1. Classroom Organization and Management
Chapter Fourteen
Classroom Organization and Management
Instructor’s Notes
Discussion Topic:
Explain to students that one of the most common reasons for teachers to be released from their positions is poor classroom management and organization. Ask students to describe any former teachers they have had who were either especially effective or ineffective at classroom management and organization. Ask them to describe the characteristics of a teacher who excels in these areas.
Refer to Text/Discussion Topic:
Ask students to read the opening vignette provided in this chapter. This vignette describes a classroom management dilemma encountered by a teacher, Ms. Chung. Ask students to describe the types of problems she is facing with one of her students, Sam, in her classroom.
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2. Introduction
A teacher’s ability to manage his or her classroom can greatly enhance the quality of the education for all students, including those with special needs.
Organizational and management dimensions are typically deemphasized in teacher education programs.
Classroom management is the area that first-year teachers consistently identify as most problematic for them.
Instructor’s Notes
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3. Classroom management is a systematic structuring of the classroom environment to create conditions in which effective teaching and learning can occur.
Instructor’s Notes
Discussion Topic:
Ask students to review the definition of classroom management presented on this slide. Ask them why classroom management is preventive and proactive in most instances. Also, explore the fact that effective teaching and learning cannot occur without first having addressed classroom management and organization.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

4. Model of Classroom Management (Dole,1996)
Multidimensionality
Simultaneity
Immediacy
Unpredictability
Publicness
History
Instructor’s Notes
Refer to Text/Discussion Topic:
Each of the elements presented on this slide are defined in more detail in the text. Ask students to give specific examples of each component in this model.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

5. Guiding Principles All students must be valued.
Meaningful relationships between teachers and students need to be developed and cultivated.
Successful management derives from a positive classroom environment.
Good classroom organization and management must be planned ahead of time.
Affording students choices contributes to effective classroom dynamics.
Instructor’s Notes
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

6. Guiding Principles
Teachers and students in effective classrooms are considerate of individual differences.
Proactive management is preferable to reactive approaches.
Consistency is the key to an effective management program.
Two characteristics enhance a teacher’s ability to manage a classroom:
With-it-ness
Overlap
Instructor’s Notes
Discussion Topic:
Ask students to give specific examples of “with-it-ness” and “overlap.”
Assignment:
Have students observe in a classroom in which the teacher is an effective classroom manager and organizer. Ask students to identify the teacher behaviors that contribute to good management and organization. Have them share the results of their observations with the class.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

7. Dimensions of Classroom Management & Organization
Psychosocial
Dimension
Physical
Dimension
Instructional
Dimension
Organizational
Dimension
Instructor’s Notes
Refer to Text/Discussion Topic:
Refer students to Figure in the text for a visual depiction of these dimensions. Explain to students that many educators equate “classroom management” with “behavior management.” Ask them to explain why this is not the case. “Is it possible for a teacher to be strong in behavior management, yet still have classroom management difficulties?” “Why or Why Not?”
Behavior
Dimension
Procedural
Dimension
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

8. Psychosocial Dimension
Refers to the psychological and social dynamics of the classroom.
Focus is on classroom climate, the atmosphere in which students must function
Psychosocial management is influenced by
Student factors
Teacher factors
Peer factors
Family factors
Instructor’s Notes
Refer to Text/Discussion Topic:
The text provides many suggestions that will assist teachers in creating a positive, nurturing classroom environment. Ask students to generate specific examples for each of the factors that influenced psychosocial management in the classroom.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

9. Procedural Dimension
Refers to the rules and procedures that are part of the operating program of a classroom.
Rules should be identified and taught during the early days in the first of the year.
Immediate and consistent consequences for rule violation are essential.
Teachers need to develop logical classroom procedures - the specific ways in which certain activities will performed or the way certain situations will be handled.
Instructor’s Notes
Refer to Text/Assignment:
Refer students to Figure This figure provides suggestions for developing effective classroom rules and procedures. Ask students to develop a set of classroom rules and procedures for their classrooms using these guidelines.
Assignment:
As a culminating assignment to this chapter, you might require that students in your class develop a “class” handbook that details the management and organization procedures they will use in their own classrooms. If you choose to require this assignment, ask students to pay special attention to the many suggestions, strategies, and techniques described in this chapter. Ask them to incorporate any of the strategies that they believe will be effective for them as classroom teachers.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

10. Physical Dimension
Includes the aspects of the physical environment that teachers can manipulate to enhance the conditions for learning.
Classroom arrangements refer to physical facets of the classroom including layout, storage, wall space, and signage.
The issues of accessibility warrants special attention because of legal mandates, such as Section 504
Accessibility extends beyond physical accessibility, and also includes program accessibility.
Specialized equipment (e.g., adaptive desks, wheelchairs) for students with disabilities is another area of concern.
Instructor’s Notes
Refer to Text/Discussion Topic:
Refer students to Figure 14.2 in the text. Ask them to describe effective seating arrangements that they believe would be appropriate in their classrooms.
Refer to Text/Assignment:
Refer students to the suggestions for classroom arrangements provided in the text. Ask them to design a classroom physical layout that incorporates these suggestions.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

11. Behavioral Dimensions: Major Areas of Concern
Creating and Increasing Desirable Behaviors
Decreasing Undesirable Behaviors
Generalization and Maintenance
Self-Management
Behavior Intervention Plans
Instructor’s Notes
Discussion Topic/Interactive Activity:
Address the issues of “intrusiveness” and “restrictiveness” to students in terms of behavioral interventions. Explain that teachers should attempt the least intrusive or restrictive intervention first. Have them to work in groups to design a continuum of behavioral interventions ranging from least intrusive to most intrusive.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

12. Behavior Management Plan Self-Management Peer Support
Behavioral Dimension: Areas of Possible Emphasis When Developing Behavioral Programs (Etscheidt & Barlett, 1999)
Skill Training
Behavior Management Plan
Self-Management
Peer Support
Classwide Systems
Instructor’s Notes
Refer to Text/Discussion Topic:
Refer students to the text narrative that provides more indepth information regarding each of the areas on this slide. Ask students to give illustrative examples of each.
Refer students to Table Ask students to identify the major components of this behavioral intervention plan. Then have students discuss how such a plan might be helpful in the classroom.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

13. Creating and Increasing Desirable Behaviors
Definition of reinforcer - any event that rewards and thus strengthens, the behavior it follows
Positive reinforcers - present a desirable consequence for performance of an appropriate behavior
Praise
Physical contact
Tangible items
Activities
Privileges
Instructor’s Notes
Refer to Text/Discussion Topic:
Refer students to Table 14.4 in the text. This table provides guidelines for implementing positive reinforcement techniques. Discuss the implications for their use in the classroom.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

14. Positive Reinforcement: Basic Principles
The reinforcer must be meaningful to the student.
The reinforcer must be contingent upon the proper performance of a desired behavior.
The reinforcer must be presented immediately.
Instructor’s Notes .
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

15. Contingency Contracting
Contracts should state:
What behaviors students are to complete or perform
What consequences (reinforcement) the instructor will provide
To be effective, contracts should:
Initially reward imperfect approximations of the behavior
Provide frequent reinforcement
Reward accomplishments rather than obedience
Be fair, clear, and positive
Instructor’s Notes
Refer to Text/Assignment
Refer students to Figure This figure provides an illustrative example of a contingency contract. Ask students to describe the major components of this contract. Then have students develop a contingency contract for Sam, the student depicted in the opening vignette.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

16. Types of Group Contingencies
Dependent Contingencies
All group members share in the reinforcement if one individual achieves a goal
Interdependent Contingencies
All group members are reinforced if all collectively (or individually) achieve the stated goal
Independent Contingencies
Individuals within the group are reinforced for individual achievement toward a goal
Instructor’s Notes
Discussion Topic:
As you show each bullet on this slide, ask students to generate an illustrative example of how each group contingency might be used in the classroom. At the conclusion of the slide, ask students to weigh the advantages and disadvantages of each type of group contingency.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

17. Decreasing Undesirable Behavior
Natural consequences should be provided when the situation itself provides the contingencies for a certain behavior.
Example: Student forgets permission slip for a field trip and is not allowed to go on the field trip.
Logical consequences occur when there is a logical connection between inappropriate behavior and the consequences that follow.
Example: Student forgets lunch money and has to borrow money in order to eat.
Instructor’s Notes
Refer to Text/Discussion Topic:
Refer students to Figure 14.4 in the text. This figure provides a recommended sequence of selected behavior reduction techniques. Ask students to explain why they might begin with natural and logical consequences rather than another approach such as punishment.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

18. Positive Behavior Support
Positive behavior support involves the assessment and reengineering of environments so people with problem behaviors experience reductions in these behaviors and increase the personal quality of their lives (Horner, 2000).
Emphasizes changing the environment rather than just focusing on changing the behavior of individuals
Utilizes functional behavioral assessment
Instructor’s Notes
Discussion Topic:
Ask students to provide a rationale for the provision of positive behavioral supports for students with problematic behavior in the schools. Have them compare and contrast this approach with more traditional approaches such as suspension, expulsion, in-school detention, etc.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

19. Differential Reinforcement of Lower Rates of Behavior (DRL)
Uses positive reinforcement strategies as a behavior reduction tool
Teacher provides appropriate reinforcement to students for displaying lower rates of a certain behavior that has been targeted for reduction
Example: Good Behavior Game
Instructor’s Notes
Refer to Text/Discussion Topic:
Have students read about the use of the “Good Behavior Game” as described in the text. Ask them to tell you the type of group contingency used in this game. Also, ask them to describe how DRL is used in this contingency system. Finally, ask them if there is any other way this “game” might be adapted.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

