Topic 22.1 CLASSROOM MANAGEMENT APPROACHES2.2 THEORIES AND MODELS OF CLASSROOM MANAGEMENT

Prepared by: Yusnitha Merang

PISMP TESL SEM 5

Classroom managementapproaches

• Authoritarian• Behavior modification• Group process or socio-

psychological• Instructional management• Socio-cultural

Theories & models

• Building foundation• Assertive tactics• Democratic teaching• Instructional management• Congruent communication

Authoritarian An approach in which the teacher has full responsibility for regulating the classroom. The teacher devises and specific rules to control pupil behaviour in the classroom. The teacher places firm limits and control on the students.

Characteristics of an

authoritarian teacher

orclassroom

bossy

Use sharp and unfriendly tone of voice

Tell the students what they should do and should not do

Pupils are quiet and cannot interrupt the teacher.

Pupils do very little verbal exchange and discussion

Pupils are not motivated or encouraged to set personal goals.

Behavior modificationThe basis of this approach are the

assumptions that pupils their behavior in order to get desired

reward. (Larrivee, 2009)

The use of reinforcement principle system.

Behaviorist teacher believe that behavior can be changed by altering the consequences that follow their

actions.

All behavior is maintained, changed or shaped by the consequence of the

behavior.

Type of consequence

s

Positive reinforcement

punishments

Negative reinforcement

For desired behavior- reward, praise, grade, etc

For unwanted behavior-extra homework, seating arrangement

changedWeaken behavior

Steps to manage behavior through consequences

Define the problem, by count or description

Design a way to change the behavior.

Identify an effective reinforce.

Apply the reinforce consistenly to shape or change behavior.

Classification Exhibit behavior consequences Probable future effect on behavior

Positive reinforcement

Jane cleans her classroom.

The teacher praises her.

Jane will continue to clean the classroom.

Negative reinforcement

Balin complains of headaches when it is time to do homework.

Balin is allowed to go to bed without doing his homework.

Balin will have headaches whenever there is homework to do.

Punishment Martha sits on the arm of the chair.

Marhta is apanked each time she sits on the arm of the chair.

Martha will not sit on the arm of the chair.

Group processes in the classroomSignificant in developing interpersonal skills, social competence and empathy which are essential for real life situations.Affected by peer- group relationships- a collection of interdependent, interacting individuals. Groups are not simply people in proximity, but an entity, which share and work toward a common goal. (Thelen, 1981)

A social- psychological view.Social psychology is about understanding individual behavior in a social context. ( Saul McLeod, 2007)Social psychology as the scientific field that seeks to understand the nature and causes of individual behavior in social situations. (Baron, Byrne & Suls, 1989)This approach looks at pupils behavior as influenced by other people and the social context in which it occurs.

The group process in the ESL classroom will contribute to higher learner achievement if the social climate is positive and how their teacher manage their

teaching and learning effectively.

Positive classroom management

•Leadership occurs as power- with rather than power-over•Open communication•Friendship•High expectation•Supportive classroom norms

Effective teaching

•Leadership styles•Effective communication•Level of friendship•High expectation•Classroom norms•Managing conflict

Instructional classroom management

Teacher who use the instructional approach to classroom management prevent most management problems by actively engaging pupils in the lessons to meet their interests, needs and abilities.

Pupils are motivated to attend the class, participate in activity and manage their behavior.

Well- planned and well- implemented instruction : the students will not engage in disruptive behavior.

Kounin model

Some teachers are better classroom managers because their skills in 4 areas:

Withitness: skill to know what is going on in all parts of the classroom at all times

Overlapping: handling two or more activities or group at the same time.

Group focus & movement management: ability to make smooth lesson transitions

Socio- culturalThe goal of classroom management is to create an environment in which pupils behave appropriately because of a sense of personal responsibility.

Five expectations that the teacher should have ( Weinstein, 2004):

• Recognize his own ethnocentrism and biases• Know his pupils’s cultural backgrounds• Understand the broader social, economic and political context• Able and willing to use culturally appropriate management strategies.• Commit to building a caring classroom.

2.2 theories and models of classroom management

Building the foundationProvide the teachers an understanding of the key concepts of a variety classroom management theorists. The knowledge of these theorists will allow effective teacher to build a management style that combine proactive and reactive elements3 models: 1. Skinner’s Model of Shaping Desired Behavior 2. The Glasser’s Model of Choice Theory 3. Gordon’s Model

Skinner’s Model of Shaping Desired Behavior

oBehavior is shaped by its consequencesoSystematic use of reinforcement can shape pupils’ behavior in desired directions.oThe teachers shape students’ behaviors by first determining desired behaviors and selecting appropriate reinforcers to encourage students to repeat those desirable behaviors.

