Classroom management theories based on four leading models of theory: Student-Centered Management Theory, Choice Theory, Kohn's Student Directed Learning, and Positive Behavior Support (PBS).

1. Impactful
Management
Strategies
for the Modern Classroom
Team A:
Ian Glasmann,
Kristin McDonald,
Bryan Etheridge,
Lucilla Chapoy-Mancilla

2. Student-Centered
Classroom Management Theory
 Student-centered classroom
management involves building
trust and sharing the
responsibility between teacher
and student (Freiburg, 2014)

3.  Teachers caring for
a student’s social
and emotional
needs
 Making sure all
students feel a
bond with their
school, classroom
and peers
 Students feel safe
in their school and
classroom while
trusting their
teacher and peers
 Students learn
discipline by being
responsible for their
own actions and
share respect and
responsibility with
others
Student-Centered
Classroom
Management
Theory
Consistency Management
and Cooperative Discipline

4. Student-Centered Classroom
Management Theory
 Classroom management strategies:
 Provide a flexible but predictable and consistent learning
environment
 List homework, lesson objectives and the daily schedule on the
board for all students to see
 Ask every student questions by pulling names randomly
 Engage every student in active participation
 Share the responsibility and roles of the classroom with the
students
 assign jobs and have them create the rules/procedures
 Teach students how to solve or prevent problems
 Give students the trust of doing things on their own and the trust
will be reciprocated
(Freiburg & Lamb, 2009)

5. Environmental Modifications to
Increase Student Learning
 Classroom structure
 Create areas in the room that are designated for certain tasks
 Reduce distractions
 Assign areas on the floor, desks or supply areas for each student
 Rules and routines
 Visually represent rules and routines
 Use cue words like first and then when establishing a new
routine
 Communication
 Use visuals or symbols to communicate objects or tasks
 Utilize nonverbal cues
 Simplify language
(Howley & Rose, 2006)

7. Classroom Management
Compared to Discipline
Management
Classroom
Management
 For students with special
learning needs, a classroom
management plan should
address those special needs by
considering
 The classroom arrangement
 A welcoming environment for all
students
 Engaging all students in class
discussion
 Consider learning styles and
learning needs when establishing
any classroom procedures
 Built in lesson strategies that
address specific learning needs
(Kirkpatrick, n.d.)
Discipline
Management
 For students with special learning needs, a
discipline management plan should
address those special needs by
considering
 In accordance with the Individuals
with Disabilities Education Act (IDEA)
2004 any student may be disciplined
using the student code of conduct
 Students with an IEP may have
discipline measures spelled out and
that all school employees must follow
 When making a determination about
discipline, IDEA gives school
employees the rights to make a case-
by-case determination of discipline
with students that have a disability
(GreatSchools Staff, n.d.)

8. CHOICE THEORY
 Behavior of children is related to five basic
needs; survival, love and belonging,
power and significance, freedom and
autonomy, and fun. (Incredible Art
Department, 2008)
.

9. STRATEGIES
 Build positive relationships with students.
 Give students opportunities to choose projects
and to feel power and control by giving them
choices. (Sullo, 2011)
 Focus on quality of work and their ability to use
what they have learned.
 Shows students how to satisfy their needs using
more appropriate and effective methods to
decrease undesirable behaviors (Sullo, 2011)
 Self-Evaluation; students will take ownership of their
learning.

10. Environmental Modifications
 Organize resources to maximize
student's sense of control and minimize
chaos
 Small group activities- Gives students a
sense of belonging, motivates student
learning, and reduces reliance on
teacher.
 Establish clear work spaces for students
and teachers
 Analyze student needs to design a
space that is functional and friendly
 Learning area should be arranged so
that traffic and flow of activities are
compatible

11. For Exceptional Learners
Class
management
 Stress student
responsibility
 Setting routines to
structure students
 Posting classroom rules
and consequences
 Arrangement of
furniture to facilitate
orderly rotation of tasks
Discipline
Management
 Invoke reasonable
consequences
 Establishing and
enforcing
consequences for
ignoring rules or routines
 Individuals with
exceptional needs have
opportunities to choose
disciplinary
consequences

