Classroom Management No. 1 - July 27

8/14/2019 Classroom Management No. 1 - July 27

1/33

Exemplary Elementary

Classroom Management:

The Effective Teacher

T.T. I

Jul. 27


2/33


Describe the importance of classroommanagement and its impact on academic

learning time.

Describe differences in the approach to

classroom management from a behavioral,

cognitive, and humanistic perspective.

Name and describe three general categories of

the events of classroom management from abehavioral perspective, giving examples of

specific teacher activities for each category.


3/33


Primary purpose?

Primary purpose is to gain control of

the classroom

Good classroom management results in

high levels of student engaged time


4/33


5/33


Characteristics of an Effective Teacher

Classroom

Management

High

Expectations

Mastery Teaching

Classroom

Management


6/33


Classroom Management

Last year, there were 210 total infractionswritten.

46 students who repeated behaviors for

which they had already received infractions.

More than half of the infractions resulted

from ineffective classroom routines,

procedures or rules.

Conclusions: 1) The schools discipline plan is

not effective and must be addressed. 2)

Improving classroom management will decrease

infractions.


7/33Exemplary Elementary


As we discuss classroom management, oneimportant point to remember is YOU ARE

NOT ALONE!

Your classroom is yours and you will

ultimately decide how you want to

manage it.

This module is designed only to enhance

your classroom management skills andencourage teamwork between teachers

to improve classroom management.




Classroom management includes all of the

things a teacher must to do toward these

two ends:

1. To foster student involvement and

cooperation in all classroom activities.

2. To establish a productive working

environment.



Objectives

Understand proven research and sound

theories that provide a foundation for

quality classroom management

Share effective classroom management

strategies

Implement classroom managementstrategies



Classical ConditioningPavlov

Classical Conditioning

Presenting a conditioned stimulus

serves as a signal that the

unconditioned stimulus is coming

Ivan Pavlov




A neutral stimulus is a stimulus to which n person

does not respond (NS).

An unconditioned response (UCR) can be learned

using a neutral stimulus just before an

unconditioned stimulus (UCS).

After being paired with an unconditioned stimulus,

the previous neutral stimulus now elicits a responseand is no longer neutral. The NS becomes a

conditioned stimulus (CS) and the person has

learned a conditioned response (CR).

Basic principles of Classical Conditioning Theory:

Ivan Pavlov


12/33



Classical Conditioning Procedure

Before Conditioning

Unconditioned

Stimulus (UCS)

|

Incapable of

producing

conditioned

response (CR)

During Conditioning

Conditioned

Stimulus (CS)

UnconditionedStimulus (UCS)

Unconditioned

Response

(UCR)

After Conditioning

Conditioned

Stimulus (CS)

Conditioned

Response (CR)

Ivan Pavlov


13/33



Using Classical Conditioning to Develop Classroom Procedure

Before Conditioning

Morning Bell

(UCS)

Start Class

Incapable of

producing (CR)

During Conditioning

Morning Bell

Conditioned

Stimulus (CS)

Start Class

Unconditioned

Stimulus (UCS)

Students sit

down, look at

teacher and

listen for

directions(UCR)

After Conditioning

Morning Bell

Conditioned

Stimulus (CS)

Start ClassConditioned

Response (CR)

Ivan Pavlov


14/33


Using classical conditioning, we havethe ability to:

Affect students likes/dislikes

Influence our students attitudes

Develop a respect for authority

Classical ConditioningIvan Pavlov


15/33


Affecting Students Likes/Dislikes

Classical Conditioning Theory indicates that

people develop a taste for pleasant

experiences and aversions to experiences they

find unpleasant


Therefore, we must intentionally provide learningexperiences for which the studentsfind pleasant

if we want students to enjoy learning.

Ivan Pavlov


16/33


Influencing students attitudes toward learning Classical Conditioning Theory suggests that

students will develop a positive attitude toward

learning simply by presenting content along with

words and images that evoke positive feelings such

as excellent, awesome, and good work.


Therefore, we must intentionally incorporatewords and images in our classrooms that evoke

positive feelings for students.

Ivan Pavlov


17/33


Therefore, we must instill a healthy sense of respect of

authority so that students will avoid behaviors that result in

unpleasant consequences.

Develop a respect of authority

Classical Conditioning Theory explains that people develop

respect/fear based on conditioned stimuli that are associated

with unpleasant unconditioned stimuli.

This theory also suggests that people do not have to experience

the unpleasant stimuli first hand but will develop respect/fear ofconditioned stimuli by watching someone experience an

unpleasant unconditioned stimuli.

Classical ConditioningIvan Pavlov


18/33


Operant Conditioning

B.F. Skinner

Operant ConditioningA Response that

is immediately followed by a reinforcer is

strengthened and is therefore more likely

to occur again. (1)

B.F. Skinner


19/33



Skinners Basic Law of Operant Conditioning Theory:

Reinforcera response that increases in

frequency when preceded with a stimulus or

event.

Almost any behavior can be learned throughoperant conditioning including academic, social

and psychomotor.

Undesirable behaviors are reinforced just as

easily as desirable behaviors.

B.F. Skinner


20/33



Important Conditions for Operant Conditioning:

The reinforcer must follow the response.

The reinforcer must follow immediately.

The reinforcer must be contingent on the response.

Positive and Negative Reinforcers

Positive Reinforcement involves the presentation of

a stimulus after a response such as a smile, positive

words, and a good grade.

