Module 3: Keeping the Class on Task

The readings for this week dealt with an area I am especially interested in, since most teachers find this area to be problematic: classroom management.  Although I found both chapters to be thoroughly engaging and interesting, I will focus on the three points which stood out the most for me.

First, although I have always seen it used, I never knew about the Premack principle (p. 258) as such.  This principle states that first a student does what a teacher wants, then they will be allowed to do what they want (within reason).  This allows teachers to use a reinforcer as a potential reward for students when they perform the desired behavior.  This strategy is used by teachers by also by parents, by getting students to perform the low frequency behavior and having it reinforced.  I fully intend to use this principle myself one day, as it seems to be an effective tool.  I did not realize before reading the chapter, however, the importance of performing the low frequency behavior first.  Without this action on the part of the students, the reinforcer does not reinforce the desired behavior.  Instead, they learn that by making promises to perform the behavior, they will get what they desire.  I saw this method misused quite frequently when I was a student, with other students getting a teacher to agree to a reward before performing the behavior the teacher desired.  The result was the students spent the class period doing what they wished, and never got to the work the teacher wanted them to accomplish in the first place!

I also liked how chapter 5 mentioned the use of reprimands in managing a class (p. 261).  When I hear the term reprimand, I know I often think of a loud, firm scolding.  I always thought that such an approach would be less effective in a classroom setting, with many other students present.  Indeed, according to the text, that is exactly what the research shows.  When students are reprimanded publicly, this often embarrasses the student and ends up reinforcing the negative behavior the teacher wants to cease.  Better results are gained when a teacher quietly speaks to the student, preferably in a private setting.  The student does not lose face, and the teacher does not lower themselves by yelling at their student.

Tying in to this is the third point of interest.  Assertive discipline is neither passive (letting students behave as they wish) nor is it confrontational.  Instead, teachers who use this approach maintain composure, speak firmly and clearly, and maintain eye contact with their students (p. 497).  They are calm and collected, speaking from a position of authority while not being threatening.  It is these teachers who often have the best classroom management, because their students are made aware of the rules and know what is expected of them.  Yet, students also realize why their teacher behaves in such a way: because he or she cares about the education of his or her students.  Although this approach may not be perfect, I believe it does emphasize the goal of classroom management, which is to have a safe and healthy learning environment where students know they are there to learn.