Classroom Management

Lizamarie C. Olegario

What for you is classroom

management?

Well- Oiled Machine vs

Beehive of Activities

Older View
creating and applying rules to control
students behavior
l students passivity and compliance with
rigid rules
lThe teacher as director
lWell-oiled Machine
l

Newer View
Students need for nurturing relationships
and opportunities for self-regulation.
Students self-discipline and less on
externally controlling the student.
Teacher as a guide, coordinator, and
facilitator.
Beehive of Activity

Why do we need to manage the

classroom properly?
What is the goal of classroom
management?

Management Goals
Help students spend more time on
learning

Maximize instructional time & students

learning.
Less time on non-goal directed behavior.

Prevent student from developing

problems

Prevent academic and emotional problems

Students kept busy with active, challenging
tasks.

What is DISCIPLINE ?
an organized regulated orderly way of life
helping the child to become:
a happy
outgoing
expressive
cooperative individual
helping him recognize his feelings &
expressing them in acceptable ways

What is DISCIPLINE ?
Development of a personal control to
allow a person to be effective,
contributing members of a democratic
society and of the human community at
large.
Staten W. Webster

Discipline Styles
Authoritarian
Permissive
Democratic
Check what kind of discipline style
that you have

Authoritarian
strict rules & regulations
no freedom of action, thought &
movement
too much emphasis on perfection
making too many decisions for the
children
constant criticism of wrong doings
& nagging

Authoritarian
no respect for individual rights
expecting unattainable standards
little or no recognition , praise or
other signs of approval when child
meets the expected standard
no relaxation in or control of corporal
punishment
depriving the child of opportunity to
learn to control his own behavior

Effect on Children
assert their independence by doing
many wrong things which they
would otherwise not do
behave & feel that the world is
hostile & thus become hostile
show rebellion / revolt
become resentfully submissive &
obedient
be hypercritical toward authority

Effect on Children

fear punishment more than others .

become sullen / obstinate / negativistic
become insincere .
learn to be sly , secretive & dishonest to avoid
punishment
become an introvert

Permissive
there are no limits or
boundaries for the child to act
within
the child can make his or her
own decisions & act on them in
any way he pleases
there is too much leniency

Effect on Children

get confused & become insecure

have no concept of right / wrong
excessive aggressiveness
resentful feel that adults care little / not at
all for them
be unmanageable in school / neighborhood
might not be welcome thus not have many
friends .

Democratic
Emphasize growth self
discipline & self control
Explanation , discussion &
reasoning to help the child
understand why he is expected to
behave in a certain manner
Punishment only at appropriate
times when he/ she refuses to do
an act

Democratic
No harsh punishment
Rewards & praise when he /
she comes to expected
standards
Careful planning to channelize
energies
Appropriate motivation to live
up to expectations

Effect on Children
achieve desirable personal &
social adjustments
develop independence in
thinking
develop initiative in action
be active & outgoing
be spontaneous in behavior

Effect on Children
achieve healthy , positive ,
confident self concept
have better self control
deal with obstacles in a positive
way
be more approachable &
friendly

What kind of classroom

arrangement should we have?

Principles of Classroom
Arrangement
vReduce congestion in high-traffic area
vMake sure that you can easily see all
students
vMake often-used teaching materials
and students supplies easily accessible
vMake sure that students can easily
observe whole-class presentations

What kind of classroom climate

should we have?

Creating an Effective
Classroom Climate
vCommunicate acceptance of, respect for
and caring about students as human beings
vEstablish a business like, yet nonthreatening atmosphere
vCommunicate appropriate messages about
school subject matter
vGive students some sense of control with
regard to classroom activities
vCreate a sense of community among the
students

How do we set limits?

Setting Limits
vEstablish a few rules and procedures at the
beginning of the year
vPresent rules and procedure in an informal
rather than controlling manner
vPeriodically view the usefulness of existing
rules and procedures
vAcknowledge students feelings about
classroom requirements

What kind of activities will make

students keep on task?

Planning Activities that Keep

Students on Task
vBe sure students will always be busy and
engaged
vChoose tasks at an appropriate academic
level
vProvide a reasonable amount of structure
for activities and assignments
vMake special plans for transition times in
the school day

Share a good classroom

management technique that you
know.

Monitoring What the Students

are Doing
vBe aware of what every one is doing
vRegularly scan the classroom and
make frequent eye contact
vKnow what misbehaviors are
occurring, when and who the
predators are

Share another classroom

management technique that you
know.

Modifying Instructional
Strategies When Necessary
vAlter instructional strategies to capture
students interest and excitement
vWeigh whether the instructional materials
are so easy or too difficult
vFocus on the concerns of the students
vAddress students motives while
simultaneously helping them achieve
classroom objectives

What do you think should not be

done in class?

Responses that usually get

NEGATIVE results include:
n

n
n

Reacting emotionally by being angry or

making hollow threats
Handing out a punishment that is out of
proportion to the offense
Reacting to misbehavior publicly
Reacting to a small incidence that often
resolves itself
Making an accusation without the facts to
back it up

Give another effective classroom

management technique

Responses that tend to get

POSITIVE results include:
n Describing the unacceptable
behavior to the student
n Pointing out how his behavior
negatively impacts him and
others
n Talking with the students
about what could have been a
better behavior choice and
why

Responses that tend to get

POSITIVE results include:
n

Asking the student to write a

goal that will help him improve
his actions
Showing confidence in the
student that his behavior goals
are achievable
Positively reinforcing behavior
that relates to student goals

Why do you think students

misbehave in class?

