Classroom Management

SPEC 534

Session #4

Objectives

• Compare and contrast various theories and research that examine student behaviors and classroom environment;– Comparing models and

strategies which address classroom management and school-wide discipline

Are We Thinking Proactively or Reactively?

Proactive ReactivePreventative

•Stop something from occurring

•Act as a result

•Driven by circumstances

•Fore planning & thinking

•Driven by values

Proactive or Reactive Classroom

Management?• What are some of the

examples you have seen that are…– Proactive– Preventative– Reactive?

• What are the percentages for each?

• What currently works?

• What does not work?

For Example…

• Jaskson has received 30 office referrals.

• 30 referrals = 900 min @ 30 min =15 hrs =2.5 days @ 6 hrs

• 350 “timeouts” = 7,000 min @ 20 min = 116.75 hrs = 19.4 days @ 6 hrs

• 5 suspensions =42 hours = 7 days @ 6 hrs

• TOTAL TIME = 28.9 days @ 6 hrs

Establishing Routines and Procedures

• What are some general classroom routines and procedures?

• How will the classroom expectations align with the classroom routines and procedures?

Establishing Classroom

Expectations• Brainstorm a list of

expectations

• Determine the overarching 3-5 expectations

• Determine how these expectations will look in different settings– Teacher –directed– Cooperative learning– Independent seatwork

Classroom Plan

Proactive Reactive

Environment•Physical Setting•Social Factors •Instructional Environment

Teaching•Replacement Behaviors•Coping Skills•Specific Skills

Respond •Reinforce Positive Behaviors•Correct for Non-Compliance•Manage

Something to Think About?

• Should classrooms each have their own rules or should they have the same rules?– Pros– Cons

• What would be needed in order to develop school-wide discipline?

Homework

Safran, S. P. and Oswald, K. Positive behavior supports: can schools reshape disciplinary practices. Exceptional Children, 69, 3, 361-373.

Wolfgang, C. H. (2001) Solving Disciplined Classroom Management Problems: Methods & Models For Today’s Teachers. 5th Ed., New York: Wiley & Sons, chpt.11.