PSY 263 Chapter 12 SLIDES
- 2. Overview • Authoritarian, Permissive, and Authoritative Approaches to Classroom Management • Preventing Problems: Techniques of Classroom Management • Techniques for Dealing With Behavior Problems • Violence in American Schools © 2013 Cengage Learning. All rights reserved. 13 | 2
- 3. Authoritarian, Permissive, and Authoritative Approaches to Classroom Management • Authoritarian Student compliance is main goal Makes heavy use of rewards and punishments • Permissive Impose minimal control Allow students to make many basic decisions Gain control by having students like and respect you • Authoritative Goal is for students to regulate their own behavior Set rules but adjust as students show their ability to regulate their own behavior © 2013 Cengage Learning. All rights reserved. 13 | 3
- 4. Preventing Problems: Techniques of Classroom Management • Jacob Kounin’s Observations on Group Management Show your students you are “with it” Learn to cope with overlapping situations Maintain smoothness and momentum in classroom activities Keep the whole class involved Introduce variety and be enthusiastic Be decisive in handling misbehavior © 2013 Cengage Learning. All rights reserved. 13 | 4
- 5. Preventing Problems: Techniques of Classroom Management • Contemporary Studies of Classroom Management Prior to the first day of class, create a clear set of rules, procedures, and activities that govern what students may and may not do in your classroom Demonstrate the kinds of behaviors that illustrate your rules and procedures, explain why they are necessary, and describe the penalties for infractions Start with relatively short and simple assignments Give clear and complete instructions about how to carry out in-class and at-home assignments Give timely, specific, and frequent feedback See Online Video Case “Elementary Classroom Management: Basic Strategies” © 2013 Cengage Learning. All rights reserved. 13 | 5
- 6. Managing the Middle, Junior High, and High School Environment • Managing the Middle, Junior High, and High School Environment The arrangement of the seating, materials, and equipment should be consistent with the kind of instructional activities the teacher favors High traffic areas should be kept free of congestion The teacher should be able to see all students Frequently used teaching materials and student supplies should be readily available Students should be able to see instructional presentations and displays See Online Video Case “Secondary Classroom Management: Basic Strategies” © 2013 Cengage Learning. All rights reserved. 13 | 6
- 7. Techniques for Dealing with Behavior Problems • Influence Techniques Planned Ignoring Signals Proximity and Touch Control Interest Boosting (giving student extra attention) Humor Helping Over Hurdles (lack of understanding) Program Restructuring (changing activities) © 2013 Cengage Learning. All rights reserved. 13 | 7
- 8. Influence Techniques (cont’d) • Influence Techniques (cont’d) Antiseptic Bouncing (time-out) Criticism and Encouragement (in private) Defining Limits Postsituational Follow-Up (discussion afterward) See Online Video Case “Classroom Management: Best Practices” © 2013 Cengage Learning. All rights reserved. 13 | 8
- 9. Violence in American Schools • How Safe Are Our Schools? Crime and serious violence occur relatively infrequently in public schools and have been declining – For 2005-2006, there was less than 1 homicide per million students – For 2005, there were 5 serious violent crimes per 1,000 students – During the 2003-2004 school year, 4 percent of elementary grade teachers and 2 percent of secondary grade teachers were physically attacked © 2013 Cengage Learning. All rights reserved. 13 | 9
- 10. The Problem of Bullying • The Problem of Bullying Bullying is a situation in which one person has more power than another and repeatedly uses that power for his or her own benefit – For 2005-2006, 28% of 12- to 18-year-olds reported having been bullied at least once – Girls are more likely than boys to bully and more likely to engage in name-calling, insults, spreading rumors, and property destruction – Bullying by boys more likely to involve pushing, shoving, tripping, or spitting on someone else – Cyber-bullying is bullying conducted on social networking web sites © 2013 Cengage Learning. All rights reserved. 13 | 10
- 11. Characteristics of Bullies Violence in American Schools • The Problem of Bullying (cont’d) Characteristics of Bullies – More likely to be hyperactive, impulsive, and inclined to respond aggressively when provoked – Receive less support from classmates and teachers – More likely to have witnessed domestic violence and less likely to have close relationship with their mothers © 2013 Cengage Learning. All rights reserved. 13 | 11
- 12. How Bullying Affects Its Victims • The Problem of Bullying (cont’d) How Bullying Affects Its Victims – Staying home from school – Avoiding certain places in school – Asking to transfer to another school – Lower grades because of difficulty concentrating on schoolwork – Feelings of depression, anxiety, and insecurity that produce physical ailments – Social isolation © 2013 Cengage Learning. All rights reserved. 13 | 12
- 13. How Schools Can Address Bullying • The Problem of Bullying (cont’d) How Schools Can Address Bullying – Implement school-wide programs that involve increased reporting of bullying, intervention by other students, rules that discourage discrimination, and increased awareness of the feelings of bullies and their victims – Establish classroom atmosphere that counteracts the negative effects of bullying © 2013 Cengage Learning. All rights reserved. 13 | 13
- 14. Analyzing Reasons for Violence • Analyzing Reasons for Violence Boys are more inclined to act than to think about reasons for not doing something Aggressive boys have higher levels of testosterone and tolerance for pain Boys are encouraged to be independent and aggressive; girls are encouraged to be dependent and cooperative Boys are more likely than girls to become hostile toward school because of academic failure © 2013 Cengage Learning. All rights reserved. 13 | 14
- 15. Analyzing Reasons for Violence (cont’d) • Analyzing Reasons for Violence (cont’d) Aggressive individuals more likely to misinterpret the actions of others Individuals with poor interpersonal problem solving skills are unable to delay gratification, have fewer friends, exhibit more verbal and physical aggression Schools that are large, impersonal, and competitive; that do not enforce rules fairly or consistently; that use punishment to resolve conflicts; and that have unimaginative curricula are associated with higher levels of violence © 2013 Cengage Learning. All rights reserved. 13 | 15
- 16. Reducing School Violence, Bullying, and Misbehavior • Reducing School Violence, Bullying, and Misbehavior Classroom Interventions – The Good Behavior Game: All students receive reinforcement only when the group meets its goal for good behavior – Other effective interventions include Judicious Discipline, Classroom CheckUp, and Positive Peer Reporting © 2013 Cengage Learning. All rights reserved. 13 | 16
- 17. School-Wide Programs to Reduce Violence and Improve Discipline • Reducing School Violence, Bullying, and Misbehavior School-Wide Programs to Reduce Violence and Improve Discipline – Resolving Conflict Creatively Program: Students mediate disputes between peers – Other effective programs are Unified Discipline and Smart and Good High Schools © 2013 Cengage Learning. All rights reserved. 13 | 17
- 18. Using Technology to Keep Students in School • Using Technology to Keep Students in School Hueneme School District – Computerized robotics, computer-aided manufacturing, desktop publishing, aeronautics and pneumatic technology Azusa Unified School District – Integrated learning system Virtual Schools – As of 2007-2008, serving over 1 million students in almost all states © 2013 Cengage Learning. All rights reserved. 13 | 18