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Spring 2010. Managing Student Behavior. Classroom Management. Dr. Rodney Davis EDU 6629. Leading Questions. Why do principals report that this is one of the areas in which new teachers are the weakest? Why do teachers ask for additional help in this area?

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Spring 2010

Managing Student Behavior

Classroom Management

Dr. Rodney Davis

EDU 6629

leading questions
Leading Questions
  • Why do principals report that this is one of the areas in which new teachers are the weakest?
  • Why do teachers ask for additional help in this area?
  • Is this session about classroom operation or student discipline?
management skills
Management Skills
  • Planning
  • Evaluating
  • Reflecting
  • Communicating
  • Prioritizing
  • Reporting
  • Directing
  • Delegating

Sadly very little of your

Teacher preparation

Programs were devoted

To equipping you

With these skills

successful teacher managers
Successful Teacher Managers
  • Responsive and sensitive to student behavior
  • Creators of and conduits for the establishment of a positive atmosphere in the classroom where the students are respected and self-disciplined.
  • Knowledgeable facilitators of meaningful learning experiences in a safe environment.
no management experience
No Management Experience
  • Few teachers come into the profession with experience in managing adults much less children.
  • Is this experience necessary?
management vs leadership
Management vs. Leadership
  • Are teachers managers of the classroom or leaders of it?
  • Does the difference matter?
  • Manage things
  • Lead people
key to successful management
Key to Successful Management
  • Set clear expectations of conduct appropriate to the students’ level of development.
  • Practice Consistency in the application of standards
is there a connection between good teaching and managing student behavior
Is there a connection between good teaching and managing student behavior?
  • “Plan a meaningful, relevant lesson that reflects the school district and state standards, be pleasant, well organized and the teaching of your classes will become a source of continuous personal accomplishment and student achievement, (Skolnik, 2003)
  • This statement is the essence of good teaching.
  • Good teaching can only take place when student behavior is well-managed.
  • Key: No amount of planning and exquisite delivery will overcome an out of control classroom.
  • Typically, novice teachers minimize the importance of control in favor of a well-planned lesson.
good teaching management cycle
Good Teaching & Management Cycle

Good Teaching

Well Managed Classroom

foundation of a well managed classroom
Foundation of a Well-Managed Classroom
  • Order, is the basis
  • Positive Learning Environments don’t just happen.
    • Cultivated from the beginning of the school year
  • Order, does not mean
    • Absolute silence, hands folded, sitting at attention.
    • Lack of enthusiasm
    • Teacher directed discussions
    • Students passive
foundation of a well managed classroom11
Foundation of a Well-Managed Classroom
  • What do we mean by order?
    • The means by which our students know the teacher’s expectations for the class and the consequences when they do not meet the expectations.
    • Resulting actions of our students to directions we give as we strive to accomplish course/class objectives.
    • How we communicate with our students in a fair and non-preferential manner.
foundation of a well managed classroom12

A well managed class


Foundation of a Well-Managed Classroom
  • Summary: Order is how educators establish the expected conduct of the class, and how students react to the expectations, and how the expectations are communicated.
  • Key: What constitutes order for one teacher may be quite different from order for another teacher.
    • Creating a sense of order in the classroom is foundational to managing student behavior.
  • How do we create a sense of order?
creating a sense of order
Creating a Sense of Order
  • Developing a Sense of Order requires:
    • A written Code of Conduct
    • Maintaining Consistency/Routine
    • Addressing Teacher Demeanor
    • Creating a Classroom of respect and rapport.
code of conduct
Code of Conduct
  • Students want to know what is expected of them and the consequences.
  • What is it:
    • A written document that outlines teacher expectations and student expectations.
    • Collaboratively developed
    • More than a list of class rules
  • Core Elements of a Code of Conduct:
    • Fairness: All students treated equitably
    • Standardization: Systematic
    • Consistency: Application
sample entries from codes of conduct
Sample Entries from Codes of Conduct
  • High School: Students wanted the schedule of work on a weekly basis. Allowed them to plan ahead.
  • Teacher agreed to stay one night per week after school for consultations. (office hours)
  • Elementary: Students wanted helper assignments changed more frequently than once a week.
sample code of conduct
Sample Code of Conduct

English 101, ABC High School

  • The Teacher will:
  • Provide a written weekly schedule of assignments.
  • Consequence:
  • Failure to provide the schedule, teacher forfeits the right to deduct points for late work.
  • The Student will:
  • Complete all assignments by the due date
  • Consequence:
  • Late work will have 5 points deducted from total score for each day its late.
what other expectations should be included
What other expectations should be included?
  • Codes should contain other pertinent school and district policies (attendance, dress code)
  • They may be specific to a classroom
  • Codes are “living” documents and should be updated frequently.
  • Stressed regularly-
    • Once a week
    • Whenever a change needs to be made
    • As needed.
  • Code needs to be modeled, flexible, have student input, meet school standards, reinforced, and refined to get student buy-in
maintaining consistency routine
Maintaining Consistency/Routine
  • What is meant by routine?
    • A consistent way of behaving
  • What is the value of a routine?
    • Efficiency: Gets past housekeeping items quickly
    • Consistency: Students know what to expect
    • Communicates that the students’ time is valuable and the learning activities are important
teacher demeanor
Teacher Demeanor
  • Teacher’s attitude is critical to creating and maintaining order.
    • Sarcastic, overly humorous, derogatory can hinder order.
    • Casual-conveys that what is being done is not important
    • Students take their cue from teacher
  • Coat and rolled up sleeves illustration
a classroom of respect and rapport
A Classroom of Respect and Rapport
  • Often times teachers expect respect from the student but are unwilling to give respect in return to the student.
  • Respect, honor, value
    • How do you demonstrate the value of the student?
  • Rapport, building a relationship beyond the content of the class.
    • Showing an interest in the activities and lives of your students
power of a teacher
Power of a Teacher

“As a teacher I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal,. In all situations it is my response that decides whether a crisis will escalate or de-escalate and a child [will be] humanized or dehumanized.”

Haim Ginott, Teacher and Child

classroom management skills
Classroom Management Skills
  • Educators must determine what does effective instruction look like in his or her classroom.
  • Prioritize what must be done to achieve effective instruction.
  • Determine where the lesson fits into the overall curriculum.