Mextesol 2012

2. Classroom Management
and Discipline:
Aren’t they the same?
presented by Luis Franco
Adapted from:
“Classroom Management is not Discipline”
by Harry and Rosemary Wong
And
“Control or chaos: managing classes of primary children in a
positive way.” by Carol Read

3. Think for a moment…
•What are your expectations for this
workshop?
•What would you like to find out about
Classroom Management and
Discipline?

4. Let’s try something different!

5.  What is discipline?
 What is classroom management?
 How are they related?

6. What did you notice?
 “Yelling”  “Traffic light”

7. The Pizza Restaurant
 Bob the pizza owner.
 Bob the teacher.

8. Differences
Classroom Discipline
Management
 Uses procedures  Concerns how
concerning how students behave
things are done. (class rules –
guidelines).
 Uses procedures  Has penalties and
that have no rewards.
penalties or rewards.

9. Why are procedures important?
 Simplifies Ss’ task of succeding in school.
 Minimum of confusion and wasted time.
 They are the foundation that set the
classroom up for achievement in
subsequent tasks.
 Focus on learning.

10. Procedures to consider…
 entering the classroom
 beginning of the period or day
 returning to class after an absence
 arriving to class late
 formation of cooperative groups

11. •responding to questions
•seating arrangement
•collecting/returning student work
•getting materials without disturbing
others
•keeping their workspace clean

12. Planning a procedure
 Think of a class that was challenging for
you to manage in the past:
 Which of the procedures stated above could
have been included?
 Write down a minimum of three steps you
could have used to teach this procedure.

13. The Three-Step Approach to
Teaching Classroom Procedures
 Explain: model and demonstrate the
procedure.
 Rehearse: practice the procedure under your
supervision.
 Reinforce: Re-teach, rehearse, practice, and
reinforce the procedure until it becomes a
student habit or routine.

14. Discipline

15. Responding to behavior
Transactional Analysis (Berne)
A key concept:
STROKES

16. Responding to behavior in class:
The “ABCD strategy” (Carol Read)
 A – “Appropriate” – when Ss are on
task.
 B – “Bearable” – doing things that are
not stopping you from teaching and
other students from learning.
 C – “Caution handle with care” – Off-
task behavior is repeated. It may
interrupt other students.
 D – “Disruptive”– prevents the class
from continuing.

17. A - Appropriate B - Bearable C- Caution D - Disruptive
Description Description Description Description
Response Response Response Response

18. Summary
 What’s the difference between discipline
and classroom management?
 Which one should come first: discipline
or classroom management? Why?
 What is the ABCD strategy?
 What would you like to remember about
this workshop to put in practice the next
time you teach?

19. References
 http://teachers.net/wong/SEP00/
 http://www.macmillanenglish.com/webinar.aspx?id=47122

20. Thank you!
Luis Franco
teacher.luisfranco@gmail.com