Classroom Management Strategies

James Cangelosi is a professor in the Mathematics and Statistics Department at Utah State University.

• Preface vPART I THE RESEARCH-BASED ART OF LEADING STUDENTS TO COOPERATE 1CHAPTER 1 The Complex Art of Teaching 3Chapter 1’s Goal and Objectives 3Teaching Experiences: Satisfying or Frustrating 3Teaching Cycles 4Allocated Time and Transition Time 9Student Behaviors 9On-Task, Engaged, Off-Task, and Disruptive 9Prosocial and Antisocial 11Taking Charge in Your Classroom 12Synthesis Activities for Chapter 1 12Transitional Activity from Chapter 1 to Chapter 2 16CHAPTER 2 Schools of Thought and the Research Bases for Classroom Management Strategies 18Chapter 2’s Goal and Objectives 18Students Need to Be Taught to Cooperate 19Implications from Learning Theory 20Implications from Studies of Social Interaction and Communications 27Critical Communication Styles and Classroom Climates 27True Dialogues Instead of IRE Cycles 28Other Implications Regarding Communication Styles 34Implications from Studies in Developmental Psychology and Multicultural Education 34Implications from Behavioristic Psychology 37Learned Responses 37Behavior Modification 38Isolated Behaviors and Behavior Patterns 38Positive Reinforcers 39Destructive Positive Reinforcers 40Contrived versus Naturally Occurring Punishment 42Differences Between the Effects of Naturally Occurring and Contrived Punishment 42Unwittingly Administered Punishment 44Destructive Punishment 44Negative Reinforcement 45Implications from Studies Focusing on Motivation and Student Engagement 46Student Disinterest 46Intrinsic Motivation 46Extrinsic Motivation 46The Preferred Type of Motivation 48Implications from Studies Focusing on Violence Prevention in Schools 48Synthesis Activities for Chapter 2 49Transitional Activity from Chapter 2 to Chapter 3 53PART II FOSTERING COOPERATION AND PREVENTING DISCIPLINE PROBLEMS 55CHAPTER 3 Establishing a Favorable Climate for Cooperation 57Chapter 3’s Goal and Objectives 57Creating a Businesslike Climate 57The Advantage of a Businesslike Atmosphere 57The Meaning of Businesslike 58Five Steps toward a Businesslike Atmosphere 59Beginning a New School Year 59Students’ Perceived Notions 59Taking Advantage of Initial Uncertainty 59Planning for a Favorable Beginning 60Learning Activities Conducive to a Favorable Beginning 62Displaying Withitness 71Modeling Preparation and Organization 72The Importance of the Third and Fourth Stages of Teaching Cycles 72The Effects of Preparation on Classroom Climate and Efficiency 73Orchestrating Smooth, Efficient Transitions 74Smoothness of Transitions and Momentum 74Minimizing Transition Time 79Dispensing with Administrative Duties 79Inefficient Use of Class Time 79Efficient Use of Class Time 80Saving Time When Distributing Materials and Giving Directions 81Efficient Beginnings to Learning Activities 81Freedom from Having to Speak to the Whole Class 82Distributing Materials Ahead of Time 83Cues for Efficient Routines 83Employing Technology to Enhance Classroom Efficiency 85Saving Time with Intraclass Grouping 86Accommodating Students Who Complete Work at Different Times 87Creating a Comfortable, Nonthreatening, and Safe Learning Community 87A Frightening Place 87Risking Self-Respect 88Disassociating Self-Respect from Achievement 90Synthesis Activities for Chapter 3 90Transitional Activity from Chapter 3 to Chapter 4 92CHAPTER 4 Establishing Cooperative Relationships 93Chapter 4’s Goal and Objectives 93Using Descriptive Instead of Judgmental Language 94Focused Descriptions, Not Characterizations or Labels 94Differences between Descriptive and Judgmental Language 95The Consequences of Judgmental Language 96The Detrimental Effects of Characterizations 96The Fallacy of Labels 97Competition or Cooperation 98Teaching Students to Listen to You 98The Richness of Descriptive Language 98The Judicious Use of Words 99Thinking Before Talking 100More and More Useless Words 101Speaking Only to Intended Listeners 102Body Language and Proximity 102Voice Tone 105Speaking Only to the Attentive 106Listening to Students 107Using Supportive Replies 108Accepting Feelings 108Relieving Frustration 108Defusing Conflict 109Avoiding Unintended Messages 110The Risk of Misinterpretation 110Modeling a Businesslike Attitude 111Avoiding Disruptive