A Proactive Approach to Classroom Management

A Proactive Approach to Classroom Management

DID YOU KNOW?

Classroom management has the most powerful impact on student learning, even more significant than parental support, curriculum design, school culture, and school demographics. (Wang, Haertel, and Walberg, 1994).

How teachers manage time and space in the classroom, often labeled proactive management, plays an important role in shaping students’ behaviors (Manke, 1997).

"An ounce of prevention is worth a pound of cure.".

Preventing discipline problems is more effective, efficient, and enjoyable than responding to discipline problems after they occur.

TIPS: A PROACTIVE APPROACH TO CLASSROOM MANAGEMENT focuses on structuring and organizing the classroom in ways that create a positive physical and emotional environment.

1.  CREATE AN INVITING CLASSROOM CLIMATE.

An inviting classroom climate is one in which students and teachers treat one another with courtesy and respect; students follow rules not out of fear but because they feel ownership of them; and teachers' create opportunities for students to develop and exercise control over their own behavior. Ways you can create an inviting climate include:

·  Learn something about each student's personal interests.

·  Share classroom jobs and responsibilities with students.

·  Set high expectations (for behavior and achievement).

·  Create classroom traditions and rituals, such as special songs and celebrations.

2.  STRUCTURE A POSITIVE PHYSICAL ENVIRONMENT.

The physical environment directly influences teachers’ and students’ attitudes and their ability to perform. Assess your room arrangement and consider the following:

·  Create enough space to move easily move throughout the classroom.

·  Arrange desks to support the task at hand. For example, use clusters for group work and rows for test taking.

·  Create an attractive, aesthetically pleasing environment by making sure the room is clean and uncluttered.

·  Put up posters, pictures, and projects that reflect students' backgrounds, activities, and accomplishments.

3.  ESTABLISH CLEAR RULES AND PROCEDURES.

Classroom behavior problems are least likely to occur when you carefully plan and clearly define rules and procedures that structure student behavior. Keep in mind the following guidelines:

·  Phrase your rules positively. State what students should do, rather than what they should not do.

·  Keep your list of rules short. Choose no more than five rules. More than five is too difficult for students to remember, and if they can’t remember the rules, they probably won’t follow them.

·  Plan ahead for follow-through. Consistency is essential for effective classroom management. Consider the behaviors that will result if students choose not to follow a rule, and know how you will hold students accountable for such behaviors.

·  Involve students in creating classroom rules when appropriate.

4.  MAINTAIN MOMENTUM AND FLOW.

One of your most important tasks as a proactive classroom manager is to keep the flow of instruction moving at the right pace -- not too fast and not too slow. Use the following ideas to maintain momentum and flow:

·  Create interesting and engaging lessons that capture students’ interest.

·  Have all materials readily available to avoid delays.

·  Accommodate individual learning rhythms by having additional activities available for students who finish assignments early.

·  Carefully plan for transition times within lessons as well as between them.

Source: The above concepts are based on the PLS graduate course Classroom Management: Orchestrating a Community of Learners®. For more information, see "Related Graduate Courses" to the right.

References:

Wang, M.C., Haertel, G.D., & Walberg, H.J. (1994). Educational resilience in inner cities. In M.C. Wang & E. Gordon (Eds.), Educational resilience in inner-city America: Challenges and prospects (pp. 45-72). Hillsdale, NJ: Erlbaum. Manke, M.P. (1997). Classroom power relations: Understanding student-teacher interaction. Mahwah, NJ: Lawrence Erlbaum.

Responding to Misbehavior

Research shows...

Students who perceive their teachers as caring are more apt to obey classroom rules and to exhibit positive behaviors, such as sharing and assisting in the classroom (Wentzel, 1997).

In one study, high teacher expectations regularly foretold positive student goals and interest in class, and negative teacher feedback was inversely correlated with high academic achievement and appropriate social behavior (Wentzel, 2002).

Both positive and negative consequences arising from students' behaviors have a profound impact on the quality of the teacher-student relationship and on students' future behaviors (Miller, 1998). These consequences must be perceived by students to be fair, natural, and enforceable.

