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Classroom Management sorry Studiení Mt Classtaan Miri Goals of Classro! The Need Fer “Se Ponen Clessruarn Mena mgement? Management hcolizarion” AMOS Risas Prevention Esteblishí Maintaining EfTective Intervención Rules and Consequences The Need 1e Stop and Train Developing Self-Contral Kemediating Chrow's Ba Developing Student R The Gerdon Model: HestEcriONS PRONS TUE Fit Thvory To Phacnie SUN Preto Expratace QUesnons Key Temas. ADDIMONAL RESOURCES. iavioral Problems le More than Student Control 1: Reflecting Student Developmental Needs Focusing 00 Ue Many 35 Well as the Few g Elfcztive Lesming Environments ing Environmnents ssporsibilhy and Self-Contro! cipline Through Self-Control 1] was very warm that first day of class. Twenty-four energetic, serubbed Cieaned second gracers al! sporting new school clothes, peneil cases, and a wide variety of superhero lunch boxes marched nto Ms. Thompson's classroom. No sooner had the bell rung announcing the beginning of this new school year than a student was crying, another complaining that the boy next to her was poking ner, one wes at the teacher's side, asking to go to the bathroom, and two were “experi- menting” with tae gernil in the back of ¿he class. Inta this mix came an announcement over the P.A. system asking the teachers to send he names of those students who tide the C-bus to school to the principal's office es soon as possible, It was warm and getting warmer in Ms, Thompsor's dlassroom that opening day of school, and on top 0% it all she realized she was short five desks! ug ¿oeLog AOL, ATA] PO Gupumwa] ¡00D 41as. IIS san basu9) ETE Burdojansa. FBIUEO, pue sana Suse VoneIpara PON Lona —T pS suas IO 5304 AIN ANBINOD O) YZLEVRO JAIEUOD 0Lpeas uepmus Burpos JO POLJANI ,A5O]-01, Á2S-XIS E, UOPIOD ALISIN Y Auaweysid jo an 21) 10 naa or ed dos pre pu? 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Sujures] sem pued 101 10 Si JO [Y 10: Bin SH] AVAL? SUTUIVO] 10 LOSSa: Ae r0A ed e apa AL DeY,, ÁJCUS DA RU do napa quad e 01 122 ups Sia prus 100 *SaAjosImo ONIL 2SnÍ “Jam Costa Burjawos op pue du.s 07 pagu Ájdus noÁ 3134 201cd ac 07 Logos aaa ájgeacad noL ssuoyd scr 10 Fuma 10 9009 e Angpvar djooq 12349 04 Bupuejeg tapeard 2 10 Supo q POUM DUDIRAR, Samoorg Ádars pagada ar 10d OI Ur “ANO 34 SCA SOI Padua pIadx9 Baey NoÁ 104] 20LEUO DOOR e SI TIM TESNOLY ISUAILAD PUE 20UOJPA /UO NT eS SUI9[QO4d IUIUOÓPUEIA 11005501) Bupuaada] 403 SUO|IPADPISUO) pesauao LONRAROLU LO 159:21uL JO 10d au puosag paradas AOVHYIL ONY NOLIVAL OA ehavior, 91: rather employs a system ot punishinents Caveats When Using Punishment In using punishmenxt, it is Important to remember hat purisament sou.cols undesirable behavior by making aversiva consecuences contin- gent on such behavior. The use of punishment as a classroom manago- ment to01 is a stopgap al best and may be counterproductive, Ly caus- ing anger, resentzment, and power struggles. As noted previously, punisbmen: dees not change s:udents' under ying desire nor provide guidance as to wkat is desired. 1Í punishment is used to stop the misbe- kavior, the teacher needs Lo be alert to catca the student being good and followiag tie rules so that such appropriate behavior can be rein- Torced. Thrus, she child who bas received e reprimand for calling out also needs lo :eceive verbal preise as soon as he approosiazely raises his hand, waits to >e recognized, and then responds to the teachers question work during the Eine assigned will lose the privi Dáraicr lege of free activity, using “hat time instead to make 1) the missed class wars, ele. , » + The Need to Stop and Train Lo additian to stopping tie misbuiavi to use the incident as a teachable moment. The goal for such intervention is to Increase effective, aporopriate benaviors racer chan simply to sup- press misbebavior. Thus, when providing e more direct interven- tion, itis importan' to remine she student DÉ the rule hat is being violazed and the cunsequence assigned bulore applying the consequence. Consider the situaton in which a sludeatás play= jrg with an electronic game even though the teacher has now directed the c.ass Uhal 1ecess 15 over, and ¿tis Une Lo