Managing Student Behavior and Promoting

Social Acceptance

Managing Student Behavior and Promoting

Social AcceptanceIntroduction to

Classroom Management

Introduction to Classroom

ManagementMelinda Butler

Lewis Clark State College

I’m Supposed to Do ALL THIS ?

I’m Supposed to Do ALL THIS ?

AND TEACH?

AND TEACH?

"So, other than that, how was your first day as a teacher?"

Classroom ManagementClassroom Management

Is… maintaining classroom standards and building patterns of cooperation in order to minimize disruptions and maximize learning

or in short….

Is… maintaining classroom standards and building patterns of cooperation in order to minimize disruptions and maximize learning

or in short….

… it is the practices and procedures that allow teachers to teach -- and students to learn!

… it is the practices and procedures that allow teachers to teach -- and students to learn!

Classroom Management involves:Classroom Management involves:

Anticipating when misbehaviors are likely to occur then intervening early to prevent them! Prevention is the key! Keep the primary activity flowing

smoothly Interventions become subtle, brief,

private

Anticipating when misbehaviors are likely to occur then intervening early to prevent them! Prevention is the key! Keep the primary activity flowing

smoothly Interventions become subtle, brief,

private

Many Theories Many StylesMany Theories Many Styles

Some approach the classroom as a battlefield

Some approach the classroom as a battlefield

Some believe in strict measures Some believe in strict measures

Some kids are more of a challenge than others and a variety of theories are used.

Some kids are more of a challenge than others and a variety of theories are used.

What is Discipline?What is Discipline?

As a parent? As an athlete? As a teacher?

As a parent? As an athlete? As a teacher?

Discipline vs PunishmentDiscipline vs Punishment

Discipline Teaches Self control

How to act Consequences that make sense puts a

child in charge of their choices The responsibility for behavior

becomes that of the student Authoritative methods -- which voice?

Discipline Teaches Self control

How to act Consequences that make sense puts a

child in charge of their choices The responsibility for behavior

becomes that of the student Authoritative methods -- which voice?

Discipline vs. PunishmentDiscipline vs. Punishment

Punishment Sends a message that the child is

“Bad” not what to do instead Usually doesn’t have much to do with

the issue. Tends to use the “child” (permissive)

or “parent” (negotiated) voice

Punishment Sends a message that the child is

“Bad” not what to do instead Usually doesn’t have much to do with

the issue. Tends to use the “child” (permissive)

or “parent” (negotiated) voice

PunishmentPunishment

Is not as effective because it intensifies the discouragement and intensifies continual misbehavior

Is not as effective because it intensifies the discouragement and intensifies continual misbehavior

Positive Discipline in the Classroom

Positive Discipline in the Classroom

Jane Nelsen Based on Druikurs

Believed that misbehavior was the result of attempts to find belonging and significance in unacceptable ways.

These mistaken attempts result in misbehaviors.

Jane Nelsen Based on Druikurs

Believed that misbehavior was the result of attempts to find belonging and significance in unacceptable ways.

These mistaken attempts result in misbehaviors.

Positive Discipline Components Include:

Positive Discipline Components Include:

Creating an atmosphere of caring, dignity and mutual respect.

Using positive discipline classroom management Tools

Holding regularly scheduled class meetings

Holding Parent/teacher/student conf.

Creating an atmosphere of caring, dignity and mutual respect.

Using positive discipline classroom management Tools

Holding regularly scheduled class meetings

Holding Parent/teacher/student conf.

Understanding the Four Mistaken Goals of Behavior

Using Encouragement Connecting with other teachers in

a positive way to help with problem solving.

Understanding the Four Mistaken Goals of Behavior

Using Encouragement Connecting with other teachers in

a positive way to help with problem solving.

Basic Student NeedsBasic Student Needs

Maslow’s HierarchyMaslow’s Hierarchy

Basic NeedsBasic Needs

Jane Nelsen (and others) To experience belonging and

significance To use their personal power Life skills (social competencies) for

good character

Jane Nelsen (and others) To experience belonging and

significance To use their personal power Life skills (social competencies) for

good character

BehaviorBehavior

Can follow a pattern or cycle Everyone wants to belong When we don’t feel as if we belong we

get discouraged Discouragement leads to confusion

about how to fit in and belong What we need = Encouragment!

