‘You can prevent most misbehaviour if you treat students ... Web viewWord count-2,532....

P r e v e n t a t iv e S u p p o r t i v e C o r r e c t iv e

Student Teacher Interaction 2015

Promoting a Positive Learning

Environment

Whitney Bertram – 1607526

Word count-2,532


http://www.google.com.au/url?q=http://somaliinternationaluniversity.com/portfolio/faculty-of-education/&sa=U&ei=w64wVeSbH8a5mwX6n4HgDA&ved=0CBoQ9QEwAg&sig2=ARZ3DkcKtL42mOTd3v4CwQ&usg=AFQjCNFgeYJFi_3D7OnaAQpao_dvycN9vg

CONTENTS

Introduction……………………………………………………………………………………………Page 4

Preventative Actions…………………..…………………………………………………………...Page 5Theorists- Abraham Maslow

- Bill Rodgers

Supportive Actions…………………..…………………………………………………………......Page 8Theorists- Jacob Kounin

- William Glasser - Rudolf Dreikus

Corrective Actions..………………………………………………………………………………Page 12Theorists- Marlene and Lee Canter

- Frederic Jones

Conclusion...…………………………………………………………………………………………Page 15

References...…………………………………………………………………………………………Page 16


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Introduction-

When considering positive learning environments, there are two statements

teachers need to consider-

1. Appropriate student behaviour is necessary for engagement.

2. Negative behaviour has a negative impact on learning.

Charles & Charles suggest that ‘we cannot force students to learn or behave as

we want them to.’ (Charles & Charles 2004, p. 129) However, we have the ability

to guide our students towards a positive learning environment where behaviour

can be controlled.

Positive learning environments need to-

(Killen 2006, p. 23-24)

In order to achieve a positive learning environment, teachers must ensure they

establish an environment that; maintains motivation and attention, minimizes

management problems through successful classroom management and have a

process in place that directly respond to misbehaviour problems when they

arise.

Throughout the use of education-based theorists, we are able to recognise these

signs of unsatisfactory behaviour and alter our teaching to rectify it.

Incorporating theorists into everyday teaching is beneficial as Beutel suggests,

‘good theory explains and predicts phenomena and gives guidance to your

teaching’ (Beutel 2007, p. 1)

Be safe and comfortable

Be important and meaningful that include short and long term goals

Be interesting and challenging but realistically achievable

Involve independent and collaborative work

Value students’ efforts

Require students to be responsible for their own behaviour.


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Preventative-

‘You can prevent most misbehaviour if you treat students sensitively, provide an interesting curriculum, and use a helpful teaching style.’

(Charles 2002, p. 236)

Preventative actions generally occur in the lesson planning, where a teacher will

unsure the content is; meaningful, respectful and mindful, with enjoyable

activities. There are a multitude of theorists whose theories aid preventative

actions. Two of the theorists include, Abraham Maslow and Bill Rodgers.

Abraham Maslow’s Hierarchy of needs theory-

Psychologist Abraham Maslow identified seven categories of basic needs

common to all people. Maslow represented these needs as a hierarchy in the

shape of a pyramid (Figure 1). A hierarchy is an arrangement that ranks people

or concepts from lowest to highest. (D martin, K Joomis ,2007)

When applying this theory to the classroom, in order for students to be performing at their best, the individuals must meet the needs at the lower levels of the pyramid

before they can successfully be motivated to tackle the next levels.

Figure1. Source- figur8.net

Bill Rodgers Theory-


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http://figur8.net/baby/wp-content/uploads/2014/11/Maslow-hierarchy.jpg

Behavioural management strategies derived from Bill Roger’s theory include-

• Positive Correction: the basic premise that teachers and schools should adopt

a non-confrontational approach to discipline, based on positive teacher-

student relationships, respect for the dignity and rights of individuals,

choices about consequences of behaviour and encouragement for student

self-discipline.

• Prevention: planning for good behaviour; teaching the routines and the rules.

• Consequences: have a clear structure that students understand and use to

inform the choices they make.

• Repair & Rebuild: the imperative to work hard to build and repair the

damage that is done when things don’t work out.

(Rogers, 2006)

When applying this theory to the classroom, teachers must ensure they are non-confrontational and realise that behaviour is closely related to

emotions. As Cowley suggests, ‘there are many external factors can affect the behaviour of a class.’ (Cowley, 2006)

Case study 1- Praise and Preparation

Preventative actions used in clip-

Writing on board before students arrive

Positive reinforcement and encouragement

Non-verbal communication

Star chart- Incentive

(reward for good behaviour)

Strict routine

System- Raising hands

Greeting class outside of room

How Maslow’s theory relates to ‘Praise and Preparation’

Amy has identified that her students’ have reached the basic needs. In order for

Amy’s students’ to surpass their rank, she uses praise and star chart incentives

for good behaviour in order to ensure her students’ get a feeling of

accomplishment. As a result, Amy’s students have the opportunity to progress up

Maslow’s hierarchy of needs. It becomes clear that, if teachers can assist

students’ in meeting their needs, student learning can be advanced and students


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will, in time, reach self-actualisation where they may realise their potential.

