Classroom management waan

Table of Content
No Title
1. Definition of Classroom Management
2. Definition of Behavior management
3. Definition of Disruptive and Disturbed Behavior
4. Classroom Environment Factors
5. What behaviors do teachers see as disruptive?
6. Strengths and limitations of classroom behavior management
7. How to manage student’s behavior in the classroom
8. Behavior management strategies: Alternatives to corporal punishment
9. Models of Effective Classroom Management
10. Teachers as a Leaders
11. Strength and limitations of classroom management
12. Managing conflict and problem behavior ( Bullying )

Classroom management is certainly concerned about
behavior, but it can also be defined more broadly as
involving the planning , organization, and control of
learners, the learning process and the classroom
environment to create a maintain an effective learning
experience in which expected pedagogical outcomes
achieved.

The ‘learning process’ includes classroom activities
and the teaching strategies that the teacher use.

The ‘classroom environment’ provides a context for
learning and includes not only the physical space,
furnishing resources and materials, but also the class
atmosphere, participant’s attitudes and emotions and
the social dynamics of the learning experience.

Doyle (1986,p, 394) suggested that teachers
face the following two main instructional
tasks;
A teaching goal that must be achieved
A problem space that must be managed,
encompassing the set of participants or learn

Definition of Behavior
management
Behavior management in the
classroom means creating and
maintaining an environment
conducive to their learning and
your sanity.

Doyle (1986) used the term
‘problematic’ to refer to any behavior
perceived as inappropriate for a given
activity.
Such behavior may range from
daydreaming and mild interruptions, to
unnecessary and excessive
movement, shouting, swearing, fightin
g and so on.

Disruptive behavior is when a child is
uncooperative and prevents
themselves and other children in
class from working.
A disruptive child also manages to
grab a teacher’s attention and
prevent the teacher from giving the
other children attention.

Disruptive behavior – behavior that is
problematic or inappropriate in the context of
a given activity or for a certain teacher.
Behavior disturbance – significant
abnormalities in the behavior of an individual
who does not have a diagnosable psychiatric
illness.
Emotional disturbance – evident from
inappropriate behaviors that require
psychiatric treatment in the form of ongoing
therapy.

Classroom Environment Factors
Classroom environment Factors Implications for teachers
Multidimensionality: The wide range of - Develop strategies for addressing the
players and events that are present in a wide range of ability levels; and social,
classroom emotional, cultural and linguistic
backgrounds in your classroom

Simultaneity: Many different things - Be aware of what is happening at every
happen at the same time in a classroom level, including that of individual
students, small groups and the class as
a whole
- Learn to have ‘eyes in the back of your
head’
- The challenge of simultaneity may
contribute to high level of stress and
burn-out unless you develop coping
strategies

Classroom environment Implications for teachers
Factors
Immediacy: The speed at - Manage time at both micro and macro levels
which events in a classroom - Give immediate feedback to students during face to
unfold face interaction
- Learn to allocate time appropriately for planned
learning activities
- Behavioral problems are most likely to arise when
student’s attention, interest and motivation begin to
ebb as a result of poor timing
- Be alert to ongoing events in a busy classroom
setting

Unpredictability: Carefully - Be flexible
planned classroom activities - Respond appropriately when the unexpected occurs
do not always proceed as - Where possible, take advantage of surprising or
planned unanticipated events

Classroom environment Factors Implications for teachers
Publicness: many people, often - Be aware that what you do and say is
students, witness what teachers observed and may be discussed outside the
do, or learn about a teacher’s classroom
actions from other witnesses - Use this as an opportunity to model
appropriate or desirable behavior for
students

What Behaviors do teachers see as
disruptive?
Talking out of turn and hindering other
students

What behaviors
Irritating and
Aggressive
behavior
do teachers see wasting

as disruptive? disruptions

Disobedience, refusal to obey instructions and
insolence

Strengths and Limitations of
Classroom Behavior Management
Strengths Limitations
- The move away from corporal - One of the problems associated with
punishment to using alternatives such the guidelines provided for teachers
as extra work and time out – together who need to manage inappropriate or
with the possibility of access to disruptive behavior concerns the
specialist support- gives teachers more confusing way in which key terms are
humane options for handling defined.
inappropriate behavior.
- This lack of clarity can cause problems
for teachers and others who try to find
a label that is appropriate for the array
of behaviors a particular student
presents.

