classroom management
TRANSCRIPT
Recent research shows that, on average,
regardless of a student’s home background and the school’s resources,
Approximately 50% of the variation in an individual student’s learning outcomes relates to what goes on in individual classrooms.
Review of Research in Education.Vol.32.2008:328-369.
Assumption 1.What teachers say and do in class strongly affects students’ learning and values.
Compared to how responsibly you described your behaviour in the
previous 17 questions how well do you think you would behave in class
if the school….
Got rid of all punishments.
Got rid of all punishments and all rewards
.
Got rid of all punishments, all rewards and reports to parents.
Got rid of all punishments, all rewards, reports to parents and the
teachers, students and other students didn‟t care how you behaved.
Got rid of all punishments, all rewards, reports to parents, the
teachers, students and other students didn‟t care how you behaved
and you were not able to learn in class (although others could).
Better About the same A little Worse Worse Much Worse
Compared to way you described your behaviour in the previous 17 questions
how well do you think you would behave in class –
(Better About the same A little Worse Worse Much Worse)
if the school got rid of
At least Worse
Prim Sec
N=1830 N=1731
punishments. 31% 30%
and all rewards 42% 40%
and reports to parents. 47% 41%
and the teachers, students and other
students didn‟t care how you behaved. 54% 44%
and you were not able to learn
in class (although others could). 61% 53%
Northern Metropolitan
Region
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0
5
10
15
20
25
30
35
40
45
50
Exactly Like
Me
Very Much
Like Me
Mostly Like Me A Little Like
Me
Mostly Not
Like Me
Not At All Like
Me
China Israel Australia
What proportion of students who misbehave “only a little” or “never”
encourage their classmates to act responsibly?
Assumption 3. Very few children feel responsible for the behaviour of their classmates.
It‟s almost un-Australian!!
Different types of PowerCOERCIVE Power teacher has over a student that comes from the student’s
desire to avoid punishment (Either you….. or you will have to
Different types of Power
REFERENT Power that students give to teachers whose relationship they
value. Stems from trust of, respect for, and liking of the teacher.
(Do you have to? Can’t you do me a favour and …)
Different types of Power
REWARD Power related to a desire to gain something desired. Teachers
who provide desired recognition and reward for appropriate
behaviour have this kind of power (Thanks, that was very
helpful)
Different types of Power
EXPERT Power which stems from a student’s belief that the teacher has
the ability to pass on important knowledge and skills, and they
will gain something valuable if they cooperate (Trust me, I
know)
Different types of Power
INFORMATIONAL Power related to the quality of ideas and argument, and its
acceptability to the student (Since...., then..... .Therefore you
should consider......)
Different types of PowerCOERCIVE Power teacher has over a student that comes from the student’s
desire to avoid punishment (Either you….. or you will have to
LEGITIMATE Power due to position and role (Do what you are told!)
REFERENT Power that students give to teachers whose relationship they
value. Stems from trust of, respect for, and liking of the teacher.
(Do you have to? Can’t you do me a favour and …)
REWARD Power related to a desire to gain something desired. Teachers
who provide desired recognition and reward for appropriate
behaviour have this kind of power (Thanks, that was very
helpful)
EXPERT Power which stems from a student’s belief that the teacher has
the ability to pass on important knowledge and skills, and they
will gain something valuable if they cooperate (Trust me, I
know)
INFORMATIONAL Power related to the quality of ideas and argument, and its
acceptability to the student (Since...., then..... .Therefore you
should consider......)
Assumption 4.
Referent, Reward, Informational (and Expert) powers- have the greatest potential to influence the behaviour of challenging students.
Without Referent power, even rewards and logic won’t work.
Summary
• When teachers use aggression students do not become more responsible, and they are more distracted from, and become less interested in learning.
• When teachers use recognition, an emphasis on rights and communal responsibility, discussion and hinting (and Punishment) students become more responsible
Developmental Classroom Management (DMA).Keeping students adult and rational
Main assumptions
All students want to be accepted by their peer group.
Most students, when in their rational ‘adult’ state, havegoodwill towards others and make rational decisions.
What teachers say and do will make a difference to whether or not the students stay in their ‘adult’.
If teachers don’t “explain themselves”, challenging childrengenerally assume the worst.
Broadmeadows Primary School
Number of times students exited from Learning Spaces by term
0
20
40
60
80
100
120
140
Term 3 '08 Term 4 '08
Exit
Most of the 218 students at the school are from impoverished families. The
school is in the most extreme category for disadvantage.
