Classroom Management: The Effective Teacher Module I

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Classroom Management The Effective Teacher
Module I
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Characteristics of an Effective Teacher
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Classroom Management

• Last year, there were 210 total infractions
  written.
• 46 students who repeated behaviors for which they
  had already received infractions.
• More than half of the infractions resulted from
  ineffective classroom routines, procedures or
  rules.

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Classroom Management

• As we discuss classroom management, one important
  point to remember is YOU ARE NOT ALONE!
• Your classroom is yours and you will ultimately
  decide how you want to manage it.
• This module is designed only to enhance your
  classroom management skills and encourage
  teamwork between teachers to improve classroom
  management.

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Classroom Management

• Classroom management includes all of the things a
  teacher must to do toward these two ends
• To foster student involvement and cooperation in
  all classroom activities.
• To establish a productive working environment.

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Objectives

• Understand proven research and sound theories
  that provide a foundation for quality classroom
  management
• Share effective classroom management strategies
• Implement classroom management strategies

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Classical Conditioning

• Pavlov
• Classical Conditioning Presenting a conditioned
  stimulus serves as a signal that the
  unconditioned stimulus is coming

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Classical Conditioning
Basic principles of Classical Conditioning Theory

• A neutral stimulus is a stimulus to which an
  person does not respond (NS).
• An unconditioned response (UCR) can be learned
  using a neutral stimulus just before an
  unconditioned stimulus (UCS).
• After being paired with an unconditioned
  stimulus, the previous neutral stimulus now
  elicits a response and is no longer neutral.
  The NS becomes a conditioned stimulus (CS) and
  the person has learned a conditioned response
  (CR).

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Classical Conditioning
Classical Conditioning Procedure
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Classical Conditioning
Using Classical Conditioning to Develop Classroom
Procedure
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Classical Conditioning

• Using classical conditioning, we have the ability
  to
• Affect students likes/dislikes
• Influence our students attitudes
• Develop a respect for authority

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Classical Conditioning

• Affecting Students Likes/Dislikes
• Classical Conditioning Theory indicates that
  people develop a taste for pleasant experiences
  and aversions to experiences they find unpleasant

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Classical Conditioning

• Influencing students attitudes toward learning
• Classical Conditioning Theory suggests that
  students will develop a positive attitude toward
  learning simply by presenting content along with
  words and images that evoke positive feelings
  such as excellent, awesome, and good work.

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Classical Conditioning

• Develop a respect of authority
• Classical Conditioning Theory explains that
  people develop respect/fear based on conditioned
  stimuli that are associated with unpleasant
  unconditioned stimuli.
• This theory also suggests that people do not have
  to experience the unpleasant stimuli first hand
  but will develop respect/fear of conditioned
  stimuli by watching someone experience an
  unpleasant unconditioned stimuli.

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Operant Conditioning

• B.F. Skinner
• Operant Conditioning A Response that is
  immediately followed by a reinforcer is
  strengthened and is therefore more likely to
  occur again. (1)

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Operant Conditioning

• Skinners Basic Law of Operant Conditioning
  Theory
• Reinforcer a response that increases in
  frequency when preceded with a stimulus or event.
• Almost any behavior can be learned through
  operant conditioning including academic, social
  and psychomotor.
• Undesirable behaviors are reinforced just as
  easily as desirable behaviors.

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Operant Conditioning

• Important Conditions for Operant Conditioning
• The reinforcer must follow the response.
• The reinforcer must follow immediately.
• The reinforcer must be contingent on the
  response.
• Positive and Negative Reinforcers
• Positive Reinforcement involves the presentation
  of a stimulus after a response such as a smile,
  positive words, and a good grade.
• Negative Reinforcement increases a response
  through the removal of a stimulus.

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Operant Conditioning

• Punishment is not negative reinforcement.
• Negative reinforcement increases the frequency of
  a response by taking away a negative stimulus.
  For example, homework is not given to a student
  because of his/her positive behavior.
• Punishment decreases the frequency of a response
  by giving a negative stimulus or taking away a
  positive stimulus. Talk with your table about
  some examples of this.

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Operant Conditioning
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Operant Conditioning

• Skinners assessment of operant conditioning and
  teaching.
• Reinforcement in the classroom usually occurs
  inconsistently and not soon enough after the
  desired response has occurred.
• If immediate reinforcement is impossible, then
  environmental cues that indicate reinforcement is
  coming later can be effective.

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Operant Conditioning

• Skinners assessment of operant conditioning and
  teaching.
• Teachers have the difficult task of teaching
  behaviors that will be useful for students in
  their future. Students do not see the natural
  positive reinforcers immediately that they might
  in the realize in the future. As a result,
  teachers use artificial reinforcers such as
  stickers which are ineffective because students
  do not se how they connect to their behavior.

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Operant Conditioning

• Skinners assessment of operant conditioning and
  teaching.
• Teachers find themselves punishing misbehaviors
  rather than reinforcing appropriate responses.
  For example, when most of the students are in
  line appropriately and one or two students are
  misbehaving, the teacher will punish the two
  students who are misbehaving rather than praising
  the rest of the class for their appropriate
  behavior.

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Classroom Management Strategies

• Use Mavlovs Hierarchy of needs to ensure the
  classroom environment provides for meeting
  deficiency needs of the students
• Establish routines and procedures for every task
• Communicate discipline plan which includes
  positive and negative consequences or reinforcers

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Classroom Management Strategies

• Discuss ways you meet Maslows Hierarchy of Needs
  for your students with the people at your table
• Remember to focus on the needs you can meet, not
  the needs you cant meet

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Classroom Management Strategies

• Knowledge of classroom procedures tells the
  students things like
• What to do when the bell rings
• What to do when the pencil breaks
• What to do when you hear an emergency alert
  signal
• What to do when you finish your work early
• What to do when you have a question
• What to do when you need to go to the bathroom
• What to do when you want the my attention
• Where to turn in assignments
• What to do at dismissal of class

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Classroom Management Strategies

• Parents also need to follow procedures for the
  school and your class
• You must be a model and follow the schools
  procedures
• How can you expect students and parents to follow
  procedures if you dont follow them? Allowing a
  parent to drop off a student tardy without a
  tardy pass because you dont want to ask them to
  walk to the office and back will hurt you in the
  long run. That parent will not understand when
  you call and explain that their child does not
  follow procedures because they saw that you
  didnt follow them either.

• Communicate classroom and school procedures to
  parents the first week of school and expect
  parents to follow them.

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Classroom Management Strategies

• Investing time in teaching discipline and
  procedures will be repaid multifold in the
  effective use of class time.
• Here are a few things to keep in mind as you are
  establishing rules
• Rules are expectations of appropriate behavior.
  You can state your expectations as rules
• Rules immediately create a work-oriented
  atmosphere
• Rules create a strong expectation about the
  things that are important to you.
• Include consequences What the student chooses
  to accept if a rule is broken.
• Include rewards What the student receives for
  appropriate behavior

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Classroom Management Strategies

• Take some time to discuss with your colleagues
  things that you have done that worked and things
  that didnt work.
• What are the areas are the strongest? Weakest?
• How can you help another colleague in the area
  where you are strongest?
• What do you need to improve the areas you thought
  were weak?
• What materials and/or resources are needed in
  order to improve your classroom management skills
  this year?

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There is absolutely no research correlation
between success and family background, race,
national origin, financial status, or even
educational accomplishments. There is but one
correlation with success, and that is
ATTITUDE. Harry K. Wong (2)
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Works Cited