Effective Strategies for Effective Strategies for Classroom ManagementClassroom Management

A Staff Development PresentationA Staff Development PresentationKaren KidwellKaren Kidwell

National UniversityNational UniversitySeptember 30, 2007September 30, 2007

Why have this presentation?Why have this presentation?

The number one concern of educators in the The number one concern of educators in the United States involves students’ emotional and United States involves students’ emotional and behavioral problems in the classroom (Akin-Little behavioral problems in the classroom (Akin-Little et al, 2007).et al, 2007).

Teachers are working with a different kind of Teachers are working with a different kind of student.student.– Some parents admit they cannot control their childrenSome parents admit they cannot control their children– Many students act as free agentsMany students act as free agents

(Shin & Koh, 2007)(Shin & Koh, 2007)

More ReasonsMore Reasons

In teacher opinion polls, safe schools and In teacher opinion polls, safe schools and effective classroom management are effective classroom management are primary concerns (Akin-Little et al, 2007).primary concerns (Akin-Little et al, 2007).

Valuable time is lost if teachers spend Valuable time is lost if teachers spend excessive time managing student excessive time managing student behaviors.behaviors.

Teachers benefit from strategiesTeachers benefit from strategies

Lack of classroom discipline leads to Lack of classroom discipline leads to higher levels of teacher stress and burnout higher levels of teacher stress and burnout (Akin-Little, 2007).(Akin-Little, 2007).

A survey of teachers found managing A survey of teachers found managing student behavior was the second leading student behavior was the second leading cause of stress (Akin-Little, 2007).cause of stress (Akin-Little, 2007).

Quick! Give us some ideas!Quick! Give us some ideas!

PraisePraise

Instructional CommunicationInstructional Communication

Social Training of teachers and studentsSocial Training of teachers and students

Why Praise??Why Praise??

It does not require extraIt does not require extra– ResourcesResources– TimeTime– SupportSupport

It helps establish a positive environmentIt helps establish a positive environment

It is easy to useIt is easy to use

PraisePraise

Activity:Activity:– On a piece of paper write down praise On a piece of paper write down praise

statements that you have used in your statements that you have used in your classroomclassroom

PraisePraise

Look at your paperLook at your paper

Put a check by statements that you think Put a check by statements that you think are behavior specificare behavior specific

Behavior specific means a teacher uses a Behavior specific means a teacher uses a praise statement about a particular praise statement about a particular behavior that he or she is trying to behavior that he or she is trying to reinforce.reinforce.

PraisePraise

Examples of Behavior specific praise:Examples of Behavior specific praise:– I like the way you do . . .I like the way you do . . .– I’m glancing at your work right now and I see I’m glancing at your work right now and I see

you solved all these equations correctly. you solved all these equations correctly. That’s great! It won’t be long before you’re That’s great! It won’t be long before you’re able to do even more complicated equations.able to do even more complicated equations.

– Thank you for sitting down so quietly and Thank you for sitting down so quietly and getting right to work.getting right to work.

Now write down some behavior specific Now write down some behavior specific praise related to your subject matter and praise related to your subject matter and class.class.

Does it come naturally?Does it come naturally?

Maybe . . . for some people.Maybe . . . for some people.You can improve on praising your studentsYou can improve on praising your studentsMethods:Methods:– Peer-coachingPeer-coaching– Self-evaluationSelf-evaluation– Self-monitoringSelf-monitoring

For a time, keep track and record them every 10 For a time, keep track and record them every 10 minutes.minutes.Make a conscious effort to use behavioral specific Make a conscious effort to use behavioral specific praise.praise.

Effective?Effective?

A teacher in a study who tried the self-A teacher in a study who tried the self-monitoring said that she was pleased with monitoring said that she was pleased with the results the use of praise had on the results the use of praise had on students’ behavior.students’ behavior.She was going to quit, but she reported She was going to quit, but she reported feeling “empowered, more skilled, more feeling “empowered, more skilled, more successful and a desire to continue successful and a desire to continue teaching” (Kalis et al, 2007)teaching” (Kalis et al, 2007)I’m curious to hear your stories. Try it!!I’m curious to hear your stories. Try it!!

Instructional CommunicationInstructional Communication

What is that?What is that?– ““A teacher’s motivation, knowledge and skill to A teacher’s motivation, knowledge and skill to

select, enact and evaluate effective and select, enact and evaluate effective and appropriate, verbal and nonverbal, appropriate, verbal and nonverbal, interpersonal and instructional messages interpersonal and instructional messages filtered by students’ perceptions” (Worley et filtered by students’ perceptions” (Worley et al, 2007).al, 2007).

Say that again. . .Say that again. . .

