exemplary elementary classroom management: the effective teacher module i

Exemplary ElementaryExemplary Elementary

Classroom Management: The Effective Teacher Module I

Classroom Management: The Effective Teacher Module I


Characteristics of an Effective TeacherCharacteristics of an Effective Teacher

ClassroomManagementClassroom

ManagementHigh

ExpectationsHigh

Expectations

Mastery TeachingMastery Teaching

ClassroomManagement

Module I

Module I


Classroom ManagementClassroom ManagementClassroom ManagementClassroom Management

Last year, there were 210 total infractions written.

46 students who repeated behaviors for which they had already received infractions.

More than half of the infractions resulted from ineffective classroom routines, procedures or rules.

Last year, there were 210 total infractions written.

46 students who repeated behaviors for which they had already received infractions.

More than half of the infractions resulted from ineffective classroom routines, procedures or rules.

Conclusions: 1) The school’s discipline plan is not Conclusions: 1) The school’s discipline plan is not effective and must be addressed. 2) Improving effective and must be addressed. 2) Improving

classroom management will decrease infractions. classroom management will decrease infractions.

Conclusions: 1) The school’s discipline plan is not Conclusions: 1) The school’s discipline plan is not effective and must be addressed. 2) Improving effective and must be addressed. 2) Improving

classroom management will decrease infractions. classroom management will decrease infractions.



As we discuss classroom management, one important point to remember is YOU ARE NOT ALONE!

Your classroom is yours and you will ultimately decide how you want to manage it.

This module is designed only to enhance your classroom management skills and encourage teamwork between teachers to improve classroom management.

As we discuss classroom management, one important point to remember is YOU ARE NOT ALONE!

Your classroom is yours and you will ultimately decide how you want to manage it.

This module is designed only to enhance your classroom management skills and encourage teamwork between teachers to improve classroom management.



Classroom management includes all of the things a teacher must to do toward these two ends:

1. To foster student involvement and cooperation in all classroom activities.

2. To establish a productive working environment.

Classroom management includes all of the things a teacher must to do toward these two ends:

1. To foster student involvement and cooperation in all classroom activities.

2. To establish a productive working environment.


ObjectivesObjectivesObjectivesObjectives

Understand proven research and sound theories that provide a foundation for quality classroom management

Share effective classroom management strategies

Implement classroom management strategies

Understand proven research and sound theories that provide a foundation for quality classroom management

Share effective classroom management strategies

Implement classroom management strategies


Classical ConditioningClassical ConditioningClassical ConditioningClassical ConditioningPavlov Classical Conditioning –

Presenting a conditioned stimulus serves as a signal that the unconditioned stimulus is coming

Pavlov Classical Conditioning –

Presenting a conditioned stimulus serves as a signal that the unconditioned stimulus is coming

Ivan PavlovIvan Pavlov


Classical ConditioningClassical Conditioning

A neutral stimulus is a stimulus to which an person A neutral stimulus is a stimulus to which an person does not respond (NS).does not respond (NS).

An unconditioned response (UCR) can be learned An unconditioned response (UCR) can be learned using a neutral stimulus just before an using a neutral stimulus just before an unconditioned stimulus (UCS).unconditioned stimulus (UCS).

After being paired with an unconditioned stimulus, After being paired with an unconditioned stimulus, the previous neutral stimulus now elicits a response the previous neutral stimulus now elicits a response and is no longer “neutral.” The NS becomes a and is no longer “neutral.” The NS becomes a conditioned stimulus (CS) and the person has conditioned stimulus (CS) and the person has learned a conditioned response (CR).learned a conditioned response (CR).

A neutral stimulus is a stimulus to which an person A neutral stimulus is a stimulus to which an person does not respond (NS).does not respond (NS).

An unconditioned response (UCR) can be learned An unconditioned response (UCR) can be learned using a neutral stimulus just before an using a neutral stimulus just before an unconditioned stimulus (UCS).unconditioned stimulus (UCS).

After being paired with an unconditioned stimulus, After being paired with an unconditioned stimulus, the previous neutral stimulus now elicits a response the previous neutral stimulus now elicits a response and is no longer “neutral.” The NS becomes a and is no longer “neutral.” The NS becomes a conditioned stimulus (CS) and the person has conditioned stimulus (CS) and the person has learned a conditioned response (CR).learned a conditioned response (CR).

