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. 221, 243-254.
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).
Teacher: Vicki Oleson
Vicki Olesonís student resists working with his peers
because he didnít 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
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 learnersí 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.
Froyen, L. A., & Iverson, A. M. (1999). Schoolwide and classroom management:
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