- This uncertainty can also lead to
difficulties in finding an appropriate
solution.

How to manage student’s
behavior in the classroom
• Devote time to planning
• Have a clear, well- considered plan for managing your
Be classroom and student behavior
• Plan to provide a variety of tasks
prepared
• Plan how you will motivate students whose interest seems to
wane
• Plan how students will spend time on task and how you
mange disruptive behavior

• Decide before teaching what procedures you will follow in
establishing and maintaining discipline in classrooms so your
Be reactions to classroom-management problems can be quick,
organized consistent and congruent with your underlying values
• Organize your time, recourses and classroom

Be guided by your • What you want your students to learn
personal philosophy of • How would you like your students to learn
teaching and learning. • How you will foster some learning

• Be aware of their needs (they may have special
learning needs) and individual differences
Know your students
• Monitor, circulate, and assess students’ progress
regular

Be positive • Enjoy your teaching

Know how your • Ensure your classroom-management plan
school operates is consistence with policies and procedures

Be aware of the • Differences in the ways power is managed
are a major factor in distinguishing
power relations in between different approaches to
your classroom classroom management

• Establish an atmosphere of cooperation
Be enthusiastic balance and mutual respect

Corporal punishment is a last resort (using
suspension and exclusion)
Corporal punishment has been replaced by
Alternatives forms of discipline, which range
from detention, extra written work, time
out, removal privileges, behavior contracts.

(1) The Interventionist Teacher
(2) The Interactive Teacher
(3) The Non-Interventionist Teacher

Models of Effective Classroom
Management
(1) The Interventionist Teacher
• Is guided by the view that children’s
development is an outcome of external
factors.
• Frederic H.Jones emphasizes the need for
teachers to maintain firm control through the
following four aspects of classroom
organization ( Wolfgang, 1995, p.197 ).

Management
(1) Limit setting through body
language
(2) Responsibility training
(3) Back-up system (supported by
policies at the school level)
(4) Classroom structure

Management
(1) Limit setting through body language
- (According to Jones), teachers need to set
limits on student’s behavior that are simple,
practical and, once mastered, easy to use.
- Response ( body language, and employ a
minimal number of words )
- Move around the classroom, eye contact.

Management
(2) Responsibility training
- Need a simple system to implement and that
ensured students will do anything the teacher
requires at any time.
- Responsibility training involves providing
incentives through a group reward, through
‘preferred activity time’ (PAT), or through
periods of free or play time .

Management
(2) Responsibility Training
- Do work quickly and fast (Winner)
- Dawdling , talking or playing up (Loser)
- According to Jones (1987), by using this
system, the teacher is in control and the
students learn to conform and to complete
required tasks.

Management
(3) Back-Up System
- Set of hierarchically ordered penalties for
misbehavior, ranging from a simple warning
given privately to an individual student or
group of students, to a conference with the
student, time out, detention, a conference
with a parent and, as a last resort, suspension
or expulsion.

Management
(3) Back-Up System
- Support is required at the school level, both
professionally and in the form of appropriate
policies, procedures and recourses to
implement this system.

Management
(4) Classroom Structure
- Encompasses the rules that are established in
classrooms, daily routines and the way
classroom furniture is organized, since all
affect what happens in a classroom.
- Jones (1987) argued that students should be
taught the rules, routines and standards of
behavior that are critical aspects of successful
classroom operation.

Management
(4) Classroom Structure
- Jones’s (1987) ideas about classroom
management included a plan for arranging
desks so as to allow the teacher space to
move around the classroom.

Management
(2) The Interactive Teacher
- Sees children’s development as a product of
interaction, between internal and external
factors.
- Alder was Viennese psychiatrist who argued
that human beings are essentially social
creatures whose basic psychological
characteristics enable them to live in
democratic way.

Management
- Procedures that can be used to encourage
students include;
 Recognizing and building on their strengths
while minimizing any weaknesses
 Emphasizing engagements in an activity
rather than the result that is achieved
(Balson,1992).

