Classroommanagement

Exemplary ElementaryExemplary Elementary
Classroom Management:
The Effective Teacher Module I

Characteristics of an Effective Teacher
Classroom
Management
High
Expectations
Mastery Teaching
Classroom
Management
Module I
Module I

Classroom ManagementClassroom Management
Last year, there were 210 total infractions
written.
46 students who repeated behaviors for
which they had already received infractions.
More than half of the infractions resulted
from ineffective classroom routines,
procedures or rules.
Conclusions: 1) The school’s discipline plan is notConclusions: 1) The school’s discipline plan is not
effective and must be addressed. 2) Improvingeffective and must be addressed. 2) Improving
classroom management will decrease infractions.classroom management will decrease infractions.

As we discuss classroom management, one
important point to remember is YOU ARE
NOT ALONE!
 Your classroom is yours and you will
ultimately decide how you want to
manage it.
 This module is designed only to enhance
your classroom management skills and
encourage teamwork between teachers
to improve classroom management.

Classroom management includes all of the
things a teacher must to do toward these
two ends:
1. To foster student involvement and
cooperation in all classroom activities.
2. To establish a productive working
environment.

ObjectivesObjectives
Understand proven research and sound
theories that provide a foundation for
quality classroom management
Share effective classroom management
strategies
Implement classroom management
strategies

Classical ConditioningClassical Conditioning
Pavlov
 Classical Conditioning –
Presenting a conditioned stimulus
serves as a signal that the
unconditioned stimulus is coming
Ivan Pavlov

Classical Conditioning
A neutral stimulus is a stimulus to which an personA neutral stimulus is a stimulus to which an person
does not respond (NS).does not respond (NS).
An unconditioned response (UCR) can be learnedAn unconditioned response (UCR) can be learned
using a neutral stimulus just before anusing a neutral stimulus just before an
unconditioned stimulus (UCS).unconditioned stimulus (UCS).
After being paired with an unconditioned stimulus,After being paired with an unconditioned stimulus,
the previous neutral stimulus now elicits a responsethe previous neutral stimulus now elicits a response
and is no longer “neutral.” The NS becomes aand is no longer “neutral.” The NS becomes a
conditioned stimulus (CS) and the person hasconditioned stimulus (CS) and the person has
learned a conditioned response (CR).learned a conditioned response (CR).
Basic principles of Classical Conditioning Theory:
Ivan Pavlov

Classical Conditioning Procedure
Before Conditioning
Unconditioned
Stimulus (UCS) ||
Incapable of
producing
conditioned
response (CR)
During Conditioning
Conditioned
Stimulus (CS)
Unconditioned
Stimulus (UCS)
Unconditioned
Response
(UCR)
After Conditioning
Conditioned
Stimulus (CS)
Conditioned
Response (CR)
Ivan Pavlov

Using Classical Conditioning to Develop Classroom Procedure
Before Conditioning
Morning Bell
(UCS)
Start Class
Incapable of
producing (CR)
During Conditioning
Morning Bell
Conditioned
Stimulus (CS)
Start Class
Unconditioned
Stimulus (UCS)
Students sit
down, look at
teacher and
listen for
directions
(UCR)
After Conditioning
Morning Bell
Conditioned
Stimulus (CS)
Start Class
Conditioned
Response (CR)
Ivan Pavlov

Using classical conditioning, we have
the ability to:
 Affect students likes/dislikes
 Influence our student’s attitudes
 Develop a respect for authority
Classical ConditioningClassical Conditioning Ivan Pavlov

Affecting Students Likes/Dislikes
 Classical Conditioning Theory indicates that
people develop a taste for pleasant experiences
and aversions to experiences they find
unpleasant
Therefore, we must intentionally provide learningTherefore, we must intentionally provide learning
experiences for which theexperiences for which the studentsstudents find pleasantfind pleasant
if we want students to enjoy learning.if we want students to enjoy learning.
Ivan Pavlov

