CM: Chapter 1: Introducing The Concept of Classroom Management

CM: Chapter 1
Introducing the Concept of

Classroom Management
M. Lee Manning and Katherine

T. Bucher, Classroom Manage
ment, 2nd edition
2007 by Pearson Education, Inc. Upper Sa

ddle River, NJ 07458. All rights reserved
.
Interstate New Teacher

Assessment and Support
Consortium
INTASC standards identify
knowledge
skills
attitudes
for all educators.

M. Lee Manning an
d Katherine T. Bu
2007 by Pearson Education

, Inc. Upper Saddle River,
INTASC
Teachers must know about:
Learners and student development
Multiple instructional strategies
Creating a learning environment for all

students
M. Lee Manning an
d Katherine T. Bu

Definition
Strategies for assuring physical and
psychological safety
Techniques for changing student
misbehaviors and teaching self-discipline
Methods of assuring an orderly
progression of events
Instructional techniques that contribute to
students positive behaviors
M. Lee Manning an
d Katherine T. Bu

Problems
Challenge all teachers
Differ in frequency and intensity
Are similar in type
Goofing off
Minor disruptions
Disturb teachers and students

Negatively affect teaching/learning
Hinder academic achievement
M. Lee Manning an
d Katherine T. Bu

Possible Causes of
Violence
Growing up abused
Lacking a nurturing family structure
Being influenced by
Gang presence and activity

Hate-motivated behavior
Drugs and alcohol
Experiencing bullying
M. Lee Manning an
d Katherine T. Bu

CM: Chapter 2
Building the Foundation

ment, 2nd edition

.
Managing the Classroom

Environment
Develop routines for:
Collecting and distributing materials

Keeping track of students
Assigning jobs in the classroom
Organizing groups
Keeping track of attendance and grades
Keeping records
Establishing a daily agenda
M. Lee Manning an
d Katherine T. Bu

Improving Student
Behavior Gordon
Teachers can improve student behavior by:
Using student ideas in instruction

Using more discussions and dialogue
Praising students when appropriate
Tailoring instruction to individual students
Placing emphasis on productivity and creativity
Using cooperatively planned learning goals
Using more real and genuine teacher talk
M. Lee Manning an
d Katherine T. Bu

Supporting Self-Control
Use signals:
Catching the eye of the student

Frowning or smiling
Shaking the head
Stand near a student and use proximity.

Use humor, not sarcasm.
Show interest in student work.
Ignore minor misbehaviors.
Understand reasons for misbehaviors.
M. Lee Manning an
d Katherine T. Bu

Five Basic Psychological Needs

Glasser
Need
Need
Need
Need
Need
for survival
to belong
for power
for freedom
for fun
M. Lee Manning an
d Katherine T. Bu

CM: Chapter 3
Exploring the Theories of
Assertive Discipline Lee
Canter and Marlene Canter

ment, 2nd edition

.
Key Concepts of Assertive

Discipline
Rewards and punishments are effective.

Both teachers and students have rights.
Teachers create an optimal learning environment.
Teachers apply rules and enforce consequences
consistently without bias or discrimination.
Teachers use a discipline hierarchy with the
consequences appropriate for the grade level.
Teachers are assertive, not nonassertive or
hostile.
M. Lee Manning an
d Katherine T. Bu

Response Styles
Nonassertive - Ive asked you repeatedly to stop

talking, and you continue to do it. Please stop.
Assertive - Justin, that is your warning for

leaning back in the chair. Put the chair down now
or you will face a loss of classroom privileges.
Hostile - Put that comic book away or youll wish

you had!
M. Lee Manning an
d Katherine T. Bu

Different types of
rewards:
Social reinforcers
Graphic reinforcers
Star Sticker Checkmark
Activity reinforcers
Words Smiles Gestures
Free time Special game
Tangible reinforcers
Treat Pencils and other supplies Certificates
M. Lee Manning an
d Katherine T. Bu

Basic Rights of Students

Students have the right to:
Have an optimal learning environment

Have teachers who help them reduce
inappropriate behavior
Have teachers who provide appropriate support
for appropriate behavior
Have teachers who do not violate the students
best interests
Choose how to behave with the advance
knowledge of the consequences that will
consistently follow
M. Lee Manning an
d Katherine T. Bu