(Kaliska, 2002)

Case Study 2- Love ‘em, Loathe ‘em.

Preventative actions used in clip-

Use of proximity

Setting targets & having expectations

Have materials prepared for

students (pencils, rulers)

Scaffolding with select students

Strong voice projection

How Bill Roger’s theory relates to ‘Love ‘em, Loathe ‘em.’

Ben is struggling with his Design & Technology class. The external factors, such

as, end of term approaching are affecting the actions of the students. Throughout

this clip, things begin to change when Ben considers Rodger’s positive correction

theory. Ben begins to build on his positive student-teacher relations, gaining

more respect from the students. Not only does Ben become more enthusiastic

about his teaching, he also ensures the students understand the consequences of

bad behaviour. In order for Ben to improve his class, the implementation of

Gardner’s Multiple Intelligences would have been beneficial as he is only catering

for a small minority in this clip.

Additional Preventative Strategies-

Highly structured learning

Explicit teaching

Trust

Record of students

Negotiation

Feedback

Engage Students’

(Gardner’s Multiple Intelligences)

Make Students feel secure

(D&V McInerney)

Treat students sensitively

Scaffolding (Piaget)

Setting rules

Operant conditioning (B F Skinner)

Setting targets

Mutual respectRoutines(M&L Canter)

Supportive-


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‘Despite your best efforts, students will at times become restive and can easily slip into misbehaviour. This is the time for you to use

supportive techniques, which are pleasant yet effective in keeping students engaged in their work.’

(Charles 2002, p. 236)

Supportive actions generally occur within the lesson, where a teacher will

unsure they; show interest, use their physical proximity and humour, while

acknowledging good behaviour.

Jacob Kounin’s Theory-

Kounin suggests, ‘good classroom behaviour depends on effective lesson

management, especially on pacing, transitions, alerting, and individual

accountability.’ (Teacher Matters, Kounin, 2008).

When applying Kounin’s theory to the classroom, teachers must consider-

Ripple Effect- Kounin observed that, when a teacher asked a student to stop

a behaviour in front of the rest of the class, this affected on all other

students in the class, resulting in a disruption. (Kounin, 1958)

With-it-ness- Withitness is the skill to know what is going on in all parts of

the classroom at all times; nothing is missed. “Withit” teachers respond

immediately to student misbehaviour and know who started what.

William Glasser’s Theory-

Choice Theory- Glasser suggests that ‘if we are unhappy, we are not responsible

for the way we feel. It’s always other people, events we can’t control, or

something structurally or chemically wrong with our brain that is the cause of

our pain. It is never what we choose to do that is the cause of our misery

(Glasser, 2013 p.15)

When applying Glasser’s theory to the classroom, it is beneficial when the ‘seven

deadly habits’ (Criticising, blaming, complaining, nagging, threatening, punishing

and bribing) are replaced with the ‘seven positive habits’ (Supporting, encouraging,

listening, accepting, trusting, respecting and negotiating differences.)

Glasser’s Supportive strategies:


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Develop classroom goals

Clear classroom rules- Glasser’s triplets (ask student three questions:

1: What are you doing? 2: Is it against the rules? 3: What should you

be doing?)

Achieve commitment for goals, rules and procedures decided on

Decide on consequences (as a group)

Ensure you cater for your students’ basic needs (Figure 2)

Rudolf Dreikus’ Theory-

Dreikurs’ theory states that, ‘student behaviour is motivated by a need to be

recognised and to belong, and misbehaviour is the product of efforts to achieve

this recognition by satisfying four mistaken goals: attention getting, power

seeking, revenge seeking and displaying inadequacy’ (McInerney & McInerney

2002, pp. 265-266).

When applying Dreikus’ theory to the classroom, teachers must be aware of the

students’ need to belong and the recognition of their peers. Dreikus believed that

discipline is based on mutual respect, which motivates students to behave

constructively because of their high sense of social interest. As a result, the social,

emotional and physical demand on students’ can become overwhelming. However,

with the use of Dreikus’ theory, teacher’s can ensure students do not misbehave.

