The document summarizes different approaches to classroom management including the IOSIE method. It discusses theoretical models of behavior, defines the IOSIE method as a 5-step process, and outlines the classroom management control spectrum of consequence, group guidance, and individual guidance models. Strengths and weaknesses are provided for each approach. Theoretical underpinnings and examples are given for behavioral, psychodynamic, environmental, and constructivist models as well as the consequence, group mediation, and choice theory approaches.

1. The IOSIE Method of Classroom
Management
By Marie Louise Lawson,
Library Media Specialist
Satellite Independent School District

2. Overview
 Theoretical Models
– Behavioral
– Psychodynamic
– Environmental
– Constructivist
 The IOSIE Method defined
 The Classroom Management Control
Spectrum
– Consequence Model
– Group-Guidance Model
– Individual-Guidance Model

3. Theoretical Models
•As defined by Danforth and Boyle, four models of human behavior that
are frequently used in case analysis
 Behavioral
– Student behavior is based on external variables
– Students are given positive reinforcement for correcting their behavior
 Psychodynamic
– Student behavior is based on an emotional state or response
– Students are encouraged to correct their behavior in a private meeting with the
teacher
 Environmental
– Student environment influences their behavior
– Simple changes in environment, such as where a student sits, may be
implemented to correct their behavior
 Constructivist
– Individual students construct their own basis of knowledge, which alters as they
experience new things
– Students are asked to construct a response to their behavior and how they can
correct it in the future

4. The IOSIE Method
•Used to analyze problems with student behavior in five steps
• Identify the problem
• View the situation objectively
• Determine the seriousness of the situation
• Determine the objective you wish to achieve
• Objectives should remedy the current problem and also provide a
long-term improvement in student behavior
• Specific, Measurable, Attainable, Results-oriented to be met in an
established Time frame (SMART)
• Propose a solution
• Preventative and interventional: prevent or discourage behavior
issues while dealing with misbehavior when it occurs
• Implement the solution
• Gain cooperation and support from parents/guardians, other staff
and even professionals outside the classroom, if necessary
• Teachers must be adaptive in the way they approach their problem
• Evaluate the results
• Return to your objectives: were your goals reached?
• If misbehavior returns, perhaps the problem was wrongly identified
and a broader objective spectrum is necessary

5. Classroom Management Control Spectrum
 There are three approaches to resolving
classroom behavior problems
4. Consequence
• Teacher outlines consequences for improper
behavior
5. Group-guidance
• The class utilizes a specific framework for
penalties for violation of classroom rules
6. Individual-guidance
• Teacher meets privately with misbehaving
student to reach cooperative resolution

6. The Consequence Approach
 Displays the most teacher control of the three classroom
management approaches
 Example: Kounin Effective Momentum Model
– Based on the work of Jacob Kounin
– Teacher actions (ie praise or disciplinary remarks) influence all students, not
just the ones toward which the action is directed
– Keywords: with-it-ness, Ripple Effect
 With-it-ness: Teachers have an instinctive feel for the activity in their classroom and
can quickly identify behavioral problems
– Teachers control the behavior of the students. Stopping lessons to deal with
discipline issues adds to the problem
 Strengths of this approach:
– Teacher actions affect entire classroom
– Several procedures for effectively stopping improper behavior
 Weaknesses of this approach:
– Limited to certain classroom sessions
– Does not provide corrective measures to more serious problems

7. The Group-Guidance Approach
 Displays moderate teacher control of the situation at hand, allowing
students to develop group dynamics and learn proper behavior
 Example: Peer Mediation Model
– Developed by Schrumpf and Crawford on the thought that behavioral
change should not be based on coercion
– Nonjudgmental response by peer mediators including negotiation,
reasoning and compromise
– Teacher involvement limited to selecting and training student mediators
and acting as monitors during the mediation process
– Proactive toward specific problems and incidents
 Strengths of this approach:
– Teaches a positive process to conflict resolution
– Clear direction for how the program should be taught and monitored
 Weaknesses of this approach:
– Time-consuming and heavily dependent on participation from teachers,
administration and students

8. The Individual-Guidance Approach
 Displays the least teacher control of the three approaches, drawing from a
positive student-teacher relationship
 Example: The Choice Theory and Reality Therapy Model
– Developed by psychiatrist William Glasser
– Basis in satisfying the five (5) basic psychological needs of every person:
 Belonging & love, power & achievement, fun & enjoying work, freedom & ability to
make choices, and survival
– Disruptive behavior occurs when a student’s inner needs are not met
– Classroom environment must create a sense of personal responsibility that
emphasizes self-evaluation and interaction
– Keywords: authoritarian teacher, teacher leader
 Teacher leader: relies on cooperation, uses persuasion and creates enthusiasm in
students
 Authoritarian teacher: uses punishment and reward, relies on authority and creates
confidence in students
 Strengths of this approach:
– Effective with most students, especially those with specific behavioral problems
– Easy to implement, very straight-forward
 Weaknesses of this approach:
– Teachers are less comfortable with it; they feel as though students are allowed to
“get away with” improper behavior and time is taken away from class work

9. Acknowledgements
 PowerPoint Presentation created by:
Marie Louise Lawson
 Research and Information collected from:
A Case Study Approach to Classroom Management
by Richard T. Scarpaci
 Special Thanks to:
– Dr. I.M. Demanding, Superintendent
– Ebenezer Scrooge, Business Administrator
– The Satellite Independent School District
Created for the class: Student Learning, Development and Behavior Management
New Jersey City University, fall 2008 * Professor Annemarie Stoeckel