Basic principles of Classical Conditioning Theory:Basic principles of Classical Conditioning Theory:




Classical Conditioning ProcedureClassical Conditioning Procedure

Before ConditioningBefore Conditioning

Unconditioned Stimulus (UCS)Unconditioned Stimulus (UCS) ||

Incapable of producing

conditioned response (CR)

Incapable of producing

conditioned response (CR)

During ConditioningDuring Conditioning

Conditioned Stimulus (CS)Conditioned Stimulus (CS)

Unconditioned Stimulus (UCS)Unconditioned Stimulus (UCS)

Unconditioned Response

(UCR)

Unconditioned Response

(UCR)

After ConditioningAfter Conditioning

Conditioned Stimulus (CS)Conditioned Stimulus (CS)

ConditionedResponse (CR)

ConditionedResponse (CR)




Using Classical Conditioning to Develop Classroom ProcedureUsing Classical Conditioning to Develop Classroom Procedure

Before ConditioningBefore Conditioning

Morning Bell (UCS)Morning Bell (UCS)

Start ClassIncapable of

producing (CR)

Start ClassIncapable of

producing (CR)

During ConditioningDuring Conditioning

Morning Bell Conditioned Stimulus (CS)


Start Class Unconditioned Stimulus (UCS)

Start Class Unconditioned Stimulus (UCS)

Students sit down, look at teacher and

listen for directions

(UCR)

Students sit down, look at teacher and

listen for directions

(UCR)

After ConditioningAfter Conditioning



Start ClassConditioned

Response (CR)

Start ClassConditioned

Response (CR)



Using classical conditioning, we have the ability to:

Affect students likes/dislikes

Influence our student’s attitudes

Develop a respect for authority

Using classical conditioning, we have the ability to:

Affect students likes/dislikes

Influence our student’s attitudes

Develop a respect for authority

Classical ConditioningClassical ConditioningClassical ConditioningClassical ConditioningIvan PavlovIvan Pavlov


Affecting Students Likes/Dislikes

Classical Conditioning Theory indicates that people develop a taste for pleasant experiences and aversions to experiences they find unpleasant

Affecting Students Likes/Dislikes

Classical Conditioning Theory indicates that people develop a taste for pleasant experiences and aversions to experiences they find unpleasant

Classical ConditioningClassical ConditioningClassical ConditioningClassical Conditioning

Therefore, we must intentionally provide learning Therefore, we must intentionally provide learning experiences for which the experiences for which the studentsstudents find pleasant find pleasant

if we want students to enjoy learning.if we want students to enjoy learning.

Therefore, we must intentionally provide learning Therefore, we must intentionally provide learning experiences for which the experiences for which the studentsstudents find pleasant find pleasant

if we want students to enjoy learning.if we want students to enjoy learning.



Influencing students’ attitudes toward learning

Classical Conditioning Theory suggests that students will develop a positive attitude toward learning simply by presenting content along with words and images that evoke positive feelings such as “excellent”, “awesome,” and “good work.”

Influencing students’ attitudes toward learning

Classical Conditioning Theory suggests that students will develop a positive attitude toward learning simply by presenting content along with words and images that evoke positive feelings such as “excellent”, “awesome,” and “good work.”

Classical ConditioningClassical ConditioningClassical ConditioningClassical Conditioning

Therefore, we must intentionally incorporate Therefore, we must intentionally incorporate words and images in our classrooms that evoke words and images in our classrooms that evoke

positive feelings for positive feelings for students.students.

Therefore, we must intentionally incorporate Therefore, we must intentionally incorporate words and images in our classrooms that evoke words and images in our classrooms that evoke

positive feelings for positive feelings for students.students.



Therefore, we must instill a healthy sense of “respect” of Therefore, we must instill a healthy sense of “respect” of authority so that students will avoid behaviors that result in authority so that students will avoid behaviors that result in

unpleasant consequences.unpleasant consequences.

Therefore, we must instill a healthy sense of “respect” of Therefore, we must instill a healthy sense of “respect” of authority so that students will avoid behaviors that result in authority so that students will avoid behaviors that result in

unpleasant consequences.unpleasant consequences.

Develop a respect of authority Classical Conditioning Theory explains that people develop respect/fear based

on conditioned stimuli that are associated with unpleasant unconditioned

stimuli. This theory also suggests that people do not have to experience the

unpleasant stimuli first hand but will develop respect/fear of conditioned

stimuli by watching someone experience an unpleasant unconditioned stimuli.

Develop a respect of authority Classical Conditioning Theory explains that people develop respect/fear based

on conditioned stimuli that are associated with unpleasant unconditioned

stimuli. This theory also suggests that people do not have to experience the

unpleasant stimuli first hand but will develop respect/fear of conditioned

stimuli by watching someone experience an unpleasant unconditioned stimuli.

