Docstoc

Understanding Management and Discipline in the Classroom

Document Sample
Understanding Management and Discipline in the Classroom Powered By Docstoc
					Understanding Management
       and Discipline
     in the Classroom
        Chapter 1
       EDU 440/518
         DDavis
              Objectives
• Your definitions of management/discipline
• Various components of
  management/discipline
• Relationship between
  management/discipline/school program
• Purpose of management & discipline
• Implications of management/discipline on
  teacher actions
7/18/2011                                     2
                 Management/Discipline
                              Overview

• Management dimension
     – Establishing conditions that facilitate success
            •   Establishing teacher leadership
            •   Motivating students
            •   Organizing physical environment
            •   Managing time
            •   Managing lessons




7/18/2011                                                3
                 Management/Discipline
                           Overview (cont)

• Discipline dimension
     – Developing self-control and character
            •   Choosing a response
            •   Responding to minor problems
            •   Direct teacher intervention
            •   Responding to persistent misbehavior
            •   Responding to serious problems
            •   Teaching conflict resolution



7/18/2011                                              4
                        Introduction
• Teachers two primary roles
     – Instructing students
            • Planning
            • Implementing
            • Assessing learning outcomes
     – Managing the classroom
            • Creating environment that facilitates learning
            • Responding to incidents of misbehavior


7/18/2011                                                      5
           Introduction (cont)
• Problem/Myths
      – Love/trust students and all problems
         disappear
      – Be tough
      – Don’t smile until Christmas
      – Follow simple guidelines to ensure student
         compliance
      – Managing a classroom is result of teacher’s
         personality
      –
7/18/2011Management role can only be learned through6

         experience
                 Introduction (cont)
• There are some elements of truth to the former, BUT:
• Elements of teacher leadership can be learned…
     – Understanding group processes
     – Clarification of beliefs/attitudes
     – Clarification of concepts/skills
• …so that you, the teacher, act more purposefully and
  attain a higher degree of success.

First, let’s look at the causes of discipline problems.




7/18/2011                                                 7
  Causes of Discipline Problems
• Mendler and Curwin (1983) identify 4
  factors
     – Presence of violence in society
            • Solving conflict through violence may be only
              example…
     – Influence of media
            • Values that are no longer important
               –   Honesty
               –   Respect for others
               –   The need to put forth effort
               –   Education
7/18/2011                                                     8
      Causes of Discipline Problems
                 (cont)
• Mendler and Curwin (1983) identify 4
  factors (cont)
     – Values (or lack thereof) of the “me” generation
            • Priority on permissiveness
            • Immediate gratification
            • Placing oneself first
     – Lack of secure family environment
            • Lacking sense of security
            • Lacking sense of support

7/18/2011                                            9
       Opportunities in the Making
• Students can be taught conflict resolution

• Drawn to people who treat them respectfully

• Fair/consistent management/discipline
     – Someone does care
     – Someone can offer guidance




7/18/2011                                       10
   Opportunities in the Making
• “Teachers who are able to create a
  learning environment based on mutual
  respect and concern, one in which
  individuals feel safe from physical and
  emotional threat and rules are logical and
  consistently enforced, discover that
  schools become attractive places where
  students want to be” (Savage, 1999, p. 5).

• As we search for the causes of discipline
    problems, we need to begin with
    ourselves…
7/18/2011                                     11
        Begin With Ourselves
• Are we creating educational environments
  that…
      – Respect students
      – Allow them input and decisions in THEIR
         education
      – Have culturally relevant and worthwhile
         curriculum
      – Offer opportunities for student success
      – Give students a sense of belonging
      –
7/18/2011Offer opportunities to have FUN          12
               Defining Management
• Two dimensions
     – Prevention dimension
            • Management of physical and social environment
     – Response dimension
            • The actions taken when misbehavior occurs
• “How we use language and how we define terms
  frame our understanding and the responses we
  generate” (Slee, 1995, p. 12).
• Classroom management, discipline, control,
  behavior modification, and punishment are not
  interchangeable…
7/18/2011                                                     13
            Defining Management
• “Defined as that aspect of your teaching role that
  focuses on creating an environment and establishing
  conditions that facilitate student success in achieving
  both academic and social goals” (Savage, 1999, p. 7)

