Classroom management 10 2011

Classroom ManagementClassroom Management
and theand the
Disruptive StudentDisruptive Student
A Pro-Active ApproachA Pro-Active Approach
October 6, 13, 20, November 3, 17 -2011October 6, 13, 20, November 3, 17 -2011
Hunterdon Central Regional High SchoolHunterdon Central Regional High School
Adapted and Prepared by David M. Berger, MA, M.Ed.Adapted and Prepared by David M. Berger, MA, M.Ed.

Picture Time….Picture Time….
Now close your eyes and….Now close your eyes and….
 Picture the student with whom you havePicture the student with whom you have
had the greatest difficulties in yourhad the greatest difficulties in your
classroom…classroom…
 Picture the behaviors that studentPicture the behaviors that student
exhibited….exhibited….
 Picture how you reacted to thosePicture how you reacted to those
behaviors….behaviors….
 Please turn to the person next to you andPlease turn to the person next to you and
describe that student in terms of behaviorsdescribe that student in terms of behaviors

Videos about ClassroomVideos about Classroom
Management TechniquesManagement Techniques
 YouTube -YouTube -
How To Maintain Classroom Discipline - GoodHow To Maintain Classroom Discipline - Good
 Dangerous Minds _Dangerous Minds _
There is no victims in thisThere is no victims in this planet.flvplanet.flv
 Diane Sawyer –Diane Sawyer – A day with a teacherA day with a teacher
 The Substitute Movie (TomThe Substitute Movie (Tom Berenger).flvBerenger).flv
 Teachers (1983) Nick NolteTeachers (1983) Nick Nolte

What is Classroom Management?What is Classroom Management?
 It’s effective disciplineIt’s effective discipline
 It’s being prepared for classIt’s being prepared for class
 It’s motivating your studentsIt’s motivating your students
 It’s providing a safe, comfortable learningIt’s providing a safe, comfortable learning
environmentenvironment
 It’s building your students’ self esteemIt’s building your students’ self esteem
 It’s being creative and imaginative in dailyIt’s being creative and imaginative in daily
lessonslessons
 And . . .And . . .

. . . It’s different for EVERYONE!!. . . It’s different for EVERYONE!!
WHY?WHY?
 Teaching StylesTeaching Styles
 Personality/AttitudesPersonality/Attitudes
 Student populationStudent population
 Not all management strategies are effectiveNot all management strategies are effective
for every teacherfor every teacher
 Try different strategies to see if they workTry different strategies to see if they work
for youfor you

Why is Classroom ManagementWhy is Classroom Management
Important?Important?
 Satisfaction and enjoyment inSatisfaction and enjoyment in
teaching are dependent upon leadingteaching are dependent upon leading
students to cooperatestudents to cooperate
 Classroom management issues are ofClassroom management issues are of
highest concern for beginninghighest concern for beginning
teachersteachers

Principles for successful classroomPrinciples for successful classroom
managementmanagement
 Deal with disruptive behaviors but also manageDeal with disruptive behaviors but also manage
to minimize off-task, non-disruptive behaviorsto minimize off-task, non-disruptive behaviors
 Teach students to manage their own behaviorTeach students to manage their own behavior
 StudentsStudents learnlearn to be on-task and engaged in theto be on-task and engaged in the
learning activities you have planned for themlearning activities you have planned for them
 It is more natural to be off-task than onIt is more natural to be off-task than on

Techniques for BetterTechniques for Better
Classroom ControlClassroom Control
 Focus attention on entire classFocus attention on entire class
 Don’t talk over student chatterDon’t talk over student chatter
 Silence can be effectiveSilence can be effective
 Use softer voice so students really have toUse softer voice so students really have to
listen to what you’re saying (Paradoxicallisten to what you’re saying (Paradoxical
Response)Response)
 Direct your instruction so that studentsDirect your instruction so that students
know what is going to happenknow what is going to happen

