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Classroom Management: The Effective Teacher Module I Exemplary Elementary Characteristics of an Effective Teacher u le d Mo I High Classroom Expectations Management Managemen t Mastery Teaching Exemplary Elementary Classroom Management Last year, there were 210 total infractions written 46 students who repeated behaviors for which they had already received infractions More than half of the infractions resulted from ineffective classroom routines, procedures or rules Conclusions: 1) The school’s discipline plan is not effective and must be addressed 2) Improving classroom management will decrease infractions Exemplary Elementary Classroom Management As we discuss classroom management, one important point to remember is YOU ARE NOT ALONE!  Your classroom is yours and you will ultimately decide how you want to manage it  This module is designed only to enhance your classroom management skills and encourage teamwork between teachers to improve classroom management Exemplary Elementary Classroom Management Classroom management includes all of the things a teacher must to toward these two ends: To foster student involvement and cooperation in all classroom activities To establish a productive working environment Exemplary Elementary Objectives Understand proven research and sound theories that provide a foundation for quality classroom management Share effective classroom management strategies Implement classroom management strategies Exemplary Elementary Classical Conditioning Ivan Pavlov Pavlov  Classical Conditioning – Presenting a conditioned stimulus serves as a signal that the unconditioned stimulus is coming Exemplary Elementary Classical Conditioning Ivan Pavlov Basic principles of Classical Conditioning Theory: A neutral stimulus is a stimulus to which an person does not respond (NS) An unconditioned response (UCR) can be learned using a neutral stimulus just before an unconditioned stimulus (UCS) After being paired with an unconditioned stimulus, the previous neutral stimulus now elicits a response and is no longer “neutral.” The NS becomes a conditioned stimulus (CS) and the person has learned a conditioned response (CR) Exemplary Elementary Classical Conditioning Ivan Pavlov Classical Conditioning Procedure Before Conditioning Unconditioned Stimulus (UCS) During Conditioning Incapable of producing | conditioned response (CR) Conditioned Stimulus (CS) Unconditioned Stimulus (UCS) Unconditioned Response (UCR) After Conditioning Conditioned Stimulus (CS) Conditioned Response (CR) Exemplary Elementary Classical Conditioning Ivan Pavlov Using Classical Conditioning to Develop Classroom Procedure Before Conditioning Morning Bell (UCS) During Conditioning Start Class Incapable of producing (CR) Morning Bell Conditioned Stimulus (CS) Start Class Unconditioned Stimulus (UCS) Students sit down, look at teacher and listen for directions (UCR) After Conditioning Morning Bell Conditioned Stimulus (CS) Start Class Conditioned Response (CR) Exemplary Elementary Operant Conditioning B.F Skinner Skinner’s Basic Law of Operant Conditioning Theory:  Reinforcer – a response that increases in frequency when preceded with a stimulus or event  Almost any behavior can be learned through operant conditioning including academic, social and psychomotor  Undesirable behaviors are reinforced just as easily as desirable behaviors Exemplary Elementary Operant Conditioning B.F Skinner Important Conditions for Operant Conditioning:  The reinforcer must follow the response  The reinforcer must follow immediately  The reinforcer must be contingent on the response Positive and Negative Reinforcers  Positive Reinforcement involves the presentation of a stimulus after a response such as a smile, positive words, and a good grade  Negative Reinforcement increases a response through the removal of a stimulus Exemplary Elementary Operant Conditioning B.F Skinner Punishment is not negative reinforcement Negative reinforcement increases the frequency of a response by taking away a negative stimulus For example, homework is not given to a student because of his/her positive behavior Punishment decreases the frequency of a response by giving a negative stimulus or taking away a positive stimulus Talk with your table about some examples of this Exemplary Elementary Operant Conditioning B.F Skinner What you want the behavior to do? Increase? Give Positive Stimulus Positive Reinforcement Decrease? Take Away Negative Stimulus Negative Reinforcement Punishment Give Negative Stimulus or Take Away Positive Stimulus Exemplary Elementary Operant Conditioning B.F Skinner Skinner’s assessment of operant conditioning and teaching  Reinforcement in the classroom usually occurs inconsistently and not soon enough after the desired response has occurred  If immediate reinforcement is impossible, then environmental cues that indicate reinforcement is coming later can be effective Therefore, we must use reinforce positive behavior immediately after it occurs if possible and use environmental cues only as a second option Exemplary Elementary