Classroom Management

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Classroom Management

• Theories

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Principles of Management

• The teacher is responsible for maintaining
  classroom control.

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Principles of Management

• 2. Classroom management must be established
  before instruction can begin.

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Principles of Management

• 3. Effective classroom management includes
  planning and implementing teaching strategies
  thoroughly, keeping students actively engaged in
  meaningful learning, and preventing disruptions
  through proactive management strategies.

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Five systems in a well-managed classroom

• Limit setting (stops misbehaviour)
• Professional-administrative backup system
  isolating a student, help from colleagues, etc.
• Incentive system (maintains, increases, and
  speeds up desired student behaviour)
• Encouragement system (encourages positive
  behaviour
• Management/classroom structure (establishing or
  creating rules and organizing classroom objects
  and students to support and maintain desired
  behaviour)

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Three Models

• The Behavioural Analysis model
• Positive Discipline model
• Assertive Discipline model

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Behavioural Analysis Model

• Basic assumption on Motivation
• Children are not born with self-control we
  must help them mold it
• Deal only with outward (external) behaviour
• Use scientific techniques to demonstrate
  effectiveness
• Be concerned with unacceptable behaviour and what
  interventions can be applied to change it
• The cause of the behaviour exists outside the
  environment.
• (cont.)

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(basic assumptions cont.)

• Motivation reinforcers
• - positive something we like
• - negative something we dislike
• - primary relating to basic body needs
• - secondary abstracts, symbols
• The consequences, more than any other factor,
  determine behaviour

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Teacher Behaviours

• Teacher controlling the situation, imitation and
  shaping, fading, and directive statements for
  contingency contracting
• Explicit modeling for imitation, foreward and
  backward chaining, saturation, time out, rewards
  for reinforcement of desired behaviours, commands
  as directive statements
• Using conditioners in the form of material and
  verbal rewards
• Using variable intervals and variable ratios

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Guidelines in planning, or Preparatory Actions

• Reinforcing only the behaviour to be increased
• Before beginning behaviour modification
• 1. select the behaviour to be changed
• 2. collect and record baseline data
• 3. identify appropriate reinforcers
• 4. collect intervention data
• Graphing baseline and intervention data to
  evaluate effectiveness
• Changing reinforcers periodically
• Reinforcement schedules

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Behavioural analysis techniques

• Behavioural objectives
• Target behaviour
• 1) a behavioural deficit something that is
  lacking in the students daily activities (using
  the paintbrush incorrectly, getting to class
  late, etc)
• 2) a behaviour that is correct in form and
  function but is displayed excessively or at the
  wrong time (asking too many questions, talking
  during test taking, etc.)

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Behavioural objectives

• In order to understand the desired behavioural
  changes and to communicate them to staff members,
  you must establish a behavioural objective that
  identifies the following
• 1. The learner
• 2. The antecedent condition under which the
  
• behaviour is to be displayed
• 3. The target behaviour
• 4. Criteria for desired performance

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Collecting data

• Event recording
• Graphing
• Anecdotal report

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Reinforcement and other consequences

• Positive reinforcement
• Punishment
• Negative reinforcement
• Use punishment and negative reinforcements
  sparingly (often good for only short-term)
• Emphasize positive reinforcement

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Types of reinforcers

• Primary appeals to the five senses (sight of a
  favourite character, the sound of music or
  mothers voice, the taste or smell of food, the
  feel of the students favourite blanket. These
  are important in early years.
• Edible reinforcers crackers, juice, pudding
• Sensory reinforcers exposure to controlled
  visual, auditory, tactile, taste or kinesthetic
  experience (mixing colours of paint)

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Secondary Reinforcers

• Tangible reinforcers, such as stickers and
  badges,
• privilege reinforcers, first use of a toy,
• activity reinforcers chance to help make
  cookies,
• Generalized tokens, points or credits
• Social - teacher gives her/his attention and
  reinforces student - expression, proximity,
  words and phrases.

