KUTZTOWN UNIVERSITY
Department of Elementary Education
ELU 572 Strategies for Classroom Management and Discipline
COURSE DESCRIPTION
In this course, students will analyze and evaluate contemporary thought concerning classroom management in elementary schools. Emphasis will be placed on identifying potential sources of management breakdown or discipline problems and developing strategies to cope with or prevent such breakdowns. 3 s.h. 3 c.h.
RATIONALE
The classroom teacher is today beset with demands from the public that tax his/her dual role as an instructor and a manger. Teachers who instruct classroom groups realize that their instructional effectiveness is directly related to their competency in managing the classroom. As teachers are being held accountable for their instructional efforts; they are similarly being indicated for the lack of discipline in the schools. In the most recent Gallup poll of the public's attitudes toward the public schools, we find that "a lack of discipline" is viewed as the second largest problem confronting the public schools. Similarly, professional educators in our service area have expressed a similar concern on the annual needs assessment conducted by the Intermediate Units, i.e. a need to improve their strategies for classroom management and techniques of discipline.
OBJECTIVES
As a result of the research, discussion and other experiences resulting from this course, the student is expected to:
1. Develop an understanding of the direct relationship between classroom management and discipline.
2. Recognize the philosophic stance of society prior to and since 1900 as it is reflected in the management practices of the schools.
3. Distinguish between the instructional and the managerial roles of a teacher.
4. Develop an understanding of the identical aims of instruction and classroom management (i.e. developing self-directed people).
5. Identify the major classes of variables that can cause a breakdown in classroom management
6. Understand the relationship between home and school in maintaining a consistent disciplinary strategy.
7. Recognize the positive relationship between home and school in maintaining a consistent disciplinary strategy.
8. Describe the effectiveness of punishment as a behavior modifier.
9. Identify the characteristics of a "no failure" or "success-based" classroom.
10. Outline the management strategies that will foster a positive learning environment.
11. Develop an understanding of the considerations to be made when handling disruptive situations.
12. Compare and contrast the major theorists in the field.
13. Compare and contrast the alternatives to punishment that are proposed by the humanistic school of educators with the "get tough” programs proposed by other vocal groups.
14. Develop and "action plan" for improving the management of his/her classroom
with the goal of alleviating situations that precipitate discipline problems.
ASSESSMENT
Assessment of each student’s level of accomplishment with reference to the course objectives
will be based upon the following:
1. Strategies project – learners will prepare short oral presentations with a written overview describing a classroom management or behavior management strategy that is effective.
2. Collaborative project – learners will work in groups to research, analyze, and present a theorist’s respective of classroom management and discipline.
3. Reaction paper – learners will review journal articles relating to classroom management or behavior management and write reaction papers about the articles.
4. Management handbook – learners will create a handbook which focuses on their personal philosophy for managing the learning environment of a classroom and which is written in a format designed for use in the mentoring process of a first year teacher.
5. Class discussion and projects – learner will participate in discussions and projects or activities related to the topic.
COURSE OUTLINE
I. Introduction
A. Rationale
1. Gallup polls
2. Needs assessments
3. Current literature
B. Definition of terms
1. Classroom management
2. Discipline
3. Punishment
4. Control
C. Goals of education today
1. Gallup polls
2. Parents' views
3. Student's view
4. Teacher’s view
5. Commonwealth of Pennsylvania's view
D. Goals of Education: Historic Perspective
1. Early Colonial Era (1600-1779)
2. Patriotic Era (1779-1830)
3. Era of Change (1830-1890)
4. Era of Immigration (1890-1920)
5. Progressive Era (1920-1930)
6. (New National Era (1930-1955)
7. Human Rights Era (1955-1970)
8. Contemporary Era (1970-1990)
II. Roles of the Teacher
A. Instructional
1. goals
2. skills
a. assessment of needs
b. acceptance of individual difference
c. motivation
d. teaching methods
B. Managerial
1. goals
2. skills
a. use of time and space
b. understanding child development stages
c. planning guidelines
d. organizing strategies for groups
C. Counselor
1. goals
2. skills
a. listening
b. sensitivity to individual's needs
c. supportive
d. problem solving orientation
D. Other
III. Sources of Problems in Classroom Management
A. Teacher-caused problems
1. inappropriate activity for the time of day or level of the student
2. sarcasm
3. inconsistency
4. having favorites
5. imprecise expectations
6. repetitive lesson format
7. vague assignments
8. talking "over" noise
B. Pupil-caused problems
1. illness
2. hunger
3. fatigue
4. family or cultural bias against school
5. coming from emotionally unsound home
6. attention getting needs
7. home situation prevents study space
8. skills not sufficient for activity
C. School-situation caused problems
1. time of day - dismissal, lunch, etc.
2. end of week
3. substitute teacher
4. unexpected schedule change
5. poor lighting or ventilation
6. noises from other areas
7. change of classes
D. Other situations
1. holidays
2. weather
3. phase of the moon
4. important events: parades, world series, etc.