Management
 For example:
 ‘You seem to really enjoy your art and I can
tell you work hard to prepare for your
exam’, rather than saying
 ‘ Your artwork is excellent and You have the
highest mark in the exam.
(Edward, 1997,p.110)

Management
Natural consequences Logical consequences
1. Outcomes that occur without 1. Contrived to influence behavior.
intervention/interference.

- Students who do not put their - Students who forget to bring required
equipment away in the correct place materials to the class and as a result
and cannot find next time they need miss of activity
it. - Students who draw on the wall and
- Students who do not study for a test then have to clean their marks off the
and then get poor marks on the test. wall.

- In each case, the focus is on allowing students to experience the consequences of
their actions.

Management
(3) The Non-Interventionist Teacher
- Allow the process of development to occur
naturally.
- The work of William Glasser (1992) and William
(‘Bill) Rogers (1998) represents a model of
classroom management and discipline in which
power is shared more equally between teacher
and students than in the interventionist and
interactive approaches just discussed, with
greater weight on student’s roles and
responsibilities.

Management
- Bill Rogers (1998) sees discipline as a teacher-
directed activity that seeks to;
Lead,
Guide,
Direct,
Manage,
Or confront a student about behavior that
disrupts the right of others.

Management
- Glasser and Rogers have both argued that students
misbehave because schools fail to fulfill their basic
needs.
- These needs clearly reflecting elements of Maslow’s
hierarchy of needs, include;
 Belonging:- security comfort and group membership
 Power:- Importance, status, and being taken into
account by others
 Freedom:- being free from the control of others, being
able to choose, being self directed and having
responsibilities for one’s own actions
 Fun:- having satisfying and enjoyable experiences

Teachers as Leaders
• Glasser (1992) argued that teachers need to
become ‘lead-managers’ not ‘boss-manager’.

• To achieve this change, schools should provide
necessary tools which are curriculum and
resources and atmosphere (non coercive and
cooperative).

Strength and
Limitations of
classroom
management

Types of
Effective Strengths Limitations
Classroom
Management
(a) The - The procedures in the model is in - This may lead the students
Interventionist details for maximizing classroom to react violent due to
Model management and organization. teacher high level of control.

(b) The - Its focus on student’s understanding - Teachers often have
Interactionist why they behave as they do and the difficulties recognizing the
Model consequences of their behavior. motives that underlie
- Tends to encourage a high degree of student’s behavior.
students autonomy, as well as respect
between teachers and students.
(Edward, 1997)
(c) The Non- - In the degree of autonomy and - The difficulties teachers
Interventionist responsibility, it gives to students, may have in giving students
Model allowing them to see the consequences increased autonomy and
of their behavior and to determine responsibility without at the
possible solution. (Gordon et al, 1996) same time filling threatened
by loss of control.

Managing conflict and
problem behavior
( Bullying )

Definition of Bullying
 Bullying is an abuse of power that takes the form
of on going aggression involving words or actions
by individual or groups and directed towards
particular victims who are unable to defend
themselves (Eisenberg,1998).
 Bullies take advantage of situations whether they
can victimize others who may be physically
smaller, younger, less strong, outnumbered or
simply unable to defend themselves.

Forms of Bullying

Psychological
Verbal Forms Physical Forms
Forms
• Radical and • Being isolated • Being hit or
Social or subject to physically
harassment gossip and threatened, or
that involves hurtful having
name calling. rumors. property
damaged or
stolen.

Victims Bullies

Have high self esteem
Poor academic performance
( Olweus,1997)

Scores high on majors of social
Low self esteem
and physical self concept

Typically overestimate their
High rates of absenteeism
levels of social competence

Tends to be anxious, in secure The quality of the relationship
and isolated from their peer with significant others
group (Olweus, 1993) (Edens,1999)

Interventions to reduce bullying
Research cited by Johnson and Johnson (1996)
suggested that students left to resolve conflict
without assistance or training in peer
mediations or conflict resolution tend to:
Leave the conflict unresolved
Ask an adult to help resolve the conflict
Achieve resolution through one of the
protagonists ‘winning’

Classroom arrangements that provide
opportunities for students to work Introducing
together in cooperative group. exercise that
promote
Increase alternative forms
awareness of of social
bullying interaction

Interventions
to reduce
Anger Bullying Proposed an anti
violence
management curriculum
training

Assertiveness Peer Hanging school
training counseling environments

Classroom management waan

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