Classroom Management Philosophies

1. Classroom Management Philosophies B.F. Skinner by Julie Kasper Lee And Marlene Canter by Robert Ballard Fredrick Jones by Jason C. Leib Marvin Marshall By Angela Thompson

2. B.F. Skinner Classroom Management Philosophy

3. B.F. Skinner's theories on discipline in the classroom have helped to mold the way teachers instill discipline in their students for decades. His theories were not directed at classroom behavior, but his findings • Have influenced and led the way in many classroom discipline methods since the 1960s

4. Main points of his theory • B. F. Skinner’s entire system is based on operant conditioning.  The organism is in the process of “operating” on the environment, which in ordinary terms means it is bouncing around its world, doing what it does.  During this “operating,” the organism encounters a special kind of stimulus, called a reinforcing stimulus, or simply a reinforce.  This special stimulus has the effect of increasing the operant -- that is, the behavior occurring just before the reinforce. 

5. A behavior followed by a reinforcing stimulus results in an increased probability of that behavior occurring in the future.

6. Reinforcement • A positive reinforcement is "a stimuli following an event that causes this event to occur again or speed up." This is where if a student does something that is pleasant, that student recieves a reward. Examples of this is where a student is given praise or a piece of candy for turning in their project on time as asked. • A negative reinforcement is "contingency removal of aversive stimuli." A common misconception of negative reinforcement is the same as punishment. However, negative reinforcement is where a student has something that is unpleasant, taken away from them for doing something good. Examples of this would be to give the student a "no homework" pass or take away a day of a week long detention for good behavior.

7. A punishment is "a consequence following a behavior that decreases the likelihood of the behavior occuring again." This occurs when a student has done something bad like break a classroom rule or social standard. Thus one of two things can happen. Either an unpleasant stimuli is given to the student such as an extra essay assignment, or a pleasant stimuli is taken away from a student such as taking away Preferred Activity Time or removing their chair.

8. Student’s thoughts and feelings • A major complaint of many critics is that all of Skinner's experiments were done on animals and allow no room for independent decision making, that all men are equal in their ability to think and to respond

9. Creating an orderly and stable classroom environment has helped provide the essential foundation for improving classroom behaviors, study habits, and organizational skills. The key is to be consistent in applying the positive and negative consequences. When students are learning new behaviors such as positive social skills, a combination of the following strategies has demonstrated the most success: Modeling Rehearsing appropriate behavior Role Playing Continuous Reinforcement Prompting

10. Teacher Control in Establishing Rules • Skinner believed that teachers should supply immediate feedback to students- ie. not allow students to complete a complete worksheet before giving feedback The teacher should work with students on one question at a time, not allowing students to continually make the same mistakes repeatedly .

11. Contingency Contracting This contract between the student and teacher specifies what behaviors are appropriate and which are not by listing what types of rewards or punishments will be received. • Token economy In a token economy, students are given some type of token for appropriate behaviors, and those tokens can later be exchanged for prizes or privileges. • Incentive System Applying an incentive system should involve all students in the classroom. It would be designed to shape a misbehaving child's behavior. For example, this system could be set up to reward the whole class for total class compliance • Encouragement System The teacher could focus on one target behavior to work on with the erring student, at first ignoring his other misbehaviors. For instance, the teacher could give the offender a reward card. For every problem that student completes correctly, he would get a hole punched in his card. After so many holes, the student would be rewarded some kind of prize, like candy. Make it sugar-free, please.

12. Teachers and school districts determine classroom rules and what are the punishments and reinforcements that go along with breaking or obeying those rules.

13. Situation • Students working in small groups on a project. One student begins to talk in an angry way to another of his group members, stands up, and tosses papers aside. • Using your author’s theoretical approach, how would you talk to or communicate with the student? • How might your actions be affected if the student were of a different ethnic group from you? • Based upon what you discovered from your author, what do you feel would need to be said to that student and what might you say?

14. Response to Situation: B.F. SKINNER • B. F. Skinner’s operant conditioning theory of motivation is that the consequences of our past actions influence our future actions in a cyclical learning process. • The key is to be consistent in applying the positive and negative consequences. He believed teachers should supply immediate feedback. In the case of the student talking in a angry tone with his group members and tossing the paper aside the teacher would handle the situation by: • Offering some sort of positive reinforcement that is especially preferred by the student which is contingent upon group success.

15. Response to Situation: B.F. SKINNER • B.F. Skinner, stated that "the consequences of an act affects the probability of it occurring again." • Unless children are rewarded for good behavior, and punished for violent behavior, they will not learn to control themselves. • The combination of positive and negative reinforcements will largely determine how a person behaves later in life. 

16. Lee and Marlene Canter Philosophy of Classroom Management

17. Degree of Teacher Control • Assertive discipline is an approach to classroom management developed by Lee and Marlene Canter. It involves a high level of teacher control in the class.

