5080 Classroom Management

William Glasser: in quality school: four psychological needs:

- need to belong - need for power - need for freedom - need for fun teachers must teach and manage in a way that helps students meet these four psychological needs- it adds quality to students lives

Formats for the functional behavioral assessment vary but traditionally determine the following:

- what is the specific behavior that must be changed? -what are the setting events for the inappropriate behaviors? -What are the events or actions that tend to trigger undesired behaviors? -How is the student being rewarded for the current behaviors? -Once the functional behavior assessment is complete, the stage is set for developing a hypothesis and an intervention plan

Basic assumptions about behavioral theory must be understood: Four of them:

-Behaviors are learned -Behaviors are stimulus specific -Behaviors can be taught changed or modified -behavioral change should focus on the here and now

Prosocial skills: three theorists:

-Coloroso's Inner discipline and positive behavior support -Bodine and Crawfords conflict resolution and peer mediation -Gathercole's Judicious discipline

Four models (theorists) presented with systematic approach:

-Curwin and Mendlers discipline with dignity -Evertsons Classroom organization and management program (COMP) -Kohns Building community -Marshalls Discipline with stress punishments or rewards

6 major theorists in the field of classroom management

-Fritz Redl -William Wattenberg -Jacob Kounin -Rudolf Dreikurs -William Glaser -Haim Ginott

Behavioral approach to classroom management List four Theorists:

-Ivan Pavlov -John Watson -Edward Thorndike -B.F. Skinner

Three types of timeout:

-Nonseclusionary: the student remains in the classroom but must be completely silent or is required to put his or her head on the desk -exclusionay: a disruptive child is removed from the immediate instructional area to another part of the room -seclusionary: the disruptive student is removed from the classroom setting

Two types of punishment: presentation and removal

-Presentation: involves the presentation of an aversive stimulus in order to decrease inappropriate behavior. -Removal punishment: a pleasant stimulus or the eligibility to receive a positive reinforcement is taken away.

Four models (theorists) presented with discipline approach:

-Skinner's Behavioral Management -Canter's assertive discipline -Jones positive classroom discipline -Alberts Logical consequences

The text contains four models that have discipline as their major focus: they share the following principles:

-The teacher is responsible for maintaining classroom control -Discipline comes before instruction -Consequences must exist for inappropriate behavior.

Rudolf Dreikurs

-advises teachers to interpret the goal of a student's problem behavior and react based on an assessment of the reasons for the behavior -punishment does little to change behavior -teachers should impose consequences that are logically related to the misbehavior. By doing so, students understand the connection between their behavior and the consequences of their behavior.

There are thee basic consequences of behavior:

-behavior follows immediately by a reward (reinforcement) will coccus more frequently -behavior followed by closely buy a punishing consequence will occur less often - behavior will be extinguished (stopped) when it is no longer reinforced.

Strengths of the behavioral model:

-behavioral strategies work. -the use of behavioral strategies forces forces the teacher to be more aware of what is going on in the classroom -A behavioral program increases the likelihood that the teacher will be consistent in the treatment of students. -Behavior-management strategies provide all children a chance to be god.

Weaknesses of behavioral model:

-concept of ignoring undesirable behavior while praising desired behaviors is impractical for individual classroom teachers who lack the assistance. -teachers are less likely to examine their own teaching methods or other classroom factors as possible causes of student unproductive behaviors. -behavioral strategies can be harmful is used by insensitive and unethical teachers and administrators -teaching children to avoid certain behaviors because they will be punished is not the same as teaching that the behaviors are wrong, immoral, or unethical. -One student's reward may be another student's punishment.

Canter & Canter- teacher rights:

-establish classroom structure, rules, procedures, and routines that clearly define the limits of acceptable and unacceptable student behavior -determine and request appropriate behavior from students, so that the teachers needs can be met while encouraging the positive social and educational development of the child -ask for assistance and support from parents and the school administration -teach students to consistently follow rules and directions throughout the school day and school year

William Glasser: reality therapy is driven by the following principles:

-individuals are responsible for their own behavior -individuals can change and live more effective lives when given guidance and support -individuals behave in certain ways in order to mold their environment to match their own inner pictures of what they way.

When confronted with inappropriate behavior a teacher has three choices: behavioral approach:

-rewarding appropriate behavior in order to increase the chances the desired behavior will occur again -ignoring the inappropriate behavior in hopes of extinction -punishing the student for inappropriate behavior.