 Set the tone when they walk through the doorSet the tone when they walk through the door
 Monitor groups of students to check progressMonitor groups of students to check progress
 Move around the room so students have to payMove around the room so students have to pay
attention more readilyattention more readily
 Give students non-verbal cuesGive students non-verbal cues
 Engage in low profile intervention of disruptionsEngage in low profile intervention of disruptions
 Make sure classroom is comfortable and safeMake sure classroom is comfortable and safe

 Over plan your lessons toOver plan your lessons to
ensure you fill the periodensure you fill the period
with learning activitieswith learning activities
 Come to class preparedCome to class prepared
 Show confidence in yourShow confidence in your
teachingteaching
 Learn student names asLearn student names as
quickly as possiblequickly as possible

Transition vs. Allocated TimeTransition vs. Allocated Time
 Allocated time: the time periods youAllocated time: the time periods you
intendintend for your students to be engagedfor your students to be engaged
in learning activitiesin learning activities
 Transition time: time periods that existTransition time: time periods that exist
betweenbetween times allocated for learningtimes allocated for learning
activitiesactivities
 ExamplesExamples
 Getting students assembled and attentiveGetting students assembled and attentive
 Assigning reading and directing to beginAssigning reading and directing to begin
 Getting students’ attention away from readingGetting students’ attention away from reading
and preparing for class discussionand preparing for class discussion

Transition vs. Allocated TimeTransition vs. Allocated Time
 The Goal:The Goal:
 Increase the variety of learning activitiesIncrease the variety of learning activities
but decrease transition time.but decrease transition time.
 Student engagement and on-taskStudent engagement and on-task
behaviors are dependent on howbehaviors are dependent on how
smoothly and efficiently teacherssmoothly and efficiently teachers
move from one learning activity tomove from one learning activity to
anotheranother

Dr. Fred Jones’ study of off-taskDr. Fred Jones’ study of off-task
behaviorsbehaviors
 99% of off-task behaviors take one of99% of off-task behaviors take one of
several formsseveral forms
 Talking out of turnTalking out of turn
 ClowningClowning
 DaydreamingDaydreaming
 Moving about without permissionMoving about without permission
 Antisocial, dangerous behaviors make upAntisocial, dangerous behaviors make up
a fraction of the time students spend off-a fraction of the time students spend off-
tasktask
 http://www.youtube.com/watch?v=YjSOmyFLKWAhttp://www.youtube.com/watch?v=YjSOmyFLKWA
 http://www.youtube.com/watch?v=Mcl1x4BrQ1ghttp://www.youtube.com/watch?v=Mcl1x4BrQ1g
 http://www.fredjones.com/Positive_Discipline/Discipline_Intro.htmlhttp://www.fredjones.com/Positive_Discipline/Discipline_Intro.html

Proximity and Body LanguageProximity and Body Language
 Eye contact, facial expressions, gestures,Eye contact, facial expressions, gestures,
physical proximity to students, and thephysical proximity to students, and the
way you carry yourself will communicateway you carry yourself will communicate
that you are in calm control of the classthat you are in calm control of the class
and mean to be taken seriously.and mean to be taken seriously.
 Be free to roamBe free to roam
 Avoid turningAvoid turning
back to classback to class

Cooperation throughCooperation through
communicationcommunication
 Verbalize descriptions of observable behaviors andVerbalize descriptions of observable behaviors and
never value judgments about individualsnever value judgments about individuals
 Verbalize feelings but remain in control – Use “I”Verbalize feelings but remain in control – Use “I”
statements.statements.
 Speak only to people when they are ready to listenSpeak only to people when they are ready to listen
 DO NOT USE SARCASMDO NOT USE SARCASM
 Do not place labelsDo not place labels (good or bad)(good or bad)
 Do not get students hooked on praiseDo not get students hooked on praise
 Praise the work and behavior – not the students themselvesPraise the work and behavior – not the students themselves

Classroom Rules For ConductClassroom Rules For Conduct
 Formalized statements that provide studentsFormalized statements that provide students
with general guidelines for the types ofwith general guidelines for the types of
behaviors that are required and the types thatbehaviors that are required and the types that
are prohibitedare prohibited
 A few rules are easier to remember than manyA few rules are easier to remember than many
rulesrules
 Each rule in a small set of rules is moreEach rule in a small set of rules is more
important than each rule in a large set of rulesimportant than each rule in a large set of rules

