Boğaziçi University Ed401 Dr. Hayal Köksal

1. Developing Standarts for
Classroom Behaviour and
Methods for Maximizing
On-Task Student Behaviour
ED401.01
KOKSAL

2. Table of Contents
• Content
• Behaved Teachers
• Gantt Card
• Literature Reviews
• Fishbone
• Matrix Diagram
• Survey
• Problem
• References & Thanks

3. • Behaved Teachers
Ozan O. YILMAZ Selahattin ÖZTÜRK Merve DİNÇ
Halil AKBAŞSelen ESENSamet KARAMAN

4. Gantt Card
Steps Oct. 29 Oct. 30 Oct. 31 Nov. 2 Nov. 3 Nov. 4
Plan Determination
of the problem
Literature
review
targets
Do Determination
of main causes
Collecting and
Preparing Data
Check Checking Data
Suggestions
Act Project
Preparation
Presentation
Expected - Observed

5. Learning Goals

6. Learning goals
• For example:
• After this presentation:
• You will understand the importance of having goals
• You will know how to teach and monitor procedures
• You will be equipped with the tools to manage desired behaviour in classroom

7. Why are these goals important?
• 1) They provide the clasroom with a smooth flow.
• 2) They help reduce behavioral problems.
• 3) They help us be more organized, thus more productive.

8. Literature Review of
«Creating Behavioral Standards within the Classroom»
• (Emmer et al., 1980; Evertson & Emmer, 1982a): Effective teachers
teach students classroom rules and procedures.
• According to Emmer and colleagues (1981),
• Rules mean any written rules given that students must obey.
• Procedures mean expectations for a specific behavior. They are
directed to accomplishing, rather than forbiddin some behaviour.

9. Literature Review
• According to initial research, there is a correlation between
establishing rules and classroom success
• Which means establishing more rules results in more
classroom achievement.

10. Literature Review
• (Evertson & Harris, 1999; Evertson & Smithey, 2000): Teachers should be given
more training in classroom management. They further developed this idea into what
is known as Classroom Organization and Management Program.
• Jerome Freiberg (1999), Ron Nelson (Nelson et al, 1998), Positive Behavioral
Support work (Lewis & Newcomer, 2005; Lewis et al., 2006): It is important to
teach desired behaviour and to establish agreed-on behaviour standards.

11. Practical Implication
• To become an effective teacher, we need more training programs like COMP.
• Rules are good but procedures are more effective because they are more specific and
they are positive rather than negative. But we shouldn’t forget that they are
complement of each other.
• We shouldn’t start setting rules and procedures on the first day, it can wait several
lessons.

12. Developing General
Behaviours Standarts or Rules
Rules or Norms, Behavior Expectations or
Behavior Standards.

13. Steps in Developing Classroom Behaviour Standarts
1. Discussing the value of Rules and Behavior Standards.
 Ask students why adults have rules in society.
 Prevent property damage.
 Peer health and safety.

14. Steps in Developing Classroom Behaviour Standarts
2. Developing a list.
 List each rule students think as important.
 State the standards in a positive manner.
 Teach the rules through activities.

15. Steps in Developing Classroom Behaviour Standarts
3. Getting a commitment.
 Simplify each rule.
 Have students sign this commitment.
 Communicate with parents.
Emmer, E. T., & Gerwels, M. C. (2006). Classroom management
in middle and high school classrooms.

16. Steps in Developing Classroom Behaviour Standarts
4. Monitoring and Reviewing the Standards
 Regular revision of rules. (It is important to review the rules when the problem
increases.)
 Clarify the rules with new students.
Emmer, E. T., & Gerwels, M. C. (2006). Classroom management
in middle and high school classrooms.

17. Steps in Developing Classroom Behaviour Standarts
5. Reinforcing Behavior that Supports the Classroom Behavior Norms
 Praise and Feedback.
 Assign students to observe the class.

18. Creative Examples of Teaching
and Reviewing Rules and
Procedures

19. Preview for The Effective
Teacher - Part 4: Procedures
and Routines

20. Posters:
Prepare posters promoting
• Good behavior
• Good study habits
• Safety rules
• School rules
• Hang the posters
appropriate places

21. School in Relation to Community Rules:
• Let students work on school rules.
• Let them know how school rules works and what their reasons are.
• How they are related to community rules
• What is the importance of these rules on community life
• This let students to know their responsibilities.

22. Picture Posters
• Make students bring their picture of themselves to school
• Use student pictures highlighting school rules
• The following students believe it is important to respect everyone.
• Show pictures listing students’ names and grades
• Post posters through school
• Uses peer pressure

23. DO NOT FORGET!
• Your students are individuals.
• Your students deserves the treatment that you think you deserve.
• Act accordingly.

24. Procedures

25. Procedures
Procedures mean expectations for a specific behavior.
They are directed to accomplishing, rather than
forbidden some behaviour.