Basic Rights of Teachers

Teachers have the right to:
Maintain an optimal learning environment

Expect appropriate behavior
Expect help from administrators and parents
Ensure students rights and responsibilities are
met by a discipline plan that:
Clearly states expectations
Consistently applies the consequences
Does not violate the best interests of the students
M. Lee Manning an
d Katherine T. Bu

CM: Chapter 4
Democratic Teaching
Rudolph Dreikurs

ment, 2nd edition

.
Key Concepts of Dreikurss

Theory
Mistaken goals
Attention-getting
Power-seeking
Revenge
Helplessness (feelings of inadequacy) (Dreikurs, 1968; 1971)
Democratic (not permissive or autocratic) teaching
Encouragement rather than praise
Logical consequences
Classroom rules
Implement logical consequences rather than punishments.
Use punishment only when all logical consequences have been
exhausted (Dreikurs and Grey, 1968).
M. Lee Manning an
d Katherine T. Bu

Logical Consequences
Behavior
A student writes on a
school desk.
Logical Consequence
The student must
clean the desk.
A student destroys
anothers property.
The student (not the

parent) must pay for
the property.
A student refuses to
complete assignments
during class.
The student does the

work during recess or
before/after school.
M. Lee Manning an
d Katherine T. Bu

Identifying Logical
Consequences
What consequences might be logical for
these behaviors?
A student intentionally throws his books to the

floor in a fit of anger.
A student calls another student a racial slur.
A student refuses to complete an assignment.
M. Lee Manning an
d Katherine T. Bu

Praise or Encouragement
Praise: Youre a fine student! You finished your

math in record time.
Encouragement: I can tell youve been
practicing your math drills and I hope you will
continue.
Praise: Youre a whiz with that computer
program.
Encouragement: I can tell you enjoy the
challenges of learning to use a new computer
program.
M. Lee Manning an
d Katherine T. Bu

Developing Rules
Rules define:
What behavior the teacher expects

What the students should do
How the class is conducted or how the day is
structured
Rules may also contain:
Consequences when rules are broken

Rewards when rules are followed
M. Lee Manning an
d Katherine T. Bu

CM: Chapter 5
Congruent Communication
Haim Ginott

ment, 2nd edition

.
Congruent
Communication
Congruent communication is:
Open
Harmonious with students feelings about
themselves and their situations
Without sarcasm
Congruent communication sends sane

messages about the situation, not the
personality or character of the student.
M. Lee Manning an
d Katherine T. Bu

According to Ginott,
teachers must:
Promote self-discipline for both teachers and students.
Believe that the essence of discipline is finding effective

alternatives to discipline (Ginott, 1972a , p. 147).
Accept and acknowledge students without labeling, arguing,

disputing, or belittling the individual.
Avoid evaluative praise and use appreciative praise .
Avoid sending you messages and use I messages.
Demonstrate their best behaviors.
Invite rather than demand student cooperation.
M. Lee Manning an
d Katherine T. Bu

Teachers Roles
Use positive, effective communication.
Provide a classroom environment that encourages good behavior.
Model behaviors that invite cooperation and positive behavior.
Avoid autocratic behaviors.
Seek alternatives to punishment.
Remain sensitive to the needs of students.
Promote cooperation with students and harmony in the classroom.
M. Lee Manning an
d Katherine T. Bu

Evaluative and Appreciative

Praise
Evaluative praise (destructive)

Example: Samal, you did a good job with the
reading test. I like having you in my class.
Appreciative praise (productive)

Example: Samal, I can tell you really tried on the
reading test.
M. Lee Manning an
d Katherine T. Bu

Can you use Ginotts

ideas?
Can you
use:
clear communication?
sane messages?
guidance, rather than criticism?
refrain from using punishment?
handle anger appropriately?
M. Lee Manning an
d Katherine T. Bu

CM: Chapter 6
Instructional Management
Jacob Kounin

ment, 2nd edition

.
Kounins Key Concepts
Teacher Behavior
Movement Management
Group Focus
M. Lee Manning an
d Katherine T. Bu

Avoiding Overdwelling
Journal writing
Free choice reading from
Doing homework
Prepared mini-lessons that take 10 minutes or
less
Teacher reads aloud
the classroom book collection

school library
a poem
short story
Listening to an audio book
M. Lee Manning an
d Katherine T. Bu