• It should refer to the process of organizing the classroom
  environment in order to facilitate student achievement of
  important goals

• Power should be used in service to others
   – Facilitating the sharing of power among students

7/18/2011                                                   14
     Styles of Management (Glasser
                 1990)
• Boss management (4 elements)
     – Teacher sets tasks/standards
            • No consultation/compromise
     – Teacher tells rather than shows
            • Student input not necessary
     – Teachers inspects and grades
            • No student involvement
     – If student resist
            • Teacher uses coercion
            • Students will do as told
            • An adversarial environment exists
• Constant struggle for power
• Power is a fixed commodity
7/18/2011                                         15
     Styles of Management (cont)
• Lead management
     – Teacher involves students
            • Gets input on work/conditions
     – Teacher communicates expectations / models tasks
            • Student input continuously solicited
     – Students inspect/evaluate work
            • Teacher listens/accepts
     – Teacher acts as facilitator
            • Provides students with tools
            • Atmosphere is non-coercive
            • Environment is non-adversarial
• Everyone feels a sense of power/influence
• Greater ownership/investment/attachment (fewer problems)
7/18/2011                                                    16
              Defining Discipline
• Not a synonym for control
• Not a set of rules and punishments
• These definitions
     – Create adversarial conditions
     – Lead to power struggles
     – Opposition to role of citizens…
• “Discipline is also defined as the development of
  self-control, character, orderliness, and
  efficiency” (Savage, 1999, p. 9).
• How does this definition change our focus?
7/18/2011                                         17
      Defining Discipline (cont)
• Savage’s definition implies the following:
      – Discipline is more than a response to
         misbehavior
      – Compliance/conformity not main goals
      – Discipline is a process of growing towards
         (SC, C, O, E)
      – Satisfying and productive
      – Not based on fear
      – Consistent with life in democratic society
      –
7/18/2011Consistent with goals of education, which   18
            Discipline - Educational
                    Concept
• Part of basic goals/purposes of school/curriculum
• Goals of Education
     –   Thinking individuals
     –   Questioning problem solvers
     –   Willing to challenge injustice
     –   Participants in democratic society
• Discipline - a consistent, essential component
• Part of, not separate from, existing curriculum
• Developmental aspect must be considered



7/18/2011                                             19
            Goal of Discipline
• “The most fundamental purpose of
  discipline is the development of self-
  control” (Savage, 1999, p. 11).
• Teaching self-control
      – Allow students to make choices
      – Organize their time
      – Set priorities
      – Act as peacemakers in a dispute
      – Engage in collaboration
7/18/2011                                  20
      – Learn to trust
            Goal of Discipline (cont)
• Its really a basic philosophy
     – Students trusted w/responsibility
     – Freedom to make choices/mistakes



• Effective management/discipline?
     – Are students moving toward greater self-
       control and self-discipline?

7/18/2011                                         21
            Goal of Discipline (cont)
•   Are students participating in rule making?
•   Questioning unreasonable rules?
•   Anything goes v. “NO”
•   Demanding obedience/compliance
                          v.
    earning respect of students who trust leadership
•   Bodenheimer’s Law
•   Reflect on their choices
•   Relationship between behavior/consequences
•   Caring and responsible NOT arbitrary and harsh

7/18/2011                                          22
  Management & Discipline Domain
Management Dimension
• Teacher Leadership and Authority
     – Most important task
     – Communicated by
            •   Establishing rules and procedures
            •   Sharing power with students
            •   Manner in which authority is established
            •   Respect shown towards students
            •   Consistency in treatment of students
7/18/2011                                                  23
    Management & Discipline Domain (cont)