return to the lesson. As the teacher directs she class to opea their math books and she begins to call u11 volunteers to go to the board, Lhe teacher may start to walk towerd the student w:tb the game (closing space). As she tinues to direct the resporse taste) . public reprimancs . siraggles * classroom. between a tea s, she looks down to catch the distcacied sh Pryscal space e Ye larore minor, not cangerous incidents. Respond quick y, consistentiy, yet calmby Deveios and emoloy a response hierarchy ranging, frora unobtrusive techn' ques (2.g., close space, eye contact) Lo more formalized systems (e... Allow stucienis to kezp sell-esteema (and image imact). Employ soft reprimanes rather than loud Employ a coring style “hat dues not provoke power Catch the child at being guod! Remember to rein- force the child's anpropriate behavioss. Emphosize cooperative goal siructures for the closing space reducing the distance > and a student dent's eyes but he feils 10 pick up on these less directive techniques, AL fo needs correction hat point, the teachor would do well to lean down and calmly and so:Uy cemind He student of the class rule regardirg games during Tecos and games during work time. Tas teacher may note that recess is over and that itis time for ma:h. Furthez, she should remind him tha: he is 372 conlingensy comtraciing influencing behavior through the menipuletion of the consequences for that TON 31 E THE MON OF TRACHING: CONSIDERING ISSUES OF MOTIVATION AND RANA The school counselar, worxir.g with Mir. Callugo, went ix to ooserve Hauy in class. She zttempted to study the A-3-C' (Le, ar:tecedent, benavior, consequerce) ol the book tarowing ia order to detec if any thing happened Lefore it or afzer it that may account for its frequency. Vhat she found was that Mr. Callugo was a very ene-go:ic leacher. He. had bis cias worlang at tables in srral. leaming groups, all excep! Harry, who sat in the back of the room at a Jess, doing worksheets. Ms, Callugo would move from table to table, attending to the various learn- ing groups. A” each table, he would become very involved, and Ue siu dents appeared to enjey interacting with him. la all sis axciternent, howeve:, Mr. Callugo rare y went back to check on Harry. in fact, il ¿ppeared that the only time Mr. Calivgo paid any axtention to Harry was night after 1x2 tad thrown a book, lt seemed to the courselor that the book twcwing was Harry's tech- nique for gaining attention and that Mr. Callugo's reprimanding, which at Érst glence ay appear negótive, was in fact giving "larry the ab:en- Lion he destred and acted as a positive reiniorcement, thus increesing the hcck trowing rather than reducing il. hom this applicd hehevioral analysis, the cuunselor and Vr. Callugo came up with a plan to use an RIF approach (xules-ignore-pralse) to the problem (Charles, 1996) While the sule of not throwirg books (or anything for “hat alter) was something Mr. Callugo assumed the Sifth graders would know, he decided to remindl the class that throwing paper planes, penclls, bocks, ete, conld be dangerous and therefore was not acecptable. The Mr Callugo instituted a plan n which he would igacwe Harry right after he hed hzown a book. However, because the counselor had pointec 0. (hat Eary would typicaliy refocus on his work shect and gel back ta work right after throwing a book, Va. Callugo would not only ignore the buok Ihrowirg but look for the fest sign of appropriate behavior. Ha began to praise Harry us scoz as he refocused on the work sheet. Mr, Callugo wu.id walk near Harry's desk, checking and commenting on. the other students work. When he was close to Harry, he would provide azword el praise for Hazzy's abilily lo sitane do his seat work Jike the other students. Within two days after instituting tLis "ralesignare praise” plen, nol orly Lad the book throwing s:opped, but Harzy asked Sor nd 1eceived permission to xejoin his learning group Sometimes systemalically s'udying the events that precece a bebav- ¡or or immediately follow Jt may provide insigh! into what needs to be changed to 10d fy the undesizable classroom behavior. Contingency Contracting Contingency contracting is a process by which a student end a