Necessary classroom rules ofNecessary classroom rules of
conductconduct
 Maximizes on-task behaviors and minimize off-Maximizes on-task behaviors and minimize off-
task (esp. disruptive) behaviorstask (esp. disruptive) behaviors
 Secures the safety and comfort of the learningSecures the safety and comfort of the learning
environmentenvironment
 Prevents the activities of the class fromPrevents the activities of the class from
disturbing other classesdisturbing other classes
 Maintains acceptable standards of decorumMaintains acceptable standards of decorum
among students, school personnel, and visitorsamong students, school personnel, and visitors
to the school campusto the school campus

Ideas for Classroom RulesIdeas for Classroom Rules
ByBy Melissa KellyMelissa Kelly, About.com, About.com
<http://712educators.about.com/cs/backtoschool/a/classrules.htm><http://712educators.about.com/cs/backtoschool/a/classrules.htm>
1.1. Come to class on timeCome to class on time
2.2. Begin the start up activityBegin the start up activity
within 1 minute after thewithin 1 minute after the
tardy bell.tardy bell.
3.3. Attend to personal needsAttend to personal needs
before coming to class.before coming to class.
4.4. Remain in your assignedRemain in your assigned
seat unless you haveseat unless you have
permission to get uppermission to get up
5.5. Do not eat candy or otherDo not eat candy or other
food in class unless youfood in class unless you
have been given specialhave been given special
permissionpermission
6.6. Bring required materialsBring required materials
every day unless you areevery day unless you are
otherwise directed.otherwise directed.
7.7. Talk only when permittedTalk only when permitted
8.8. Use polite speech andUse polite speech and
body languagebody language
9.9. Do not cheatDo not cheat
10.10. Follow the teacher'sFollow the teacher's
directions immediatelydirections immediately

Student Input for ClassroomStudent Input for Classroom
Management PlanManagement Plan
Goals –Goals –
 These are the desirable behaviors in ourThese are the desirable behaviors in our
class-class-
 These are the rewards you can obtainThese are the rewards you can obtain
from doing these behaviors –from doing these behaviors –
 These are the consequences if you don’tThese are the consequences if you don’t
follow our plan -follow our plan -

Establishing a “Businesslike”Establishing a “Businesslike”
AtmosphereAtmosphere
. . . Or, “Don’t Smile until. . . Or, “Don’t Smile until
Christmas”Christmas”

A Businesslike AtmosphereA Businesslike Atmosphere
 Take advantage of the first days of classTake advantage of the first days of class
 Establish an environment in whichEstablish an environment in which
achieving specified learning goals takesachieving specified learning goals takes
priority over other concernspriority over other concerns
 It is much easier to establish thisIt is much easier to establish this
environment from the beginning ratherenvironment from the beginning rather
than laterthan later
 Set up a seating chart….Set up a seating chart….
http://www.youtube.com/watch?v=bQf_3_zc5Echttp://www.youtube.com/watch?v=bQf_3_zc5Ec

5 steps5 steps
1.1. Take advantage of the new school year orTake advantage of the new school year or
term to set the stage for cooperationterm to set the stage for cooperation
2.2. Be particularly prepared and organizedBe particularly prepared and organized
3.3. Minimize transition timeMinimize transition time
4.4. Utilize a communication style that establishingUtilize a communication style that establishing
non-threatening, comfortable environmentnon-threatening, comfortable environment
5.5. Clearly establish expectations for conductClearly establish expectations for conduct

Disclosure StatementDisclosure Statement
 Used to clearly communicate expectationsUsed to clearly communicate expectations
to students and parentsto students and parents
 Refer back to the guidelines throughoutRefer back to the guidelines throughout
the termthe term
 Not a legally binding documentNot a legally binding document

