Summary Note.

The Summary section below is adapted from Schoolwide and Classroom Management: The Reflective Educator-Leader, by L.A. Froyen and A.M. Iverson, 1999, Upper Saddle River, N.J.: Prentice-Hall, pp. 128-129, 193-209, 217, 221, 256-258.
According to specialists in the field of education, school and classroom management aims at encouraging and establishing student self-control through a process of promoting positive student achievement and behavior. Thus academic achievement, teacher efficacy, and teacher and student behavior are directly linked with the concept of school and classroom management.

Classroom management focuses on three major components:content management, conduct management, and covenant management. Each of these concepts is defined and presented with details in a list of observable elements in effective teaching practices. Research shows that a high incidence of classroom disciplinary problems has a significant impact on the effectiveness of teaching and learning. In this respect, it has been found that teachers facing such issues fail to plan and design appropriate instructional tasks. They also tend to neglect variety in lesson plans and rarely prompt students to discuss or evaluate the materials that they are learning. In addition, student comprehension or seat work is not monitored on a regular basis. In contrast, strong and consistent management and organizational skills have been identified as leading to fewer classroom discipline problems. In this light, content management "does not refer to skills peculiar to teaching a particular subject but rather to those skills that cut across subjects and activities" (Froyen & Iverson, 1999, p. 128). Doyle stressed that the core of instructional management is gaining and maintaining student cooperation in learning activities (as cited in Froyen & Iverson, 1999, p. 128). Related to content management, Kounin (as cited in Froyen & Iverson, 1999, p. 129) places a special emphasis on instructional management skills, sequencing and integrating additional instructional activities, and dealing with instruction-related discipline problems. Conduct management is centered on ones beliefs about the nature of people. By integrating knowledge about human diversity (and individuality, at the same time) into a particular instructional philosophy, teachers could manage their classrooms in a better, more effective way. Researchers have pointed out the importance of assisting students in positive behaviors. In planning classroom management, teachers should consider using an assertive communication style and behavior. In addition, they should always know what they want their students to do and involve them in the respective learning activities, under the general conditions of clearly and explicitly stated schoolwide and classroom rules.

According to Iverson and Froyen (1999), conduct management 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. An effective conduct management plan should also refer to teacher control and administration of consequences. The following components of such a plan are focused on in this summary: acknowledging responsible behaviors, correcting irresponsible and inappropriate behavior, ignoring, proximity control, gentle verbal reprimands, delaying, preferential seating, time owed, time-out, notification of parents/guardians, written behavioral contract, setting limits outside the classroom, and reinforcement systems. All of these components are presented so they can be identified in examples of best teaching practices. Covenant management stresses the classroom group as a social system. Teacher and student roles and expectations shape the classroom into an environment conducive to learning. In other words, the culture of any given school is unique to that school. However, it is directly influenced by the culture of the larger community whose educational goals are to be met. A strong connection between school and community must be constantly revised and modified according to the requirements of societal dynamism. As schools become very diverse, teachers and students should become aware of how to use diversity to strengthen the school/classroom social group. Quality schools are defined by teacher effectiveness and student achievement under the auspices of building strong interpersonal skills. In this light, teacher and student relationships are essential to ensuring a positive school/classroom atmosphere. Classroom management discipline problems can be dealt with either on an individual basis (between teacher and student) or by group problem solving (class meetings). As mutual trust builds up between teacher and students, the latter are gradually released from teacher supervision by becoming individually responsible. This is how both educators and students become co-participants in the teaching-learning process, striving to make the most of themselves and their collective experience" (Froyen & Iverson, 1999, p. 256).

Reference
Froyen, L. A., & Iverson, A. M. (1999). Schoolwide and classroom management: The reflective educator-leader(3rd ed.). Upper Saddle River, NJ: Prentice-Hall.

