Management Of Classroom

Discipline
Concept of Classroom Discipline
Related to control aspects of teaching
and learning.
Refers to actions taken by teachers to
eradicate, inhibit, or minimize
behaviour problems and their
responses to problems when they
happen to occur in the classroom.


Behavior Modification
(Skinner)
Behavior modification is one of the five
main types of child discipline.
It's based on an underlying principle
that guides a lot of discipline
strategies.
Its a straightforward process that uses
a behaviorist approach to explain the
science behind behavior change.
Although it was based on research
with lab rats, its definitely applicable
to humans as well.
Cont.
Behavior modification consists of four
main components; positive
reinforcement, negative reinforcement,
positive punishment and negative
punishment.
Teachers can apply this principle by
using reinforcement to encourage
good behaviors to be repeated and
punishment to discourage negative
behavior from being repeated.
Punishment is used to stop
negative behaviors.
Although it sounds
confusing to refer to a
punishment as positive, in
operant conditioning,
positive means adding a
consequence that will deter
the child from repeating the
behavior.
Of course when it comes to
discipline, its important to
distinguish that there is
a difference between
consequences and
punishment.
If kids receive positive
punishment too often, it can
cause them to focus more
on their anger toward the
punisher for the punishment
rather than truly learning
from their mistake and
focusing on how to do
things differently.
Positive Punishment
Negative Punishment
Negative
punishment involves
taking something
away from a child
that the child enjoys.
Examples
include taking away
privileges or
removing positive
attention.
These can be very
effective ways to
help students learn
from mistakes.
Positive Reinforcement

Refers to giving a child
something that will reinforce
the behavior and motivate the
child to repeat the behavior.
Discipline that relies mostly on
positive reinforcement is
usually very effective.
Examples of positive
reinforcement include praise,
ora reward system, and they
can all be very
effective positive
consequences.
Negative
Reinforcement
It is when a child is
motivated to
change his
behavior because it
will take away
something
unpleasant.
Student who stops
a behavior because
teacher is yelling at
him/her is trying to
get rid of the
negative reinforcer
(the yelling).
Negative
reinforcement
should be used
sparingly with kids
as it is less likely to
be as effective as
positive
reinforcement.
Assertive Discipline (Canter)
Assertive
Discipline
Involves a high
level
of teacher control
in the class.
It is also called the
"take-control"
approach.
The teacher
controls their
classroom in a firm
but positive
manner
Teachers must
establish rules and
directions that
clearly define the
limits of acceptable
and unacceptable
student behavior.
Goal of assertive
discipline is to
allow teachers to
engage students in
the learning
process
uninterrupted by
students behavior.
Dreikurs model for classroom
management
=
Logical Consequences
Discipline Model
Key Ideas
Student behaviour
human need (
social recognition
& acceptance)
They want to feel
they have value &
contribute to the
classroom
If not, students
participate
misbehaviour
Misbehaviour
seeking
attention,
gaining
power,
taking
revenge,
displaying
inadequacy
The goal in each case
is to elicit certain
responses from
teachers.
Teachers should quickly
identify the mistaken
goals and act to avoid
their reinforcement.
Teachers should
encourage student's
efforts while avoiding
praise of either their
work or character.
Teachers should teach
students that unpleasant
consequences always
follow inappropriate
behaviour

Types of teacher
Autocratic
Permissive
Democratic
Teachers force their will on
students in order to control the
class.
Motivate students with
outside pressures rather than
stimulate motivation from
within.
Lead to problem behaviour.
Students fail to learn that
successful living in general
society requires them to follow
rules.
They do not learn that
acceptable behaviour requires
self-discipline. Teachers are neither permissive
nor autocratic. (firm guidance
and leadership by establishing
rules)
It involves teaching students to
establish an inner control that
permits them to choose
behaviour which suit them.
Application of the Model
Nathan will not work

Nathan is quite docile in Mr. Smith's class. He never disrupts the class and has
little contact with other students. Regardless of Mr. Smith's best efforts Nathan
rarely completes an assignment. Nathan doesn't seem to care. He makes little
effort. He is simply there - a mere physical presence in the classroom!

How would Dreikurs deal with Nathan?

1. Identify Nathan's mistaken goal. (Mr. Smith can do this by checking his own
reaction to Nathan's lethargy and by noting the reactions of other students when
he attempts to correct him.)
2. If Nathan's mistaken goal is attention seeking, ignore him.
3. If Nathan's mistaken goal is gaining power, admit that Nathan has power: "I
can't make you do your work. What do you think I should do?"
4. If Nathan's goal is taking revenge, ask other members of the class to be
especially encouraging to him when he displays any pleasing behaviour.
5. If Nathan's goal is to appear inadequate, encourage any favourable behaviour
and give him continual support for it.
6. Gently confront Nathan with his mistaken goal and draw him into discussion
about it and his related behavior.