Components of DisclosureComponents of Disclosure
StatementStatement
 Basic Course OutlineBasic Course Outline
 Grading ProceduresGrading Procedures
 Include procedures for making up missedInclude procedures for making up missed
work, extra credit, homework expected, etc.work, extra credit, homework expected, etc.
 Attendance Policies (should be consistent withAttendance Policies (should be consistent with
school policy)school policy)
 Other class rules, policies, proceduresOther class rules, policies, procedures
 Safety considerations as necessarySafety considerations as necessary
 Accommodation for disabilities statementAccommodation for disabilities statement
 Signature of student and parent/guardianSignature of student and parent/guardian

Room/lab arrangementRoom/lab arrangement
 Make sure all students can see and hear clearlyMake sure all students can see and hear clearly
(and you can see them clearly)(and you can see them clearly)
 Arrangement is determined by learning activityArrangement is determined by learning activity
(lecture, class discussion, small group work,(lecture, class discussion, small group work,
etc.)etc.)
 Allow room and easy access for proximityAllow room and easy access for proximity
controlcontrol
 Think through class procedures and learningThink through class procedures and learning
activities and arrange the room in the bestactivities and arrange the room in the best
possible waypossible way

Top 10 Tips for ClassroomTop 10 Tips for Classroom
Discipline and ManagementDiscipline and Management
ByBy Melissa KellyMelissa Kelly, About.com <http://712educators.about.com/od/discipline/tp/disciplinetips.htm>, About.com <http://712educators.about.com/od/discipline/tp/disciplinetips.htm>
1.1. It’s Easier to Get EasierIt’s Easier to Get Easier
2.2. Fairness is KeyFairness is Key
3.3. Deal with DisruptionsDeal with Disruptions
with as Little Interruptionwith as Little Interruption
as Possibleas Possible
4.4. Avoid Confrontations inAvoid Confrontations in
Front of StudentsFront of Students
5.5. Stop Disruptions with aStop Disruptions with a
Little HumorLittle Humor
6.6. Keep High ExpectationsKeep High Expectations
in Your Classin Your Class
7.7. OverplanOverplan
8.8. Be ConsistentBe Consistent
9.9. Make RulesMake Rules
UnderstandableUnderstandable
10.10. Start Fresh EverydayStart Fresh Everyday

Top 10 Worst Things a TeacherTop 10 Worst Things a Teacher
Can DoCan Do
ByBy Melissa KellyMelissa Kelly, About.com, About.com
<http://712educators.about.com/od/teachingstrategies/tp/worstactions.htm><http://712educators.about.com/od/teachingstrategies/tp/worstactions.htm>
1.1. Avoid smiling and beingAvoid smiling and being
friendly with yourfriendly with your
students.students.
2.2. Becoming friends withBecoming friends with
students while they arestudents while they are
in classin class
3.3. Stop your lessons andStop your lessons and
confront students forconfront students for
minor infractions inminor infractions in
classclass
4.4. Humiliate students to tryHumiliate students to try
and get them to behave.and get them to behave.
5.5. Yell.Yell.
6.6. Give your control over toGive your control over to
the students.the students.
7.7. Treat studentsTreat students
differently based ondifferently based on
personal likes andpersonal likes and
dislikes.dislikes.
8.8. Create rules that areCreate rules that are
essentially unfair.essentially unfair.
9.9. Gossip and complainGossip and complain
about other teachers.about other teachers.
10.10. Be inconsistent withBe inconsistent with
grading and/or acceptinggrading and/or accepting
late work.late work.

WithitnessWithitness
Withitness refers to aWithitness refers to a
teacher’s awareness ofteacher’s awareness of
what is going on in thewhat is going on in the
classroomclassroom

Dealing with Difficult StudentsDealing with Difficult Students
A proactive approach…A proactive approach…

Functions of BehaviorFunctions of Behavior
 Every behavior has a functionEvery behavior has a function
 Four primary reasons for disruptiveFour primary reasons for disruptive
behavior in the classroombehavior in the classroom
 PowerPower
 RevengeRevenge
 AttentionAttention
 Want to be left alone (i.e., disinterestWant to be left alone (i.e., disinterest
or feelings of inadequacy)or feelings of inadequacy)

