1. Classroom
Management
Leading Theories 1

2. Leaders in the field Kounin Jones Ginott Dreikers Canter Skinner
Glasser

3. Kounin Conducted studies examining the
influence of certain teacher behaviors
on the tendencies of students to be
on-task (K-college)
Withitness
Organization 2

4. Withitness
Teacher consistently takes action to suppress misbehaviors of exactly those students who instigated the problems
When 2 discipline problems arise concurrently, the teacher typically deals with the more serious one first.
Teacher decisively handles instances of off-task behaviors before the behaviors either get out of hand or are modeled by others 3

5. Response to misbehaviors
How does a teacher’s handling of one student’s behavior affect the behavior of other students?
When a teacher’s response to a student’s misbehavior includes anger, threats, physical handling or indications of stress, other students become anxious and nervous but the chances that they will exhibit the misbehavior themselves in the future are not reduced. 4

6. Organization/management
On-task behavior dependent upon
how smoothly teachers move from one learning activity to another
how efficient they are
how well momentum is maintained. 5

7. Reduce Boredom/Increase engagement in learning activities
Keeping students apprised about what they were accomplishing as lesson progresses
Interjecting challenges for students at different stages of the lesson
Using a variety of approaches in learning activities 6

8. Jones 50% of allocated time is lost because of off-task behaviors
99% of off-task behaviors take one of several forms 7

9. Massive time wasting is epidemic in schools
Students typically either talk out of turn, clown, daydream, or move about without permission
Antisocial, dangerous behaviors represent only minute proportion of the time that students spend off-task
Massive time wasting is epidemic in schools 8

10. Incentive systems for students Efficient individual help for students
Jones’ Suggestions
Body Language
Incentive systems for students
Efficient individual help for students 9

11. Body Language and proximity
Eye contact
Facial expressions
Gestures
Physical proximity to students
The way your carry yourself
Calm control
Plan activities that allow you to roam among the students 10

12. Incentives Free time to watch video
Have free time to talk or play a game
Listen to music (with earphones) 11

13. Ginott Cooperation Through Communication
Teachers should verbalize to students descriptions of situation and behaviors but never value judgments about individuals themselves
Avoid Labels
Praise students work and desirable behaviors, not individuals
Focus on the behavior to be changed 12

14. Dreikurs
Teachers who fail to establish and enforce rules for conduct leave their students confused and lacking in guidance for being on-task 13

15. Democratic Classrooms
Have a voice in the determination of rules
Suffer the logical consequences of their own misbehaviors rather than submit to arbitrary punishment
Are motivated to be on-task because of the intrinsic benefits derived from being on-task 14

16. Mistaken Beliefs about Social Acceptance
Students’ misbehaviors are attributable to mistaken beliefs about how to obtain the recognition they seek.
Attention getting
Power seeking
Revenge seeking
Displaying inadequacy 15

17. Attention-Seeking
Prefer being punished, admonished, or criticized to being ignored.
Give attention when they are on-task and cooperating. 16

18. Power Seeking
Refers to students’ mistaken belief that, if a teacher doesn’t let them do what they want, then the teacher does not approve of them. Power-seeking students attempt to provoke teachers into struggles of will. 17

19. Revenge Seeking
Power-seeking students are likely to develop resentment toward those to whom they have lost battles of will. They feel hurt by others who have displayed power over them. Consequently, they want to hurt others to display their own power and thus achieve status. 18

20. Displaying Inadequacy
Uses inadequacy as an excuse when they are discouraged. 19

21. Canter Assertive Discipline Use the assertive response
Recognize fallacies in reasons for excusing off-task behaviors
Specify exactly what types of behaviors will be required and what types will not be tolerated 20

22. Persist in following through with the plan
Develop a plan for encouraging on-task behaviors and discouraging off-task behaviors
Persist in following through with the plan
Seek and expect support from parents, instructional supervisors, and school administrators 21

23. Canter emphasized the needs of teachers
Canter emphasized the needs of teachers. Learned that they have trouble stating exactly what they mean -- or want. 22

24. Behaviorist Based on B. F. Skinner Behavior modification
Refers to the behaviorist approach by which students’ environments are manipulated to increase the chances of desired behaviors’ being rewarded while undesirable behaviors go unrecorded. We condition students to being on-task. 23

25. Glasser Rational Choices Inexcusable behavior
Understanding why a student exhibits undesirable behaviors is no reason to tolerate them. Students are rational beings and quite capable of choosing to cooperate and be on-task. Teacher should never compromise his/her standards. 25

26. Group Meetings Concerning social conduct
Open-ended meetings for discussing important subjects
Discussing how well students are progressing
Held to solve problems 27

27. Rules
Rules should be established cooperatively by teachers and students
Rules should be strictly and consistently followed 26

28. A NOTE ABOUT RULES
ROUTINES
PROCEDURES
RULES
CONSEQUENCES 24