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During ConditioningMorning Bell Conditioned Stimulus CS Start Class Unconditioned Stimulus UCS Students sit down, look at teacher and listen for directions UCR After Conditioning Morni

Classroom Management:

The Effective Teacher Module I

Characteristics of an Effective Teacher

Classroom Management

High Expectations

Mastery Teaching

Classroom Managemen

Classroom Management

As we discuss classroom management, one important point to remember is YOU ARE NOT ALONE!

 Your classroom is yours and you will ultimately

decide how you want to manage it.

 This module is designed only to enhance your

classroom management skills and encourage teamwork between teachers to improve

classroom management.

Classroom Management

Classroom management includes all of the things a teacher must to do toward these two ends:

1 To foster student involvement and

cooperation in all classroom activities.

2 To establish a productive working

environment.

Understand proven research and sound theories that provide a foundation for quality classroom management

Share effective classroom management strategies

Implement classroom management strategies

Classical Conditioning

Pavlov

 Classical Conditioning – Presenting a

conditioned stimulus serves as a signal that the unconditioned stimulus is coming

Ivan Pavlov

unconditioned stimulus (UCS).

After being paired with an unconditioned stimulus, the previous neutral stimulus now elicits a response and is no longer “neutral.” The NS becomes a

conditioned stimulus (CS) and the person has learned a conditioned response (CR).

Basic principles of Classical Conditioning Theory:

Ivan Pavlov

During Conditioning

Conditioned Stimulus (CS)

Unconditioned Stimulus (UCS)

Unconditioned

Response (UCR)

After Conditioning

Conditioned Stimulus (CS)

Conditioned Response (CR)

Ivan Pavlov

During Conditioning

Morning Bell

Conditioned Stimulus (CS)

Start Class

Unconditioned Stimulus (UCS)

Students sit down, look at teacher and listen for directions

(UCR)

After Conditioning

Morning Bell

Conditioned Stimulus (CS)

Start Class

Conditioned Response (CR)

Ivan Pavlov

Using classical conditioning, we have the

ability to:

 Affect students likes/dislikes

 Influence our student’s attitudes

 Develop a respect for authority

Affecting Students Likes/Dislikes

 Classical Conditioning Theory indicates that

people develop a taste for pleasant experiences and aversions to experiences they find

Influencing students’ attitudes toward learning

 Classical Conditioning Theory suggests that students will

develop a positive attitude toward learning simply by presenting content along with words and images that evoke positive feelings such as “excellent”, “awesome,” and “good work.”

Therefore, we must instill a healthy sense of “respect” of authority so that students will avoid behaviors that result in

unpleasant consequences.

Develop a respect of authority

 Classical Conditioning Theory explains that people develop respect/fear based

on conditioned stimuli that are associated with unpleasant unconditioned

stimuli.

 This theory also suggests that people do not have to experience the

unpleasant stimuli first hand but will develop respect/fear of conditioned

stimuli by watching someone experience an unpleasant unconditioned stimuli.

Operant Conditioning

B.F Skinner

 Operant Conditioning – “A Response that

is immediately followed by a reinforcer is strengthened and is therefore more likely

to occur again.” (1)

B.F Skinner

Operant Conditioning

Skinner’s Basic Law of Operant Conditioning Theory:

 Reinforcer – a response that increases in

frequency when preceded with a stimulus or event.

 Almost any behavior can be learned through

operant conditioning including academic, social and psychomotor.

 Undesirable behaviors are reinforced just as

easily as desirable behaviors.

B.F Skinner

Operant Conditioning

Important Conditions for Operant Conditioning:

 The reinforcer must follow the response.

 The reinforcer must follow immediately.

 The reinforcer must be contingent on the response.

Positive and Negative Reinforcers

 Positive Reinforcement involves the presentation of a

stimulus after a response such as a smile, positive words, and a good grade.

 Negative Reinforcement increases a response through

the removal of a stimulus.

B.F Skinner

Operant Conditioning

Punishment is not negative reinforcement.

Negative reinforcement increases the frequency

of a response by taking away a negative

stimulus For example, homework is not given to

a student because of his/her positive behavior.

Punishment decreases the frequency of a

response by giving a negative stimulus or taking away a positive stimulus Talk with your table

about some examples of this.

B.F Skinner

Operant Conditioning B.F Skinner

Give Positive

Stimulus Negative Stimulus Take Away

Positive

Reinforcement Reinforcement Negative

Give Negative Stimulus or Take Away Positive Stimulus

Increase?

Punishment Decrease?

What do you want the behavior to do?

Operant Conditioning

Skinner’s assessment of operant conditioning and

teaching

 Reinforcement in the classroom usually occurs

inconsistently and not soon enough after the desired response has occurred.

 If immediate reinforcement is impossible, then

environmental cues that indicate reinforcement is coming later can be effective

B.F Skinner

Therefore, we must use reinforce positive behavior

immediately after it occurs if possible and use environmental

cues only as a second option

Operant Conditioning

Skinner’s assessment of operant conditioning and teaching

 Teachers have the difficult task of teaching behaviors that

will be useful for students in their future Students do not see the natural positive reinforcers immediately that they might in the realize in the future As a result, teachers use artificial reinforcers such as stickers which are ineffective because students do not se how they connect

to their behavior

B.F Skinner

Therefore, we must make learning relevant to students’

present interests and provide effective connections between

learning and the reinforcement method we choose

Operant Conditioning

Skinner’s assessment of operant conditioning and

teaching

 Teachers find themselves punishing misbehaviors

rather than reinforcing appropriate responses For example, when most of the students are in line

appropriately and one or two students are misbehaving, the teacher will punish the two students who are misbehaving rather than praising the rest of the class for their appropriate behavior.

B.F Skinner

Therefore, we must focus on reinforcing the desirable

behaviors of some students in order to solicit appropriate

responses from the rest of the students.

Classroom Management Strategies

Use Mavlov’s Hierarchy of needs to ensure the classroom environment provides for meeting deficiency needs of the students

Establish routines and procedures for every task Communicate discipline plan which includes positive and negative consequences or reinforcers

Classroom management refers to all of the things that a teacher does to organize students space, time, and materials so instruction in content and student learning can take place It is important to:

“Effective teachers MANAGE their classrooms.

Classroom Management Strategies

Meeting Mavlov’s Hierarchy of Needs

Esteem Needs Love and Belongingness Needs

Safety Needs Physiological Needs

Discuss ways you meet Maslow’s Hierarchy of Needs for your students with the people at your table

Remember to focus on the needs you can meet, not the needs you can’t meet

Classroom Management Strategies

Knowledge of classroom procedures tells the students things like:

Establishing Classroom Routines and Procedures

Classroom Management Strategies

Parents also need to follow procedures for the school and your class:

 You must be a model and follow the school’s procedures

 How can you expect students and parents to follow procedures

if you don’t follow them? Allowing a parent to drop off a student tardy without a tardy pass because you don’t want to ask them to walk to the office and back will hurt you in the long run That parent will not understand when you call and explain that their child does not follow procedures because they saw that you didn’t follow them either.

Establishing Routines and Procedures for Parents

Communicate classroom and school procedures to parents the first week of school and expect parents to follow them.

Classroom Management Strategies

Investing time in teaching discipline and procedures will be repaid multifold in the effective use of class time

Here are a few things to keep in mind as you are establishing rules:

 Rules are expectations of appropriate behavior You can state your

expectations as rules

 Rules immediately create a work-oriented atmosphere

 Rules create a strong expectation about the things that are important to you.

 Include consequences – What the student chooses to accept if a rule is

broken.

 Include rewards – What the student receives for appropriate behavior

Establishing a Discipline Plan

Classroom Management Strategies

Take some time to discuss with your colleagues things that you have done that worked and things that didn’t work.

What are the areas are the strongest? Weakest?

How can you help another colleague in the area where you are

strongest?

What do you need to improve the areas you thought were weak?

What materials and/or resources are needed in order to improve your classroom management skills this year?

Teamwork – Implementing Classroom Management

“There is absolutely no research

correlation between success and family background, race, national origin,

financial status, or even educational

accomplishments There is but one

correlation with success, and that is

ATTITUDE.”

Harry K Wong (2)

Works Cited

Ormrod, J (2004) Chapter 7 Social Cognitive

Theory Human Learning 4th ed New Jersey Pearson Merrill Prentice Hall.

Wong, Harry K., Rosemary T., (1998) The First

Days of School Mountain View Harry K

Wong Publications.

1.

2.