Note. The Definition and Checklist sections below contain original material as well as material adapted from Schoolwide and Classroom Management: The Reflective EducatorLeader, by L.A. Froyen and A.M. Iverson, 1999, Upper Saddle River, N.J.: Prentice-Hall, pp. 128-137, 152-176. Copyright 1999 by Prentice-Hall. Definition "Content management occurs when teachers manage space, materials, equipment, the movement of people, and lessons that are part of a curriculum or program of studies" (Froyen & Iverson, 1999, p. 128). Checklist of Observable Behaviors Instructional management skills: ___1. Movement management

a. Avoidance of jerkiness: thrusts, dangles, flip-flop, truncations b. Avoidance of slowdowns: task and behavior overdwelling, actone overdwelling, prop overdwelling, fragmentation ___2. Group focus a. Management of group format b. Management of the degree of accountability c. Management of attention ___3. Avoidance of satiation a. Progress b. Variety c. Challenge Sequencing and integration of additional instructional activities: ___4. Management of daily review sessions ___5. Management of daily preview sessions ___6. Management of lectures/presentation sessions ___7. Management of individual/group in-class work: a. Presentation of assignments

b. Monitoring of performance c. Selection of assignments d. Evaluation of assignments ___8. Management of individual/group work during a field trip ___9. Management of homework ___10. Management of discussion sessions ___11. Management of projects and problem-solving sessions Dealing with instruction-related discipline problems: ___12. Off-task behavior ___13. Talking without permission (during lectures) ___14. Talking without permission (during class) ___15. Failure to raise hand ___16. Poor listening and failure to follow verbal directions ___17. Late or incomplete assignments ___18. Tardiness or absenteeism ___19. Failure to be motivated/doing nothing ___20. Cheating ___21. Test anxiety References Boboc, M. (2000). [Content management in the classroom]. Unpublished raw data. Froyen, L. A., & Iverson, A. M. (1999). Schoolwide and classroom management: The reflective educator-leader (3rd ed.). Upper Saddle River, NJ: Prentice-Hall

Content Management Definition Content management occurs when teachers manage space, materials, equipment, the movement of people, and lessons that are part of a curriculum or program of studies (Froyen & Iverson, 1999, p. 128). Examples Teacher: Kimberly Bradshaw Grade: Pre-Kindergarten Kimberly Bradshaw demonstrates content management by beginning the day by leading her students in a very short hand routine. The hand movements focus the students attention on the teacher and signal that it is time for a learning activity. Then, before going on a field trip, Bradshaw tells the students about the activities they will do for the day. Her management of a daily preview session helps prepare her students for the experiences they will have. This also demonstrates Bradshaws content management. Teacher: Kathleen Alexander Grade: 3 Kathleen Alexanders mathematics students are studying graphs and graphing. The students will be collecting information about the number of different colored candies in a bag of M& Ms. During the course of the lesson, the students work in partners in the schools computer lab to develop a graph. Alexander circulates around the room and monitors students as they work cooperatively on the computer. She helps them through the process of interpreting and graphing their data. Alexanders management of in-class group work demonstrates her content management. Teacher: Terri Vennerberg Grade: 3 In her Habitats activity, Terri Vennerberg manages group work by creating a signaling system that enables her to help her students more efficiently. She manages the movement of people by having her students place a red cup on their desk if their group has a question and is in need of assistance. A blue cup means that there are no problems. By managing the lesson, space, materials, and the movement of people, Vennerberg demonstrates content management.

Teacher: Patty Bounous Grade: 7-8 Patti Bounous students use heart-rate monitors and Digi-Walkers to monitor their performance during aerobic exercise. After the students have exercised, Bounous asks them to recall how they can use monitors and Digi-Walkers to find specific information, such as their average heart rates, and the amount of time they kept their heart rates in the target zone. The teacher demonstrates content management as she manages the review session. Teacher: Julie McLaughlin Grade: 9 In her Ocean Exhibits activity, Julie McLaughlins ninth grade students divide into small groups and present ocean exhibits they have created to a group of elementary students. She describes the nature and content of the learning activity in which the high school and elementary students will participate, tells the students how long they will stay at each exhibit, and gives them clear instructions on how to move from one exhibit to the next. By directing the students rotations to different exhibits, McLaughlin manages space and the movement of people while using class time efficiently. References Froyen, L. A., & Iverson, A. M. (1999). Schoolwide and classroom management: The reflective educator-leader (3rd ed.). Upper Saddle River, NJ: PrenticeHall.

