Effective Classroom Management Strategies: Preventing Discipline Problems

1. Effective Classroom Management Strategies:Preventing Discipline Problems Donna K. Milanovich, Ed.D. Mr. Randal A. Lutz Baldwin-Whitehall School District

2. Session Goals Participant will be able to: • Discuss the importance of establishing classroom rules for behavior • List the steps in developing classroom behavior standards • Explain how classroom and accountability procedures directly influence behavior

3. Session Goals continued • Generate a list of classroom and accountability procedures to use in the classroom • Develop first and second day schedules from a list of classroom and accountability procedures to use in the classroom

4. Guiding Questions • Based on the session discussion, describe the process you would utilize to develop, monitor, and review classroom behavior standards with your students. Use specific examples to explain and clarify steps of the process.

5. Guiding Questions • Evaluate the effectiveness of teaching classroom and accountability procedures as a classroom management strategy to prevent behavior problems within the classroom. Cite specific examples in defending your answer.

6. Need for Standards of Behavior • Teaching is fast-paced and demanding • More than 1,000 daily teacher/student interactions • 150 students/ 6 subjects/ 4 minutes • Diversity of student backgrounds Confusion + Frustration = Reduced Learning Time

7. Effective Teachers • Organize classrooms to prevent disruptive behavior • Engage in proactive behaviors • Teach appropriate behaviors • Monitor own behaviors within classroom

8. Classroom Rules Designed to catch children misbehaving in order to issue punishments or Guidelines or benchmarks that assist children in examining their behavior and how it effects themselves and others

9. Developing Classroom Behavior Standards Key Factors: 1. Involve students in process 2. State rules clearly, avoid generalities 3. Limit number of standards 4. Gain acceptance from the children 5. Monitor student behavior 6. Communicate

10. Developing Standards for Behavior • Discussing the Value of Rules • Developing a List • Getting a Commitment • Monitoring and Reviewing Rules

11. Developing Standards for Behavior Discussing the Value of Rules • Constitutional Rights – Compelling State Interests • Property Loss or Damage • Legitimate Educational Purpose • Health and Safety • Serious Disruption of Educational Process - Judicious Discipline, Forrest Gathercoal (1997)

12. Developing Standards for Behavior Developing a List • List all standards students view as important • State in positive manner • Cover each Compelling State Interest • Teach meaning through activities Jones & Jones, (2001)

13. Developing Standards for Behavior Getting a Commitment • Clarify rules • Seek individual student commitment • Communicate with peers and adults Jones & Jones, (2001)

14. Developing Standards for Behavior Monitor and Review Classroom Rules • Regular review of rules • Individual meetings with students • New Student Meetings • Activities to Review Jones & Jones, (2001)

15. Classroom Rules • Don’t talk while others are talking • Complete all homework • Solve conflicts nonviolently • Follow teacher requests • Demonstrate respect • Do not be tardy to class • Use a 12-inch voice in the classroom • Be prepared for class • Do not take items that are not yours • No food or drink in the classroom

16. Elementary Classroom ProceduresEvertson and Emmer (1982) found five general areas in which teachers taught students how to act: • Students’ use of classroom space and facilities • Students’ behavior in areas outside the classroom, such as the bathroom, lunchroom, drinking fountain, and playgrounds • Procedures to follow during whole-class activities, such as whether to raise a hand to speak, where to turn in work, and how to get help during seatwork

17. Elementary Classrooms continued • Procedures during small-group work • Additional procedures, such as how to behave at the beginning and end of the school day, and when a visitor arrives Jones & Jones, 2001

18. Secondary Classroom ProceduresIn secondary classrooms, researchers found that teachers taught students how to act in four areas: • Beginning the class • Whole-class activities • Procedures related to academic accountabilities • Other activities, such of the end of class period, interruptions in the class, and fire drills Jones & Jones, 2001

19. Academic Accountability Procedures • Work Requirements • Communicating Assignments • Monitoring Student Work • Checking Assignments in Class • Grading Procedures • Academic Feedback Jones & Jones, 2001

20. Teach and Monitor Classroom Procedures • Establish need for procedures • Solicit student ideas • Practice procedures • Reinforce the correct behavior Jones & Jones, 2001

21. Evaluate your methods

22. Instructional Management Skills That Facilitate On-task Behavior • Giving clear instruction • Beginning a lesson • Maintaining attention • Pacing • Using seatwork effectively

23. Instructional Management Skills That Facilitate On-task Behavior • Summarizing • Providing useful feedback and evaluation • Making smooth transitions • Dealing with common frustrations • Planning for early childhood settings Jones & Jones, 2001