Comprehensive Classroom Management Creating Communities of Support and

Comprehensive Classroom Management Creating Communities of Support and Solving Problems Tenth Edition Vern Jones Louise Jones © 2013, 2009, 2006, 2003, 2000 Pearson Education, Inc. All rights reserved.

Chapter 1 Classroom Management in Perspective

Understanding Classroom Management Author’s Basic Assumptions: – Safe and comfortable learning environment – Connect to effective instruction – Enhance a sense of by students – Develop ability to lead and work collaboratively – Teacher thinks about professional growth and values – Collaborates with educators who differ in roles to assist all learners with behavior skills Jones & Jones Comprehensive Classroom Management, 10 e © 2013 Pearson. All rights reserved. 1 -2

Components of Comprehensive Classroom Management • Based on research and theory • Positive peer and student-teacher relationships • Wide range of methods for optimal learning • Work with all adults to assist with behavior Jones & Jones Comprehensive Classroom Management, 10 e © 2013 Pearson. All rights reserved. 1 -3

Understanding Yourself and Others • Student’s personal needs • Positive relationships student-teacher • Seek to understand involve families • Set behavior norms and motivate through learning needs Jones & Jones Comprehensive Classroom Management, 10 e © 2013 Pearson. All rights reserved. 1 -4

Components of Comprehensive Classroom Management • based on research and theory • establishes positive peer and student-teacher relationships • wide range of methods to correct inappropriate behavior • instructional methods facilitate optimal learning • work with all adults to assist with behavior Jones & Jones Comprehensive Classroom Management, 10 e © 2013 Pearson. All rights reserved. 1 -5

History of Classroom Management Teacher-Student Relationships & Counseling Approaches – Humanistic Approach ○ teachers respond with effective communication and problem solving – Problem Solving Approach ○ Glasser- Students take responsibility ○ Dreikurs-Respond to conduct based on goal – Teacher Student Relationships ○ data-based analysis ○ communication of teacher expectations Jones & Jones Comprehensive Classroom Management, 10 e © 2013 Pearson. All rights reserved. 1 -6

History of Classroom Management Teacher Organization and Management • Kounin ○ no difference in response to students ○ teaching methods prevent disruptive behavior • Classroom Organization & Effectiveness Project ○ success first several weeks ○ clear instruction and re-teaching • Instructional Skills ○ ITIP ○ learning preferences, Rt. I and Multiple content integration Jones & Jones Comprehensive Classroom Management, 10 e © 2013 Pearson. All rights reserved. 1 -7

Behavioristic Methods • ignore misbehavior • reinforce appropriate behavior • establish student contracts • Canter’s Assertive Discipline & PAX Good Behavior Game Jones & Jones Comprehensive Classroom Management, 10 e © 2013 Pearson. All rights reserved. 1 -8

Positive Behavior Support • Teach and support acceptable school behavior • Small group/individualized instruction • Behavioral assessment • Positive Interventions • Jones’ Body Language Jones & Jones Comprehensive Classroom Management, 10 e © 2013 Pearson. All rights reserved. 1 -9

Extent of the Problem • 2010 Indicator of School Crime and Safety report – – – – 8% of students in grades 9 -12 report being threatened 18% principals/teachers report disrespect 9% report verbal abuse by students 8% secondary and 4% elementary teachers report physical attack 23% of drugs made available on school property 32% of students 12 -18 report bullying Gay, lesbian, bisexual and transgender students Jones & Jones Comprehensive Classroom Management, 10 e © 2013 Pearson. All rights reserved. 1 -10

Teacher Concerns 4 th highest cause for teacher transfer • Highest reason for leaving the profession • 43% teachers in Florida survey felt minimally prepared in classroom management Jones & Jones Comprehensive Classroom Management, 10 e © 2013 Pearson. All rights reserved. 1 -11

Influence of Social Factors and School Factors • Teachers and schools can make a dramatic difference – 4 of 5 disruptive students misbehavior tracked to school dysfunction – divorce, single-parent households, poverty and racism – five development deficits – schools influence positive behavior with • clear behavior expectations • engaging curriculum • sense of belonging Jones & Jones Comprehensive Classroom Management, 10 e © 2013 Pearson. All rights reserved. 1 -12

Issues of Order, Caring, and Power • Teacher’s View- discipline categories – Johnson: Traditional, Liberal Progressive, Social Critical – Weber: Legal/Rational, Traditional, Charismatic Jones & Jones Comprehensive Classroom Management, 10 e © 2013 Pearson. All rights reserved. 1 -13

Factors Influencing Classroom Management Decisions • Teacher’s Background and Personal History • Goals of Schooling is to identify ○ long-term goals ○ student impact ○ academic skills and other characteristics needed • Student Cultural Backgrounds • Culturally Response Classrooms Jones & Jones Comprehensive Classroom Management, 10 e © 2013 Pearson. All rights reserved. 1 -14

Web Resources Teacher-Effectiveness Research websites http: //ericae. net/ericdb/EJ 523876. htm http: //education. curtin. edu. au/iier 6/wyatt. html http: //www. eric. uoregon. edu/trends_issues/instpers/selected_ abstracts/teacher_effectiveness. html http: //www. ncrel. org/sdrs/areas/issues/content/cntareas/readi ng/li 7 lk 15. htm Surveys that assist in uncovering beliefs on diversity issues and poverty. Surveys are available at: http: //www. edchange. org/multicultural/quizzes. html Jones & Jones Comprehensive Classroom Management, 10 e © 2013 Pearson. All rights reserved. 1 -15