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Classroom Management:
Exemplary Elementary
Characteristics of an Effective Teacher
Classroom
High
Expectations Management
Mastery Teaching
Exemplary Elementary
Classroom Management
Last year, there were 210 total infractions
written.
46 students who repeated behaviors for
which they had already received infractions.
More than half of the infractions resulted
from ineffective classroom routines,
procedures or rules.
Conclusions: 1) The school’s discipline plan is not
effective and must be addressed. 2) Improving
classroom management will decrease infractions.
Exemplary Elementary
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.
Exemplary Elementary
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.
Exemplary Elementary
Objectives
Understand proven research and sound
theories that provide a foundation for
quality classroom management
Share effective classroom management
strategies
Implement classroom management
strategies
Exemplary Elementary
Classical Conditioning
Ivan Pavlov
Pavlov
 Classical Conditioning –
Presenting a conditioned stimulus
serves as a signal that the
unconditioned stimulus is coming
Exemplary Elementary
Classical Conditioning
Ivan Pavlov
Basic principles of Classical Conditioning Theory:
A neutral stimulus is a stimulus to which an person
does not respond (NS).
An unconditioned response (UCR) can be learned
using a neutral stimulus just before an
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).
Exemplary Elementary
Classical Conditioning
Ivan Pavlov
Classical Conditioning Procedure
Before Conditioning
Unconditioned
Stimulus (UCS)
During Conditioning
Incapable of
producing
|
conditioned
response (CR)
Conditioned
Stimulus (CS)
Unconditioned
Stimulus (UCS)
Unconditioned
Response
(UCR)
After Conditioning
Conditioned
Stimulus (CS)
Conditioned
Response (CR)
Exemplary Elementary
Classical Conditioning
Ivan Pavlov
Using Classical Conditioning to Develop Classroom Procedure
Before Conditioning
Morning Bell
(UCS)
During Conditioning
Start Class
Incapable of
producing (CR)
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)
Exemplary Elementary
Classical Conditioning
Ivan Pavlov
Using classical conditioning, we have
the ability to:
 Affect students likes/dislikes
 Influence our student’s attitudes
 Develop a respect for authority
Exemplary Elementary
Classical Conditioning
Ivan Pavlov
Affecting Students Likes/Dislikes

Classical Conditioning Theory indicates that
people develop a taste for pleasant
experiences and aversions to experiences
they find unpleasant
Therefore, we must intentionally provide learning
experiences for which the students find pleasant if we
want students to enjoy learning.
Exemplary Elementary
Classical Conditioning
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 intentionally incorporate
words and images in our classrooms that
evoke positive feelings for students.
Exemplary Elementary
Classical Conditioning
Ivan Pavlov
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.
Therefore, we must instill a healthy sense of “respect” of
authority so that students will avoid behaviors that result
in unpleasant consequences.
Exemplary Elementary
Operant Conditioning
B.F. Skinner
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)
Exemplary Elementary
Operant Conditioning
B.F. Skinner
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.
Exemplary Elementary
Operant Conditioning
B.F. Skinner
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.
Exemplary Elementary
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.
Exemplary Elementary
Operant Conditioning
What do you want the behavior to do?
Increase?
Decrease?
Positive
Reinforcement
Negative
Reinforcement
Punishment
Negative
Punishment
Give
Positive
Stimulus
Take Away
Negative
Stimulus
Give
Negative
Stimulus
Take Away
Positive
Stimulus
Exemplary Elementary
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.
Therefore, we must use reinforce positive behavior
immediately after it occurs if possible and use
environmental cues only as a second option.
Exemplary Elementary
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.
Therefore, we must make learning relevant to
students’ present interests and provide effective
connections between learning and the
reinforcement method we choose.
Exemplary Elementary
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.
Therefore, we must focus on reinforcing the desirable
behaviors of some students in order to solicit appropriate
responses from the rest of the students.
Exemplary Elementary
Classroom Management Strategies
Establishing Classroom Routines and Procedures
Knowledge of classroom procedures tells the students things like:

What to do when the bell rings

What to do when the pencil breaks

What to do when you hear an emergency alert signal

What to do when you finish your work early

What to do when you have a question

What to do when you need to go to the bathroom

What to do when you want the my attention

Where to turn in assignments

What to do at dismissal of class
Exemplary Elementary
Classroom Management Strategies
Establishing Routines and Procedures for Parents
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.
Communicate classroom and school procedures to parents the first
week of school and expect parents to follow them.
Exemplary Elementary
Classroom Management Strategies
Establishing a Discipline Plan
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
Exemplary Elementary
Classroom Management Strategies
Teamwork – Implementing Classroom Management
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?
Exemplary Elementary