Classroom Management Instructional Module Three: Effective Classroom Response Created by Dream Designers

Teaching children isn’t easy… Add clip art here. Retrieved from

Pre-Instructional Questions Do you find yourself raising your voice in class? Do minor incidents sometimes escalate in your classroom? Do you have recurring behavior problems from the same students? Have you tried discipline strategies and only achieved short-term results? Do you find yourself exhausted and drained after battling your way through another day of teaching?

A Question of Discipline… How do I respond to disruptive or inappropriate behavior?

Consider the following… A student sitting in the middle of the class has to be constantly reminded to stop talking. When this is addressed with him, he argues with you and states that he was just asking a question. How would you handle this behavior? Retrieved from Virginia Commonwealth University

How would you respond? Take a few minutes to write down how you would respond to this situation in your classroom.

Techniques That Backfire If your answer included any of the following commonly used discipline strategies, you have most likely not handled the situation effectively in the long run: Reprimanding the student Changing the student’s seat Writing a discipline referral and/or sending student to principal

Common Mistakes… Could I be making the situation worse?

The following is a list of common classroom mistakes:

preaching making assumptions backing the student into a corner pleading or bribing bringing up unrelated events generalizing about students by making remarks such as “All you kids are the same” making unsubstantiated accusations holding a grudge nagging throwing a temper tantrum mimicking the student making comparisons with siblings or other students commanding, demanding, dominating rewarding the student Retrieved from Budd Churchward (

raising my voice yelling saying “I’m the boss here” insisting on having the last word using tense body language, such as rigid posture or clenched hands using degrading, insulting, humiliating, or embarrassing put-downs using sarcasm attacking the student’s character acting superior using physical force drawing unrelated persons into the conflict having a double standard — making students do what I say, not what I do insisting that I am right Retrieved from Budd Churchward (

These responses can often make the situation worse, causing small incidents to escalate unnecessarily.

Positive Discipline How can I control or prevent behavior problems in class?

What is positive discipline? Emphasize positive behaviors, not negative Remind students of what you expect them to be doing, not what they are doing wrong Remain calm and non-confrontational at all times Lead by example

Techniques That Work #1: Focusing Make sure every student is paying attention before you speak. Do not talk over student chatter. Adapted from Budd Churchward (

Techniques That Work #2: Clear Objectives Begin class by telling students exactly what is happening and what is expected of them. Set time limits for tasks. Adapted from Budd Churchward (

Techniques That Work #3: Monitoring Circulate throughout the room while students are working on assignments. Give students individual attention. Adapted from Budd Churchward (

Techniques That Work #4: Modeling Behave the way you expect your students to behave. If you want your students to speak quietly, use a soft voice. Adapted from Budd Churchward (

Techniques That Work #5: Non-verbal Cueing Explain to students what they should do when they see the non- verbal cue. Use the same cues consistently. Adapted from Budd Churchward (

Techniques That Work #6: Environmental Control Make the classroom an inviting and engaging place to be. Set up a quiet area with minimal distractions for students who need to take a break. Adapted from Budd Churchward (

Techniques That Work #7: Physical Proximity Move closer to students who are starting to get off-task. Stay near individuals or groups who need more consistent reminders. Adapted from Budd Churchward (

Techniques That Work #8: Low-Profile Intervention Speak privately and quietly to students about behavioral issues. Do not make misbehavior the focus of attention. Adapted from Budd Churchward (

Techniques That Work #9: Positive Classroom Rules Phrase rules to emphasize behavior that is expected rather than behavior that is not permitted. Post rules prominently in the classroom. Adapted from Budd Churchward (

Techniques That Work #10: Expectations Consistently remind students of the behavior that you expect from them. Do not remind students of what they are doing wrong. Adapted from Budd Churchward (

Classroom Scenarios What would I do in these situations? How would my colleagues respond?

Discussion Blog At the end of each scenario, you will be asked to post your thoughts on the Classroom Response Discussion Blog. When you have completed your own response, read your colleagues’ posts and reply to at least two of them.

Let’s revisit your first response… How did you respond to the first scenario? Read your response and decide if you would change anything now. Here’s another look at the scenario…

Scenario #1 A student sitting in the middle of the class has to be constantly reminded to stop talking. When this is addressed with him, he argues with you and states that he was just asking a question. How would you handle this behavior? Retrieved from Virginia Commonwealth University

Post your response to the blog Click here to post your response to Scenario #1 on the Classroom Response Discussion Blog. Remember to read your colleagues’ responses and reply to at least two of them.

Scenario #2 You are giving directions 4 to 5 times before the students are complying with the instructions. Why might this be occurring? Retrieved from Virginia Commonwealth University

Post your response to the blog Click here to post your response to Scenario #2 on the Classroom Response Discussion Blog. Remember to read your colleagues’ responses and reply to at least two of them.

