroom.
10
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Business Management Approach
• The teacher must explain clearly to students about
assignments, features of the work, standards to be met, and
procedures etc.
– Instruction for assignments.
– Method of work, neatness, and due dates.
– Procedures for absent students.
• Monitoring student work helps the teacher to detect students
who are having difficulty and to encourage students to keep
working.
– Monitoring group work
– Monitoring individual work
– Monitoring completion of work
– Maintaining records of students work
11
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Continued…..
• Frequent, immediate, and specific feedback is important for
enhancing academic monitoring and managerial procedures.
Work in progress, homework, completed assignments, tests,
and other work should be checked promptly.
– Attention to problems
– Attention to Good Work
12
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Behaviour Modification Approach
The basic principles of the behavioural modification approach
are as follow:
• Behaviour is shaped by its consequences, not by its causes of
problems in the history of the individual or by group
conditions.
• Behaviour is strengthened by immediate reinforcements.
Positive reinforces are praise or rewards. Negative
reinforcements take away or stop something that the
student doesn’t like.
• Behaviour is strengthened by systematic reinforcement
(positive or negative). Behaviour is weakened if not followed
by reinforcement.
13
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Continued…..
• There are several types of reinforcers, each of which
may be positive or aversive.
• Examples of positive reinforcers are:
(a) Social reinforcers, such as verbal comments (“Right”,
“Correct”, “That’s good”), facial expressions, and
gestures.
(b) Graphic reinforcers, such as written words of
encouragement, gold stars, and checks.
(c) Tangible reinforcements, such as cookies and badges
for young students and certificates and notes to parents
for older students.
(d) Activity reinforcers, such as being a monitor near the
teacher for young students and working with a friend or
on a special project for older students.
14
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Group Managerial Approach
• Teacher should respond immediately towards
the student’s behaviour.
• That might be inappropriate or undesirable in
order to prevent problems.
• If a student misbehaves and the teacher stops
the misbehaviour immediately then students
realize and do not make problem.
• If the misbehaviour is ignored or continue for
too long, it often spreads throughout the group
and becomes more serious and chronic.
15
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Continued…..
• Student’s should be engaged in lesson and activities
which is a key for successful classroom management.
• Students are expected to work and behave nicely.
• Successful teacher monitors student work in a
systematic way.
• He clearly describes acceptable and unacceptable
behaviours in his class.
• The successful teacher ability to carry student’s
attention easily from one activity to another.
16
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Group Guidance Approach
• Disciplinary problems have three main causes:
 Individual case history: the problem is related to the psychological
disturbance of one child.
 Group conditions: the problem reflects unfavorable conditions in the
group.
 Mixture of individual and group causes: The problem centers around
an individual, but is triggered by something in the group.
• The teacher must understand the needs, interest of a group and be
able to manipulate the surface behavior of that group.
 Dissatisfaction with classroom work.
 Poor interpersonal relations.
 Disturbances in group climate.
 Poor group organization .
17
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Continued…..
• One of the most difficult decision-making tasks for the
teacher is dealing with an aggressive group.
• When group members act together to disobey and
resist the teacher’s efforts, the teacher may react by
trying to match force with force.
• In some cases the teacher’s behavior is problem for
making idle threats, displaying frequent bursts of
emotion, giving assignments that lack interest.
18
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Acceptance Approach
• It identifies 4 mistaken goals:
 Attention getting: they want other students or the teacher to
pay attention to them.
 Power seeking: their defiance is expresses in arguing,
contradicting, teasing, temper tantrums, and low – level
hostile behavior.
 Revenge seeking: their mistaken goal is to hurt others to make
up for being hurt or feeling rejected and loved.
 Withdrawal: if students feel helpless and rejected, the goal of
their behavior may become withdrawal from the social
situation, rather that confrontation.
19
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Continued…..
• There are several strategies for working with students
who exhibit mistaken goals to encourage them and to
them.
To encourage students
Be positive; avoid negative statements.
Encourage students to improve, not be perfect.
Encourage effort; results are secondary if students try.
Teach students to learn from mistakes.
Exhibit faith in student’s abilities.
Be optimistic, enthusiastic, supporting.
20
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Success Approach
• It is based on the teacher’s helping students make
proper choices by experiencing success.
• This approach is rooted in humanistic psychology and
the democratic model of teaching.
• Teacher should not excuse on bad behavior of the
student, they need to change whatever negatives
exist in classroom.
• They have to improve conditions which can lead to
student success.
21
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Continued…..
• Teacher should makes the following suggestions for
students success:
Establish rules.
Accept no excuses.