Negative Reinforcement increases a response

through the removal of a stimulus.

B.F. Skinner


21/33



Punishment is not negative reinforcement.

Negative reinforcement increases the frequencyof a response by taking away a negativestimulus. For example, homework is not given

to a student because of his/her positivebehavior.

Punishment decreases the frequency of aresponse by giving a negative stimulus or taking

away a positive stimulus. Talk with your tableabout some examples of this.

B.F. Skinner


22/33


Operant ConditioningB.F. Skinner

Give Positive

StimulusTake Away

Negative Stimulus

Positive

ReinforcementNegative

Reinforcement

Give Negative Stimulus or

Take Away Positive Stimulus

Increase?

Punishment

Decrease?

What do you want the behavior to do?


23/33


Operant ConditioningSkinners assessment of operant conditioning and

teaching. Reinforcement in the classroom usually occurs

inconsistently and not soon enough after the

desired response has occurred.

If immediate reinforcement is impossible, then

environmental cues that indicate reinforcement is

coming later can be effective.

B.F. Skinner

Therefore, we must use reinforce positive behavior

immediately after it occurs if possible and use environmental

cues only as a second option.


24/33


Operant ConditioningSkinners assessment of operant conditioning and teaching.

Teachers have the difficult task of teaching behaviorsthat will be useful for students in their future. Students

do not see the natural positive reinforcers immediately

that they might in the realize in the future. As a result,

teachers use artificial reinforcers such as stickers whichare ineffective because students do not se how they

connect to their behavior.

B.F. Skinner

Therefore, we must make learning relevant to studentspresent interests and provide effective connections between

learning and the reinforcement method we choose.


25/33



Skinners assessment of operant conditioning and

teaching.

Teachers find themselves punishing misbehaviors

rather than reinforcing appropriate responses. For

example, when most of the students are in line

appropriately and one or two students aremisbehaving, the teacher will punish the two students

who are misbehaving rather than praising the rest of

the class for their appropriate behavior.

B.F. Skinner

Therefore, we must focus on reinforcing the desirable

behaviors of some students in order to solicit appropriate

responses from the rest of the students.


26/33


Classroom Management Strategies

Use Maslows Hierarchy of needs to ensure the

classroom environment provides for meetingdeficiency needs of the students

Establish routines and procedures for every task

Communicate discipline plan which includes positive

and negative consequences or reinforcers

Classroom management refers to all of the things that a teacher does to

organize students space, time, and materials so instruction in content andstudent learning can take place. It is important to:

Effective teachers MANAGE their classrooms.

Ineffective teachers DISCIPLINE their classrooms.(2)


27/33


Classroom Management StrategiesMeeting Mavlovs Hierarchy of Needs

Esteem Needs

Love and Belongingness Needs

Safety Needs

Physiological Needs

Discuss ways you meet Maslows Hierarchy of Needsfor your students with the people at your table

Remember to focus on the needs you can meet, not the

needs you cant meet

Deficienc

yNeeds

Need for Self-ActualizationGrowth Need


28/33



Knowledge of classroom procedures tells the students things like:

What to do when the bell rings

What to do when the pencil breaks

What to do when you hear an emergency alert signal

What to do when you finish your work early

What to do when you have a question

What to do when you need to go to the bathroom

What to do when you want the my attention

Where to turn in assignments

What to do at dismissal of class

Establishing Classroom Routines and Procedures


29/33



Parents also need to follow procedures for the school and your class:

You must be a model and follow the schools procedures

How can you expect students and parents to follow proceduresif you dont follow them? Allowing a parent to drop off a

student tardy without a tardy pass because you dont want to

ask them to walk to the office and back will hurt you in the long

run. That parent will not understand when you call and explain

that their child does not follow procedures because they saw

that you didnt follow them either.

Establishing Routines and Procedures for Parents

Communicate classroom and school procedures to parents the first

week of school and expect parents to follow them.


30/33



Investing time in teaching discipline and procedures will be repaid

multifold in the effective use of class time.

Here are a few things to keep in mind as you are establishing rules:

Rules are expectations of appropriate behavior. You can state

your expectations as rules

Rules immediately create a work-oriented atmosphere

Rules create a strong expectation about the things that are

important to you.

Include consequencesWhat the student chooses to accept if

a rule is broken.

Include rewardsWhat the student receives for appropriate

behavior

Establishing a Discipline Plan


31/33



Take some time to discuss with your colleagues things that you have

done that worked and things that didnt work.

What are the areas are the strongest? Weakest?

How can you help another colleague in the area where you are

strongest?

What do you need to improve the areas you thought were weak?

What materials and/or resources are needed in order to improve your

classroom management skills this year?

TeamworkImplementing Classroom Management


32/33


There is absolutely no research

correlation between success and family

background, race, national origin,

f inancial status, or even educationalaccomplishments. There is but one

correlation with success, and that is

ATTITUDE.

Harry K. Wong (2)


33/33


Works Cited

Ormrod, J. (2004). Chapter 7 Social Cognitive

Theory. Human Learning 4th ed. New

Jersey. Pearson Merrill Prentice Hall.

Wong, Harry K., Rosemary T., (1998). The First

Days of School. Mountain View. Harry K.

Wong Publications.

1.

2.

Date post:	04-Jun-2018
Category:	Documents
Upload:	jgomezveliz
View:	218 times
Download:	0 times

Classroom Management No. 1 - July 27

Documents