Operant Conditioning B.F Skinner Skinner’s assessment of operant conditioning and teaching  Teachers have the difficult task of teaching behaviors that will be useful for students in their future Students not see the natural positive reinforcers immediately that they might in the realize in the future As a result, teachers use artificial reinforcers such as stickers which are ineffective because students not se how they connect to their behavior Therefore, we must make learning relevant to students’ present interests and provide effective connections between learning and the reinforcement method we choose Exemplary Elementary Operant Conditioning B.F Skinner Skinner’s assessment of operant conditioning and teaching  Teachers find themselves punishing misbehaviors rather than reinforcing appropriate responses For example, when most of the students are in line appropriately and one or two students are misbehaving, the teacher will punish the two students who are misbehaving rather than praising the rest of the class for their appropriate behavior Therefore, we must focus on reinforcing the desirable behaviors of some students in order to solicit appropriate responses from the rest of the students Exemplary Elementary Classroom Management Strategies Classroom management refers to all of the things that a teacher does to organize students space, time, and materials so instruction in content and student learning can take place It is important to: Use Mavlov’s Hierarchy of needs to ensure the classroom environment provides for meeting deficiency needs of the students Establish routines and procedures for every task Communicate discipline plan which includes positive and negative consequences or reinforcers “Effective teachers MANAGE their classrooms Ineffective teachers DISCIPLINE their classrooms.”(2) Exemplary Elementary Classroom Management Strategies Meeting Mavlov’s Hierarchy of Needs Deficiency Needs Growth Need Need for Self-Actualization Esteem Needs Love and Belongingness Needs Safety Needs Physiological Needs Discuss ways you meet Maslow’s Hierarchy of Needs for your students with the people at your table Remember to focus on the needs you can meet, not the needs you can’t meet Exemplary Elementary Classroom Management Strategies Establishing Classroom Routines and Procedures Knowledge of classroom procedures tells the students things like:  What to when the bell rings  What to when the pencil breaks  What to when you hear an emergency alert signal  What to when you finish your work early  What to when you have a question  What to when you need to go to the bathroom  What to when you want the my attention  Where to turn in assignments  What to at dismissal of class Exemplary Elementary Classroom Management Strategies Establishing Routines and Procedures for Parents Parents also need to follow procedures for the school and your class:  You must be a model and follow the school’s procedures  How can you expect students and parents to follow procedures if you don’t follow them? Allowing a parent to drop off a student tardy without a tardy pass because you don’t want to ask them to walk to the office and back will hurt you in the long run That parent will not understand when you call and explain that their child does not follow procedures because they saw that you didn’t follow them either Communicate classroom and school procedures to parents the first week of school and expect parents to follow them Exemplary Elementary Classroom Management Strategies Establishing a Discipline Plan Investing time in teaching discipline and procedures will be repaid multifold in the effective use of class time Here are a few things to keep in mind as you are establishing rules:  Rules are expectations of appropriate behavior You can state your expectations as rules  Rules immediately create a work-oriented atmosphere  Rules create a strong expectation about the things that are important to you  Include consequences – What the student chooses to accept if a rule is broken  Include rewards – What the student receives for appropriate behavior Exemplary Elementary Classroom Management Strategies Teamwork – Implementing Classroom Management Take some time to discuss with your colleagues things that you have done that worked and things that didn’t work What are the areas are the strongest? Weakest? How can you help another colleague in the area where you are strongest? What you need to improve the areas you thought were weak? What materials and/or resources are needed in order to improve your classroom management skills this year? Exemplary Elementary “There is absolutely no research correlation between success and family background, race, national origin, financial status, or even educational accomplishments There is but one correlation with success, and that is ATTITUDE.” Harry K Wong (2) Exemplary Elementary Works Cited Ormrod, J (2004) Chapter Social Cognitive Theory Human Learning 4th ed New Jersey Pearson Merrill Prentice Hall Wong, Harry K., Rosemary T., (1998) The First Days of School Mountain View Harry K Wong Publications Exemplary Elementary