Utilize value judgments.
Suggest suitable alternatives.
Enforce reasonable consequences.
Be persistent.
Continually review.
22
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Punishment
Guidelines for Using Punishment
• Learn what type of punishment school authorities
allow.
• Don’t assign extra homework as punishment
• Don’t punish when you are at a loss for
what else to do or in an emotional state.
• Be sure the punishment fits the misbehavior.
• Give the student the benefit of doubt.
23
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Discipline
 Expert Power: exert influence over others
 Referent Power: Trustworthy, respect
 Legitimate Power: position held
 Reward Power: Ability to provide something like
grades, praise, privileges.
 Coercive Power: authority to punish
• Expert power & referent power are the types most
consistent with the negotiations view of classroom
management.
24
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Basic Principles For Discipline
1. Avoid power conflicts / put downs.
2. Use private correction - isolates the
misbehaving student.
3. Seek out the causes of the misbehavior so this
situation is less likely to reoccur.
4. Learn to distinguish between minor and major
problems (Don’t Overreact)
5. Respond to each situation in a fair and
consistent manner.
25
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Responses Supporting Self-control
• Reinforce productive behavior – use verbal
praise, incentives
• Use nonverbal signals to show disapproval –
gestures, eye movements, facial exp.
• Use proximity control – move toward & stand
near while continuing to teach
• Use learner’s name in context of lesson
• Redirecting a learner’s attention
• Have learners take personal action – Count to
ten, put head down, go to a time-out spot, etc.
26
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Providing Situational Assistance
• Take time for a quiet word
• Provide a rule reminder
• Remove the learner from the situation
• Respond with clarity & firmness
• Arrange a conference with student
• Ask parents for help
27
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Implementing Consequences
• Lose a privilege: Be sure that what you take away is
valued by the student.
• Provide for in-class isolation: Be sure student cannot
interact with classmates.
• Remove the learner: Never leave the student alone in
the hallway; Have someone escort person to the
office.
• Making up wasted time: Keep in during recess or
before or after school. Must have parent approval
during off school hours.
• Involve parents & the School Team: Document (date,
time, behaviors) all misbehaviors. Post class rules and
reiterate often. Have a plan in place to help the
student.
28
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STUDENT ENGAGEMENT
• Motivation - students are thinking about and
working on academic learning activities.
They are involved.
• Variety of activities help keep students from
becoming bored by the same lessons day
after day.
• Field Trips, Guest Speakers, Small-group
Work, Debates, Writing Activities,
Independent Work (authentic application)
29
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HANDLING MISBEHAVIOR
Four areas of misbehaving.
1. A student misbehaves to get recognition
2. A student seeks revenge & inflicts
emotional or physical pain on others.
3. A student defies authority to gain control.
4. A student will withdraw from learning.
30
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ASSERTIVE DISCIPLINE
• Lee & Marlene Canter wrote an article
entitled “Teach Students Responsibility By
Giving Choices”
• Canter said teachers need to take charge of
their classroom in a firm / positive manner.
• Rewards for compliance / consequences for
breaking rules / posting of rules
31
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The Difference between Discipline and
Classroom Management
Discipline:
• Discipline concern
how students
behave
• Discipline plans have
rules, consequences
and rewards
• The purpose of rules
is to set boundaries
or limits
32
Classroom Management:
• Procedures concern how
things are done and are
statements of student
expectations
• Routines are what the
students do automatically
• Procedures and routines
teach what students are to
do or work at.
