Education Assignment

EDU506

Classroom Management &

Organization

Belhaven University Unit 1 A

The Nature of Discipline Problems

Welcome to EDU506 Classroom

Management & Organization

• This course will explore several components of

classroom management to help you successfully

develop a research-based comprehensive

behavior management plan. Each unit in the

course, from influences on behavior to chronic

behavioral issues, will provide you with useful,

practical information that you can begin to use

immediately in your classroom.

Online Learning

• Characteristics

□ Online learners must

be highly self-

motivated.

□ Online learners must

have high responsibility

for assignments and

discussions.

• Facts

□ Online learning is not

easier than traditional

classroom learning.

□ Learners must meet

deadlines.

□ It’s easy to think we’re

anonymous because

there’s no face time.

Learning Tools

• Class lectures • Completing all

□ Hearing and seeing components is very

important to • Textbook

accomplish the □ Reading

objectives of the • Individual homework

course. □ Analyzing

• Discussion forum

□ Applying and

examining

Tips for Success

• Course Page

□ Activities

• Individual homework

□ Discussion forum

• Weekly discussions

□ Media

• Module

• Handouts & links

• Class lectures

• Schedule

□ Be attentive to

deadlines.

□ The week (unit) begins

on Monday and ends

on Saturday.

• Observe the

Sabbath.

• Manage your time.

Tips for Success, cont.

• Communicate

□ Ask questions.

□ Participate.

□ Be engaged in discussion.

□ Seek handouts.

□ Contact the professor with

questions or problems.

Classroom Management Research

Says…

• The single most important factor in determining

the learning environment is teacher behavior.

• Teachers should employ techniques that

maximize student on-task behavior.

• A preplanned decision-making hierarchy of

intervention strategies increases the likelihood of

influencing appropriate student behavior.

(Levin & Nolan, 2022)

Research Says, cont.

Classrooms characterized by a high percentage of

on-task student behavior have teachers who

understand:

1. relationships between teaching and discipline,

2. factors influencing student behavior,

3. personal expectations for student behavior, and

4. a systematic plan to influence appropriate

student behavior.

Course Objectives

• Create a comprehensive behavior management

plan.

• Understand and use the 3-tiered decision-

making model used to influence appropriate

student behavior.

• Use effective engagement techniques and

social-emotional learning to create a safe and

productive learning environment.

Course Objectives

• Build positive relationships with caregivers,

students, and the community.

• Understand teacher behavior and how to

influence students to behave appropriately.

• Make appropriate intervention choices and

reactions to misbehaviors.

Course Objectives

• Describe how classroom organization and

behavior management is in accord with God’s

instructions to be obedient and do good work.

• Understand a teacher’s demeanor toward his or

her students influences their behavior and

should provide a way for the students to recover

from misbehavior just as God does for his

followers.

Unit Objectives

• Articulate a working definition of disruptive

behavior.

• Differentiate between discipline and non-

discipline problems.

• Recognize the impact of discipline problems on

students and teachers.

• Understand the impact of cultural differences on

behaviors.

• Understand the importance of a comprehensive

behavior management plan.

Unit Topics 1A

• Defining a discipline problem

• Non-disciplinary behaviors

Personal Reflection

• How do you define a discipline problem?

• How did you come to this definition?

• How does it influence the way you approach

behavior in your classroom?

Without a Clear Definition

• Teachers may give students

negative labels.

• Negative perceptions of students

may influence negative attitudes

towards those students.

• Time may be wasted by focusing on

behaviors that are not actually

problematic or need immediate

attention.

Labels

Attitudes

Time

Previous Attempts to Define

• Too vague

• Too limited

• Too broad

• Too subjective

• Too focused on teacher behavior

Scenario 1

• Marisa quietly enters the room and

takes her seat. The teacher

requests that students take out

their homework. Marisa does not

take out her homework but instead

takes out a cell phone and begins

to look at pictures on Snapchat.

The teacher ignores Marisa and

involves the class in reviewing the

homework.

