Chapter 9 Managing Young Adolescents and Environments—Strategies and Techniques
Objectives
After reading and thinking about this chapter on managing young adolescents and environments, you
should be able to
define positive middle school environment, recognize the need for such an environment, state the
reasons for maintaining such an environment, and list practices that can help make such an
environment a reality;
discuss the ways in which respected middle school publications (e.g., This We Believe in Action [Erb,
2005] and This We Believe: Keys to Educating Young Adolescents [NMSA, 2010]), urge middle level
educators and students to develop a sense of a healthy community;
explain the need for developmental responsiveness in both the school environment and classroom
management practices;
summarize essential beliefs about effective middle grades classroom management systems;
discuss the theories of several classroom management theorists and models; and
explain why teachers need to construct their own models of classroom management.
Scenario Westview Middle School
Educators Tackle the School
Environment
As Pete Bronowski, an eighth-grade teacher, was leaving Westview Middle School on a
blustery Thursday, he noticed Lew Carson walking slowly to his car. To Pete, Mr.
Carson’s slumped shoulders and slow shuffle sent a message that something was
wrong with the normally enthusiastic assistant principal. “Weather got you down?” Pete
asked as he caught up with Lew.
“Oh, it’s more than the weather, Pete,” Lew replied.
“Nothing’s wrong with the family, is there?” Pete’s voice showed his concern.
“Oh, no,” Lew said, “Marianne and the girls are fine.”
As Lew started to get into his car, Pete put his hand on the door. “Come on, Lew,” Pete
said. “We’ve been friends since long before you became an administrator. You can level
with me. Something’s really bothering you!”
“I guess you could say it’s an accumulation of things, Pete. Increased discipline
referrals, a loss of motivation by the staff, increased conflicts between teachers and
students, fights and even brawls among students, and more downright meanness.” Lew
paused a moment before continuing. “We impose stricter rules, punish, bribe, and
suspend—nothing seems to work! And it’s only November. I hate to think what it will be
like by the end of the year. I usually enjoy my job, but I’m an educator, not a police
officer or a prison warden.”
“Lew, you’re not alone with those feelings,” Pete said reassuringly. “Quite a number of
teachers have been expressing the same concerns. In fact, a few of us even started our
own support group. We call ourselves the Dunk and Debate Bunch and meet every
Friday morning before school at the Do-Nut Delight.”
“What do you talk about?” Lew asked.
“Oh, we have the usual gripes and complaints. But we’re really working to put a positive
spin on things. You know, trying to identify practical things that we can do to improve
the climate of our own classrooms. Karen Smithson from the Dolphin Team is working
on her master’s, so she summarizes the stuff she’s learning in her classes. The rest of
us chip in from our experience or things we’ve read. Kate Andrews, the media
specialist, has been great about sticking articles in our mailboxes whenever she comes
across them. Since Kate’s a regular in the group, we sometimes tell her things we want
her to look for, and she searches some education databases for us. Most of our
discussions have focused on school environment and classroom management
procedures.”
Lew nodded. “You folks are hitting at the heart of the problem. Now, if only you could
come up with some solutions. I’ve been doing a lot of reading and thinking and keep
coming back to a basic question: How can we create a caring environment at Westview
where the emphasis is on teaching rather than on punishing and where everyone has
respect for everyone else?”
Pete laughed. “Lew, even though you’re an administrator, you’d fit right in with our
group. Why don’t you come join us tomorrow morning? It’s a lot warmer than this cold
parking lot.”
A smile came to Lew Carson’s face. “That sounds like a great suggestion. What time
should I be there?”
Overview
Like Lew Carson and the members of the Dunk and Debate Bunch, effective middle
school educators realize that both the school environment and the teachers’ choice of
classroom management strategies can have a powerful effect on relationships between
educators and students. However, creating a positive environment in which students
learn and teachers teach is not always easy. Many factors influence the school and
classroom climate. Students come to school with a set of expectations for behavior that
has been formed by their family; their neighborhood, religious, and ethnic cultures; and
their prior educational experiences. In the middle grades, educators must not only deal
with these external factors, but also work with 10- to 15-year-olds who are going
through some of the most chaotic developmental years of their lives. What most middle
school educators try to do is create a school environment that teaches both rights and
responsibilities, yet allows some individual freedom and flexibility.
In this chapter, you have an opportunity to look at the components of a positive school
environment and to examine several theories and models of classroom management.
What appears here is not an in-depth discussion of each theory, but you will find
references to guide your study. As you read about these theories, keep the following in
mind: As much as we believe in the importance of learning about these theories, we
believe that they are only a beginning. Each middle school teacher needs to build his or
her own personal model of classroom management—one that works for the individual
and the young adolescents he or she teaches. This means you should examine each
theory and learn its basic principles so that you have a repertoire of ideas from which
you can select those that best meet the needs of your students and your teaching
environment.
Understanding Positive Middle
School Learning Environments
In Chapter 2, you read about the environments or communities that affect the young
adolescent and the conflicting influences that they often have on a 10- to 15-year-old.
Although the school is part of the neighborhood community, you should not assume that
it is a single entity. Rather, within the school itself is another set of communities, as
shown in Figure 9-1. More and more attention is being focused on the development of a
positive learning environment throughout these school communities in an effort to
provide a place where 10- to 15-year-olds can feel a sense of belonging.
This emphasis on the school environment has come about for several reasons. In part,
it is the result of additional research into school environments and how they influence
young adolescents and teachers. Our increasing knowledge of the early adolescence
developmental period suggests that 10- to 15-year-olds need a positive atmosphere in
which to learn and socialize. Also, there is a growing movement in schools to create
closer interpersonal relationships between learners and teachers as well as among
learners themselves. It is important that this caring environment occur not only in the
overall structure of the middle school, but also within each of the school communities. In
particular, it should extend to the classroom environment, where it can play a major role
in the teacher’s selection of classroom management strategies.
Several aspects of the middle school concept contribute to this caring culture. Advisor–
advisee programs encourage young adolescents to become known and feel part of a
small group, and they provide a place where educators and young adolescents work
collaboratively to discuss problems and concerns. In exploratories, students examine
areas of interest, and educators and students can learn from each other.
Interdisciplinary teams and teaming encourage small groups or clusters of teachers and
young adolescents to work
Figure 9-1 Communities Within the Environment of a Middle School
together toward agreed-on common goals. In learning teams and in individual
classrooms, teachers use classroom management strategies that promote an
atmosphere of trust and respect. Although all these factors together create the culture of
an individual school, in this chapter we will first focus on the components of a positive
school environment and then explore effective classroom management strategies.
Definition and Characteristics
Unfortunately, the somewhat elusive nature of the phrase positive middle school
environment makes the term a little difficult to define. However, most people will be glad to
describe what that environment is like. The following are a few phrases that we have heard
teachers, staff, administrators, and students use.
A positive school environment
•
•
•
“encourages a sense of collaboration among students and educators;”
“emphasizes teamwork and trust;”
“has everyone committed to working toward common goals;”
•
•
•
•
•
“is centered on the learner” (student centered);
“is a safe place where you can feel free to say what you believe and know that other people
will listen to and respect you;”
“is a place where we all try to work together to make things better—not just in our classroom
but throughout the whole school;”
“encourages students to achieve;”
“helps you teach more than academics. Students feel a commitment to each other as well as
to the whole school.”
The Need for Developmental Responsiveness
In a caring middle school, the environment and the management practices should be
developmentally responsive. That means they reflect young adolescents’ developmental
characteristics. Table 9-1 identifies some common changes experienced by 10- to 15-year-olds
and suggests some things that you can do to provide a positive school environment that can
respond to those changes.