Slowdowns
Overdwelling dwelling on corrective

behavior longer than needed or on a
lesson longer than required.
Fragmentation breaking an activity or

behavior into subparts although the
activity could be performed easily as a
single unit or an uninterrupted sequence.
M. Lee Manning an
d Katherine T. Bu

Dangles and Truncations
Dangle Starting an activity and then

leaving it and beginning another activity.
Later, resuming the original activity.
Truncation The same as a dangle, except

not resuming the initiated, then dropped,
activity.
M. Lee Manning an
d Katherine T. Bu

Instructional Techniques to
Promote Good Behavior
Establish clear procedures.

Develop lessons on appropriate level.
Focus on the entire class.
Do not dwell too long on one or two students.
Pace instruction to maintain student interest.
Provide curricular content and instructional
methods that interest and challenge learners.
Demonstrate appropriate instructional behaviors:
withitness
group alerting
Avoid dangles, fragmentation, and satiation.
M. Lee Manning an
d Katherine T. Bu

CM: Chapter 7
Discipline with Dignity
Richard Curwin and Allen
Mendler

ment, 2nd edition

.
Seven Basic Principles of

Teacher Behavior
Teachers should:
Work toward long-term behavior changes.
Stop doing ineffective things.
Be fair without treating everyone the same way.
Make rules that make sense.
Model what they expect.
Believe that responsibility is more important than
obedience.
Treat students with dignity.
M. Lee Manning an
d Katherine T. Bu

Avoiding Power
Struggles
Lars, give me the comic book now or

after class.
Rosette, either move to the other desk

now or stay in for recess.
Trey, either stop talking to Sidney or take

a time-out.
M. Lee Manning an
d Katherine T. Bu

Short-Term and Long-Term

Management Techniques
Rule Infraction: A student physically takes
another students lunch.
Short-Term: Teacher angrily requires the

student to write a sentence 100 times.
Long-Term: Teacher treats the student with

dignity while asking student to return the lunch
box and explaining the importance of personal
property in the classroom.
M. Lee Manning an
d Katherine T. Bu

Short-Term and Long-Term

Management Techniques
Rule Infraction: A student walks around the
room, talks out of turn, and is bothersome
to other students.
Short-Term: Tish, sit down and be quiet. How many

times do I have to say the same thing?
Long-Term: Meeting with Tish in private, the teacher

says, Tish, the students and I are disturbed when you
talk and walk around the room. Lets discuss why you do
these things and see whether we can find something
constructive for you to do.
M. Lee Manning an
d Katherine T. Bu

Modeling Appropriate
Behavior
Teachers can model appropriate behavior in
the classroom by:
Speaking to students the same way they

expect students to speak to them
Refraining from critical or harsh remarks to
correct student behavior
Obeying the same classroom rules they expect
students to obey
Meeting all deadlines and due dates
Being ready to begin class on time
M. Lee Manning an
d Katherine T. Bu

CM: Chapter 8
Positive Classroom Management
Fredric Jones

ment, 2nd edition

.
Misconceptions About
Discipline
A good curriculum means teachers will not have discipline

problems.
Some teachers are born with a gift for good management.
Some students are truly unmanageable.
Discipline and rules thwart creativity and spontaneity.
The longer teachers teach, the better their management
will be.
There are some teachers who do not need help with
discipline.
The only problem is with the class this year (Jones, 1987a).
Students dislike and resent classroom rules.
M. Lee Manning an
d Katherine T. Bu

Three Types of Students
The Self-Starters Listen to the directions, follow

the instructions, and correctly complete work
assignments.
The Most Needy Need help; they cannot work

alone no matter how hard they try.
The Middle-of-the-Roaders Are comfortably

falling into a C+ lifestyle; they are not pursuing
excellence.
M. Lee Manning an
d Katherine T. Bu

Fundamental Skills of
Developing classroom structures including
rules, procedures, and physical
arrangements
Remaining calm and using body language
to set limits
Teaching students cooperation and
responsibility
Providing back-up systems
M. Lee Manning an
d Katherine T. Bu

Preferred Activity Time
Students have a resource for which they

are responsible.
They have control over the consumption of

that resource.
They must live with the consequences of

the consumption of that resource.
M. Lee Manning an
d Katherine T. Bu

CM: Chapter 9
Exploring the Theories of Inner
Discipline Barbara Coloroso

ment, 2nd edition

.
Key Concepts of Inner

Discipline
Treat students with respect and dignity.