Classical ConditioningClassical ConditioningClassical ConditioningClassical ConditioningIvan PavlovIvan Pavlov


Operant ConditioningOperant ConditioningOperant ConditioningOperant ConditioningB.F. Skinner

Operant Conditioning – “A Response that is immediately followed by a reinforcer is strengthened and is therefore more likely to occur again.” (1)

B.F. Skinner

Operant Conditioning – “A Response that is immediately followed by a reinforcer is strengthened and is therefore more likely to occur again.” (1)

B.F. Skinner B.F. Skinner


Operant ConditioningOperant ConditioningOperant ConditioningOperant ConditioningSkinner’s Basic Law of Operant Conditioning Theory:

Reinforcer – a response that increases in frequency when preceded with a stimulus or event.

Almost any behavior can be learned through operant conditioning including academic, social and psychomotor.

Undesirable behaviors are reinforced just as easily as desirable behaviors.

Skinner’s Basic Law of Operant Conditioning Theory:

Reinforcer – a response that increases in frequency when preceded with a stimulus or event.

Almost any behavior can be learned through operant conditioning including academic, social and psychomotor.

Undesirable behaviors are reinforced just as easily as desirable behaviors.



Operant ConditioningOperant ConditioningOperant ConditioningOperant ConditioningImportant Conditions for Operant Conditioning:

The reinforcer must follow the response.

The reinforcer must follow immediately.

The reinforcer must be contingent on the response.

Positive and Negative Reinforcers

Positive Reinforcement involves the presentation of a stimulus after a response such as a smile, positive words, and a good grade.

Negative Reinforcement increases a response through the removal of a stimulus.

Important Conditions for Operant Conditioning:

The reinforcer must follow the response.

The reinforcer must follow immediately.

The reinforcer must be contingent on the response.

Positive and Negative Reinforcers

Positive Reinforcement involves the presentation of a stimulus after a response such as a smile, positive words, and a good grade.

Negative Reinforcement increases a response through the removal of a stimulus.



Operant ConditioningOperant ConditioningOperant ConditioningOperant ConditioningPunishment is not negative reinforcement.

Negative reinforcement increases the frequency of a response by taking away a negative stimulus. For example, homework is not given to a student because of his/her positive behavior.

Punishment decreases the frequency of a response by giving a negative stimulus or taking away a positive stimulus. Talk with your table about some examples of this.

Punishment is not negative reinforcement.

Negative reinforcement increases the frequency of a response by taking away a negative stimulus. For example, homework is not given to a student because of his/her positive behavior.

Punishment decreases the frequency of a response by giving a negative stimulus or taking away a positive stimulus. Talk with your table about some examples of this.



Operant ConditioningOperant ConditioningOperant ConditioningOperant Conditioning B.F. Skinner B.F. Skinner

Give Positive Give Positive StimulusStimulus

Take Away Take Away Negative StimulusNegative Stimulus

Positive Positive ReinforcementReinforcement

Negative Negative ReinforcementReinforcement

Give Negative Stimulus orGive Negative Stimulus orTake Away Positive StimulusTake Away Positive Stimulus

Increase?Increase?

PunishmentPunishment

Decrease?Decrease?

What do you want the behavior to do?What do you want the behavior to do?


Operant ConditioningOperant ConditioningOperant ConditioningOperant ConditioningSkinner’s assessment of operant conditioning and teaching.

Reinforcement in the classroom usually occurs inconsistently and not soon enough after the desired response has occurred.

If immediate reinforcement is impossible, then environmental cues that indicate reinforcement is coming later can be effective.

Skinner’s assessment of operant conditioning and teaching.

Reinforcement in the classroom usually occurs inconsistently and not soon enough after the desired response has occurred.

If immediate reinforcement is impossible, then environmental cues that indicate reinforcement is coming later can be effective.


Therefore, we must use reinforce positive behavior Therefore, we must use reinforce positive behavior immediately after it occurs if possible and use environmental immediately after it occurs if possible and use environmental

cues only as a second option. cues only as a second option.

Therefore, we must use reinforce positive behavior Therefore, we must use reinforce positive behavior immediately after it occurs if possible and use environmental immediately after it occurs if possible and use environmental

cues only as a second option. cues only as a second option.



Teachers have the difficult task of teaching behaviors

that will be useful for students in their future. Students

do not see the natural positive reinforcers immediately

that they might in the realize in the future. As a result,

teachers use artificial reinforcers such as stickers which

are ineffective because students do not se how they

connect to their behavior.