Principles of assertive discipline

-teachers have the right to teach and to expect students to behave -teachers must develop consistent and firm rules -teachers must identify consequences to be used when students choose to misbehave -teachers must provide positive consequences for appropriate student behavior -teachers must create classroom plans to provide negative and positive consequences for behavior -teachers must seek and expect support fro parents and administrators

Canters- The students rights:

-the right to know the behavior expected of them by the teacher 0the right to have firm and consistent limits established, so that they can eliminate inappropriate self-disruptive behaviors -the right to have consistent encouragement, so that they will be motivated to interact appropriately -the right to know the consequences of inappropriate behavior -the right to be taught acceptable and responsible behavior

Discipline approach: Canters:

Assertive discipline

Discipline approach: Skinner's:

Behavioral management

Systematic Approach: Kohns:

Building Community

Ivan Pavlov father of:

Classical conditioning

Systematic Approach: Evertsons:

Classroom organization and management program (COMP)

Functional behavioral assessment

Colvin stressed that there are no silver bullets and to understand and rectify problem behavior, a detailed assessment of the behavior is necessary.

Prosocial skills: Bodine and Crwaford's

Conflict resolution and peer mediation

Vasa

Describes classroom management as behaviors related to maintenance of on-task student behaviors an the reduction of off-task or disruptive behavior.

Systematic Approach: Curwin and Mendler's:

Discipline with Dignity

Systematic approach: Marshalls:

Discipline without stress punishments or rewards

Prosocial skills: Coloroso's

Inner Discipline Positive behavior support

Prosocial skills: Gathercoals

Judicious discipline

Assertive discipline was developed by who:

Lee and Marlene Canter

Discipline approach: Alberts:

Logical consequences

Wong: "classroom management is not..."

NOT discipline- teachers need to think less about discipline and more about the practices and procedure that allow students to learn and teachers to teach.

Discipline approach: Jones:

Positive classroom discipline

Premack Principle

Premack's extensive research on the concept revealed that participation in preferred activities can be used to reinforce participation in less-desired activities -activity reinforcers must carry many of the same advantages as social reinforcers

Dorothy Walter Baruch

Suggested that the days of corporal punishment are over.

William Glasser

all behavior is internally motivated

Negative reinforcement: define:

also strengthens the behavior, refers to the same effect observed with positive reinforcement. A behavior is strengthened and is more likely to reoccur. two key words: removal and desired behavior

An approach to classroom management to remember:

approach that is systematic , beginning with preparation before the school year begins and continuing throughout the academic year. Plan and conduct activities in orderly fashion, keep students actively engaged, minimizing disruptions and discipline problems.

Consequences: define:

are events of changes in the environment following a behavior.

Ratio schedule of reinforcement: define:

based on the number of responses rather than the passage of time

behavior modification may have a negative connotation, what is the term implied instead:

behavior analysis

secondary reinforcements

can be in the form of a tangible object, approval or attention from another, or being allowed to participate in a preferred activity.

Haim Ginott _____ is the key to effective classroom management

communication ---- NOT rewards and punishments teachers set the tone of the classroom through positive communication- through caring and supportive interactions with students, a teacher builds a community of learners.

Skinner suggested that special techniques have be designed to arrange what are called:

contingencies of reinforcement follow up good behavior with reinforcement

Operant conditioning:

describes the relationship between behavior and environmental even and focuses on the use of reinforcement auto obtain desired behavior.

Haim Ginott

discipline without humiliating, judging, hurting, or destroying self-worth of his students.

Interval schedules of reinforcement: define:

distribute reinforcement based on time

Skinner: reinforcement and __________ are opposite phenomena

extinction

Reinforcement: define:

following a behavior operates on the likelihood that the desired behavior will be repeated under the same or similar circumstances

Token reinforcer

has no intrinsic reinforcing properties, its value is based on the tangible object or desired activity for which it can be exchanged. (coyote cash)

Variable schedule: define:

in which the giving of the reward is varied so that no patterns can be established a reward system in which students will not know how much time must pass before they will be rewarded.

Jacob Kounin

investigated the effects of teacher-developed classroom procedures and activities on students on-task behaviors: classroom and lesson management focus - His research changed the way teachers thought about classroom management by moving the focuses on disciplining the students to creating and maintaining classroom environments that support learning.

Behavior modification define:

involves systematically applying behavioral principles in an effort to change specific behaviors in an individual.

William Glasser: school failure:

is a result of students and teachers accepting the notion that behavior is externally manipulated and therefor outside the student's control

Positive reinforcement: define:

is the presentation of a reinforcer wanted by the student after desired behavior has been exhibited.