Teachers should follow the Golden Rule.
Teachers are either brickwall, jellyfish, or backbone and
their choice affects students and their behavior.
Students should be taught Inner Discipline.
Teachers must teach students to accept ownership of their
problems.
Teachers should
avoid punishments, rewards, and threats;

use a four-step approach to discipline; and
use assertive confrontation.
Restitution, resolution, and reconciliation are the three Rs

of discipline.
M. Lee Manning an
d Katherine T. Bu

Three Categories of
Teachers
Brickwall
Jellyfish
Backbone
M. Lee Manning an
d Katherine T. Bu

Seven Rules for a Fair

Fight
Speak the message assertively.
Tell the other person about your feelings.
State your belief but avoid destructive
words.
Give direct feedback.
State what you want.
Be open to the other persons perspective.
Negotiate an agreement.
M. Lee Manning an
d Katherine T. Bu

The Four Steps of

Discipline
Show students what they should have

done.
Give them as much ownership of the

problem as they are able to handle.
Provide options for solving the problem.
Leave their dignity intact.
M. Lee Manning an
d Katherine T. Bu

Three Rs of Discipline
Restitution fixing what the student did;

involves repairing the physical damage (if
any) and the personal damage.
Resolution determining a way not to let

the behavior happen again.
Reconciliation honoring the restitution

plan and making a commitment to live up
to the resolution.
M. Lee Manning an
d Katherine T. Bu

CM: Chapter 10
Consistency Management
Jerome Freiberg

ment, 2nd edition

.
Five Themes of CMCD
Prevention
Caring
Cooperation
Organization
Community
M. Lee Manning an
d Katherine T. Bu

Create a Caring School

Environment
Administrators actions allow students to

see them as more than disciplinarians.
Library media specialist features new

displays of student work, hobbies, and
interests.
Whole school celebrates events.
M. Lee Manning an
d Katherine T. Bu

Learning Students
Backgrounds
To develop skills for cross-cultural
interaction, teachers must learn about:
Family background and structure

Educational background
Interpersonal relationships styles
Use of discipline in the home and culture
Cultural concepts of time and space
Religious beliefs and restrictions
Food customs and preferences
Health and hygiene
Traditions, history, and holidays of the culture
M. Lee Manning an
d Katherine T. Bu

Key Concepts of CMCD
School-wide continuity of actions and expectations and

commitment to giving students consistent messages about
self-discipline
Person-centered classrooms (emphasizing caring, guidance,

and cooperation) rather than teacher-centered classrooms
Students who are citizens not tourists
Teachers who support five themes: prevention, caring,

cooperation, organization, and community
M. Lee Manning an
d Katherine T. Bu

CM: Chapter 11
Judicious Discipline
Forrest Gathercoal

ment, 2nd edition

.
Positive Ethical Practices

Educators should:
Encourage and model an eagerness for learning and

teaching.
Model responsible professional behavior.
Manifest appropriate personal behaviors.
Focus on motivation, encouragement, and building

students self-esteem.
Accept the reality that students behave in ways they

truly believe at that time are in their own best interests.
Develop judicious rules and consequences.
Feel challenged by the problems in education and be

proud they are in a position to help students.
M. Lee Manning an
d Katherine T. Bu

Teachers Roles and

Responsibilities
Introduce students to the rights
encompassed in the concepts of freedom,
justice, and equality.
Create an equitable learning environment
in which every student has the opportunity
to be successful.
Teach students to be leaders.
Develop democratic classrooms in which
human rights are secure.
M. Lee Manning an
d Katherine T. Bu

Teachers Who Practice

Judicious Discipline
Experience less frustration and/or less
work-related stress.
Feel more respected.
Perceive a sense of professionalism.
Consider Judicious Discipline to be legally,
ethically, and educationally sound.
Believe their students are provided with a
language of civility.
M. Lee Manning an
d Katherine T. Bu

Judicious Discipline:
Philosophical and
Psychological Beliefs
Students have constitutional rights (especially

