Classroom Management

Handbook
A GUIDE TO PROMOTING A POSITIVE LEARNING ENVIRONMENT

Katherine Kitto a1607879 | EDUC 4502/6502

Table of Contents
Preventative Actions .................................................................................................................................. 1
Theorists .................................................................................................................................................... 1
Skinners Classroom management ................................................................................................ 1
Classroom Strategies ................................................................................................................................. 1
Videos: Strategies in Action .................................................................................................................... 2

Supportive Actions ..................................................................................................................................... 3

Theorists .................................................................................................................................................... 3
Bandura's Social Learning ............................................................................................................. 3
Kounin's Ripple effect ..................................................................................................................... 3
Classroom Strategies ................................................................................................................................. 3
Videos: Strategies in Action ....................................................................................................................4

Corrective Actions ..................................................................................................................................... 6

Theorists ....................................................................................................................................................6
Choice Theory ................................................................................................................................6
Goal centered theory .....................................................................................................................6
Classroom Strategies ................................................................................................................................. 7
Videos: Strategies in Action .................................................................................................................... 7

References ................................................................................................................................................... 9

Preventative Actions

THEORISTS
Skinners Theory of Classroom Management
The best way to modify behaviour is to modify the environment
Skinners theory is based on a positive reinforcement strategy. Skinners theory discourages
punishment to change a behaviour, and rather, focuses on using frequent positive reinforcement
such as praise and rewards to modify and influence a students behaviour.
(Chomsky 1967)

Applying Skinners theory in the classroom:

Reward positive behaviour

Use immediate positive reinforcement
Provide positive feedback while students are working, not just when they have
finished a task
(Classroom management
theorists and theories/ Burrhus
Frederic Skinner, 2016)

CLASSROOM STRATEGIES

Positive reinforcement - when a student has a go at answering a question or providing

input into group discussion, provide positive feedback, praise and reward to encourage this
behaviour. Use phrases such as; well done, great thinking, fantastic idea, you gave it a
go well done, super scientist here
Use one on one conversations instead of talking to the student in front of the class,
take the time to talk to them one on one so it is more personal
Seek students likes, dislikes and learning abilities early on in the teaching year so you are
able to structure lessons based on the learning needs of your students
Provide routine by providing routine, the students know what is expected and what to
expect when they are in the classroom

PAGE 1

VIDEOS: STRATEGIES IN ACTION

1. Praise and Preparation
Amy used lots of praise with her students. She recognized that one of the needs that needed to be
met with these students was to feel they were in a safe environment and the feeling of belonging.
She used reward for students who behaved in the correct manner she expected in her classroom
with a field trip at the end of the year, only for students who had earned it
At the beginning of the teaching year she gave the students a quiz so she could learn more about
them such as interests so she could connect with them on a personal level, and she asked them how
they liked to learn so she could tailor her classes to best suit the learning needs of the students
which would hopefully keep them on task and help keep their behaviour positive. This gives them a
sense of control on how they will learn.

2. Argument Tennis with Phil Beadle

Phil Beadle uses an engaging strategy to keep his students on task and prevent misbehaving. He
uses a game of argument tennis which creates competition between the boys while learning
Shakespeare. It not only gets the boys to learn the content themselves, they end up teaching each
other through the debates. Phil uses positive feedback throughout the lesson immediately when a
student has done something correctly.

PAGE 2

Supportive Actions

THEORISTS
Bandura's Social Learning Theory
Behavior is learned from the environment through the process of observational learning (McLeod
2016)
The Social Learning theory is based on a combination of behavioural and cognitive processes that
reflect a social context; how a social environment effects learning (Social Learning Theory, 2016).
Learning by observing a behaviour and learning by observing the consequences of behaviours are
key in this theory.

