printingtsl3109 part 1 week 3

8/12/2019 PrintingTSL3109 Part 1 WEEK 3

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TSL3109 Managing The Primary

ESL Classroom

Week 3:

Approaches, Theories & Models


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Introduction to Classroom Management

Approaches

Authoritarian

Behavior Modification

Group Processes/

Socio Psychological

Instructional Management

Socio-cultural

Theories & Models

Building Foundation

Assertive Tactics

Democratic teaching


Congruent Communication


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APPROACHES

Correlative

assumptions/ beliefs

Instructionalbehavior

Pupil behavior

Teacher-pupilcontrol

Rules andprocedures

Describes whata teacherassumes to be

the mostappropriateway to managea classroom.

(Manning&Buc

her,2013)

THEORIES

Underlying

principles Provide foundation

for CM approachesand strategies

Theories based onstudies

To change classenvironment andinstructionalpractices

To improve studentbehaviour

(Hardin, 2008)

MODE

LS

Are based on

approaches andtheories

Consist ofspecificstrategies andtechniques

To manageinstructionalbehaviour andstudent

behaviour

(Manning &Bucher, 2013)


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Introduction to Classroom Management

Approaches

Authoritarian

Behavior Modification

Group Processes/

Socio Psychological


Socio-cultural

Theories & Models

Building Foundation

Assertive Tactics

Democratic teaching


Congruent Communication


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Classroom management Approaches

1. Authoritarian classroom Management(Power Types and Power Bases)

2. Behavioral modification

3. Group process/ social-psychological

4. Instructional classroom management

5. Socio-cultural


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1. Authoritarian classroom Management

Have full responsibility for regulatingthe classroom Devise and enforce specific rules to

control pupil behaviour Entirely in power and deal forcefully

and quickly with misbehaviour

Developing & maintaining classroomcontrol requires both AUTHORITYand POWER


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Authority vs. Power

Authority is the right teachers have tomake decisions that affect the choicesavailable to students. It is the rightvested in them as teachers (Larrivee,2009; French & Raven, 1960)

Authority is of little consequencewithout power.

ZAHS


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Authority vs. Power

When control in the classroom isthreatened, a teacher must turn toPOWER.

The ability to make students comply inthe classroom or to influence theirparticipation.

ZAHS


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Authority vs. Power

Teachers use their authoritywhen theyassign work to students. Poweris whatthey use to get students to complete theirassignments.

Teachers can choose to manage studentbehaviour by using their authority &exercising power & control by dispensing

rewards & punishment, or they can choosenot to use their power in favour ofstrategies that empower students to maketheir own choices.

ZAHS


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SOURCES OF POWER


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5 POWER TYPES

A. COERCIVE

B. REWARDC. LEGITIMATE

D. EXPERT

E. REFERENT

CLEARPOWER TYPES


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a. Coercive

Power BaseAuthority by virtue of power toreward & punish

CharacteristicsDictates rules & proceduresUses system of incentives &

punishmentsRequires careful teacher surveillance

One has power by administeringpunishment.

ZAHS


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Contd Coercive

May lead to the suppression ofmisbehaviour & it may re-emerge ina different form or transferred toanother environment

Can damage a students self-esteem & self-reliance

Can create conflict & induceresistance to teacher influence

ZAHS


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ZAHS

I behave for youin order to avoidbeing punished


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B. Power type: Reward

Power BaseAuthority by virtue of power to

affirm ones achievements.

CharacteristicsLinked to social approval

Uses system of incentives

Emphasises extrinsic over intrinsicmotivation

One has power by providing rewards.


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Cont Reward May lead to a more favourable attitude

toward learning Relationships often grow & are

nourished by appreciation

Interest in a subject is nurturedthrough praise & admiration

Not useful whenthe student no longervalues the reward being offered & thegood behaviour may disappear if thereward disappears.


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Contd Reward

I behave for you inorder to get something

from you


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C. Power type: Legitimate

Power Base Authority by virtue of appointed

position

Characteristics

Clearly communicates delineation ofteacher & student role.