Teachers have three different tensions Teachers have three different tensions they juggle in the classroom:they juggle in the classroom:– Affect and instrumentalityAffect and instrumentality– Judgment and acceptanceJudgment and acceptance– Freedom to be dependent Freedom to be dependent

and the freedom to be and the freedom to be

independent independent

Affect vs. InstrumentalityAffect vs. Instrumentality

Affect is created by:Affect is created by:– Personal questionsPersonal questions– Concern for student learningConcern for student learning– Knowing students’ names or nicknamesKnowing students’ names or nicknames

Instrumentality is:Instrumentality is:– Use of rulesUse of rules– Taking control through lectureTaking control through lecture

Judgment vs. AcceptanceJudgment vs. Acceptance

Judgment:Judgment:– StereotypesStereotypes– Harsh criticismHarsh criticism– CondescensionCondescension– Subjective gradingSubjective grading

Acceptance:Acceptance:– PraisePraise– ListeningListening– Responding to students with thoughtfulnessResponding to students with thoughtfulness

Freedom of Independence vs. Freedom of Independence vs. DependenceDependence

Students are independent:Students are independent:– Give their own opinionsGive their own opinions– Take leadership roles in projectsTake leadership roles in projects– Take initiative for their learningTake initiative for their learning

Student depends on teacher for:Student depends on teacher for:– Clear informationClear information– Profound knowledge of subject matterProfound knowledge of subject matter– Academic supportAcademic support– OrganizationOrganization– StructureStructure

The Balancing ActThe Balancing Act

Affect and Instrumentality are both important. Affect and Instrumentality are both important. Award winning teachers use both.Award winning teachers use both.Avoid judgment and embrace acceptance.Avoid judgment and embrace acceptance.Give students opportunities of independence, Give students opportunities of independence, while still keeping your role as teacher.while still keeping your role as teacher.““The classroom is a complex communication The classroom is a complex communication environment, where a teacher must act, as a environment, where a teacher must act, as a ‘producer’ managing all the people, props, and ‘producer’ managing all the people, props, and technology, while using immediacy, humor and technology, while using immediacy, humor and clarity” (Worley, 2007).clarity” (Worley, 2007).

More ResearchMore Research““Good communication skills and being a good Good communication skills and being a good listener, as well as a good speaker, can help in listener, as well as a good speaker, can help in preventing problems in the classroom” (Pedota, preventing problems in the classroom” (Pedota, 2007).2007).““One clear finding (from research) is that all the One clear finding (from research) is that all the most used management strategies are intended most used management strategies are intended to prevent or interfere with problem behavior at to prevent or interfere with problem behavior at an early stage. Most of these are an early stage. Most of these are communication approaches such as establishing communication approaches such as establishing rules and routines, verbally encouraging and rules and routines, verbally encouraging and modeling appropriate behavior, and giving modeling appropriate behavior, and giving attention to desired behavior” (Kaff et al, 2007).attention to desired behavior” (Kaff et al, 2007).

Social Skills Training Social Skills Training

What is it?What is it?– ““Social skills training promotes social Social skills training promotes social

competence by teaching students how to competence by teaching students how to interact more effectively with peers and adults interact more effectively with peers and adults through enhanced conflict resolution, problem through enhanced conflict resolution, problem solving, negotiation, and friendship building solving, negotiation, and friendship building abilities” (Luiselli et al, 2005).abilities” (Luiselli et al, 2005).

International Institute of Restorative International Institute of Restorative PracticesPractices

An institute that was founded over 25 An institute that was founded over 25 years ago.years ago.Worked with the toughest delinquent and Worked with the toughest delinquent and at risk kids in southeastern Pennsylvania.at risk kids in southeastern Pennsylvania.Trained teachers on restorative practicesTrained teachers on restorative practices– Changing relationships by engaging peopleChanging relationships by engaging people– Doing things WITH students, not TO or FOR Doing things WITH students, not TO or FOR

themthem– Students held accountable with supportStudents held accountable with support(Mirsky, 2007)(Mirsky, 2007)

Teachers Use of Social SkillsTeachers Use of Social Skills

Affective statementsAffective statementsQuestion-sharingQuestion-sharingEliciting emotions to help students Eliciting emotions to help students understand their responsibility for their understand their responsibility for their own successown successInterventionsInterventionsOne-on-onesOne-on-onesGroup meetings with kids Group meetings with kids

(Mirsky, 2007)(Mirsky, 2007)

Comments from students Comments from students

““We’re a big family.”We’re a big family.”

““We’re all so different but we all work We’re all so different but we all work together.”together.”

““If two people are arguing, a group of us If two people are arguing, a group of us will get together and talk to the people and will get together and talk to the people and try to work it through.”try to work it through.”

““As a group we’ve managed to make As a group we’ve managed to make ourselves more mature.” (Mirsky, 2007)ourselves more mature.” (Mirsky, 2007)

Example: One-on-onesExample: One-on-ones

Teacher-student conversationTeacher-student conversationUse open-ended questions (not yes or no Use open-ended questions (not yes or no questions, which are closed-ended)questions, which are closed-ended)Document the conversationDocument the conversationGuidelines to help you get startedGuidelines to help you get startedLink from business can be used for education:Link from business can be used for education:http://www.marininstitute.org/action_packs/comhttp://www.marininstitute.org/action_packs/community_org4.htm#whomunity_org4.htm#who

(Scroll down to Role Play Exercise for One-on-(Scroll down to Role Play Exercise for One-on-ones) ones)

ReviewReview

PraisePraiseInstructional CommunicationInstructional CommunicationSocial SkillsSocial Skills

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