Table 9-1 Young Adolescent Development and Positive School Environments
Character education has become an important topic to middle school educators. According
to Kohn (2004), character education is about more than just socializing students and should
challenge them to develop and refine a sense of “moral outrage” (p. 189) to recognize and
oppose injustices. In a more narrow sense, character education can also indicate a style of moral
training that reflects particular values as well as assumptions about the nature of children and
how they learn. Many educators think that a positive school environment has the potential for
lessening conflicts between educators and students, reducing discipline referrals, and reducing
confrontations between students. When the “students versus educator” mentality is eliminated,
students perceive the harmonious relationships in the school and are less inclined to engage in
hostile and confrontational behaviors.
A Sense of Community
For centuries, people have experienced the need for a sense of community and have realized the
benefits of considering themselves a part of a genuine community. Figure 9-2 presents two
definitions of community. Some educators believe that the development of a sense of community
is an important part of creating a positive middle school environment. This involves the creation
of a general community environment for the total school and the development of learning
communities in the grades, teams, and individual classrooms.
Rationale for Communities
This We Believe: Keys to Educationg Young Adolescents (NMSA, 2010) described a good
middle school as a safe, inviting, supportive, and inclusive community that enhances students’
physical and emotional well-being as it promotes in-depth learning. Members in a genuine
community interact collaboratively, feel comfortable expressing similar and differing opinions,
feel accepted by other members, listen to others and expect others to listen to them, and feel a
sense of collaboration and togetherness that contributes to the productivity of the community.
Figure 9-2 Defining a Sense of Community
Unfortunately, this ideal of learning communities is often in direct contrast to the
neighborhoods, families, and general society in which many students live. With the
increased divorce rate, growing number of single-parent homes, highly mobile society,
and decline of the extended family support system, many students do not have a strong
family, ethnic, or religious community in their lives. Within many large schools, students
feel lost or anonymous, and they turn to the mass media to help them develop patterns
of acceptable behavior.
Designing Positive Middle School
Learning Environments
A goal of each middle level educator should be to create a positive, caring environment
consisting of a number of learning communities. In fact, many middle schools claim to
be organized into learning communities and include the concept in their mission
statements. One middle school may state that it is “a community organized around
social relationships and interdependencies that nurture relationships and foster
learning.” Another might insist that it “promotes the empowerment of learners and
educators by focusing on commitments, obligations, and duties that people feel toward
each other and toward the school.”
Case Study 9–1 revisits Westview Middle School and looks at the efforts of one group of
middle school educators to make sure that a positive school environment became a
reality.
Case Study 9–1 Creating a Positive School Environment at Westview
Although they might not have realized it, when assistant principal Lew Carson joined the
teachers in the Dunk and Debate Bunch, the educators at Westview Middle School were taking
the first step toward developing a positive school environment with a commitment to common
interests and shared educational goals. As the informal group continued to meet, the
terms caring and respecting others kept appearing in their discussions. They also agreed that
they wanted a classroom management system that taught rather than only punished. But the
problem was how to convey this attitude to the rest of the staff and the students. Finally, the
group asked Lew to present their ideas about the school environment to Bonita Banks, the school
principal. It was a relief to everyone when Dr. Banks agreed to appoint a formal school
committee that was quickly named the Environmental Control Board, or ECB. Although this
new committee included some members of the informal group, membership was expanded to
include other teachers, administrators, staff, parents, and students from each grade level.
The ECB discussed scheduling, discipline procedures, teaching methods, school organization,
guidance programs, and the overall culture of the school. Committee members started an edublog
and a Facebook page to keep their constituents informed and to let them provide advice and
suggestions. Practicing teachers from other school systems, as well as administrators and the
superintendent, were asked to provide comments as well. The ECB members decided to assess
the school’s program to determine the existing practices that supported a positive school
environment. In addition, they asked for input from student organizations and individual students
and held focus groups of parents.
As a result of their work, the committee made the following suggestions for improving the
climate at Westview Middle School:
•
Discipline code. School rules should be simplified and made more positive. Fewer rules
would be better than a longer, detailed list. Instead of being overly harsh and punitive,
consequences should “teach.”
•
Collaborative opportunities. “Positive school climate” should be a continuing topic for
interdisciplinary teams to discuss. Goals of the interdisciplinary teams included knowing
students as individuals, improving interpersonal relationships between educators and
learners, and developing more positive teaching–learning environments.
•
Exploratories. Exploratory topics should emphasize collaboration, caring, and getting along
with others.
•
Teacher advisories. Teacher advisories should be structured so that each student is known
well by at least one significant adult. Advisory groups should promote students’ social,
emotional, and moral growth while providing personal and academic guidance. Teacher-
advisory programs should provide times for students to share concerns and feelings, as well
as opportunities to meet in small groups where advisors know learners as individuals on a
regular face-to-face basis.
The ECB members understood that designing a positive school environment was more a process
than a product: It would be an ongoing effort, one that would be continually refined. Therefore,
they requested that the ECB become an ongoing committee at Westview, with members chosen
by each of the constituent groups: faculty, staff, parents, administration, and students.
Question 1: As a prospective teacher at Westview, react to the ECB’s plan. What parts do you
think will have the most impact on the school environment? Can you suggest any changes?
Question 2: After reading the section on classroom management later in this chapter, identify
some specific management strategies that you believe would meet the ECB’s recommendations.
Classroom Management in the
Middle School
“Sit down, shut up, and get to work.” We heard these commands as we walked by the
door of an eighth-grade classroom. Brenda DeLuca, the eighth-grade teacher we were
visiting, saw the looks on our faces. “That’s a lively class in there,” she remarked. “But,”
we protested, “isn’t that the same group of students we saw you teaching earlier this
morning? You weren’t yelling at them.” Ms. DeLuca seemed to be struggling for words.
Finally she said, “Ms. Meyers and I have different approaches to working with students.
She disciplines; I try to manage a class.”
The effort to develop a positive middle school environment filters down to the individual
teacher and his or her classroom. The ideal is to create a climate where everyone works
together and learns together. Easy as this may sound, classroom management is one of
the most challenging parts of teaching. In fact, student misbehavior is a primary reason
that teachers leave the classroom (Grayson & Alvarez, 2007). Family and community
norms, the environment of the school, the physical room setting, the development of the
individual adolescents in the class, group dynamics, the curriculum, and the
instructional methods are only a few of the factors that must be considered in
implementing any discipline or classroom management system. Theory into
Practice 9–1 explores the relationship between managing classrooms and building a
positive classroom climate with a good relationship between the students and the
teacher.
Particularly in the middle school, the classroom management or discipline system
should be developmentally responsive. It should be based on a solid understanding of
the early adolescence developmental period and, more specifically, on how young
adolescents think and behave (and reasons for their behavior), as well as on what
works and what does
Theory into Practice 9–1 Classroom Management and
Building Relationships
Beaty-O’Ferrall, Green, and Hanna (2010) maintained that classroom management is
crucial for middle schools when some students are likely to experience declines in academic
achievement and self-esteem. They also proposed that these declines can be linked to teacher–
student relationships in the classroom. Teachers who adopt a relationship-building approach to
classroom management by focusing on developing the whole person are more likely to help
students develop positive, socially acceptable behaviors. Building relationships includes using
gentle interventions, finding time for bonding, avoiding punishments, and creating activities that
ensure the success of all students. “[L]eaving their own ego at the door” (p. 7), teachers need to
build empathy, acknowledge and redirect negative students’ behaviors, and bridge cultural gaps.
Source: Beaty-O’Ferrall, M. E., Green, A., & Hanna, F. (2010). Classroom management
strategies for difficult students: Promoting change through relationships. Middle School Journal,
41(4), 4–11.
not work. This is no small task, especially when you consider the tremendous diversity
of the age group and the daily changes taking place in 10- to 15-year-olds. Young
adolescents may demonstrate acceptable behavior one day and misbehave the next.
