Slide 1

Models of behaviour management

Lecture 3

August 11, 2014

Ray HandleyEDPP302 Risk and behaviour management

This weekBehaviourist principlesOverview of teacher-centred or controlling approachesKounin / Jones / CanterEDPP302 Risk and behaviour managementCLASS RULESNo talking when the teacher is talkingStay in your seatsKeep your hands & feet off other people and their propertyFollow the instructions given by the teacher

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Behaviourist approachesrewardsenvironmentconsequencesexternalpositivepunishmentschedulesconditioningsystemmaticobservableresponsestimulusreinforcementnegative

47 things games teach us about learning:Measure progressMultiple short and long term goalsReward effortRapid, clear feedbackUncertaintyIncreases attentiveness and memoryInteraction with others

Chatfield 2010

Behaviourist approachesdigital video gamesLimit Setting/Controlling Models

Assertive Discipline Canter & CanterPreventive Discipline - Jacob KouninPositive Classroom Discipline - Fred Jones

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Characteristics of the Models

Students require firm direction from teachersLearning and behaviour are closely linkedPositive classroom relationships allow teachers to be trusted and respectedDisruptive behaviour occurs in all classrooms. Good teachers use techniques to negate its impact on learning7

anxietydefensiveactingouttensionreductionIntervention optionsExternal controlInternal controlIntegrated experienceTHE CRISIS CYCLEStaff actionsClient actionsnon-compliant8This is just an additional model not covered in the CPI notes and manual. It highlights the difference level of staff involvement or action depending of the position on the crisis cycle. When nonviolent physical intervention is used the clients loses almost total control over their actions - although this can be quickly changed as they calm down and move with either back to a defensive position or on towards tension reduction.

Limit Setting/Controlling Models

Preventive Discipline - Jacob KouninPositive Classroom Discipline - Fred JonesAssertive Discipline Canter & Canter

9teaching and discipline need to be integrated planned and coordinated activities within lessons reduce the likelihood of disruptive behaviourinterested, stimulated and active learners reduce the risk of disruptive behaviourPreventive Discipline -a positive, productive classroom atmosphere or tone is pervasive for all participantsJacob Kounin10By correcting misbehaviours in one student, it often influences the behaviour of nearby studentsConversely, noticing positive behaviour in one or a small group of students draws the attention of the others to your expectationsWithitness SmoothnessOverlappingGroup alertingRipple effectPreventive Discipline -Jacob KouninMomentumKounin, Jacob S. (1970) Discipline and Group Management in Classrooms. Holt, Rinehart and Winston, Inc.TEXT from http://wik.ed.uiuc.edu/index.php/Kounin,_Jacob 11Withitness SmoothnessOverlappingGroup alertingAlways be alert to sights and sounds in the classroom. Arrange the seats so that students are always within eyesight. Scan the room when working with individuals or small groups of students. When helping an individual make sure that you do not have your back to the rest of the class. Briefly acknowledge misbehavior at first detection to let the class know that you know. Do not let the misbehaviour escalate before action is taken. Ripple effectPreventive Discipline -Jacob KouninMomentumKounin, Jacob S. (1970) Discipline and Group Management in Classrooms. Holt, Rinehart and Winston, Inc.TEXT from http://wik.ed.uiuc.edu/index.php/Kounin,_Jacob 12Limit Setting/Controlling Models

Preventive Discipline - Jacob KouninPositive Classroom Discipline - Fred JonesAssertive Discipline Canter & Canter

17be positive and gentle. be economical, practical and simpleset limits and build cooperation in the absence of coercionPositive Discipline -Classroom management procedures must . . . .ultimately reduce the teacher's work load.

Fred Jonesoffer incentives and encouragement for positive effortJones, Fred (2000) Tools for Teaching. Santa Cruz, CA: Frederick Jones and Associates.18Limit-settingThree different management methods are integrated to form a three-tier approach to discipline management.

from http://www.fredjones.com/Positive_Discipline/Discipline_Ch18.htmllimit-setting and relationship building form a tier of the management system which we might best describe as the interpersonal-interactive level of management.Positive Discipline -Fred Jones19Incentive systemsLimit-settingThree different management methods are integrated to form a three-tier approach to discipline management.

from http://www.fredjones.com/Positive_Discipline/Discipline_Ch18.htmlmake the exchange of positive and negative sanctions prearranged, explicit, concrete, and public. Positive Discipline -Fred Jones20Incentive systemsLimit-settingThree different management methods are integrated to form a three-tier approach to discipline management.Back-up systems

from http://www.fredjones.com/Positive_Discipline/Discipline_Ch18.htmlnegative sanctions provide a disincentive, or the containment of behaviour when co-operation is lostPositive Discipline -Fred Jones21There are seven steps in limit setting:

Eyes in the back of your headPositive Discipline -Fred Jones22There are seven steps in limit setting:Terminate Instruction

Eyes in the back of your headPositive Discipline -Fred Jones

Stop what you are doing and concentrate on the disruption

23There are seven steps in limit setting:Terminate InstructionTurn, look, and say the students nameEyes in the back of your headPositive Discipline -Fred Jones

Stop what you are doing and concentrate on the disruption

Face the student, make eye contact, and remain calm24There are seven steps in limit setting:Terminate InstructionTurn, look, and say the students nameWalk to the edge of the students deskEyes in the back of your headPositive Discipline -Fred Jones

Walk calmly to the front of the students desk and avoid comments

Face the student, make eye contact, and remain calm25There are seven steps in limit setting:Terminate InstructionTurn, look, and say the students nameWalk to the edge of the students deskPromptEyes in the back of your headPositive Discipline -Fred Jones

Demonstrate what is expected

Walk calmly to the front of the students desk and avoid comments26There are seven steps in limit setting:Terminate InstructionTurn, look, and say the students nameWalk to the edge of the students deskPromptPalmsEyes in the back of your headPositive Discipline -Fred Jones

Demonstrate what is expected

Lean towards the student 27There are seven steps in limit setting:Terminate InstructionTurn, look, and say the students nameWalk to the edge of the students deskPromptPalmsCamping outEyes in the back of your headPositive Discipline -Fred Jones

Lean towards the student

Shift and maintain eye contact to show you are still aware 28Positive Classroom Discipline -

Fred Jones

29In social learning theory, Albert Bandura (1977) states behaviour is learned from the environment through the process of observational learning.Social cognitive theoryModelling & controlResulting consequencesCommon identityVicarious reinforcement

Limit Setting/Controlling Models

Preventive Discipline - Jacob KouninPositive Classroom Discipline - Fred JonesAssertive Discipline Canter & Canter

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Teachers have the right to determine what is best for your students, and to expect compliance. To accomplish this goal, teachers must react assertively, as opposed to aggressively or non assertively.Student compliance is imperative in creating and maintaining an effective and efficient learning environment.No pupil should prevent you from teaching, or keep another student from learning.Assertive Discipline Canter & Canter32see students as adversariesuse an abrasive, sarcastic and hostile stylefocus on the person not on the behaviourmeet their own needs but disregard the needs of the studentsHostile Teachers

33Non-assertive Teachersignore or react in desperationuse a passive, inconsistent, timid and non-directive manner do not communicate their needs to the studentsshow an uncertainty and fear of the students

34Assertive Teachersrespond confidently, politely and quicklygive firm, clear, concise directions to studentsbuild positive, trusting relationshipsare demanding, yet warm in interactionlisten carefully to what their students have to say, and treat everyone fairly (not necessarily equally).

35featuresClear set of observable, class negotiated rules. Only 3 - 5 max.

Focus on positive behaviour with constant reinforcement through comments and recording of compliance.For behaviour that breaks the rules a clear, pre-determined set of consequences are laid out.All students are targeted for both positive recognition and negative consequences when relevant.Assertive Discipline Canter & Canter36

CLASS RULESNo talking when the teacher is talkingStay in your seatsKeep your hands and feet off other people and their propertyFollow the instructions given by the teacherCLASS CONSEQUENCES1st incidentname on board - 1st warning2nd incidenttick - 2nd warning3rd incidenttick - 3rd warning4th incidenttick - stay back after class5th incidenttick - lunch time detention6th incidenttick - leave the class, interview with HT/AP

CLASS RULESNo talking when the teacher is talkingStay in your seatsKeep your hands and feet off other people and their propertyFollow the instructions given by the teacher

CONSEQUENCES1st name on board - 1st warning2nd tick - 2nd warning3rd tick - 3rd warning4thtick - stay back after class5th tick - lunch time detention6th tick - leave the class, interview with HT/AP

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CLASS RULESNo talking when the teacher is talkingStay in your seatsKeep your hands and feet off other people and their propertyFollow the instructions given by the teacher

CONSEQUENCES1st name on board - 1st warning2nd tick - 2nd warning3rd tick - 3rd warning4th tick - stay back after class5th tick - lunch time detention6th tick - leave the class, interview with HT/APCalebFabioSuzieJackBashirShannonCarlyJessRyanHassanTamikaLucas

Is it worth it?

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Common pitfalls with Assertive DisciplineTicks are delivered as punishment/consequences not cues/signalsPositive comments to compliant students are not used enough or they are insincereAppropriate positive consequences are not in placeTicks are delivered only to certain students in the classStudents will not stop behaviours and often will be pushed to get more ticks as a challenge or act of revengeThe list of students will be selective rather than inclusiveNo evidence of a ripple effectLittle dilemma for students to change 39REFERENCES

Canter, L. & (1976) Assertive discipline a take charge Canter, M. approach for todays educator. SantaMonica, CAJones, Fred (2000) Tools for Teaching. Santa Cruz, CA: Frederick Jones and Associates.

Kounin, Jacob S. (1970) Discipline and Group Management in Classrooms. Holt, Rinehart and Winston, Inc.Bandura, A. (1977) Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.

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