(c) allyn & bacon 2004copyright © allyn and bacon 2004 chapter fourteen classroom organization...

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Chapter Fourteen

Classroom Organization and Management

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Introduction

A teacher’s ability to manage his or her classroom can greatly enhance the quality of the education for all students, including those with special needs.

Organizational and management dimensions are typically deemphasized in teacher education programs.

Classroom management is the area that first-year teachers consistently identify as most problematic for them.


Classroom management is a systematic structuring of the classroom

environment to create conditions in which effective teaching and learning

can occur.


Model of Classroom Management (Dole,1996)

Multidimensionality Simultaneity Immediacy Unpredictability Publicness History


Guiding Principles All students must be valued. Meaningful relationships between teachers and

students need to be developed and cultivated. Successful management derives from a positive

classroom environment. Good classroom organization and management

must be planned ahead of time. Affording students choices contributes to effective

classroom dynamics.


Guiding Principles Teachers and students in effective classrooms are

considerate of individual differences. Proactive management is preferable to reactive

approaches. Consistency is the key to an effective

management program. Two characteristics enhance a teacher’s ability to

manage a classroom: With-it-ness Overlap


Dimensions of Classroom Management & Organization

CLASSROOM MANAGEMENT

PsychosocialDimension

Physical Dimension

Instructional Dimension

Organizational Dimension

Procedural Dimension

BehaviorDimension


Psychosocial Dimension

Refers to the psychological and social dynamics of the classroom.

Focus is on classroom climate, the atmosphere in which students must function

Psychosocial management is influenced by Student factors Teacher factors Peer factors Family factors


Procedural Dimension

Refers to the rules and procedures that are part of the operating program of a classroom.

Rules should be identified and taught during the early days in the first of the year.

Immediate and consistent consequences for rule violation are essential.

Teachers need to develop logical classroom procedures - the specific ways in which certain activities will performed or the way certain situations will be handled.


Physical Dimension

Includes the aspects of the physical environment that teachers can manipulate to enhance the conditions for learning.

Classroom arrangements refer to physical facets of the classroom including layout, storage, wall space, and signage.

The issues of accessibility warrants special attention because of legal mandates, such as Section 504

Accessibility extends beyond physical accessibility, and also includes program accessibility.

Specialized equipment (e.g., adaptive desks, wheelchairs) for students with disabilities is another area of concern.


Behavioral Dimensions:Major Areas of Concern

Creating and Increasing Desirable Behaviors

Decreasing Undesirable Behaviors Generalization and Maintenance Self-Management Behavior Intervention Plans


Behavioral Dimension:Areas of Possible Emphasis When Developing Behavioral Programs(Etscheidt & Barlett, 1999)

Skill Training Behavior Management

Plan Self-Management Peer Support Classwide Systems


Creating and Increasing Desirable Behaviors

Definition of reinforcer - any event that rewards and thus strengthens, the behavior it follows

Positive reinforcers - present a desirable consequence for performance of an appropriate behavior

Praise Physical contact Tangible items Activities Privileges


Positive Reinforcement:Basic Principles

The reinforcer must be meaningful to the student.

The reinforcer must be contingent upon the proper performance of a desired behavior.

The reinforcer must be presented immediately.


Contingency Contracting

Contracts should state: What behaviors students are to complete or perform What consequences (reinforcement) the instructor will

provide

To be effective, contracts should: Initially reward imperfect approximations of the

behavior Provide frequent reinforcement Reward accomplishments rather than obedience Be fair, clear, and positive


Types of Group Contingencies

Dependent Contingencies All group members share in the reinforcement if one

individual achieves a goal Interdependent Contingencies

All group members are reinforced if all collectively (or individually) achieve the stated goal

Independent Contingencies Individuals within the group are reinforced for individual

achievement toward a goal


Decreasing Undesirable Behavior

Natural consequences should be provided when the situation itself provides the contingencies for a certain behavior. Example: Student forgets permission slip for a field

trip and is not allowed to go on the field trip. Logical consequences occur when there is a

logical connection between inappropriate behavior and the consequences that follow. Example: Student forgets lunch money and has to

borrow money in order to eat.


Positive Behavior Support

Positive behavior support involves the assessment and reengineering of environments so people with problem behaviors experience reductions in these behaviors and increase the personal quality of their lives (Horner, 2000).

Emphasizes changing the environment rather than just focusing on changing the behavior of individuals Utilizes functional behavioral assessment


Differential Reinforcement of Lower Rates of Behavior (DRL)

Uses positive reinforcement strategies as a behavior reduction tool

Teacher provides appropriate reinforcement to students for displaying lower rates of a certain behavior that has been targeted for reduction

Example: Good Behavior Game


Extinction Procedures Definition: Teacher withholds reinforcement for a

behavior Example: Teacher ignores misbehavior

Suggestions Analyze what is reinforcing the undesirable behavior Understand that extinction is desirable because it does not involve

punishment, but will take time to be effective Do not use with behaviors that require immediate intervention Recognize that withholding reinforcement is likely to result in an

increase in undesirable behavior and may produce an aggressive response

Provide reinforcements to students who demonstrate appropriate incompatible behaviors


Benign Tactics (Cummings, 1983)

Law of Least Intervention - eliminate disruptive behaviors quickly with a minimum of disruption to the classroom or instructional routine

Examples include: Position yourself physically near students who are likely to

create problems. Establish eye contact and maintain it with a student who is

behaving inappropriately. Stop talking for a noticeable length of time to redirect

student attention. Use humor to redirect inappropriate behavior.


PunishmentPunishment is the presentation or the removal or something pleasant as a consequence for the performance of an undesirable behavior

.

Examples: Reprimands Time Out Response Cost

Punishment is the least preferable option and use of these strategies should be done sparingly and with careful consideration.


Generalization and Maintenance

Once behaviors have been established at acceptable levels, the next stages involve transferring what has been learned to new contexts (i.e., generalization) and maintaining established levels of performance (i.e., maintenance).

Teachers need to program for both generalization and maintenance.


Self-Management

Special attention needs to be given to students who do not display independent behavioral control.

Self-regulated strategies are interventions that, though initially targeted by the teacher, are intended to be implemented independently by the student.

Self-regulated strategies are an outgrowth of cognitive behavior modification, which combines cognitive strategies with behavioral techniques.


Components of Self-Management

Self-Regulation

Self-Evaluation

Self-Reinforcement

Self-Instruction


Behavior Intervention Plans

Behavior intervention plans are mandated by the IDEA for students with disabilities who display seriously disruptive behaviors.

Behavior intervention plans reflect a proactive response to these disruptive behaviors. This in contrast to traditional reactive approaches such as suspension/expulsion.


Instructional Dimension

Refers to certain aspects of instruction that are closely related to sound organizational and management practices.

These management practices include: Scheduling Transitions Grouping Lesson Planning Technology


Organizational Dimension

Refers to time management strategies related to:

Personal Interactions The Work Environment Administrative Duties Instructional Applications Personal Applications

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