teacher actually sign a contract indicating wluich behaviors are desired and which consequences will result fram performing and no: performing inem. Contracts could be developed around instructional issues so that specific amounts of work and levels cf proficiency would bs targeted For example, Ms, Spellman developed a contract with Joraiban, a second grader who rarely corra eted or retumed homework, The condi- tions of Jonathen's contract stated that "tor cach day Jonathan: brings in CHAPTER 10 $ CLASSROOI MANAGEMENT 373 his kornework, which ls bota neat and compleze, he will receive enc (1) gold star. Stars will not bu given for homework that js either incomplete notazat. Further, aler ganing 10 sters, Jora:han can serve as aisle caz:ain aré collect the homewor+ fo: the next two days (ar activity Jonathan Jiked) Contracts can also be used =u improve classroora behavio! teacher may develop a contract specifying the necd for e spec fic child a stay in her seat or ralse her hand prior to asking ot answeri0g ques- tions. In general, conzracis ase useful for seducing or climicaUng lesson cistupticos wen the disruptions aze serious and can be concretely cefined. lo developing a contract you should specióy (1) the terms or condi tions under which appropuizte hehaviors will be Gisplaycd or Uhe limits of mistzhavior and (2) the consequence or contingencies ted to these hehaviors. Figure 10.1 provides an example oí one suck. contingency contract for a child who called out in class. AJIhough =he focus here is on teacher-student contracts, Blechman, Kotanchix, and Taylor (1981) 1eported thal school-based contingency contracis wrilien hy families were helpful in developing students who were more consistent in class room performance. Taus, a Students Name: 5 Grade, Date Teachers Name: _£studen:), understand the expectations in our classroom are: ¿trat a student who wishes to respond Lo lle teachers question well: 1. Raise histor her hand directly in tho a 2. Wait quietly until recognized by te teacher, 3. And il another studertis called upon, quietly lower his or her hand until the teschor ases far aw additioral response Lagree to follow these rules for responding. £ach time that follow the tines tops Usted above wibiout being raminded, 1 will receive a check mark (). 1 forge: te rules e* the classscorn and call outan answer rather than following the 3 steps listed above, | will not be given a check mask Vuhen | lave 10 check marks | wil be allowed to ring the bell signeling the end of racess for ore week Student Signature, , Date: Teacher —— Date Figure 10.1 A Sample Contingency Contract Cie ASNBLIAMDO IVOISHINNO, vIBOTOOISH 3 YO3LOMANE PS E a va Bumos sapos BA UL seUpOUe 15150 pae tuansy fpuane 01 ssauñu 5osad Y K2AL0) ¿pIyA 5 ¡cucsiacanu spas Gujdjoy anPULagocd amena sex eu] Joiner e 10) esuodsas aimssqns e Kojdua 0) 1L8ney 51 uosiad e Uaiyan U Áay2ns Gujujan jecpenag e Guys asuodsas are SS21PPY ISMULA] “DAJID9JJ9 2Q 0) $] UONTIZOS E J] "PaaTadUOs-[|! $: 107ARUOO, pos de 208 Aponeuiaas Tia. juapons ayu pep Furnsse Áidurs “SL “1UDpmas au Jo samadsiad aq 1104 pamaja ua Surpuodsa: 10 sedáy ajqesisap Put JPUnoE ÁJITTOL An 21? 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However, regardless oí the arnount of thinking she hac g:ven to classtocen management, prior Lo enteriag the Cass:000m, mach cf thús prepara tion may nezd to be adjuszed, given the reality she experienced dur. g Urose fiss! (em momenis of that iní- al class. Witl:cut the appropriate number of chafrs, with childrea showing emotional upset, and unex- pecred interruntions freir the main oice, Ms. Thiowspor will need ecomes clear Eat she ls a zeacher wo was consisten, yet ilexible. She exhubited “withitness,” knowing when One s.udent came late, even “hcugh hor back ws to ¿he sudent and she was writing on the boazc. When dissuprions occurred, she was ale to identify whc owned tae problem ard adjusted her interventions eccordiagly. For example, when ore student put her head down on the ¿esk apparently upsel, Y. Thompson shifled focus frara ¿Eempting to ertorce te ules of the classroorr, to callirg for seat work, and directed the class to continue or. their own (oveslapping) vale sac went