1. Classroom Management and the Disruptive Student A Pro-Active Approach
October 6, 13, 20, November 3,
Hunterdon Central Regional High School
Adapted and Prepared by David M. Berger, MA, M.Ed.

2. Picture Time…. Now close your eyes and….
Picture the student with whom you have had the greatest difficulties in your classroom…
Picture the behaviors that student exhibited….
Picture how you reacted to those behaviors….
Please turn to the person next to you and describe that student in terms of behaviors

3. Videos about Classroom Management Techniques
YouTube - How To Maintain Classroom Discipline - Good And Bad Methods2.flv
Dangerous Minds _ There is no victims in this planet.flv
Diane Sawyer – A day with a teacher
The Substitute Movie (Tom Berenger).flv
Teachers (1983) Nick Nolte

4. What is Classroom Management?
It’s effective discipline
It’s being prepared for class
It’s motivating your students
It’s providing a safe, comfortable learning environment
It’s building your students’ self esteem
It’s being creative and imaginative in daily lessons
And . . .

5. . . . It’s different for EVERYONE!!
WHY?
Teaching Styles
Personality/Attitudes
Student population
Not all management strategies are effective for every teacher
Try different strategies to see if they work for you

6. Why is Classroom Management Important?
Satisfaction and enjoyment in teaching are dependent upon leading students to cooperate
Classroom management issues are of highest concern for beginning teachers

7. Principles for successful classroom management
Deal with disruptive behaviors but also manage to minimize off-task, non-disruptive behaviors
Teach students to manage their own behavior
Students learn to be on-task and engaged in the learning activities you have planned for them
It is more natural to be off-task than on

8. Techniques for Better Classroom Control
Focus attention on entire class
Don’t talk over student chatter
Silence can be effective
Use softer voice so students really have to listen to what you’re saying (Paradoxical Response)
Direct your instruction so that students know what is going to happen

9. Techniques for Better Classroom Control
Set the tone when they walk through the door
Monitor groups of students to check progress
Move around the room so students have to pay attention more readily
Give students non-verbal cues
Engage in low profile intervention of disruptions
Make sure classroom is comfortable and safe

10. Techniques for Better Classroom Control
Over plan your lessons to ensure you fill the period with learning activities
Come to class prepared
Show confidence in your teaching
Learn student names as quickly as possible

11. Transition vs. Allocated Time
Allocated time: the time periods you intend for your students to be engaged in learning activities
Transition time: time periods that exist between times allocated for learning activities
Examples
Getting students assembled and attentive
Assigning reading and directing to begin
Getting students’ attention away from reading and preparing for class discussion

12. Transition vs. Allocated Time
The Goal:
Increase the variety of learning activities but decrease transition time.
Student engagement and on-task behaviors are dependent on how smoothly and efficiently teachers move from one learning activity to another

13. Dr. Fred Jones’ study of off-task behaviors
99% of off-task behaviors take one of several forms
Talking out of turn
Clowning
Daydreaming
Moving about without permission
Antisocial, dangerous behaviors make up a fraction of the time students spend off-task

14. Proximity and Body Language
Eye contact, facial expressions, gestures, physical proximity to students, and the way you carry yourself will communicate that you are in calm control of the class and mean to be taken seriously.
Be free to roam
Avoid turning
back to class

15. Cooperation through communication
Verbalize descriptions of observable behaviors and never value judgments about individuals
Verbalize feelings but remain in control – Use “I” statements.
Speak only to people when they are ready to listen
DO NOT USE SARCASM
Do not place labels (good or bad)
Do not get students hooked on praise
Praise the work and behavior – not the students themselves

16. Classroom Rules For Conduct
Formalized statements that provide students with general guidelines for the types of behaviors that are required and the types that are prohibited
A few rules are easier to remember than many rules
Each rule in a small set of rules is more important than each rule in a large set of rules