Prescribes standards for appropriatebehaviour

Reminds students of teachers positionof authority.

One has powerbecause of ones position.


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ContdLegitimate

Students follow the teachersrequirements out of respect for therole of teacher

When students affirm the teachersrole, compliance results.

Not useful when the student has

weak history of respect of authorityfrom the home (e.g. the childsparents dont respect authority)


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D. Power type: ExpertPower BaseAuthority by virtue of knowledge &

expertiseCharacteristics

Centers around content Focuses on keeping students on taskUses procedures that redirect

students to the learning task

Carefully monitors studentprogression through the lesson.One haspower based on knowledge

or training.


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Contd Expert

I behave because

you know more

than I


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Contd Expert

Enthusiasm for subject

Not useful when the studentdoes not believe the teacherknows what she is talking about

or that the area of knowledgeis not seen to be significant tothem


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E. Power type: Referent

Power BaseAuthority by virtue of relationship

power. Characteristics

Establishes democratic proceduresRespects students rightsNegotiate mutual solutions to

problems. One has powerearned through actions

that demonstrate trust, caring &

concern.


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Contd Referent

ZAHS

I behave for youbecause you like me& I want to pleaseyou


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Contd Referent

Emphasises honest, positive relationship

Acknowledges values & capitalizes onindividual differences

Emphasises a sense of belonging in theclassroom & a mutual sense of purpose


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Authoritarian classroom management

models

i. Skinners BehaviorModification Model

ii. Jones positiveclassroom discipline

iii. Canters assertivediscipline


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I. Skinners Behavior Modification

Model

Teachers shape pupil behaviour

through systematic reinforcementincluding rewards and negativereinforcements.

(Manning and Bucher, 2013)


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ii. Jones positive classroom discipline

Emphasises the effectiveness andefficiency of teachers behaviour in gettingpupils to get involved in the learningprocess.

Manage their classrooms by providingengaging lessons, helping pupils with workproblems and giving incentives to promoteresponsibility.

They set clear limits and organise their

classroom effectively (Hardin, 2008; Charles, 2002; Manning

and Bucher, 2013)


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iii. Canters assertive discipline

believe that teachers and pupils have rights in

the classroom. (Lee & Canter) expect teachers to be assertive, to set clear

rules of behaviour and expectations, and enforcethem calmly through a discipline hierarchy of

consequences. Teachers have to communicate needs and

requirements to pupils clearly and firmly, andrespond with appropriate actions.

They are to get pupils to fully comply to ruleswithout violating the interest of the pupils(Hardin, 2008; Charles, 2002; Manning and Bucher,2013)


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2.BEHAVIOUR MODIFICATION

aka REINFORCEMENT THEORY


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Behavioral modification

Traditionally, managing individualstudent behaviour & maintaining orderin the classroom has relied on the use

of extrinsic rewards & punishment. Trs are using their authority position

to control students behaviour.

The use of extrinsic motivation is onlyshort-term. Motivating students towant to behave appropriately is theultimate long-range.


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Basic Principles of Behaviour

Modification (BM)

1. Behaviour is influenced by theconsequences that follow it.

2. Behaviour can be developed,maintained, strengthened, or

weakened by the consequencesthat follow the behaviour.


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ContdBasic Principles of Behaviour

Modification (BM)

1. Based on the notion that behaviourthat is rewarded will tend to berepeatedwhile behaviour that that is

not rewarded (i.e. ignored or punished)will tend to be weakened or eliminated.

2. Positive reinforcement or rewards

more powerful behaviour modification

ZAHS


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ZAHS

Options for Decreasing Undesired Behaviour

Add (+) Take Away (-)

Punishment: Add negative or

consequence

Punishment: Take away positive

reinforcer

Reinforcing Incompatible

Behaviour: Add reinforcement

for opposite (incompatible)

behaviour while ignoring

undesirable behaviour

Response Cost: Contingent

withdrawal of a specified amount

of reinforcement while

maintaining the potential to earn

a reward

Time Out: Take away from

reinforcing environment

Extinction: Take away any

reinforcement (ignore)


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Classroom Applications of Reinforcement

The Premack principle makes students

preferred behaviour dependent on theoccurrence of a less preferred behaviour inorder to increase the preferred behaviour.