18. Degree of Student Control • Assumptions of this approach include: Students will misbehave. Students must be forced to comply with rules. • Punishment will make students avoid breaking rules and positive reinforcement will encourage good behavior.

19. Concern for Student’s Thoughts and Feelings • There is concern for the students feelings as teacher’s are not to be seen as hostile toward the students. • The underlying goal of assertive discipline is to allow teachers to engage students in the learning process uninterrupted by students’ misbehavior.

20. Theoretical Basis • In 1970 Lee began serving as a psychiatric social worker for children in southern California. He soon realized that if teachers were trained to manage their students’ behavior, they could have a positive impact on those students’ lives.

21. Children’s Decision Making • External focus of control where rules and consequences are determined by an authority figure and students are told they can choose to obey or not.

22. Main Points of The Theory • Recognizing and supporting them when they behave appropriately, and on a consistent basis letting them know you like what they are doing. • Students obey the rules because they get something out of it. • Students understand the consequences of breaking the rules.

23. Teacher Reactions • Dismiss the thought that there is any acceptable reason for misbehavior. • Decide which rules (4 or 5 are best) you wish to implement in your classroom. • Determine negative consequences for noncompliance. • Determine positive consequences for appropriate behavior. • List the rules on the board along with the positive and negative consequences.

24. Handling Misbehavior • The approach maintains that teachers must establish rules and directions that clearly define the limits of acceptable and unacceptable student behavior, teach these rules and directions, and ask for assistance from parents and/or administrators when support is needed in handling the behavior of students

25. Situation • Students working in small groups on a project. One student begins to talk in an angry way to another of his group members, stands up, and tosses papers aside. • Using your author’s theoretical approach, how would you talk to or communicate with the student? • How might your actions be affected if the student were of a different ethnic group from you? • Based upon what you discovered from your author, what do you feel would need to be said to that student and what might you say?

26. Response to Situation:Lee and Marlene Canter • I would let the student know that the type of behavior he is displaying is not acceptable in this classroom. I would also tell him he has 2 choices to choose from. * Spend the next week working on the project during lunch with me. * Take a failing grade for the assignment and spend lunch with me for the next 2 weeks.

27. Response to Situation:Lee and Marlene Canter • I would offer the same choices to any student of any ethnicity. • I would let the student know that interrupting the learning of others is not tolerated, also that negative behavior usually comes with its own set of consequences.

28. Fredric Jones Clinical Psychologist Positive Classroom Management.

29. The basic assumptions of Positive Discipline Model are that children need to be controlled and that teachers can achieve this control through body language, administration, and parental support.

30. Degree of teacher control • Holding and communicating high expectations for student learning and behavior. • Establishing and clearly teaching classroom rules and procedures. Effective managers teach behavioral rules and classroom routines in much the same way as they teach instructional content, and they review these frequently at the beginning of the school year and periodically thereafter. • Specifying consequences and their relation to student behavior. Effective managers are careful to explain the connection between students' misbehavior and teacher-imposed sanctions. This connection, too, is taught and reviewed as needed.

31. Degree of student control in establishing rules • Help with making classroom rules in the beginning of the year • Vote periodically on teacher approved incentives (PAT):Preferred Activity Time

32. Concern for students thoughts, feelings • If students feel they are respected as individuals, they will want to act with similar behaviors

33. Theoretical Basis • Dr. Jones received his Ph.D. in clinical psychology from UCLA specializing in work with schools and families • Dr. Jones developed methods of helping children with severe emotional disorders as head of the Child Experimental Ward of the Neuropsychiatric Institute. • Dr. Jones continued to develop the non-adversarial management procedures that were to become Positive Classroom Discipline and Positive Classroom Instruction.

34. How do they view children In regards to making decisions? • Self regulate other student behavior because they will loss there Preferred Activity Time • using a student’s natural tendencies to guide them in the learning process • believer in trust and responsibility amongst the students

35. Main points • Provide a structured classroom learning environment: A teacher in a structured classroom with expectations and consistency in instruction and classroom management creates classroom magic. The physical structure of chairs and room arrangement can allow the teacher greater access to students who need proximity and more individualized attention. • Create classroom control by creating effective instruction: Teachers can create effective classroom control by providing consistent instruction that is engaging and performance based. By implementing real-life application strategies in lesson planning, teachers can keep students in self-control and interested in the learning process and outcome. • Set limits and classroom management consequences: Teachers are under contracts to maintain control of the classroom. By providing students with limits and consequences for off-task behavior and learning disengagement, the classroom becomes a win-win learning community for the teacher and students. • Build collaborative and cooperative learning communities: Jones (2000) proposed an incentive reward system titled PAT (Preferred Activity Time) that can be used to celebrate student achievements and accomplishments. • Have a back-up plan: Teachers should have a back-up plan that includes scenarios and consequences for minor infractions or one time student disruptions. The plan can be as simple as a warning to as complex as after school detention.

