strategies for great classroom management create the classroom culture

Strategies for Great Classroom Management

Create the classroom culture

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Teaching Optimism

Optimism – belief that setbacks are normal and can be overcome by our own actions

• Pessimists are more prone to depression

• Children can recognize and dispute their negative thinking


Attribution TheoryAttribution Statements:

1."You seem to know your chemical equation assignments very well."

2."You really work hard in science." 3."You're trying more, keep at it!"

Persuasion Statements:1."You should be good at science." 2."You should be getting better grades in science." 3."You should be doing well in science."

Reinforcement Statement:1."I'm proud of your work." 2."I'm pleased with your progress." 3."Excellent progress."


Four Basic Principles of Discipline with Love and Logic

1. The student’s self-concept is always a prime consideration.

3. An equal balance of consequences and empathy replaces punishment whenever possible.

2. The child is always left with a feeling that he/she has some control.

4. The student is required to do more thinking than the adult.

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Implementing Love and Logic

1. Take care of yourself by setting limits.

2. Give choices when reasonable.

3. Let consequences with empathy do the teaching


Enforceable Statements

Unenforceable

• Please sit down, I am going to start.

• Open your books to page 54.

• Please stop talking and listen.

• Raise your hand if you want to talk.

Enforceable• I’ll begin, as soon as

you are seated.

• We’ll be working from page 54.

• I teach when there are no distractions.

• I listen to students with their hand raised.


Delayed or “Anticipatory” Consequence• In the real world classrooms,

immediate consequences typically create more problems than they solve.– Most of us have great difficulty

thinking of one while we are teaching.– We are forced to react while we and

the student are upset.– We often end up making threats we

can’t back up.


Reasons to Delay Consequences

• Allows for individualization of consequences.

• Student does some thinking

• Gives time for everyone to return to a calm state

• Helps to establish positive relationships


Avoid Power Struggles

• NEVER reason with a student – reasoning turns into a power struggle.– Student, “That’s not fair”– Teacher, “Probably so” or “Nice try”

without sarcasm

Sarcastic teachers do not know when the student is going to get even with them – they just know that they will!


Ways to avoid power struggles

• Use thinking words not fighting words

• Never tell a student what to do, tell them what you are going to do

• Set limits without telling students what to do

• Share control


Share Control

• All human beings have a need for control.

• Share control by providing choices• Force decision making• Deliver content message (bad

news) with a positive relationship message (smile)– use questions


Reasons Behind the Use of Choices• Choices create situations in which students

are forced to think.• Choices provide opportunities for students

to make mistakes and learn from the consequences.

• Choices help us avoid getting into control battles with students.

• Choices provide an opportunity for students to hear that we trust their thinking abilities– builds self-confidence– builds relationships between adults and

children


Examples of Choices

• “Would you rather have homework due Monday or Tuesday?”

• “Would you like to edit your own paper or have a partner do it?”

• “Will you be turning in your work on time, for full credit or later, for partial credit?”

• “Would you rather listen without interrupting or move to another seat?”

CAUTION! -- It is very easy to turn your choices into threats. (“Would you rather turn in your work or go to the principals office?”)


Rules for Giving Choices

• Always be sure to select choices that you like.• Never give a choice that you do not like (that

does not match your value system).• Never give choices when danger is involved.• Never give choices unless you are willing to

decide for the student in 10 seconds.• Delivery is important

– “You’re welcome to ________ or ________.– “Would you rather ________ or ________.– “What would be best for you, ________ or

________.


Why Guide Students to Solve their Own Problems?• Teaches students to be responsible• Gives students opportunities to make

good decisions.• Students dignity and self-respect remain

when they can choose the best solution• Lets the consequences be the bad guy –

teachers are viewed as helpers not judges – this improves teacher-student relationship


Steps that Guide Students to Solve their Own Problems

1. Empathy

2. Power Message

3. Choices

4. Student takes ownership

5. Give permission / follow-up


Steps One and Two(sometimes combined)

• Empathy– “How sad.”– “I bet that hurts.”

• Power Message– “What do you think you’re going to

do?”– “Would you like to hear what other

kids have tried?”


Step Three

• Offer Choices– “Would you like to hear what other

kids have tried?”

Offer a variety of choices that range from bad to good. It is usually best to start out with the poor choices. Each time a choice is offered, go on to step four.


Step Four

• Have the child state the consequences.– “And how will that work?”


Step Five

• Give permission for the child to either solve the problem or not solve the problem.– “Good luck. I hope it works out.”

Have no fear. If the child is fortunate enough to make a poor choice, he/she may have a double learning lesson.


Classroom Interventions

• Useful when – consequences do not apply– dealing with a difficult student

• Two Types– One-Sentence Intervention– Disciplinary Interventions


One-Sentence Intervention

• For the damaged student with low self concept

• A way of building a positive relationship with a difficult student

• The goal is to get the student to feel good about you, the teacher

• The student will do something for you, but for nobody else including himself.

• TEST: when you can say “Would you try that just for me? Thank you” and the student performs the task.


Disciplinary Interventions

Most appropriate when the teacher:• wants an immediate change of behavior• is instructing• wants to restore order without making a

situation a major issue• is circulating the classroom• wishes to enhance her relationship with the

student

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Disciplinary Interventions

• Do not need to perform in order.

• Do not go from one extreme to another or begin with the most severe

• Choose the most appropriate interventions


Most Common Mistakes

• Stating limits as demands

• Choosing unenforceable limits

• Forgetting to consider consequences in advance

• Neglecting to get support or approval from administration

Remember to use an enforceable statement with a calm voice. “I will accept all papers prepared in the correct form.”

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Thank You


strategies for great classroom management create the classroom culture

Documents

student reasoning

doshare control

immediate consequences

equal balance of consequences

power strugglesuse

power strugglesnever

logicthe students selfconcept

classroom culturewww