Learning Targets

• Describe the different approaches in managing learner behavior

• Determine factors to consider in selecting the approach, strategy and technique most appropriate to
specific learner behavior issues and concerns
Conduct Management
Classroom Management Approaches
Conduct Management

• Conduct management refers to the set of procedural skills that

teachers employ in their attempt to address and resolve
discipline problems in the classroom (Froyen & Iverson, 1999).
• is essential to the creation of a foundation for "an orderly, task-
oriented approach to teaching and learning" (p. 217), thus leading to
granting students greater independence and autonomy through
socialization.
• It is crucial for instructors to address this discipline problem as it
creates disturbance for teaching and learning.
Conduct Management
• Best teaching practices are
• acknowledging responsible behavior, correcting irresponsible and
inappropriate behavior, ignoring, proximity control, gentle verbal reprimands,
delaying, preferential seating, time-owed, time-out, notification of
parents/guardians, written behavioral contracts, setting limits outside the
classroom, and reinforcement systems
Case 1
When Jimmy jumped up during class meeting and started to dance, the observer
visiting this second-grade classroom thought for sure the teacher would follow with
a stern reprimand. But instead of a reprimand, the teacher turned to the rest of the
children and said matter-of-factly, “Jimmy likes to dance”. Jimmy stopped, looked
pleased and then sat down. Later, when the observer asked this teacher why she
said what she said to Jimmy, she replied she had no idea (Scarlett, 1998)
• Approaches are defined by • Approaches are categorized by
• Meanings given to core concepts • How much control a teacher has over
• Values and value hierarchies students
• Assumptions about what makes for • Which components are emphasized
effective behavior and classroom • Theories of change
management • culture
Approaches to Behavior and Classroom Management: Integrating Discipline and Care
W. George Scarlett · Iris Chin Ponte · Jay P. Singh
Nov 2008 · SAGE Publications
 4 Different Types of Classroom Management Styles

• In the 1960s, Diana Baumrind, a developmental

psychologist at the University of California, Berkeley,
conducted a study on childhood behavior. She
observed preschool-aged children and noticed that
each child exhibited unique behaviors. During her
research, Baumrind developed a theory that different
styles of parenting can lead to different child
development and behavioral outcomes.
• In 1966, Baumrind identified three distinct parenting
styles: authoritarian, authoritative, and permissive
parenting. Since then, researchers have found that
these parenting styles also apply to teaching, and they
added a fourth one—indulgent teaching.
 4 Different Types of Classroom Management Styles

1. Authoritarian Classroom Management Style

• refers to a teacher who has complete control over their
classroom. Authoritarian teachers create a highly-structured
learning environment with a strong emphasis on the rules.
• tend to have a low level of involvement with their students.
They avoid seeking out opportunities to make connections
and know very little about their students’ lives.
• As authoritarian teachers prefer a quiet, structured learning
environment, they often opt for direct instruction rather
than cooperative learning strategies.
 4 Different Types of Classroom Management Styles

2. Authoritative Classroom Management Style

• do have a high level of control over their classrooms. However,
unlike authoritarian teachers, they also have a high level of
student involvement.
• Authoritative teachers are firm, yet fair. They set up rules and
consistently enforce them, but they also value their students’
input.
• This type of teacher expects students to participate and
collaborate while respecting the rules
• are invested in the success of their students; examine all
contributing factors. They care about their students’ home lives
and are understanding of challenges both inside and outside of
the classroom.
• consider their students’ unique circumstances when setting
expectations and determining reasonable consequences for rule-
breaking. They also consistently provide positive reinforcement
for good work.
 4 Different Types of Classroom Management Styles

3. Permissive Classroom Management Style

• are the complete opposite of authoritative
teachers. They have a low level of both
student involvement and control over their
classroom
• do not establish rules or punish poor
behavior. Students have too much freedom,
resulting in a disorderly and unproductive
learning environment.
• permissive teachers have lost their passion
for teaching, they are not invested in their
students’ success.
 4 Different Types of Classroom Management Styles

• 4. Indulgent Classroom Management Style

• have a low level of control over their classroom. Indulgent
teachers often live by the philosophy that highly-structured
classrooms hinder students’ personal growth and self-
esteem. For that reason, they allow students to freely express
themselves and make their own decisions with no
boundaries.
• have a very high level of involvement with their students.
They care deeply about their students and what is going on
in their lives but tend to be too friendly.
• they care about their students’ success. They do prepare
daily lessons, but because of their lack of control and
authority, indulgent teachers get forced off track by their
students and struggle to redirect them.
• When deciding which of the four different types of classroom management styles
is right for you, consider which approach aligns best with your teaching
philosophy and objectives.
• Here are a few questions to consider to help guide your thinking:
• What are your goal/s as a teacher?
• Why do you want to work with students?
• How do you want to be viewed by your students?
• What happens in a successful learning environment?
• Where do you want your students to be (academically/socially/emotionally) by
the end of the year?
Teaching Styles
• Soar and Soar (1983) have
suggested that different degrees
of warmth and control may occur
simultaneously, and behavior in
one dimension does not
necessarily preclude behavior in
the other.
Teaching Styles

• For the dimension of control, student

spontaneity, risk-taking behavior, and
student-initiated responses characterize
low-control climates. Teacher
talk, task orientation, and teacher
authority characterize high-control
climates.
• For the dimension of warmth, the use of
praise and rewards, use of student ideas,
and responsiveness to student requests
are associated with high warmth.
Frequent reference to formal rules and
procedures, use of punishment,
criticism, scolding, and reprimanding are
associated with low warmth.
Learning Targets
• Describe the different approaches in managing learner behavior
• Determine factors to consider in selecting the approach,
strategy and technique most appropriate to specific learner
behavior issues and concerns
Managing Learner Behavior

• VIDEO
• What did the teacher share as her most
challenging concerns on learner behavior in
class?
• What were the approach, strategy or
technique that the teacher found most helpful
to address them? Cite at least 3.
• Would those work in the Filipino classroom?
Why?
• What must a teacher consider when deciding
on how to manage learner behaviors in class?
Make a list of 5 considerations starting with
the most essential.
 Classroom discipline
“classroom order/disorder”
• a breach of the management actions
undertaken by the teacher to enable
student learning. “classroom misbehavior”
• refers to a set of teacher actions that
constitute organizational and management
processes aimed at establishing classroom
order (routines, norms, procedures, etc.).
• Discipline refers to the actions that the
teacher undertakes to end indiscipline and to
restore order. “classroom indiscipline”
• one must refer to the strategies a
teacher uses to manage student “classroom disruption”
behaviors during lessons, as well as the
code of behavior that the students must
comply with
(adapted from Tauber, 1995)

• To the right are theories which believe the teacher must exert control in the
classroom, and to the left are theories which believe students can manage
themselves if given the chance.
• Most teachers fall somewhere between the two extremes.