EDU 216, 2015sp, chapter 6, classroom management, ccc, cdb, ebert and culyer, foundations of education

1. Pragmatics: Classroom
Management – Chapter 6 (pp.
198 - 218
Ebert, E., & Culyer III, R. (2014). Pragmatics:
Assessment and Classroom Management. In School:
An introduction to education. Belmont: Wadsworth.

3. Where to Begin?
• Is the curriculum “meaningful to the students”?
• Is the teaching “engaging and motivating”?
• What types of things derail these best of plans and intentions?

4. Some Theory
• Read through the overview of Classroom Management
Theories.
• Are you more teacher-centered, student-centered, or
somewhere in the middle?
• Read the “Teacher Testimonial” on pp. 200 – 201. Which
suggestions make you say “Aha!”?

5. Terminology
• Classroom management – the things teachers do “to organize students,
space, and time to prevent or minimize behavior problems that would
interfere with instructional time.”
• Discipline (according to the text) – “actions a teacher takes after
misbehavior has occurred.”
• Consequences – must be clear, fair and reasonable, and consistently
enforced. Children will test limits, so be prepared.
• Procedures – “manner in which particular activities are to be carried
out”
• Routines – “automatic” procedures

6. • Are students aware of the rules?
• Are the rules fair and reasonable?
• Is following the rules in the best interest of the
students?
• Is positive behavior encouraged?
• What is the teacher doing to reduce the need
for reinforcers?

7. Planning for Classroom Management
• Curriculum is generally static
• Student groups are dynamic
• Organization is a must to keep all groups, no matter their
makeup, maximizing instructional opportunities and
minimizing behaviors that take away from that.
• Much effective classroom management is inherent in what is
not seen. (Note chart 6.4 on p. 205)

8. Practicing for Classroom Management
• Practice following the rules, procedures, and routines
• Allow the children to experience what it is that the teacher
wants
– What does it look like?
– What does it sound like?
– What does it feel like?

9. Implementing the Plan
Teacher Thoughts
Teacher Actions
Student Thoughts
Student Actions

10. Communicate Those Thoughts!
• Communicate expectations
• Involve the students
• Make sure the expectations are positive, facilitate instruction,
and support positive student development.

11. Why do students misbehave?
• Need to belong
• Need for power
• Need for freedom
• Need for fun
• William Glasser (1997) suggested we lead students rather than
“boss” them and help them make correct choices that help
them fulfill those 4 needs.

12. Where to Draw the Line?
• Students must understand there are limitations in a society
and that is a part of their educational experience
• If students feel they have a stake in the guidelines, they are
more likely to feel they belong
• Debate “If the rules are worth following, the following of them
should be rewarding”

13. Which View?
• “’buying’ rule conformity”
• “my way or the highway”
• teacher-centered
• Principles of Effective Discipline
• Emphasis on interpersonal
relationships
– Communicating expectations
– Involving students in development
of rules and procedures
– View rules and procedures as
positive boundaries

14. Principles for Effective Discipline
• For the soft hearted (and anyone else)
– Respond to the behavior
– Provide appropriate consequences
– Enforce – Always!!!
– Consider extenuating circumstances, but still respond to the inappropriate
behavior
• Excuses
• Power struggles
• Volatile situations
– Recognize situations that go beyond the classroom
– Implement problem-solving conferences as needed (see steps on p. 210)
Note: these are not alternatives to consequences, but are in addition to
consequences

15. Implementation-
What to Do?
• Practice
• Best Teacher Behaviors
– “Withit ”
– Handle multiple situations at once
– Handle transitions smoothly

16. Implementation (cont.)
• Room Arrangement
– Efficient
– Accessible
• For “stuff” –pencil sharpeners, materials, etc.
• For moving around and proximity to students
– Visible
• Teachers can see all the activity in the room
• Students can participate and see everything they need to see.

17. What Else?
• Committees
• Parents
• Planning for Substitutes
• Other?