1. Classroom Management and the School Library Fiona Griswold Becky Kasten Carolyn Maille-Petersen EPSY 405: Personality & Social Development December 2009
2. What is Classroom Management? “We define classroom management as the actions teachers take to create an environment that supports and facilitates both academic and social-emotional learning…From this perspective, how a teacher achieves order is as important as whether a teacher achieves order.” (Evertson, C. & Weinstein, C., 2006) Serious challenge to teachers/cause of burnout Public ranks it as serious problem The function of management is to support learning—it’s a means, not an end.
3. Classroom Management Theory:The Early Days Small body of research—first 2/3 of 20th century most of what was written was common sense and aphorisms/words of wisdom 1907: William Charles Bagley Different language same advice Noted difference between authoritative, authoritarian, and laissez fair teachers Said good teachers: Had courage to assert authority Fair and good natured Kept kids busy and engaged and gave good incentives Used penalties as last resort (15 principles for punishing effectively)
4. Classroom Management in the Middle of the 20th Century Little development of theory or research until 1950s During 50s and 60s, spate of teacher leadership style studies (autocratic vs. democratic, demanding vs. permissive, direct vs. indirect, etc.) Influenced by education psychology, the mental health movement, and social pathology. Less authoritarian=better As research shifted to classroom management from teacher leadership, initial work came from behavioralists and ecological researchers.
5. More Recent Work in Classroom Management Other Studies Good work in 70s and 80s by Emmer, Everrtson, and Anderson—best managers are thoroughly prepared, joked and praised more, gave helpful feedback, nipped problems in the bud, clear expectations, modeled behavior, monitor compliance and intervene Interpersonal relationship aspects of management—some rooted in Alderian and Rogerian theory Psychiatrist William Glasser: Choice Theory & 10-step method for dealing with serious behavior and motivation problems.
6. Present-Day: From the 1980s Forward Out of research from ‘60s and ‘70s consensus was formed in ‘80s and still applies today: “The findings based on classroom research have proven robust but few of the recommendations based on clinical principles have been researched systematically (Emmer & Stough, 2001).” Many current management programs still incorporate the old principles.
7. Need for Further Research & Development Need to identify the field Need more research At high school level About how to embed models of classroom mgmt. within models for managing the school as a whole. On the effects of management-relevant legal requirements and district policies (e.g. zero-tolerance policies) On the intersection of general and special education in classrooms
19. Developed by Howard Glasser and Jennifer Easly in 1990s Originally intended for work with difficult children—those with ADHD and other challenging behaviors Now expanded into classroom management system for any age group Related to Canter’s “Assertive Discipline” approach developed in the 1970s The Nurtured Heart Approach Howard Glasser Children’s Success Foundation
20. Nurtured Heart Approach Goal: reward desired behaviors with positive attention, not give any attention to undesired behavior Premise: difficult children, in particular, desire attention/energy from teachers & parents, obtain through misbehavior Does not ignore negative behaviors—strictly enforced consequences for any rule infraction
21. Nurtured Heart—Implementation First build child’s “inner wealth” through giving positive attention to what a child is doing right. Then, give no attention to negative actions and praise the positive behaviors of other children. Once child believes worthy and gets attention for positive behavior, will behave accordingly.
22. Choice Theory, Part 1Pre-1985 Developed by William Glasser, psychiatrist trained in (who later rejected) Freudian psychoanalysis. Choice Theory is foundation for Glasser’s Reality Therapy Glasser’s first work in classroom management in Schools without Failure (1969) Focus on present, not past behaviors School was students’ best (sometimes only) venue for quality interactions with adults Students are rational—able to choose their behavior Good choices = personal success Responsibility for success or failure placed on student
23. Choice Theory, Part IISince 1985 Students not taking responsibility for learning, many are bored, frustrated, willing to do nothing. Coercion doesn’t work. Responsibility shifts to schools—emphasize quality in all student work All behaviors are an individual’s attempt to control selves and meet 5 basic needs: To survive To belong & be loved by others To have power & importance To have freedom & independence To have fun School/teachers need to provide ways for students to meet these needs Curriculum consists of what is “useful” to students (in meeting their needs)
24. So…. What does this mean for the school librarian? Translating Theory Into Practice
25. The Library Is Not Just Another Classroom Classroom School Library Physical: more finite space, easy to see entire room from all sections, unlikely to have large pieces of furniture obstructing view Teacher: Relationship with/responsibility for finite group of students during any one year Academic: More structured, students expected to keep on-task, finite number of activities occurring at one time Physical: Often oddly shaped, can have tall bookshelves blocking view, can be very large Teacher-Librarian: Relationship/responsibility for all students in school every year. Serves needs of teachers as well. Academic: Semi- or unstructured, may have formal lessons, informal consultations, individual browsing, and group or individual use of computers and other technology all at once.
26. Classroom Management in a School Library Library is a unique learning environment in that its role is to help students be disposed toward intellectual behaviors—takes guidance (Bush, 2009) Even less research done on classroom management in the library. Most information anecdotal, best practice, or program specific. Brophy’s idea of matching management systems to instructional systems
28. Mrs. Mathews’ Thoughts… Kids who don’t “deserve” your respect are the ones who need it most Library as safe place Library layout – child-size seating; open, inviting, story time area Appropriate student behavior is a team effort Classroom teachers do not stay for library time Rules prominently posted Elementary school library time is very structured vs. middle/high school Verbal reminders upon entry & exit Positive feedback “Library break” spot Earning a class party for good behavior
30. Ms. Anderson’s Comments… Library layout -- open, inviting Consistency in enforcing rules is key Biggest mistake new teachers make: trying to be friends! School & library rules are same but….looser environment in library Classroom teachers remain with students during library time Always circulating among students -- chatting, making book recommendations Library time semi-structured vs. elementary school
32. Ms. Trame’s Ideas… Library Layout: Two large newly-furnished open rooms wide hall between for check-out desk The school uses PBIS, Trame believes strongly that all should be on board to make it work Librarians taken seriously when they take on roles on committees that deal with issues Trame says something positive and concrete (within earshot) about each student; notices their needs She has that savoir faire that comes from 30+ years experience, conviction, competence, and respect
34. Pearls of Wisdom from Ms. Jacobson Harris… Library Layout: Four rooms linked by open doors Unique environment intellectually; no set behavior model, staff autonomous; collaboration; “good” kids “Head on a swivel”; walking around inserting herself; know what’s going on “I think there needs to be reasons for your rules.” No filters and hierarchy of computer use—opens opportunities for conversations about things “One thing they don’t teach you in school is [classroom management] is a good deal of performance art—you’ve either got it or you don’t!” Presence, call by name, come closer; would like more tricks up her sleeve.
36. Mr. Murrey on Management… Library Layout: One large square room office behind the desk. Must be able to see/hear all. “The first thing is to find the culture of the school.” “My primary desire is that the library is a place kids want to come.” Lets kids snack there. Calls kids by name, doesn’t argue, pays attention, “I try not to have a kid lose face to do what I’m asking them to do.” Gen. focus on many negative rules runs against the grain; does enforce rules for consistency’s sake. More comfortable with reminders.
37. Some “Take-Away” Thoughts on Classroom Management Many theories of classroom management, but still not a lot of research-based evidence as to what works best under specific conditions. Many pre-service educators don’t receive much, if any, instruction in classroom management. Almost no information, research-based or otherwise, on classroom management in the school library. Anecdotally, it appears that managing behavior in a library (or classroom) setting is about knowing yourself and knowing your audience A good sense of humor is one of the best classroom management tools!