Case study 3- Girl Talk


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Supportive actions used in clip-

Tactical ignoring of bad behaviour

Using body language and eye contact

Scaffolding

Praising good behaviour

Use of wait time

How Jacob Kounin’s theory relates to ‘Girl Talk’

Nicola utilises Jacob Kounin’s with-it-ness as it is clear that she immediately

identifies the misbehaviour of the two chatty girls. Not only does Nicola

constantly use her proximity to quiet the girls but she also asks the girls to stop

the behaviour. As Kounin’s ripple effect suggests, this has a disruptive effect on

the class. Piaget’s theory encompassing egocentrism is also at play here as the

selfishness of the two off-task girls distracts Nicola.

Case study 4- Attention Seekers


Knowledge of students’ names

Structured lesson plans

Control (specifically low level noise)

Show interest

Direct instructions

How Rudolf Dreikus’ theory relates to ‘Attention Seekers’

Jane suggests that she wishes she were calmer throughout the clip, Jane must

realise that not every aspect of the students’ bad behaviour is her fault. As

Dreikus’ theory demonstrates, students often seek power and attention. This is

the case in Jane’s French class. In order to correct this misbehaviour, Jane

establishes an environment where her students are able to feel a sense of

belonging in the classroom. When the students feel accepted by their peers, they

do not feel the need to seek further attention.

Case study 5- Too much talk


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Positioning in the classroom

Ask for students to answer

Use of The Zone of

Proximal Development

Strong voice projection

Use of language (Vygotsky)

How William Glasser’s theory relates to ‘Too Much Talk’

This newly qualified teacher has used Glasser’s supportive strategies in order to

gain the attention of his students. For example, he makes sure the class rules are

clear and known. The students in the classroom possess some of the ‘seven

deadly habits.’ This teacher ensures these habits are replaced with positive

habits, such as, supporting listening and respecting. Bloom’s taxonomy is also

being used within this classroom in order to promote student success

throughout the use of knowledge building.

Additional Supportive Strategies- Contract to improve behaviour

Firm boundaries

Values education

Move around with confidence

Maintain self-control

Maintain dignity

Eye-contact with the student

Use facial expressions, not words

Use physical proximity.

(McInerney & McInerney 2002, p. 265)

Corrective-


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‘We have to accept that while good discipline systems can prevent

most misbehaviour, you students will nevertheless break rules at

times and you must deal with the transgressions. If you approach

misbehaving students in a sensitive manner, you can help them

return to their proper behaviour with no ill feelings.’

(Charles 2002, p. 237)

Supportive actions generally occur in and out of lesson time, where a teacher will

unsure they; apply sanctions, arrange to talk privately or are prepared to invoke

an insubordination not for students who misbehave.

Marlene and Lee Canter’s Theory-

To the Canters, ‘effective teachers establish an optimal learning environment and

use the assertive response style that places limits and rewards (or

consequences) on students.’ (Canter & Canter, 2002)

Two main aspects of the Canter’s theory include-

Having class rules- Class rules need to be formulated together and these

rules need to be clear and consistently referred to in order to manage

behavioural issues in the classroom.

Broken record response- The use of repetition becomes critical when

considering student behaviour. Continue to repeat your command (a

maximum of three times) until the student follows your directions. If

directions are not followed at that point, the sequential list of penalties is

implemented. Do not be sidetracked by the student's excuses. Broken

record is very effective in avoiding verbal battles with students (Levin &

Nolan, 2003, p.41).

When applying Marlene and Lee Canter’s theory in the classroom, teachers must be

assertive rather than being passive and using hostile actions. When it becomes to

behavioural management, Canters’ theory suggests, positive re-enforcement should

be followed by a reward. However, we must also be aware that negative

consequences can often be followed by negative behaviour.


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Frederic Jones’ Theory-

Jones once suggested that, ‘a good classroom seating arrangement is the

cheapest form of classroom behavior management. It’s discipline for free.’(Jones

2000) Jones’ Theoretical focus is on de-stressing the teacher. As a result, Jones

developed Preferred Activity Time (PAT.)

Reward with preferred activity time- The students are able to spend

time having fun while learning after earning the privilege. The teacher has

an incentive for the students to work hard and then can enjoy the activity

with their students. (Jones, 2000) By implementing PAT, this reduces

teacher stress as the students are constantly focused on the reward.

Case study 6- Manage that class

Question and feedback

Non-verbal message

Deflection

Intervention

Rule reminders

How Federic Jones’ theory relates to ‘manage that class’

When using Fredrik Jones’ theory, a true partnership becomes apparent between

students and teachers. Throughout this clip there does not appear to be a strong

relationship between the teacher and some male students. I believe that if this

specific teacher had rewarded her year 8 class with PAT at the beginning of the

lesson, she could have prevented the boys from having an altercation.