Kounins model for classroom
management
=
Group Management Discipline Model
Key Ideas
The ripple effect =
Teachers correct
misbehaviors in one
student,-influences the
behavior of nearby
students.
'withitness= teachers
should know what is
going on in all parts of
the classroom at all
times.
Movement Management
= The ability to provide
smooth transitions
between activities, and
to maintain consistent
momentum within
activities is crucial to
effective group
management.
Overlapping = teachers
ability to attend to two
issues at the same time
Student satiation
(boredom) can be
avoided by providing a
feeling of progress and
by adding variety to
curriculum and
classroom environment
The Ripple Effect

The ripple effect
may occur as the
teacher gives
encouragement
("Good, I see that
many of you are
almost finished")
The teacher gives
reprimands ("I see a
few people who may
have to stay in after
class to finish")
The ripple effect is
most powerful at the
early
childhood/primary
level. It is weaker at
the secondary and
college levels where
it depends on the
popularity and
prestige of the
teacher.
Withitness
Teachers' knowing what
was going on in all areas
of the classroom at all
times
If students perceive that
teachers are with it (in that
they immediately choose
the right culprit and correct
misbehavior), they are less
likely to misbehave,
especially in teacher-
directed lessons.
Handling the correct
deviant on time is more
important to classroom
control than is firmness or
clarity of a desist.
Overlapping

A teacher is meeting with a small group and notices that
two students at their seats are playing cards instead of
doing their assignment. The teacher could correct this
either by:
Stopping the small
group activity, walking
over to the card
players and getting
them back on task,
and then attempting to
reestablish the small
group work
Having the small
group continue while
addressing the card
players from a
distance, then
monitoring the
students at their desks
while conducting the
small-group activity.
Overlapping loses its
effectiveness if the
teacher does not also
demonstrate
withitness. If students
working independently
know that the teacher
is aware of them and
able to deal with them,
they are more likely to
remain on task.
Movement
Manageme
nt
Focus on pacing,
momentum, and
transitions.
Teachers' ability to
move smoothly from
one activity to the
next, and to
maintain
momentum within
an activity has a
great deal to do with
their effectiveness
in controlling
behavior in the
classroom
In smooth
transitions, student
attention is turned
easily from one
activity to another,
thus keeping
student attention
on the task at
hand.
Application of the Model
(Donna will not work)

Donna, in Mr. Jake's class, is quite docile. She never disrupts class and does little
socializing with other students. But despite Mr. Jake's best efforts, Donna rarely
completes an assignment. She doesn't seem to care. She is simply there putting
forth virtually no effort. How would Kounin deal with Donna? Kounin would
suggest to teachers that they use the following sequence of interventions until
they find one that is effective with Donna.

Use the ripple effect. "I see many people have already completed half their work."
Look at Donna, later comment, "I'm afraid a few people will have to stay late to
complete their work".
Let Donna know you are aware she is not working. Say to her, "I see you have
barely started. This work must be done today!

Call on Donna in discussions preceding independent work, as a means of
involving her in the lesson.
Point out Donna's progress when it occurs: "Good! Now you are on the track!
Keep up the good work."
Provide variety. Continually challenge Donna to accomplish more.
Hold Donna accountable with group focus techniques. Do not disregard her just
because she has been nonproductive.

Glasers model for classroom
management
=
Reality Therapy Discipline Model

Key Ideas
Students are
rational beings.
They can control
their own
behavior. They
choose to act the
way they do
Teachers must
always try to help
students make
good choices.
Reasonable
consequences
should always
follow student
behavior, whether
it is good or bad
Classroom
meetings are
effective vehicles
for attending to
matters
concerning class
rules, behavior
and discipline
What Teachers Should Do

Stress student
responsibility
Establish rules
that lead to
success
Accept no
excuses
Call for value
judgment
Suggest
suitable
alternatives
Invoke
reasonable
consequences
Application of the Model

(John will not work)

John, a student in Mrs. Jade's class, is quite docile. He never disrupts class and
does little socializing with other students. But despite Mrs. Jade's best efforts,
John rarely completes an assignment. He doesn't seem to care. He is simply
there, putting forth virtually no effort. How would Glasser deal with John?
Glasser would first suggest that Mrs. Jade think carefully about the classroom and
the program to try to determine whether they contain obstacles that prevent John
from meeting his needs for belonging, fun, power, and freedom. He would have
Mrs. Jade talk directly with John about this matter. If changes are needed for him,
Mrs. Jade should make them if possible.
If no changes seem warranted, Glasser would have Mrs. Jade talk with John so
as to accomplish the following:
Make sure John understands his work responsibilities as a student in the class.
Make sure John understands that he can choose his behavior - to work or not -
and that his choice brings with it either desirable or undesirable consequences.
Accept no excuses from John for not beginning and completing his work.
Help John identify some alternative behaviors from which he can choose.
Continually press John to make value judgments about his choice of behavior
Make sure that when John shows improvement, he receives consequences that
are very attractive to him. 7. Never give up on John.