Habit # 2 : Establish Good Classroom Management Techniques
Classroom management overarches everything in curriculum. According to Wang, Haertel & Walberg (1994) there are 28 factors that govern student learning. The most important factor governing student learning is classroom management. The least important is the demographics of the student body. So once and for all, let's stop using the demographics or culture of the student as an excuse for a lack of achievement. This brings us to our first norm or ideal for effective classroom management:
"Effective teachers MANAGE their classrooms with procedures and routines. Ineffective teachers DISCIPLINE their classrooms with threats and punishments."
-- Wong & Wong (2009)
Nothing will send students into orbit faster than letting them suspect that their teacher is disorganized. These teachers never consider management in the classrooms, only curriculum and classrooms. However, a teacher who is grossly inadequate in classroom management skills is probably not going to accomplish much.
So what does a well- managed classroom look like?
The Four Characteristics of a Well- Managed Classroom
- High level of student involvement with work
- Clear student expectations
- Relatively little wasted time, confusion or disruption
- Work-oriented but relaxed and pleasant climate
This can be accomplished through implementing consistent procedures and routines.
Procedures, Routine & Discipline
The most important thing a teacher can provide when implementing good classroom management techniques is CONSISTENCY. This consistecy comes from implementing procedures and routines. For a starting point, please view the video from Harry K. Wong on Discipline and Procedures. |
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According to Wong & Wong (2009), the number one problem in the classroom is not discipline; it is the lack of procedures and routines. A vast majority of the behavioral problems in the classroom are caused by the failure of students to follow procedures and routines. The following are three main reasons why students do not follow procedures:
Students will readily accept the idea of having a set of uniform classroom procedures because it simplifies the task of succeeding in school. If there are no procedures, much time is wasted organizing and explaining each activity, even for recurring activities. The lack of procedures also leads to students' acquiring undesirable work habits and behaviors that are subsequently hard to correct. No learning takes place when you discipline. Learning only takes place only when a student is at work.
"Procedures and routines are DIFFERENT from a discipline plan."
DISCIPLINE concerns how students BEHAVE.
PROCEDURES concern how things ARE DONE.
DISCIPLINE HAS penalties and rewards.
PROCEDURES HAVE NO penalties or rewards.
Students must know from the very beginning what they are expected to DO in a classroom work environment.
Students cannot get down to the serious business of learning unless they feel secure in the classroom. Procedures and routines teach them what they are to do or work at.
PROCEDURE: What the teacher wants done.
ROUTINE: What the students do automatically.
As teachers we must produce procedures in order for them to become routine for our students. These routines and procedures allow teachers to manage their classrooms. Following these routines and procedures will help the students do their work with less confusion and benefit the students as well as their success.
What should we develop procedures and routines for?
Please view a classroom procedure pamplet example below.
- The teacher has not thought out what happens in the classroom.
- The students have not been taught how to follow procedures.
- The teacher spends no time managing the classroom with procedures.
Students will readily accept the idea of having a set of uniform classroom procedures because it simplifies the task of succeeding in school. If there are no procedures, much time is wasted organizing and explaining each activity, even for recurring activities. The lack of procedures also leads to students' acquiring undesirable work habits and behaviors that are subsequently hard to correct. No learning takes place when you discipline. Learning only takes place only when a student is at work.
"Procedures and routines are DIFFERENT from a discipline plan."
DISCIPLINE concerns how students BEHAVE.
PROCEDURES concern how things ARE DONE.
DISCIPLINE HAS penalties and rewards.
PROCEDURES HAVE NO penalties or rewards.
Students must know from the very beginning what they are expected to DO in a classroom work environment.
Students cannot get down to the serious business of learning unless they feel secure in the classroom. Procedures and routines teach them what they are to do or work at.
PROCEDURE: What the teacher wants done.
ROUTINE: What the students do automatically.
As teachers we must produce procedures in order for them to become routine for our students. These routines and procedures allow teachers to manage their classrooms. Following these routines and procedures will help the students do their work with less confusion and benefit the students as well as their success.
What should we develop procedures and routines for?
- How to enter the classroom
- What to do when you enter the classroom
- Where to find an assignment
- What to do when the teacher needs your attention
- What to do when you need to sharpen your pencil
- Where to find assignments if you are absent
- What to do if you need the teachers help
- What to do when class is dismissed
Please view a classroom procedure pamplet example below.
Most behavior problems in the classrooms are caused by the teacher's failure to teach students how to follow procedures. Telling is NOT teaching. Students must be physically engaged in the process if you want them to learn it. So how do we develop these procedures successfully?
The Three Steps to Teaching Procedures
Please view the video on the approach for teaching procedures. |
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Here is a real life example of using Wong's Three-Steps to Teaching Procedures:
What if the procedures do not work?
What if they do not do the procedure?
A procedure must be rehearsed and rehearsed for it to become routine. Continue to have student complete or do the procedure until this occurs. What if they forget the procedure? We all forget, but there is no need to rehearse. Simply and calmly say "And what is the procedure, please?" This will allow the students to correct themselves. What do I do if all else fails? Assuming that you taught the procedure correctly and the student will just not cooperate, you have the option to turn the procedure into a rule. Be sure to inform the student of the rule and the consequence and follow through with the consequence if the procedure continues to not be followed. |
Remember this statement above all else: "And what is the procedure?" |
For an example on how to reinforce a procedure that is not working, please view the video below:
A final thought on procedures and routine...
"Procedures result in PERMANENT behavior changes. Handling behavioral problems only reslts in TEMPORARY behavior changes."