Scenario #3 Your colleague is using check marks on the board to track off-task behavior. Students who have three check marks next to their names for misbehavior miss recess or free-time. Behavior problems are continuing to escalate. Why is this system ineffective? What might work better for this teacher? Retrieved from Virginia Commonwealth University

Post your response to the blog Click here to post your response to Scenario #3 on the Classroom Response Discussion Blog. Remember to read your colleagues’ responses and reply to at least two of them.

Scenario #4 There are times during the day when students seem to be in a chaotic state (arrival, before lunch, and at the end of the school day). Students are wandering around the classroom and minor behavior problems are taking place. What procedures could be put in place to alleviate these issues? Retrieved from Virginia Commonwealth University

Post your response to the blog Click here to post your response to Scenario #4 on the Classroom Response Discussion Blog. Remember to read your colleagues’ responses and reply to at least two of them.

Scenario #5 William is a student who attends class regularly but struggles with the course content. He attempts to participate in class discussions but often interrupts the flow of thoughts and ideas by asking irrelevant questions or questions that you think were covered in previous courses. You have met with him twice after class to assist him with some of his questions yet he continues to be an irritant to you and other students during class discussions. How might you handle the situation? Retrieved from Baker College

Post your response to the blog Click here to post your response to Scenario #5 on the Classroom Response Discussion Blog. Remember to read your colleagues’ responses and reply to at least two of them.

Scenario #6 Deidre has been a difficult student to manage all quarter. She is rude and bossy to other students in group projects and often rolls her eyes at you when you give assignments or directions for activities. You feel that she could have a lot to contribute to the class since, but you can’t seem to break through to her. She is openly derisive of any other student’s contributions to the discussion and sometimes even of your comments. You decide to hold a private conference with her during to see if you can work the situation out. How will you handle the conference? Retrieved from Baker College

Post your response to the blog Click here to post your response to Scenario #6 on the Classroom Response Discussion Blog. Remember to read your colleagues’ responses and reply to at least two of them.

Scenario #7 A colleague tells you that he has three students who sleep through most of class each week. He states that he doesn’t know what to do about this. What advice do you give him? Retrieved from Baker College

Post your response to the blog Click here to post your response to Scenario #7 on the Classroom Response Discussion Blog. Remember to read your colleagues’ responses and reply to at least two of them.

Scenario #8 Jane angrily enters your classroom. She has just been scolded by another teacher for "fooling around" and has had the privilege of eating lunch outside at the picnic tables revoked for the rest of the week. In your class she is refusing to do work, calls out and continues the behavior from the other class, adding to it her complaints of unfairness. The class is in danger of not earning the class reward of an extra recess period for having completed all of your assignments. What do you do? Scenario by Sharon Rothberg, PhD (Retrieved from behavioradvisor.com)

Post your response to the blog Click here to post your response to Scenario #8 on the Classroom Response Discussion Blog. Remember to read your colleagues’ responses and reply to at least two of them.

Scenario #9 You teach a lesson and then give a follow-up worksheet to be completed by all pupils while you conduct individual student conferences. You are frequently interrupted with questions, and are unable to give your undivided attention to specific students during the individual discussion sessions. You find yourself increasingly angry at the class. What do you do? Scenario by Sharon Rothberg, PhD (Retrieved from behavioradvisor.com)

Post your response to the blog Click here to post your response to Scenario #9 on the Classroom Response Discussion Blog. Remember to read your colleagues’ responses and reply to at least two of them.

Scenario #10 Jake is overweight and has been retained once in the past, so he is one year older and much taller than others. He is used to failure and often states, "I'm no good." He is disrespectful and taken to muttering in the background, counteracting any instructions you give to the class. How would you handle this situation? Scenario by Betsy Weigle (Retrieved from classroom-teacher-resources.com)

Post your response to the blog Click here to post your response to Scenario #10 on the Classroom Response Discussion Blog. Remember to read your colleagues’ responses and reply to at least two of them.

You have completed Module Three Effective Classroom Response Created by Dream Designers

Resources Dealing with challenging behavior Positive discipline strategies yield quick results Positive discipline Five criteria for positive discipline Classroom behavior problems (suggestions) Cartoon Retrieved from behaviour/ behaviour/

Resources 11 techniques that work Techniques that backfire Classroom Discipline Case Studies resources.com/classroom-discipline-tough-cases-individual-approaches.htmlhttp:// resources.com/classroom-discipline-tough-cases-individual-approaches.html Classroom Behavior Scenarios Classroom Management Guide Classroom Management Activity Sheets _sheets.pdf _sheets.pdf Professional Development Toolkit scription.pdf scription.pdf

Discussion Blog The Classroom Response Discussion Blog can be found at: classroomresponse.wordpress.com classroomresponse.wordpress.com We hope you will continue to use the blog to collaborate with your colleagues about classroom management issues. Created by Dream DesignersDream Designers