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Thinning reinforcements by using schedules

• After target behaviour established/performed.
• Student repeats the desired behaviour. We keep
  reinforcing it may be too time consuming to
  keep up --- need to thin reinforcement
• Fixed-ration schedule ex. Student receives
  reinforcement after 4 math problems completed,
  may be changed to after 6.
• important to seek the right amount of work
  given to the reward schedule
• usual produces consistent work

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Variable-ration schedule

• Target response is reinforced on the average of a
  specific number of correct responses, about once
  every ten times. This makes it unpredictable for
  the student.
• Student will normally maintain or increase the
  pace of the output

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Fixed-interval schedule

• Student must perform the behaviour at least once,
  and then a specific amount of time must pass
  before his behaviour is reinforced the first time
  (does one puzzle) and then a specific amount of
  time must pass (four minutes) on the very next
  puzzle completed after the four minute wait, the
  student is once again reinforced. Reinforcement
  may be thinned by increasing the wait time to
  six, then eight mins.
• Student may realize that reinforcment is time
  based wait until time nearly up, then complete
• Easy for teachers based on time

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Variable-interval schedule

• The interval between reinforcers will vary and be
  unpredictable to the student, but the interval
  differing but maintaining a consistent average
  length.
• Students behavioural performance is higher and
  steadier because he cannot determine the next
  time interval that will be used to make the
  reinforcement available

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Shaping

• Yelling on the playground is acceptable, but loud
  talking in class is not.
• Use of reinforcers can help bring the students
  existing behavioural skills under control of the
  teacher
• Shaping is like it game (hide an object)

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Decreasing Misbehaviour Steps

• Step 1 Extinction
• Simply stopping the positive reinforcers that
  have been maintaining an inappropriate behaviour.
  (student shouting)
• Step 2 Differentiated Reinforcement
• reinforces certain behaviours selectively
• Reinforce decreased rates of misbehaviour
• Reinforcing the omission of the misbehaviour
• Reinforcing incompatible and alternative
  behaviours

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Omission of the misbehaviour

• Same example student out of seat
• Establish 6 time intervals of five mins. Each
• Teacher tapes a 3X5 inch card in front of student
  and places a check mark on the card if not out of
  seat for that 5 min. period.
• At end of 30 mins. if 2 checks on the card
  during the first week he earns an activity
  reinforcer, not week 3 checks

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Lowered rates of the misbehaviour

• Example
• Student out of seat (15 X in 30 mins.) at lunch
• - stopping completely not realistic
• - positive reinforcement he can help
  janitor if only 5 times O/S in 30 mins.
• - also, reinforces student by commenting when
  he stays in seat
• Check after lunch how many times O/S, if 5 or
  lower, let him help janitor, next week lower to
  3 times
• Question What about a student who always talks?

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Incompatible behaviour and alternative behaviour

• When differentially reinforcing an incompatible
  behaviour, a response is chosen and reinforced to
  make it physically impossible for student to
  engage in inappropriate behaviour. An
  inappropriate behaviour is reinforced.
• Example of student who shouts out answers
  teacher gives students new instructions when
  they have an answer they must cover their mouth
  with their left hand (impossible to speak) and
  raise right hand.

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Step 3 Response-Cost procedure (removal of
desirable stimuli

• Taking away from student some item(s) that
  student likes.
• Given back to student when behaviour improves

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Step 4 Time out

• Nonseclusionary Time out
• Deals with minor disturbances deny student
  reinforcement by removing the materials that are
  being used materials inappropriately
• Also having students put their heads down on
  their desks
• Student is not removed from classroom

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Time out (cont.)

• Contingent Observation
• Student is removed to the edge of the activity so
  he can still observe the other students being
  reinforced.
• Exclusionary time out
• Removal of student from an activity
• Seclusionary time out
• Complete removal of the student from the
  classroom or environment. When time out over
  bring student back to classroom in a calm manner

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Strengths/Weaknesses of model

• Strengths
• Behaviour is broken down into smaller parts so
  student have success
• Student feels successful as he learns appropriate
  behaviours and receives verbal, social and
  material rewards
• Can be used with all students
• Teacher can scientifically test positive use of
  behavioural analysis

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• Weaknesses
• Attempts to change a students observable
  behaviour
• Some problems may be the result of inner
  problems (student who is physically abused may
  take out hostility on classmates)
• Reduces student mishaviours may help teacher but
  not the student (abused student)
• May be time consuming measuring, observing,
  tabulating, record-keeping

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Exercises

• A gr. 6 special needs student daily chews her
  hand until, near the end of the day, it is
  bleeding.
• The industrial arts teacher, who has a classroom
  filled with power machines (drill presses, table
  saw, sander, etc.) has one child who refuses to
  wear protective glasses because it is not cool
  and runs in the classroom with the danger that he
  will bump a classmate using the power equipment.
• A kindergarten child, to amuse his peers, stuffs
  an entire peanut butter sandwich into his mouth
  and is in the danger of choking.