Teacher Behavior 111Being Responsible for One’s Own Conduct 112Communicating Assertively 115The Assertive Response Style 115Controlling Your Professional Life 117Teaching Students to Communicate Assertively 121Communicating Evaluations 121Two Reasons for Communicating Evaluations 121Emphasizing Formative Evaluations 126Grades as a Form of Communication 130Fostering Parents’ Cooperation 130Focusing on Formative Evaluations 130Conferences 131Written Communications 132Professional Confidence and Students’ Rights 132Unprofessional Behavior 132Privileged Information 134Synthesis Activities for Chapter 4 135Transitional Activity from Chapter 4 to Chapter 5 139CHAPTER 5 Standards for Conduct, Routine Procedures, and Safe-School Policies 140Chapter 5’s Goal and Objectives 140Standards for Classroom Conduct 140Purposefully Stated Standards 140The Number of Standards for Classroom Conduct 142Procedures for Smoothly Operating Classrooms 142Necessary Standards for Conduct 144Four Purposes 144Justification of a Standard 144Politeness and Courtesy 145The Consequences of Unnecessary Standards 146When to Determine Standards and Routine Procedures 146Who Should Determine Standards? 147Teaching Standards and Procedures to Students 148Schoolwide Discipline Policies 151Developing Safe-School Programs 152The Roots of School Violence 152Focus on Prevention Not Retribution 154Violence-Prevention Strategies 155Conflict Management and Resolution in Curricula 155Reducing Gang-Related Activities in School 162Gang Activities 162Working with Gang-Affiliated Students and Eliminating Gang Activities in School 165Gentle, Caring School Communities 167Essentials of an Effective Safe-School System 171Eleven Elements 171Consensus within the Community 171Research and Periodic Safety Audits 172School-Safety Committee 172Team Approach 173Training for All School Personnel 173Coordination with Schoolwide Discipline Policies 173Provisions for Building Positive Relationships 174Provisions for Conflict Resolution 174Communication Systems 174Backup and Crisis-Support Resources and Procedures 175Traffic Control and Intruder Prevention 175Synthesis Activities for Chapter 5 177Transitional Activity from Chapter 5 to Chapter 6 179CHAPTER 6 Working with Individual Differences among Students 180Chapter 6’s Goal and Objectives 180The Key: Relating to Students as Individuals 181Including Students with Characteristics Typically Disdained in So-Called Mainstream Society 185The Consequences of Students Feeling Marginalized 185Strategies for Inclusion in Your Classroom 186Special Populations 189Legal Concerns Relative to Inclusion and Accommodation 191Classroom Management Implications of IDEA and Other Federal Statutes 191Zero-Reject and IEP Implications for Classroom Management 192An Example of a Teacher’s Accommodations for Health and Hearing Impairments 192An Example of a Teacher’s Accommodations for a Learning Disability 204An Example of a Teacher’s Accommodations for an Emotional Disturbance 208Accommodating and Including Students for Whom English Is Not a First Language 217Benefitting from Cultural Diversity 221Synthesis Activities for Chapter 6 227Transitional Activity from Chapter 6 to Chapter 7 228PART III MOTIVATING STUDENTS TO ENGAGE IN LEARNING ACTIVITIES 229CHAPTER 7 Conducting and Monitoring Engaging Learning Activities 231Chapter 7’s Goal and Objectives 231Problem-Based Learning 231Non-Problem-Based Approach 231Problem-Based Approach 232Intrinsic Motivation Via the Problem-Based Approach 234Delivering Directions for Learning Activities 236Explicitness, Specificity, and Directness 236Nine Points about Directions 238Monitoring Student Engagement 240Variety of Learning Activities 248Ideas for Lecture Sessions 248Student Engagement during Lectures 248Fifteen Points about Lectures 251Ideas for Cooperative Learning Sessions 254Students Learning from One Another 254Guidance and Structure for Maintaining Engagement 254Ten Points about Cooperative Learning Sessions 256Ideas for Discussion Sessions 258Student Engagement during Discussions 258Seven Points about Discussion Sessions 259Ideas for Questioning Sessions 260Student Engagement during Questioning Sessions 260Six Points about Questioning Sessions 264Ideas for Independent Work Sessions 265Student Engagement during Independent Work Sessions 