Image credit: https://publicdomainvectors.org/en/free-clipart/Green-question-mark-sign-vector- image/8127.html (question mark)

Scenario 2

• Marisa does not take out her

homework but instead takes out

her cell phone and begins to look

at pictures on Snapchat. The

teacher publicly announces that

there will be no review of the

homework until Marisa hands

over her cell phone and takes out

her homework.

next to her. The teacher begins the

homework review and, at the same

time, walks toward Marisa. While a

student is answering a question, the

teacher, as privately as possible,

assertively asks Marisa to take out he

homework and hand over her cell

Scenario 3

• Marisa does not take out her

homework but instead takes out her

cell phone and begins to show pictures

on Snapchat to the students who sit

Why is it difficult for

everyone to answer these

questions r

consistently? phone.

Working Definition

• A discipline problem is behavior that

□ interferes with the teaching act,

□ interferes with the rights of others to learn,

□ is psychologically or physically unsafe, or

□ destroys property.

References

The IRIS Center. (2021). Classroom behavior management

(part 1): Key concepts and foundational practices.

https://iris.peabody.vanderbilt.edu/module/beh1/

Levin, J., & Nolan, J. F. (2021). Principles of classroom

management (8th ed.). Pearson Education.

National Association of School Psychologists. (2015).

Trauma: Brief facts and tips.

https://www.nasponline.org/resources-and-

publications/resources-and-podcasts/school-safety-

and-crisis/mental-health resources/trauma

Image References

Balin, J.V. (2015). Green question mark sign [image].Public domain vectors. https://publicdomainvectors.org/en/free-clipart/Green- question-mark-sign-vector-image/8127.html

EDU506

Classroom Management &

Organization

Belhaven University Unit 1 B

The Realities and Impact of Discipline

Problems

Unit Topics 1B

• Clarifying Disruptive Behavior

• Problematic Behaviors

• Technology Concerns

• The Extent of Behavior Problems

,

t

iewi

ne, a

public

Closer Analyses of Scenarios

the

• Marisa does not take out her

homework takes out her phone, and

look at pic ures on Snapchat; the

teacher ignores Marisa and involves

ng rev class in the homework.

• Marisa does not take out her

homework, takes out her pho

look at pictures. The teacher ly

announces no review of the homework

until Marisa hands over her phone and

takes out her homework.

nd

Image credit: https://publicdomainvectors.org/en/free-clipart/Green-check-mark/50148.html (green check mark)

does• Marisa not take out her

Closer Analyses of Scenarios Cont.

homework, takes out her cell phone,

begins to show pictures to the

students who sit next to her. The

teacher begins the homework

review and, at the same time, walks

toward Marisa. While a student is

answering a question, the teacher,

as privately as possible, assertively

asks Marisa to take out her

homework and hand over her cell

phone. Image credit: https://publicdomainvectors.org/en/free-clipart/Green-check-mark/50148.html (green check mark)

Having a Clear Definition

• When we can analyze a situation and

accurately determine that the behavior is

a discipline problem, we can immediately

intervene so that the rights and safety of

others are quickly restored.

• Without this clarity, teachers may react

negatively to behaviors.

Clarifying Disruptive Behavior

• Why it is necessary to have a comprehensive

definition of “disruptive behavior?”

A teacher must be able to differentiate between

true discipline problems and other behaviors…

…to develop rational and meaningful classroom

guidelines, recognize misbehavior, and deliver

effective interventions on a consistent basis.

(Levin & Nolan, 2021)

Problematic Discipline Problems

Common Problematic Behaviors include:

• Students coming to class unprepared

• Students refusing to do their work

• Students not participating in classroom activities

Potential reasons for those behaviors include:

• Lack of motivation

• Lack of confidence

• Issues in students’ personal lives

Trauma

• A stressful event that a child experiences before

the age of 18

• Some students are at a greater risk of

experiencing trauma

• Warning signs and visible reactions to trauma

Schools are in the perfect position to

help by offering routines, structure, and

safe spaces.

(National Association of School Psychologists)

New Concern: Technology

• Cyber-cheating

□ More prominent than ever

□ Problematic but probably not a discipline problem

□ Consider the motivation behind the actions

• Cyber-bullying

□ Willful and repeated harm

□ Can be presented in many ways

□ Anonymous the majority of the time

□ IS a discipline problem

Perceptions of Behavior Problems

• Public opinion: discipline is one of the two most

serious problems in public schools

• Teachers’ opinion: improving discipline should

be a priority; it is the greatest challenge for new

teachers

• Students’ opinion: disruptions are fairly common;

teachers often interrupt class to handle

disruptive behavior

Realities

• Historical Context

□ 1800s-early 1900s

• 50% of school-aged children were not actually in school

• 40% of those attending school left after 8th grade

• 10% of the remaining students graduated

□ Violence and Vandalism were not serious issues in

school.

