Classroom management, first year teacher

1. by
Tamara Carr
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2. What we will cover:
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3.  What rationale/goals underlie your proposed plan?
 What are your self-perceived strengths and weaknesses
with respect to comprehensive classroom discipline?
 What strategies and techniques will you use to address
what you believe are primary (and malleable) causes of
misbehavior?
 What general techniques, and examples of specific
activities, do you intend to use to develop self-discipline
and to prevent and correct discipline problems?
 How does the plan compare to what you are currently
doing?
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4. •Every Situation Is Unique
•Clear Rules In The Classroom, With
Specific Consequences
•Routines To Support Expected Behavior
•You Are Always The Role Model
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5.  The primary aim of school discipline is to manage and
correct student behavior in order to develop self-
discipline.
Managing and correcting student behavior is essential to
a successful &welcoming classroom environment.
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7. •Caring and supportive adult-student relationships. Adults demonstrate
warmth, respect, support, and caring toward all students (irrespective of
gender, race, ethnicity, socioeconomic background, disabilities, previous
history of behavior). Every student has a supportive relationship with at
least one adult at school.
•Authoritative approach to prevention and correction. In general, the
schoolwide approach to discipline is authoritative, but not harsh and
controlling, or permissive. There is a healthy blend of support and respect
along with structure, high expectations, and supervision.
•High expectations for all. Adults convey a general attitude that all children
can succeed both academically and socially. High academic and behavioral
expectations permeate the classroom and school atmosphere, as reflected in
both policies and practices.
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8. 1.10: Strategic use of praise and rewards: Praise and
rewards are used strategically to recognize and
reinforce social and emotional competencies that
underlie prosocial behavior (even when rewards are
not salient.) For example, students are routinely
recognized with praise and occasionally with rewards
for demonstrating empathy, caring, responsibility and
respect.
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10.  Focus on the message: emphasize the informative rather than the
controlling function of praise &rewards
 Avoid teaching students that the most important reason to act in a
morally & socially responsible manner is to earn rewards or to be
praised
 Praise & reward the cognitive & emotional processes & dispositions
associated with self-discipline
 Use rewards only occasionally for behavior that is intrinsically
motivated & more often for behavior that is not intrinsically
motivated
 When used for purposed of reinforcement make praise & rewards
contingent on the success in demonstrating desired behavior or the
effort expended
 Highlight the present & future usefulness of the behavior praised &
rewarded
 Encourage students to self-evaluate & self-reinforce their prosocial
behavior & to take pride in their own behavior
 Actively involve students in determining the rewards, the behaviors
to be rewarded & in praising & rewarding others
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11. Clear and fair behavioral expectations and rules.
Behavioral expectations and classroom and school
rules (and their consequences) are clear fair and
consistently enforced. They are taught early in the
school year and are reviewed as often as needed;
schoolwide expectations are worded positively and
posted in classrooms and hallways; students and
parents are presented with classroom
expectations/rules and the code of conduct.
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14.  III.2 Awareness of rules and policies. All school staff,
students, and parents are informed of school rules,
consequences, and due process rights. At the classroom
level, students are aware of the classroom rules and are
reminded of such, as appropriate, throughout the school
year.
Teaching rules and routines to students at the beginning
of the year and enforcing them consistently across
time increases student academic achievement and task
engagement (Evertson&Emer, 1982; Johnson, Stoner &
Green, 1996).
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15. III.7 Self-discipline in correction. Disciplinary
encounters are approached as learning opportunities.
Correction procedures include teaching students
problem solving strategies that they can use to help
prevent the behavior from recurring and are
encouraged to assume responsibility and reflect upon
the impact of their behavior on self and others.
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16.  Problem solving during correction: the problem-solving meeting & reflection action
plan
 The problem solving meeting goals:
 To encourage reasoning and behavior that is not centered solely on punishment and
rewards
 To encourage responsibility for one’s choices and behaviors
 To encourage the valuing of relationships with others
 Three goals lead to four action steps:
 Identify the problem behavior & explore why it occurred
 Discuss why the behavior is indeed a problem
 Encourage responsibility for ones actions, including accepting consequences & fixing
the problem where appropriate
 Help the student determine how to avoid repeating the behavior: generate alternative
solutions, evaluate each solution, choose the best solution & commit to it
 The reflection action plan
 Self management techniques
 Goal setting
 Self-instruction
 Self-recording
 Self-evaluation
 Self-reinforcement or
 Self-punishment
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17.  III.6 Supports and modifications. Adults in the school
reflect upon what they might provide or change in the
classroom and school to improve student behavior. For
example, as needed, curriculum adaptations are made;
seating arrangements are changed; increased
monitoring, supervision, and positive reinforcement of
behavior are provided; and home and/or peer support
is solicited.
Studies show problem behavior is influenced by the
amount of supervisor-to-student interactions
(Simonsen, Fairbanks, Briesch, Myers &Sugai, 2008).
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18.  Provide multiple opportunities for students to apply &
practice social, emotional & moral competencies of self
discipline
 Service learning (servicelearing.org)
 Peer-assisted learning (devstu.org/csc)
 (Peer mediation)
 Class meetings (Classmaps)
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20.  Academic instruction & activities engage & motivate
learning providing
 Demonstrate caring & support for all students
 Promote positive & prevent negative peer interactions
 Create a physical environment that is safe & conducive
to teaching & learning
 Establish social emotional& academic expectations that
are clear, high reasonable & responsive to developmental
cultural & individual differences
 Establish predictable procedures & routines
 Establish fair rules & consequences
 Monitor student behavior frequently & respond quickly
to early signs of misbehavior
 Academic instruction & activities engage & motivate
learning providing
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