Classroom Management Techniques

11 Techniques for Better Classroom Discipline

1. Focusing Be sure you have the attention of everyone in your classroom before you start your lesson. Don’t attempt to teach over the chatter of students who are not paying attention. A soft spoken teacher often has a calmer, quieter classroom than one with a stronger voice. Her students sit still in order to hear what she says.

2. Direct Instruction Uncertainty increases the level of excitement in the classroom. The technique of direct instruction is to begin each class by telling the students exactly what will be happening. The teacher outlines what he and the students will be doing this period. He may set time limits for some tasks.

3.Monitoring The key to this principle is to circulate. Get up and get around the room. While your students are working, make the rounds. Check on their progress. An effective teacher will make a pass through the whole room about two minutes after the students have started a written assignment.

4.Modeling McDaniel tells us of a saying that goes “Values are caught, not taught.” Teachers who are courteous, prompt, enthusiastic, in control, patient and organized provide examples for their students through their own behavior. The “do as I say, not as I do” teachers send mixed messages that confuse students and invite misbehavior.

5. Non-Verbal Cuing A standard item in the classroom of the 1950’s was the clerk’s bell. A shiny nickelbell sat on the teacher’s desk. With one tap of the button on top he had everyone’s attention. Teachers have shown a lot of ingenuity over the years in making use of non-verbal cues in the classroom. Take time to explain what you want the students to do when you use your cues.

6. Environmental Control A classroom can be a warm cheery place. Students enjoy an environment that changes periodically. Study centers with pictures and color invite enthusiasm for your subject. Young people like to know about you and your interests. Include personal items in your classroom. Just as you may want to enrich your classroom, there are times when you may want to impoverish it as well. You may need a quiet corner with few distractions.

7. Low-Profile Intervention Most students are sent to the principal’s office as a result of confrontational escalation. The teacher has called them on a lesser offense, but in the moments that follow, the student and the teacher are swept up in a verbal maelstrom. Much of this can be avoided when the teacher’s intervention is quiet and calm. An effective teacher will take care that the student is not rewarded for misbehavior by becoming the focus of attention.

8. Assertive Discipline This is traditional limit setting authoritarianism. When executed as presented by Lee Canter (who has made this form a discipline one of the most widely known and practiced) it will include a good mix of praise. This is high profile discipline. The teacher is the boss and no child has the right to interfere with the learning of any student. Clear rules are laid out and consistently enforced.

9. Assertive I-Messages A component of Assertive Discipline, these I-Messages are statements that the teacher uses when confronting a student who is misbehaving. They are intended to be clear descriptions of what the student is suppose to do. The teacher who makes good use of this technique will focus the child’s attention first and foremost on the behavior he wants, not on the misbehavior.

10. Humanistic I-Messages These I-messages are expressions of our feelings. Thomas Gordon, creator of Teacher Effectiveness Training (TET), tells us to structure these messages in three parts. First, include a description of the child’s behavior. “When you talk while I talk...” Second, relate the effect this behavior has on the teacher. “...I have to stop my teaching...” And third, let the student know the feeling that it generates in the teacher. “...which frustrates me

11. Positive Discipline Use classroom rules that describe the behaviors you want instead of listing things the students cannot do. Instead of “no-running in the room,” use “move through the building in an orderly manner.” Instead of “no fighting,“ use “settle conflicts appropriately.” Instead of “no gum chewing,” use “leave gum at home.” Refer to your rules as expectations. Let your students know this is how you expect them to behave in your classroom.

Make ample use of praise. When you see good behavior, acknowledge it. This can be done verbally, of course, but it doesn’t have to be. A nod, a smile or a “thumbs up” will reinforce the behavior.

Adapted by Discipline by Design from an article called: "A Primer on Classroom Discipline: Principles Old and New" by Thomas R. McDaniel, Phi Delta Kappan, September 1986. Retrieved from

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Techniques that Backfire

· raising my voice

· yelling

· saying “I’m the boss here”

· insisting on having the last word

· using tense body language, such as rigid posture or clenched hands

· using degrading, insulting, humiliating, or embarrassing put-downs

· using sarcasm

· attacking the student’s character

· acting superior

· using physical force

· drawing unrelated persons into the conflict

· having a double standard — making students do what I say, not what I do

· insisting that I am right

· preaching

· making assumptions

· backing the student into a corner

· pleading or bribing

· bringing up unrelated events

· generalizing about students by making remarks such as “All you kids are the same”

· making unsubstantiated accusations

· holding a grudge

· nagging

· throwing a temper tantrum

· mimicking the student

· making comparisons with siblings or other students

· commanding, demanding, dominating

· rewarding the student

From Discipline by Design. Retrieved from

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Assertive Discipline (Canter)

Assertive discipline is a structured, systematic approach designed to assist educators in running an organized, teacher-in-charge classroom environment. Today, it is the most widely used "canned" (prepared/packaged) behavior management program in the world. Assertive discipline has evolved since the mid 70's from a ratherauthoritarian approach to one that is now more democratic and cooperative. You, as the teacher, have the right to determine what is best for your students, and to expect compliance. No pupil should prevent you from teaching, or keep another student fromlearning. Student compliance is imperative in creating and maintaining an effective and efficient learning environment. To accomplish this goal, teachers must react assertively, as opposed to aggressively or non-assertively.