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Case study 7- The Play’s the thing

Active learning techniques

Strategically ignoring late-ness

Control techniques

Repetition

How Marlene and Lee Canter’s theory relates to ‘The Play’s the thing’-In order to prevent any off-task behaviour, this teacher is clearly more assertive

towards her students, rather than being passive and aggressive. The students in

this clip respond well to the teacher because the class rules have been

formulated and constantly implemented. The building of self-esteem (Erikson) is

also a major component of this clip. Canter’s broken record involves the teacher

giving a command to stop their inappropriate behaviour, throughout this clip,

the command is given non-verbally to avoid class disruption.

Additional Corrective Strategies-

Anything past 3 warning system

Restorative justice

Intervention

I-Message (Gordon)

Choice

Broken Record (Canter)

Choice Theory (Glasser)

Reality Therapy (Glasser)

Conclusion-


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In conclusion, I believe the graph of Hierarchy of Management Intervention is a

suitable device to use within each discipline as it summarises each of the

teaching strategies.

Hierarchy of Management Intervention

As a beginning teacher, behavioural issues can be an aspect that can

disrupt the flow of the classroom and student learning. In order to be

confident and in charge of the students at all times, it is beneficial to

implement many theoretical approaches in order to keep the flow of

the lesson. Promoting a positive learning environment is

advantageous to everyone involved due to the fact that both teachers

and students work best and achieve highly when the environment is

productive.


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As Edwards suggest, ‘some theories work better than others with children

of different ages, children with different personal and social aptitudes,

children from different home situations or social environments or ethnic

and racial groups, and children involved in different school situations. All

these elements create a considerable complexity and, to be properly

managed, require a full range of discipline approaches.’ (Edwards 2000, p.

34.

REFERENCES-

Beutel, D. (2007) Teachers‘ understandings of pedagogic connectedness, AARE

conference paper, 2006 Annual Conference, Adelaide. Retrieved 14 April

2015, from http://www.aare.edu.au/06pap/beu06809.pdf

Canter L & Canter M, Lee Canter’s responsible behavior curriculum guide: An

instructional approach to successful classroom management. Los

Angeles: Canter & Associates, 2002.

Charles, CM 2002, ‘Finalizing a personal system of discipline’, Building Classroom

Discipline, Pearson, New Jersey, 7th edn, pp. 235-251.

Charles, C & Charles, M 2004, Classroom Management for Middle-Grades Teachers,

Pearson Education, Sydney.

Cowley, S 2006, ‘Key strategies and techniques’, Getting the Buggers to Behave,

Continuum International Publishing Group, pp. 35-50.

D. Martin and K. Joomis, Building Teachers: A Constructivist Approach to

Introducing Education, (Belmont, CA: Wadsworth, 2007), pp. 72–75.

Edwards, CH 2000, ‘Making decisions about discipline’, Classroom Discipline and

Management, John Wiley & Sons, 4th Edn, p. 17-42.


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http://www.aare.edu.au/06pap/beu06809.pdf

Glasser, W. Take Charge of Your life: How to get what you need with choice-theory

psychology. Bloomington, USA: iUniversity, 2013.

Jones, F. (2000). Tools for Teaching. Hong Kong: Frederic H. Jones & Associates,

Inc.

Kaliska, P. A comprehensive study identifying the most effective classroom

management techniques and practices, University of Wisconsin-Stout,

2002.

Killen, R 2006, ‘Foundations for quality teaching and learning’, Effective Teaching

Strategies: Lessons from Research and Practice, Thomson, 4th Edn, p. 1-44.

Kounin, Jacob S. and Paul V. Gump Source: The Elementary School Journal, Vol.

59, No. 3 (Dec., 1958), pp. 158-162

Levin, J & Nolan, F, What every teacher should know about classroom management. Pearson Education. 2003.

McInenery, DM, & McInerney, V 2002, ‘Classroom management and cooperative

group work for effective learning’, Educational Psychology: Constructing

Learning, Pearson, p. 243-274.

Rogers, W. Cracking the hard class (Second Edition) London: Paul Chapman Publishing, 2006.

Teacher Matters 2008, ‘The Kounin Model’, in Teacher Matters, viewed 15 April,

2015.http://www.teachermatters.com/index.php?

option=com_content&view=article&id=9:kounin-model&catid=4:models-of-

discipline&Itemid=4

All case study clips sourced from- http://schoolsworld.tv


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http://schoolsworld.tv/

http://www.teachermatters.com/index.php?option=com_content&view=article&id=9:kounin-model&catid=4:models-of-discipline&Itemid=4



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