"[Children] thrive in a structured atmosphere, in which teachers make appropriate and reasonable rules and follow through by enforcing those rules with kindness and firmness." –Fred Rogers

Is student misbehavior interfering with your ability to teach and your other students' ability to learn?

Tips

No matter how hard you work to prevent problems in your classroom, sooner or later, a student will do something that you find inappropriate and unacceptable. And then what do you do? Below, find a variety of principles and strategies for dealing with misbehavior effectively.

First, here are four principles to keep in mind:

PRINCIPLE #1: KEEP THE INSTRUCTION GOING WITH A MINIMUM OF DISRUPTION.

Our main job is to teach, and we can't do that if students' behavior is distracting or disruptive. But sometimes, teachers' disciplinary interventions are so loud, intrusive, and longwinded that they waste more time than the initial problem. In order to avoid this situation, learn to anticipate potential problems and head them off; if it is necessary to intervene, be as unobtrusive as possible so that teaching and learning are not interrupted.

PRINCIPLE #2: CONSIDER THE CONTEXT TO DETERMINE IF IT IS MISBEHAVIOR.

Whether or not a particular action constitutes misbehavior depends on the context in which it occurs. There are obvious exceptions — punching another student and stealing property are obviously unacceptable no matter where or when they occur. But other behaviors are not so clear cut. For example, in some classes, wearing a hat and sitting on a desk are perfectly acceptable; in others, they're not.

When defining misbehavior, ask yourself these questions:

·  Is this behavior disrupting the ongoing instructional activity?

·  Is it hurtful to other students?

·  Does it violate established rules?

If the answer to these questions is no, it may be unnecessary to intervene.

PRINCIPLE #3: PRESERVE STUDENTS' DIGNITY.

Students will go to extreme lengths to save face in front of their peers, especially in the upper grades. For this reason, try to avoid public power struggles that may cause students to be embarrassed or humiliated. Here are a few tips:

·  Speak with misbehaving students calmly and quietly, even privately, if possible.

·  Take care to separate students' character from their behavior. (For example, instead of "You're lazy," say, "You haven't done the last two homework assignments.")

·  Give students an opportunity to assume some responsibility for correcting their own behavior. (For example, ask, "What do you think we can do about this situation?")

PRINCIPLE #4: MATCH THE DISCIPLINE STRATEGY TO THE MISBEHAVIOR.

An effective disciplinarian wouldn't give a lengthy detention for whispering, just as he or she wouldn't merely express mild disappointment if a student rips up a peer's notebook. In order to make sure that your discipline strategy suits the misbehavior, use a hierarchy of consequences — a set of responses that build in terms of seriousness and severity. Referring to your hierarchy, choose a consequence that is appropriate for the severity of the misbehavior.

Keep in mind the HIERARCHY OF CONSEQUENCES as you build your repertoire of strategies for responding to misbehavior. Below are some effective strategies, listed in order of appropriateness for MINOR to MAJOR misbehaviors:

STRATEGY #1: IGNORE IT.

At times, it may be appropriate to ignore the misbehavior if intervention is going to obstruct the lesson flow. For example, during a discussion, a student may be so eager to comment that the student forgets to raise his or her hand; or someone becomes momentarily distracted and inattentive; or two students quietly exchange a comment while you are giving directions to the whole class. In cases like these, an intervention can be more disruptive than the students' behavior.

Be cautious when using this strategy. Ignoring minor misbehavior may indicate to students that you are unaware of what is going on. Just keep in mind the main goal, which is to deal with misbehavior in the least disruptive way possible.

STRATEGY #2: USE PROXIMITY.

Minor misbehavior can often be "nipped in the bud" before it becomes a problem. One proactive measure is to circulate the room, using proximity to get students back on task.

STRATEGY #3: GIVE "THE LOOK."

Often, giving "the look" while moving closer to the student is all that is needed for minor misbehavior. Many teachers also make use of facial expressions, eye contact, or hand signals.

STRATEGY #4: USE VERBAL INTERVENTIONS.

Sometimes, verbal interventions are necessary, such as directing a student to the task at hand. (For example, you can say, "Marc, we are working on our poem rough drafts now.")

Or if the misbehavior occurs while a group discussion or recitation is going on, calling on a student to answer a question may draw him or her back in. (For example, "Can you tell us what a simile is?")

