Note. The Definition and Checklist sections below are 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. 181, 194-208.
“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).
Teacher: Terri Vennerberg
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. Vennerberg’s correction
of inappropriate and irresponsible behavior illustrates
Teacher: Vicki Oleson
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
Teacher: Lyn Countryman
Lyn Countryman’s 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
Teacher: Teresa Farrell
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.
Froyen, L. A., & Ive]rson, A. M. (1999). Schoolwide and classroom management:
The reflective educator-leader (3rd ed.). Upper Saddle River, NJ: Prentice-Hall.
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