Introduction to Classroom Management
Assume the Best - correct answer-Students want to learn, and they also want to be held
accountable. When we assume the best in our students, we believe they want to learn and
learn in a safe, predictable environment. The following article, "Assuming the Best," by Rick
Smith and Mary Lambert, addresses this and other strategies, which promote learning in a
safe, predictable environment. When a "Phil" is in your classroom, other students may
appear to be entertained by his behavior, and may even join in, but in reality, they want you
to address the misbehavior and value their right to learn. Often, we become so caught up in
one student's antics that we ignore the other 25 students who want to learn. If you assume
the best about your students, that they are just as eager to learn as you are to teach, then
addressing misbehavior validates your students.
"Assuming the Best" introduces the idea of the invisible contract between the students and
the teacher. Like other contracts, this contract contains important "clauses." In this case,
safe and structured are important clauses. Thus, when students break minor rules, they are
in essence testing the contract to see how the teacher will react: with harsh punishments or
by ignoring the infraction. If the teacher reacts with harshness, the student internalizes that
the classroom isn't safe. If the teacher ignores the infraction, the student internalizes that the
teacher doesn't honor the contract and no structure exists.
When teachers respond to misbehavior, Smith and Lambert recommend using volume, tone,
and posture. Lower your voice, soften your tone and square up your posture. These positive
moves allow the teacher to address minor misbehavior without stopping the lesson or
humiliating the offender. The article also provides research into a highly effective strategy
called the "two by ten." That is to say, th
Behavior Modification - correct answer-B.F. Skinner is known as the father of behavior
modification, although he built most of his research on the work of earlier psychologists.
Skinner differed in his approach to behavior in that he did not believe behavior to be the
result of previous stimuli, but that behavior was repeated or not repeated as a response to
what happened after the behavior. He called this approach "operant behavior," and by using
certain rewards and punishments, he changed behavior through the use of "operant
conditioning." Operant conditioning is defined as a method of learning that occurs through
rewards and punishments for behavior. Through operant conditioning, an association is
made between a behavior and a consequence for that behavior.
Operant conditioning is defined as a method of learning that occurs through rewards and
punishments for behavior. Through operant conditioning, an association is made between a
behavior and a consequence for that behavior. (About.com Psychology)
Reinforcement - a stimulus following an event.
Positive reinforcement - stimuli following an event that causes the event to occur again or
speed up.
Negative reinforcement - the removal of an unpleasant stimulus by doing something
perceived to be good.
, Punishment - consequence following a behavior that decreases the likelihood of the
behavior occurring again.
Skinner focused on immediate feedback and believed that teachers should not allow
students to practice learning until they understood concepts well. His belief that students
would practice the concepts incorrectly influenced educators such as Madeline Hunter to
build 'Guided Practice' into lesson plans so that students might benefit from teacher
monitoring during practice before attempting concepts on their own.
In fact, you will see references to Skinner's work in much of Madeline Hunter's Lesson
CREATING A POSITIVE CLASSROOM CLIMATE - correct answer-Bob Sornson has
identified four skills for creating a caring culture in your classroom in his book, Creating
Classrooms Where Teachers Love to Teach. (Sornson, 2005)
First, neutralize student arguments. Students will attempt to distract you by arguing. A
favorite is the "It's not fair" complaint. If you allow yourself to engage in this argument, the
student has won, regardless of the outcome. Additionally, other students will view you by
how you treat all students, and if you argue with one, they assume you will also argue with
them. Even worse, if you lose your temper, react with sarcasm, or yell; students will assume
that you have lost control and that you cannot be trusted. Practice responding with empathy,
"I bet it feels that way." Or "I will be glad to listen when your voice is calm." Note that you
must not respond with, "It is too fair" or "Stop yelling." Nor should you threaten, argue, or
otherwise disconnect. Acknowledge the behavior, and continue with the lesson.
Second, use delayed consequences. It is not necessary to respond immediately to every
issue. Sometimes, it is best to delay your response to determine the best way to handle an
issue. You can quietly say, "This is sad. I saw you do ____, but we won't deal with it now. I
will have to think about it, and we will talk later." Children often imagine much worse
consequences than those actually administered. In fact, when you address the issue, it is
better to ask students to describe the inappropriate behavior and tell what they think will
happen to them as a result. Then, ask how they think the problem could best be solved. You
may be surprised at the outcome.
A third way to build a caring classroom culture, according to Sornson, is to use empathy.
Because you delay consequences and neutralize arguments, less anger results from
situations that arise i
DEVELOPING POSITIVE RELATIONSHIPS - correct answer-All students will work harder
for a teacher they respect and like, and truthfully, all teachers will go the extra mile if they like
and respect the student. Building a relationship with your students is the first step in creating
a respectful environment. Find out what your students like, and attempt to build relationships
based on common interests. Make positive phone calls home, which by the way, go a long
way toward building a positive teacher-parent relationship as well. Identify strengths and
interests that are not school-related, and remark on them to the student.
Jane Bluestein makes the case that a classroom in which students win is not necessarily
one in which the teacher loses. In fact, classrooms with a win-win philosophy place the adult