• Classroom management
plans have procedures

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Classroom discipline differs classroom management

  • 1. Your Logo Classroom Discipline Differs Classroom Management
  • 2. Your Logo Classroom Management Definition: “The actions taken by the teachers to create and maintain a learning environment conducive for successful instruction.” (Evertson & Weinstein 2006) 2
  • 3. Your Logo What is Classroom Management • It creates both the best situations in which the teacher can teach and student can learn. • Teacher should used such instructional techniques so that learning environment can be created. • Teacher should motivate students . • Teacher should forget yesterday’s poor behavior of student’s. 3
  • 4. Your Logo Continued……. • Don’t humiliate a student in front of his friends. • Spend time according to the lesson plan. • Appreciate good behavior. • Stay calm, precised, controlled and well- mannered. • Counseling of students. 4
  • 5. Your Logo Principles of Classroom Management 1. Building a good relationship between teacher and students. 2. Setting rules, routines and procedure. 3. Managing self. 4. Maintaining appropriate student behavior. 5. Techniques of motivating. 5
  • 6. Your Logo Importance of Classroom Management • Will increase instructional and learning time. • Will increase student achievement. • Will foster an environment of productivity and community. • Will allow students to become active participants in their educational outcome. 6
  • 7. Continued…… • Will engage students in indoor and out door activities. • Will create discipline in classroom. 7
  • 8. Your Logo Approaches of Classroom Management • There are seven classroom approaches which helps in the maintenance of discipline. • They establishes clear rules and expectations. • They include recommendations for preventive measures. • They are positive and practical. • Emphasis on task. 8
  • 9. Your Logo Assertive Approach • Clearly identify the expectations. • Take positions. (Say, “I like that” or “I don’t like that”.) • Use firm tone of voice. • Use eye contact, gestures, and touches to supplement verbal messages. • Say no without guilt feelings. • Give and receive compliments genuinely. • Set limits on students and enforce them. 9
  • 10. Your Logo Continued….. • Indicate consequences of behaviour and why specific action is necessary. • Follow through regularly. • Persist; enforce minimum rules; don’t give up. • Establish positive expectations for student behaviour; eliminate negative expectations about students. • Gain confidence and skills in working with chronic behaviour problems in the classroom. 10
  • 11. Your Logo Business Management Approach • The teacher must explain clearly to students about assignments, features of the work, standards to be met, and procedures etc. – Instruction for assignments. – Method of work, neatness, and due dates. – Procedures for absent students. • Monitoring student work helps the teacher to detect students who are having difficulty and to encourage students to keep working. – Monitoring group work – Monitoring individual work – Monitoring completion of work – Maintaining records of students work 11
  • 12. Your Logo Continued….. • Frequent, immediate, and specific feedback is important for enhancing academic monitoring and managerial procedures. Work in progress, homework, completed assignments, tests, and other work should be checked promptly. – Attention to problems – Attention to Good Work 12
  • 13. Your Logo Behaviour Modification Approach The basic principles of the behavioural modification approach are as follow: • Behaviour is shaped by its consequences, not by its causes of problems in the history of the individual or by group conditions. • Behaviour is strengthened by immediate reinforcements. Positive reinforces are praise or rewards. Negative reinforcements take away or stop something that the student doesn’t like. • Behaviour is strengthened by systematic reinforcement (positive or negative). Behaviour is weakened if not followed by reinforcement. 13
  • 14. Your Logo Continued….. • There are several types of reinforcers, each of which may be positive or aversive. • Examples of positive reinforcers are: (a) Social reinforcers, such as verbal comments (“Right”, “Correct”, “That’s good”), facial expressions, and gestures. (b) Graphic reinforcers, such as written words of encouragement, gold stars, and checks. (c) Tangible reinforcements, such as cookies and badges for young students and certificates and notes to parents for older students. (d) Activity reinforcers, such as being a monitor near the teacher for young students and working with a friend or on a special project for older students. 14
  • 15. Your Logo Group Managerial Approach • Teacher should respond immediately towards the student’s behaviour. • That might be inappropriate or undesirable in order to prevent problems. • If a student misbehaves and the teacher stops the misbehaviour immediately then students realize and do not make problem. • If the misbehaviour is ignored or continue for too long, it often spreads throughout the group and becomes more serious and chronic. 15
  • 16. Your Logo Continued….. • Student’s should be engaged in lesson and activities which is a key for successful classroom management. • Students are expected to work and behave nicely. • Successful teacher monitors student work in a systematic way. • He clearly describes acceptable and unacceptable behaviours in his class. • The successful teacher ability to carry student’s attention easily from one activity to another. 16
  • 17. Your Logo Group Guidance Approach • Disciplinary problems have three main causes:  Individual case history: the problem is related to the psychological disturbance of one child.  Group conditions: the problem reflects unfavorable conditions in the group.  Mixture of individual and group causes: The problem centers around an individual, but is triggered by something in the group. • The teacher must understand the needs, interest of a group and be able to manipulate the surface behavior of that group.  Dissatisfaction with classroom work.  Poor interpersonal relations.  Disturbances in group climate.  Poor group organization . 17
