Chapter 12 Classroom Management Viewing recommendations for Windows: Use the Arial TrueType font and set your screen area to at least 800 by 600 pixels with Colors set to Hi Color (16 bit). Viewing recommendations for Macintosh: Use the Arial TrueType font and set your monitor resolution to at least 800 by 600 pixels with Color Depth set to thousands of colors.

Copyright © Houghton Mifflin Company12–2 Overview Authoritarian, permissive, and authoritative approaches to classroom management Preventing problems: Techniques of classroom management Techniques for dealing with behavior problems Violence in American schools

Copyright © Houghton Mifflin Company12–3 Classroom management styles Authoritarian –Student compliance is main goal –Make heavy use of rewards and punishments Permissive –Rely heavily on students liking and respecting them Authoritative –Goal is for students to regulate their own behavior –Set rules but adjust as students show their ability to regulate their own behavior

Copyright © Houghton Mifflin Company12–4 Preventing problems: Effective classroom management Show your students you are “with it” Learn to cope with overlapping situations Strive to maintain smoothness and momentum in classroom activities Keep the whole class involved, even when working with individual students Introduce variety and be enthusiastic Be aware of the ripple effect Be clear and firm when disciplining, and avoid angry outbursts (Kounin, 1970)

Copyright © Houghton Mifflin Company12–5 Characteristics of well-managed classrooms Students know what they are expected to do and generally experience the feeling that they are successful doing it Students are kept busy engaging in teacher-led instructional activities There is little wasted time, confusion, or disruption A no-nonsense, work-oriented tone prevails, but at the same time there is a relaxed and pleasant atmosphere (Brophy, 1979; Good, 1982)

Copyright © Houghton Mifflin Company12–6 Keys to management success Effective teachers –Demonstrate they have thought about classroom procedures prior to the first day of class –Post and/or announce a short list of basic classroom rules and penalties –Engage in whole-group activities under teacher direction the first few weeks of school –Maintain control by using Kounin’s techniques –Give clear directions, hold students accountable for completing assignments, and give frequent feedback (Evertson, Emmer, Clements, & Worsham, 2000)

Copyright © Houghton Mifflin Company12–7 Managing middle, junior high, and high school classrooms For an optimal environment –The arrangement of the seating, materials, and equipment is consistent with the kind of instructional activities the teacher favors –High traffic areas are kept free of congestion –The teacher can easily see all students –Frequently used teaching materials and student supplies are readily available –Students can easily see instructional presentations and displays (Emmer, Evertson, Clements, & Worsham, 2000)

Copyright © Houghton Mifflin Company12–8 Technology tools for classroom management Centralized information systems –Computerized files with student information Integrated learning systems –Individualized instruction for students New classroom roles for teachers –Managers of complex social interactions –Scaffolding individual student learning

Copyright © Houghton Mifflin Company12–9 Techniques for dealing with behavior problems Influence techniques I-messages Problem ownership and active listening No-lose method

Copyright © Houghton Mifflin Company12–10 Influence techniques Planned ignoring Signals Proximity and touch control Interest boosting (giving student extra attention) Humor Helping over hurdles (lack of understanding) Program restructuring (changing activities) (Redl & Wattenberg, 1959; Walker & Shea, 1999)

Copyright © Houghton Mifflin Company12–11 Influence techniques Antiseptic bouncing (time-out) Physical restraint Direct appeals (conduct and its consequence) Criticism and encouragement (private) Defining limits Postsituational follow-up (discussion afterward) Marginal use of interpretation (Redl & Wattenberg, 1959; Walker & Shea, 1999)

Copyright © Houghton Mifflin Company12–12 I-messages Talking to the situation, not the personality or the character Explaining how one feels (e.g. “I get angry when I see bread thrown around.”)

Copyright © Houghton Mifflin Company12–13 Problem ownership and active listening Problem ownership –Determining the problem behavior and who it is affecting Active listening –Listener shows interest; talker is encouraged to express his/her feelings; listener does not actively participate but does respond by acknowledging what the talker has said

Copyright © Houghton Mifflin Company12–14 No-lose method Six-step procedure for solving conflicts –Define the problem –Generate possible solutions –Evaluate the solutions –Decide which solution is best –Determine how to implement the solution –Assess how well the solution solved the problem (Gordon, 1974)

Copyright © Houghton Mifflin Company12–15 Analyzing reasons for violence Biological factors –Testosterone (male sex hormone) has been linked to aggression Gender-related cultural influences –Assertive and aggressive behavior in males is more accepted Academic skills and performance –Males tend to receive lower grades than females and thus are more likely to experience feelings of frustration at school

Copyright © Houghton Mifflin Company12–16 Analyzing reasons for violence Interpersonal cognitive problem-solving skills –Students who lack the social skills to get along well with others are more likely to have emotional blowups when frustrated Psychosocial factors –Students who experience difficulty with identity formation may misbehave to release tension School environment –Large, impersonal schools that do not meet the needs of their students may promote misbehavior in students

Copyright © Houghton Mifflin Company12–17 Reducing school violence Classroom tactics –Increasing student academic achievement Programs to reduce violence and improve discipline –Just Community –Resolving Conflict Creatively Program (RCCP) –Conflict resolution programs

Copyright © Houghton Mifflin Company12–18 Using technology to keep students in school Carrollton City School System –Self-paced instructional modules, graphics art laboratory, TV studio, computer-aided design laboratory, increased computer networking, desktop videoconferencing, televisions, video cassette recorders, and overhead projectors Hueneme School District –Computerized robotics, computer-aided manufacturing, desktop publishing, aeronautics and pneumatic technology Virtual High Schools

End of Chapter 12 Classroom Management