They may be a behavior problem for one teacher and be perfectly well behaved for
another. Although the assertive discipline model may work for some students and
teachers, other teachers may be more successful with the democratic teaching model.
Working with 10- to 15-year-olds in a classroom can be a challenge. In our university
classes, our preservice teachers often tell us that their friends who are not middle
school education majors often ask them, “Why do you want to teach in the middle
school? Those kids are so obnoxious and poorly behaved. How can you hope to teach
them anything?” Although we agree that some young adolescents are difficult to work
with, many are not; they are cooperative, respectful of authority, and models of good
behavior. The challenge is for middle school teachers to understand individual young
adolescents and to have classroom management plans ready to deal firmly and swiftly
with behavior problems.
There should be a balance between the needs of young adolescents and the demands
of the school’s curriculum. As Mack, a seventh grader, put it: “I know there have to be
rules and that there are things I need to learn. But I need to have some space to do
things my way or at least some options. I’m not some robot. I’m me!” Listening to Mack
and other 10- to 15-year-olds, we believe that efforts to develop a positive classroom
environment can be placed in two categories, as seen in Table 9-2. But remember,
these two are not mutually exclusive.
Understanding Young Adolescents’ Misbehaviors
What misbehaviors might young adolescents demonstrate, and what might be the
underlying reasons for their misbehaviors? How can educators convince young
adolescents to accept responsibility for their behaviors? Although behavior problems
differ among young adolescents, the most predominant problems that we have seen are
not extreme and include
defiance of authority, class disruptions (e.g., talking and walking through the room), and off-task
behaviors or goofing off. Although these may appear to be relatively minor misbehaviors, they
waste instructional time and interfere with learning. They are annoying to both teachers and
students.
Consider this incident between Ms. Taylor and Patrick, an eighth grader. Ms. Taylor had finished
the lesson and assigned written work; her plan was to meet with students in small groups.
Although most of the students enthusiastically started their assignment, Patrick sat quietly and
did nothing. Ms. Taylor sat down beside Patrick, again explained the assignment, opened his
book, and put the pencil in his hand. As she walked away, Patrick put the pencil down and closed
the book. There were no blatant or aggressive misbehaviors; Patrick just did not do the
assignment. After class, Ms. Taylor had an individual conference with Patrick about the work not
being done. His only response was: “I just didn’t feel like doing it.”
Any number of reasons might cause students to goof off. These range from lack of motivation
and fatigue to serious physical or mental problems. Remember, 10- to 15-year-olds are very
diverse. Each situation requires an individual decision based on the specific circumstances
followed by appropriate actions. Although goofing off can pose quite a problem, in Patrick’s
case, Ms. Taylor could have taken several different approaches to dealing with it. She could have
continually encouraged Patrick to complete the assignment, praised even minor efforts, varied
her instructional strategies, given him smaller “chunks” of work so that he would not feel
overwhelmed, discussed the situation with his parents, sought assistance from the guidance
counselor, and/or determined whether Patrick had any particular interests around which she
could plan some activities.
Bullying
Bullying is a behavior problem that affects young adolescents and their teachers. Compounding
the problem is the growth of cyberbullying, or the use of the Internet, text messages, and e-mails
to victimize other students (Hyman et al., 2006). Probably all middle school educators have
witnessed bullying behaviors and their effects on victims at some time in their professional
career.
In a study of bullying and its consequence, Milsom and Gallo (2006) found that teachers must
acknowledge that bullying occurs, be prepared to intervene, have clear and consistent policies
and rules to deal with bullies, and enforce those policies fairly and consistently. In addition, they
need to hold regular discussions with students to review and/or revise classroom rules, as well as
help victims realize that the bullying is not their fault and that they do not deserve it. They can
also work with parents to support schoolwide bully prevention/ intervention programs.
Understanding Selected Classroom
Management Theorists
Before we examine the theories of several modern classroom management experts, we
need to share our beliefs with you. Call it, if you will, a disclaimer of our own personal
prejudices.
•
Belief 1 We believe young adolescents should accept responsibility for their
misbehaviors. There may be many reasons for the misbehaviors; however, we still
believe that young adolescents should accept responsibility for them and accept
responsibility for changing to appropriate behaviors. The teacher has the
responsibility to help the student understand her or his behavior and to help the
student change. Still, the ultimate responsibility rests with the young adolescent to
demonstrate acceptable behavior at school, at home, and in the community.
•
Belief 2. We believe that preservice and in-service educators should know the
classroom management theories of experts. But we also feel that each teacher must
determine what works for her or him and eventually develop a personal theory of
classroom management. Although some middle schools have developed wholeschool approaches (e.g., Canter and Canter, 2001), each teacher should have the
professional freedom (and obligation) to decide which classroom management
procedures that for her or him.
Belief 3 We believe middle school educators should teach self-discipline. Classroom
management systems should focus on teaching young adolescents expected
behaviors and how to achieve those behaviors. Constant punishment (or the fear of
it) may be a temporary fix, but long-term changes in behavior will result only when
•
young adolescents learn acceptable behaviors and are convinced that their
responsibility to the school, peers, and themselves requires them to act in socially
acceptable ways.
•
•
Belief 4. We believe that effective instruction is a key component in classroom
management. For example, eight of the best students in seventh grade were
assigned to Mr. Lovett, a first-year teacher, for an advanced math class. But Mr.
Lovett did not know his subject and did not know how to teach. His lessons were
poorly planned, and he complained of the difficulty he had “staying a few pages
ahead” of the students in the textbook. In the face of inept instruction, these normally
well-behaved students became, for that single class, some of the worst behavior
problems in the school. What started as a result of boredom became a daily
challenge to find a new way to torment Mr. Lovett. Fortunately, the seventh-grade
team leader learned of the problem. When another mathematics teacher replaced
Mr. Lovett, the students’ behavior returned to normal.
Belief 5 Finally, we believe that a good classroom manager needs to move beyond
“controlling” students and should work with them to develop “well-managed settings
[that] promote student engagement and create opportunities to learn” (Emmer &
Gerwels, 2006, p. 408). The focus must include managing the classroom space and
contents, the students and teaching practices, and “their own identity” (p. 415),
beginning at the start of the school year.
With these beliefs clearly stated, we want to identify some major principles of several
respected classroom management theorists and then encourage you to develop a
personal classroom management system. Many of these theories build on the work of
individuals, such as B. F. Skinner’s behavior modification studies, Fritz Redl and William
Wattenberg’s research on group dynamics, and Thomas Gordon’s insistence that
students must engage in self-discipline (Manning & Bucher, 2007).
Table 9-3 shows the classroom management theorists and models that we will
examine. In the following pages, we have grouped these models by general
characteristics and
Table 9-3 Selected Classroom-based Models of Classroom Management
provided some additional information about each model. After these models, we have
also included some information on comprehensive schoolwide approaches to classroom
management. Because we cannot include detailed information on these models and
theories in this short section, we suggest that you consul Keeping Current with
Technology 9–1, which provides W Web sites where you will be able to find additional
information. You can also read more about these theories in Classroom Management:
Models, Applications and Cases (Manning & Bucher, 2007).
Singular Model
We call the Canters’ assertive discipline a singular model because it can be used alone or with
another complementary model. The models discussed later are often combined with other
theories or techniques.
Canters—Assertive Discipline
As Table 9-3 shows, Lee Canter and Marlene Canter focus their attention on assertively taking
charge to be sure that an orderly learning environment exists for both students and teachers.