Functions of BehaviorFunctions of Behavior
 Many misbehaviors exhibited by students areMany misbehaviors exhibited by students are
responses to a behavior exhibited by the teacherresponses to a behavior exhibited by the teacher
 Do not tolerate undesirable behaviors no matterDo not tolerate undesirable behaviors no matter
what the excusewhat the excuse
 Understanding why a person exhibits a behaviorUnderstanding why a person exhibits a behavior
is no reason to tolerate itis no reason to tolerate it
 Understanding the function of a behavior willUnderstanding the function of a behavior will
help in knowing how to deal with that behaviorhelp in knowing how to deal with that behavior
 Discipline Help: You Can Handle Them AllDiscipline Help: You Can Handle Them All

A Proactive ApproachA Proactive Approach
1.1. Stop!Stop! Don’t react to the behaviorDon’t react to the behavior
2.2. AnalyzeAnalyze – What is really going on here?– What is really going on here?
3.3. IdentifyIdentify the targeted behavior – must bethe targeted behavior – must be
observableobservable
4.4. DevelopDevelop a corrective plan of actiona corrective plan of action
5.5. ImplementImplement the planthe plan
6.6. ReviewReview the plan for effectivenessthe plan for effectiveness
7.7. ModifyModify and remain constant!!!and remain constant!!!

Dealing with off-task behaviorsDealing with off-task behaviors
 Remain focused and calm; organize thoughtsRemain focused and calm; organize thoughts
 Either respond decisively or ignore it all togetherEither respond decisively or ignore it all together
 Distinguish between off-task behaviors and off-Distinguish between off-task behaviors and off-
task behavior patternstask behavior patterns
 Control the time and place for dealing with off-Control the time and place for dealing with off-
task behaviortask behavior
 Provide students with dignified ways to terminateProvide students with dignified ways to terminate
off-task behaviorsoff-task behaviors

Dealing with off-task behaviorsDealing with off-task behaviors
 Avoid playing detective-Avoid playing detective- Don’t Ask Why?Don’t Ask Why?
 Utilize alternative lesson plans (Increase yourUtilize alternative lesson plans (Increase your
bag of tricks.)bag of tricks.)
 Utilize the help of colleagues – Second Set ofUtilize the help of colleagues – Second Set of
Eyes…Eyes…
 Utilize the help of guardians- Positive ContactsUtilize the help of guardians- Positive Contacts 11stst
!!!!!!
 DO NOT USE CORPORAL PUNISHMENTDO NOT USE CORPORAL PUNISHMENT
 A form of contrived punishment in which physical pain orA form of contrived punishment in which physical pain or
discomfort is intentionally inflicted upon an individual for thediscomfort is intentionally inflicted upon an individual for the
purpose of trying to get that individual to be sorry he or shepurpose of trying to get that individual to be sorry he or she
displayed a particular behaviordisplayed a particular behavior

Modifying off-task behavior patternsModifying off-task behavior patterns
 Use the principle of “Shaping”Use the principle of “Shaping”
 Reinforce behaviors that are similar toReinforce behaviors that are similar to
the behavior to be learnedthe behavior to be learned
 Subsequent actions that are more likeSubsequent actions that are more like
the behavior to be learned than previousthe behavior to be learned than previous
actions are reinforcedactions are reinforced
 Subsequent actions that are less likeSubsequent actions that are less like
the behavior to be learned than previousthe behavior to be learned than previous
actions are not positively reinforcedactions are not positively reinforced

Attention Seeking BehaviorAttention Seeking Behavior
 Attention-seeking students prefer beingAttention-seeking students prefer being
punished, admonished, or criticized topunished, admonished, or criticized to
being ignoredbeing ignored
 Give attention to this student when he orGive attention to this student when he or
she isshe is on-task and cooperatingon-task and cooperating
 ““Catch them being good!”Catch them being good!” – and let– and let
them know you caught themthem know you caught them

Power Seeking BehaviorPower Seeking Behavior
 Power-seeking students attempt toPower-seeking students attempt to
provoke teachers into a struggle of willsprovoke teachers into a struggle of wills
 Diffuse interactionsDiffuse interactions - In most cases,- In most cases,
the teacher should direct attention to otherthe teacher should direct attention to other
members of the class away from themembers of the class away from the
provocateurprovocateur

