1. Classroom Management and Discipline
Debbie Meadows
EDEL 429 CSUB

2. Thoughts Goal of discipline is internal control
Positive leads to self-discipline
Negative leads to unwanted results
Effective teacher manages
Ineffective teacher punishes

3. Behavior Management (Diane Gossen, 1993)
Punisher
Enforces control, criticism, threats, hurt, sarcasm, isolation
Guilter
Sighing, moralizing, silencing, disappointment
Buddy
Compliments, encouragement, overextending—causes dependence on teacher

4. Behavior Management (Diane Gossen, 1993)
Monitor
Rewards to offset negative, teacher imposes consequences, behave only when monitored
Manager
Children learn self-control, teacher guides toward expectations

5. Types of Misbehaviors Moral Personal Legal Safety Educational
Lying, cheating
Personal
Physical or emotional hurt toward another
Legal
Breaking rules or laws
Safety
Risk of physical injury
Educational
Affects the learning environment

6. Causes of Misbehavior
Frustration
Conflict
Rules

7. Behavioral Model Determine the behavior to change Introduce reinforcer
Monitor behavior
Behavior modification--Skinner

8. Psychodynamic Model Soothe child, encourage exploration of feelings
Privately discuss incident determine causes and issues
Guide student to acceptance of responsibility
Student and teacher develop solution
Guide through reflection--Ginott

9. Environmental Model Analyze the environment (time, space)
Quality of human interaction within environment
Adapt the environment
Home, School, Neighborhood

10. Constructive Model Remind of procedures and expectations
Discuss concerns and problems
Guided toward responsibility for their actions
Piaget—construction of knowledge base is individual

11. IOSIE Method Identify the problem Determine the Objectives you want
Propose a Solution
Implement the solution
Evaluate the results

12. SMART Objectives S—Specific M—Measurable A—Attainable
R—Results oriented
T—Time frame

13. Implementation and Evaluation
Who will implement the objective?
Can one gain cooperation and support of everyone involved?
How long before results?
What happens if the objective doesn’t work?
EVALUATE the Results

14. Emotional Problems External Internal Discipline problem Lack empathy
Temper tantrums
Truant
Poor academics
Conflicts with authority
Bullying
Impulsive
Aggressive
Internal
Isolation
Overly dependent
Moody
Helpless
Apathetic
Bullying victim
Self-abusive
Crier

15. Emotional Support Make learning relevant
Foster positive peer relationships
Teach behavior-management skills
Supportive environment
Help students cope with stress
Instill Hope
Bring in the psychologist

16. Successful Teachers Approachable Patient Truthful Warm Loving
Available, listener, personal interest
Patient
Empathize with struggle to learn and grow up
Truthful
consistent
Warm
Supportive, trust
Loving
Student feels loved, loves the teacher

17. Research Says… Best Teachers Sense of humor Interesting lessons
Know subject
Clear explanations
Helpful
Worst Teachers
Dull, boring lessons
Little to no explanation
Class pets (student kind)
Poor attitude
Expect more than possible

18. Techniques Scanning the Room Circulating around the Room
Practice looking around
Critical for small group work
Positive reinforcement for those on task
Students appreciate recognition
Students know you’re watching
Circulating around the Room
Same as above—just walking instead of standing

19. Consistent Praise Make it Personal Make it Genuine
Make it Specific and Descriptive
“Johnny, thank you for lining up for recess.”
“Way to go, Johnny!”
Specific to more than one student
“Sarah is in line; I see Johnny is in line too.”

20. Proximity Control
Students are motivated—non verbally to get back on task
Students who are on task receive praise
Teacher’s whisper voice
Keeps teacher moving about the room

21. The Teacher LOOK Long, direct, calm stare
Practice this in the mirror
When behavior stops, teacher stops staring
Combined with Proximity control for maximum affect 

22. Student Names Learn student names as soon as possible
Easier to redirect Johnny than “boy in the red shirt”
During instruction mention student’s name during lesson or directions
“ As we do the next problem, Johnny, be sure to line up your decimals.”

23. Moving-In Advanced Technique
Continuous disruptions from student
Teacher gets close to student, makes eye contact and quietly lets student know the consequences of their actions
“Johnny, you have already lost your recess because of talking. You will work quietly on this assignment. If you don’t, we will call mom at work.”

24. Refocusing Argument NEVER ARGUE with a STUDENT
“Chris, sit down and do your math.”
“I don’t want to do my math. You’re not fair.”
“I understand Chris, but you will sit down and finish your work.”
“You’re picking on me!”
“I understand Chris, but you will sit down and finish your work.” repeat as needed
“Okay, but you’re still picking on me.”

25. Management by Walking Around
Once through the room—no stopping-quick
Praise on-task behavior, walk around again
Unpredictable path
Check for mistakes, off-task, concerns
Check—same questions? Pull a mini-group for reteaching or reteach the whole class
Record anecdotal notes/progress

26. Instructional Practices
Focus on Learning
Focused Instruction—student engagement
Effective Questioning Techniques
Feedback and reinforcement
Review/reteach as needed