Students have the right to know the teacher’s behavioral expectations, the right to receive
specific instruction concerning how to behave, the right to positive recognition and support, and
the right to have limits set on their behavior. Teachers’ rights include the right to establish an
optimal learning environment that is consistent with the teacher’s strengths and limitations, the
right to expect behavior from students that contributes to optimal growth, and the right to
backing from both administrators and parents.
What does the Canters’ work say to middle school educators? First, young adolescents need to
have limits set on their behavior; they need to know specific rules about talking without
permission (“It is against the rules to talk without permission during the lesson. This is a
warning”), walking around in the classroom, and handling conflict. Second, middle school
teachers should recognize and provide for young adolescents’ need for socialization and
collaboration while identifying behavioral expectations clearly and setting specific limits. Third,
middle school teachers often find young adolescents to be argumentative: Some object to adult
authority and some just like to argue (or that is the way it seems!). The “last worder,” is the
student who always wants to make the final statement in an argument. The Canters’ solution is to
allow the student to have the last word while strictly keeping the consequences of his or her
behavior in force. The teacher does not have to have the last word, but he or she does have to
assertively enforce the rule.
Democratic and Cooperative Classrooms
The following classroom management models from Table 9-3 focus on democratic or
cooperative classrooms and insist that teachers act in a democratic manner and encourage
cooperation among teachers and students.
Dreikurs—Democratic Teaching
Rudolf Dreikurs is a proponent of democratic teaching. He identified three types of teachers.
•
Autocratic. Those who boss, use a sharp voice, command, exercise power, demand
cooperation, impose ideas, and dominate. Students often feel resentful because the teacher
dominates the classroom and does not recognize young adolescents’ individuality and
diversity.
•
Permissive. Those who put few, if any, limits on student behavior and do not invoke logical
consequences when misbehavior disrupts the class. Young adolescents see the teacher as
weak and unable to manage students on a daily basis.
•
Democratic. Those who demonstrate leadership, friendliness, an inviting nature, stimulation,
cooperation, guidance, encouragement, acknowledgment, and helpfulness. Young
adolescents may perceive the democratic teacher as caring, concerned, willing to help, and a
person for whom students might want to demonstrate their best behavior (Manning &
Bucher, 2007).
Dreikurs also proposed that all misbehaviors result from one (or a combination) of four goals:
attention getting, power seeking, revenge, and inadequacy. The attention-getting student
misbehaves (disrupting, asking irrelevant questions, and asking for special favors) because she or
he is not receiving attention. The power-seeking student seeks power over the teacher by
arguing, contradicting, lying, and behaving hostilely. The conflict, rather than winning the battle,
is the important thing. When a student has failed to gain status through attention or power, he or
she will often misbehave to seek revenge. Finally, young adolescents sometimes feel inadequate
to deal with situations or succeed with school work and thus feel compelled to misbehave to
make up for and hide the inadequacy (Manning & Bucher, 2007).
Middle level educators need to remember that 10- to 15-year-olds may feel inadequate due to
declining self-esteem and/or because of the increased difficulty of the middle school curricular
content. Some students may consider it necessary to misbehave to maintain their self-image,
especially those who excelled in the elementary school. Others may consider misbehaving in
order to earn their teachers’ attention or engaging in power seeking and revenge to ward off their
feeling of anonymity. Thus, they seek power over situations that they previously would have
taken for granted (Manning & Bucher, 2007).
Linda Albert—Cooperative Discipline
In her theory of cooperative discipline, Linda Albert emphasizes that students choose their
behavior and teachers influence rather than control behaviors. Using Dreikurs as a basis for
cooperative discipline, she encourages teachers to work with parents and students to help
students with the three Cs: connecting, contributing, and feeling capable.
Albert’s three Cs are important for middle school educators. Because students must
feel capable of completing their work in a satisfactory manner, teachers should create
an environment where students can make mistakes without fear of punishment or
embarrassment; build confidence by focusing on improvement and on past successes;
and make learning objectives reachable for all students. By accepting all students,
regardless of their behavior; listening to students; showing interest in their activities
outside of school; showing appreciation; and using positive statements about a
student’s good behavior and abilities, teachers help students connect and develop
positive relationships with teachers and classmates. Finally, teachers can help students
learn how they can contribute to the welfare of the class by involving students in
maintaining the classroom, holding class meetings, asking for suggestions when
decisions need to be made, using cooperative learning groups, and encouraging peer
tutoring.
Albert also presents many practical ways to address each of the causes of misbehavior.
Attention
• Use eye contact to let the student know you are aware of his or her misbehavior.
• Move closer to the student while continuing to teach.
• Ask a direct question or use the student’s name while continuing the lesson.
• Give specific praise to a nearby student who is on task.
Power
• Avoid direct confrontation by agreeing with the student or changing the subject.
• Change the activity, do something unexpected, or initiate another class discussion on a topic
of interest.
Revenge
• Revoke a privilege.
• Build a caring relationship and use affirmative statements.
Avoidance of Failure
• Acknowledge the difficulty of the assigned task, but remind the student of past successes.
• Modify instruction and materials (Manning & Bucher, 2007).
Forrest Gathercoal—Judicious Discipline
The third theorist in the Democratic and Cooperative Classrooms category is Forrest Gathercoal.
He based judicious discipline on the belief that educators should develop democratic classrooms
in which students know that their constitutional rights of freedom, justice, and equality will be
protected. Judicious discipline is a framework rather than an actual management model that
complements other classroom management models as it asks educators to create an environment
that respects the citizenship rights of students (Gathercoal & Crowell, 2000).
Judicious discipline is a “front-loading” (Gathercoal & Crowell, 2000, p. 174) framework.
This means that educators develop and teach rules and expectations for behavior through class
discussions, group activities that are designed to create rules based on constitutional concepts,
and class meetings in which classroom conflicts are resolved peacefully in a democratic forum
(Landau & Gathercoal, 2000). One of the first things that happens in a classroom is that
students develop a class set of expected behaviors. To help them get started, teachers have to
focus on the Bill of Rights and the legal compelling interests. Then, the students must help define
what these concepts mean in various teaching and learning situations. Every interaction with
misbehaving students centers on the resolution of the problem by helping the students grow and
recover from mistakes.
Educators usually pass along their professional ethics through their daily interactions with
students. Although these interactions encompass a wide array of behaviors, Gathercoal
emphasized the need for a teacher’s personal code of ethics, student centeredness in all
interactions with students, positive ethical practices, and the avoidance of negative disciplinary
practices. He also suggested that all educators should actually draft and post their personal
statement of ethics (Manning & Bucher, 2007).
Using Gathercoal’s ideas, middle school educators can encourage and model eagerness for
learning and teaching; model responsible professional behavior; manifest appropriate personal
behaviors; and focus their efforts on motivation, encouragement, and building young
adolescents’ self-esteem. By accepting the reality that middle school students behave in ways
they truly believe at the time are in their own best interests, teachers can develop judicious rules
and consequences that accept students as citizens and feel proud that they are in a position to
help young adolescents.
Effective Teaching
Some classroom management theorists provide models that emphasize teachers’ effective
teaching behaviors. We think you will see great similarities between Kounin’s theories and those
of Evertson and Harris.
Jacob Kounin—Instructional Management
Jacob Kounin believed that, if teachers demonstrate effective teaching behaviors, students will
behave appropriately. He used a number of terms to describe what he meant by effective
teaching.
Effective teachers demonstrate withitness. This means that they are aware of all events, activities,
and student behaviors in the classroom and that they convey this knowledge to students. Withit
teachers are usually skillful at two particular instructional behaviors. First, they know who is
causing a disturbance even if that student fades into the background as if he or she had nothing to
do with the situation. Second, withit teachers can handle more than one situation at a time and
can do it promptly and appropriately.