Broadmeadows Primary School (N=218)
Number of times students exited from Learning Spaces by term
0
20
40
60
80
100
120
140
Term 3 '08 Term4 '08 Term1 '09 Term2 '09
Exit
Broadmeadows Primary School
Number of times students exited from Learning Spaces by term
0
20
40
60
80
100
120
140
Term 3 2008
Term 4 2008
Term 1 2009
Term 2 2009
Term 3 2009
Term 4 2009
Exit
The school now performs well above the average of all Australian schools in
numeracy and above the national average in reading and spelling. (In 2010 only 2
„exits‟ – in top 10% in the ACARA data).
Based on - Four Patterns of Student Behaviour
A. Managed by normal curriculumThese students manage themselves in order to learn what is contained in the curriculum
B. Managed within the classThese students are occasionally distracted or disruptive, but do not have to be isolated or referred to others
C. Managed out of classThese students cannot be managed as part of a group and need to be isolated, sent out or referred to others
D. Not managed These students generally seem unmanageable no matter what is tried
Developmental Management Approach (DMA)
DMA Techniques• A behaviour students – Visual and verbal hints
• B behaviour students– Calm assertive control via systematic use of Rewards for effort, and logical consequences for lack of effort - to act responsibly
• C behaviour students– One on one, adult discussions to reorient values
• D behaviour students– Rebuilding student’s self concept via a focus on their feelings of Competence, Usefulness and Belonging
Lewis, R. (2008). The developmental management approach to classroom behaviour: Responding to individual needs. Melbourne: ACER Press. (Republished by Routledge. USA as Understanding Pupil Behaviour, 2009)
Northern Metropolitan
Region
Achievement
Improvement Zones
Steps• Set up 2 rights and 2 responsibilities
• Hint non verbally and verbally
• System of reward for effort and consequence for lack of effort to behave responsibly
• Assertive, explanatory demands
• Adult-Adult discussions
• Focus on Competence, Uselfulness and Belonging – not misbehaviour
Students and the teacher have the right to feel comfortable
and safe in the classroom
Classroom Rights
Students and the teacher have the right to do as much work
as possible
Two kinds of ResponsibilityPersonal Responsibility
(I do the right thing)
Communal Responsibility
(I encourage others to do the right thing)
The Developmental Management Approach
Strategy 1. Rights & Responsibilities – Not Rules
Hints [A behaviour children]
• Let students know that rights are being ignored without telling student(s) what to do.
• Allow students ‘room’ to remain adult and act responsibly, rather than be controlled like children, or to resist or rebel like children.
Northern Metropolitan
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Visual hints
Everyone
Can
Work well
Some children
Can’t work well
Most children
are distracted
Verbal hints
• I’m disappointed there’s so much talking.
• The talking seems to be preventing some children from concentrating.
• I thought we agreed not to distract people.
• It’s a pity some students aren’t keep their noise down.
• What are you doing? Are you distracting anyone?
Personal Responsibility
Verbal hints
• I’m disappointed. There’s so much talking, and no-one is encouraging others to keep the noise down.
• I thought we agreed not to let others distract people.
• The talking seems to be preventing some children from concentrating and no-one seems to care.
• Why aren’t you trying to stop others who are distracting your friends ?
Communal Responsibility
Expectations
Logical
Consequences
Recognitions
for Effort
Assertion [B behaviour children]
The final Consequence is Isolation within, or removal from, the classroom
Recognise the EFFORT that goes into behaving responsibly.
Provide recognition for the effort that goes into appropriate
Social behaviour, not only Academic behaviour
• Talk A and B behaviour students out of accepting rewards
once they realise the importance of rights (and hence the
need to act responsibly)
• Provide more frequent recognition for challenging
students when they make the effort to behave „normally‟
(Come on time, bring equipment, sit in seat, listen when
others are speaking.
• Give them what they need not what they deserve!
Talking to the “good” students
1. Some kids aren‟t yet as old/mature /responsible/reasonably
behaved as others.
2. These kids have to make a greater effort to behave
“normally/responsibly”. It will take them a little longer to get there
3. It‟s the effort that‟s being recognised, not the behaviour.
Everybody is obliged to respect rights.
4. If you are less mature than I thought you were, tell me what I
need to offer you as a bribe for you to be responsible/fair.
Continue to recognise verbally the students who don‟t need to be
bribed because they are so mature, etc. Minimise rewards as
soon as possible.
The ratio of recognition of appropriate
behaviour to criticism of inappropriate
behaviour in Secondary schools.
• is 7:1 when dealing with Academic
behaviour
• is 1:6 when dealing with Social behaviour
Beaman, R. 2006; 162 schools.