Influencing students’ attitudes toward learning
 Classical Conditioning Theory suggests that
students will develop a positive attitude toward
learning simply by presenting content along with
words and images that evoke positive feelings such
as “excellent”, “awesome,” and “good work.”
Therefore, we must intentionally incorporateTherefore, we must intentionally incorporate
words and images in our classrooms that evokewords and images in our classrooms that evoke
positive feelings forpositive feelings for students.students.
Ivan Pavlov

Therefore, we must instill a healthy sense of “respect” ofTherefore, we must instill a healthy sense of “respect” of
authority so that students will avoid behaviors that result inauthority so that students will avoid behaviors that result in
unpleasant consequences.unpleasant consequences.
Develop a respect of authority
 Classical Conditioning Theory explains that people develop
respect/fear based on conditioned stimuli that are associated
with unpleasant unconditioned stimuli.
 This theory also suggests that people do not have to experience
the unpleasant stimuli first hand but will develop respect/fear of
conditioned stimuli by watching someone experience an
unpleasant unconditioned stimuli.
Classical ConditioningClassical Conditioning Ivan Pavlov

Operant ConditioningOperant Conditioning
B.F. Skinner
 Operant Conditioning – “A Response that
is immediately followed by a reinforcer is
strengthened and is therefore more likely
to occur again.” (1)
B.F. Skinner

Skinner’s Basic Law of Operant Conditioning Theory:
 Reinforcer – a response that increases in
frequency when preceded with a stimulus or
event.
 Almost any behavior can be learned through
operant conditioning including academic, social
and psychomotor.
 Undesirable behaviors are reinforced just as
easily as desirable behaviors.
B.F. Skinner

Important Conditions for Operant Conditioning:
 The reinforcer must follow the response.
 The reinforcer must follow immediately.
 The reinforcer must be contingent on the response.
Positive and Negative Reinforcers
 Positive Reinforcement involves the presentation of
a stimulus after a response such as a smile, positive
words, and a good grade.
 Negative Reinforcement increases a response
through the removal of a stimulus.
B.F. Skinner

Punishment is not negative reinforcement.
Negative reinforcement increases the frequency
of a response by taking away a negative
stimulus. For example, homework is not given
to a student because of his/her positive
behavior.
Punishment decreases the frequency of a
response by giving a negative stimulus or taking
away a positive stimulus. Talk with your table
about some examples of this.
B.F. Skinner

Operant ConditioningOperant Conditioning B.F. Skinner
Give PositiveGive Positive
StimulusStimulus
Take AwayTake Away
Negative StimulusNegative Stimulus
PositivePositive
ReinforcementReinforcement
NegativeNegative
ReinforcementReinforcement
Give Negative Stimulus orGive Negative Stimulus or
Take Away Positive StimulusTake Away Positive Stimulus
Increase?Increase?
PunishmentPunishment
Decrease?Decrease?
What do you want the behavior to do?What do you want the behavior to do?

Skinner’s assessment of operant conditioning and
teaching.
 Reinforcement in the classroom usually occurs
inconsistently and not soon enough after the
desired response has occurred.
 If immediate reinforcement is impossible, then
environmental cues that indicate reinforcement is
coming later can be effective.
B.F. Skinner
Therefore, we must use reinforce positive behaviorTherefore, we must use reinforce positive behavior
immediately after it occurs if possible and use environmentalimmediately after it occurs if possible and use environmental
cues only as a second option.cues only as a second option.

Skinner’s assessment of operant conditioning and teaching.
 Teachers have the difficult task of teaching behaviors
that will be useful for students in their future. Students
do not see the natural positive reinforcers immediately
that they might in the realize in the future. As a result,
teachers use artificial reinforcers such as stickers which
are ineffective because students do not se how they
connect to their behavior.
B.F. Skinner
Therefore, we must make learning relevant to students’Therefore, we must make learning relevant to students’
present interests and provide effective connections betweenpresent interests and provide effective connections between
learning and the reinforcement method we choose.learning and the reinforcement method we choose.

Skinner’s assessment of operant conditioning and
teaching.
 Teachers find themselves punishing misbehaviors
rather than reinforcing appropriate responses. For
example, when most of the students are in line
appropriately and one or two students are
misbehaving, the teacher will punish the two students
who are misbehaving rather than praising the rest of
the class for their appropriate behavior.
B.F. Skinner
Therefore, we must focus on reinforcing the desirableTherefore, we must focus on reinforcing the desirable
behaviors of some students in order to solicit appropriatebehaviors of some students in order to solicit appropriate
responses from the rest of the students.responses from the rest of the students.