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Positive discipline model
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Basic assumptions about motivation

• Based on behavioural analysis principles and
  constructs
• Attempts to make behavioural principles practical
• Borrowed elements from neurobiology and
  anthropology to round out and justify practices
• Uses teacher proximity and eye contact as a mild
  form of punishment to get students back on task
• Uses various systems limit-setting, backup,
  responsibility training, omission training, and
  classroom structure

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Teacher behaviours

• Limit setting
• Fight-or-flight response
• Proximity
• Camping out
• Relaxing breaths
• Body movements
• Moving in/moving out
• Palms

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Guidelines, planning, or preparatory teacher
actions

• Controlling the seating arrangement
• Organizing the space and other classroom actions
  that can be taken before the student arrive

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Backup responses (private/semi-private) Small
back-up responses

• Ear warnings
• Private meetings
• Think and talk
• Warning and delivery

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Medium backup responsesLarge backup responses

• Responsibility Training (stopwatch)
• Bonuses
• Give time
• Hurry-up bonus
• Automatic bonus
• Penalties
• PAT (preferred activity time)

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Medium backup responsesLarge backup responses
(cont.)

• Omission Training
• Private meeting
• Class meeting
• Structure (management)
• Teach rules/structure
• Say, show, do
• Desk arrangement
• Work the crowd

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Limit setting

• Objective of all limit setting is to calm
  students and get them back on task
• Important to remember that many disruptions in
  class are minor one however, if multiplied 10
  times in half an hr. can cause problems for
  teacher.

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Flight or flight response

• Think back to a time when you were driving your
  car and stopped at a red light. The light
  changed and you slowly pulled into intersection,
  but another driver ran the red light and barreled
  through the intersection. You slammed on your
  brakes, turned to avoid other car.
• Notice adrenaline pumped through your body,
  your heart was in your throat, your face was
  warm, and you clenched your teeth, legs wobbly
  you were experiencing the results of a flight or
  fight response.

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• In some classrooms we have students who are
  extremely confrontational toward us.
• Student power game have teacher regress to a
  state where he/she has lost her cool
• Teacher is out of control students control the
  classroom amusing to students as he/she tries
  to gain classroom control

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Eye contact and Proximity

• Non-verbal body messages
• Eyes are the most expressive nonverbal
  communication tool
• Unswerving eye lock with an individual is the
  most powerful confrontational stance
• Eye contact is a direct challenge or exercise of
  power, when one person breaks visual lock it is
  read as capitulation
• Importance of personal space - proximity

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Steps in limit setting

• Step 1 Eyes in the back of your head
• Effective teachers have with-it-ness
  repeatedly check out what is happening in room
• Impt for teacher to see as much of room as
  possible
• Impt to arrange classroom

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Steps in limit setting

• Step 2 Terminate instruction
• If you see student not working
• Stop what you are doing, stare at student I am
  not amused facial expression, hands behind back
• Impt to remember discipline comes before
  instruction if you ignore misbehaviour it
  will only get worse

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Steps in limit setting

• Step 3 Turn, look, and say the students name
• Turn and face
• Look them in the eye (eye contact)
• Facial expression (the teacher) relax
• Additional body cues wide foot stance
• Saying the students name
• Relaxing breaths (two controlled slow, shallow
  breaths, let out slowly)
• To move in, or not to move in has student
  gotten the message - read student

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Steps in limit setting

• Step 4 Walk to the edge of the students desk
• Teacher walks slowly toward the student, never
  breaking eye contact, stop at desk
• back talk denying, helplessness, blaming,
• Do not be taken in, do not respond

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Steps in limit setting

• Step 5 Prompt
• We are now in students comfort bubble
• Reach in with our hands and signal a prompt to an
  action that you want i.e., reach out and turn
  to page in text or question .