down to tc gir's seat and aser hero comme out Ja the hall, where M5. Thompson provided caring and sappozt (hcspir;g skiM5) for this stu- deal who was expeziencing her own personal problems ¿sudent-owsed problem) AMI veas mot pesfect ta this class for every student Me. Thompson became aware that this little girl wes heviag serious emotional end academic problems, and was in need of additional assistance, Tae student demonstrated extreme frustrzticn at tie work she was attempting, poor self-estesm, and a feeling o! extreme sadness. She ds certeinly e stadend in nmeec ol vesmedia- tio, =ud £x€ teacher decided to call on. the assistance of tac school psyehclogis: ser additional supoorl or rsferral. You as Teacher, as Decision Maker, as Classroom Manager Case ¡ustration 1: Summer Preparation for One Second Grade Teacher Below, you will firul e aescriptica ní how ane second grade teacher prepared curing the sume: for the “pooming schcol year As you read ahout her actions and her decisions, see if you can ¡der fy nic princi- pls, concepts, or tiiearies, discussed in ¿his chapter, are reflected in her own beaeviors, Specifically, see If you can iderty evidence a exam pies of + Brevendon alenning a Withitrioss, + Focus on classtoom Inaragerrent verses individual discipline, + Hietarchy of response, + Estebiishing an aleclive C-assrocir through rules and routines + Diagnos:rg student and tencher problems, + Schoolization, and developmental approprialeness, Onse costs, 1€s August and Maura Xe'ly Js busy Uhinidng about the upcomirg school yea. ard her second grade class. Masa has been teaching second grade for the last ten yoars, and yet each summer she devoles a Jot of energy la the prenazation of her learing objectives, activitics, and materials, Mauta's experience hes taugkt her that toc chil deen, wFile eager to please, a:so come to har alter a summer of running, yellíag, playing, etc. Further, she 5 aware that wtile such activities ¿re clearly very healthy summertime fun, they cen prove quite disaup- diva +o the learning process if they are carried over into the classroom. She ls prescady mekiog up postes which dramatize the rules of «he class. For example Rub» Raise youz hand and be recognized by the teacher before answering in class (a Lughtly painted poster showing stadents eagerly ralsing thcir hand») Hule: “Take your seat when tae tell rings (agaln the poster shows the clacic sointir:g lo 8:15 and all Ae childiea (oking their sezto). Zule: Cican up al of your matertels a: be enc ol class ané place yo matesals in youe cubby. Ruler Never ight, push, oz scream or: th2 plapgroved crin class, Ir addition to making up the posters saowirg each rule, Maura develops a cuuple o! “role plays” that she wants to use, She intends to have the chUdren act us Y 381 CHAPTER 14 $ CLASSROOM MANAGER vihat each rule looks like and how violating the sule may apocar Next Maura makes a big poster tha: will temata on. the bulictín board stating the consequentes fur the rue violatior listas as follows. Rude Is Broken Consequence Fis: lime—a0 | You will get a ceminder, a waraing. Yor: will have Lo miss five minutes of recess. You will miss ten min- tes of recess, and you and 1 will work out a plan to help you Lollow “he rales 0 ve will need to call your mom ane dad and see if they can help us zo help you follow 1he zules in eddision to making up the rules for tae class, Maura is also busy establishing the procedures she :xall ye using te teke roll, collect homework, pass out papers, and respord to children who need Lo go to the aurse ul Lo Ue batbicom, or who may come lace. There are a lot of routines tral need to be considered As the dirst day ot class approaches, Maura Covel- ops hez Jesson plans (including an assess:mert process) tor the first few days of class. The primary focus for these initizl lessons ls or. tesci0g ¡he classrcom mane agement plan to the students. Clearly, if children are to become seli-contra' led and responsible, they need to understend what ls expected and how to echieve úl Therefore, il Une classcoom managemen! plar: 15 to be effective, it will not be enougk just lo read and post Eh pules and consequences vwith an outline of tae 10u- nes. She