Assertive teachers react confidently and quickly in situations that require the management of student behavior. They are supported bya few clearly stated classroom rules that have been explained, practiced, and enforced consistently. They give firm, clear, concise directions to students who are in need of outside guidance to help them behave appropriately. Students who comply are reinforced, whereas those who disobey rules and directions receive negative consequences. Assertive teachers do not view students as adversaries, nor do they use an abrasive, sarcastic, hostile style. Neither do they react in a passive, inconsistent, timid, non-directive manner. Assertive teachers build positive, trusting relationships with their students and teach appropriate classroom behavior (via direct instruction...describing, modeling, practicing, reviewing, encouraging, and rewarding) to those who don't show it at present.

Retrieved from

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Positive Approach Discipline (Based on Glasser’s Reality Therapy)

This approach is grounded in teachers' respect for students. Instills in students a sense of responsibility by using youth/adult partnerships to develop and share clear rules, provide daily opportunities for success, and administer in-school suspension for noncompliant students. Research (e.g., Allen) is generally supportive of the PAD program.

Teacher Effectiveness Training (Thomas Gordon)

This approach differentiates between teacher-owned and student-owned problems, and proposes different strategies for dealing with each. Students are taught problem-solving and negotiation techniques. Researchers (e.g., Emmer and Aussiker) find that teachers like the program and that their behavior is influenced by it, but effects on student behavior are unclear.

Adlerian Approaches

An umbrella term for a variety of methods which emphasize understanding the individual's reasons for maladaptive behavior and helping misbehaving students to alter their behavior, while at the same time finding ways to get their needs met. Named for psychiatrist Alfred Adler. These approaches have shown some positive effects on self-concept, attitudes, and locus of control, but effects on behavior are inconclusive (Emmer and Aussiker). Not only were the statistics on suspensions and vandalism significant, but also the recorded interview of teachers demonstrates the improvement in student attitude and behavior, school atmosphere, academic performance, and beyond that, personal and professional growth.

Appropriate School Learning Theory (Greenberg)

A strategy for preventing violence and promoting order and discipline in schools.

Retrieved from

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Social Discipline Model (Dreikurs)

Based on the four basic premises of Adler's social theory:

1. Humans are social beings and their basic motivation is to belong

2. All behavior has a purpose

3. Humans are decision-making organisms

4. Humans only perceive reality and this perception may be mistaken or biased

Dreikurs believed it was possible to understand children's misbehaviors by recognizing the four main purposes or goals of the child. The four goals of misbehavior are attention getting, the contest for power, seeking revenge, and displaying inadequacy. Dreikurs promoted the use of encouragement and logical (and natural) consequences rather than reward and punishment.

The following are techniques that can be used to address the four goals of misbehavior:

A. Attention Getting

  • Minimize the Attention - Ignore the behavior, stand close by, write a note
  • Legitimize the Behavior - Create a lesson out of the behavior, have the class join in the behaviors
  • Do the Unexpected - Turn out the lights, play a musical instrument, talk to the wall
  • Distract the Student - Ask a question or a favor, change the activity
  • Recognize Appropriate Behavior - Thanks students, give the a written note of congratulations
  • Move the Student - Ask the student to sit at another seat, send the student to a "thinking chair"

B. Seeking Power and Control

  • Make a Graceful Exit - Acknowledge student's power, remove audience, table matter for later discussion
  • Use a Time-Out
  • Apply the Consequence

C. Seeking Revenge

  • Same as for "Contest for Power"

D. Displaying Inadequacy

  • Modify Instructional Methods
  • Use Concrete Learning Materials and Computer-Enhanced Instruction
  • Teach One Step at a Time (or break instruction into smaller parts)
  • Provide Tutoring
  • Teach Positive Self-Talk and Speech
  • Teach that Mistakes are Okay
  • Build Student's Confidence
  • Focus on Past Successes
  • Make Learning Tangible
  • Recognize Achievement

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Alternatives to Positive Reinforcement (Alfie Kohn)

If we’re praising positive actions as a way of discouraging misbehavior, this is unlikely to be effective for long. Even when it works, we can’t really say the child is now "behaving himself"; it would be more accurate to say the praise is behaving him. The alternative is to work with the child, to figure out the reasons he’s acting that way. We may have to reconsider our own requests rather than just looking for a way to get kids to obey. (Instead of using "Good job!" to get a four-year-old to sit quietly through a long class meeting or family dinner, perhaps we should ask whether it’s reasonable to expect a child to do so.)

