Classroom Management and Discipline

Milovan Horvat

Thoughts

• Goal of discipline is internal control• Positive leads to self-discipline• Negative leads to unwanted results• Effective teacher manages• Ineffective teacher punishes

Behavior Management(Diane Gossen, 1993)

• Punisher– Enforces control, criticism, threats, hurt,

sarcasm, isolation

• Guilter– Sighing, moralizing, silencing, disappointment

• Buddy– Compliments, encouragement, overextending

—causes dependence on teacher

Behavior Management(Diane Gossen, 1993)

• Monitor– Rewards to offset negative, teacher imposes

consequences, behave only when monitored

• Manager– Children learn self-control, teacher guides

toward expectations

Types of Misbehaviors

• Moral– Lying, cheating

• Personal– Physical or emotional hurt toward another

• Legal– Breaking rules or laws

• Safety– Risk of physical injury

• Educational– Affects the learning environment

Causes of Misbehavior

• Frustration• Conflict• Rules

Behavioral Model

• Determine the behavior to change• Introduce reinforcer• Monitor behavior

• Behavior modification--Skinner

Psychodynamic Model

• Soothe child, encourage exploration of feelings

• Privately discuss incident determine causes and issues

• Guide student to acceptance of responsibility

• Student and teacher develop solution

• Guide through reflection--Ginott

Environmental Model

• Analyze the environment (time, space)• Quality of human interaction within

environment• Adapt the environment

• Home, School, Neighborhood

Constructive Model

• Remind of procedures and expectations• Discuss concerns and problems• Guided toward responsibility for their

actions

• Piaget—construction of knowledge base is individual

IOSIE Method

• Identify the problem• Determine the Objectives you want• Propose a Solution• Implement the solution• Evaluate the results

SMART Objectives

• S—Specific• M—Measurable• A—Attainable• R—Results oriented• T—Time frame

Implementation and Evaluation

• Who will implement the objective?• Can one gain cooperation and support of

everyone involved?• How long before results?• What happens if the objective doesn’t

work?• EVALUATE the Results

Emotional Problems

• External– Discipline problem– Lack empathy– Temper tantrums– Truant– Poor academics– Conflicts with

authority– Bullying– Impulsive– Aggressive

• Internal– Isolation– Overly dependent– Moody– Helpless– Apathetic– Bullying victim– Self-abusive– Crier

Emotional Support

• Make learning relevant• Foster positive peer relationships• Teach behavior-management skills• Supportive environment• Help students cope with stress• Instill Hope• Bring in the psychologist

Successful Teachers

• Approachable– Available, listener, personal interest

• Patient– Empathize with struggle to learn and grow up

• Truthful– consistent

• Warm– Supportive, trust

• Loving– Student feels loved, loves the teacher

Research Says…

• Best Teachers• Sense of humor• Interesting lessons• Know subject• Clear explanations• Helpful

• Worst Teachers• Dull, boring lessons• Little to no

explanation• Class pets (student kind)

• Poor attitude• Expect more than

possible

Techniques

• Scanning the Room– Practice looking around

• Critical for small group work• Positive reinforcement for those on task

– Students appreciate recognition– Students know you’re watching

• Circulating around the Room– Same as above—just walking instead of

standing

Consistent Praise

• Make it Personal• Make it Genuine• Make it Specific and Descriptive

“Johnny, thank you for lining up for recess.”“Way to go, Johnny!”

Specific to more than one student“Sarah is in line; I see Johnny is in line too.”

Proximity Control

• Students are motivated—non verbally to get back on task

• Students who are on task receive praise• Teacher’s whisper voice• Keeps teacher moving about the room

The Teacher LOOK

• Long, direct, calm stare– Practice this in the mirror

• When behavior stops, teacher stops staring

• Combined with Proximity control for maximum affect

Student Names

• Learn student names as soon as possible– Easier to redirect Johnny than “boy in the

red shirt”

• During instruction mention student’s name during lesson or directions– “ As we do the next problem, Johnny, be

sure to line up your decimals.”

Moving-In

• Advanced Technique– Continuous disruptions from student

• Teacher gets close to student, makes eye contact and quietly lets student know the consequences of their actions– “Johnny, you have already lost your recess

because of talking. You will work quietly on this assignment. If you don’t, we will call mom at work.”

Refocusing Argument

• NEVER ARGUE with a STUDENT– “Chris, sit down and do your math.”– “I don’t want to do my math. You’re not

fair.”– “I understand Chris, but you will sit down

and finish your work.”– “You’re picking on me!”– “I understand Chris, but you will sit down

and finish your work.” repeat as needed– “Okay, but you’re still picking on me.”

Management by Walking Around

• Once through the room—no stopping-quick• Praise on-task behavior, walk around again

– Unpredictable path

• Check for mistakes, off-task, concerns• Praise on-task behavior, walk around again• Check—same questions? Pull a mini-group

for reteaching or reteach the whole class• Record anecdotal notes/progress

Instructional Practices

• Focus on Learning• Focused Instruction—student

engagement• Effective Questioning Techniques• Feedback and reinforcement• Review/reteach as needed