IV. Developmental and disciplinary Stages of Children
A. Piagetian Theory
1. Preoperational Stage
2. Concrete Operations Stage
3. Formal Operations Stage
B. Stages of Discipline
1. Basic Disciplinary Stage
2. Constructive Stage
3. Generative Stage
VIII. The role of the Home
A. School-parent Relations
1. developing partnership
2. improving conversations
a. progress letters
b. telephone conversations
3. positive emphasis
a. back to school night
b. classroom assistance
c. work samples
B. Parent-teacher conference
1. planeed
2. unplanned (crisis)
3. three-way
V. Characteristics of a Positive Learning Environment
A. High level of motivation, sensitive to needs and interests of children
B. Varied learning materials
C. Alternatives and options offered
D. Acceptance of varied feeling
E. Supportive of student's self-concept
F. Challenging but not threatening
G. Pleasant physical environment
H. Interaction and involvement encouraged
VI. Micro-Teaching Skills to Improve Instruction
A. Establishing set
B. Varying the stimuli
1. interaction styles
2. pausing
3. movement
4. gestures
5, focusing
a. verbal
b. gestural
c. combination
6. Shifting sensory channels
C. Using effective questioning
1. Narrow
a. cognitive memory
b. convergent
2. Broad
a. divergent
b. evaluative
D. Recognizing and Obtaining Attending Behavior
E. Controlling participation
F. Employing rewards and punishment
G. Achieving closure
VII. Classroom Management Technique
A. Alternatives for dealing with disruptive behavior
1. permit behavior
2. tolerate behaviors
a. learner's leeway
b. mistakes made while learning
3. interfere or stop behavior with the least severe "influence techniques"
a. planned ignoring
b. signal interference
c. promximity control
d. interest boosting
e. tension decontamination
f. hurdle lesson
g. appeal to students' values
h. object removal
i. antiseptic bouncing
j. physical restraint
VIII. Classroom Management and Discipline Theorists
A. Glasser
B. Dreikurs
C. Canter
D. Kounin
E. Skinner
F. Ginott
G. Dobson
Instructional Resources
Albert, L. (1996). A teacher’s guide to cooperative disciple. Circle Pines, MN: American
Guidance Services. LB 3012.2 A43 1996
Burden, Paul R. (1995). Classroom management and discipline: methods of facilitate
cooperation and instruction. White Plains, NY: Longman Publisher USA.
LB3013 .B873 1995
Cangelosi, James S. (2000). Classroom management strategies: Gaining and maintaining
students cooperation. 3rd ed. New York: John Witey and Sons. LB3013 .C3259 1997
Canter, L (1992). Assertive discipline: Positive behavior management for today’s classroom.
New York: William Morrow. LB 3013 C33 1992
Senter, G.W.,Charles, C.M. (2002). Elementary classroom management. 3rd edition
Boston: Alley Bacon. LB3013. C465 1995
Coloroso, B. (1995). Kids are worth it!: Giving your child the gift of inner discipline. 1st ed.
New York: Avon Books. HQ 770.4 C65 1995
Dreikus, Rudolf. (1976). Children: The challenge. New York: Hawthorn Books, Inc.
Driekus, R. (1974). Discipline without tears. New York: Hawthorn Books. 371.102
D813d
Driekus, R., Grunwald, B.B. and Pepper, F.C. (1998). Maintaining sanity in the classroom:
Classroom management techniques. New York: Harper & Row. LB1065 .D72 1998
Dwyer, K., Osher, D. & Warger, C. (1998). “Early warning, timely response: A guide to safe
schools.” Washington DC: United States Deparment of Education. (On-line), August
1998. Available: http://www.ed.gov/offices/OSERS/OSEP/earlywrn.html.
Ginott, H.G. (1969). Between parent and teenager. New York: MacMillan.HQ 796 G518
Ginott, H.G. (1972). Teacher and child. New York: MacMillan Publisher Co., Inc.
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Glasser, William. (1965). Reality therapy. New York: Harper and Row Publishing, Co.
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Glasser, W. (1988). Choice theory in the classroom. New York: Harper and Row.
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Glasser, W. (1998). The quality school. Managing students without coercion.
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Good, T. & Brophy, J. (2000). Looking in classrooms. (8th ed.). New York: Harper and
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Gordon, Thomas. (1974). Teacher effectiveness training. New York: Peter H. Wyden.
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Gordon, T. (1991). Discipline that works: Promoting self-discipline in children.
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Jones, V.F. and Jones L.S. (2003). Comprehensive classroom management. (7th ed.)
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Kohn, A. (1993). Punished by rewards: The trouble with gold stars, incentive plans, A's,
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Kohn, A. (1996). Beyond discipline: From compliance to community. Alexandria,
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Kohn, A. (1998). What to look for in a classroom and other essays. San
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McEwan, B. (2000). The art of classroom management: Effective practices for
building equitable learning communities. Upper Saddle River, NJ: Prentice
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Positive discipline: A teacher's A-Z guide. Rocklin, CA: Prima.
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Powell, Richard R., McLaughlin, H. James, Savage, Tom V., and Zehm, Stanley. (2001). Classroom Management: Perspectives on the social curriculum. Upper Saddle River NJ: Prentice Hall. LB3013 .C5274 2001.
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Social skills training and linguistically diverse backgrounds." Intervention in
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Skinner, B.F. (1972). Beyond freedom and dignity. New York: Knopf
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educators. Dubuque, Iowa: Kendall/Hunt. LB3011.V28 1987.
Wong, H. & Wong, R. (1991). The first days of school: How to be an effective
teacher. Sunnyvale, CA: Harry K. Wong. LB 1025.3 W6 1998
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