Categories of reinforcers

Social

Verbal comment, gestures,

facial expression

Graphic

Markse.g:

checks, happy faces, sticker

Activity

Activity that the pupils

prefer to do

e.g: games, extra

recess

Tangible

Real object that pupils can earn as

reward

Glasser’s Model of Choice TheoryReduce inappropriate behavior by meeting pupils’ basic needs for belonging, power, fun and freedom.Help pupils make appropriate behavioral choices that lead ultimately to personal success.Help pupils learn to make good behavioral choices so they can become responsible individuals able to satisfy their needs in the real world. pupils can control their own behavior.Good choices produce good behavior. Bad choices produce bad behavior.Humans have rational minds and can make rational choices. In order to get the pupils make the good choices, pupils must see the results of these choices as desirable.

Teacher’s responsibilitiesEmphasize pupil responsibilityEstablish rules that lead to successAccept no excusesCall for value judgmentBe persistentInvoke reasonable consequences

Gordon’s ModelFocus on the importance of developing meaning and mutually beneficial relationships. a graphical tool used to identify who owns the problem when someone’s behavior causes a problem or inconvenience.Teachers plot pupils’ behavior into a diagram called “Behavior Window’

Key concept in Gordon’s ModelAuthority: a condition that can be used to control over othersProblem ownership: individual troubled by a problem is said to “own” the problem.Behavior window: a visual devise used to determine if there is a problem and who owns it.“I” messages: message that tell another person how you feel about their behavior.“you” messages: blaming statementsConfrontative “I” message: message that attempt to influence another to stop the unacceptable behavior.

Shifting gears: changing from confrontative to a listening posture.Win-lose conflict resolution: ends the dispute temporarily with a winner and a loserNo-lose conflict resolution: everyone winsDoor openers: words or actions that invites folks to talk about what is on their minds.Active listening: carefully listenng and demonstrating understanding of what another is saying.Value collisions: is anything a person believes will make the quality of life better or very concrete like food or money.

Application

Defining problemGenerating possible solutionsEvaluating the solutions

Deciding which solutions is the bestDetermining how to implement the decisionAssessing how well the solution solved the problem’s

Manning & Bucher, 2013

Theories of Assertive Tactics: Lee & Marlene Canter’s

A structured approach designed to assist educators in running an organized, teacher-in-charge classroom environment.Canter(2010) believe that teachers have the right to determine what is best for pupils. Assertive teachers build positive, trusting relationships with their pupils and teach appropriate classroom behavior. Assertive teachers listen carefully to what their pupils have to say, speak politely to them, and treat everyone fairly.

Key ideasReward &

punishments are effective

Teachers create an optimal learning

environment.

How to use assertive Discipline?1. Dismiss the thought that here is any acceptable reason for

misbehavior.2. Decide which rules you wish to implement in the class.3. Determine negative consequences for noncompliance,4. Determine positive consequences for appropriate behavior.5. Conduct a meeting to inform the students of the programme.6. Have the students write the rules and take them home to be

signed by their parents.7. Implement the programme

Theories of Democratic TeachingPupils should be given a choice rather than

be forced to behave as directed.

Teachers and pupils work together to make

decision about how the class will function.

View students as social being who want to belong in society

Identify the goals of misbehavior

Allow & encourage students to take an active role in decision.

Provide a caring classroom community, use student centred instructional techniques.

Promote collaboration between teacher and students.

Key conceptDemocratic

teaching• To develop a spirit of

trust & cooperation encourageme

nt• Encourage rather than

praise

Logical consequences

• Establish classroom rules& implement logical consequences.Mistaken

goals

Theories of Instructional Management

Emphasise on how teacher could manage students, lessons and classrooms to reduce the incidence of bad behavior.The technique used is most crucial aspect in classroom management of student behavior. Good classroom management depends on effective lesson management.

Key idea

Ripple effect

whititness

overlappingEffective trasition

momentum

smoothness

Theories of Congruent Communication:

Haim GinottEffective classroom management depends on the way in which the teacher interacts with students. Teacher is a desicive element in the classroom, who can shape students in anyway depending on the teacher’s behavior. Both teachers and pupils should interact appropriately to maintain positive classroom behavior.

Application of Congruent Communication into Classroom

Be sure to use clear communication

Use sane messages

Refrain from punishment

Correct by redirecting

Focus on using appreciative praise

Avoid sarcasm

Respect students’ privacy

Thank you