17. Necessary classroom rules of conduct
Maximizes on-task behaviors and minimize off-task (esp. disruptive) behaviors
Secures the safety and comfort of the learning environment
Prevents the activities of the class from disturbing other classes
Maintains acceptable standards of decorum among students, school personnel, and visitors to the school campus

18. Ideas for Classroom Rules By Melissa Kelly, About
Ideas for Classroom Rules By Melissa Kelly, About.com <
Come to class on time
Begin the start up activity within 1 minute after the tardy bell.
Attend to personal needs before coming to class.
Remain in your assigned seat unless you have permission to get up
Do not eat candy or other food in class unless you have been given special permission
Bring required materials every day unless you are otherwise directed.
Talk only when permitted
Use polite speech and body language
Do not cheat
Follow the teacher's directions immediately

19. Student Input for Classroom Management Plan
Goals –
These are the desirable behaviors in our class-
These are the rewards you can obtain from doing these behaviors –
These are the consequences if you don’t follow our plan -

20. Establishing a “Businesslike” Atmosphere
. . . Or, “Don’t Smile until Christmas”

21. A Businesslike Atmosphere
Take advantage of the first days of class
Establish an environment in which achieving specified learning goals takes priority over other concerns
It is much easier to establish this environment from the beginning rather than later
Set up a seating chart….

22. 5 steps
Take advantage of the new school year or term to set the stage for cooperation
Be particularly prepared and organized
Minimize transition time
Utilize a communication style that establishing non-threatening, comfortable environment
Clearly establish expectations for conduct

23. Disclosure Statement
Used to clearly communicate expectations to students and parents
Refer back to the guidelines throughout the term
Not a legally binding document

24. Components of Disclosure Statement
Basic Course Outline
Grading Procedures
Include procedures for making up missed work, extra credit, homework expected, etc.
Attendance Policies (should be consistent with school policy)
Other class rules, policies, procedures
Safety considerations as necessary
Accommodation for disabilities statement
Signature of student and parent/guardian

25. Room/lab arrangement
Make sure all students can see and hear clearly (and you can see them clearly)
Arrangement is determined by learning activity (lecture, class discussion, small group work, etc.)
Allow room and easy access for proximity control
Think through class procedures and learning activities and arrange the room in the best possible way

26. Top 10 Tips for Classroom Discipline and Management By Melissa Kelly, About.com <
It’s Easier to Get Easier
Fairness is Key
Deal with Disruptions with as Little Interruption as Possible
Avoid Confrontations in Front of Students
Stop Disruptions with a Little Humor
Keep High Expectations in Your Class
Overplan
Be Consistent
Make Rules Understandable
Start Fresh Everyday

27. Top 10 Worst Things a Teacher Can Do By Melissa Kelly, About
Top 10 Worst Things a Teacher Can Do By Melissa Kelly, About.com <
Avoid smiling and being friendly with your students.
Becoming friends with students while they are in class
Stop your lessons and confront students for minor infractions in class
Humiliate students to try and get them to behave.
Yell.
Give your control over to the students.
Treat students differently based on personal likes and dislikes.
Create rules that are essentially unfair.
Gossip and complain about other teachers.
Be inconsistent with grading and/or accepting late work.

28. Withitness
Withitness refers to a teacher’s awareness of what is going on in the classroom

29. Dealing with Difficult Students
A proactive approach…

30. Functions of Behavior Every behavior has a function
Four primary reasons for disruptive behavior in the classroom
Power
Revenge
Attention
Want to be left alone (i.e., disinterest or feelings of inadequacy)

31. Functions of Behavior
Many misbehaviors exhibited by students are responses to a behavior exhibited by the teacher
Do not tolerate undesirable behaviors no matter what the excuse
Understanding why a person exhibits a behavior is no reason to tolerate it
Understanding the function of a behavior will help in knowing how to deal with that behavior
Discipline Help: You Can Handle Them All

32. A Proactive Approach Stop! Don’t react to the behavior
Analyze – What is really going on here?
Identify the targeted behavior – must be observable
Develop a corrective plan of action
Implement the plan
Review the plan for effectiveness
Modify and remain constant!!!

