managerial approaches

Managerial Approaches

Dylan Schroth&

Amanda Perry

Since when do you

listen to anyone’s

advice but mine??

You quoted us in your

lecture Norma!

What do the Wongs have to say?!?

• 2 keys to success: -clarify the responsibilities of the teacher and students - teach the procedures students are expected to follow in class

• A well managed class is task oriented and predictable.

• Develop a discipline plan that is suited to your requirements and your student’s needs. Make sure it includes rules of behavior, procedures for teaching the rules and consequences that are applied for breaking the rules.


• Write the expectations out for the students to see and post them where they are visible to everyone.

• Limit the number of rules to a maximum number of 5, keep the feeling positive!

• Establish good procedures: decide what routines are important and then post them as well so students have clear expectations.

• Three step method: Explain, Rehearse, Reinforce


• On the first day of class the teacher should have every minute of the day planned out, do not leave any time open for the students to misbehave. Over plan instead!

• Provide the security of consistency• Get the students used to the flow of how you

want things to run in your room, the first ten days are the pace setter days!

Lock Your System Into Place!!• Managerial approaches suggest that in order to run a

classroom properly a teacher must hit the ground running. What you do the first day will effect the rest of the school year.

• Set rules, expectations, procedures and guidelines from day one.

• Effective teachers spend most of the first two weeks teaching students to follow classroom procedures.

Try to avoid this!

Fred Jones take on Managerial Approaches

• Establish a classroom structure that gives close attention to rules, routines, and responsibility training.

• The reason for discipline in the classroom is so that students engage enjoyably in learning

• The best way to manage behavior is by preventing them from happening by using: room arrangements, class rules, classroom chores, and routines for beginning the class.

• Set limits from the beginning so that students know what is acceptable and not acceptable behaviors in the classroom.


• Room arrangement: interior loop- all desks facing forward, with three columns, two wide aisles for the teacher to walk through. This will allow the teacher to work the crowd, move around to all students

• Classroom rules: general rules- just a few to lay down the ground work for students, broad guidelines of what is expected, specific rules- relevant to only certain procedures or activities.


• Classroom Chores: assign a chore to every student so that they feel responsible for what is being accomplished in the class.

• Opening Routines: give the students bell work, like an opening activity. This will allow the students to come in and be productive from the beginning of the day.


• Body language from a teacher towards the students will greatly impact behavior.

Proper Breathing Body CarriageEye Contact Facial ExpressionsPhysical Proximity Backup Systems


Say, See, Do TeachingTeacher SaysStudent SeesStudent Does

Teacher Input Student Output Teacher Input StudentOutput Teacher Input Student Output


• Use of incentives makes the activity more meaningful • Grandma’s Rule: first do your work then get your

reward.• Student Responsibility: if incentives are provided for

cooperation students see they have something to gain from it. Eventually cooperation becomes the norm.

• Genuine Incentives: make the extra “thing” students are getting special to them.


• PAT (preferred activity time): Students should be allowed to choose from different instructional, educational activities.

• VIP (visual instructional plan): used during the second half of instruction when students work by themselves. These are graphic or visual prompts.


• What to do with the student who doesn’t respond to PAT and continues to misbehave..It’s time to pull in the backup responses!!!Small backup responses: nice reminders, in private of expected behaviorMedium backup responses: reminders in front of peers of expected behaviorsLarge backup responses: Teacher and administrator is involved


• Individual Seat Work…uh oh here come the behavior problems!!Many behavior problems arise when students are left to their own devices..

Follow Dr. Fred Jones advice and avoid the headache!1) Organize the classroom so all students can be reached quickly2) Use visual instruction plans3) Minimize the time used for giving help: help should be given

in 20 seconds or less (optimal goal 10 seconds). Find anything the student has done well and mention that, give a straight forward prompt and leave immediately.

What does Norma Have to say?

• This is the best approach for new teachers to use, it is straight forward and lays the law down from day one.

• Four basic Principles:1) Maximum time on task

2) Minimum time in peripheral activities3) Clear systems, procedures and expectations

4) Clear student accountability systems

What does Norma Have to say?

• Two ways to send clear messages the first day of school: tell them and show them!