Teachers also use desists to stop a misbehavior. For example, when a seventh-grade teacher says,
“Tyrone, please put your feet on the floor instead of on Miguel’s desk,” Tyrone and all the other
students in the class know the expected behavior. To be most effective, teachers should ensure
that desists are spoken clearly and that they are understood.
Overlapping is what a teacher does when he or she has two matters to deal with at the same time.
For example, a teacher can work with one student or a group of students and, at the same time,
monitor or help another student who is working in another part of the room. Kounin found that
teachers who can overlap are better able to demonstrate withitness (Manning & Bucher,
2007).
Satiation occurs when a teacher teaches the same lesson so long that the students grow tired of
the topic. Their interest and enthusiasm wane, the quality of their work decreases, and the
number of mistakes increases. With satiation, there is a general breakdown of the activity.
Some teachers demonstrate jerkiness in the way they pace instruction or proceed with the lesson.
For example, a teacher may use one activity and then suddenly change to another activity
without sufficiently notifying the students. The change of activities can confuse students and
cause them to lose interest and eventually begin to misbehave.
Flip-flops occur only at transition points, such as when the teacher terminates one activity,
begins another, and then reverts to the first activity. For example, a teacher says, “Now that
we’ve reviewed the homework, open your textbooks to page 176.” After most of the students
have put away their homework and opened their textbooks, the teacher says, “Let’s look at
problem 6 on the homework again.” As a result of flip-flop, the teacher confuses students, who
then begin to lose their instructional focus and misbehave.
Slowdowns slow down the rate of instructional movement and can result from overdwelling and
fragmentation. Overdwelling happens when a teacher dwells on corrective behavior longer than
needed or on a lesson longer than what was required for most students’ understanding and
interest levels. Fragmentation is produced when a teacher breaks down an activity or a behavior
into subparts although the activity could easily be performed as a single unit or as an
uninterrupted sequence.
Kounin’s instructional management model can be a practical, preventive behavior management
method in middle schools. Our experiences in middle school classrooms tell us that teachers who
plan and implement effective instruction usually have better-behaved students. Using effective
teaching techniques will complement the overall classroom management.
Carolyn Evertson and Alene Harris—Managing LearnerCentered Classrooms
Like Jacob Kounin, Evertson and Harris focus on both instructional and behavior management.
They advocate learner-centered classrooms that support academic achievement and appropriate
behavior. Teachers should carefully plan the beginning of the year and organize instruction so
that students will know the rules and expectations on the first day. Effective classroom
management is based on effective communication between the teacher and the students. Students
learn to take responsibility for their decisions, actions, and learning (Manning & Bucher,
2007).
When misbehavior occurs, teachers should deal with it promptly and consistently to prevent it
from becoming more widespread. Instead of having the same punishments for all misbehaviors,
teachers must quickly determine the severity of the behavior offense and the needed intervention.
Teachers address minor undesirable behavior with intervention techniques such as using physical
proximity, maintaining eye contact, reminding students of appropriate behavior, providing
needed assistance, telling students to stop the behavior, and using an I-message such as
“LaKesha, I cannot concentrate when someone keeps tapping a pencil on the desk.” More serious
misbehavior may require moderate interventions, such as withholding a privilege or desired
activity, isolating or removing a student, using a penalty, or assigning detention. In extreme
situations, more extensive interventions may be necessary. Because punishment neither teaches
desirable behavior nor instills a desire to behave, it is, perhaps, best used as part of a planned
response to repeated misbehavior (Manning & Bucher, 2007).
Middle school teachers who are most effective with classroom management consider the effects
of their own behaviors and understand the complex relationships between instructional
management and classroom management. Good managers can conserve instruction time by
planning activities and tasks to fit the learning materials and developmental levels of students; by
setting and conveying both procedural and academic expectations; and by appropriately
sequencing, pacing, monitoring, and providing feedback on students’ work.
Positiveness and Dignity
Several classroom management theorists have focused on the climate of the classroom
and the need to foster communication and promote respect for all individuals.
Haim Ginott—Congruent Communication
Haim Ginott proposed a theory of congruent communication. Teachers at their best use
congruent communication when they address situations rather than students’ characters, confer
dignity on students, use brevity in correcting behavior, accept and acknowledge students’
feelings, and express anger appropriately. Effective classroom managers use “sane” teacher
messages by avoiding threats or demands for obedience or long, drawn-out directions and
explanations. Conversely, teachers at their worst name-call, label students as slow and
unmotivated, ask rhetorical questions, invade students’ privacy, make sarcastic remarks, deny
students’ feelings, lose their temper and self-control, and attack students’ characters.
What do Ginott’s suggestions have to say to middle school educators? First, because it is
essential for young adolescents to develop healthy self-esteem, middle school teachers should
use positive comments and classroom management practices that correct students’ behavior
problems. They should not lose their temper or insult students’ character. Second, middle school
educators should model sane messages and appropriate behavior, Third, middle school teachers
need to encourage young adolescents to help set the standards of behavior and the actual
classroom rules. By doing this, teachers encourage positive behavior without coercion, treat
students the way teachers themselves want to be treated, handle conflicts in a harmonious
manner, and do whatever is possible to promote a positive school environment.
Fredric Jones—Positive Classroom
In his positive classroom discipline theory, Fredric Jones concluded that approximately 99% of
misbehavior in most classrooms consists of students talking without permission and generally
being off-task. To manage these behaviors, he emphasized body language, efficient help, and
incentives.
Body language refers to teachers’ posture and movement, such as their facial expressions,
gestures, eye contact, and physical proximity. For example, rather than making negative verbal
comments that may actually escalate problems, teachers can address students’ misbehaviors by
walking toward the students and standing near them. Also, teachers should “carry themselves” in
such a way that suggests strong leadership. A drooping posture and lethargic movements suggest
resignation or fearfulness—signs that students can quickly read. Teachers’ facial expressions—
such as enthusiasm, seriousness, enjoyment, and appreciation—tend to encourage positive
behavior.
When students are frustrated, middle school teachers can provide efficient help. Students should
always realize that the teacher knows their progress and can respond promptly when they need
assistance. Teachers can also use graphic reminders such as models or charts that provide clear
examples and instructions and can learn how to reduce to the bare minimum the time used for
individual help.
Teachers want to provide genuine incentives that young adolescents can understand and
appreciate. We observed a teacher who had high expectations for both student work and
behavior. As many as two or three times a week, students knew that the last 10 minutes of class
time would be “free time” if they gave their best for the first 45 minutes.
Richard Curwin and Allen Mendler—Discipline with
Dignity
Richard Curwin and Allen Mendler’s theory of discipline with dignity emphasizes teachers
conferring dignity on students and restoring their hope in democratic student-centered
classrooms (Manning & Bucher, 2007). They describe healthy classrooms where students feel
physically and psychologically safe. Also, they believe that classroom management should be
student centered, democratic, nonauthoritarian, and responsibility based.
Teachers who achieve discipline with dignity work toward long-term behavior changes rather
than short-term quick fixes. They stop doing ineffective things, create rules that make sense, and
model what they expect in their students. For example, Ms. Carnahan was always prompt in
returning homework to the students in her class. “I expect students to do the assigned homework,
and I reinforce the importance of completing homework by making sure that I return it the next
day, if possible.”
Although most teachers have repeatedly heard that consistency is the key to effective classroom
management, Mendler disagrees and states that students and their behavior problems deserve
individual consideration. Because discipline with dignity seeks to teach students that
responsibility is more important than obedience, it is necessary to tailor the consequences to the
individual and to teach students the difference between being fair and treating everyone exactly
the same way.