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Steps in limit setting

• Step 6 Palms
• Place hands palms down on students desk
• Telling student your willing to camp out
• Note when bending over students desk
• female teachers wear a high buttoned blouse
  
• male teachers if leaning over a female
  student avoid leaning over

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Steps in limit setting

• Step 7 Camping out in front

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Steps in limit setting

• Step 8 Camping out from behind
• If there is another student involved.
• If two students gang up on you, you will not win
  if you deal with them at the same time we
  divide and conquer by putting up a wall between
  them and dealing with them one at a time

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Steps in limit setting

• Step 9 Moving out
• By this point, student has given up and begins to
  work
• We then begin to move away
• However, need to deal with second student --

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Guidelines for room arrangement

• Dont let janitor dictate the desk arrangement
• Furniture arrangement is best when it puts the
  least distance and fewest barriers between the
  teacher and students
• Place the teachers desk on the side or in the
  rear and get the entire class as close as
  possible to the chalkboard
• Compact the students desk together
• Teacher goes to students, students do not come
  and wait for teacher
• Place well-behaved, cooperative students in the
  most distant seats
• Place misbehaving students in the middle of the
  interior loop and as close to the teacher as
  possible

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Backup system

• If one student is a chronic discipline problem
  and our limit setting techniques fail despite
  being applied correctly move on to backup system

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Backup system

• Warning
• Conference with student
• Time out, being sent to the office, detention
• Conferencing with parent
• Conference with teacher, parent and principal
• In-school suspension
• Out-of-school suspension (1 day)
• Out-of-school suspension (3 days)
• Expulsion and/or a special program

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Responsibility training

• Penalty stopwatch, PAT
• The rule of penalties Class, I am counting to
  10, I want everyone in their seats, all paper of
  the floor, and the desks in neat, orderly rows.
  For each number I count before this is
  accomplished, you will lose that much time from
  your afternoon prep rally. One two
• Every penalty implies a corresponding bonus
• This is impt not always negative

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Preferred Activity Time (PAT)

• Let students choose activities
• Popcorn parties, dvds, games, sports

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Omission training

• Student who is chronically provocative toward the
  teacher or toward peers, who take the attitude I
  dont care about PAT, and you cant make me!
• Individualized program of incentives for the very
  defiant student, encouraging him to earn rewards
  through the omission of unwanted behaviour.
• Private meeting
• Class meeting
• Process

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Private meeting

• Inform student that he may drop out of the PAT,
  or may individualize the Pat to his liking.
• A special rewards program is set up for him
• He can give rest of class bonus time if he
  behaves

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Class meeting

• Discuss fact that the student has been causing
  the entire class to lose time because he has
  trouble controlling his behaviour.
• He can no longer hurt the class
• Continue to work with student on individual
  program

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Process

• Once student has behaved well inform class that
  he has given the class bonus time for PAT
• Over time, student behaviour should improve

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Review

• Visual looking
• Naming
• Questions
• Commanding (backup systems)
• Modeling (teach rules/structure, desks setup)
• Reinforcement (responsibility training, bonuses,
  omission training)
• Acting (large backup response)

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Strengths and limitations

• Strengths
• All of it component parts combine to form a
  holistic view of how to achieve good classroom
  discipline and management
• Concept of proximity and teacher self control
• Omits the role of parents

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Discussion

• Mikes clowning
• Mike could be labeled as the class clown. He has
  been seen blowing chocolate milk bubbles through
  his nose in the cafeteria, placing his backside
  on the edge of the stool in chemistry class,
  using movable Bunsen burner to light his farts to
  produce a flame, and often dressing in a T-shirt
  with the words suck city on the front. When
  asked to stop these behaviours, he gives the
  teacher the deer in the headlights look with a
  slight smile. He does not stop, but with an hour
  or two he has a new action to gross out the
  class members and disrupt the teachers teaching.
  Today, with his hand underneath his armpit he
  produces a flagrant sound by pumping his elbow up
  and down. Using these sounds, he attempts to
  play Jingle Bells cracks up the class, and
  of course disrupts your teaching.

