Pragmatics: Classroom Management – Chapter 6 (pp.

198 - 218

Ebert, E., & Culyer III, R. (2014). Pragmatics: Assessment and Classroom Management. In School: An introduction to education. Belmont: Wadsworth.

Where to Begin?

• Is the curriculum “meaningful to the students”?

• Is the teaching “engaging and motivating”?

• What types of things derail these best of plans and intentions?

Some Theory

• Read through the overview of Classroom Management Theories.

• Are you more teacher-centered, student-centered, or somewhere in the middle?

• Read the “Teacher Testimonial” on pp. 200 – 201. Which suggestions make you say “Aha!”?

Terminology

• Classroom management – the things teachers do “to organize students, space, and time to prevent or minimize behavior problems that would interfere with instructional time.”

• Discipline (according to the text) – “actions a teacher takes aftermisbehavior has occurred.”

• Consequences – must be clear, fair and reasonable, and consistently enforced. Children will test limits, so be prepared.

• Procedures – “manner in which particular activities are to be carried out”

• Routines – “automatic” procedures

• Are students aware of the rules?

• Are the rules fair and reasonable?

• Is following the rules in the best interest of the students?

• Is positive behavior encouraged?

• What is the teacher doing to reduce the needfor reinforcers?

Planning for Classroom Management

• Curriculum is generally static

• Student groups are dynamic

• Organization is a must to keep all groups, no matter their makeup, maximizing instructional opportunities and minimizing behaviors that take away from that.

• Much effective classroom management is inherent in what is not seen. (Note chart 6.4 on p. 205)

Practicing for Classroom Management

• Practice following the rules, procedures, and routines

• Allow the children to experience what it is that the teacher wants

– What does it look like?

– What does it sound like?

– What does it feel like?

Implementing the Plan

Teacher Thoughts

Teacher Actions

Student Thoughts

Student Actions

Communicate Those Thoughts!

• Communicate expectations

• Involve the students

• Make sure the expectations are positive, facilitate instruction, and support positive student development.

Why do students misbehave?

• Need to belong

• Need for power

• Need for freedom

• Need for fun

• William Glasser (1997) suggested we lead students rather than “boss” them and help them make correct choices that help them fulfill those 4 needs.

Where to Draw the Line?

• Students must understand there are limitations in a society and that is a part of their educational experience

• If students feel they have a stake in the guidelines, they are more likely to feel they belong

• Debate “If the rules are worth following, the following of them should be rewarding”

Which View?

• “’buying’ rule conformity”

• “my way or the highway”

• teacher-centered

• Principles of Effective Discipline

• Emphasis on interpersonal relationships

– Communicating expectations

– Involving students in development of rules and procedures

– View rules and procedures as positive boundaries

Principles for Effective Discipline

• For the soft hearted (and anyone else)– Respond to the behavior– Provide appropriate consequences– Enforce – Always!!!– Consider extenuating circumstances, but still respond to the inappropriate

behavior• Excuses• Power struggles• Volatile situations

– Recognize situations that go beyond the classroom– Implement problem-solving conferences as needed (see steps on p. 210)Note: these are not alternatives to consequences, but are in addition to

consequences

Implementation-What to Do?

• Practice

• Best Teacher Behaviors

– “Withit ”

– Handle multiple situations at once

– Handle transitions smoothly

Implementation (cont.)

• Room Arrangement

– Efficient

– Accessible

• For “stuff” –pencil sharpeners, materials, etc.

• For moving around and proximity to students

– Visible

• Teachers can see all the activity in the room

• Students can participate and see everything they need to see.

What Else?

• Committees

• Parents

• Planning for Substitutes

• Other?