Note. The Definition and Checklist sections below are adapted fromSchoolwide and Classroom Management: The Reflective Educator-Leader,by L.A. Froyen and A.M. Iverson, 1999, Upper Saddle River, N.J.: Prentice-Hall, pp. 181, 194-208. Definition
"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, p. 181).

Checklist of Observable Behaviors

Reference
Froyen, L. A., & Iverson, A. M. (1999). Schoolwide and classroom management: The reflective educator-leader(3rd ed.). Upper Saddle River, NJ: PrenticeHall.

Conduct Management Definition 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, p. 181).
Examples

Teacher: Terri Vennerberg Grade: 3 In her Habitats activity, Terri Vennerberg uses the strategy of re-directing a group that displays off-task behavior and focuses their attention on their assignment. Vennerbergs correction of inappropriate and irresponsible behavior illustrates Conduct Management. Teacher: Vicki Oleson Grade: 6 Vicki Oleson monitors the students as they work together in their groups. As the learners try to reach consensus on the topic, Oleson encourages them to remember ways of solving disagreement within the group. This demonstrates Conduct Management. Teacher: Lyn Countryman Grade: 7 Lyn Countrymans students are learning about the human heart by gathering and analyzing data on their own heart rates. The teacher demonstrates Conduct Management as she corrects irresponsible and inappropriate behavior by reminding her students that one of the goals of working together is to respect one another. In addition, she encourages them to respond one at a time. Teacher: Teresa Farrell Grade: 5-6 Teresa Farrell redirects inappropriate student behavior during her group work activity. A student complains about another student kicking him underneath the

table. Farrell uses conduct management to get the students back on task and focused on the lesson. This demonstrates conduct management. Reference Froyen, L. A., & Ive]rson, A. M. (1999). Schoolwide and classroom management: The reflective educator-leader (3rd ed.). Upper Saddle River, NJ: PrenticeHall.

Note. The Definition and Checklist sections below are adapted fromSchoolwide and Classroom Management: The Reflective Educator-Leader, by L.A. Froyen and A.M. Iverson, 1999, Upper Saddle River, N.J.: Prentice-Hall, pp. 221, 243-254. Definition "Covenant management focuses on the classroom group as a social system that has its own features that teachers have to take into account when managing interpersonal relationships in the classroom" (Froyen & Iverson, 1999). Checklist of Observable Behaviors
Problem-solving as a solution to discipline problems: ___ 1. Get involved with the student. ___ 2. Deal with the students present behavior. ___ 3. Get the student to make a value judgment about the behavior. ___ 4. Help the student develop a plan to change behavior. ___ 5. Get a commitment from the student to stick to the plan. ___ 6. Do not accept excuses for a failed plan. ___ 7. Do not punish or criticize the student for broken plans.

Reference
Froyen, L. A., & Iverson, A. M. (1999). Schoolwide and classroom management: The reflective educator-leader(3rd ed.). Upper Saddle River, NJ: PrenticeHall. Applications/Examples

Covenant Management Definition Covenant management focuses on the classroom group as a social system that has its own features that teachers have to take into account when managing interpersonal relationships in the classroom (Froyen & Iverson, 1999). Examples Teacher: Vicki Oleson

Grade: 6 Vicki Olesons student resists working with his peers because he didnt get to play the role he wanted. The teacher demonstrates Covenant Management in an attempt to solve the discipline problem. The teacher expresses concern for the student as an individual, trying to build a relationship of trust. She reviews the process the group used to assign roles, and reaffirms its fairness. Oleson gives the student an alternative that would allow him to play the role assigned to him in class, and the role that he wanted on his own. She also prompts him to reflect on the importance of his contribution to the group as a whole. Teacher: Nancy Hemphill Grade: 4-6 Nancy Hemphill uses covenant management as she talks to her students about solving problems that may come up in their groups. She encourages them to work together to find possible solutions and reinforces the learners efforts to work cooperatively. Hemphill also emphasizes the importance of working together toward achieving a common goal, gives specific praise, and invites students to reflect on their work as a group. References Froyen, L. A., & Iverson, A. M. (1999). Schoolwide and classroom management: The reflective educator-leader (3rd ed.). Upper Saddle River, NJ: Prentice-Hall.