1st, 4th, and 14th Amendment rights) in
classrooms.
Students will behave better in democratic
classrooms where they experience freedom and
responsibility.
Teachers transfer some power to the students.
Decisions are made in democratic class meetings.
Students are sufficiently developed and mature to
handle the freedoms associated with their
constitutional rights.
M. Lee Manning an
d Katherine T. Bu

CM: Chapter 12
Introducing Additional Theorists

ment, 2nd edition

.
Additional Theorists
Linda Albert
Cooperative Discipline
Carolyn Evertson
& Alene Harris
Managing LearningCentered Classrooms
M. Lee Manning an
d Katherine T. Bu
Shared responsibility
Encouragement
Influence
Instructional
management
Behavior management

Additional Theorists
David Johnson & Roger

Johnson
Three Cs of School and

Jane Nelsen, Lynn Lott, &

Stephen Glenn
Positive Discipline
Alfie Kohn
Respect
Opportunities to learn life
skills
Beyond Discipline
M. Lee Manning an
d Katherine T. Bu
Cooperation
Conflict resolution
Civic values
Learner-centered
Community

Discipline
Techniques That Backfire
Raise your voice or yell.

Insist on having the last word.
Use sarcasm.
Attack a students character.
Plead or bribe.
Back a student into a corner.
Use physical force.
Act superior.
Bring up unrelated events.
M. Lee Manning an
d Katherine T. Bu

Civic Values in a
Classroom
Cooperation
Respect for diversity
Accountability
Equal justice
Equal opportunity
Equal responsibility
M. Lee Manning an
d Katherine T. Bu

Evertson and Harris

COMP
Specific student misbehaviors call for

different types of interventions:
Minor
Moderate
Extensive
Teachers must determine quickly:
The severity of the behavior offense

The needed intervention
M. Lee Manning an
d Katherine T. Bu

CM: Chapter 13
Creating Safe Classrooms
and Safe Schools

ment, 2nd edition

.
Bullying
Occurs once every seven minutes.

Episode lasts 37 seconds.
15% of all children are regularly bullied.
Occurs where there is little or no supervision.
Boys bully both boys and girls; girls bully girls.
Boys engage in more bullying behavior.
Boys are victims more frequently than girls.
Victims are often blamed for the treatment.
M. Lee Manning an
d Katherine T. Bu

Causes of Violence
Gang presence and activity
Hate-motivated behavior
Drugs
M. Lee Manning an
d Katherine T. Bu

Reducing Bullying
Teachers and students are warm, positive,
and caring.
Teachers set firm limits on acceptable
behavior.
Teachers are consistent in applying nonhostile and non-physical sanctions.
Teachers are authoritative but not
authoritarian.
M. Lee Manning an
d Katherine T. Bu

School Safety
All classrooms face the threat of some

violence.
The goal should be for classrooms and

schools to be safe for all students and
educators.
M. Lee Manning an
d Katherine T. Bu

CM: Chapter 14
Developing Your Personal
Philosophy

ment, 2nd edition

.
Models to Your
Management Philosophy
Do I believe that I can manage students behaviors

effectively and positively with this model or these practices?
Would I feel comfortable using these ideas?
Does this model expect me to control students behavior
through rewards, punishments, bribes, and threats, and do
I feel comfortable doing this?
Would I have to ask administrators and parents to
intervene in efforts to maintain proper behavior if I used
these ideas?
Would I have to use management techniques that I do not
like?
What impression would I give students if I used this model
in my classroom?
M. Lee Manning an
d Katherine T. Bu

Examining Misbehaviors
What is the goal of the misbehavior?

What is the result of the misbehavior?
Does the misbehavior directly affect or annoy
someone?
Is a student being physically or psychologically
harmed?
Is the misbehavior temporary?
Might other students copy the misbehavior?
Is it a violation of a stated rule or should the
student just know better?
Will the correction of the misbehavior cause more
disruption than the actual problem?
M. Lee Manning an
d Katherine T. Bu

Deciding Whether to Teach

or Impose Discipline
Do I believe that because I am the teacher/adult, I have a

responsibility to discipline them?
Do I believe students have the ability and motivation to
learn self-discipline?
Could I teach students to discipline themselves even if I
wanted to?
Can I impose discipline (and therefore be an autocratic
teacher) until students learn self-discipline?
Will I be perceived as a jellyfish (Coloroso, 1994) if I try to
avoid imposing discipline?
Will I be perceived as a brickwall (Coloroso, 1994) if I try to
impose discipline?
Will students behavior grow worse during the process of
moving from imposing to teaching discipline?
M. Lee Manning an
d Katherine T. Bu