Can follow a pattern or cycle Everyone wants to belong When we don’t feel as if we belong we

get discouraged Discouragement leads to confusion

about how to fit in and belong What we need = Encouragment!

When Needs Are Not MetWhen Needs Are Not Met

Student’s respond with ---

MISBEHAVIOR

Student’s respond with ---

MISBEHAVIOR

MisbehaviorMisbehavior

Has a purpose! There ARE Payoffs! Four main purposes….

Mistaken Goals

Has a purpose! There ARE Payoffs! Four main purposes….

Mistaken Goals

Mistaken GoalsMistaken Goals

Dreikurs and Adler Undue Attention Misguided Power Revenge Assumed Inadequacy

Dreikurs and Adler Undue Attention Misguided Power Revenge Assumed Inadequacy

Undue AttentionUndue AttentionKeeps others busy or get Special Service!It often creates feelings within the teacher

of being: Annoyed

Responding by reminding Irritated

Coax or Push .. “do this or else” Worried

End up doing things for the student Guilty

Keeps others busy or get Special Service!It often creates feelings within the teacher

of being: Annoyed

Responding by reminding Irritated

Coax or Push .. “do this or else” Worried

End up doing things for the student Guilty

Undue AttentionUndue Attention

Interrupting Talking out of turn Constant noises Won’t do work

Interrupting Talking out of turn Constant noises Won’t do work

PowerPower

You can’t make me Says “yes” but doesn’t do it. Defiant behavior Won’t do work

You can’t make me Says “yes” but doesn’t do it. Defiant behavior Won’t do work

PowerPower Wants to be the BOSS Creates feelings of:

Anger Want to “fight back”

Feeling Challenged “you can’t get away with it”

Feeling Threatened “I’ll MAKE YOU”

Feeling Defeated Finding a way to PROVE that you are RIGHT

Wants to be the BOSS Creates feelings of:

Anger Want to “fight back”

Feeling Challenged “you can’t get away with it”

Feeling Threatened “I’ll MAKE YOU”

Feeling Defeated Finding a way to PROVE that you are RIGHT

RevengeRevenge

Hurt others Calls the teacher names Won’t do work

Hurt others Calls the teacher names Won’t do work

RevengeRevenge

Wants to “Get Even” Creates feelings of:

Hurt Retaliation

Disappointment Disbelieving

How could you do this to me? Disgust

Takes the behavior personally

Wants to “Get Even” Creates feelings of:

Hurt Retaliation

Disappointment Disbelieving

How could you do this to me? Disgust

Takes the behavior personally

Assumed InadequacyAssumed Inadequacy

Won’t try Give up Withdraws Won’t do work

Won’t try Give up Withdraws Won’t do work

Assumed InadequacyAssumed Inadequacy

Gives up easily - or Wants to be left alone. Despair

Teachers “give up” Hopelessness

Enable Helplessness

Do for - or Overhelp Inadequate to deal with..

Show a lack of faith in the student

Gives up easily - or Wants to be left alone. Despair

Teachers “give up” Hopelessness

Enable Helplessness

Do for - or Overhelp Inadequate to deal with..

Show a lack of faith in the student

Clues in Understanding the Goal

Clues in Understanding the Goal

Your feelings Your reactive “actions” The child’s reaction to Your actions

Your feelings Your reactive “actions” The child’s reaction to Your actions

Best way to Prevent Misbehavior

Best way to Prevent Misbehavior

Show them that you care Teach Social Competencies Know what YOUR Buttons ARE Encourage Useful Power Empower students with “choices” Treat Students as ASSESTS Gemeinschaftsgefuhl

Come next class with a explaination of what this means for a PRIZE!!!

Show them that you care Teach Social Competencies Know what YOUR Buttons ARE Encourage Useful Power Empower students with “choices” Treat Students as ASSESTS Gemeinschaftsgefuhl

Come next class with a explaination of what this means for a PRIZE!!!

So…. Now What?So…. Now What?

How Do You Create a Caring Classroom?

How Do You Create a Caring Classroom?

Gemeinschaftsgefuhl List of what you do as a teacher

that shows that YOU CARE

Gemeinschaftsgefuhl List of what you do as a teacher

that shows that YOU CARE