Management Dimension (cont)
• Motivation
     – Relationship between motivation/discipline
     – Boredom is the enemy
     – Understanding principles of motivation
     – Application to the classroom
     – Create a productive classroom
     – Relatively free of serious behavior problems

7/18/2011                                             24
    Management & Discipline Domain (cont)

Management Dimension (cont)
• Organizing the Physical Environment
     – Physical setting established context
     – Behavior Setting
            • Ways the physical environment influences behavior
               –   Use of color/light
               –   Arrangement of desks
               –   Amount of noise
               –   Physical attractiveness of the space
     – Helps to create an environment that
            • Accomplishes educational outcomes
            • Minimizes disruptive behavior

7/18/2011                                                         25
    Management & Discipline Domain (cont)

Management Dimension (cont)
• Managing Instructional Time
     – Efficient/productive use of time
            • Prevents problems
            • Develops student/teacher satisfaction
     – Eliminate “dead air space”
     – Achievement directly proportional to TOLT
     – Transitions can be “time killers”
     – Not on task = not learning = misbehavior
7/18/2011                                             26
    Management & Discipline Domain (cont)

Management Dimension (cont)
• Managing Lessons
     – Lesson delivery is a complex task
            • Multidimensional, fast-paced, unpredictable
            • Aware of behavior
     – Lesson needs to be
            • Focused on objective
            • Delivered with clarity/smoothness
            • Appropriate pace
                – Too slow = BOREDOM
                – Too fast = FRUSTRATION
     – Bodenheimer’s Law
7/18/2011                                                   27
    Management & Discipline Domain (cont)

Discipline Dimension
• Responses to Minor Problems (Self-
  Control)
     – Unobtrusive actions
            • Provide students with cues
            • Evaluate their behavior
            • Opportunity to self-correct
     – Responsibility is placed on students
     – Preserve respect for dignity of student
7/18/2011   • Effective for those who have some self-control   28
    Management & Discipline Domain (cont)

Discipline Dimension (cont)
• Direct Teacher Intervention
     – Used when
            • Students don’t respond to … exercise self control
            • More serious problems
     – More intrusive/systematic responses
            • Identify cause of misbehavior
            • Identify logical/natural consequences
               – Desks may be rearranged
               – Students go to “time out” area
7/18/2011                                                         29
     – Reflect on actions & gain self-control
    Management & Discipline Domain (cont)

Discipline Dimension (cont)
• Responding to Persistent Misbehavior
     – Calls for more direct/intrusive measures
            •   Behavior modification techniques
            •   Development of behavioral contracts
            •   Loss of privileges
            •   Parent-teacher conference
     – Involve other professionals
            • School administrator
            • Counselor
            • Psychologist
     – Serious problems that may require considerable effort to solve
     – Focus = identifying causes and removing them
     – Goal = help the students make better choices (not punishment)


7/18/2011                                                               30
    Management & Discipline Domain (cont)

Discipline Dimension (cont)
• Teaching Conflict Resolution in the
  Classroom
     – A natural part of the human condition
     – Students need to learn
            • How to confront conflict
            • How to handle conflict independently
     – Learning conflict resolution skills
            • Provides important skill
7/18/2011   • Gives students a role in responding to incidents   31
                 Management/Discipline
                                Review

• Management dimension
     – Establishing conditions that facilitate success
            •   Establishing teacher leadership
            •   Motivating students
            •   Organizing the physical environment
            •   Managing time
            •   Managing lessons




7/18/2011                                                32
                 Management/Discipline
                            Review (cont)

• Discipline dimension
     – Developing self-control and character
            •   Choosing a response
            •   Responding to minor problems
            •   Direct teacher intervention
            •   Responding to persistent misbehavior
            •   Responding to serious problems
            •   Teaching conflict resolution



7/18/2011                                              33

				
DOCUMENT INFO
Shared By:
Categories:
Stats:
views:10
posted:7/18/2011
language:English
pages:33