Andrea Ríos Castaño

Joan Leandro Berrio Montoya

Investigación EtnográficaObservaciones

24/05/2013

Tabla de ContenidoINTRODUCCIÓN..............................................................................................................................- 3 -

METODOLOGÍA..............................................................................................................................- 4 -

MARCO TEORICO...........................................................................................................................- 5 -

CLASSROOM MANAGEMENT RELATED TO BEHAVIOR...............................................................- 5 -

Approaches to Classroom Management................................................................................- 5 -

The Self-Discipline Approach..................................................................................................- 5 -

Reality Therapy......................................................................................................................- 5 -

Teacher Effectiveness Training (TET)......................................................................................- 6 -

ANALISIS DE LOS DATOS.................................................................................................................- 8 -

Observation No 1.......................................................................................................................- 8 -

Observation No 2.......................................................................................................................- 9 -

Observation No 3.....................................................................................................................- 10 -

Observation No 4.....................................................................................................................- 11 -

Observation No 5.....................................................................................................................- 12 -

Observation No 6.....................................................................................................................- 13 -

Observation No 7.....................................................................................................................- 14 -

RECOMENDACIONES....................................................................................................................- 16 -

CONCLUSIONES............................................................................................................................- 18 -

BIBLIOGRAFIA...............................................................................................................................- 21 -

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INTRODUCCIÓN

Este es un trabajo de investigación etnográfica está orientado a encontrar las

posibles falencias de los profesores en el manejo de sus clases de Inglés, a través

de vivencias de algunos de ellos que nos ayudaron a evidenciar cuál o cuáles son

las problemáticas de la enseñanza de una segunda lengua en una institución

educativa pública determinada. Igualmente, encontrará un análisis de la

información recolectada y cuáles son las posibles causas más notorias de la

indisciplina en los salones de clase.

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METODOLOGÍA

Para la realización de éste trabajo de investigación realizamos siete

observaciones (cuatro en Básica Primaria y tres en secundaria) con previa

autorización del coordinador y de los profesores en una Institución educativa

ubicada al sur de la ciudad de Armenia. Las observaciones se hicieron en

primaria en los grados tercero (20 niñas y 15 niños) cuarto (27 niñas y 13 niños)

quinto (19 niñas y 13 niños) y en secundaria en los grados séptimo (22 niños y 23

niñas) octavo (14 niñas y 20 niños) y noveno (21 niños y 15 niñas). Para esto

usamos un formato de observación1 tomado de internet2 el cual fue modificado

dejando solo las preguntas que nos ayudarán a abordar el tema en el cual

estábamos interesados, classroom management.

1 Ver Appendix2 Click para ver

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MARCO TEORICO

CLASSROOM MANAGEMENT RELATED TO BEHAVIOR

Approaches to Classroom Management

As a teacher, you must be aware of the principles and consequences of any classroom management decisions and strategies you may wish to implement. Let’s take a look at three such management approaches: the self-discipline approach, the instructional approach, and the desist approach. These three approaches to classroom management form a continuum, from the self-discipline approach at one extreme, to the instructional approach, to the desist approach at the opposite extreme.

The Self-Discipline Approach

The self-discipline approach is built on the premise that students can be trusted to evaluate and change their actions so their behaviors are beneficial and appropriate to everyone. This democratic approach views classroom management as a function of the teacher’s ability to establish working teacher-student relationships recognizes students ‘dignity, and exhibit realness, trust, acceptance, and empathy. With these attitudinal qualities in mind, let’s look at four of the more democratic classroom management models.

Reality Therapy

Developed by William Glasser (1965, 1977, 1986), reality therapy is a strategy that helps students take responsibility for examining and solving their own problems. Glasser believes that students are rational beings who can control their behavior if they wish. For example, witness the usual good student behaviors found on the first day of school.

Often, teachers need to help students learn to make good behavioral choices so they can become responsible individuals able to satisfy their needs in the real world; they must be guided toward reality. Students are forced to acknowledge their behavior, and they should make value judgments regarding that behavior. For example, when a disruption occurs, instead of asking why students are behaving

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that way, teachers ask, “What are you doing?” The emphasis is put on you; so that there is no misinterpretation as to who is responsible. This question is followed up with queries such as “Is this behavior against the rules?” or “Is this behavior helping you or this class?” If the misbehavior persists, the teacher meets privately with the student to design a commitment for change. If the original plan proves inadequate, the teacher and student reexamine, renew, or revise the plan. If the disruptions continue or the commitment is not followed, the consequences should become progressively more severe: principal conference, parent conference, in-school suspension, out-of-school suspension, and finally permanent exclusion from school.

Note that reality therapy places the responsibility on the student, not the teacher. Regardless of their personal backgrounds and home situations, students are expected to comply with the rules. The teacher’s function is to assist students to become responsible, productive classroom members. Instead of punishing students, teachers continually stress student responsibility for their own behavioral choices.

Classroom meetings are an essential element in addressing problems in the Glasser model. Students sit in a close circle and discuss classroom situations and problems. The teacher’s role is to provide background information as needed and to withhold opinions. All students participate in the formation of classroom rules, consequences, and procedures. All students are expected to observe the agreed-upon rules and consequences. The rules are flexible, however, and could be changed with another meeting as the situation changes.

Teacher Effectiveness Training (TET)

Teacher effectiveness training (TET), conceived by Dr. Thomas Gordon (1974), stresses the establishment of positive working relationships between teachers and students in an atmosphere of openness and trust. Teachers reduce disruptive student behavior by using clear verbal and nonverbal communication strategies. The key to this approach is identifying who owns the problem – the teacher or the student. For example, if students continuously talk as the teacher tries to teach, the teacher owns the problem because he or she is kept from reaching the goal of teaching. On the other hand, if the teacher feels annoyed by a student’s behavior or if the teacher wishes a student would change his or her behavior, the problem likely belongs to the student. The student who says he or she hates the teacher or hates the subject owns that problem. When teachers own the problem, they send an I-message which tells students how they feel about the situation and invites students to change or correct the situation – for example, “I am angry with this continuous talking in class,” “I am disappointed in your behavior at the assembly,” or “I can’t hear myself think with the noise in this classroom.” If the process works, the student (or class) should see the harm being done and change his or her (or their) behavior. If an I-message does not correct the problem, however, the teacher and student (class) are in a conflict situation. When this happens, Gordon recommends using a “no-lose” problem resolution strategy. After the teacher and

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student identify the problem, they cooperatively generate possible solutions. Then they evaluate these ideas, rejecting those that are unacceptable to either party. Punishment is not a viable option because the students would be placed in a losing situation. Next they rank the remaining ideas, select the best solution, and decide how to implement the solution so that both parties are satisfied. They assess the results and try alternate solutions if needed.

When a student owns a problem, the teacher listens actively and empathetically to counsel, support, and encourage the student to express his or her views. Instead of offering a solution, the teacher focuses upon the student’s perspective and helps the student find his or her own solution.

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ANALISIS DE LOS DATOS

Observation No 1.

Observers: Andrea Ríos Castaño – Joan Leandro Berrio Montoya

Grade: Third

Well, after doing our first class observation; we can say that it is really

outstanding to see how educators have to face a “real world” in a real situation. It

means, the several situations that teachers need to solve in a determined time for

example when students are not connected with the class so that they are not

paying attention, when they are discussing and the teacher needs to be a mediator

without neglect others, etc. All those things a teacher has to experience in an

everyday life process. Taking into account what William Glasser said about reality

therapy, where students should be able to solve their own problems, because

according to him; students are rational beings who can control their behavior if they

wish. We can assure that there is a connection between the theory of Glasser and

the class, since we could observe that the teacher is a mediator between students,

she gives them tools for learning, becoming kind of guider in their learning process,

but it does not mean that she solves all the problems that students have inside the

classroom. So that, we can infer that despite the short amount of time to develop

topics and the behavior of students; she tries to manage classroom in a good way

and the activities she uses make it interesting.

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Observation No 2.

Observers: Andrea Ríos Castaño – Joan Leandro Berrio Montoya

Grade: Fourth

In this Observation, we found that students were noisier inside the classroom;

but this group was more interested on the class; they were happy to see the

teacher and said for example “English que rico” the teacher told us that fourth

grade was her prefer one because although they were a little scattered, their

attitude at the time of working on the different activities, was really active. As in the

first class observed, she was front of the classroom and she started with a simple

warming up activity, after that; she gave instructions about the topic they were

going to work on, and divided the classroom into groups, then; she read a lecture

for doing a collaborative learning activity. The teacher is always taking care of the

questions of the students, during the activity she was walking around the

classroom. It is meaningful to say that all the time Dayana corrects the

pronunciation of the students; and what she told us was that, she tries to plan

different activities and organize students in a good way to make the classroom

quiet and concentrated because she knows that especially this group is really

noise.

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Observation No 3.

Observers: Andrea Ríos Castaño – Joan Leandro Berrio Montoya

Grade: Fifth

At this time, we already know a Little about the way in which the teacher

manages her classes, with this group we found that students were not really

interested on the class, because we heard some comments like “que pereza esta

cucha” , “no otra vez ingles”, “no yo pa que ingles si yo vivo en Colombia”. Since

the beginning and after having heard those expressions, Andrea and I were talking

that fifth grade was maybe; the challenge group for the teacher, and later she

affirmed what we already thought. As always the teacher entered to the classroom

with the best attitude, she asked the students to stand up and sit down again

several times for doing kind of warm up activity, but students were not active;

making a relation between the theory and the class, we can take Teacher

Effectiveness Training (TET) because Thomas Gordon (1974), stresses the

establishment of positive working relationships between teachers and students in

an atmosphere of openness and trust. In this case, the problem does not come

from the teacher; the students are the ones that do no not like the subject, for that

reason she designs activities and exercises that can be interesting for students,

several times she said “I can not continue with this noise”, or “I do not feel good

with this continuous talking in class”. After the teacher expressed those things,

students were a little quiet and concentrate on their activities. She also told us, it is

the everyday life situation with that group.

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Observation No 4.

Observers: Andrea Ríos Castaño – Joan Leandro Berrio Montoya

Grade: Third

This was the last Observation in primary; we decided to do it in third grade

again because it was the best group and the one that accepted us in the best way;

the class was quiet, the students were concentrated on their tasks, the teacher

divided the students into groups because she told us that it was the way in which

children of that group have expressed like to work, and thus; she could have the

complete control of the students and make them produce. She was walking

around and answering the different questions from students. As it has been

mentioned before, we already know the dynamic used by the teacher to hold the

classes and it is good to see the way in which she corrects the pronunciation of

the students, always at the end of her classes she gives kind of feedback which is

really interesting since students need to be aware of the mistakes they are making

and it is the only way to improve their skills. At the same time, we need to

comment that the teacher always presents information on the board and verbally

what makes the students can understand the instructions and topics in an easy

way.

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Observation No 5.

Observes: Andrea Ríos Castaño – Joan Leandro Berrio Montoya

Grade: Eighth

When we start to doing the observations in middle school, the difference was

noticeable, since the moment which we entered to the classroom, all their attention

was on us. The teacher started the class asking them to sit down and be quiet, but

it seemed to us that our presence caused in the classroom indiscipline, maybe they

wanted to prove that they had the control. After ten minutes of indiscipline finally

the teacher started the class. He introduced the topic and explained what they

were going to do that day, but the noise was the most and even for us was difficult

to listen to his commands. The teacher was really passive, and for Joan and me it

is not good at all. After he finished to explain the topic, he asked them to work in

pairs but they was not interested in the class, they was interested in what we were

doing over there and it was so much uncomfortable for us. The teacher gave them

twenty minutes for doing that activity but when he asked them for finishing it they

started to yell at him saying for example: “Noooooo, profe oiganlo eso está muy

duro” and they took almost the whole class. So the teacher could not do the

feedback in that class. For Joan and me the teacher’s passivity was the cause of

the problem of classroom management. He was really permissive with them.

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Observation No 6.

Observers: Andrea Ríos Castaño – Joan Leandro Berrio Montoya

Grade: seventh

At this time, Andrea and I have already started to observe middle school

classes, we entered to the classroom and the teacher told us that for him it was

good to work with students from this group; since they think English is an important

tool for opening new opportunities in life. Because of their thinking, activities were

interesting taking into account the attitude that students have when participating,

The teacher introduced the topic by using some flash cards on the board, gave

some real examples according to the cultural context we live in Colombia, then he

explained an activity they were going to work for making sure the topic was

understood, the students were working on the activity around 20 minutes, after

that; the teacher was walking around and asking some questions, when he saw

that everybody had the idea of the topic, he made a feedback correcting the

pronunciation and grammar mistakes, finally he gave them a link on internet where

they could find more information and exercises about it. The classroom was a little

noisy, but not because of indiscipline; it was because of the active mood of

learners. So that, Andrea and I were really happy to see how those students like

this subject for participating in that amazing way.

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Observation No 7.

Observers: Andrea Ríos Castaño – Joan Leandro Berrio Montoya

Grade: ninth

This is our last observation; ninth grade is a complete challenge for the teacher

since he told us that students from this group do not like the subject; students were

really noisy, their attitude was bad, they did not participate in the activities, the

teacher does not have the control of the group; students were taking care of the

activities of other subjects, Andrea and I are really surprised with these students

because in the other observations, we had seen classrooms in which students

were noisy but in this one the teacher lost the control completely. At the beginning

the teacher wrote the topic on the board, but when he was doing it; students were

talking, screaming, also fighting, Andrea and I felt really uncomfortable because

students were also expressing some comments like “yo no se para que vienen por

aca a mirar esta clase si es la mas maluca del mundo” o “hasta que vinieron y se

dieron cuenta de lo maluca que es esta clase”. That situation was not good

because it was the first time we observed that kind of behavior from de students,

but at the same time it was meaningful to think that when we are teaching, we have

to face difficult situations in which we will have to be very careful and wise to solve

them.

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After having observed the classes in primary, and taking into account that in the

institution there is one teacher for the five grades, we can conclude that

assignments are presented both on the board an verbally, most of time the teacher

is in front of the students, some lectures are used to transmit the knowledge and

present information; but at the same time students are asked to read and thus they

produce positive skills in class, most of time students are sitting in front of the

teacher even when they are working in groups, the time is very short and topics

need to be seen really fast so that sometimes students feel pushed, the

classrooms are noisy and it is difficult to manage the behavior of children, students

are distracted by their classmates and the noisy; the school does not follow a

specific book or material, the topics are given to the teacher and he or she should

take his or her own material to transmit the concepts and knowledge, students can

test their progress both oral and written because it is always the intention of the

teacher, children have the opportunity to participate in class rising their hands and

shouting out, at it is known taking into account the short time for activities, students

need more time to respond in class. To finish, we can assure that this experience

was really good because we face the reality and now we have ideas to manage

future classes in which we are almost sure are going to find big challenges.

With the observations in middle school, we saw a big difference since we

already know that students are older and consider that can do whatever thing they

want to. It was uncomfortable to experience the rejection from some students

when we were doing the observations; the positive point is that now we have

meaningful ideas about teaching, we know that the problems inside the classrooms

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can be really serious and as future teacher we need to have the enough patience

to understand and solve troubles without miss respecting anybody.

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RECOMENDACIONES

Es importante mencionar que Wilian Glasser aporta 10 pasos simples que pueden

ser tenidos en cuenta para manejar una clase en la que los comportamientos de

los estudiantes pueden variar significativamente. Con esto, no se pretende decir

que son los 10 consejos ideales y precisos para tener el control total de un aula;

mas teniendo en cuenta que cada individuo tiene y desarrolla su propio estilo a la

hora de aprender, pero si son importantes sugerencias que en un momento

determinado pueden ayudarle al profesor a tener un importante manejo de sus

estudiantes.

1. Set aside a quiet thinking time for yourself.  Mentally select a student whose behavior is in violation of school expectations.  Make a list of things you do when s/he is disruptive.

2.  Review your list of interventions.  Have they been effective in improving the student's behavior?  If not, make a commitment to stop using them.  If they're not working, why use them?  It's time to find a strategy that will work.

3.  Make a plan to help your student start tomorrow on a positive note  (e.g., pat on the back, personal compliment, a personalized greeting, sending him/her on an errand, etc.).

4.  If a problem behavior is shown, ask "What are you doing?"  Glasser believes that thinking about a behavior helps the student to recognize it's existence, own it, and prepare to stop it.  When you get an answer that states the actual behavior (his/her words accurately describe the behavior), say "Please stop it."  Do not accept statements such as "I'm not doing anything." and do not let him/her take you off on a tangent/distract you from your task.  If s/he tries to distract you from the issue, keep repeating "What are you doing?" (perhaps varying the wording to be sure the youngster understands your expectation) until the student describes the behavior.

5.  If after steps 3 and 4, the behavior continues, have a conference with the student.  Say "What are you doing?", Upon receiving a response, ask "Is it against

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the rules?"  Upon receiving an accurate description, ask "What should you be doing?"  Obtain an accurate description of classroom/school expectations.  This practice helps the student to realize that s/he is displaying inappropriate behavior and causes him/her to reflect on expectations.

