Effective Classroom Management Strategies: Preventing Discipline Problems

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Effective Classroom Management Strategies
Preventing Discipline Problems

• Donna K. Milanovich, Ed.D.
• Mr. Randal A. Lutz
• Baldwin-Whitehall School District

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Session Goals

• Participant will be able to
• Discuss the importance of establishing classroom
  rules for behavior
• List the steps in developing classroom behavior
  standards
• Explain how classroom and accountability
  procedures directly influence behavior

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Session Goals continued

• Generate a list of classroom and accountability
  procedures to use in the classroom
• Develop first and second day schedules from a
  list of classroom and accountability procedures
  to use in the classroom

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Guiding Questions

• Based on the session discussion, describe the
  process you would utilize to develop, monitor,
  and review classroom behavior standards with your
  students.
• Use specific examples to explain and clarify
  steps of the process.

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Guiding Questions

• Evaluate the effectiveness of teaching classroom
  and accountability procedures as a classroom
  management strategy to prevent behavior problems
  within the classroom.
• Cite specific examples in defending your answer.

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Need for Standards of Behavior

• Teaching is fast-paced and demanding
• More than 1,000 daily teacher/student
  interactions
• 150 students/ 6 subjects/ 4 minutes
• Diversity of student backgrounds
• Confusion Frustration Reduced
• Learning Time

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Effective Teachers

• Organize classrooms to prevent disruptive
  behavior
• Engage in proactive behaviors
• Teach appropriate behaviors
• Monitor own behaviors within classroom

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Classroom Rules

• Designed to catch children misbehaving in order
  to issue punishments
• or
• Guidelines or benchmarks that assist children
  in examining their behavior and how it effects
  themselves and others

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Developing Classroom Behavior Standards

• Key Factors
• 1. Involve students in process
• 2. State rules clearly, avoid generalities
• 3. Limit number of standards
• 4. Gain acceptance from the children
• 5. Monitor student behavior
• 6. Communicate

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Developing Standards for Behavior

• Discussing the Value of Rules
• Developing a List
• Getting a Commitment
• Monitoring and Reviewing Rules

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Developing Standards for Behavior

• Discussing the Value of Rules
• Constitutional Rights Compelling State
  Interests
• Property Loss or Damage
• Legitimate Educational Purpose
• Health and Safety
• Serious Disruption of Educational Process
• - Judicious Discipline, Forrest Gathercoal
  (1997)

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Developing Standards for Behavior

• Developing a List
• List all standards students view as important
• State in positive manner
• Cover each Compelling State Interest
• Teach meaning through activities
• Jones Jones, (2001)

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Developing Standards for Behavior

• Getting a Commitment
• Clarify rules
• Seek individual student commitment
• Communicate with peers and adults
• Jones Jones, (2001)

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Developing Standards for Behavior

• Monitor and Review Classroom Rules
• Regular review of rules
• Individual meetings with students
• New Student Meetings
• Activities to Review
• Jones Jones, (2001)

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Classroom Rules

1. Dont talk while others are talking
2. Complete all homework
3. Solve conflicts nonviolently
4. Follow teacher requests
5. Demonstrate respect
6. Do not be tardy to class
7. Use a 12-inch voice in the classroom
8. Be prepared for class
9. Do not take items that are not yours
10. No food or drink in the classroom

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Elementary Classroom ProceduresEvertson and
Emmer (1982) found five general areas in which
teachers taught students how to act

• Students use of classroom space and facilities
• Students behavior in areas outside the
  classroom, such as the bathroom, lunchroom,
  drinking fountain, and playgrounds
• Procedures to follow during whole-class
  activities, such as whether to raise a hand to
  speak, where to turn in work, and how to get help
  during seatwork

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Elementary Classrooms continued

• Procedures during small-group work
• Additional procedures, such as how to behave at
  the beginning and end of the school day, and when
  a visitor arrives
• Jones Jones, 2001

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Secondary Classroom ProceduresIn secondary
classrooms, researchers found that teachers
taught students how to act in four areas

• Beginning the class
• Whole-class activities
• Procedures related to academic accountabilities
• Other activities, such of the end of class
  period, interruptions in the class, and fire
  drills
• Jones Jones, 2001

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Academic Accountability Procedures

• Work Requirements
• Communicating Assignments
• Monitoring Student Work
• Checking Assignments in Class
• Grading Procedures
• Academic Feedback
• Jones Jones, 2001

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Teach and Monitor Classroom Procedures

• Establish need for procedures
• Solicit student ideas
• Practice procedures
• Reinforce the correct behavior
• Jones Jones, 2001

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Evaluate your methods
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Instructional Management Skills That Facilitate
On-task Behavior

• Giving clear instruction
• Beginning a lesson
• Maintaining attention
• Pacing
• Using seatwork effectively

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Instructional Management Skills That Facilitate
On-task Behavior

• Summarizing
• Providing useful feedback and evaluation
• Making smooth transitions
• Dealing with common frustrations
• Planning for early childhood settings
• Jones Jones, 2001