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Linda the passive

• Linda is a tall thin girl who is nearly always
  seen with her head down on her desk and her
  gangly long legs wrapped around the legs of her
  chair. She constantly has her first three
  fingers in her mouth, sucking them to the point
  that she has sucked off one fingernail. She has
  a body odor that is noticeable to everyone and
  often looks as if she has not bathed for many
  days. It is November, and she has not done no
  homework, answers no questions when called on,
  and when questioned by the teacher in one-to-one
  situations, grunts yes or no to all questions.
  Other children laugh at her, calling her a host
  of derogatory names. The parents do not have a
  phone number, and you have not been able to
  contact them for a conference. Other teachers
  have never seen the parents.

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Assertive Discipline
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Outline of Assertive Discipline

• Basic Assumptions
• All students can behave regardless of their
  family histories, SES, or physical/mental
  exceptions
• Student behaviour continues when teachers do not
  enforce the same standards for all students
• Teaches have the right to request behavior from
  students that meets the needs of the teacher and
  ensures an optimal learning environment
• Teachers have the right to ask assistance from
  parents, principals, and other school personnel

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Teacher Behaviours

• Using hints to alert students that there is a
  problem with their behaviour. Class we should be
  doing
• Disguising commands as a question Would you
  stop ?
• Giving I-message (If you dont stop, then you
  have been chosen ) and broken record demands
  to avoid being sidetracked.
• Using a steady gaze and low voice when talking to
  students.
• Giving rewards for appropriate behaviour
  (positive notes home, calling on a student, token
  coupon, marble system to reward whole class) and
  punishments for inappropriate behaviour (loss of
  privilege, detention, note home).
• Using systematic exclusion (to another classroom,
  principals office, home, etc.)

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Preplanning

• Teacher writes out a discipline plan, gives a
  copy to the principal for approval, and sends it
  home to the parents asking for feedback and
  suggestions. Also, give it to the students.
• Requires clear statement of classroom rules,
  posted, positive recognition actions ,
  statement of consequences if rules broken, and a
  severity clause if student is endangering self,
  fellow students, or property

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Discipline Plan

• Classroom rules
• follow directions
• be in the classroom and seated when
  bell rings
• do not swear
• 2. Positive recognition
• Praise
• positive notes sent home to parents
• privilege pass
• Consequences
• First time Warning
• 2nd time Stay in class one minute after
  bell
• 3rd time Stay in class two minutes after bell
• 4th time Call parents
• 5th time Send to principal
• 4. Severity clause Send to principal

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Classroom Rules

• Must be observable (keep hands to yourself
  rather than no fooling around)
• Each rule is posted (ideally no more than four,
  and never more than six)
• Students should be involved in the establishment
  of rules.

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Guidelines, Planning, or Preparatory Teacher
Actions

• Determining differences among assertive,
  nonassertive, and hostile responses.
• Establishing a uniform classroom discipline plan
  of relatively few but specific rules and
  consistent actions for enforcing them.
• Write the plan down and share it with the
  principal and parents
• Using mental rehearsal to explain the classroom
  plan and enforcement procedures and to prepare
  for handling student violations.

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Positive Recognition

• Encourages students to behave appropriately,
  increase their self-esteem, reduce discipline
  problems, create a positive classroom climate,
  and create and establish a positive relationship
  between teacher and students.
• Praise
• Positive notes and phone calls home
• Special privileges
• Certificate and rewards
• Tangible rewards

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Consequences

• Assertive discipline views consequences for
  breaking as a students choice, as when teacher
  says, Harry, the rule is no swearing, and you
  have chosen to break the rule. Therefore you
  have chosen the consequence of staying one minute
  after class.
• Consequences are made clear to students
• Consequences listed in a discipline hierarchy
  moving from a warning

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Teacher behaviour continuum

• Looking, proximity
• Naming, (class we should be), proximity,
  praise
• Questioning/warning (what should we be doing?)
• Command (I want )
• Modeling/Reinforcing (warning, consequence also,
  teacher relating to students interests, home
  visits, get well cards, greet students)
• Acting (severity clause)

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Teach the discipline plan and rules

• Explain why you need the rules
• Teach the rules
• Check for understanding
• Explain why you have consequences
• Explain how you will reinforce students who
  follow the rules
• Check for understanding
• Follow Say, Show, and Check

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Strengths and limitations

• Use of punishment does not work
• uniform discipline without regard to individual
  differences
• Low priority for communicating and understanding
  a students behaviour
• emphasis on teachers assertiveness and
  clearness in direction and expectations
• use of a uniform plan for all students