The goal is to treat students with dignity every day. Without dignity, students learn to hate school
and learning. When teachers attack students’ dignity with put-downs, sarcasm, criticism,
scolding, and threats, students may follow the rules; however, they may also become angry and
resentful. Successful educators always convey a basic sense of respect to their students by
listening, being open to feedback from students, explaining why they want things done in a
certain way, and giving students some say in classroom affairs that affect them.
Finally, teachers should help students regain hope. Too many students have lost hope in
themselves and in schools. Social contracts are one of the most effective ways for teachers to
take charge of their classrooms and still give students a voice in class decisions. The social
contract is effective because it clearly defines acceptable and unacceptable behavior in the
classroom or school before students misbehave.
Jane Nelsen, Lynn Lott, and Stephen Glenn—Positive
Discipline
Jane Nelsen, Lynn Lott, and Stephen Glenn (1997), in their Positive Discipline in the
Classroom, envision schools where young people are treated with respect, will not be humiliated
when they fail, and will have the opportunity to learn in a safe environment, with a focus on
cooperation rather than competition.
Nelsen, Lott, and Glenn identified five barriers that show disrespect and discouragement and five
builders that show respect and encouragement. Instead of assuming that they know what students
think and feel without asking them (Barrier 1: Assuming), educators should check with students
(Builder 1: Checking) to learn their unique perceptions and capabilities and to discover how
students are maturing in their ability to deal with problems and issues. Rather than doing things
for students (Barrier 2: Rescuing/Explaining), educators should allow them to learn from their
own experiences (Builder 2: Exploring) and to help each other learn to make choices. Teachers
often direct students to do things in disrespectful ways (Barrier 3: Directing) that reinforce
dependency, eliminate initiative and cooperation, and encourage passive-aggressive behavior. As
an alternative, educators should allow students to be involved in the planning and problemsolving activities that help them become self-directed (Builder 3: Inviting/Encouraging).
Sometimes, when teachers expect students to do certain things (Barrier 4: Expecting), the
potential becomes the standard and students are judged for falling short. If educators demand too
much too soon, they can discourage students. Teachers should celebrate the direction of a
student’s maturity or potential (Builder 4: Celebrating). Finally, “adultisms” (p. 24) (Barrier 5:
Adultisms) occur when educators forget that students are not mature adults and expect them to
act and think like adults. Instead, educators should interact with students to understand the
differences in the way people perceive things (Builder 5: Respecting). Such respect also
contributes to a climate of acceptance that encourages growth and effective communication
(Manning & Bucher, 2007)
In middle schools, teachers can use these ideas to help students learn to (a) treat others with
respect and caring, (b) avoid all types of violence and vandalism, (c) understand the motives for
their behavior, (d) engage in effective problem solving, and (e) communicate positively and
effectively (Manning & Bucher, 2007).
Schoolwide Models of Classroom Management
Although classroom management techniques are often left to the individual teacher or team of
teachers to implement, there are some schoolwide approaches to classroom management. In
these models, teacher and administrative roles are clearly delineated. Evans and Lester
(2010) researched classroom management and identified the five comprehensive schoolwide
models that are outlined in Table 9-4. With these models, “maintaining consistent expectations
throughout the school setting” (p. 62) is essential for success, as is training for all administrators,
teachers, and school staff.
Designing Climate and Management
Strategies for a Diverse Classroom
As you have seen in the previous discussions, establishing a positive functional
management system means more than disciplining students. School and classroom
climate and organization, as well as instructional planning and practices, are among the
many factors that influence management. Gay (2006) maintains that teachers must
“creat[e] and sustain . . . classroom environments that are personally comfortable,
racially and ethnically inclusive, and intellectually stimulating” (p. 343) for all students.
To do this, educators must keep in mind the diversity of their students as they develop
their management plans.
For example, Fenning and Rose (2007) note that ethnic minority students, students
living in poverty, and students with learning problems are overrepresented in cases of
suspension and expulsion from schools. Students from minority groups in general are
“subject to a differential and disproportionate rate of school disciplinary sanctions”
(Gregory, Skiba, & Noguera, 2010, p. 50). The school disciplinary patterns of middleschool students have a high correlation to problems of delinquency and the likelihood of
a student entering the juvenile justice system (Monroe, 2005).
To combat the overrepresentation of ethnic minority students in severe discipline
actions, researchers recommend the use of classroom management models that
provide positive behavior support (Fenning & Rose, 2007). “Both classroom
management and school achievement can be improved for students from different
ethnic, racial, social, and linguistic background by ensuring that the curriculum and
instruction are culturally relevant and personally meaningful” (Gay, 2006, p. 364).
Teachers need to use a “culturally responsive communication style” (Bondy, Ross,
Gallingane, & Hambacher, 2007, p. 326) to develop relationships and establish
expectations in the classroom. In addition, minority educators need to mentor their
colleagues (Monroe, 2005) and help them understand “culturally based expectations
concerning discipline” (p. 49). Finally, educators need to reach out to the parents and
families of their students (Monroe, 2009) and use them as “supportive resources” (p.
339).
Diversity takes many forms, but for many decades, educators did not fully understand or
implement strategies to create an inclusive classroom climate or appropriate
management strategies for students with disabilities. To Weiner (2009), social
acceptance is an important ingredient of inclusive classrooms. Unfortunately, some
students with disabilities may feel neglected or disliked because of their differences.
Without an effective management system and a climate of respect, this can lead to
negative actions such as physical and verbal aggression (e.g., threats, taunts,
cyberbullying, and racial and sexual harassment) from other students. Educators should
use similar ability grouping for language arts and mathematics instruction and mixedability grouping for science and social studies and cooperative learning strategies. In
addition, they should focus on strengths, praise students for excellent performance, and
provide opportunities for all students to make friends (Weiner, 2009). Diversity
Perspectives 9–1 looks at decision-making processes and inclusive environments for
students with disabilities.
Diversity Perspectives 9–1 Inclusive Environments and
Disabilities
E. Moore (2009) addressed four main topics in her article on using decision-making processes
to promote inclusive environments for students with disabilities: (a) the type of school
environment that will be inclusive and will foster collaborative decision making; (b) how
educators can use data to support their decisions about the least restrictive environments; (c) how
educators can be fair, just, and caring and keep the best interest of students in mind when making
decisions; and (d) how educators can use collaboration and group decision making when
developing a plan of action for students with disabilities.
Moore believes that “fostering an environment that embraces cooperation can improve overall
student achievement” (p. 20). In addition, students’ rights and responsibilities and the respect of
others (tenets of many management systems) are important in “determining the least restrictive
environment for special education students” (p. 20). Moore encourages educators to listen to
student voices as they share their views, opinions, and solutions to potential problems.
Source: Moore, E. (2009). Decision-making processes to promote inclusive environments for
students with disabilities. Catalyst for Change, 36(1), 13–22.
Middle school educators also have a responsibility for the safety and welfare of all
students, including lesbian, gay, bisexual, and transgender (LGBT) students, as well as
those who are struggling with their sexuality or gender identity or are perceived as being
gay. Young adolescents begin to deal with same-sex orientation and gender issues as
part of their development. Often they do so without the benefit of accurate information,
role models, counselors, and support groups. As pointed out by the Gay, Lesbian, and
Straight Education Network (GLSEN) in Harsh Realities (Greytak, Kosciw, & Diaz,
2009), many LGBT youth attend schools with hostile climates. These students report
frequently hearing homophobic language and negative remarks about gender
expression from other students and sometimes from school personnel (Greytak et al.,
2009). This may often lead to management problems in classrooms.
