Effective Classroom Management Strategies:

Preventing Discipline Problems

Donna K. Milanovich, Ed.D.

Mr. Randal A. Lutz

Baldwin-Whitehall School District

Session Goals

Participant will be able to:• Discuss the importance of establishing classroom

rules for behavior• List the steps in developing classroom behavior

standards• Explain how classroom and accountability

procedures directly influence behavior

Session Goals continued

• Generate a list of classroom and accountability procedures to use in the classroom

• Develop first and second day schedules from a list of classroom and accountability procedures to use in the classroom

Guiding Questions

1. Based on the session discussion, describe the process you would utilize to develop, monitor, and review classroom behavior standards with your students.

Use specific examples to explain and clarify steps of the process.

Guiding Questions

2. Evaluate the effectiveness of teaching classroom and accountability procedures as a classroom management strategy to prevent behavior problems within the classroom.

Cite specific examples in defending your answer.

Need for Standards of Behavior

• Teaching is fast-paced and demanding• More than 1,000 daily teacher/student interactions• 150 students/ 6 subjects/ 4 minutes• Diversity of student backgrounds

Confusion + Frustration = Reduced

Learning Time

Effective Teachers

• Organize classrooms to prevent disruptive behavior

• Engage in proactive behaviors• Teach appropriate behaviors• Monitor own behaviors within classroom

Classroom Rules

Designed to catch children misbehaving in order to issue punishments

or

Guidelines or benchmarks that assist children in examining their behavior and how it effects themselves and others

Developing Classroom Behavior Standards

Key Factors:

1. Involve students in process

2. State rules clearly, avoid generalities

3. Limit number of standards

4. Gain acceptance from the children

5. Monitor student behavior

6. Communicate

Developing Standards for Behavior

Discussing the Value of Rules Developing a List Getting a Commitment Monitoring and Reviewing Rules

Developing Standards for Behavior

Discussing the Value of Rules Constitutional Rights – Compelling State

Interests Property Loss or Damage Legitimate Educational Purpose Health and Safety Serious Disruption of Educational Process

- Judicious Discipline, Forrest Gathercoal (1997)

Developing Standards for Behavior

Developing a List List all standards students view as important State in positive manner Cover each Compelling State Interest Teach meaning through activities

Jones & Jones, (2001)

Developing Standards for Behavior

Getting a Commitment Clarify rules Seek individual student commitment Communicate with peers and adults

Jones & Jones, (2001)

Developing Standards for Behavior

Monitor and Review Classroom Rules Regular review of rules Individual meetings with students New Student Meetings Activities to Review

Jones & Jones, (2001)

Classroom Rules1. Don’t talk while others are talking2. Complete all homework3. Solve conflicts nonviolently4. Follow teacher requests5. Demonstrate respect6. Do not be tardy to class7. Use a 12-inch voice in the classroom8. Be prepared for class9. Do not take items that are not yours10. No food or drink in the classroom

Elementary Classroom ProceduresEvertson and Emmer (1982) found five general areas in which teachers taught students how to act:

1. Students’ use of classroom space and facilities

2. Students’ behavior in areas outside the classroom, such as the bathroom, lunchroom, drinking fountain, and playgrounds

3. Procedures to follow during whole-class activities, such as whether to raise a hand to speak, where to turn in work, and how to get help during seatwork

Elementary Classrooms continued

4. Procedures during small-group work

5. Additional procedures, such as how to behave at the beginning and end of the school day, and when a visitor arrives

Jones & Jones, 2001

Secondary Classroom ProceduresIn secondary classrooms, researchers found that teachers taught students how to act in four areas:

1. Beginning the class

2. Whole-class activities

3. Procedures related to academic accountabilities

4. Other activities, such of the end of class period, interruptions in the class, and fire drills

Jones & Jones, 2001

Academic Accountability Procedures

1. Work Requirements

2. Communicating Assignments

3. Monitoring Student Work

4. Checking Assignments in Class

5. Grading Procedures

6. Academic Feedback

Jones & Jones, 2001

Teach and Monitor Classroom Procedures

Establish need for procedures Solicit student ideas Practice procedures Reinforce the correct behavior

Jones & Jones, 2001

Evaluate your methods

Instructional Management Skills That Facilitate On-task Behavior

Giving clear instruction Beginning a lesson Maintaining attention Pacing Using seatwork effectively

Instructional Management Skills That Facilitate On-task Behavior

Summarizing Providing useful feedback and evaluation Making smooth transitions Dealing with common frustrations Planning for early childhood settings

Jones & Jones, 2001