Behavioral Goals
Attention
Power
Revenge
Avoidance of Failure

Attention-seeking
do almost anything to be noticed from
being argumentative to being funny.
Teachers and classmates find this behavior
annoying and at times rude and
unacceptable.
The attention seekers may be disciplined
for: disrespect, teasing, disturbing the
class, being uncooperative, swearing,
talking, being out of his seat, and making
fun of others.

How do we deal with students

who are attention-seeking?

Strategies
Ignore the behavior/ No eye
contact or words
Non-verbally make child feel
loved
Catch them being good
Give the "eye"
Stand close by

Strategies
Send a general signal
(established gestures to the
whole class)
Send a secret signal (the above
strategy, modified for an
individual student)
Give written notice

Strategies
Use an I-message (as in Ginott)
Objective description of the
disruptive behavior
Relates to our feelings
Identifies the effect of the
misbehavior
Finishes with a request

Strategies
Target-Stop-Do (especially for ADD/
ADHD)
Target the student by name
Identifies the behavior to be stopped
Tells the student what he is expected to
do at that moment
Use a diminishing quota (Dreikurs).
This allows incidents of particular
misbehavior to occur in a number
agreed upon

Strategies
Do the unexpected
Turn out the lights
Play a musical sound
Lower your voice
Change your voice
Talk to the wall

Power-seeking
Wanting to be in charge or in control
are often disruptive and confrontational
The teacher may feel provoked, threatened
or challenged by this student.
The following reasons may be the basis for
a referral to the office for a student who
struggles for power: disobeying,
disrespect, not cooperating, talking back
and disturbing the class.

How do you deal with students

who are power seeking?

Strategies
Distract the student/ Redirect
the behavior
Ask a direct question
Ask a favor
Give choices
Change the activity

Strategies
Notice appropriate behavior
Proximity praise
Standing ovation

Move the student (either to

another seat or to the "thinking
chair"-less appropriate for
high school students)

Strategies
Allow voice and choice
Give choices, not orders
Sidestep power struggle
Wait for cooling-off period
Grant legitimate power (involve
students in decision-making)
Give child ways to feel powerful
Delegate responsibility

Revenge-seeking
Lashing out or getting even is how some
students compensate for real or imagined
hurt feelings.
The target of the revenge may be the
teacher, other students, or both.
Revenge may come in the form of a
physical and/or psychological attack.
Bullies often use revenge as their excuse
for shoving or pushing, teasing, causing
embarrassment and excluding others.

How do you deal with students

who are revenge-seeking?

Strategies
Do not hurt back
Reestablish relationship
Use logical consequences (related,
respectful, reasonable)
Build caring relationships ("separate
the deed from the doer"-Ginott)
Teach appropriate expressions of
feelings

Avoidance of Failure
some students appear to be discouraged and
helpless.
They falsely believe that they cant live up to
expectations
To compensate for this belief, they dont attempt
anything that might result in failure.
These students may be disciplined for: not
paying attention, not being prepared, being
dishonest and wasting time. This phenomenon,
decribed as "learned helplessness" by
psychologists, is characteristic of students who
fail needlessly because they do not invest their
best efforts.

How do you deal with students

who want to avoid failure?

Strategies
Don't coax or show pity
Arrange small successes
Avoid doing for child
Modify instructional methods
Provide tutoring
Encourage positive self-talk

Strategies
Teach procedures for
becoming 'unstuck
Make mistakes okay
Build confidence
Make learning tangible
Recognize achievement

Influence Techniques
(Redl and Watenberg)
Supporting Self-Control
Situational Assistance
Reality and Value Appraisal
Retribution

Supporting Self-Control

addressing the problem

before it becomes
serious

Supporting Self-Control
n
n
n
n

Signals
Proximity control
Interest boosting
Humor avoid irony and sarcasm

Situational Assistance

helping students to
regain control

Situational Assistance
n
n
n
n
n
n

Helping over hurdles

Support from routines
Nonpunitive exile/ time-out
Use of restraint
Removing seductive objects
Anticipatory planning

Reality and Value Appraisal

teaching students the

underlying causes of
misbehavior and helping them
to foresee probable
consequences

Reality and Value Appraisal

n

Direct appeals point out the

connection between conduct and
consequences
Criticism and encouragement
l
l

avoid ridiculing or humiliating the

student
public humiliation can set an example
for other pupils but may make a child
hate you, counterattack, and withdraw
so minimize negative aftereffects by
using some encouragement

Reality and Value Appraisal

n
n

Defining limits establish class

rules
Postsituational follow-up
discussion in private with an
individual or group involved
Marginal use of interpretation
analysis of behavior
ex.: I know that you are hungry
now

What to do if everything else

does not work?

Retribution
n
n
n
n
n
n

making the punishment fit the crime

withholding a privilege
detention
punitive exile
private conferences
appeal to outside authority

PUNISHMENT IS A LAST RESORT

IN DEALING WITH
MISBEHAVIOR because it is too
often counterproductive.

Activity
Case Analysis

Sharing
Share a problem that you had
difficulty dealing with
Share technique that you found very
effective in dealing with that problem

"You have to touch the heart

before you can reach the mind."
When students feel cared about, they want to
cooperate, not misbehave. When they do not need
to misbehave to gain attention and significance,
they are free to learn.

 The mediocre teacher tells.

The good teacher explains.
The superior teacher demonstrates.
The great teacher inspires.
By: William Arthur Ward