Students Learn Best:
With a unified approach to positive disciplinary

practices, with emphasis on early intervention
Where school-wide and classroom academic and
behavioral supports are routinely provided
When discipline is addressed through instruction,
with appropriate behavior taught in a routine and
systematic manner
Where administrative leadership fosters a school,
home, and community partnership
M. Lee Manning an
d Katherine T. Bu

CM: Chapter 15
Applying a Management
Philosophy in Your Classroom

ment, 2nd edition

.
Advice for Beginning

Teachers
Respect your students.

Develop a philosophy, but dont be afraid to adjust it over time.
Make classroom management a number 1 priority.
Consistency
Teamwork
Be fair and consistent with the rules.
Do not hold grudges or show favoritism toward students.
Be calm and talk to the students.
Have a sense of humor.
Admit when you are wrong and apologize.
Do not be afraid to call parents for their support.
Plan, plan, plan!
Dont be afraid to ask other teachers for their advice.
M. Lee Manning an
d Katherine T. Bu

Information for
Parents/Guardian
Overall behavior goals of the school

Specific behavior expectations for the class
Consequences for misbehavior
When an administrator will become involved
When parents/guardian will be contacted
Best times and places for the parents/guardian to
contact the teacher
Ways the parents/guardian can promote safe
schools and well-managed classrooms
M. Lee Manning an
d Katherine T. Bu

Building a Community in
the Classroom
Identify things the class can do together.
Help each student identify his or her place
within the class.
Ensure that discussions are inclusionary.
Provide everyone with opportunities to
participate.
Do not force a student to voice an
opinion.
M. Lee Manning an
d Katherine T. Bu

Using Human Relations

Skills
Convey warmth and positive feelings toward students.

Model positive treatment of others.
Accept students and their strengths and weaknesses.
Convey appreciation of students differences.
Offer constructive criticism.
Encourage success in behavior.
Avoid finding fault and blame.
Provide students with hope and optimism.
Disagree without being argumentative or blaming others.
M. Lee Manning an
d Katherine T. Bu


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CM: Chapter 1

Introducing the Concept of

M. Lee Manning and Katherine

2007 by Pearson Education, Inc. Upper Sa

Interstate New Teacher

for all educators.

2007 by Pearson Education

Learners and student development

Multiple instructional strategies

Creating a learning environment for all

2007 by Pearson Education

2007 by Pearson Education

Disturb teachers and students

2007 by Pearson Education

Lacking a nurturing family structure

Gang presence and activity

2007 by Pearson Education

M. Lee Manning and Katherine

2007 by Pearson Education, Inc. Upper Sa

Managing the Classroom

Collecting and distributing materials

2007 by Pearson Education

Using student ideas in instruction

2007 by Pearson Education

Catching the eye of the student

Stand near a student and use proximity.

2007 by Pearson Education

Five Basic Psychological Needs

2007 by Pearson Education

M. Lee Manning and Katherine

2007 by Pearson Education, Inc. Upper Sa

Key Concepts of Assertive

Rewards and punishments are effective.

2007 by Pearson Education

Nonassertive - Ive asked you repeatedly to stop

Assertive - Justin, that is your warning for

Hostile - Put that comic book away or youll wish

2007 by Pearson Education

Star Sticker Checkmark

Words Smiles Gestures

Free time Special game

Treat Pencils and other supplies Certificates

2007 by Pearson Education

Basic Rights of Students

Have an optimal learning environment

2007 by Pearson Education

Basic Rights of Teachers

Maintain an optimal learning environment

2007 by Pearson Education

M. Lee Manning and Katherine

2007 by Pearson Education, Inc. Upper Sa

Key Concepts of Dreikurss

Democratic (not permissive or autocratic) teaching

Encouragement rather than praise

2007 by Pearson Education

The student (not the

The student does the

2007 by Pearson Education

A student intentionally throws his books to the

A student calls another student a racial slur.

A student refuses to complete an assignment.

2007 by Pearson Education

Praise: Youre a fine student! You finished your