We also need to bring kids in on the process of making decisions. If a child is doing something that disturbs others, then sitting down with her later and asking, "What do you think we can do to solve this problem?" will likely be more effective than bribes or threats. It also helps a child learn how to solve problems and teaches that her ideas and feelings are important. Of course, this process takes time and talent, care and courage. Tossing off a "Good job!" when the child acts in the way we deem appropriate takes none of those things, which helps to explain why "doing to" strategies are a lot more popular than "working with" strategies.

And what can we say when kids just do something impressive? Consider three possible responses:

  • Say nothing. Some people insist a helpful act must be "reinforced" because, secretly or unconsciously, they believe it was a fluke. If children are basically evil, then they have to be given an artificial reason for being nice (namely, to get a verbal reward). But if that cynicism is unfounded – and a lot of research suggests that it is – then praise may not be necessary.
  • Say what you saw. A simple, evaluation-free statement ("You put your shoes on by yourself" or even just "You did it") tells your child that you noticed. It also lets her take pride in what she did. In other cases, a more elaborate description may make sense. If your child draws a picture, you might provide feedback – not judgment – about what you noticed: "This mountain is huge!" "Boy, you sure used a lot of purple today!"

If a child does something caring or generous, you might gently draw his attention to the effect of his action on the other person: "Look at Abigail’s face! She seems pretty happy now that you gave her some of your snack." This is completely different from praise, where the emphasis is on how you feel about her sharing

  • Talk less, ask more. Even better than descriptions are questions. Why tell him what part of his drawing impressed you when you can ask him what he likes best about it? Asking "What was the hardest part to draw?" or "How did you figure out how to make the feet the right size?" is likely to nourish his interest in drawing. Saying "Good job!", as we’ve seen, may have exactly the opposite effect.

This doesn’t mean that all compliments, all thank-you’s, all expressions of delight are harmful. We need to consider our motives for what we say (a genuine expression of enthusiasm is better than a desire to manipulate the child’s future behavior) as well as the actual effects of doing so. Are our reactions helping the child to feel a sense of control over her life -- or to constantly look to us for approval? Are they helping her to become more excited about what she’s doing in its own right – or turning it into something she just wants to get through in order to receive a pat on the head

It’s not a matter of memorizing a new script, but of keeping in mind our long-term goals for our children and watching for the effects of what we say. The bad news is that the use of positive reinforcement really isn’t so

From “Five Reasons to Stop Saying ‘Good Job!’”by Alfie Kohm in Young Children, Sept. 2001. Retrieved from

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Haim Ginott

Ginott’s theories combined setting limits and using compassion with congruent communication as the key tool. He believed that there was no such thing as an unacceptable child, only unacceptable behaviors. He encouraged parents and teacher to set clear boundaries for behaviors while acknowledging and exploring emotions (feelings). Because Ginott believed that there was only unacceptable behavior he encourages parents and teachers to avoid using personal identification when addressing interactions. For example if a student is continuously talking in class it is better not to say “why are you always talking, I told you to stop talking.” According to Ginott it would be better to say “I am hearing a lot of talking that is disrupting the class.” By using removing the “you” statements and replacing them with “I” statements you can address the situation without attacking or criticizing the student.

Another of Ginott’s beliefs was that it is important to attach rules to objects. He believed that children are supported by strict boundaries and rules. Similar to “I” statements, it is important to talk about the object and the rule while not criticizing the child. An example would be to say “A bed is not for jumping.” In the classroom Ginott believed that teachers had complete power through communication to influence classroom situations, whether in a positive or negative way. In order for teacher to make a positive impact, Ginott stated three things:

  • The teacher must model communication that is congruent with student’s emotions and surroundings.
  • The teacher must include cooperative learning.
  • It is important to use discipline in place of punishment. By actively doing these three things teachers can create an environment with “congruent communication.”

Retrieved from

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JacobKounin

From his studies, Kounin developed theories about classroom management that were based around a teacher’s ability to organize and plan in their classrooms while using proactive behavior and high student involvement. He believed that in order for a teacher to have an effective connection between management and teaching, there needed to be good Lesson Movement. This Lesson Movement is achieved through withitness, overlapping, momentum, smoothness, and group focus: