2. Exemplary Elementary Classroom Management:

3. Exemplary Elementary Characteristics of an Effective Teacher High Expectations High Expectations Mastery Teaching ClassroomManagement

4. Exemplary Elementary Classroom Management Last year, there were 210 total infractions written. 46 students who repeated behaviors for which they had already received infractions. More than half of the infractions resulted from ineffective classroom routines, procedures or rules. Last year, there were 210 total infractions written. 46 students who repeated behaviors for which they had already received infractions. More than half of the infractions resulted from ineffective classroom routines, procedures or rules. Conclusions: 1) The school’s discipline plan is not effective and must be addressed. 2) Improving classroom management will decrease infractions.

5. Exemplary Elementary Classroom Management As we discuss classroom management, one important point to remember is YOU ARE NOT ALONE!  Your classroom is yours and you will ultimately decide how you want to manage it.  This module is designed only to enhance your classroom management skills and encourage teamwork between teachers to improve classroom management. As we discuss classroom management, one important point to remember is YOU ARE NOT ALONE!  Your classroom is yours and you will ultimately decide how you want to manage it.  This module is designed only to enhance your classroom management skills and encourage teamwork between teachers to improve classroom management.

6. Exemplary Elementary Classroom Management Classroom management includes all of the things a teacher must to do toward these two ends: 1.To foster student involvement and cooperation in all classroom activities. 2.To establish a productive working environment. Classroom management includes all of the things a teacher must to do toward these two ends: 1.To foster student involvement and cooperation in all classroom activities. 2.To establish a productive working environment.

7. Exemplary Elementary ObjectivesObjectives Understand proven research and sound theories that provide a foundation for quality classroom management Share effective classroom management strategies Implement classroom management strategies Understand proven research and sound theories that provide a foundation for quality classroom management Share effective classroom management strategies Implement classroom management strategies

8. Exemplary Elementary Classical Conditioning Pavlov  Classical Conditioning – Presenting a conditioned stimulus serves as a signal that the unconditioned stimulus is coming Pavlov  Classical Conditioning – Presenting a conditioned stimulus serves as a signal that the unconditioned stimulus is coming Ivan Pavlov

9. Exemplary Elementary Classical Conditioning A neutral stimulus is a stimulus to which an person does not respond (NS). An unconditioned response (UCR) can be learned using a neutral stimulus just before an unconditioned stimulus (UCS). After being paired with an unconditioned stimulus, the previous neutral stimulus now elicits a response and is no longer “neutral.” The NS becomes a conditioned stimulus (CS) and the person has learned a conditioned response (CR). A neutral stimulus is a stimulus to which an person does not respond (NS). An unconditioned response (UCR) can be learned using a neutral stimulus just before an unconditioned stimulus (UCS). After being paired with an unconditioned stimulus, the previous neutral stimulus now elicits a response and is no longer “neutral.” The NS becomes a conditioned stimulus (CS) and the person has learned a conditioned response (CR). Basic principles of Classical Conditioning Theory: Ivan Pavlov

10. Exemplary Elementary Classical Conditioning Classical Conditioning Procedure Before Conditioning Unconditioned Stimulus (UCS) | Incapable of producing conditioned response (CR) During Conditioning Conditioned Stimulus (CS) Unconditioned Stimulus (UCS) Unconditioned Response (UCR) After Conditioning Conditioned Stimulus (CS) Conditioned Response (CR) Ivan Pavlov

11. Exemplary Elementary Classical Conditioning Using Classical Conditioning to Develop Classroom Procedure Before Conditioning Morning Bell (UCS) Start Class Incapable of producing (CR) Start Class Incapable of producing (CR) During Conditioning Morning Bell Conditioned Stimulus (CS) Start Class Unconditioned Stimulus (UCS) Students sit down, look at teacher and listen for directions (UCR) After Conditioning Morning Bell Conditioned Stimulus (CS) Start Class Conditioned Response (CR) Start Class Conditioned Response (CR) Ivan Pavlov

12. Exemplary Elementary Using classical conditioning, we have the ability to:  Affect students likes/dislikes  Influence our student’s attitudes  Develop a respect for authority Using classical conditioning, we have the ability to:  Affect students likes/dislikes  Influence our student’s attitudes  Develop a respect for authority Classical Conditioning Ivan Pavlov

13. Exemplary Elementary Affecting Students Likes/Dislikes  Classical Conditioning Theory indicates that people develop a taste for pleasant experiences and aversions to experiences they find unpleasant Affecting Students Likes/Dislikes  Classical Conditioning Theory indicates that people develop a taste for pleasant experiences and aversions to experiences they find unpleasant Classical Conditioning Therefore, we must intentionally provide learning experiences for which the students find pleasant if we want students to enjoy learning. Ivan Pavlov

14. Exemplary Elementary Influencing students’ attitudes toward learning  Classical Conditioning Theory suggests that students will develop a positive attitude toward learning simply by presenting content along with words and images that evoke positive feelings such as “excellent”, “awesome,” and “good work.” Influencing students’ attitudes toward learning  Classical Conditioning Theory suggests that students will develop a positive attitude toward learning simply by presenting content along with words and images that evoke positive feelings such as “excellent”, “awesome,” and “good work.” Classical Conditioning Therefore, we must intentionally incorporate words and images in our classrooms that evoke positive feelings for students.