265Four Points about Independent Work Sessions 266Ideas for Homework Assignments 267Student Engagement in Homework Assignments 267Eight Points about Homework Assignments 269Classroom Designs That Enhance Student Engagement 271Synthesis Activities for Chapter 7 281Transitional Activity from Chapter 7 to Chapter 8 282PART IV CONFRONTING AND SOLVING DISCIPLINE PROBLEMS 283CHAPTER 8 Approaching Off-Task Behaviors Systematically 285Chapter 8’s Goal and Objectives 285Deal with Off-Task Behaviors via the Teaching Cycles Model 285A Mechanism for Focusing 285More Elaborate Applications 287Staying Calm and Organizing Thoughts 291Deal with Misbehaviors Before They ‘‘Get to You’’ 292Either Respond Decisively to an Off-Task Behavior or Do Not Overtly React to It at All 292Distinguish between Teaching Students to Be On-Task and Building Character 294A Teacher’s Responsibilities and Capabilities 294Focusing on the Task 295Distinguish between Isolated Off-Task Behaviors and Off-Task Behavior Patterns 296Control the Time and Place for Dealing with Off-Task Behaviors 296A Cautionary Note Regarding Private Meetings with Students 298Provide Students with Dignified Options for Terminating Off-Task Behaviors 299Avoid Playing Detective 300Use Alternative Lesson Plans 301Use the Help of Colleagues 302Use the Help of Parents and Instructional Supervisors 302The Myth of the ‘‘Good Teacher’’ 302 Assertiveness 303Do Not Use Corporal Punishment 304Corporal Punishment 304Arguments for and against Corporal Punishment 306Corporal Punishment: A Poor Choice 309Know Your Rights and Limitations 309Maintain Your Options 310Know Yourself and Your Students 310Synthesis Activities for Chapter 8 310Transitional Activity from Chapter 8 to Chapter 9 313CHAPTER 9 Modifying Off-Task Behavior Patterns 314Chapter 9’s Goal and Objectives 314Systematic Techniques for Changing Habits 314The Formations and Elimination of Behavior Patterns 314The Need for Systematic Observation 314Applying the Principle of Extinction 316The Principle 316Unintentional Extinction 316Intentional Extinction 317Alternative Behavior Patterns 318Applying the Principle of Shaping 319Maintaining Desirable Behavior Changes 320Reinforcement Schedules 320Fixed Schedules 320Intermittent Schedules 321Planned Schedules of Reinforcement 322Cuing 323Generalization and Discrimination 324The Idea 324The Principle of Generalization 324The Principle of Discrimination 324Distinguishing between Generalizing and Discriminating 325Applying the Principle of Modeling 326Applying the Principle of Satiation 327Synthesis Activities for Chapter 9 328Transitional Activity from Chapter 9 to Chapter 10 329CHAPTER 10 Dealing with Nondisruptive Off-Task Behaviors 330Chapter 10’s Goal and Objectives 330Nondisruptive Off-Task Behaviors 330Mind Wandering and Daydreaming 331Detection and Response 331Strategies 332Refusing to Participate in Class Activities 333Failing to Complete Homework Assignments 338Meaningful Homework 338Strategies 339Failing to Bring Needed Materials to Class 340Being Under the Influence of Debilitating Drugs 341Teachers’ Attitudes 341Strategies 342Being Absent or Tardy 346Schoolwide Policies for Extrinsically Motivating Student Attendance 346Teachers’ Policies for Extrinsically Motivating Student Attendance 347Irrationality of Some Popular Attendance Policies 347Strategies 348Cheating on Tests 349Nine Incidents 349Prevalence and Causes of Cheating 351Strategies 352Synthesis Activities for Chapter 10 355Transitional Activity from Chapter 10 to Chapter 11 355CHAPTER 11 Dealing with Disruptive Behaviors 357Chapter 11’s Goal and Objectives 357Disruptive Behaviors 357Dealing with Nonviolent Disruptions 357Disruptive Talking 357Interrupting 359Clowning 361Being Discourteous 363Failing to Clean Up 365Dealing with Violent Disruptions 366Safe-School Programs in Place 366Bullying 366Fighting 368Attacks on Teachers 374Causes 374Strategies 376Vandalizing 377Synthesis Activities for Chapter 11 378Transitional Activity from Chapter 11 to Chapter 12 378PART V MAKING CLASSROOM MANAGEMENT STRATEGIESWORK FOR YOU 379CHAPTER 12 Continuing to Build your Classroom Management Talents 381Chapter 12’s Goal 381Building on Experiences 381Instructional Supervision 382Assessing Your Own Teaching 384Action Research 385Your Uniqueness 385References 387Index 395