THE CONCEPT OF CLASSROOM MANAGEMENT CUIN 4375

WHAT IS CLASSROOM MANAGEMENT? Strategies for assuring physical and psychological safety Techniques for changing student misbehaviors and teaching self-discipline Methods of assuring an orderly progression of events Instructional techniques that contribute to students’ positive behaviors

PHILOSOPHICAL BELIEFS What you do should reflect your philosophical beliefs. (page 17)

CHALLENGES FOR TEACHERS Home life Inclusion Peer influences Socioeconomic level Developmental differences (some react positively to strategies while others don’t) Cultural and gender differences

FOUNDATIONS– CUIN 4375 DR. AMBER MEUTH

LIFE FOR CHILDREN IN THE US Children at Risk

BEHAVIORISM - SKINNER Skinner says that there are 5 main obstacles in learning: People have a fear of failure There is a lack of directions There is also a lack of clarity in the direction The task is not broken down into small enough steps Positive reinforcement is not used enough

BEHAVIORISM - SKINNER Skinner suggests that with all of the obstacles out of the way any age appropriate skill can be taught using his 5 principles: Have small steps Work from most simple to most complex tasks Repeat the directions as many times as possible Give immediate feedback Give positive reinforcement

BEHAVIORISM - SKINNER Common Terms in Classroom Management Rewards - Punishments Reinforcement  Fixed-ratio (Same number of occurrences)  Variable-ratio (Changing number of occurrences)  Fixed-interval (Same length of time)  Variable-interval (Changing length of time) Token Economy (Individual or Group)

BEHAVIORISM - SKINNER Criticisms One-dimensional approach – ignores cultural factors, mood, free will Does not explain other types of learning Emphasis on competition over collaboration Focuses on the extrinsic over the intrinsic

BEHAVIORISM - SKINNER Proper and immediate reinforcement strenghens the likelihood that desired behaviors will occur. Classical Conditioning

BEHAVIORISM - SKINNER Positives Easy to collect data It works Rule  A new strategy must be taught, modeled, and supervised in order for students to incorporate the strategy.  Rule:  Any one technique works will with 80% of students.  Okay with 15% of students  And does not work at all with 5% of students

CONSTRUCTIVISM Piaget Vygotsky Dewey

CONSTRUCTIVISM Main Ideas  Democratic (negotiate a common purpose; students are responsible and autonomous)  Interactive (transmission v. transaction; event v. process)  Student-Centered (student v. teacher centered) Constructivist Example:

CONSTRUCTIVISM 4 principles 1.Learning, in an important way, depends on what we already know; 2.New ideas occur as we adapt and change our old ideas; 3.Learning involves inventing ideas rather than mechanically accumulating facts; 4.Meaningful learning occurs through rethinking old ideas and coming to new conclusions about new ideas which come into conflict with out old ideas.

CONSTRUCTIVISM & CLASSROOM MANAGEMENT Shared responsibility and decision making Learning is a human experience so accommodate small groups, individuals and whole group Active involvement of students in collaborative and empowering activities such as the exchange of ideas and opinions Responsibility for decision making about learning and generating flexible rules Teacher focused on student learning rather then teacher performance

CONSTRUCTIVISM Students ask questions Students control their own thinking Teachers use indirect form of control that empower students Beliefs and practices about schools are difficult to change. We need to examine the constructs or beliefs that influence our decisions about teaching and learning in order for change to occur. By changes our beliefs about teaching and learning we will change our practice.

CONSTRUCTIVISM Benefits Belonging  Positive classroom environment Mastery  Through self efficacy Independence  Class meetings  Giving choices  Thinking for themselves Generosity  Able to contribute meaningfully to the class

REDL AND WATTENBERG Group Dynamics  Individuals act differently in groups than they do individually.  Restroom example “What Happens Tomorrow Depends Upon Today”

GLASSER - CHOICE THEORY Brain storm ways to help students develop a sense of belonging in the classroom Glasser was interest in the whole school experience and recommended that teachers and administrators experience “a day in the life” of their students (including the bus ride). What do you think you would find? Accept responsibility for own behavior. Schools should be places where students feel they belong; rules must be made an enforced.

GLASSER Need for survival Need to belong Need for power Need for freedom Need for fun

GORDON Student owns the problem. Teachers must actively listen and be empathetic but relay to the student that responsibility lies with the student to change their behavior. Empathetic understanding  Being “real”  Discussing things with students  Providing Choices  Placing emphasis on creativity and productivity.