15. Exemplary Elementary Therefore, we must instill a healthy sense of “respect” of authority so that students will avoid behaviors that result in unpleasant consequences. Develop a respect of authority  Classical Conditioning Theory explains that people develop respect/fear based on conditioned stimuli that are associated with unpleasant unconditioned stimuli.  This theory also suggests that people do not have to experience the unpleasant stimuli first hand but will develop respect/fear of conditioned stimuli by watching someone experience an unpleasant unconditioned stimuli. Develop a respect of authority  Classical Conditioning Theory explains that people develop respect/fear based on conditioned stimuli that are associated with unpleasant unconditioned stimuli.  This theory also suggests that people do not have to experience the unpleasant stimuli first hand but will develop respect/fear of conditioned stimuli by watching someone experience an unpleasant unconditioned stimuli. Classical Conditioning Ivan Pavlov

16. Exemplary Elementary Operant Conditioning B.F. Skinner  Operant Conditioning – “A Response that is immediately followed by a reinforcer is strengthened and is therefore more likely to occur again.” (1) B.F. Skinner  Operant Conditioning – “A Response that is immediately followed by a reinforcer is strengthened and is therefore more likely to occur again.” (1) B.F. Skinner

17. Exemplary Elementary Operant Conditioning Skinner’s Basic Law of Operant Conditioning Theory:  Reinforcer – a response that increases in frequency when preceded with a stimulus or event.  Almost any behavior can be learned through operant conditioning including academic, social and psychomotor.  Undesirable behaviors are reinforced just as easily as desirable behaviors. Skinner’s Basic Law of Operant Conditioning Theory:  Reinforcer – a response that increases in frequency when preceded with a stimulus or event.  Almost any behavior can be learned through operant conditioning including academic, social and psychomotor.  Undesirable behaviors are reinforced just as easily as desirable behaviors. B.F. Skinner

18. Exemplary Elementary Operant Conditioning Important Conditions for Operant Conditioning:  The reinforcer must follow the response.  The reinforcer must follow immediately.  The reinforcer must be contingent on the response. Positive and Negative Reinforcers  Positive Reinforcement involves the presentation of a stimulus after a response such as a smile, positive words, and a good grade.  Negative Reinforcement increases a response through the removal of a stimulus. Important Conditions for Operant Conditioning:  The reinforcer must follow the response.  The reinforcer must follow immediately.  The reinforcer must be contingent on the response. Positive and Negative Reinforcers  Positive Reinforcement involves the presentation of a stimulus after a response such as a smile, positive words, and a good grade.  Negative Reinforcement increases a response through the removal of a stimulus. B.F. Skinner

19. Exemplary Elementary Operant Conditioning Punishment is not negative reinforcement. Negative reinforcement increases the frequency of a response by taking away a negative stimulus. For example, homework is not given to a student because of his/her positive behavior. Punishment decreases the frequency of a response by giving a negative stimulus or taking away a positive stimulus. Talk with your table about some examples of this. Punishment is not negative reinforcement. Negative reinforcement increases the frequency of a response by taking away a negative stimulus. For example, homework is not given to a student because of his/her positive behavior. Punishment decreases the frequency of a response by giving a negative stimulus or taking away a positive stimulus. Talk with your table about some examples of this.

20. Exemplary Elementary Operant Conditioning Give Positive Stimulus Take Away Negative Stimulus Positive Reinforcement Negative Reinforcement Increase? Punishment What do you want the behavior to do? What do you want the behavior to do? Decrease? Negative Punishment Give Negative Stimulus Take Away Positive Stimulus

21. Exemplary Elementary Operant Conditioning Skinner’s assessment of operant conditioning and teaching.  Reinforcement in the classroom usually occurs inconsistently and not soon enough after the desired response has occurred.  If immediate reinforcement is impossible, then environmental cues that indicate reinforcement is coming later can be effective. Skinner’s assessment of operant conditioning and teaching.  Reinforcement in the classroom usually occurs inconsistently and not soon enough after the desired response has occurred.  If immediate reinforcement is impossible, then environmental cues that indicate reinforcement is coming later can be effective. Therefore, we must use reinforce positive behavior immediately after it occurs if possible and use environmental cues only as a second option.