• Focus on 3 things: learn names, teach main rules & procedures, start academic work

• Whole group activities should be the grouping• NO CUTSEY, TOUCHIE-FEELIE ACTIVITIES• No: complicated activities, standardized tests,

do not connect activities to long units

Marvin Marshall on Managerial Approaches

• 10 Practices That Damage Teaching & Their corrections:

1. Being reactive rather than proactive. Teachers can fix this by inspiring students to behave responsibly. When students fail to do so, teachers can try non-adversarial responses.2. Relying on Rules of Behavior. Teachers can fix this by teaching students how they are expected to behave rather than relying on rules.

Marvin Marshall On Managerial Approaches

3. Aiming for obedience rather than responsibility. Teachers can fix this by promoting responsibility. Good behavior comes as a byproduct.4. Creating negative images. Teachers can fix this by being positive. Instead of saying “don’t do this,” say “do that.”5. Unknowingly alienating students. Teachers can fix this by being friendly and supportive.


6. Confusing classroom management with discipline. Teachers can fix this by explaining to students that it is the teacher’s responsibility to create a classroom in which they can learn efficiently, and it is their duty to behave accordingly.7. Assuming students know what is expected of them. Teachers can fix this by teaching students how to properly behave, then having them practice accordingly.8. Employing coercion rather than intelligence. Teachers can fix this by inspiring students to behave a way, not making them do something.


9. Imposing consequences rather than eliciting positive behavior. Teachers can fix this by eliciting to a student involved a consequence or procedure aimed to fix the behavior.10. Relying on external influences rather than internal processes. Teachers can fix this by helping students find pleasure in behavioral influences.

Marvin Marshall…Internal motivation: motivation to behave responsibly without having to be told to do so because of beliefs rooted in ethics and values.-Two opposite approaches to managing people by Douglas McGregor in 1960: Theory X- a theory that holds that people must be directed and controlled Theory Y- a theory that holds that people should be encouraged and given responsibilityMarshall himself is a proponent of Theory Y and advises teachers to organized classrooms so they promote positive attitudes and relationships.

Marvin Marshall

Positivity- maintaining and inclination toward optimismEmpowerment of Choice: allowing students to select from acceptable choices how they will conduct themselves-a tactic empowering students to succeed.Reflective Questions: questions posed to students to help them make better behavioral choices and assume responsibility

Marvin Marshall…Some values of hierarchy: mature decision making,

inspiration to improve, helps

students understand and deal with peer

pressure, fosters internal

motivation to behave

responsibly.

Marvin Marshall…

How to Intervene When Students misbahave1. Use an unobtrusive tactic2. Check for Understanding3. Use Guided ChoiceAuthority without punishment: (what it says)1. Make a self-diagnostic referral2. Give an additional self-diagnostic referral3. Give a final self-diagnostic referralSelf Evaluation of Teachers: Are you teaching procedures you expect? Are you communicating in a positive manner with your students?

Marvin, Marvin, Marvin and his teaching Model!

Part I. Classroom Management vs. Discipline• II. Three Principles to Practice: Positivity,

Choice, Reflection• III. Discipline Without Stress System: Teaching

hierarchy, Checking for understanding, guided Choices

• IV. Using system to increase academic performance

Norma Says… (Lecture 12)• -Beginning teachers often assume that they should give individual

students lots of careful help during independent seatwork. For example, a student raises his hand; teacher typically moves to him quickly and spends considerable time with this one student.

• -Typically, the teacher will ask the student a series of questions to help him figure out the solution himself. In essence, the teacher “reteaches” the material in a private tutorial. Often, teachers will spend a great deal of time with only 2 or 3 students

• -Meanwhile, other students get no help AND the lack of teacher mentoring and assistance promotes other students’ getting off task and starting to misbehave. Also, close attention promotes “learned helplessness.”

Norma

• -Positive: move in fast and make a positive comment, such as “Nice handwriting,” “Good job” and “you’re getting it.”

• -Brief: do whatever is necessary to get the student back on task as fast as possible. For instance, tell him what to do, direct attention to notes, board, instructions, etc, or assign a peer to show the student how.

• -Gone: As soon as the student’s back on task, move on. Scan the whole class, keep moving, reinforce the students who paid attention.

Norma (lecture 13)

• -Momentum: a brisk pace that keeps learning going, the instructor prods students to keep them moving, but does not frustrate them or make them frantic. When you’ve got things going, don’t slow down or stop.

