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Instructional Management
"Don't believe what your methods professor tells you about classroom management." (Nebraska math teacher)

ü Introduction by Dr. Fowler

New teachers often worry about "discipline," with specific questions such as "what if I tell someone to do something and he
refuses?" (We will return to this question.)

Discipline is a subcategory of "classroom management." Classroom management is a subcategory of "instructional manage-

ment." Instructional management includes all the things you do related to being a teacher: being on a textbook committee,
sponsoring a school club, presenting at Parent's Night, taking additional mathematics classes during the summer, etc. Instruc-
tional management is a subcategory of "self management," which includes all the ways you use your time, your energy and
your consciousness.

Classroom management includes timing: what do your students do during the final 30 seconds of class? The last two min-
utes? The last third of the class period? The opening minute?

Classroom management includes knowing all the students and a fair distribution of your attention and instruction to the class.

Classroom management models suggest ways to deal with the "what if they refuse?" question. This question can be
approached from a legal point of view (school policies and civic laws). The question has a variety of psychological
approaches, and there are "trade craft" suggestions (handy hints from experienced teachers) such as "don't disrespect a
student in front of an audience." Note: you should have a standard of respect for all students, but you should also tell a
student when you think something is wrong -- in private, in most cases.

Numerous websites hold suggestions or links to lists of suggestions for classroom management.
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http://www.gradebook.org/discipline.html

An experienced teacher will have an instructional toolkit that includes more than one model.

For discussion:
"Classroom Management"

by Gene Van Tassell

Experts for discussion. Read the entire article at brains.org:

http://www.brains.org/classroom_management.htm

Teachers do not generally want to give control to their students. Teachers are instructed that the mark of a good teacher is
that the teacher is in control of the class. (Taylor, 1987) The amount of control that teachers have in the class is often seen by
the administration as a measurement of the quality of a teacher. Administrators are usually happy if a teacher never sends a
student to the office and interpret this as proof that the teacher is in control and must be doing a good job. (Edwards, 1994)

ASSERTIVE DISCIPLINE
The discipline system known as Assertive Discipline was developed by Lee and Marlene Canter in 1976.
Assertive Discipline teaches students to accept the consequences of their actions.

Practitioners of Assertive Discipline are taught that they must learn to be assertive in taking control of the class. A system of
rewards and punishments are devised by the teacher to let students know when they have acted correctly or incorrectly.
Increasingly unpleasant penalties are incurred by students who continue to make improper choices. Canter expresses concern
about teachers who "spend too much time punishing children. . . . This is the key to Assertive Discipline, positives and lots of
praise" (Canter, 1988, p. 24).

THEORY X AND THEORY Y

Douglas McGregor in his book, "The Human Side of Enterprise" published in 1960 has examined theories on behavior of
individuals at work, and he has formulated two models which he calls Theory X and Theory Y.
Theory X suggests that people will the do the minimum possible amount of work necessary to accomplish a task. Theory Y
suggests that all people want to succeed, but there are obstacles in their path which inhibit their progress. If these obstacles
are removed, then they can succeed as well as anyone else.

CONTROL THEORY
Control theory was developed by William Glasser in 1984. Glasser subsequently developed Reality Therapy in 1989. Glasser
(1984) suggests that there are 4 basic human needs. They are love, control, freedom, and fun. These four components are
necessary for a healthy psychological balance. Children need to be taught how to control their behavior. People have pictures
in their head of their perception of the world. These pictures include perceptions of their needs and how they can be satisfied.
"Most people, however, do not believe they have a choice" (Glasser, 1989, p. 2). It is the responsibility of a teacher to teach
students that students choose how they act.

BEHAVIORISM
Much of the movement that is seen in education today stems from the desire to be scientific according to Newton. Behavior
Modification by Skinner is one of molding all children to conform by use of standard punishments and rewards. Prediction is
an important part of Skinner's work. Behavior Modification techniques suggest that specific rewards and punishments will
yield predictable results in the behavior of children.

TRANSACTIONAL ANALYSIS
Transactional analysis studies the interactions of behavior between teachers and students. (Harris, 1967) Harris suggests three
stages of development called ego-states. These ego-states are called Child, Parent, and Adult. In order for teachers to be
"Most people, however, do not believe they have a choice" (Glasser, 1989, p. 2). It is the responsibility of a teacher to teach
students that students choose how they act.

instructionalManagement.nb
BEHAVIORISM 3
Much of the movement that is seen in education today stems from the desire to be scientific according to Newton. Behavior
Modification by Skinner is one of molding all children to conform by use of standard punishments and rewards. Prediction is
an important part of Skinner's work. Behavior Modification techniques suggest that specific rewards and punishments will
yield predictable results in the behavior of children.

TRANSACTIONAL ANALYSIS
Transactional analysis studies the interactions of behavior between teachers and students. (Harris, 1967) Harris suggests three
stages of development called ego-states. These ego-states are called Child, Parent, and Adult. In order for teachers to be
successful in transactional analysis, they need to remain in the Adult ego-state and be able to recognize the ego-state of
students around them. Teachers can then recognize the games that students may play in a Child ego-state and teach students
to behave in an Adult ego-state.

The strengths of this approach are that students are encouraged to monitor their own communication and behavior. The
disadvantages of this system is that it may be too difficult for students and cause them to psychoanalyze each other. (Ed-
wards, 1993)

GINOTT MODEL
The Ginott Model concentrates on the communication between teacher and student. This approach concentrates on avoiding
criticism and trying to understand the student's feelings. Teachers are encouraged to foster student autonomy and try to help
students take responsibility for their actions. These goals are accomplished by establishing a communication with the stu-
dents and by reasoning with the student.

KAY MODEL
The Kay Model views the character of children built upon internalized standards. People constantly judge their actions by
these internal standards. By teaching and building upon these internal standards, children can be taught to by self-governing
and responsible for their own actions. Students are intrinsically motivated to behave properly if they are taught how to do it.
The role of the teacher is to teach students how to monitor themselves.
(Kay, R. S. & Kay, D. S. (1994).

JONES MODEL
Fredric H. Jones developed a model of classroom discipline which accentuated the physical presence of the teacher. The
basic assumptions of the Jones Model are that children need to be controlled and that teachers can achieve this control
through body language, administration, and parental support. A teacher needs to understand stage presence. The ripple effects
of the teacher's presence will go out and affect each student if the teacher adequately forceful. Stopping instruction, staring,
sitting close to the student are all powerful intimidation techniques which should stop students from misbehaving.

BOYS TOWN EDUCATION MODEL

The Boys Town Education Model as implemented in the high school is a systems-based approach to social skill instruction
and positive discipline. The social skills curriculum consists of 16 basic skills (out of a total of 183 basic, intermediate, and
advanced skills) important for effective adult relations, peer relations, and classroom and school activities.
1. Follow instruction 9. Resist peer pressure (say “no”)
2. Accept criticism or a consequence 10. Apologize
3. Accept “no” for an answer 11. Engage in a conversation
4. Greet others 12. Give a compliment
5. Get the teacher’s attention 13. Accept a compliment
6. Make a request 14. Volunteer
7. Disagree appropriately 15. Report peer behavior
8. Give negative feedback 16. Introduce yourself