Compare and Contrast

 

Compare and contrast classroom management systems:

I would like to focus on bathroom breaks:

During instruction bathroom breaks can be disruptive and also cause the student who has to go to miss out on the instruction. Also, bathroom breaks can become abusive. Students may say they need to use the restroom just to take a break or have their own mini vacation.
So how do you solve this problem?

Some ideas I like better than others. In particular, "go quietly" I think is a great tool to use with older elementary students. However, this would not work for kindergarteners as they would not be able to handle the responsibilities associated with the system.

Bathroom passes are also a great idea however, those are also geared for older students that can handle the responsibility. 

 

In regards to classroom management and discipline, it is important to know that different methodologies are utilized for different purposes. However, the main reason for classroom management and discipline is to develop control; control of the class in its entirety and control of one's self.

Not having a classroom management or discipline plan in place can result in chaos and disaccord, which creates a hazardous learning environment for all involved. An educator who possesses the ability to manage their classroom is able to create an environment where learning is the ONLY focus.

Some samples of Punishment Techniques are:

 Corporal punishment, until recently, corporal punishment was widely used as a means of controlling disruptive behavior but it is now illegal in most schools.

Rote discipline: also known as "lines," is a negative sanction used for behavior management. It involves assigning a disorderly student sentences or the classroom rules to write repeatedly. Among the many types of classroom management approaches, it is very commonly used.

Preventative Techniques: Preventative approaches to classroom management involve creating a positive classroom community with mutual respect between teacher and student. Teachers using the preventative approach offer warmth, acceptance, and support unconditionally - not based on a student’s behavior. Preventative techniques also involve the strategic use of praise and rewards to inform students about their behavior rather than as a means of controlling student behavior.

Good Teacher-Student Relationships: Some characteristics of having good teacher-student relationships in the classroom involve the appropriate levels of dominance, cooperation, and awareness of high-needs students. Dominance is defined as the teacher’s ability to give clear purpose and guidance concerning student behavior and their academics.

Culturally Responsive Classroom Management: Culturally Responsive Classroom Management (CRCM) is an approach to running classrooms with all children, [not simply for racial/ethnic minority children] in a culturally responsive way. More than a set of strategies or practices, CRCM is a pedagogical approach that guides the management decisions that teachers make. It is a natural extension of culturally responsive teaching which uses students’ backgrounds, rendering of social experiences, prior knowledge, and learning styles in daily lessons.

The Good Behavior Game: The Good Behavior Game (GBG) is a "classroom-level approach to behavior management" that was originally used in 1969 by Barrish, Saunders, and Wolf. The Game entails the class earning access to a reward or losing a reward, given that all members of the class engage in some type of behavior (or did not exceed a certain amount of undesired behavior).

Discipline with Dignity: According to its founders, Discipline with Dignity Discipline with Dignity (copyright 2008, Association for Supervision and Curriculum Development ASCD) is one of the most widely practiced behavior management philosophies in the world. Founded by Dr. Richard Curwin and Dr. Allen Mendler, the program is utilized in more than 12 different countries. Discipline with Dignity provides an in-depth flexible approach for effective school and classroom management. With a strong focus on developing responsibility, it is a comprehensive, practical program that leads to improved student behavior through establishing the shared values of a classroom/school then developing a clear set of expectations, and teaching responsible thinking, cooperation, mutual respect, and shared decision-making.

Positive Classrooms: Positive Classrooms developed by Dr. Robert DiGiulio sees positive classroom management as the result of four factors: how teachers regard their students (spiritual dimension), how they set up the classroom environment (physical dimension), how skillfully they teach content (instructional dimension), and how well they address student behavior (managerial dimension).  Assertive Discipline: Assertive discipline is another systematic approach of classroom management.

Although there are many theories on how to become a positive and encouraging leader within the classrooms, all are different, and emphasize aspects of discipline and behavior. Yet, all the theories on classroom management are proven valuable methods for improving classroom management.