36. What should teachers be doing/not doing when students misbehave Do DON’T • Reacting calmly to a situations will help to defuse conflict and promote control in the classroom. • problems are dealt with swiftly and consistently • Use body language and proximity to deter bad behavior • Parents & administrators can be used to gain control over student behavior • Take away PAT time from class • Ignore the behavior • let the behavior continue • Make exceptions for students

37. How should teachers approach students who misbehave according to the author • Early response to problem behavior and limit setting followed by warning • Follow through the next time (consistency) • Effective delivery of student to time out if she resists • Effective response to problems that student might cause while in time out

38. Situation • Students working in small groups on a project. One student begins to talk in an angry way to another of his group members, stands up, and tosses papers aside. • Using your author’s theoretical approach, how would you talk to or communicate with the student? • How might your actions be affected if the student were of a different ethnic group from you? • Based upon what you discovered from your author, what do you feel would need to be said to that student and what might you say?

39. Response to Situation: Fredric Jones • I would walk calmly over to the student and state to the student that they need to go to the time out area and think about their actions. When they could behave correctly that they may re-enter the class. When student re-entered the class we would discuss there actions and make a decision on if PTA would be loss for the whole class and if parents and administration need to be contacted because of their actions.

40. Response to Situation: Fredric Jones 2) My actions would not change based upon their ethnicity 3) When the student reentered the room. I would ask what could be so bad that you had to throw their paper everywhere? (Hear their side of the story) Then we would talk about the consequences for their actions.

41. Marvin Marshall Discipline Without Stress

42. 1.What is the degree of teacher control in establishing rules and norms? • Teach- instead of posting "Rules" that focus on obedience, consider posting "Responsibilities" that empower and elevate.Be proactive rather than waiting and having to react. • Responsibilities:  *HAVE MY MATERIALS  *BE WHERE I BELONG  *FOLLOW DIRECTIONS  *DO MY ASSIGNMENTS  *BE KIND TO OTHERS • Three (3) principles to practice: (1) Positivity - establishing good relationships (2) Choice - using a non-coercive—but not permissive—approach, and (3) Reflection – prompting change

43. 2.What is the degree of student control? *Uses the Hierarchy of Social Development *It is all about choices and responsibility for ones actions. *Motivation is prompted so young people develop a desire to be responsible and self-disciplined and put forth effort to learn.

44. 3.Is there concern for student’s thoughts and feelings etc.? • Yes, through: • 1) Positivity is a more constructive teacher than negativity. • (2) Choice empowers. • (3) Self-evaluation is essential for lasting improvement. • (4) People choose their own behaviors. • (5) Self-correction is the most effective approach to change behaviors. • (6) Acting responsibly is the most satisfying of rewards. • (7) Growth is greater when authority is used without punishment.

45. 4.Do they have a theoretical basis or root? • Proactive and non-coercive (but not permissive) approach • Has a system that uses internal motivation—rather than relying on external approaches (bribes, manipulation, threats or punishment) • Is certified by the William Glasser Institute on Reality Therapy and Choice Theory.

46. 5.How do they view children in regards to making decisions? This approach suggest that the student should: • Acknowledge their own inappropriate behavior • the student self-evaluates • the student takes ownership of the problem • the student develops a plan In the process, the student grows.

47. 6. What are the main points of the theory? • “The system is based on the simple fact of life that a person can be controlled by another person but only can be changed by the actual person. This understanding that individuals can only change themselves is critical to successfully influencing young people to have them become more responsible”. (Marshall)

48. 7.Does and Don'ts for misbehaving students Don’t: • Give rewards- rewards reinforce their childish values • Be permissive • Use discipline techniques Do: • Foster the values that promote responsible behavior • Be non-coercive • Practice good classroom management skills

49. 8.How should teachers approach children who misbehave? The Raise Responsibility System • A. (Teaching) Teach the hierarchy of social development that has two unacceptable levels of behavior and two acceptable levels. The levels are outlined at A Letter to Parents. The hierarchy has built-in choices and promotes the desire for internal motivation--rather than external manipulations of rewards or coercion through threats and punishments. See AboutDiscipline.com. • B. (Asking) To immediately stop irresponsible behavior, check for understanding by asking the student to reflect or identify the behavioral level chosen. This step enhances self-discipline. • C. (Eliciting) If irresponsible behavior continues, elicit a consequence or a procedure to help the student help him or herself. This is in contrast to the usual discipline approach of imposing a consequence that disempowers and alienates.

50. Situation • Students working in small groups on a project. One student begins to talk in an angry way to another of his group members, stands up, and tosses papers aside. • Using your author’s theoretical approach, how would you talk to or communicate with the student? • How might your actions be affected if the student were of a different ethnic group from you? • Based upon what you discovered from your author, what do you feel would need to be said to that student and what might you say?