classroom management

Responding to

Inappropriate Behavior

Dep Ed Taguig –PaterosElementary and High School

Faculty ofMay 26, 2015

Millie Cruz-Eustaquio

Objectives

O To reflect on one’s function in the classroom

O To learn about the different models of classroom management and it’s implication

O To be gain skills in responding to inappropriate behavior

O Recall an experience you had about an inappropriate behavior in your class and write about it.1. What was the incident about?2. What did you do?3. I it will happen again, what do you think you will do this time?

O What did you learn from the experience of sharing?

O How did it feel to share your experience?

O How did it feel to give your reaction?O What facilitated your understanding

of each other’s situation?

Group Discussion

1. Analyze the problem and each one will suggest a solution

2. Discuss the merits of the solution offered and choose the most reasonable.

3. Share with the whole group your situation and agreed solution. You may role play or do any creative presentation.

O What are the ways of responding to inappropriate classroom behavior?

O What should guide us in choosing how we will respond?

O Are you satisfied with your solution? Why?

O What did you learn from this activity?

3 WAYS to RESPONDO Preventive Classroom DisciplineO Supportive Classroom DisciplineO Corrective Classroom Discipline

Preventive Classroom Discipline

O Needs of learnersO Security and

shelterO Social contactO Task

InstrumentalityO Symbolic

IdentificationO PleasureO Growth

Suggestions for a Preventive Classroom

DisciplineO Make your curriculum as worthwhile

and enjoyable as possible. Remember that students crave for fun, belongingness, freedom, power and dignity.O Plan learning activities carefully for

efficiency and effectivenessO Build and nurture learning communitiesO Realize that emotion play a vital role in

the learning process

Suggestions for a Preventive Classroom Discipline

O Remain the ultimate authority in your classroom. Be pleasant and helpful. Ask for students’ input and help. But you make the final decision and are responsible for it.O Teach rules, routine, social skills and

proceduresO Demonstrate and provide practice


O Make good rules of conduct with your students. Keep the rules short, clear and few. Discuss each rule thoroughly with the students, and then post the list in a prominent place in the roomO Decision on infractions should be

consistent, fair and logical


O Encourage self-management among members of the class. Expect positive behavior to get positive results.O Reward and value each individual’s

contribution.


O Emphasize the Golden Rule

“ Do not do to unto others what you do not want others to do to you”

Preventive Classroom Discipline

O Help creates a self-enhancing learning environment

O Learners develop more self- direction and control

Supportive Classroom Discipline

O Assists students to get back and develop self-discipline

O Teachers need to communicate clearly, firmly and consistently

Suggestions for a Supportive Classroom Discipline

O Request “Good Behavior”O Use hints, suggestions, and I-

messages. Communicate that you recognize their concern and are willing to help or ease the discomfort as soon as possible.


O Acknowledge good behavior in appropriate times.O Compliment students when the show

good effort (nod, smile, and words like “good”, “thank you”, “keep it up” will do a lot to reinforce good behavior


O Inject humor into lessons that have become tiring. It eases tension and facilitates a non threatening environment for taking risk in participating in the class activity


O Restructure difficult work or provide help. Some students misbehave because they feel helpless and hopeless.

O Show interest in the learners’ work or answer.

O Use physical proximity or other nonverbal signals to make students return to work.

Classroom Management Models

Model Perspective

Major Premise Course of Action

Dreikers, R. (1968)

Psychiatrist

Misbehavior is due to students desire for recognition – 4 Mistaken Goals1.Attention getting2.Power Seeking3.Revenge Seeking4.Displaying inadequacy

Create classroom environment in which learners’ find the ff: -taking responsibility leads to freedom


Model Perspective

Major Premise

Course of Action

Ginnott, H. (1971)

Psychologist

Discipline results from teacher’s sane messages that address the situation not the student’s character

Teacher as model and guide aims for students to develop self discipline, responsibility and concern for others


Model Perspective

Major Premise

Course of Action

Glasser, W. (1965)

Psychiatrist

Provide environment and curriculum that meet learners basic needs for belonging, power, fun and freedom

Provide ample appreciation for learners. Use cooperative learning strategies, conduct classroom meeting and shared discussion


Model Perspective

Major Premise

Course of Action

, R. (1987) Psychologist

Talking, Goofing off, moving around the classroom without permission is misbehavior

Help students support their self-control as a way of decreasing misbehavior


Model Perspective

Major Premise

Course of Action

, J Psychologist

Good classroom behavior depends on planning.

Foster alertness, accountability, and progress. Use variety of resource materials.

Corrective Classroom Discipline

O The approach is based on Behavior Modification

O Involve systematic use of reinforcement to strengthen desired behavior

Basic Communications Skills to help students

1. Attending and Acknowledgingorienting your body toward the studentestablishing eye contactnoddingleaning forwardsmiling or frowningexpressing empathy

Basic Communications Skills to help students

2. Active ListeningReflect back what you think you

heardParaphrase what you heard

Steps for a Corrective Classroom Discipline

1. Stop the misbehavior.It is best to put an end to the

misbehavior, rather than ignore and hope it will go away.

2. Invoke a consequence appropriate to the misbehavior

3. Follow through consistently


4. Redirect misbehavior in positive directions.

Talk with them when you can about their behavior.

Ask how you can help them get the most out of school yet not interfere with others.


5. Be ready to invoke insubordination rule.

Students who refuse to comply with a reasonable consequence should go to in-school suspension until they are willing to fulfill the consequence.

Relationship-Listening

Confronting-Contracting

Intervention-Staffing

1. Create Self-enhancing learning environment

1. Confront the child with inappropriate behavior. Use I-message

1. Shape behavior by applying the principle of reinforcement

2. Assess children’s needs, interests and wants

2. Ask what questions to clarify his behavior and his responsibility for it. (What did you do? What happened? What will you do to change?)

2. Help children learn appropriate behavior by imitation and modeling

Relationship-Listening

Confronting-Contracting

Intervention-Staffing

3. Review/ reteach/model rules, responsibilities, rights, social skills

3. Teach about rights and responsibilities, cooperation, self-management and problem-solving

3. Give time for individual and group session for listening and clarifying perceptions

4. Accept, Respect and Trust every individual person in the class. Listen actively and learn to empathize with each learner

4. Plan a program for improvement and decide a behavior contract with the child alone or with his parents.

4. Get assistance and cooperation of parents, other teachers, child’s peers, family, school personnel, NGO and GO’s

References

classroom management

Education

classroom o

communities o

procedures o

implication o

o reward

objectives o

o plan

o recall