Kounin's Ripple Effect

Reinforcement of positive behaviours will cause a ripple effect and result in more order in a
classroom
Kounins Ripple effect theory is based on the teachers ability to affect the students behaviour
through instructional management. To create a positive ripple effect, the teacher should provide
positive feedback for on task students and ignore the off task students, causing the good behaviour
of the on task students to ripple out causing other students to behaviour positively (Classroom
management theorists and theories/Jacob Kounin, 2016). There are five main points to this theory:
1. With-it-ness
2. Overlapping
3. Momentum
4. Smoothness
5. Group Focus

CLASSROOM STRATEGIES
With-it-ness - The teacher is responsible for inhibiting bad behaviour

PAGE 3

Maintain eye contact with students throughout lesson

Know the students on a personal level; name, interests, how they learn,
strengths, weaknesses
Communicate behaviour expectations with students early on
Use facial expressions to your advantage
Use pauses
Overlapping - The teacher will be ready with a plan if two situations occur at the same time
such as early finishes or late comers to the lesson while the teacher is still teaching
Be ready for early finishers with additional tasks so as they dont distract
students who are still working
Have routine and designated areas for work to be handed into if a student comes
to the lesson late. This allows the teacher to continue teaching without
interrupting the lesson and can talk to the late student later
Focus attention on the well behaving students rather than the misbehaving
students by praising the good behaviour and ignoring the bad behaviour, attention
seeking students
Momentum - The teacher should make sure lectures, group work stays short to minimize
boredom
Plan out lesson structure before class so you have estimate times on each
section of the lesson so that you dont spend too much time on lecturing the
students, or group work and discussion

Talk to the hand technique: hold out your hand silently to the misbehaving
students so they understand you are not going to acknowledge their behaviour
Change focus of attention: Focus your attention instead to the students who are
doing the right thing while praising and rewarding those students
(Classroom management
theorists and theories/Jacob
Kounin, 2016)

VIDEOS: STRATEGIES IN ACTION

1. Too much talk
A good example of what happens when momentum when referring to the Ripple effect theory isnt
considered. John Fuentes spends about 15 minutes lecturing his students and it is clear that the
students attention is lacking at this point and they are not taking in what he is saying. When
getting his students to do group work, John correctly manages the time for the students to finish
their individual work. He also negotiates this time with the students which gives them a sense of
contribution to their learning.
Another great example during Johns class, which reflects the social learning theory is when John
asks a student, Charlie, a questions which Charlie is unable to answer. John asks Charlie to choose
another student to answer the questions instead. During the students work time, John goes over

PAGE 4

and does some one on one coaching with Charlie which builds his confidence in answering
questions. This allows John to again ask Charlie a question at the end of the lesson and Charlie feels
confident enough to answer the question on his own this time. John praises this behaviour by
giving him and encouraging the class to give him a round of applause.

2. Attention Seekers
During the first lesson, Jane Wright is trying to manage a disruptive class by acknowledging the
attention seeking students bad behaviour and unintentionally ignoring the well behaved students.
This causes a negative ripple effect in the classroom and the class soon gets unsettled and rowdy.
Once talking to Bayley, Jane changes her attention towards the well behaved students while
praising their good behaviour and ignoring the attention seeking behaviour of the other students
by using the talk to the hand technique. She also uses her teaching positing at the front of the
class to manage the misbehaving students by moving closer to them. Thus, changing the direction
of the ripple effect from negative behaviour to positive behaviour.

PAGE 5

Corrective Actions

THEORISTS
Choice Theory (William Glasser)
The choice theory is based on the needs satisfaction of students and that their behaviour is a result
of their present or future needs being satisfied. The theory is aimed to guide teachers to lead their
students in the classroom instead of becoming a boss type figure by creating a classroom
environment which aligns with the students needs (Lyons et al. 2003). Based on this theory,
teachers should create a classroom environment which will meet the needs of all students and
should teach in a manner that describes a leader and not as a boss. Teach more as their equal who
will welcome suggestions and student input.

Key things to remember:

Make sure students basic needs are satisfied belonging, control, freedom and fun
Teach as a leader, not as a boss share control over decision making and learning
content
Build positive relationship between you as the teacher and the students
(Lyons et al. 2003)

Goal centered theory (Rudolf Dreikurs)

A theory which is based on the teachers ability to determine a needs-based explanation to why
their students are motivated to misbehave. Teachers must differentiate the individual student from
their behaviours.
To implement the Goal centered theory teachers must:
-

Engage whole class discussion about needs satisfaction and behaviour

Provide choice
Model consistent, considerate and responsible behaviour
Provide instructions, expectations and boundaries
Build class trust and self-responsibility
Use natural and logical consequences instead of punishment
Encourage effort
(Lyons et al. 2003)

PAGE 6

Key things to remember:

-

Use a democratic style of teaching

Identify and respond to strengths and abilities of students
Meet students social needs by using generous amounts of encouragement in the form of
praise and reward to minimize discouragement
Ensure mutual respect and valuing is demonstrated by both students and the teacher

(Lyons et al. 2003)

Classroom strategies

Off task students

Attention seeking
students

Use close physical proximity when talking to the students

Lower voice
Change tone of voice

Play "hot and cold" - reward good behaviour by appearing

interested and praise them while being cold and ingoring,
discouraging bad behaviour
Make a deal - Find a medium which will satisfy both the
teachers need for the students to work and the students
need for attention

VIDEOS: STRATEGIES IN ACTION

1. Working with two chatty girls in a maths
Nicola Lamb faces the problem of two girls being extremely chatty and off task in her maths class.
They show signs of attention seeking and the need for reassurance by Nicola throughout the lesson.
It is ascertained that disciplinary actions like removing them from the class will not change their
behaviour. Instead, Nicola uses her role as a leader, instead of a boss, to create a plan with the girls
(meeting their needs of some control on the situation) of checking in on them only a certain

PAGE 7

amount of time (meeting their needs of belonging/receiving the attention they want) and praising
their good behaviour and being cold towards their misbehavior. Nicola also makes a deal with the
students by giving them the opportunity to receive a reward for their good behaviour at the end of
the lesson in something she has learned they are interested in, her wedding photos.

PAGE 8

References
Charles, C.M. (2002). Building classroom discipline (8th ed.). Upper Saddle River, NJ: Pearson
Education.
Chomsky, N. (1967). A review of B. F. Skinner's Verbal Behavior. Viewed April 20th, 2016, Web
site: http://www.chomsky.info/articles/1967---.htm
Classroom management theorists and theories/ Burrhus Frederic Skinner. (2016). Viewed May 3rd
2016, Website:
https://en.wikibooks.org/wiki/Classroom_Management_Theorists_and_Theories/Burrhus_Frederic
_Skinner
Classroom management theorists and theories/Jacob Kounin. (2016). Viewed April 20th 2016,
Website:
https://en.wikibooks.org/wiki/Classroom_Management_Theorists_and_Theories/Jacob_Kounin
Lyons, G. Ford, M. Arthor-Kelly, M (2003). Classroom management. Cengage
Social Learning Theory. (2016). Viewed 2nd May 2016, Website:
https://en.wikipedia.org/wiki/Social_learning_theory
McLeod, S. A. (2016). Bandura - Social Learning Theory. Viewed May 3rd 2016, Website:
www.simplypsychology.org/bandura.html
SchoolsWorld 2012, Attention Seekers Teaching with Bayley, viewed 30th April 2016,
http://www.schoolsworld.tv/node/1044.
SchoolsWorld 2012, Argument Tennis with Phil Beadle, Teaching with Bayley, viewed 8th April
2016, http://www.schoolsworld.tv/node/263.
SchoolsWorld 2012, Girl Talk, Teaching with Bayley, viewed 30th April 2016,
http://www.schoolsworld.tv/node/126.
SchoolsWorld 2012, Praise and Preparation, Teaching with Bayley, viewed 2nd March 2016,
http://www.schoolsworld.tv/node/263.
SchoolsWorld 2012, Too Much Talk, Teaching with Bayley, viewed 3rd May 2016,
http://www.schoolsworld.tv/node/271.
State of New South Wales, Department of Education and Communities. 2004. Proactive strategies
to prevent misbehaviour. Viewed April 22nd 2016, Website:
http://www.ssgt.nsw.edu.au/documents/2-proactive-prevent-misbehav.pdf

PAGE 9