20. Extinction Procedures
Definition: Teacher withholds reinforcement for a behavior
Example: Teacher ignores misbehavior
Suggestions
Analyze what is reinforcing the undesirable behavior
Understand that extinction is desirable because it does not involve punishment, but will take time to be effective
Do not use with behaviors that require immediate intervention
Recognize that withholding reinforcement is likely to result in an increase in undesirable behavior and may produce an aggressive response
Provide reinforcements to students who demonstrate appropriate incompatible behaviors
Instructor’s Notes
Discussion Topic:
Have students generate specific instances in which extinction would be either appropriate or inappropriate.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

21. Benign Tactics (Cummings, 1983)
Law of Least Intervention - eliminate disruptive behaviors quickly with a minimum of disruption to the classroom or instructional routine
Examples include:
Position yourself physically near students who are likely to create problems.
Establish eye contact and maintain it with a student who is behaving inappropriately.
Stop talking for a noticeable length of time to redirect student attention.
Use humor to redirect inappropriate behavior.
Instructor’s Notes
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

22. Punishment Punishment is the presentation or the removal or something pleasant as a consequence for the performance of an undesirable behavior .
Examples:
Reprimands
Time Out
Response Cost
Punishment is the least preferable option and use of these strategies should be done sparingly and with careful consideration.
Instructor’s Notes
Refer to Text/Discussion Topic:
Refer students to Table 14.5 in the text. This table cites definitions, advantages, and disadvantages for the three punishment techniques presented in this slide. Ask students to identify specific ways in which reprimands, time out, and response cost might be used effectively in the classroom.
Discussion Topic:
The authors of the text state that punishment is the least preferable option. Ask students if they agree with this statement and to provide rationales for their responses.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

23. Generalization and Maintenance
Once behaviors have been established at acceptable levels, the next stages involve transferring what has been learned to new contexts (i.e., generalization) and maintaining established levels of performance (i.e., maintenance).
Teachers need to program for both generalization and maintenance.
Instructor’s Notes
Discussion Topic:
Ask students to generate reasons why addressing generalization maintenance of behavior is important. Have them provide specific suggestions for ways in which teachers can facilitate generalization and maintenance.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

24. Self-Management
Special attention needs to be given to students who do not display independent behavioral control.
Self-regulated strategies are interventions that, though initially targeted by the teacher, are intended to be implemented independently by the student.
Self-regulated strategies are an outgrowth of cognitive behavior modification, which combines cognitive strategies with behavioral techniques.
Instructor’s Notes
Refer to Text/Discussion Topic:
Refer students to Figure 14.2 in the text. This figure provides an overview of areas to be considered when working with adolescents. Discuss the unique challenges adolescents may bring to the classroom setting when it comes to behavior management programs.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

25. Components of Self-Management
Self-Regulation
Self-Evaluation
Self-Reinforcement
Self-Instruction
Instructor’s Notes
Refer to Text/Discussion Topic:
Ask students to refer to Figure 14.5 in the text for descriptions of each of components of self-management identified. Ask them to provide specific examples of each component.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

26. Behavior Intervention Plans
Behavior intervention plans are mandated by the IDEA for students with disabilities who display seriously disruptive behaviors.
Behavior intervention plans reflect a proactive response to these disruptive behaviors. This in contrast to traditional reactive approaches such as suspension/expulsion.
Instructor’s Notes
Refer to Text/Discussion Topic:
Refer students to the “Rights and Responsibilities” feature in the text. This figure provides a brief overview of the discipline of students with disabilities and federal special education law. Explain to students that functional behavior assessments and behavior intervention plans are now part of federal law when it involves the discipline of students with disabilities. Ask students to delineate some of the merits of conducting functional behavioral assessments and writing behavior intervention plans for students with disabilities.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

27. Instructional Dimension
Refers to certain aspects of instruction that are closely related to sound organizational and management practices.
These management practices include:
Scheduling
Transitions
Grouping
Lesson Planning
Technology
Instructor’s Notes
Refer to Text/Interactive Activity:
Refer your students to the suggestions for managing instruction provided in the text. Discuss these suggestions with your students.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

28. Organizational Dimension
Refers to time management strategies related to:
Personal Interactions
The Work Environment
Administrative Duties
Instructional Applications
Personal Applications
Instructor’s Notes
Refer to Text/Discussion Topic:
Refer students to the “Personal Spotlight “ in the text and ask them to identify the effective management and organization techniques that were described by this teacher.
Refer students to the “Inclusion Strategies” feature in the text. This feature highlights ways that teachers can involve other personnel in classroom management. Review these strategies with your class.
(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004