33. Dealing with off-task behaviors
Remain focused and calm; organize thoughts
Either respond decisively or ignore it all together
Distinguish between off-task behaviors and off-task behavior patterns
Control the time and place for dealing with off-task behavior
Provide students with dignified ways to terminate off-task behaviors

34. Dealing with off-task behaviors
Avoid playing detective- Don’t Ask Why?
Utilize alternative lesson plans (Increase your bag of tricks.)
Utilize the help of colleagues – Second Set of Eyes…
Utilize the help of guardians- Positive Contacts 1st !!!
DO NOT USE CORPORAL PUNISHMENT
A form of contrived punishment in which physical pain or discomfort is intentionally inflicted upon an individual for the purpose of trying to get that individual to be sorry he or she displayed a particular behavior

35. Modifying off-task behavior patterns
Use the principle of “Shaping”
Reinforce behaviors that are similar to the behavior to be learned
Subsequent actions that are more like the behavior to be learned than previous actions are reinforced
Subsequent actions that are less like the behavior to be learned than previous actions are not positively reinforced

36. Attention Seeking Behavior
Attention-seeking students prefer being punished, admonished, or criticized to being ignored
Give attention to this student when he or she is on-task and cooperating
“Catch them being good!” – and let them know you caught them

37. Power Seeking Behavior
Power-seeking students attempt to provoke teachers into a struggle of wills
Diffuse interactions - In most cases, the teacher should direct attention to other members of the class away from the provocateur

38. Behavior: Rambling -- wandering around and off the subject
Behavior: Rambling -- wandering around and off the subject. Using far-fetched examples or analogies.
POSSIBLE RESPONSES:
Refocus attention by restating relevant point.
Direct questions to group that is back on the subject
Ask how topic relates to current topic being discussed.
Use visual aids, begin to write on board, turn on overhead projector.
Say: "Would you summarize your main point please?" or "Are you asking...?"

39. Behavior: Shyness or Silence -- lack of participation
POSSIBLE RESPONSES:
Change teaching strategies from group discussion to individual written exercises or a videotape
Give strong positive reinforcement for any contribution.
Involve by directly asking him/her a question.
Make eye contact. (Culturally Appropriate)
Appoint to be small group leader.

40. Behavior: Talkativeness -- knowing everything, manipulation, chronic whining.
POSSIBLE RESPONSES:
Acknowledge comments made.
Give limited time to express viewpoint or feelings, and then move on.
Make eye contact with another participant and move toward that person.
Give the person individual attention during breaks.
Say: "That's an interesting point. Now let's see what other other people think."

41. Behavior: Sharpshooting -- trying to shoot you down or trip you up.
POSSIBLE RESPONSES:
Admit that you do not know the answer and redirect the question the group or the individual who asked it.
Acknowledge that this is a joint learning experience.
Ignore the behavior.

42. Behavior: Heckling/Arguing -- disagreeing with everything you say; making personal attacks.
POSSIBLE RESPONSES:
Redirect question to group or supportive individuals.
Recognize participant's feelings and move one.
Acknowledge positive points.
Say: "I appreciate your comments, but I'd like to hear from others," or "It looks like we disagree."

43. Behavior: Grandstanding -- getting caught up in one's own agenda or thoughts to the detriment of other learners.
POSSIBLE RESPONSES:
Say: "You are entitled to your opinion, belief or feelings, but now it's time we moved on to the next subject," or
"Can you restate that as a question?" or
"We'd like to hear more about that if there is time after the presentation."

44. Behavior: Overt Hostility/Resistance -- angry, belligerent, combative behavior.
POSSIBLE RESPONSES:
Hostility can be a mask for fear. Reframe hostility as fear to depersonalize it.
Respond to fear, not hostility.
Remain calm and polite. Keep your temper in check.
Don't disagree, but build on or around what has been said.
Move closer to the hostile person, maintain eye contact. (Use your discretion!!!)
Always allow him or her a way to gracefully retreat from the confrontation – both emotionally and physically. (Caged Tiger Syndrome.)