If all of you get your books & materials put

away, you can leave for recess early.If you work quietly for 20 minutes, you canhave free time to talk to anyone you like

for 5 minutes. Allows the teacher to use a reward for the

incompatible behaviour rather than punish thebehaviour that is causing a problem.


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Teacher interventions to decrease problem behaviours that

are reward based.

Problem Behaviour Jenny frequently talkingwithout permission

Intervention StrategyJenny was given five tokens when she enteredthe classroom. Each time she talked withoutpermission, she paid the teacher one token.At the end of the day, each token she had leftwas worth an allotted period of time to be spentplaying a game.

Reinforcer Playing a game

Reinforcement PrincipleResponse cost


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Teacher interventions to decrease problem behaviours that

are reward based.

Problem Behaviour Students walking aboutexcessively

Intervention Strategy

The teacher informed the students thatshe would allow them a special privilege thelast 5 minutes of class each day if theydecreased their movements. The studentssuggested games & snacks as special

privileges. Instances of walking about wererecorded.

Reinforcer Special privilege the last 5minutes of class

Reinforcement Principle:Premack Principle


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Types of Reinforcers

There are a variety of reinforcers inpromoting desired behaviours.

Effectiveness depends on individual studentcharacteristics & preferences as well as theparticular setting & the task demands.

Reinforcers can be thought of on a continuumbeginning with more tangible rewards &ending with personal satisfaction.


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The Reinforcement Hierarchy

1 2 3 4 5 6 7 8

Consumab

le

Tangible

Token

Activity

Privilege

Peerrecog

nition

AdultAppr

oval

SelfSatisfa

ction

Material Reinforcers Activity &

Privilege

Reinforcers

Social

Reinforcers


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a. Tangible

real objects that students can earn asrewards for desired behaviour.

They are widely used with studentswho have special behaviour problems.

Examples of reinforcers are: popcorn,raisins, crayons, pencils, badges, etc.


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b. Graphic

include marks of various kinds such asnumerals, checks, happy faces, andspecial symbols.

Teachers make these marks with feltpens and rubber stamps, enter them

on charts or use a paper punch to makeholes in cards kept by the students,attach stars or stickers.


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c. Activity Includes activities that students prefer in

school. Any activity can be used as areinforcer if students prefer it to another.

Examples of activities that usuallyreinforce academic learning for young

students are:Being a monitor, sitting near the teacher,

choosing the song, cleaning the board,sharing a pet or toy.


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d. Socialconsist of words, gestures, and facial

expressions. Some examples are:

Verbal- OK. Wow! Excellent. Nicegoing. Exactly. Right. Thank you. I likethat. Would you share that. Good Job!

Non-verbal- Smiles, winks, eyecontact, nods, thumbs up, pats, shakehands.

L i A li i T k


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Learning Application Task

BM Sample Problems

The following are some sample cases thatrequire intervention strategies. Try your handat designing BM programmes for these four

students. Ask yourself, What behaviour could take

place of the undesirable behaviour? Whatmight be reinforcing for the student? What

factors might be sustaining the behaviour?

Share your answers.


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Situation 1

Ah Seng bullies & frightens otherstudents. Three of his classmates arereluctant to go to recess because he

picks on them. How would you go aboutreducing his aggressive behaviour? Howwould you strengthen his cooperative &

socially desirable behaviour?


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Situation 3

Jonathan swears excessively. Not onlyare these comments disruptive, they arecontagious. A few of the other students

are beginning to see if they can getaway with swearing. As the teacher,what would you do about his swearing?


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Situation 4

Aina is an 8-year-old of averageintelligence who is constantly out of herseat, walking around the room & talking

to her classmates. How would youdecrease Ainas out-of-seat behaviour?How would you improve her ability to

remain on task?


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Main References

Larrivee, B. (2009) AuthenticClassroom Management.

Pearson.

Charles, C.M. (2011) BuildingClassroom Discipline. Pearson

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