Title: Student Responsibility and Classroom Management
1 Student Responsibility and Classroom Management 2 Everyone has the right to learn without distraction 3 Everyone has the right to feel comfortable safe. 4 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)
5 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) 6 Are we there yet
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. 8 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 9 What happens in Primary classrooms More Student Misbehavior Students more responsible More Hinting More Recognition More Discussion Students less distracted Students less negative 10 What happens in Primary classrooms More Student Misbehavior Students more responsible More Hinting More Recognition More Discussion Students less distracted Students less negative 11 What happens in Primary classrooms Less Student Misbehavior Students more responsible More Hinting More Recognition More Discussion Students less distracted Students less negative 12 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 13 What happens in Secondary classrooms More Student Misbehavior Students more responsible More Hinting More Recognition More Discussion Students less distracted Students less negative 14 What happens in Secondary classrooms More Student Misbehavior Students more responsible More Hinting More Recognition More Discussion Students less distracted Students less negative 15 What happens in Secondary classrooms Less Student Misbehavior Students more responsible More Hinting More Recognition More Discussion Students less distracted Students less negative 16 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. 17 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
18 (No Transcript) 19 (No Transcript) 20 Hinting A-children Personal Communal Responsibility
Restatement of expectations
21 What are you doing right now
Is it appropriate
22 B students Consequences Recognitions Expectations 23 (No Transcript) 24 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 ..
25 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 26 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. 27 Rebuilding the self-concept of D students Usefulness Competence Student Self-Esteem Belonging 28 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)
29 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
30 (No Transcript)
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