  • 18. Your Logo Continued….. • One of the most difficult decision-making tasks for the teacher is dealing with an aggressive group. • When group members act together to disobey and resist the teacher’s efforts, the teacher may react by trying to match force with force. • In some cases the teacher’s behavior is problem for making idle threats, displaying frequent bursts of emotion, giving assignments that lack interest. 18
  • 19. Your Logo Acceptance Approach • It identifies 4 mistaken goals:  Attention getting: they want other students or the teacher to pay attention to them.  Power seeking: their defiance is expresses in arguing, contradicting, teasing, temper tantrums, and low – level hostile behavior.  Revenge seeking: their mistaken goal is to hurt others to make up for being hurt or feeling rejected and loved.  Withdrawal: if students feel helpless and rejected, the goal of their behavior may become withdrawal from the social situation, rather that confrontation. 19
  • 20. Your Logo Continued….. • There are several strategies for working with students who exhibit mistaken goals to encourage them and to them. To encourage students Be positive; avoid negative statements. Encourage students to improve, not be perfect. Encourage effort; results are secondary if students try. Teach students to learn from mistakes. Exhibit faith in student’s abilities. Be optimistic, enthusiastic, supporting. 20
  • 21. Your Logo Success Approach • It is based on the teacher’s helping students make proper choices by experiencing success. • This approach is rooted in humanistic psychology and the democratic model of teaching. • Teacher should not excuse on bad behavior of the student, they need to change whatever negatives exist in classroom. • They have to improve conditions which can lead to student success. 21
  • 22. Your Logo Continued….. • Teacher should makes the following suggestions for students success: Establish rules. Accept no excuses. Utilize value judgments. Suggest suitable alternatives. Enforce reasonable consequences. Be persistent. Continually review. 22
  • 23. Your Logo Punishment Guidelines for Using Punishment • Learn what type of punishment school authorities allow. • Don’t assign extra homework as punishment • Don’t punish when you are at a loss for what else to do or in an emotional state. • Be sure the punishment fits the misbehavior. • Give the student the benefit of doubt. 23
  • 24. Your Logo Discipline  Expert Power: exert influence over others  Referent Power: Trustworthy, respect  Legitimate Power: position held  Reward Power: Ability to provide something like grades, praise, privileges.  Coercive Power: authority to punish • Expert power & referent power are the types most consistent with the negotiations view of classroom management. 24
  • 25. Your Logo Basic Principles For Discipline 1. Avoid power conflicts / put downs. 2. Use private correction - isolates the misbehaving student. 3. Seek out the causes of the misbehavior so this situation is less likely to reoccur. 4. Learn to distinguish between minor and major problems (Don’t Overreact) 5. Respond to each situation in a fair and consistent manner. 25
  • 26. Your Logo Responses Supporting Self-control • Reinforce productive behavior – use verbal praise, incentives • Use nonverbal signals to show disapproval – gestures, eye movements, facial exp. • Use proximity control – move toward & stand near while continuing to teach • Use learner’s name in context of lesson • Redirecting a learner’s attention • Have learners take personal action – Count to ten, put head down, go to a time-out spot, etc. 26
  • 27. Your Logo Providing Situational Assistance • Take time for a quiet word • Provide a rule reminder • Remove the learner from the situation • Respond with clarity & firmness • Arrange a conference with student • Ask parents for help 27
  • 28. Your Logo Implementing Consequences • Lose a privilege: Be sure that what you take away is valued by the student. • Provide for in-class isolation: Be sure student cannot interact with classmates. • Remove the learner: Never leave the student alone in the hallway; Have someone escort person to the office. • Making up wasted time: Keep in during recess or before or after school. Must have parent approval during off school hours. • Involve parents & the School Team: Document (date, time, behaviors) all misbehaviors. Post class rules and reiterate often. Have a plan in place to help the student. 28
  • 29. Your Logo STUDENT ENGAGEMENT • Motivation - students are thinking about and working on academic learning activities. They are involved. • Variety of activities help keep students from becoming bored by the same lessons day after day. • Field Trips, Guest Speakers, Small-group Work, Debates, Writing Activities, Independent Work (authentic application) 29
  • 30. Your Logo HANDLING MISBEHAVIOR Four areas of misbehaving. 1. A student misbehaves to get recognition 2. A student seeks revenge & inflicts emotional or physical pain on others. 3. A student defies authority to gain control. 4. A student will withdraw from learning. 30
  • 31. Your Logo ASSERTIVE DISCIPLINE • Lee & Marlene Canter wrote an article entitled “Teach Students Responsibility By Giving Choices” • Canter said teachers need to take charge of their classroom in a firm / positive manner. • Rewards for compliance / consequences for breaking rules / posting of rules 31
  • 32. Your Logo The Difference between Discipline and Classroom Management Discipline: • Discipline concern how students behave • Discipline plans have rules, consequences and rewards • The purpose of rules is to set boundaries or limits 32 Classroom Management: • Procedures concern how things are done and are statements of student expectations • Routines are what the students do automatically • Procedures and routines teach what students are to do or work at. • Classroom management plans have procedures