Behavior:Behavior: Rambling -- wanderingRambling -- wandering
around and off the subject. Using far-around and off the subject. Using far-
fetched examples or analogies.fetched examples or analogies.
POSSIBLE RESPONSES:POSSIBLE RESPONSES:
Refocus attention by restating relevant point.Refocus attention by restating relevant point.
Direct questions to group that is back on theDirect questions to group that is back on the
subjectsubject
Ask how topic relates to current topic beingAsk how topic relates to current topic being
discussed.discussed.
Use visual aids, begin to write on board, turn onUse visual aids, begin to write on board, turn on
overhead projector.overhead projector.
Say: "Would you summarize your main pointSay: "Would you summarize your main point
please?" or "Are you asking...?"please?" or "Are you asking...?"

Behavior:Behavior: Shyness or Silence -- lack ofShyness or Silence -- lack of
participationparticipation
o Change teaching strategies from group discussionChange teaching strategies from group discussion
to individual written exercises or a videotapeto individual written exercises or a videotape
o Give strong positive reinforcement for anyGive strong positive reinforcement for any
contribution.contribution.
o Involve by directly asking him/her a question.Involve by directly asking him/her a question.
o Make eye contact. (Culturally Appropriate)Make eye contact. (Culturally Appropriate)
o Appoint to be small group leader.Appoint to be small group leader.

Behavior:Behavior: Talkativeness -- knowingTalkativeness -- knowing
everything, manipulation, chroniceverything, manipulation, chronic
whining.whining.
o Acknowledge comments made.Acknowledge comments made.
o Give limited time to express viewpoint or feelings, and thenGive limited time to express viewpoint or feelings, and then
move on.move on.
o Make eye contact with another participant and move towardMake eye contact with another participant and move toward
that person.that person.
o Give the person individual attention during breaks.Give the person individual attention during breaks.
o Say: "That's an interesting point. Now let's see what otherSay: "That's an interesting point. Now let's see what other
other people think."other people think."

Behavior:Behavior: Sharpshooting -- trying toSharpshooting -- trying to
shoot you down or trip you up.shoot you down or trip you up.
o Admit that you do not know the answer and redirectAdmit that you do not know the answer and redirect
the question the group or the individual who askedthe question the group or the individual who asked
it.it.
o Acknowledge that this is a joint learningAcknowledge that this is a joint learning
experience.experience.
o Ignore the behaviorIgnore the behavior..

Behavior:Behavior: Heckling/Arguing --Heckling/Arguing --
disagreeing with everything you say;disagreeing with everything you say;
making personal attacks.making personal attacks.
Redirect question to group or supportiveRedirect question to group or supportive
individuals.individuals.
Recognize participant's feelings and moveRecognize participant's feelings and move
one.one.
Acknowledge positive points.Acknowledge positive points.
Say: "I appreciate your comments, but I'dSay: "I appreciate your comments, but I'd
like to hear from others," or "It looks like welike to hear from others," or "It looks like we
disagree."disagree."

Behavior:Behavior: Grandstanding -- gettingGrandstanding -- getting
caught up in one's own agenda orcaught up in one's own agenda or
thoughts to the detriment of otherthoughts to the detriment of other
learners.learners.
o Say: "You are entitled to your opinion, belief orSay: "You are entitled to your opinion, belief or
feelings, but now it's time we moved on to the nextfeelings, but now it's time we moved on to the next
subject," orsubject," or
o "Can you restate that as a question?" or"Can you restate that as a question?" or
o "We'd like to hear more about that if there is time"We'd like to hear more about that if there is time
after the presentation."after the presentation."

