Classroom Management

Source: My personal notes on researching books on classroom management

”10 Theories”

Theory	Principles	Themes
Positive Classroom discipline	-	Rewards
(Jones)		Physical presence
	See, say, do - student involvement
		Self-control
	-
	Support student self-control
	-
	Incentive
	-
	Teacher physical presence and body language
Assertive Discipline	-	Democracy
(Canter, Canter)		Discipline plan
	Democratic rules + consequences
		Modeling
	-	Positive support
	Rules reinforced with discipline plan and direct teaching
	-
	Trust, kindness through modeling
	-
	Positive support, statements
Discipline with Dignity	-	Democracy
(Curwin, Mendler)		Respectful communications
	Democratic discipline plan/consequences
		Responsibility
	-
	Respectful communications
	-
	Active listening
	-
	Privacy
	-
	Speak later for issues
	-
	Understanding
	-
	Cooperation
	-
	Responsibility = goal of discipline
	-
	Relevant lesson plans
Discipline through Democratic	-	Self-control
Teaching		Democracy
	Support student self-control (in social context)
(Dreikurs)		Responsibilities
	-	Social
	Democratic rules + consequences (that are logical)
	-
	Democracy for class functions
	-
	Shared responsibilities
	-
	Social connections
Discipline through	-	Respectful communications
Congruent Communication		Individual understanding
	Respectful communication
(Ginott)
	-
	Understand feelings of students, address behavior and situation, not criticism of student
	-
	”How can I be more helpful to my students”
	-
	All are individuals
Non-coercive Disciple	-	Relevant lesson plans
(Glasser)		Individual understanding
	Relevant lesson plans (that are attractive)
		Democracy
	-
	Discipline plan (is explained with connection to consequences)
	-
	Limited democratic rules and consequences
Improving Discipline	-	Relevant lesson plans
through Lesson Management		Individual understanding
	Relevant lesson plans (with detailed instructions, continuous engagement)
(Kounin)		Hyper-awareness
	-
	Multiple options/extensions for lessons
	-
	Omnipotent awareness
	-
	Know students (name, interests, ability)
Discipline through	-	Responsibilities
raising responsibility		Self-control
	Shared responsibilities
(Marshall)		Individual understanding and motivation
	-
	Support student self-control (in social context)
	-
	Character education (through questions, not criticisms, warnings, or coercion)
	-
	Reflective questions, internal motivation (how might you motivate your students?)
Discipline through	-	Democracy
influencing group behaviour		Self Control
	Democratic rules + consequences (involvement)
(Redl and Wattenberg)		Group dynamics
	-
	Punishment is only a last resort
	-
	Support self control (appraisal, self-control, situational assistance, invoking pleasure-pain)
	-
	Conduct linked to consequences
	-
	Shape group dynamics (roles, model good behavior)
Discipline through shaping desired	-	Rewards
Behavior		Positive support
	Positive reinforcement that is immediate
(Skinner)
	-
	Do not use punishment or use sparingly
	-
	Incentives/rewards
	-
	Consequences involve removal of rewards

Sample Rules and Discipline Plan

• Raise your hand
• Keep your hands and feet to yourself
• Walk
• Treat other people the way you would like to be treated
• Follow directions
• On Offence: Immediate warning and calm and consistent feedback
• First offence: warning
• Second offence: time out / detention / listening time
• Third offence: communication home
• Fourth offence: action plan recorded with office/counselor
• Fifth offence: conference

What students want to know

• Welcome - greet
• Today’s lesson - organize beforehand
• Right place - roll call and sequence
• Show interest
• Rules:
  • 5 core: entry, listen, raising hands, keep together, exit or bathroom
  • 3 easy: Stay together. Listen to coach. Only do what you are taught (only go on equipment when asked)
• Goals
• Individual learning styles
• Similar interests - self disclosure
• Expectations - previous and next session
• Answer questions - access after class