26. Several Examples of Procedures: Class Attention Grabbers
https://www.facebook.com/l.php?u=https%3A%
2F%2Fwww.youtube.com%2Fwatch%3Fv%3D
Tn-wGrhb5d4&h=lAQHSoPj0

27. One spot tactic
https://www.facebook.com/l.php?u=https%3A%
2F%2Fwww.youtube.com%2Fwatch%3Fv%3D
0WbhWKilmHs&h=lAQHSoPj0

28. Example: Practice of Procedure
https://www.facebook.com/l.php?u=https%3A
%2F%2Fwww.youtube.com%2Fwatch%3Fv%
3D9lzOxR4gY90&h=lAQHSoPj0

29. Example: Addressing learner differences
https://www.facebook.com/l.php?u=https%3A%2
F%2Fwww.youtube.com%2Fwatch%3Fv%3DyB
PaQ9ctAwA&h=lAQHSoPj0

30. Can we control non-class behaviour?
https://www.facebook.com/l.php?u=https%3A%2
F%2Fwww.youtube.com%2Fwatch%3Fv%3DyB
PaQ9ctAwA&h=lAQHSoPj0

31. How to Teach and Monitor Classroom Procedures
DISCUSS:
Why do we need to have a
procedure?
SOLICITATION:
Get the students ideas
PRACTICE:
Students ought to
practice the procedure
until it is performed
correct
REINFORCEMENT:
Correct behaviour
should be
reinforced.

32. Classroom Management Skills that
Help Maximize On-Task Student
Behaviour

33. Successful Teachers vs. Teachers who Experience Management Problems
• ensures that students are engaged in instructional activities
• are better prepared and organized
• can move smoothly from one activity to another
• maintain student involvement
• can hold their attention
• Kounin, Jacob S. (1970) Discipline and Group Management in Classrooms. Holt, Rinehart and Winston, Inc.

34. Instructional Management Skills that Facilitate Academic Achievement
• Arranging the Classroom
• makes teacher accessible to students
• support students for academic work that they will be completing
• Beginning the Classroom
• select a que for getting students attention
• do not start a lesson before removing all the distractions
• present goals and activities
• Kounin, Jacob S. (1970) Discipline and Group Management in Classrooms. Holt, Rinehart and Winston, Inc.

35. Instructional Management Skills that Facilitate Academic Achievement
• Giving Clear Instruction
• how students are to proceed
• what they are to do
• give precise directions
• Maintaining Attention
• be animated in the classroom
• provide variability in instructional media and methods
• ask questions to the students.
• Kounin, Jacob S. (1970) Discipline and Group Management in Classrooms. Holt, Rinehart and Winston, Inc.

36. Instructional Management Skills that Facilitate Academic Achievement
• Using Seatwork Effectively
• move around the room
• manitor the seatwork
• make it interesting
• Providing Useful Feedback and Evaluation
• tell students the criteria by which way they will be evaluated
• be spesific and honest
• Making Smooth Transition
• from one activity to another
• provide daily schedule and
• provide step-by-step directions
• Kounin, Jacob S. (1970) Discipline and Group Management in Classrooms. Holt, Rinehart and Winston, Inc.

38. An Outline for Beginning the School Year
• If a teacher corrects misbehavior of one individual student, the other students in the
classroom normally will correct their misbehaviors as well.
• Teacher needs to be aware of what is going on in all parts of the classroom at all
times by continually being alert. Students need to know that the teacher is aware of
what is going on in the classroom.
• Teacher should maintain the direction in the lesson without being diverted by
irrelevant incidents.
• Teacher should have the ability to move smoothly from one activity to next and to
maintain momentum.
Kounin, Jacob S. (1970) Discipline and Group Management in Classrooms. Holt, Rinehart and
Winston, Inc.

39. Creating a Safe and Supportive
Learning Community

40. What affects learning environment?
• Students’ background, grades, motivation
• Subject matter for the courses
• Teaching style, commitment, experience,
Jones & Jones (2007) list following;
http://bit.ly/1it7M2r

41. Primary School
• Get the classroom and materials ready.
• Decide on rules, procedures and attitudes
that you want your students to obey.
• Think about what consequences there should be for students’ behaviors.
• Inform your students on what they are going to go through during the semester.
Guidelines prepared by Evertson, Emmer, Sanford, &
Clement (1983)
http://bit.ly/1M7bNFH

42. Primary School
• Use different activities as icebreakers and let them socialize.
• Anticipate problems and plan strategies to evade them.
• Monitor your students and get to know their differences.
• Be specific, clear and facilitator while giving the instructions.
http://bit.ly/1HioJ63

43. Secondary School
• Brief your annual plan to your students.
• Ask them to define basic concepts of learning and
teaching on their own.
• Get their opinions regarding learning and teaching.
• Try to become familiar with your students, make them feel
relaxed.
• Go beyond being a teacher. Become a role model for your
students in evey aspects of life.
http://bit.ly/1itbt8n

44. Secondary School
• Ask your students to give feedback regarding the class.
• Make sure you keep an eye on what they do and how they
do it.
• Get together with your students individually to help them
out.
• Assist them for social life, develop approaches to solve
conflicts.
• Don’t be an authoritarian figure. Let them know that they
can assess how you teach, so that you can make
modifications.
http://bit.ly/1OePgsO

45. What to Do Beginning the School Year?
• Start by introducing yourself. Be kind, welcoming and friendly.
• Use nametags or class name word search to get to know your students.
• Take attendance by using name chain.
• Ask them to talk or write about theirselves, their expectations.
• Mention procudures clearly i.e. Lunch, recess, discussing, entrance and close
of lessons, quarrel,

46. Literature Review
• McLeod, Fisher, and Hoover (2003) suggest that teachers should become
instructional leaders in the class. Consequently, they have to take
organization of the classroom settings and intellectual and social levels of
students into the consideration to maximize their efficiency.
• Popescu (2014) also states that teachers should design their strategies and
curriculum for intended or unintended student behaviors, try to develop
themselves in terms of resources and time management and become a role
model to their students.

