EDUU 510 Journal # 5
Classroom Management: Part II
Student Behavior
- Who do you think is primarily responsible for managing student behavior?
- What is the goal of a behavior management system?
- What is the goal in handling misbehavior?
Your Answers?
Your answers to these questions help
explain your management style.
Teacher Power Bases
- Teachers operate out of one or more power bases (Levin & Nolan, 2000)
Referent Power
- When a teacher has referent power students behave as the teacher wishes because they like the teacher as a person. There are two requirements for the effective use of referent power: teachers must perceive that the students like them and teachers must communicate that they care about and like the students.
Expert Power
When a teacher has expert power students
behave as the teacher wishes because they
view that teacher as someone who is good
and knowledgeable and who can help them
to learn. The student must believe the
teacher has both special knowledge and the
teaching skills to help them acquire that
knowledge.
Legitimate Power
The teacher who seeks to influence students
through legitimate power expects students
to behave appropriately because the teacher
has the legal and formal authority for
maintaining appropriate behavior in the
classroom. The teacher must demonstrate
through their behavior that they accept the
responsibilities as well as the power inherent
in the role of the teacher.
Reward/Coercive
Reward/ Coercive is based on the behavioral notions of
learning, they both foster teacher control over student
behavior and they are both governed by the same
principles of application. There are several requirements for
the effective use of this power base. The teacher must be
consistent in assigning and withholding rewards and
punishment. The teacher must ensure that students see
the connection between their behavior and the reward or
punishment. The rewards or punishments actually must be
perceived as rewards or punishment by the student.
Theories of Classroom Management
| Question | Student- Directed (The Guiding Model) | Collaborative (The Interacting Model) | Teacher- Directed (The Intervening Model) |
| Primary responsibility for management? | Student | Joint | Teacher |
| Goal of management? | Caring community focus and self- direction | Respectful relationships, academic focus | Well-organized efficient, academic focus |
| Primary goal in handling misbehavior? | Unmet need to be explored | Minimize in group, pursue individually | Minimize disruption, redirect |
What Theory Fits Your
Style of Management?
Student Directed
Collaborative
Teacher Directed
Why might a student misbehave?
- Unmet need?
- Academically challenged?
- Don’t have the necessary skills to behave appropriately?
- Teaching doesn’t engage students?
Student Needs
Students may “act out” if there is a need
that is not being met
- Control Theory- Glasser
- Mistaken Goals of Behavior-Dreiker
- Hierarchy of Needs-Maslow
Control Theory
Individuals have needs to be met:
- Need to belong
- Need for power
- Need for fun
- Need for freedom
Mistaken Goals of Behavior
Attention- I belong only when I have your attention
Power- I belong only when I am winning, or at least when I don’t let you win
Revenge- It hurts that I don’t belong, but at least I can hurt back
Assumed Inadequacy- I give up. It is impossible to belong.
Hierarchy of Needs
- Physiological Needs
- Safety Needs
- Affirmation Needs
- Esteem Needs
- Self-Actualization Needs
Academic Challenges
What accommodations can be made for
students who are struggling academically?
- Modify the teaching mode
- Modify the teaching setting
- Modify instructional materials
- Modify home/school relations?
- Modify student’s behavior
- Request consultation
- Referral for district services
Teaching Appropriate Behaviors
- Teach student appropriate behaviors
- Role play scenarios and practice responses
- Model behaviors
Engaging Instruction
- Is the learning meaningful?
- Are you teaching too long?
- Are students engaged?
- Are students’ learning styles addressed?
- Do students need to move?
Teacher Communication Skills
- Be direct and authentic, say what you mean
- Use clear, direct language with off-task behavior
- Use words that invite cooperation and convey faith in students’ ability and intentions
- Focus on observable words and actions
Teacher Communication Skills
- Keep it simple and brief
- Know when to be silent
- Make sure you have students attention before you proceed
- Be aware that body language, tone of voice and other nonverbal expressions should be consistent with your spoken words
Levels of Listening
(Larrivee, 2009)
passive listening in which the listener just listens without any interaction with the speaker;
(2) an acknowledgment, which involves a response to indicate the teacher is really listening;
(3) an invitation to talk, which is a deliberate encouragement to speak;
(4) active listening, which involves teacher responses that include additional interaction to more fully explore the meaning of the ideas being expressed
Listening Skills
Larivee (2009)
- Silence. Remaining a silent listener allows the person to express ideas and feelings. This is passive listening.
- Nonverbal support. Nonverbal messages help communicate that you are really paying attention. These include nodding, smiling, or leaning forward. This is an acknowledgment of what the person is saying.
- Encouragers. Minimal verbal expressions also can offer acknowledgment of what is being stated and serve as an encouragement to continue. Expressions such as “Oh,” “I see,” and “Un‐huh” let the student know to continue.
- Opening. A more deliberative invitation to talk involves asking open‐ended, nonevaluative questions to encourage students to talk more. Some examples are “Would you like to tell me what happened?” “That's interesting. Want to tell me more?”
Active Listening Strategies
- Reflecting. With reflecting, teachers verbalize the feelings and attitudes that they perceive lie behind the message (“You seem disappointed with your assignment.” “Paige really irritates you when she acts like that.”). This interaction often leads to a discussion about the origin of a problem and can lead to a solution.
- Exploring. This strategy calls for questioning in an open‐ended way to extend a student's thinking and to expand a student's range of options. For example, “Can you tell me more about… .?” “What's causing you the most trouble?”
- Paraphrasing. Paraphrasing calls for translating or feeding back to the student the essence of the message the teacher just heard, but in a simpler, more concise and precise way. In paraphrasing, you make sure that you are clear about what the student said. It demonstrates understanding of what was said and communicates that you care enough about what the student said to get it right.
Active Listening Strategies
- Perception checking. The purpose of perception checking is to make sure you are interpreting what the student said in the way it was intended. To do so, you pose a question and ask for feedback. After a student describes an incident, for example, the teacher might say, “I'm not sure I understand. Was it Tyler's statement that made you mad?
- Clarifying. Clarifying involves restating what the student has said to clear up any confusion. Often it involves stating your own confusion and asking for help to clarify your understanding. For example, “Can we stop here? I really don't understand what you mean. Can you tell me more?” “Earlier you said...Now you seem to be saying…. I'm confused.