Discipline & Rules
According to Dreikurs et al (1971) "there are two ways of movement in the social scene: the useful and the useless" (p.9). One looks to only better one's self (useless), whereas the other looks to better the group as a whole (useful). The same can be said when applying discipline and rules and how educators react. When it comes to handling behavior problems in the classroom, there are two kinds of teachers-- reactive and proactive. The EFFECTIVE teacher is a PROACTIVE teacher. The proactive teacher always try to nip problems in the bud before they even occurr. But what happens when they do? Teachers need to rely on a discipline plan.
The Basic Structure of a Discipline Plan
The Basic Structure of a Discipline Plan
- Rules: What the student is expected to follow.
- Consequences: What the student encounters if a rule is broken.
- Rewards: What the student receives for appropriate behavior.
Rules
Clear rules promote consistency in the classroom. Rules are used to set limits. Students need to feel that someone is in control and responsible for their environment-- someone who not only sets limits but also maintains them. The function of a rule is to prevent or encourage behavior by clearly stating student expectations. As a classroom manager, decide on clear and concise rules that create a work-oriented atmosphere. Clearly communicate in both verbal and written form to your students what you expect as appropriate behavior. There are two types of rules: general and specific.
General Specific
Encompass as wide range of behaviors Focus on particular behaviors
Examples: Examples:
-Be polite and helpful -Be in class when the bell rings
-Respect others -No offensive language
-Keep the room clean -Keep hands feet and objects to yourself
General rules are more successful when used by effective verteran teachers who have learned how to encourage food classroom behavior over the years. It addresses numerous behavior concepts and expectations and broad terms. However, the rules must be explained and related to specific situations. Specific rules are generally better for the newer teacher or the experienced teacher who is looking for a better discipline system as it clearly states the expected student behavior without ambiguity. However, there is a need to limit specific rules to no more than five, which some teacher may find difficult.
General Specific
Encompass as wide range of behaviors Focus on particular behaviors
Examples: Examples:
-Be polite and helpful -Be in class when the bell rings
-Respect others -No offensive language
-Keep the room clean -Keep hands feet and objects to yourself
General rules are more successful when used by effective verteran teachers who have learned how to encourage food classroom behavior over the years. It addresses numerous behavior concepts and expectations and broad terms. However, the rules must be explained and related to specific situations. Specific rules are generally better for the newer teacher or the experienced teacher who is looking for a better discipline system as it clearly states the expected student behavior without ambiguity. However, there is a need to limit specific rules to no more than five, which some teacher may find difficult.
Consequences & Rewards
Consequences are what result when a person abides by or breakes a rule. Every action results in a consequence and a consequence is the result of a persons chosen action. Consequences are NOT to be confused with punishments. The real issue is CHOICE.
Positive Consequence: A REWARD or the result when people abide by the rules.
Negative Consequence: A PENALTY or the result when people break the rules.
These REWARDS and PENALITIES should be delivered consistently and should be identified in a plan that the you and students can refer to. Here are some examples below:
Positive Consequence: A REWARD or the result when people abide by the rules.
Negative Consequence: A PENALTY or the result when people break the rules.
These REWARDS and PENALITIES should be delivered consistently and should be identified in a plan that the you and students can refer to. Here are some examples below:
Other "Musts" when implementing a discipline plan...
When a rule is broke and penalities must be doled out, DO NOT disrupt the lesson, interrupt an important point you are making, or disturb people who are working. DO NOT STOP INSTRUCTION WHEN CARRYING OUT A CONSEQUENCE. Instead implement a tool to track behavior such as: - A whiteboard (Write students name and give checks for additonal offenses) - Tickets or cards (Hand out a yellow card much like in soccer, or adopt the idea of a traffic ticket.) - Clip it (Use clips and a color chart to indicate a students performance in the classroom and number of negative or positive choices) |
"WHY are you picking on me?"
You will be faced with three major questions by some students when you implement a discipline plan:
So how do we respond to this in our classrooms and maintain our discipline plan? On simple statement:
"Because you CHOSE to break the rule."
Say it calmly and anytime you are challenged when consistently implementing the discipline plan penalties. Eventually students will not dare to question your motives. The key word is CHOSE. Choosing means that one is responsible and accountable for their own actions.
REWARDS
Although rewards are a fact of life, today the wholesale bribery system of giving out endless supplies of stickers, candies, and other tangibles has got to come to halt. Self-discipline is what is all about.
Lets makes this simple:
"The teacher does not give out rewards; the students earn the rewards."
Here are some examples of rewards that Wong & Wong (2009) reccommend:
Determining rewards is up to the discretion of the teacher and the school. Just remember to follow through with you plan and your rewards just as you would with your penalties.
You will be faced with three major questions by some students when you implement a discipline plan:
- Why are you picking on me?
- What did I do?
- Everyone esle is doing it. Why look at me?
So how do we respond to this in our classrooms and maintain our discipline plan? On simple statement:
"Because you CHOSE to break the rule."
Say it calmly and anytime you are challenged when consistently implementing the discipline plan penalties. Eventually students will not dare to question your motives. The key word is CHOSE. Choosing means that one is responsible and accountable for their own actions.
REWARDS
Although rewards are a fact of life, today the wholesale bribery system of giving out endless supplies of stickers, candies, and other tangibles has got to come to halt. Self-discipline is what is all about.
Lets makes this simple:
"The teacher does not give out rewards; the students earn the rewards."
Here are some examples of rewards that Wong & Wong (2009) reccommend:
- 30 minutes of free time on Fridays
- Whole class music time
- Positive notes home
- "Raise a grade" certificate
- Movie and/or popcorn party
- Various other positive perks or jobs
Determining rewards is up to the discretion of the teacher and the school. Just remember to follow through with you plan and your rewards just as you would with your penalties.