Techniques of class management

• Rote e.g. lines
• Preventative - consistent feedback, rewards
• Student teacher relations - dominance, guidance and assertive

Systems

• Culturally responsive classroom mgmt.
• Good behavior game. Earn reward as a class.
• Discipline with dignity - develop responsibility
• Positive classrooms
• Relations Teach
• Behaviour physical environment
• Discipline without stress - internal motivation

Class management as a process

• Develop caring, supportive relationship with students
• Lesson plans to optimize learning
• Engage group
• Promote development of social and self regulation
• Appropriate intervention for behavior problems

1. Best practices to counter mistakes

   • Consider why behavior is poor - the why
   • Change as children change, be flexible and open
   • Be triple OC and consistent

Principles

• Clear rules - less than 5, repeated often, explained early. E.g. listen, stay together, have fun
• Positive reinforcement
• Intervention: concentrate on behaviour. Think why student is misbehaving, then act; Consequence is logical, fair
• Communicate - repeat, understand, listen
• Teach: demo, model, explain, guide, allow independence, review and test
• Social: measure and improve
• Don’t be disrespectful (shout embarrass criticize preach)
• Give clear expectations
• Right lessons for students
• Recognize effort and reward
• Individual feedback
• Move around

Positive Discipline

Source: Positive Discipline books and materials developed by Jane Nelsen and Lynn Lott Positive Discipline | Dr. Jane Nelsen

About Positive Disciple

• Students are problem solvers and use power for good
• Learn from or explore consequences
• Cooperate choices and options with teacher through empathy
• Solutions oriented
• Response to inappropriate behaviour: connect, find solution, address beliefs
• Response to dangerous, destructive behaviour: safety first, plan future accountability
• Ask, don’t tell
• Be patient, behaviour change takes time

PD tactics

Asking for a hug/favour

Be kind and firm

Mistaken Goal Chart

The Child’s goal is:	If p/teacher feels:	And tends to react by:	And if the child’s response is:	The belief behind the child’s behaviour is	Coded messages
Undue Attention	Annoyed	Reminding	Stops temporarily,	I count (belong) only when I’m	Notice Me -
			but later resumes
(to keep others			same or another	being noticed or getting special service.
busy or	Irritated	Coaxing	disturbing behaviour		Involve Me Usefully
to get
special service)	Worried	Doing things for the		I’m only important when
		child he/she		I’m keeping you busy with me.
	Guilty	could do for him/herself
Misguided Power	Challenged	Fighting.	Intensifies behavior.	I belong only when I’m boss, in control,	Let Me Help -
				or proving
(to be boss)	Threatened	Giving in.	Defiant compliance.		Give Me Choices
				no one can boss me. You can’t make me.
	Defeated	Thinking, “You can’t get away	Feels he/she’s won when parent/teacher
		with it” or “I’ll make you.”	is upset even if he/she has to comply.
		Wanting to be right	Passive power.
Revenge	Hurt	Hurting back,	Retaliates	I don’t think I belong so I’ll hurt others	I’m Hurting -
				as I feel hurt. I can’t be liked or loved.
(to get even)	Disappointed	Shaming	Intensifies		Validate My Feelings
	Disbelieving	Thinking “How could you	Escalates the same behavior
		do such a thing?“	or chooses another weapon
	Disgusted
Assumed	Despair	Giving up	Retreats further	I can’t belong because I’m not perfect, so	Don’t Give Up On Me -
				I’ll convince others not to ;	Show Me A Small Step
				expect any-thing of me
				I am helpless and unable;
				it’s no use trying because
				I won’t do it right
Inadequacy	Hopeless	Doing for	Passive
(to give up and	Helpless	Over helping	No improvement
be left alone)
	Inadequate		No response

Parent/teacher proactive and empowering responses include:

• Undue Attention: Redirect by involving child in a useful task to gain useful attention; ignore (touch without words); say what you will do, “I love you and __.” (Example: I care about you and will spend time with you later.”) Avoid special service; have faith in child to deal with feelings (don’t fix or rescue); plan special time; set up routines; engage child in problem-solving; use family/class meetings; set up nonverbal signals.
• Misguided Power: Redirect to positive power by asking for help; offer limited choices; don’t fight and don’t give in; withdraw from conflict; be firm and kind; act, don’t talk; decide what you will do; let routines be the boss; leave and calm down; develop mutual respect; set a few reasonable limits; practice follow-through; use family/class meetings.
• Revenge: Acknowledge hurt feelings; avoid feeling hurt; avoid punishment and retaliation; build trust; use reflective listening; share your feelings; make amends; show you care; act, don’t talk; encourage strengths; put kids in same boat; use family/class meetings.
• Assumed: Break task down to small steps; stop all criticism; encourage any positive attempt; have faith in child’s abilities; focus on assets; don’t pity; don’t give up; set up opportunities for success; teach skills/show how, but don’t do for; enjoy the child; build on his/her interests; use family/class meetings.

Encouraging Statements

The Child’s goal is:	Encouraging Statements
	Let’s make a deal, how about you get that task down now and we can hang out at recess.
Undue Attention
(to keep others busy or to get special service)	That’s important, please put it on the agenda
	I hear you, but I can’t answer that until recess.
	Would you be willing to hand out these papers.
	That doesn’t work with me. If you’d like, I’m happy to talk it over respectfully when you’re ready
	This is quiet time. We can talk out loud later.
	I care about you, and the answer is no.
	Please save that thought for special time.
	Tomorrow you can take a whole minute to lead the group in making funny faces.
	Ask me later.
	What is your understanding of our agreement?
Misguided Power
(to be boss)	What was our deal?
	I need your help. What ideas do you have to fix this problem?
	Let’s negotiate. Why don’t you tell me what you have in mind and I’ll tell you what I have in mind, and we can see if there’s something that could work for both of us.
	What would help you the most – to put this problem on the agenda or find a solution on the Wheel of Choice.
	Instead of arguing, do you want to put this on our Class Meeting agenda or should I?
	That’s ony way. I look at it differently. Want to hear what I think?
	We can listen to each other without agreeing.
	I think we are in a power struggle. Let’s take some time to calm down and then start over
	We’ll do it this way until we have time to work out a plan we all like.
	You’re really feeling hurt. I’m so sorry.
Revenge
(to get even)	Why don’t we both take a break, cool off, and then come back and try again.
	I’m not interested in who started this. I’d like to know how we can work it out respectfully.
	You must be upset because you always get in trouble and __ walk away without getting caught.
	Let’s walk to the playground together.
	When you hurt others, I wonder what you feel hurt about.
	Looks like you are having a really bad day. Want to talk about it?
	Do you know I really care about you?
	We can work this out, but not this way.
	Remember when you first tried to_______? Remember how long it took until you were good at it?
Assumed
Inadequacy	How about doing this small step first?
(to give up and be left alone)
	Let’s do it together.
	Your brain gets stronger by trying new things and doing them over and over.
	It’s ok to make mistakes. That’s how we learn.
	Your smile lights up our room.
	I’ll write the first letter, and you write the next one.
	I can’t remember how to_______. Could you show me? I could really use some help.

Encouraging Statements for any goal

• Would you be willing to work with me to figure out whether you’d like to improve your grade, and if so, how you could go about that?
• When you’ve put away the equipment, we can move on to the next activity.
• Let’s try it this week for a week, and then we can think about it (re-evaluate).
• You can try again
• I’ll let you know when I’m ready to try again.
• I wonder what you’re so upset, angry, hurt, annoyed, etc. about
• Wow! You’re really angry, annoyed, etc. Want to tell me about it.
• I feel __ because __ and I wish __.
• Pencil. Quiet. Later. Recess. (One word!)
• I can tell this is really important to you.
• I can see how hard you worked on this and how much time went into it.