Shaping with individual students: define:

is used to teach new behaviors and skills and refers to the reinforcement of successive approximations of a terminal behavior. (congratulating over time, waiting for the most behavior improvement over time, congratulating along the way)

John Watson- behaviorist

learning was the process of conditioning responses through the substitution of one stimulus from another.

activity reinforcers

offer rewards by allowing the student to participate in preferred activities and are another natural and easily dispensable reward for desirable behavior. Appropriate activity reinforcers include extra time on the computer, leadership roles, etc.

Edward Thorndike: was first researchers to apply: he also developed the concept known as the:

operant conditioning Law of effect- which states that a rewarded behavior will be repeated and and unrewarded behavior will cease.

Fritz Redl and William Wattenberg four and final interaction

pleasure pain principle- students are rewarded for appropriate behavior and provided consequences for negative behavior

Educators with a more student centered approach view classroom management as a way of:

preparing students for life. They view classroom management as the process of creating a positive social and emotional climate in the classroom.

systematic approach focus on:

preventing problems rather than responding to them

Fritz Redl and William Wattenberg third interaction

provide reality check or value appraisal- goal recognize the effects of their behavior on their self and others

6 major theorists in the field of classroom management: each focus on:

psychological aspects of human behavior and the interactions between students and teachers.

Assertive discipline was developed to:

solve the problems of actual teachers, many of the problems four in classrooms were based on the failure of teachers to be assertive in having their needs met, resulting in many teachers feeling overwhelmed or powerless. -allows teachers to met their needs by systematically applying behavioral strategies to classroom situations.`

Carolyn Evertson: systematic approach:

systematic approaches create a positive social and emotional climate stemming from good interpersonal relationships between students and teacher, as well as among students.

Fritz Redl and William Wattenberg first interaction

teacher helps to provide support for self control

Fritz Redl and William Wattenberg second interaction

teacher provides situational or task assistance by helping students in getting past temporary frustrations, restructuring or changing the activity, and using situational routines to minimize confusion.

Alfie Kohn builds on Ginott ideas and stresses:

that the ultimate goal of classroom management should not be on simple obedience but on having students behave appropriately because they know its the right thing to do, and because they can understand how their action affect other people

Freiberg and Lapointe define classroom management as:

the ability of teachers and students to agree upon and carry forward a common framework for social and academic interactions, by creating an ethos of effort within a social fabric that is built over time, and ultimately leads to student self-discipline

Define Punishment:

the application of an unpleasant stimulus or the withdrawal of a pleasant reward in an attempt to weaken a response.

social reinforcers

the behaviors of other people (teachers, parents, peers, and administrators) that increase desired behaviors

primary reinforcements satisfy what:

the biological needs or drives of a student and their reinforcing value does not have to be explained

Doyle notes preventing misbehavior has been:

the dominant theme in classroom management, because the need for management and discipline is most evident when students are misbehaving.

Effective Classroom Management

the process of controlling students behaviors (coincides with Vasa way of thinking)

Kounin: Withitness:

the teacher ability to know everything that is happening in the classroom an an awareness of the verbal and nonverbal interactions of students with the teacher and their classmates -the ability to stop misbehavior before it spreads -the ability to stop misbehavior before it increases in seriousness -the ability to correct a child who is misbehaving rather than correcting the wrong child -the ability to stop serious misbehavior rather than focusing on a less- serious misbehavior

Kounin: Overlaping:

the teachers ability to manage two issues simultaneously

Kounin: Desists

the teachers actions and words used to stop misbehavior.

Kounin: Transition Smoothness:

the teachers management of various activities throughout the day. The ability to make such smooth transitions and orderly fashion influences the teachers management effectiveness.

Kounin: Ripple effect:

the teachers method of handling misbehavior by one student, which influences the behavior of other students in the classroom.

Prosocial skills: management:

the teaching of some form of conflict meditation, negotiation procedures, and conflict-resolution skills should be included in the curriculum of every classroom. -purpose of the programs is to teach appropriate behavior and social skills with the focus on helping students develop positive interactions throughout their lifetime rather than on behavior at a particular moment.

Fritz Redl and William Wattenberg

they identified four types of interactions that were effective in dealing with difficult students

Intermittent schedule define:

when a child is reinforced after some occurrences of the desired behavior, but not each time.

Continuous schedule of reinforcement: define:

when children are reinforced every time they respond

Behavior modification define:

will be used for the programs developed for individual students

Behavioral techniques define:

will refer to the practices used to modify classroom behaviors