6.  If step 5 fails, repeat all of 5 except for the last question.  Substitute "We have to work this out.  What kind of a plan can you make to follow the rules?"  The plan must be a positive action plan (a description of the behavior to be displayed) rather than a lack of action (What the youngster will stop doing).  The student must tell you what s/he will do in same/similar situations.

7.  If the student disrupts again, isolate him/her or place him/her in time out in the immediate classroom.  The student may rejoin the class after having devised a plan for following rules, informed you of this plan, and made a commitment to follow it.  If the student disrupts the class while in the quiet part of the room, this results in his removal from the room.

8.  If step 7 does not work, in-school suspension is implemented.  Say, "Things are not working out for you here.  You and I have tried to this problem, but now it's time to talk with some other people.  Please report to the principal's office."  In-school suspension continues until an approved plan of action appropriate behavior is formulated.

9.  If the student is completely out of control, the parents are asked to take him home for the rest of the day.

10.  If step 9 is continually ineffective, the student must stay home or is sent to another placement that is better able to meet his/her educational/behavioral needs.

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CONCLUSIONES

El manejo del salón no está determinado por la cantidad de estudiantes si

no por las estrategias que use el profesor para hacer que sus estudiantes

se motiven y se interesen en aprender una segunda lengua.

El docente debe conservar la calma pero sin entrar en la pasividad

absoluta, pues esto lo único a lo que ayuda es a que el estudiante crea que

tiene el control sobre la clase.

Los tiempos establecidos para desarrollar las actividades se deben cumplir

para que los estudiantes tomen con seriedad las instrucciones impartidas

por el docente.

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CLASSROOM MANAGEMENT OBSERVATION MATRIX

QUESTION / DAY DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 DAY 6 DAY 7

1. Where does the teacher stand to present information? A A C A A B A1.1. How does the teacher present information? A A B B B A B2. How are assignments presented? C C C C C C C3. Where is student sitting A A A D A A D4. Environment B A B B B B B

A C A A A A A6. Is the student distracted by: A A B B B A A7. Textbooks

8. How does the student indicate what he or she knows?

8.1. How does the teacher determine competency level?

9. Does the student have options for test taking? C C C C C C C10. Does the student participate in class A B B A B A A10.1. The students responds… B B B B A B B

CONVENTIONS:

----- Tradicional

----- Inorrecto

----- Correcto

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BIBLIOGRAFIA

http://www.pgcps.pg.k12.md.us/~elc/gameplan.htm

http://www.google.com.co/url?sa=t&rct=j&q=classroom%20management%20related%20to%20behavior&source=web&cd=27&ved=0CF0QFjAGOBQ&url=http%3A%2F%2Fwww.sagepub.com%2Fmooreteachingk8%2Fstudy%2Fchapter%2Fextensions%2F74554_03ee1.doc&ei=JyE5UamzGsWA4gSiwoCIBA&usg=AFQjCNEvZ37e1sL6avbTUZRzPmv0rvUuJQ&cad=rja

Canter, L., & Canter, M. (1976). Assertive discipline: A take-charge approach for today’s

educator. Los Angeles: Canter and Associates.

Charles, C. M. (2002). Building classroom discipline (6th ed.). New York: Longman.

Glasser, W. (1965). Reality therapy: A new approach to psychiatry. New York: Harper & Row.

Glasser, W. (1977). 10 steps to good discipline. Today’s Education, 66, 61–63.

Glasser, W. (1986). Control therapy in the classroom. New York: Harper & Row.

Gordon, T. (1974). Teacher effectiveness training. New York: David McKay.

Formato de Observacion:

http://www.google.com.co/search?q=classroom+management+observation+format&hl=es&tbm=isch&tbo=u&source=univ&sa=X&ei=EyM5UciAG8jc4QSn5IHwCg&ved=0CEEQsAQ&biw=1600&bih=756#imgrc=2HGtj3rLalBkZM%3A%3BrtSsMpMVlXUFhM%3Bhttp%253A%252F%252Fimg.docstoccdn.com%252Fthumb%252Forig%252F21058146.png%3Bhttp%253A%252F%252Fwww.docstoc.com%252Fdocs%252F21058146%252FReading-Classroom-Observation-Form%3B1275%3B1650

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