22. Exemplary Elementary Operant Conditioning Skinner’s assessment of operant conditioning and teaching.  Teachers have the difficult task of teaching behaviors that will be useful for students in their future. Students do not see the natural positive reinforcers immediately that they might in the realize in the future. As a result, teachers use artificial reinforcers such as stickers which are ineffective because students do not se how they connect to their behavior. Skinner’s assessment of operant conditioning and teaching.  Teachers have the difficult task of teaching behaviors that will be useful for students in their future. Students do not see the natural positive reinforcers immediately that they might in the realize in the future. As a result, teachers use artificial reinforcers such as stickers which are ineffective because students do not se how they connect to their behavior. Therefore, we must make learning relevant to students’ present interests and provide effective connections between learning and the reinforcement method we choose.

23. Exemplary Elementary Operant Conditioning Skinner’s assessment of operant conditioning and teaching.  Teachers find themselves punishing misbehaviors rather than reinforcing appropriate responses. For example, when most of the students are in line appropriately and one or two students are misbehaving, the teacher will punish the two students who are misbehaving rather than praising the rest of the class for their appropriate behavior. Skinner’s assessment of operant conditioning and teaching.  Teachers find themselves punishing misbehaviors rather than reinforcing appropriate responses. For example, when most of the students are in line appropriately and one or two students are misbehaving, the teacher will punish the two students who are misbehaving rather than praising the rest of the class for their appropriate behavior. Therefore, we must focus on reinforcing the desirable behaviors of some students in order to solicit appropriate responses from the rest of the students.

24. Exemplary Elementary Classroom Management Strategies Knowledge of classroom procedures tells the students things like:  What to do when the bell rings  What to do when the pencil breaks  What to do when you hear an emergency alert signal  What to do when you finish your work early  What to do when you have a question  What to do when you need to go to the bathroom  What to do when you want the my attention  Where to turn in assignments  What to do at dismissal of class Knowledge of classroom procedures tells the students things like:  What to do when the bell rings  What to do when the pencil breaks  What to do when you hear an emergency alert signal  What to do when you finish your work early  What to do when you have a question  What to do when you need to go to the bathroom  What to do when you want the my attention  Where to turn in assignments  What to do at dismissal of class Establishing Classroom Routines and Procedures

25. Exemplary Elementary Classroom Management Strategies Parents also need to follow procedures for the school and your class:  You must be a model and follow the school’s procedures  How can you expect students and parents to follow procedures if you don’t follow them? Allowing a parent to drop off a student tardy without a tardy pass because you don’t want to ask them to walk to the office and back will hurt you in the long run. That parent will not understand when you call and explain that their child does not follow procedures because they saw that you didn’t follow them either. Parents also need to follow procedures for the school and your class:  You must be a model and follow the school’s procedures  How can you expect students and parents to follow procedures if you don’t follow them? Allowing a parent to drop off a student tardy without a tardy pass because you don’t want to ask them to walk to the office and back will hurt you in the long run. That parent will not understand when you call and explain that their child does not follow procedures because they saw that you didn’t follow them either. Establishing Routines and Procedures for Parents Communicate classroom and school procedures to parents the first week of school and expect parents to follow them.

26. Exemplary Elementary Classroom Management Strategies Investing time in teaching discipline and procedures will be repaid multifold in the effective use of class time. Here are a few things to keep in mind as you are establishing rules:  Rules are expectations of appropriate behavior. You can state your expectations as rules  Rules immediately create a work-oriented atmosphere  Rules create a strong expectation about the things that are important to you.  Include consequences – What the student chooses to accept if a rule is broken.  Include rewards – What the student receives for appropriate behavior Investing time in teaching discipline and procedures will be repaid multifold in the effective use of class time. Here are a few things to keep in mind as you are establishing rules:  Rules are expectations of appropriate behavior. You can state your expectations as rules  Rules immediately create a work-oriented atmosphere  Rules create a strong expectation about the things that are important to you.  Include consequences – What the student chooses to accept if a rule is broken.  Include rewards – What the student receives for appropriate behavior Establishing a Discipline Plan

27. Exemplary Elementary Classroom Management Strategies Take some time to discuss with your colleagues things that you have done that worked and things that didn’t work. What are the areas are the strongest? Weakest? How can you help another colleague in the area where you are strongest? What do you need to improve the areas you thought were weak? What materials and/or resources are needed in order to improve your classroom management skills this year? Take some time to discuss with your colleagues things that you have done that worked and things that didn’t work. What are the areas are the strongest? Weakest? How can you help another colleague in the area where you are strongest? What do you need to improve the areas you thought were weak? What materials and/or resources are needed in order to improve your classroom management skills this year? Teamwork – Implementing Classroom Management