47. Reference
• McLeod, J., Fisher, J., & Hoover, G. (2003). The key elements of classroom
management: Managing time and space, student behavior, and instructional
strategies. Alexandria, Virginia USA: Association for Supervision and
Curriculum Development (ASCD).
• Popescu, T. (2014). CLASSROOM MANAGEMENT STRATEGIES AND
TECHNIQUES: A PERSPECTIVE OF ENGLISH TEACHER TRAINEES. The
Journal of Linguistic and Intercultural Education, 7, 143-160,204-205.
Retrieved from
http://search.proquest.com/docview/1712314309?accountid=9645

48. Environmental-relatedSystem-related
Seating
Arrangement
Classroom
size &
population
Content of
Course
Coordinating
with
Consultant
Peripherals
used in
classroom
What are the Main
Factor that can be
Cause Distruptive
Behavior?
Teacher-related Student-related
Discussing
rules
Signing
commitment
Agreeing on
behaviors
Obeying
norms and
rules
listing positive
manners
Making a
commitment
Monitoring
students
Reinforcing
behaviors
Praising
Feedback
Being
Praised
Informed
about
semester
Expectations

49. Matrix Diagram
Teacher Student System Environmental
Merve Dinç 7 6 5 6
Selen Esen 5 4 6 4
Samet Karaman 6 3 7 6
Halil Akbaş 6 5 6 5
Selahattin Öztürk 7 5 5 6
Ozan Yılmaz 7 5 6 6
Percentage 30% 21% 25% 24%

50. 30%
21%
25%
24%
teacher student system environment

51. Survey
• We have conducted a survey among 20 university
students. We expected them to reflect their opinions
about distruptive behaviors in the classroom in
accordance with given questions.

52. Question 1: What is the main factor that affects distruptive
behaviour in classroom environment?
25%
55%
10%
10%
student behavior teacher attitude unsteady classroom environment insufficient material

53. Question 2:What do you suggest as the most appropriate
way to manage disobedience to rules by students?
45%
10%
15%
30%
give consequence choices wait for the child to comply
consistently correct the misbehavior when it occurs provide a prompt when misbehavior occurs

54. Question 3: What is the best way to promote good
behaviour in the classroom?
35%
25%
15%
25%
exploring with students how people should treat each other
clear boundries and rules for students
as adults, modeling the behaviour that is expected from students
recognizing and giving positive feedback about behaviour

55. Question 4: What is the key factor for successful group
activities?
sitting arrangement classroom population tedious activity unmotivated students

56. Question 5: Which approach would you adopt to correct
one student’s misbehaviour in the classroom?
5%
70%
10%
15%
immediate response in classroom one-by-one communication individually
promote parent involvement directing to school counselor

57. References
• IMC Circles Education by Hayal Köksal
• Jones, V. F. & Jones, L. S.(2007). Comprehensive Classroom Management: Creating communities of support and solving problems, 8th edition. Boston: Pearson/Allyn &
Bacon.
• Jerome Freiberg (1999), Ron Nelson (Nelson et al, 1998), Positive Behavioral Support work (Lewis & Newcomer, 2005; Lewis et al., 2006
• Emmer, E. T., & Gerwels, M. C. (2006). Classroom management in middle and high school classrooms. Handbook of classroom management: Research, practice, and
contemporary issues, 407-437.
• Evertson, C. M., & Harris, A. H. (1995, September). Classroom Organization and Management Program: Revalidation submission to the Program Effectiveness Panel (PEP),
US Department of Education. Nashville, TN: Peabody College, Vanderbilt University (ERIC Document Reproduction Service No. ED 403 247).
• Kounin, Jacob S. (1970) Discipline and Group Management in Classrooms. Holt, Rinehart and Winston, Inc.
• McLeod, J., Fisher, J., & Hoover, G. (2003). The key elements of classroom management: Managing time and space, student behavior, and instructional strategies.
Alexandria, Virginia USA: Association for Supervision and Curriculum Development (ASCD).
• Popescu, T. (2014). CLASSROOM MANAGEMENT STRATEGIES AND TECHNIQUES: A PERSPECTIVE OF ENGLISH TEACHER TRAINEES. The Journal of Linguistic
and Intercultural Education, 7, 143-160,204-205. Retrieved from http://search.proquest.com/docview/1712314309?accountid=9645

58. Kind Regards to Dr. Köksal