Teachers have the difficult task of teaching behaviors

that will be useful for students in their future. Students

do not see the natural positive reinforcers immediately

that they might in the realize in the future. As a result,

teachers use artificial reinforcers such as stickers which

are ineffective because students do not se how they

connect to their behavior.


Therefore, we must make learning relevant to students’ Therefore, we must make learning relevant to students’ present interests and provide effective connections between present interests and provide effective connections between

learning and the reinforcement method we choose. learning and the reinforcement method we choose.

Therefore, we must make learning relevant to students’ Therefore, we must make learning relevant to students’ present interests and provide effective connections between present interests and provide effective connections between

learning and the reinforcement method we choose. learning and the reinforcement method we choose.



Teachers find themselves punishing misbehaviors rather than reinforcing appropriate responses. For example, when most of the students are in line appropriately and one or two students are misbehaving, the teacher will punish the two students who are misbehaving rather than praising the rest of the class for their appropriate behavior.


Teachers find themselves punishing misbehaviors rather than reinforcing appropriate responses. For example, when most of the students are in line appropriately and one or two students are misbehaving, the teacher will punish the two students who are misbehaving rather than praising the rest of the class for their appropriate behavior.


Therefore, we must focus on reinforcing the desirable Therefore, we must focus on reinforcing the desirable behaviors of some students in order to solicit appropriate behaviors of some students in order to solicit appropriate

responses from the rest of the students.responses from the rest of the students.

Therefore, we must focus on reinforcing the desirable Therefore, we must focus on reinforcing the desirable behaviors of some students in order to solicit appropriate behaviors of some students in order to solicit appropriate

responses from the rest of the students.responses from the rest of the students.


Classroom Management StrategiesClassroom Management StrategiesClassroom Management StrategiesClassroom Management Strategies

Use Mavlov’s Hierarchy of needs to ensure the classroom environment provides for meeting deficiency needs of the students

Establish routines and procedures for every task

Communicate discipline plan which includes positive and negative consequences or reinforcers

Use Mavlov’s Hierarchy of needs to ensure the classroom environment provides for meeting deficiency needs of the students

Establish routines and procedures for every task

Communicate discipline plan which includes positive and negative consequences or reinforcers

Classroom management refers to all of the things that a teacher does to Classroom management refers to all of the things that a teacher does to organize students space, time, and materials so instruction in content organize students space, time, and materials so instruction in content and student learning can take place. It is important to:and student learning can take place. It is important to:

Classroom management refers to all of the things that a teacher does to Classroom management refers to all of the things that a teacher does to organize students space, time, and materials so instruction in content organize students space, time, and materials so instruction in content and student learning can take place. It is important to:and student learning can take place. It is important to:

““Effective teachers MANAGE their classrooms.Effective teachers MANAGE their classrooms.Ineffective teachers DISCIPLINE their classrooms.”(2)Ineffective teachers DISCIPLINE their classrooms.”(2)

““Effective teachers MANAGE their classrooms.Effective teachers MANAGE their classrooms.Ineffective teachers DISCIPLINE their classrooms.”(2)Ineffective teachers DISCIPLINE their classrooms.”(2)


Classroom Management StrategiesClassroom Management StrategiesClassroom Management StrategiesClassroom Management StrategiesMeeting Mavlov’s Hierarchy of Needs Meeting Mavlov’s Hierarchy of Needs Meeting Mavlov’s Hierarchy of Needs Meeting Mavlov’s Hierarchy of Needs

Esteem NeedsEsteem Needs

Love and Belongingness NeedsLove and Belongingness Needs

Safety NeedsSafety Needs

Physiological NeedsPhysiological Needs

Discuss ways you meet Maslow’s Hierarchy of Needs for your students with the people at your table

Remember to focus on the needs you can meet, not the needs you can’t meet

Discuss ways you meet Maslow’s Hierarchy of Needs for your students with the people at your table

Remember to focus on the needs you can meet, not the needs you can’t meet

Def

icie

ncy

Nee

dsD

efic

ienc

y N

eeds

Need for Self-ActualizationNeed for Self-ActualizationGrowth NeedGrowth Need



Knowledge of classroom procedures tells the students things like:

What to do when the bell rings

What to do when the pencil breaks

What to do when you hear an emergency alert signal

What to do when you finish your work early

What to do when you have a question

What to do when you need to go to the bathroom

What to do when you want the my attention

Where to turn in assignments

What to do at dismissal of class

Knowledge of classroom procedures tells the students things like:

What to do when the bell rings

What to do when the pencil breaks

What to do when you hear an emergency alert signal

What to do when you finish your work early

What to do when you have a question

What to do when you need to go to the bathroom

What to do when you want the my attention

Where to turn in assignments

What to do at dismissal of class

Establishing Classroom Routines and ProceduresEstablishing Classroom Routines and ProceduresEstablishing Classroom Routines and ProceduresEstablishing Classroom Routines and Procedures



Parents also need to follow procedures for the school and your class:

You must be a model and follow the school’s procedures

How can you expect students and parents to follow procedures if you don’t follow them? Allowing a parent to drop off a student tardy without a tardy pass because you don’t want to ask them to walk to the office and back will hurt you in the long run. That parent will not understand when you call and explain that their child does not follow procedures because they saw that you didn’t follow them either.

Parents also need to follow procedures for the school and your class:

You must be a model and follow the school’s procedures

How can you expect students and parents to follow procedures if you don’t follow them? Allowing a parent to drop off a student tardy without a tardy pass because you don’t want to ask them to walk to the office and back will hurt you in the long run. That parent will not understand when you call and explain that their child does not follow procedures because they saw that you didn’t follow them either.

Establishing Routines and Procedures for ParentsEstablishing Routines and Procedures for ParentsEstablishing Routines and Procedures for ParentsEstablishing Routines and Procedures for Parents

Communicate classroom and school procedures to parents the first week of school and expect parents to follow them.Communicate classroom and school procedures to parents the first week of school and expect parents to follow them.



Investing time in teaching discipline and procedures will be repaid multifold in the effective use of class time.

Here are a few things to keep in mind as you are establishing rules:

Rules are expectations of appropriate behavior. You can state your expectations as rules

Rules immediately create a work-oriented atmosphere

Rules create a strong expectation about the things that are important to you.

Include consequences – What the student chooses to accept if a rule is broken.

Include rewards – What the student receives for appropriate behavior

Investing time in teaching discipline and procedures will be repaid multifold in the effective use of class time.

Here are a few things to keep in mind as you are establishing rules:

Rules are expectations of appropriate behavior. You can state your expectations as rules

Rules immediately create a work-oriented atmosphere

Rules create a strong expectation about the things that are important to you.

Include consequences – What the student chooses to accept if a rule is broken.

Include rewards – What the student receives for appropriate behavior

Establishing a Discipline PlanEstablishing a Discipline PlanEstablishing a Discipline PlanEstablishing a Discipline Plan



Take some time to discuss with your colleagues things that you have done that worked and things that didn’t work.

What are the areas are the strongest? Weakest?

How can you help another colleague in the area where you are strongest?

What do you need to improve the areas you thought were weak?

What materials and/or resources are needed in order to improve your classroom management skills this year?

Take some time to discuss with your colleagues things that you have done that worked and things that didn’t work.

What are the areas are the strongest? Weakest?

How can you help another colleague in the area where you are strongest?

What do you need to improve the areas you thought were weak?

What materials and/or resources are needed in order to improve your classroom management skills this year?

Teamwork – Implementing Classroom ManagementTeamwork – Implementing Classroom ManagementTeamwork – Implementing Classroom ManagementTeamwork – Implementing Classroom Management


““There is absolutely no research There is absolutely no research

correlation between success and family correlation between success and family

background, race, national origin, background, race, national origin,

financial status, or even educational financial status, or even educational

accomplishments. There is but one accomplishments. There is but one

correlation with success, and that is correlation with success, and that is

ATTITUDE.”ATTITUDE.”

Harry K. Wong (2)Harry K. Wong (2)

““There is absolutely no research There is absolutely no research

correlation between success and family correlation between success and family

background, race, national origin, background, race, national origin,

financial status, or even educational financial status, or even educational

accomplishments. There is but one accomplishments. There is but one

correlation with success, and that is correlation with success, and that is

ATTITUDE.”ATTITUDE.”

Harry K. Wong (2)Harry K. Wong (2)


Works CitedWorks CitedWorks CitedWorks Cited

Ormrod, J. (2004). Chapter 7 Social Cognitive

Theory. Human Learning 4th ed. New

Jersey. Pearson Merrill Prentice Hall.

Ormrod, J. (2004). Chapter 7 Social Cognitive

Theory. Human Learning 4th ed. New

Jersey. Pearson Merrill Prentice Hall.

Wong, Harry K., Rosemary T., (1998). The First

Days of School. Mountain View. Harry K.

Wong Publications.

Wong, Harry K., Rosemary T., (1998). The First

Days of School. Mountain View. Harry K.

Wong Publications.

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2.

1.

2.

exemplary elementary classroom management: the effective teacher module i

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