Student Responsibility and Classroom Management

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Student Responsibility and Classroom Management
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Everyone has the right to learn without
distraction
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Everyone has the right to feel comfortable safe.
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Responsibility (Not just Obedience)

• Behaves appropriately because of fear of
  punishments
• Behaves appropriately because of desire for
  rewards
• Behaves appropriately because of desire for
  approval
• Behaves appropriately because its the right
  thing to do (Personal Responsibility)
• Encourages others to behaves appropriately
  because of desire for rewards
• Encourages others to behaves appropriately
  because of desire for approval
• Encourages others to behaves appropriately
  because its the right thing to do (Communal
  Responsibility)

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Classroom Rights
Students and the teacher have the right to do as
much work as possible
Students and the teacher have the right to feel
comfortable and safe in the classroom
Two kinds of Responsibility Personal
Responsibility (I do the right
thing) Communal Responsibility (I encourage
others to do the right thing)
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Are we there yet

• Communal Responsibility

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• Punishment Punishes students who misbehave
  increasing the level of punishment if necessary.

Discussion Discusses with students the impact
their behavior has on others and negotiates with
students on a one-to-one basis.
Recognition Recognizes and rewards the
appropriate behavior of individual students or
the class.
Aggression Uses aggressive techniques.

• Involvement Involves students in classroom
• discipline decision making.

Hinting Hints and gives non-directional
descriptions of unacceptable behavior.
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What happens in Primary classrooms
More Misbehavior
Students more distracted Students more negative
Students less interested in work Students less
connected
More Teacher Stress
More Aggression
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What happens in Primary classrooms
More Student Misbehavior
Students more responsible
More Hinting More Recognition More Discussion
Students less distracted Students less negative
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What happens in Primary classrooms
More Student Misbehavior
Students more responsible
More Hinting More Recognition More Discussion
Students less distracted Students less negative
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What happens in Primary classrooms
Less Student Misbehavior
Students more responsible
More Hinting More Recognition More Discussion
Students less distracted Students less negative
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What happens in Secondary classrooms
More Misbehavior
Students more distracted Students more negative
Student less Connected
More Teacher Stress
More Aggression Less Recognition Hinting and
Discussion
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What happens in Secondary classrooms
More Student Misbehavior
Students more responsible
More Hinting More Recognition More Discussion
Students less distracted Students less negative
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What happens in Secondary classrooms
More Student Misbehavior
Students more responsible
More Hinting More Recognition More Discussion
Students less distracted Students less negative
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What happens in Secondary classrooms
Less Student Misbehavior
Students more responsible
More Hinting More Recognition More Discussion
Students less distracted Students less negative
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The ratio of recognition of appropriate behaviour
to criticism of inappropriate behaviour in
Secondary schools.

• is 71 when dealing with Academic behaviour
• is 16 when dealing with Social behaviour

Beaman R. 2006 162 schools.
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Summary

• When teachers use coercive management
  techniques (Punishment without a working
  relationship Aggression) students do not
  become more responsible.
• When teachers use more inclusive techniques
  (Discussion Recognition Involvement Hinting)
  students become more responsible

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Hinting A-children
Personal Communal Responsibility

• Describing situations

• Stating feelings

• Restatement of expectations

• Questions

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What are you doing right now

• Is it appropriate

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B students
Consequences
Recognitions
Expectations
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1. David .............youre talking. Its
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
..

• I dont intend to force you. However if you
• wont sit quietly then ..

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Conversation with C students
1. Welcome and seek help to deal with the
problem.
Good to see you. I need your help with something.
2. State what the problem is what effect it is
having on others (including you).
When you talk while others are trying to hear
Im concerned that they are missing out
3. Listen - and paraphrase students facts and
feelings. Reframe if possible.
You seem to be saying that you were only talking
because you are worried that
4. Confront the students argument. Try to show
it is unreasonable.
So because I didnt see Eric talking I shouldnt
try to stop you interrupting your friends
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Conversation with C students cont.
5. Get students agreement that there is a
problem.
So you can see theres a problem

• Have student provide a solution that meets both
  his/her and your needs. If necessary suggest
  some.

Next time rather than talk interrupt your
friends what might you do instead

• Evaluate all the solutions and find one
  acceptable to both of you. Set a timetable to
  evaluate its effectiveness.

O.K. then well try it until.... and see how it
goes.
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Rebuilding the self-concept of D students
Usefulness
Competence
Student Self-Esteem
Belonging
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How to respond to D students

• Fight your first impulse (try to understand that
  the student is hurting inside).

• Encourage the student at every opportunity.

• Separate the deed from the doer. Express a
  liking for the student while still applying
  logical consequences.

• Show an awareness of some skill the student
  believes he or she is good at. If possible set
  up a situation where you can observe the child
  being competent.

• Have the child help you in a meaningful way.

• Show some interest in something that interests
  the child.

• Modify the childs curriculum (Usually more
  Kinesthetic Visual - Rhythmic instruction)

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How to respond to D students

• Collect enough data to be confident of students
  mistaken goal

• Make the student aware of his/her mistaken
  goals

• Confront the student with the need to choose
  between his/her primary and mistaken goal

• Inform the child (privately) during class of
  the mistaken goal as he or she misbehaves

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