Behavior:Behavior: Overt Hostility/Resistance --Overt Hostility/Resistance --
angry, belligerent, combative behavior.angry, belligerent, combative behavior.
o Hostility can be a mask for fear. Reframe hostility as fear toHostility can be a mask for fear. Reframe hostility as fear to
depersonalize it.depersonalize it.
o Respond to fear, not hostility.Respond to fear, not hostility.
o Remain calm and polite.Remain calm and polite. Keep your temper in check.Keep your temper in check.
o Don't disagree, but build on or around what has been said.Don't disagree, but build on or around what has been said.
o Move closer to the hostile person, maintain eye contact.Move closer to the hostile person, maintain eye contact.
(Use your discretion!!!)(Use your discretion!!!)
o Always allow him or her a way to gracefully retreat from theAlways allow him or her a way to gracefully retreat from the
confrontation – both emotionally and physically. (Cagedconfrontation – both emotionally and physically. (Caged
Tiger Syndrome.)Tiger Syndrome.)

Behavior:Behavior: Overt Hostility/Resistance --Overt Hostility/Resistance --
angry, belligerent, combative behaviorangry, belligerent, combative behavior
(continued)(continued)POSSIBLE RESPONSES:POSSIBLE RESPONSES:
Say: "You seem really angry. Does anyone else feel thisSay: "You seem really angry. Does anyone else feel this
way?" Solicit peer pressure.way?" Solicit peer pressure.
Do not accept the premise or underlying assumption, if it isDo not accept the premise or underlying assumption, if it is
false or prejudicial, e.g., "If by "queer" you meanfalse or prejudicial, e.g., "If by "queer" you mean
homosexual..."homosexual..."
Allow individual to solve the problem being addressed. He orAllow individual to solve the problem being addressed. He or
she may not be able to offer solutions and will sometimesshe may not be able to offer solutions and will sometimes
undermine his or her own position.undermine his or her own position.
Ignore behavior –Ignore behavior – unless threat to self or others!!!unless threat to self or others!!!
Then Dial “0”…Then Dial “0”…
Talk to him or her privately during a break.Talk to him or her privately during a break.
As a last resort, privately ask the individual to leave class forAs a last resort, privately ask the individual to leave class for
the good of the group.the good of the group.

Behavior:Behavior: Griping -- maybe legitimateGriping -- maybe legitimate
complaining.complaining.
o Point out that we can't change policy here.Point out that we can't change policy here.
o Validate his/her point.Validate his/her point.
o Indicate you'll discuss the problem with theIndicate you'll discuss the problem with the
participant privately.participant privately.
o Indicate time pressure.Indicate time pressure.

Behavior:Behavior: Side Conversations -- may beSide Conversations -- may be
related to subject or personal. Distractsrelated to subject or personal. Distracts
group members and you.group members and you.
Don't embarrass talkers.Don't embarrass talkers.
Ask their opinion on topic being discussed. DrawAsk their opinion on topic being discussed. Draw
them into the lesson.them into the lesson.
Ask talkers if they would like to share their ideas.Ask talkers if they would like to share their ideas.
Casually move toward those talking.Casually move toward those talking.
Make eye contact with them.Make eye contact with them.
Standing near the talkers, ask a near-byStanding near the talkers, ask a near-by
participant a question so that the new discussionparticipant a question so that the new discussion
is near the talkers.is near the talkers.
As a last resort, stop and wait.As a last resort, stop and wait.

What do you do?What do you do?
 Scenarios A – F will be presentedScenarios A – F will be presented
 While working with a group of 4 or 5 discuss howWhile working with a group of 4 or 5 discuss how
you would deal with the student.you would deal with the student.
 Have one person in each group prepare toHave one person in each group prepare to
report out to the class as to your plan of action.report out to the class as to your plan of action.
 Please use modalities presented from this in-Please use modalities presented from this in-
service.service.

Scenario AScenario A
Every day one student in class keepsEvery day one student in class keeps
moving around the room socializing withmoving around the room socializing with
other students. Once redirected – theother students. Once redirected – the
behavior corrects until the next transitionalbehavior corrects until the next transitional
activity. Negative consequences have notactivity. Negative consequences have not
seemed to work.seemed to work.