45. Behavior: Overt Hostility/Resistance -- angry, belligerent, combative behavior (continued)
POSSIBLE RESPONSES:
Say: "You seem really angry. Does anyone else feel this way?" Solicit peer pressure.
Do not accept the premise or underlying assumption, if it is false or prejudicial, e.g., "If by "queer" you mean homosexual..."
Allow individual to solve the problem being addressed. He or she may not be able to offer solutions and will sometimes undermine his or her own position.
Ignore behavior – unless threat to self or others!!! Then Dial “0”…
Talk to him or her privately during a break.
As a last resort, privately ask the individual to leave class for the good of the group.

46. Behavior: Griping -- maybe legitimate complaining.
POSSIBLE RESPONSES:
Point out that we can't change policy here.
Validate his/her point.
Indicate you'll discuss the problem with the participant privately.
Indicate time pressure.

47. Behavior: Side Conversations -- may be related to subject or personal
Behavior: Side Conversations -- may be related to subject or personal. Distracts group members and you.
POSSIBLE RESPONSES:
Don't embarrass talkers.
Ask their opinion on topic being discussed. Draw them into the lesson.
Ask talkers if they would like to share their ideas.
Casually move toward those talking.
Make eye contact with them.
Standing near the talkers, ask a near-by participant a question so that the new discussion is near the talkers.
As a last resort, stop and wait.

48. What do you do? Scenarios A – F will be presented
While working with a group of 4 or 5 discuss how you would deal with the student.
Have one person in each group prepare to report out to the class as to your plan of action.
Please use modalities presented from this in-service.

49. Scenario A
Every day one student in class keeps moving around the room socializing with other students. Once redirected – the behavior corrects until the next transitional activity. Negative consequences have not seemed to work.

50. Scenario B
Every day a student comes to class right as the bell is ringing –racing through the door- noisily taking his/her seat. After rummaging through his/her bag, and getting situated (which usually takes 5 minutes) the student is ready to learn – until you ask for the homework to be turned in – and then the procedure starts all over again…

51. Scenario C
Several students are sub-grouping in class while they are suppose to be working on a cooperative project. They are socializing with other groups and claim that they are always on task when you ask them to get to work…

52. Scenario D
Its Monday morning and a student enters your class extremely agitated. S/he is aggressively posturing with other students around him. The students around her/him are feeling threatened but one student keeps coming to the aggressors aide telling everyone to “lay off”. The behavior seems to be decreasing but the tension in the room is a distraction from the lesson.

53. Scenario E
Every time you have the students do in-class seat work, one student becomes exasperated and states that he/she doesn’t need to do it. “What’s the point of all this anyway? We don’t need this stuff in the real world…” When you redirect the student’s attention the situation escalates and becomes hostile. The student’s grandstanding has placed a rift in the class as to who is in charge?

54. Scenario F
A student received a failing grade. Feeling this was unjust, he/she attempted to get even with the teacher by sabotaging the lessons. S/He would refuse to answer questions or do any work. Instead s/he would lean back in the chair, with daggers in his/her eyes, and sneer at you. Other students are feeling the tension in the class.

55. References
Cangelosi, James S. (1988). Classroom Management Strategies: Gaining and Maintaining Students’ Cooperation. New York: Longman.
Cantor, Lee,(1990) “Assertive Discipline and Beyond”, Santa Monica, CA
Charles, C.M. (1989) Building Classroom Discipline: From Models to Practice. New York: Longman
Johnson, David, & Roger Johnson, Learning Together and Alone, (1975) Englewood Cliffs, NJ : Prentice- Hall
Jones, Fred, “Classroom Management” < is Classroom Management?) 28 January 2007.