For older students, it is sometimes more effective to use a nondirective verbal intervention, such as saying the student's name. This prompts the appropriate behavior while leaving the misbehaving student the responsibility of figuring out what to do.

STRATEGY #5: USE "I" MESSAGES

Using "I" messages is another way to verbally prompt appropriate behavior without giving a direct command. "I" messages contain three components:

First, describe the unacceptable behavior in a nonblaming, nonjudgmental way: "When people talk while I'm giving directions…"

Next, describe the tangible effect this behavior has on you, the teacher: "… I have to repeat the directions and that wastes time…"

Finally, state your feelings about the tangible effect: "… and I get frustrated."

"I" messages foster and preserve a positive relationship between people. They instill a sense of self-responsibility and autonomy. Because "I" messages don't put students on the defensive, students may be more willing to change their behavior.

STRATEGY #6: ENFORCE A CONSEQUENCE

When nonverbal cues or verbal reminders are not enough, teachers may find it necessary to enforce a consequence. Many effective classroom managers discuss consequences when rules and procedures are taught so students understand from the start the consequences of violating a rule.

The selection of consequence will vary according to grade level. Generally teachers' consequences fall into the following categories:

·  Loss of privileges.

·  Exclusion from the group.

·  Written reflections on the problem.

·  Detentions.

·  Private conferences.

·  Visits to the principal's office.

·  Contacting families.

Whenever possible, consequences should logically relate to the misbehavior. Consider the example of a student who calls out during class discussion when the rule requires the student to raise his or her hand. Instead of giving that student an F for the day, a more suitable consequence would be to not allow him or her to participate in the discussion. Or, suggest that the student self-monitor by having a cue-card posted on his or her desk reading, "I won't call out."

There are times when we have to acknowledge that an individual's problem is so deeply rooted that the above strategies just don't work. In that case, seek assistance through a guidance counselor, school mediator, or administrator. In most cases, though, using these strategies will help you deal effectively with misbehavior and help to maintain a productive learning environment. Setting high expectations for classroom behavior and performance leads to increased student achievement gains — for every student.

References:

Miller, D. (1998). Enhancing adolescent competence: Strategies for classroom management.Belmont, CA: West Wadsworth.

Wentzel, K. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology, 89, 3 , 411-419.

Wentzel, K. (2002). Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child Development, 73, 1 , 287-301.

Establishing Effective Rules

"The number one problem in the classroom is not discipline; it is the lack of procedures and routines." –Harry K. Wong and Rosemary T. Wong (The First Days of School, p. 167)

Let's dive into the new school year with a look at ESTABLISHING EFFECTIVE RULES in the classroom.

TIPS: Establishing Effective Rules

Rules structure the learning environment by defining the behaviors that are necessary for learning. Because the learning character of your classroom changes from year to year, your rules may also change. Therefore, rather than providing you with specific rules to adopt, the tips below provide you with information about how to address the needs of all sensory learning styles when you create rules and teach them to your students. You can apply the following general guidelines to whatever specific rules you select for your classroom.

GENERAL GUIDELINES

1. COMMUNICATE YOUR VALUES THROUGH YOUR RULES.

Reflect on the behaviors you believe support your students' success as learners, and create your rules based on what you consider to be the most important learning behaviors.

The following are examples of learning rules. They form the acronym FAST, which helps students remember them:

·  (F) "Find out how you learn best."

·  (A) "Always apply effort."

·  (S) "Support others in learning."

·  (T) "Think creatively."

Conversely, the examples below are not learning rules, but social and organizational rules:

·  "Bring all needed materials to class."

·  "Be in your seat and ready to work when the bell rings."

·  "Obtain permission before speaking or leaving your seat."

·  "Respect and be polite to all people."

Note: These types of rules may also be referred to as "procedures."

2. KEEP YOUR LIST OF RULES SHORT.

Choose no more than five rules. More than five are too many to remember. One way to limit your list of rules is to keep them broad in scope. Consider the wide variety of behaviors that are covered by the four FAST rules. For example, "Support others in learning" may mean helping someone with an assignment, participating fully in a group activity, or working quietly so as not to disturb others.