Educators need to improve the school climate so that LGBT students can receive a safe
and equitable education. Faculty and staff need to learn about, understand, and support
the needs of LGBT students. In addition, schoolwide and classroom-specific
management policies must address issues of name-calling and other forms of
harassment over sexual orientations and gender. Some schools designate a “safe
person” to whom students can turn for accurate information about sexual orientation
and gender identity (Bailey, 2003). A student club such as a Gay-Straight Alliance can
offer critical support (Greytak et al., 2009). Finally, LGBT individuals should be
represented in the school library’s collection, as well as in the school curriculum in
subjects such as history and literature .
Diversity Perspectives 9–1 Inclusive Environments and
Disabilities
E. Moore (2009) addressed four main topics in her article on using decision-making processes
to promote inclusive environments for students with disabilities: (a) the type of school
environment that will be inclusive and will foster collaborative decision making; (b) how
educators can use data to support their decisions about the least restrictive environments; (c) how
educators can be fair, just, and caring and keep the best interest of students in mind when making
decisions; and (d) how educators can use collaboration and group decision making when
developing a plan of action for students with disabilities.
Moore believes that “fostering an environment that embraces cooperation can improve overall
student achievement” (p. 20). In addition, students’ rights and responsibilities and the respect of
others (tenets of many management systems) are important in “determining the least restrictive
environment for special education students” (p. 20). Moore encourages educators to listen to
student voices as they share their views, opinions, and solutions to potential problems.
Source: Moore, E. (2009). Decision-making processes to promote inclusive environments for
students with disabilities. Catalyst for Change, 36(1), 13–22.
Middle school educators also have a responsibility for the safety and welfare of all
students, including lesbian, gay, bisexual, and transgender (LGBT) students, as well as
those who are struggling with their sexuality or gender identity or are perceived as being
gay. Young adolescents begin to deal with same-sex orientation and gender issues as
part of their development. Often they do so without the benefit of accurate information,
role models, counselors, and support groups. As pointed out by the Gay, Lesbian, and
Straight Education Network (GLSEN) in Harsh Realities (Greytak, Kosciw, & Diaz,
2009), many LGBT youth attend schools with hostile climates. These students report
frequently hearing homophobic language and negative remarks about gender
expression from other students and sometimes from school personnel (Greytak et al.,
2009). This may often lead to management problems in classrooms.
Educators need to improve the school climate so that LGBT students can receive a safe
and equitable education. Faculty and staff need to learn about, understand, and support
the needs of LGBT students. In addition, schoolwide and classroom-specific
management policies must address issues of name-calling and other forms of
harassment over sexual orientations and gender. Some schools designate a “safe
person” to whom students can turn for accurate information about sexual orientation
and gender identity (Bailey, 2003). A student club such as a Gay-Straight Alliance can
offer critical support (Greytak et al., 2009). Finally, LGBT individuals should be
represented in the school library’s collection, as well as in the school curriculum in
subjects such as history and literature .
Keeping Current with Technology 9–1
Look at the school environment statements found on the Web sites of the following middle
schools. How do these statements reflect the experiences of young adolescents shown in Table
9-1?
1. Boulder Valley School District, Colorado
2. http://www.bvsd.org/middle/platt/Pages/schoolClimate.aspx
3. Durand Middle School, Michigan
4. http://www.durand.k12.mi.us/schools/middleschool/
5. Hernando County Middle Schools, Florida
6. http://hernandoschools.org/index. php?option=com_content&view=
article&id=112&Itemid=18
7. Keigwin Middle School, Connecticut
8. https://www.middletownschools.org/userlogin.cfm?pp=4509&userrequest=
false&keyrequest=true&keypage=8983
9. Palmyra-Eagle Middle School, Wisconsin
10. http://www.palmyra.k12.wi.us/pems/
Select one of the following classroom management theorists to examine in more detail. Write a
short synopsis of the theory. Then use the information in Table 9-3 to evaluate the theory.
1. Linda Albert
2. http://www.uncg.edu/˜bblevin/class_management/moremodels/ LindaAlbert.html
3. http://cdiscipline.tripod.com/
4. Lee Canter & Associates
5. http://www.canter.net/
6. Richard Curwin and Allen Mendler
7. http://www.tlc-sems.com/
8. Rudolf Dreikurs
9. http://wik.ed.uiuc.edu/index.php/Dreikurs%2C_Rudolf
10. Carolyn Evertson and Alene Harris
11. http://www.comp.org/
12. Jerome Freiberg and CMCD
13. http://cmcd.coe.uh.edu
14. http://www.findyouthinfo.gov/programdetails.aspx?pid=316
15. Forrest Gathercoal
16. http://www.dock.net/gathercoal/ judicious_discipline.html
17. http://www.uncg.edu/˜bblevin/class_management/models/jd.html
18. Haim Ginott
19. http://eqi.org/ginott.htm
20. http://www.betweenparentandchild.com/
21. Jacob Kounin
22. http://wik.ed.uiuc.edu/index.php/Kounin,_Jacob
23. Jane Nelsen, Lynn Lott, and Stephen Glenn
24. http://www.positivediscipline.com/
Visit at least two of the following Web sites. Make a list of at least five classroom management
ideas or suggestions for school environment that you think would be important for middle school
educators.
1. Behavioral OnLine
2. http://www.behavior.net/
3. Classroom management from Answers.com
4. http://www.answers.com/topic/classroom-management
5. Classroom management technology tools
6. http://jc-schools.net/tutorials/classroom/management.htm
7. eHow—Classroom management
8. http://www.ehow.com/classroom-management/
9. Methods and practices of classroom discipline
10. http://teacher2b.com/discipline/ discistr.htm
11. Prince George’s County—classroom management and organization
12. http://www.pgcps.org/˜elc/gameplan.htm
13. Teacher-created resources—Teacher’s Guide
14. http://www.theteachersguide.com/ClassManagement.htm
15. Teachnet.com
16. http://www.teachnet.com/how-to/manage/
A personal middle level classroom management system should:
1. reflect young adolescent development. It should show an understanding of young
adolescents’ physical development (i.e., the inability of some to sit for long periods of
time); their psychosocial development (i.e., their increasing need for socialization, which
includes communicating with friends); and their cognitive development (i.e., the ability to
think and consider their behavior, as well as understand reasons for demonstrating
appropriate behavior).
2. reflect the teacher’s beliefs about how classroom management should work (i.e., teach
self-discipline rather than a series of punishments that might have few long-term
consequences).
3. be workable and efficient. The classroom management system should not take an
inordinate amount of time to administer and should contribute to and enhance learning
experiences rather than take away from them.
4. be equitable. Students should not think that the system singles out selected students or
misbehaviors. In other words, young adolescents, who are developing a strong sense of
justice and fairness, should think that the teacher’s system is fair.
5. work in teacher advisories and exploratory programs as well as in regular instructional
situations. In the more informal advisories and exploratory programs, young adolescents
will be allowed (and encouraged) to talk more and move around the classroom. There
may be action-based projects that require more noise than may be permitted in regular
classroom settings. The classroom management system should take into account these
differences and should continue to be workable, efficient, and equitable.
6. be professionally rewarding. Some middle school teachers may not view any classroom
management system as rewarding; they may view it only as a necessity to be endured.
We encourage teachers to build a system that makes a difference in their lives as well as
in young adolescents’ lives, promotes a positive school environment, enhances
interpersonal relationships between teachers and students, and teaches students selfdiscipline.
7. reflect the belief that building a personal model of classroom management evolves over
time. We believe that an attitude such as “I now have a model that works, and I will never
have to change” is a sure-fire way to fail because students and behavior situations
constantly change.
Closing Remarks
The classroom environment and classroom management strategies can have powerful effects on
academic achievement, socialization, and interpersonal relationships between educators and
students. Teachers’ knowledge of the content and their ability to teach are undoubtedly essential;
however, the classroom environment and management strategies will play major roles in
determining their overall success and effectiveness.