Classroom Management StrategiesClassroom Management Strategies
Use Mavlov’s Hierarchy of needs to ensure the
classroom environment provides for meeting deficiency
needs of the students
Establish routines and procedures for every task
Communicate discipline plan which includes positive
and negative consequences or reinforcers
Classroom management refers to all of the things that a teacher does toClassroom management refers to all of the things that a teacher does to
organize students space, time, and materials so instruction in contentorganize students space, time, and materials so instruction in content
and student learning can take place. It is important to:and student learning can take place. It is important to:
““Effective teachers MANAGE their classrooms.Effective teachers MANAGE their classrooms.
Ineffective teachers DISCIPLINE their classrooms.”(2)Ineffective teachers DISCIPLINE their classrooms.”(2)

Meeting Mavlov’s Hierarchy of NeedsMeeting Mavlov’s Hierarchy of Needs
Esteem Needs
Love and Belongingness Needs
Safety Needs
Physiological Needs
Discuss ways you meet Maslow’s Hierarchy of Needs for your
students with the people at your table
Remember to focus on the needs you can meet, not the needs
you can’t meet
DeficiencyNeedsDeficiencyNeeds
Need for Self-Actualization
Growth NeedGrowth Need

Knowledge of classroom procedures tells the students things like:
 What to do when the bell rings
 What to do when the pencil breaks
 What to do when you hear an emergency alert signal
 What to do when you finish your work early
 What to do when you have a question
 What to do when you need to go to the bathroom
 What to do when you want the my attention
 Where to turn in assignments
 What to do at dismissal of class
Establishing Classroom Routines and ProceduresEstablishing Classroom Routines and Procedures

Parents also need to follow procedures for the school and your class:
 You must be a model and follow the school’s procedures
 How can you expect students and parents to follow procedures
if you don’t follow them? Allowing a parent to drop off a
student tardy without a tardy pass because you don’t want to
ask them to walk to the office and back will hurt you in the long
run. That parent will not understand when you call and explain
that their child does not follow procedures because they saw
that you didn’t follow them either.
Establishing Routines and Procedures for ParentsEstablishing Routines and Procedures for Parents
Communicate classroom and school procedures to parents the first
week of school and expect parents to follow them.

Investing time in teaching discipline and procedures will be repaid
multifold in the effective use of class time.
Here are a few things to keep in mind as you are establishing rules:
 Rules are expectations of appropriate behavior. You can state
your expectations as rules
 Rules immediately create a work-oriented atmosphere
 Rules create a strong expectation about the things that are
important to you.
 Include consequences – What the student chooses to accept if
a rule is broken.
 Include rewards – What the student receives for appropriate
behavior
Establishing a Discipline PlanEstablishing a Discipline Plan

Take some time to discuss with your colleagues things that you have
done that worked and things that didn’t work.
What are the areas are the strongest? Weakest?
How can you help another colleague in the area where you are
strongest?
What do you need to improve the areas you thought were weak?
What materials and/or resources are needed in order to improve your
classroom management skills this year?
Teamwork – Implementing Classroom ManagementTeamwork – Implementing Classroom Management

““There is absolutely no researchThere is absolutely no research
correlation between success and familycorrelation between success and family
background, race, national origin,background, race, national origin,
financial status, or even educationalfinancial status, or even educational
accomplishments. There is but oneaccomplishments. There is but one
correlation with success, and that iscorrelation with success, and that is
ATTITUDE.”ATTITUDE.”
Harry K. Wong (2)Harry K. Wong (2)

Works CitedWorks Cited
Ormrod, J. (2004). Chapter 7 Social Cognitive
Theory. Human Learning 4th ed. New
Jersey. Pearson Merrill Prentice Hall.
Wong, Harry K., Rosemary T., (1998). The First
Days of School. Mountain View. Harry K.
Wong Publications.
1.
2.

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