• -Momentum: instructional sequences with clear beginning and ending and a logical “follow-through.” When students are on task, try not to interrupt them. If you must, make a complete stop and then restart.

• -“Thrust”- Interrupting students engaged in work to take a lunch count.

Norma

• -“Flip-Flop”- Interrupting instruction on a science lab procedure to give content you forgot to give earlier.

• -Another example: while lecturing on the uses of the comma, the teacher stops and points out that the cute dog crossing the school grounds is similar to her dog.

• -Another example: a teacher stops student mid test to remind him to pass in his homework

• -Another: Teacher monitoring seatwork interrupts student to compliment him on his shirt

Norma…

• -Another: a teacher starts into today’s social studies lesson, realizes she forgot to assign the spelling homework, so she stops the class to give the assignment.

• Momentum: Teach students from the first day to prepare for class & start promptly. Give expectations for preparation, like “settling activities.”

Norma…• -Settling activities: Educational activities students know they

should do every day when they enter the class until the teacher is ready to begin teaching. For example, teachers can leave journal topics on the board for you to write about. Also, you can go to the assigned learning center and read instructions. More examples are silent reading and that instructions can be on the board every day.

• Momentum: All transitions should have a FULL stop on part A then a FULL start on activity B. Common types of transitions should be taught from the first day forward. All activities should have clear closure with no activity left dangling. If something isn’t working, don’t just abandon it. Stop and close out the activity even if the closure is an explanation. Even if the activity is going to run longer than expected, there still must be closure. Continuing activities from one day to the next is fine.

Norma (lecture 14)

• Examples of Lack of Follow-Through• -Starting a lesson on fractions (parts of a whole),

realizing you need to define “whole”, veering off into discussion of apple versus milk versus dozen, realizing time is running out, and assigning 10 problems of fractions for homework. Students are confused.

• -Stretching routines to fill time and mask insecurity, such as: overly elaborate routines, letting group or seatwork go on too long, overdwelling on some part of lesson, communicating a slow, dragged out pace.

Norma…• -Playing soft music after lunch, assigning reading, and

letting students go to sleep.• -Overusing worksheets, puzzles, or games with students

just because they behave better during a particular activity.

• -Momentum: Set up regular time schedules & communicate info about timing to students

• Examples: set schedule in self-contained, set schedules within instructional periods in departmentalized, time limits in directions, kitchen timer or stop watch, writing time on the board, quick, timed activities.

Norma…• “Birdwalking”- some formal teacher evaluation

systems penalize a teacher for getting off the planned topic or lesson. This frustrates teachers who believe a regression was valuable. Regressions and changes in plans work better if the teacher gives the students clear structuring to guide their thinking and not leaving them hanging in mid air and/or confused. Signal the detour clearly. Ex: that was an interesting point. Let’s re-visit that in a couple of minutes. Also, postponing a test due to current events is an example.

Norma (lecture 15)• -Clear firm rules and set procedures are essential to the

well-run classroom.• Main test for a rule: Does it promote learning? For

instance, the prohibition of chewing gum doesn’t pertain to learning. However, it may be related to behavior, it must be enforced, and is not worth a lot of time.

• -Rules for behavior in halls, restrooms, commons, outside building, etc: May not seem too important but they affect behavior and mood level that will spill over in your room. These may not seem important to everybody but if all school personnel don’t work together to actively enforce and monitor all student behavior, everyone suffers.

Norma…Two Types of Rules

• 1. General Rules: Four to six, Cover lots of important behaviors, very specific, clear and taught to students.

Examples: treat everyone with respect, vague, must be clearly explained to students.• 2. Procedures: Need to be very specific, “Always

be neat & tidy.” Put notes away during tests, have a pen ready, etc.

Norma..

• A test for rules: Can both teacher and student identify exactly what is and is not in compliance with this rule?

• More examples of General Rules: Come to class prepared. Come to class every day with book, notebook, paper, sharpened pencil & homework. Follow directions the first time, raise your hand with a question.

• Common areas for General Rules: Following directions, beginning & ending class, when teacher is teaching, noise levels, behavior during seatwork, student interactions, in & out of seat, asking/answering questions, attention

Norma..• Consistent Enforcement Means: every time,

every child, no exceptions unless very unusual circumstances, kids can understand exceptions but they resent favoritism.

• -Problem students resent rules not being enforced for others who are charming, popular, obedient and socially adept.

managerial approaches

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