will need to (1) explain wly Urese are needea, (2) demonstrate how eech desired behavior looks, (3) discuss the consequences (both positive and negative), for tinose Lo follow or viclate “he rules, respectively, anel (4) checs Uhe students! understandiag This year she decices to have the students take huma Est ol rules and share them with thelr parenss. Further, as a homework activity, she wan(s the ch ix parents or guardians, to Idcnti3y rules will be casy to folluv and vebrich sules may Es more difticull Lo leacn. She intends to use the home- work response as a way of identifying the clúldren wo may need acditinnal assisiance to develop appropria sct.colirig behaviors. “The only otber ihing Enat Maura considers as she prepares for that firs: day is whether she should have her halr cut sharier, As she states with a grin: “You know, so that ] have an unobstracted view with Ue eyes in tie back ol uy head.” ond time—n9 E E Thizd time—no OOO Fourth line—no Ñ ield Experience Questions JOR 111 f THE HOW Ob TZACHING: CONSIDERING ISSUES OF MOTIVATION AND MANAGEMEYT, Developtag powr owa classroom management plan! la adelition te performing your own sesgarch as a guide to practice, ¡ts also useñal to observe o:her teachers £s they practice taer profesion and discuss with them the raticnales for the decisions they make. This con bo a very beaelicial way oí tuning Use lleo.y ol class- room management into a sea'ity. 1ts also a useñcl strategy To: stismulating Ue devslopment of you. own management plan Below yow will find a series ef Bela experience cuestiors relazed to the topics covered in tais chapter Yow ¡ay (06 Mat the Cats you collec: Wile observang a teacher in acticn well not only helz you to arswer those questiors but mey also provide precter insight and understarding of the cor.cepts d:szussed vnithin “he eporoach one of reaction to dista 2. Based or: your observations, was there a connec- jon between class disruption and a ss of class- zoom momentura or smocihness? + Key Tern Wal soeciliz scutines did you cbsexve, and Jow did they he'p in rraking the class maintain momertu and smoo:hness, even tbrough trans Uons. ln you: observations, was there evidence 9 RIP or KK olans of interventicn? la your opinion, were they cffectiv Kyo observed a texcher ceprimand y student, was 1: “cue” or “sofi”? Wict was the impac: of the regimar o? Dd the classsoom routines and rules appcar to be nencally app:opuate fo: ¿he siudents 1 that class? Did the rouatines 20d rules reflect an orientacion of teacher srhority and control or one 07 student responsibility and self-control? Were there any examples cf alternative response ticindog or ccnliagercy contaciing? Were Mere any exaraples a£ “l messages” or "shift ing gears”? Wkat was Uelr effect acuve listening. allernalive response training ao- applied benevior analysis overlappira losing space prevention contir gency contracting Punishment group alesúng helping skils 1 omessage response cos: cud reprimand soutines «misbelavior sules momentura se conflict resolution RIP (rules-Ignore-praise) RAP (rules-reward-punishment) sabation schoulization. shufuiag gears smuoothness soft reprimand student acconntabibity studantowned prelems teacher-owned problems valence viáthilness + Additional Resources CHAPTER 1D / CLASSROOM MANAGEMENT 305 Albert, L. (1995), 4 teachers guide to cocperativo discipline Circle Pines, MIN: American Guidar ce Service feriginal work published 1989). Blendinge:, ., €: 2). (1593). V/hn-wvin discipline, ngton, JN: hi Dilo Keppa 3ducational 16). Beyond discipitue: From compliance to com mumiby Alexendria, Vis Associelior. Jor Suzervision and Curricluzn Develópmert, Schell,L, Se Busden, P. (1992), Countáown to de first day cf hook. a 60 day get-ready checktist for fis! Cine teachers, leucher bransfes, student teachers, teacher mentors, iaucaion program adorimstrators teacher cducatoss (NEA Checklist Series), Washington, DC: Hatlonal Educationa) Association Vicinstein, C- 5. (1996) Secondary classroom manage- ment: Lessens from resenci and practice New York Mera Weinstein, C. S., Se Mignano, A... Jr. (1997) Eiementor, ciossraomm ta ragement: Lessor'sfawi sescaret cd practicó (aL E] New York MeSraw-Hil 