12. Kohn’s Student Directed
Learning
Classroom management strategies
 Create a positive learning environment.
 Create a caring community where students
collaboratively work together to solve problems.
(Kohn, n.d)
 Active participation, high interest activities, and
discovery.
 Rewards are unnecessary
 Provide opportunities for students to help students
 Demonstrate patience as student discovers their
learning style and strengths

13. Environmental Modification
that Contributes to Student
Learning
 Install a love for learning
 Provide hands on activities that reflect life
experiences
 Create an environment which allows for
student opinion and choice

14. Class management vs
Discipline Management
Class Management
 Classroom centered on
students, not teacher.
 Be patient with
students, allow them to
make their own
decisions and learn
from them.
 Settling for Self-
Discipline
Discipline
Management
 Discipline creates
problems; implies
student is at fault
 Evaluate what is being
asked of students and
can they perform such
task
 Find ways to help
students stay on task
instead of punishment
when off task

15. Positive Behavior Support (PBS)
 Three-tiered approach
Requires collaboration of parents, teachers, school psychologists, counselors and
administrators in order to implement

16. Benefits
 All students can benefit
 Appropriate implementation can lead to
dramatic improvements that have long-
term effects on student lifestyle
 Its use decreases the need for more
intrusive and aversive interventions

17. Classroom
Strategies Explicit strategic
instruction
 Active student
engagement
 Provide opportunities for
students to make choices
and honor their choice
 Increase predictability
and scheduling
 Keep schedules posted
outlining times and
activities
 Prepare students for
changes - explain how
these will affect their day

18. Environmental Modifications
 Redesign classroom
environment
 Create clearly defined
work spaces
 Reduce distractions
 Room arrangement
 Manage traffic patterns
 Increase predictability
 Create daily routines so
that students always
know what to do and
what to expect

19. For Exceptional Learners
Classroom
Management
 Make curricular
adaptations for
activities/tasks, length or
pace and difficulty level
 Plan for preferred
activities to occur
consistently and
predictably
 Self-monitoring
 Teach appropriate
behaviors
Classroom Discipline
 Continual teaching
and reinforcement
of positive
behavior will
support student’s
positive behaviors
and reduce
behavior problems

20. References
 Classroom management. (2014). In S. Abbott (Ed.), The glossary of education reform. Retrieved
from http://edglossary.org/classroom-management/
 Freiberg, H. (2014). Rogers, carl: freedom to learn. In D. Phillips (Ed.), Encyclopedia of
educational theory and philosophy. (pp. 719-721). Thousand Oaks,, CA: SAGE Publications, Inc.
doi: http://dx.doi.org.contentproxy.phoenix.edu/10.4135/9781483346229.n291
 Freiberg, H. J., & Lamb, S. M. (2009). Dimensions of Person-Centered Classroom Management.
Theory Into Practice, 48(2), 99-105. doi:10.1080/00405840902776228
 GreatSchools Staff. (n.d.). IDEA 2004 close up: Disciplining students with disabilities. Retrieved
from http://www.greatschools.org/gk/articles/idea-2004-close-up-disciplining-students- with-
disabilities/
 Howley, M., & Rose, R. (2006). Practical Guide to Special Educational Needs in Inclusive
Primary Classrooms. London, GBR: SAGE Publications Inc. (US). Retrieved from
http://www.ebrary.com
 Kirkpatrick, S. (n.d.). Classroom management: 7 tips from an experience teacher. Retrieved
from http://www.specialeducationguide.com/pre-k-12/behavior-and-classroom-
management/classroom-management-7-tips-from-an-experienced-teacher/
 Kohn, A. (n.d). Alfie Kohn. Retrieved from http://www.alfiekohn.org/
articles_subject.htm#null
 Incredible Art Department. (2008). Classroom Discipline. Retrieved from
http://www.incredibleart.org
 Sullo, B. (2011, July 23). Choice Theory. Retrieved from http://www.funderstanding.com
 http://digitalcommons.calpoly.edu/cgi/viewcontent.cgi?article=1032&context=gse_fac
 http://www.pbisworld.com/
 http://www.edutopia.org/classroom-management-relationships-strategies-tips