We feel that middle level teachers who want to develop a positive classroom environment and
classroom management practices should practice the belief that a middle school should be safe,
inviting, inclusive, and supportive of all learners and that classroom organization and
management should foster good student–teacher relationships and academic achievement
(NMSA, 2010). Regardless of the classroom management model you select or the personal
model you develop, you must also consider the young adolescents whom you teach.
Developmental responsiveness is the key: Only then will the environment and the classroom
management acknowledge and validate students’ needs.
Suggested Readings
1. Barnwell, P. (2009). Fostering positive behavior in middle school classrooms. Principal
Leadership: Middle Level Edition, 9(9), 32–34. An eighth-grade teacher reflects on the
changes he made in his classroom to improve behavior.
2. Damon, W. (2010). The bridge to character. Educational Leadership, 67(5), 36–39. Damon
proposes that character education is more than teaching behaviors; it is the school’s
responsibility to cultivate students’ natural moral sense.
3. Dooner, A., Mandzuk, D., Obendendoerfer, P., Babiuk, G., Cerqueira-Vassallo, G., Force, V.,
Vermette, M., & Roy, D. (2010). Examining student engagement and authority: Developing
learning relationships in the middle grades. Middle School Journal, 41(4), 28–35. The
authors examine the relationship between community and engaged learning in the middle
grades.
4. Harris, C., & Rooks, D. (2010). Managing inquiry-based science: Challenges in enacting
complex science instruction in elementary and middle school classrooms. Journal of Science
Teacher Education, 21(2), 227–240. When using inquiry-based instruction, teachers must
modify their classroom management practices.
5. Powell, A., & Seed, A. H. (2010). Developing a caring ethic for middle school mathematics
classrooms. Middle School Journal, 41(4), 44–48. Although written for math teachers, this
article has a number of suggestions that any teacher can implement to foster caring in the
classroom.
6. Roberts, T. L. (2010). You can smile! Classroom management tips. Middle Ground, 13(3), 18.
Roberts discusses management topics such as consistency, clear expectations, and
developing relationships.
7. Theriot, M. T., & Dupper, D. R. (2010). Student discipline problems and the transition from
elementary to middle school. Education and Urban Society, 42, 205–220. Originally
published online on November 6, 2009, this article outlines the differences in middle school
(e.g., structure, organization, and learning environments) that often lead to student
discipline problems.
Developing Your Portfolio Chapter 9: Managing Young
Adolescents and Environments
Strategies and Techniques
The following are some activities that you might complete to add documentation to your
professional teaching portfolio.
NMSA Standard 5 Middle Level Instruction and Assessment:
Middle level teacher candidates understand and use the major concepts, principles, theories, and
research related to effective instruction and assessment, and they employ a variety of strategies
for a developmentally appropriate climate to meet the varying abilities and learning styles of all
young adolescents.
•
Idea 1 Prepare a chart of five or six classroom management theories that you think will be
appropriate for middle school classrooms. On this chart include five columns: first column—
theorist/name of model; second column—major tenets of the model; third column— reasons
for the model being developmentally responsive and/or appropriate for young adolescents;
fourth column—strengths; and fifth column—weaknesses. (Knowledge)
•
Idea 2 Write a one-page paper in which you defend the classroom management model that
you believe best exemplifies the goals of the middle school—for example, promotes the
overall well-being of young adolescents; provides and maintains an environment that
maximizes student learning; promotes collaboration between young adolescents and teachers
(and other young adolescents); and demonstrates developmental responsiveness.
(Dispositions)
•
Idea 3 Observe a middle school classroom to determine the major behavior problems. Then,
devise a classroom management plan that you think will address these problems. Next,
request an opportunity to teach the same class to see whether your management plan works.
Ask to be video-recorded and include the video in your portfolio. (Performances)
EDUC 676
MANAGEMENT PLAN GRADING RUBRIC
Criteria
Content 70%
Research-based
Strategies (1.000,
12%)
Advanced
11 to 25 pts.
The school-wide plan to promote
a positive middle school learning
environment includes at least 10
research-based strategies.
Classroom
8 to 16 pts.
Plan (1.000, 12%) The classroom plan addresses
class rules, meeting diverse
needs of middle school students,
and the physical classroom
design with at least 10 researchbased strategies.
Articulation of
8 to 16 pts.
Strategies (1.000, Each strategy is clearly
12%)
articulated, and a rationale is
provided for its use.
Biblical
8 to 16 pts.
Support (1.000, Biblical support for selected
12%)
strategies is evident.
Resources (1.000,
12%)
Resources/
Support (1.000,
12%)
Structure 30%
8 to 16 pts.
Each strategy includes a citation
and at least 2 resources are
utilized in all.
8 to 16 pts.
All assertions are supported with
at least 2 resources.
Advanced
Levels of Achievement
Proficient
Developing
6 to 10 pts.
1 to 5 pts.
The school-wide plan to
The school-wide plan to promote a
promote a positive middle
positive middle school learning
school learning environment
environment includes at least 6
includes at least 8 researchresearch-based strategies.
based strategies.
4 to 7 pts.
1 to 3 pts.
The classroom plan addresses The classroom plan addresses class
class rules, meeting diverse
rules, meeting diverse needs of
needs of middle school
middle school students, and the
students, and the physical
physical classroom design with at
classroom design with at least least 6 research-based strategies.
8 research-based strategies.
4 to7 pts.
1 to 3 pts.
Each strategy is fairly
Each strategy is translucently
articulated, and a rationale is
articulated, and a rationale is loosely
provided for its use.
provided for its use.
4 to 7 pts.
1 to 3 pts.
Biblical support for selected
Biblical support for selected
strategies is guarded.
strategies is suspect.
4 to 7 pts.
1 to 3 pts.
Each strategy includes a
Each strategy includes a citation.
citation and at least 1 resource
is utilized in all.
4 to 7 pts.
1 to 3 pts.
All assertions are supported
Assertions are not supported with
with at least 1 resource.
resources.
Proficient
Developing
Not present
0 pts.
Not
Addressed
0 pts.
Not
Addressed
0 pts.
Not
Addressed
0 pts
Not
Addressed
0 pts.
Not
Addressed
0 pts.
Not
Addressed
Not present
EDUC 676
Page
Length (1.000,
12%)
Current APA
Format and
Mechanics (1.000,
12%)
11 to 22.5 pts.
The assignment meets the page
length requirement (5–7 pages).
11 to 22.5 pts.
The assignment is written in
current APA format and is free
of grammar and spelling errors.
6 to 10 pts.
The assignment is only 3–4
pages.
6 to 10 pts.
The assignment is written in
current APA format with a
few grammar and spelling
errors.
1 to 5 pts.
The assignment is only 1–2 pages.
1 to 5 pts.
The assignment is written in current
APA format with no more than 6
grammar and spelling errors.
0 pts.
Not
Addressed
0 pts.
Not
Addressed
EDUC 676
MANAGEMENT PLAN INSTRUCTIONS
Your 5–7-page Management Plan will consist of 2 parts:
Part 1: Create a school-wide plan including 10 research-based strategies that promote a positive
middle school environment. Provide an explanation for the selection of each strategy.
Part 2: Create a classroom plan that incorporates 10 research-based strategies addressing class
rules, meeting needs of diverse learners, and the physical classroom. Provide an explanation for
the selection of each strategy.
Be sure to include a citation for each strategy; (there must be a minimum of 2 sources), as well as
biblical integration.
This assignment must be submitted through Blackboard by 11:59 p.m. (ET) on Sunday of
Module/Week 7.
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