Scenario BScenario B
Every day a student comes to class right asEvery day a student comes to class right as
the bell is ringing –racing through thethe bell is ringing –racing through the
door- noisily taking his/her seat. Afterdoor- noisily taking his/her seat. After
rummaging through his/her bag, andrummaging through his/her bag, and
getting situated (which usually takes 5getting situated (which usually takes 5
minutes) the student is ready to learn –minutes) the student is ready to learn –
until you ask for the homework to beuntil you ask for the homework to be
turned in – and then the procedure startsturned in – and then the procedure starts
all over again…all over again…

Scenario CScenario C
Several students are sub-grouping in classSeveral students are sub-grouping in class
while they are suppose to be working on awhile they are suppose to be working on a
cooperative project. They are socializingcooperative project. They are socializing
with other groups and claim that they arewith other groups and claim that they are
always on task when you ask them to getalways on task when you ask them to get
to work…to work…

Scenario DScenario D
Its Monday morning and a student entersIts Monday morning and a student enters
your class extremely agitated. S/he isyour class extremely agitated. S/he is
aggressively posturing with other studentsaggressively posturing with other students
around him. The students around her/himaround him. The students around her/him
are feeling threatened but one studentare feeling threatened but one student
keeps coming to the aggressors aidekeeps coming to the aggressors aide
telling everyone to “lay off”. The behaviortelling everyone to “lay off”. The behavior
seems to be decreasing but the tension inseems to be decreasing but the tension in
the room is a distraction from the lesson.the room is a distraction from the lesson.

Scenario EScenario E
Every time you have the students do in-class seatEvery time you have the students do in-class seat
work, one student becomes exasperated andwork, one student becomes exasperated and
states that he/she doesn’t need to do it. “What’sstates that he/she doesn’t need to do it. “What’s
the point of all this anyway? We don’t need thisthe point of all this anyway? We don’t need this
stuff in the real world…” When you redirect thestuff in the real world…” When you redirect the
student’s attention the situation escalates andstudent’s attention the situation escalates and
becomes hostile. The student’s grandstandingbecomes hostile. The student’s grandstanding
has placed a rift in the class as to who is inhas placed a rift in the class as to who is in
charge?charge?

Scenario FScenario F
A student received a failing grade. FeelingA student received a failing grade. Feeling
this was unjust, he/she attempted to getthis was unjust, he/she attempted to get
even with the teacher by sabotaging theeven with the teacher by sabotaging the
lessons. S/He would refuse to answerlessons. S/He would refuse to answer
questions or do any work. Instead s/hequestions or do any work. Instead s/he
would lean back in the chair, with daggerswould lean back in the chair, with daggers
in his/her eyes, and sneer at you. Otherin his/her eyes, and sneer at you. Other
students are feeling the tension in thestudents are feeling the tension in the
class.class.

ReferencesReferences
 Cangelosi, James S. (1988).Cangelosi, James S. (1988). Classroom Management Strategies: GainingClassroom Management Strategies: Gaining
and Maintaining Students’ Cooperationand Maintaining Students’ Cooperation.. New York: Longman.New York: Longman.
 Cantor, Lee,(1990) “Assertive Discipline and Beyond”, Santa Monica, CACantor, Lee,(1990) “Assertive Discipline and Beyond”, Santa Monica, CA
 Charles, C.M. (1989)Charles, C.M. (1989) Building Classroom Discipline: From Models toBuilding Classroom Discipline: From Models to
PracticePractice. New York: Longman. New York: Longman
 Johnson, David, & Roger Johnson,Johnson, David, & Roger Johnson, Learning Together and AloneLearning Together and Alone, (1975), (1975)
Englewood Cliffs, NJ : Prentice- HallEnglewood Cliffs, NJ : Prentice- Hall
 Jones, Fred, “Jones, Fred, “Classroom ManagementClassroom Management””
<http://www.usu.edu/aste/ag_ed/inservice/ntafiles/unit04/classroom_manag<http://www.usu.edu/aste/ag_ed/inservice/ntafiles/unit04/classroom_manag
ement.ppt#257,2,What is Classroom Management?) 28 January 2007.ement.ppt#257,2,What is Classroom Management?) 28 January 2007.

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