Recognitions
Acknowledging appropriate Social behaviour :
•Non-verbal praise – smile or nod
•Very specific verbal recognition (praise/encouragement)
•Communication to ”other”
•Provision of special privileges
•Material rewards
•Time/Choice
•Separating a student from friends in a class
•Isolating the student for a short time outside the class
•Removal of privileges (free time, excursion)
•Detention
•Sending student to a YLC
•Informing parents- pre-arranged punishment
•Temporary suspension
Types of negative consequences
1. Nominate the student
David!.....
You with the axe!.....
2. Indicate the inappropriate behaviour
Your constant talking.....
Your moving around the room.....
3. Indicate why the behaviour is inappropriate
Is preventing others from learning.....
Is disrupting the work of these three students.....
4. Indicate appropriate behaviour
Therefore please be quiet!
Therefore please sit here where you won’t be tempted!
All said in calm adult voice
• Open stance
• Leaning forward
• Eye contact
Pause
1 sec after nomination
3 seconds after explanation
Assertive body language
1. Jason, .............you’re talking. It’s disturbing others. They have a right to work. Please be quiet !
2. I understand but please be quiet.
3. You have a choice. Either you sit
quietly or ……..
4. I don’t intend to force you. However if you
won’t sit quietly then ….. We’ll talk later.
Assertion [B behaviour children]
Calm tone is ESSENTIAL!
In groups of 4 numbered 1 to 4
• 1 is the teacher
• 2 is the student
• 3 is the manager and makes sure that the group gets moving quickly.
• 4 decides on the “problem” issue and chooses whether the ‘moving to another seat’ is caused by repeated offences or arguing. (Note - student complies because not a C or D behaviour student)
• 3 & 4 coach (verbal and non-verbal) until “performance” is perfect.
Once it works, add 1 to numbers and repeat.
• Reflection and Commitment Process (McCleod)• Name: _________________ Date: ____________ Pd/Time: _________ Teacher: _______________
Subject:_____________________
• TO THE STUDENT:• You have been asked to take some time to reflect on your behaviour in the class. This process aims to achieve a WIN/WIN/
WIN scenario. A WIN for you, the teacher and the learning environment of the class. Please be as honest as you can in answering these questions that the teacher will then discuss with you
• Inappropriate Behaviour YES/NO ( If Yes, WHY)• 1. I distracted others from their work• 2 .I ignored the instruction given by the teacher• 3. I was disrespectful to the teacher• 4. I made other people feel unsafe• 5. I wouldn’t do any work• 6. I did not obey the teachers instruction• 7. OTHER ( your own response)•
• In this situation did the teacher....?• 1.Explain how you were affecting your learning and the learning of others • 2. Explain you were making yourself and others uncomfortable• 3. Help you understand why your behaviour was unacceptable• 4. Get you to work out a better way to behave•
• My commitments to enable me to remain/return in/to the class and to display appropriate behaviours from now on are;• 1.• 2. • STATEMENT OF UNDERSTANDING• I understand that the clear expectation is that my behaviour will improve from this moment on based on the commitments
made above. I also understand that if I do not show improvement immediately I may be removed from the class and face further consequences that I could have avoided had I made the agreed change immediately.
• Signed:• Student__________________________ Teacher__________________________
1. Students generally make good decisions, when they
are calm.
2. Students, when calm, are generally of good will.
3. People will generally listen to those who seem to know
them.
C Students – Not D Students
1. Students generally make good decisions, when they
are calm.
2. Students, when calm, are generally of good will.
3. People will generally listen to those who seem to know
them.
C Students – Not D Students
Conversation with C behaviour childrenSeven steps.1. Welcome the student as an adult (not a child)
2. Seek assistance
3. Validate the student. Hear what the student says – reframe if possible.
4. Challenge any irrational thinking behind the behaviour
5. Ensure that the students acknowledges that the behaviour is a ‘problem’ (in an adult voice)
6. Have student decide how (S)he intends to handle a similar situation ‘next’ time
7. Set a period for review
Reframing (Positive Spin)
• So you only spoke because you were trying to keep up.
• You wouldn’t have… If she hadn’t….
• You were trying to make her feel bad, you were just….
• The only reason you… Was because….
• You didn’t mean to distract anyone, you were only….
Northern Metropolitan
Region
Achievement
Improvement Zones
A, B and C behaviour
Courtesy of Beverley Robinson & Heather Hendry @ The Austin School
Northern Metropolitan
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Power Seeking D behaviour
Courtesy of Beverley Robinson & Heather Hendry @ The Austin School
Northern Metropolitan
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Achievement
Improvement Zones
Revenge Seeking D behaviour
Courtesy of Beverley Robinson & Heather Hendry @ The Austin School
Northern Metropolitan
Region
Achievement
Improvement Zones
Withdrawing D behaviour
Courtesy of Beverley Robinson & Heather Hendry @ The Austin School