Classroom

Classroom Control
Control
 A Very Important Topic
 Too Often Neglected
 Often Needed
 Skills
Skills Seen
Seen as
as Important
Important by
by

Computer
H.S.
H.S.
Oral
Physics
Physics Teachers
Problem
Teachers
Written Management
Skills Communic Solving Communic Skills
Sophis. Lab Teaching Advanced Physics
Equipment Skills Mathematics Knowledge

100
90
80
70
60
50
40
30
20
10
0

Data from AIP Pub. No. R-282.19 1996 Initial Employment Follow-Up
Fundamental
Fundamental Principles
Principles
 The first principle of classroom
management is, “Be FIRM, FAIR,
FRIENDLY, and FOCUSED.”
 The second principle is, “Always
use the minimum amount of
authority that will achieve the
end.”
 FIR
FIR
M
M
 You might hear some teachers state, "Don't smile
until Christmas." This does not mean that you
shouldn't be friendly -- warm, concerned, and
caring.
 What it does mean is that if you're going to
establish and maintain good discipline, you must
do so from the very beginning.
 It's easier to "lighten up" than it is to "throw the
clamps on" at some future date.
 You can be fair, friendly, and focused with students
and at the same time be firm in the enforcement of
the rules and consequences.
 FAIR
FAIR
 Establish General Principles, Not Fixed Rules.
– Concentrate on a few simple principles that have a
number of potential corollaries (e.g., rules).
– Help your students understand the meaning of the
principles and the consequences for violators.
– If possible, have students help formulate these policies.
 Use Consistent Enforcement.
– Follow through on your policies by consistently applying
them to violations according to your plan.
– This is especially important at the beginning of the year
when some students will test the system to see what will
happen.
 FRIENDLY
FRIENDLY
 Provide Encouragement.
– Show students that you care when they behave
acceptably.
– Tell them what specific behavior you appreciated.
 Show Understanding.
– Some unruly students suffer from family discord
(divorce, alcohol problems, abuse, low self-esteem, and
emotional problems).
– Sometimes having private personal talks with students
can help you change from being a disciplinarian to being
a helping friend.
 FOCUSE
FOCUSE
DD
 Don’t waste students’ time.
 Though students tend to waste a lot of time
themselves, they prefer to do it on their own terms.
 Teachers must keep their students engaged if they
are to minimize classroom disruptions.
 Come to class prepared. Teachers who lack
direction and fumble invite disciplinary problems.
 Carefully prepare all transitions.
 Use
Use aa Minimum
Minimum of
ofAuthority
Authority
 “Tread softly, but carry a big stick.” T. Roosevelt
 Don’t threaten something you can’t carry out.
 Don’t escalate situations needlessly.
 Maintain your reserves.
 Avoid confrontations, especially in front of other
students.
 Avoid lose-lose situations.
 Excess use of authority will promote those very
situations that they are supposed to diffuse.
 Consider peer classroom management techniques.
 Sample
Sample Corollaries
Corollaries
 Never use sarcasm, it's beneath you and may
return to you.
 Never argue with a class. "I am the teacher and I
determine what happens in this class" Education
is not a democracy.
 Feel free to call on students at random. This will
keep them on their toes.
 Refer to 50 COROLLARIES TO CONTROL
MEASURES for additional suggestions.
 General
General Procedures
Procedures
 Set out classroom principles at the start.
 React immediately to disruptions.
 Deal with behavior problems with the mildest
intervention that will work.
 Resolve minor problems before they become major
problems.
 Maintain momentum in the lesson.
 Know your limits.
 Remember your ABCs…
 Remember
RememberYour
YourABCs
ABCs
 Antecedent - Behavior - Consequences
 Too often, in order to change behaviors attention is
focused on consequences. This can often be
ineffective.
 Most times it is more helpful to focus on the
antecedent (e.g., failing to turn in homework)
– Ask question why student not turning in homework.
– The are many reasons why student might not be turning in
homework (conditions at home, lack of sleep, excess time spent
working, etc.).
– Come to a mutual understanding with student about what must
be done to correct the situation.
 Dealing
Dealing with
with Confrontation
Confrontation
 Concentration on student’s agenda:
– use open ended questions
– use confirmatory paraphrase
– use leading paraphrase
 Concentration on overcoming resistance:
– use positive phrasing
– show empathy
– provide support
– give reasonable approval
 Concentration on problem solving:
– use problem-solving inquiry
– come to a shared decision if possible
 Classroom
Classroom Principles
Principles Should
Should
be
be Based
Based Upon:
Upon:
 respect for the rights of others
– education
– safety
– ownership
– civil
 respect for school property
 Warning
Warning Signs
Signs of
of Trouble
Trouble
 Troublesome students are:
– less likely to live with both parents.
– more likely to be in trouble with police.
– less likely to make good grades.
– more likely to be a member of a gang.
Levels
Levels of
of Disciplinary
DisciplinaryAction
Action

 Public Responses
 Private Responses
 Detention
 Consultation with Parents
 Removal from the Classroom
 Specialized Programs
 Suspension
 Expulsion
 Important
Important
Caveats
Caveats
 Know your rights
 Know your limitations
 Know to whom to refer
 Know with whom to confer
 Don’t take it personally
 Don’t get angry
 Don’t get emotional