• Juvenile crime outside of school was an issue.

• Resulted in a push for public education for all

□ Youth behavior in the 1970s was not worse than

before; it was moved off the streets and into the

classroom.

Current Realities

• 1980s saw a push for more accurate data to

differentiate between crime and routine

classroom misbehavior

• Most schools never experience serious crimes.

By the 1980s, common

misbehaviors improved somewhat

Crime and

victimization is on

a downward

trend; decrease

in school-based

violence.

“Successful teachers are those

who continue to be effective in

influencing students toward

appropriate behavior and the use of

nonviolent means to solve their

conflicts.”

(Levin and Nolan, 2021)

References

The IRIS Center. (2021). Classroom behavior management

(part 1): Key concepts and foundational practices.

https://iris.peabody.vanderbilt.edu/module/beh1/

Levin, J., & Nolan, J. F. (2021). Principles of classroom

management (8th ed.). Pearson Education.

National Association of School Psychologists. (2015).

Trauma: Brief facts and tips.

https://www.nasponline.org/resources-and-

publications/resources-and-podcasts/school-safety-

and-crisis/mental-health resources/trauma

Image References

[Green check mark image]. (2016). Public Domain vectors. https://publicdomainvectors.org/en/free-clipart/Green-check- mark/50148.html

EDU506

Classroom Management &

Organization

Belhaven University Unit 1 C

The Impact of Discipline Problems and a

Comprehensive Behavior Management Plan

Unit Topics 1B

• The Impact of Discipline Problems

• Minimizing Negative Impacts

• Comprehensive Behavior Management Plan

The Impacts of Discipline Problems

• Students

□ Psychological safety

• Anxiety

• Poor emotional health

• Fear of being bullied

□ Readiness to learn

• Lack of safety reduces ability to learn

• Lower academic achievement

□ Future behaviors

• Ripple effect

• Decreased motivation and engagement

The Impacts of Discipline Problems, cont.

• Teachers

□ Stress

□ Frustration

□ Turnover

• Low self-esteem

□ Burn-out

Minimizing the Negative Impacts

Image Credit: https://www.slidescarnival.com/gaoler-free-presentation-template/9122

(2-color diagram)

Comprehensive Classroom Behavior

Management Plan

• Key concepts

□ Cultural influences on behavior

□ Principles of classroom behavior management

• Behavior management practices

□ Positive climate

□ Structured classroom

□ Surface management strategies

□ Developing comprehensive behavior management

plan

(The IRIS Center, 2021)

School-Wide Behavior Management

T3

Tier 2

Tier 1 80%

5%

15%

Key Concept 1: Understanding Cultural

Influences on Behavior

• Culture is defined as the “beliefs, norms,

and practices. . .characteristic of a

particular society, group, or place.”

• Data show that student demographics are

not the same as the teaching population.

• These differences can cause a “cultural

gap” in education.

(The IRIS Center, 2021)

Differing Cultural Perspectives

• Respect for authority figures

• Relationships with the community

• Interpersonal space

• Eye contact

• Verbal interactions

• Providing directions

• Student engagement

• Family engagement

Image credit: http://clipart-library.com/clipart/n1018858.htm (hands)

Culturally-Sustaining Practices

• Evaluate your current practices.

• Develop explicit behavioral expectations that will

make ALL students feel safe.

• Be open and honest about how school and

classroom expectations may differ from the

students’ home and community.

• Incorporate cultures into the classroom.

□ Curricula and materials reflect the cultures of students

in your class.

□ Invite parents and community into your classes.

What’s next?

• Complete reading assignments

• Complete writing assignments

• Answer discussion questions

• Complete unit quiz

References

The IRIS Center. (2021). Classroom behavior management

(part 1): Key concepts and foundational practices.

https://iris.peabody.vanderbilt.edu/module/beh1/

Levin, J., & Nolan, J. F. (2021). Principles of classroom

management (8th ed.). Pearson Education.

Image References

Cataline, J. (2019). Two-part circle diagram. Slides Carnival. https://www.slidescarnival.com/gaoler-free-presentation- template/9122

[Changing cultures clipart image]. (n.d.). Clipart Library. http://clipart- library.com/clipart/n1018858.htm