20th & 21st Century Classroom Pioneers

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2 20 20 th th and 21 and 21 st st Century Century Classroom Management Classroom Management Pioneers Pioneers Anita Clare Volk Anita Clare Volk EDU 450 EDU 450 Grand Canyon University Grand Canyon University

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Anita Clare VolkGrand Canyon UniversityEDU 450

Transcript of 20th & 21st Century Classroom Pioneers

Page 1: 20th & 21st Century Classroom Pioneers

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2020thth and 21 and 21stst Century Century Classroom Management Classroom Management

PioneersPioneers

Anita Clare VolkAnita Clare VolkEDU 450EDU 450Grand Canyon UniversityGrand Canyon University

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Since the dawn of education, teachers Since the dawn of education, teachers have struggled to find effective ways have struggled to find effective ways

to manage their classrooms.to manage their classrooms.

Some methods were cruel, and are Some methods were cruel, and are completely unacceptable by today’s completely unacceptable by today’s

standards of discipline.standards of discipline.

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This presentation will introduce the This presentation will introduce the following pioneers in Classroom following pioneers in Classroom

Management:Management:

B.F. SkinnerB.F. Skinner Haim GinottHaim Ginott Rudolph DreikursRudolph Dreikurs Lee & Marlene Lee & Marlene

CanterCanter Barbara ColorosoBarbara Coloroso Alfie KohnAlfie Kohn

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B.F. SkinnerB.F. SkinnerTheory: Behavior Modification

Skinner believed that behavior is formed by the consequences of what happens immediately after an action.

Positive reinforcement (or rewards) can shape students’ behavior in the right direction.

Behavior weakens when not followed with positive reinforcement. It is also weakened by punishment.

In early stages, constant reinforcement is necessary. Later, only occasional reinforcement is required.

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Skinner defined four types of Positive Reinforcers commonly used in schools:

1.1.SOCIALSOCIAL

Social reinforcers can be verbal or nonverbal.

Verbal reinforcers consist of praise, recognition and encouragement.

Nonverbal reinforcers include smiles, pats on the back, thumbs up, etc.

2. GRAPHIC2. GRAPHIC

Graphic reinforcers can be stamps, checks, happy faces or other

special symbols that are given in recognition of good performance.

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3. ACTIVITY3. ACTIVITY

Activity reinforcers are any activities that students prefer to do in school.

The options vary depending on age and may include playing a , getting extra recess time, working on a special project or being

excused from a quiz or homework.

4. TANGIBLE4. TANGIBLE

Tangible reinforcers are objects that students can earn as a reward for good behavior.

They can consist of snacks, pens, stickers, bookmarks or other “prizes.”

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Haim GinottHaim Ginott

How can I be most helpful to How can I be most helpful to my students right now?my students right now?

Teachers are very influential and set the stage for students' positive behavior.

The essence of discipline lies in finding effective alternatives to punishment.

Communication can foster a positive relationship between teachers and students.

Theory: Congruent Theory: Congruent CommunicationCommunication

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Ginott's Key Concepts:

1. Use congruent communication

2. Send sane messages to students

3. Promote self-discipline

4. Accept and acknowledge students without demeaning them

5. Emphasis on the exchange of interactions between teachers and students.

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Haim Ginott

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Rudolph DreikursRudolph Dreikurs

Humans are social beings and their Humans are social beings and their basic motivation is to belong.basic motivation is to belong.

Theory: Human Needs & Democratic Teaching

When students are unable to attain the genuine goal of belonging, they turn to mistaken goals:

Trying to get attentionSeeking PowerSeeking revengeDisplaying inadequacy

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Main Tenets of Main Tenets of Democratic Teaching:Democratic Teaching:

Help students acquire a social Help students acquire a social interest so they learn the interest so they learn the advanage of contributing to a advanage of contributing to a groupgroup

Teachers should offer Teachers should offer encouragement, not just praiseencouragement, not just praise

Punishment is counter-productivePunishment is counter-productive

Consequences must be applied Consequences must be applied consistentlyconsistently

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Students desire to be part of a Students desire to be part of a community. It is necessary that community. It is necessary that teachers create that environment.teachers create that environment.

Providing students with roles Providing students with roles within the classroom, including within the classroom, including leadership, will help foster a leadership, will help foster a community environment.community environment.

Encouragement will be more Encouragement will be more beneficial to students and the beneficial to students and the learning environment than praise.learning environment than praise.

Encouragement of one student Encouragement of one student may be a motivating factor for may be a motivating factor for another student.another student.

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Lee and Marlene Lee and Marlene CanterCanter

Theory: Assertive Discipline

Systematic and objective way of ensuring a teacher-controlled classroom.

Teachers are demanding but treat everyone fairly.

Discipline plan clearly outlines expectations as well as positive and negative consequences.

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No pupil should prevent a teacher from being able to teach No pupil should prevent a teacher from being able to teach and a student from being able to learn.and a student from being able to learn.

Teachers should act assertively in dealing with behavior right Teachers should act assertively in dealing with behavior right away, rather than passively dealing with it later.away, rather than passively dealing with it later.

Students actually Students actually wantwant teachers to control their behaviors. teachers to control their behaviors.

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Three teacher response styles in the classroom: Three teacher response styles in the classroom: Non-assertive, Hostile and AssertiveNon-assertive, Hostile and Assertive

Non-assertiveNon-assertive – The teacher is passive in response to student – The teacher is passive in response to student behavior; expectations are not clearly communicated; no solid behavior; expectations are not clearly communicated; no solid leadership is provided; and inconsistent response to student leadership is provided; and inconsistent response to student behavior. Students can be confused by this style.behavior. Students can be confused by this style.

HostileHostile – Teachers meet their own needs in class, but do so at the – Teachers meet their own needs in class, but do so at the cost of the self-esteem of the students; uses discipline to control cost of the self-esteem of the students; uses discipline to control students instead of empowering them to use proper behavior; views students instead of empowering them to use proper behavior; views the class as Teacher vs. Students.the class as Teacher vs. Students.

AssertiveAssertive – Teacher clearly explains expectations and follows – Teacher clearly explains expectations and follows through consistently; explains what behavior is acceptable and through consistently; explains what behavior is acceptable and unacceptable; the consequences of different behaviors is made unacceptable; the consequences of different behaviors is made clear to students.clear to students.

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Barbara ColorosoBarbara Coloroso

Theory: Responsibility & Theory: Responsibility & Inner DisciplineInner Discipline

Students can develop self-discipline if treated with Students can develop self-discipline if treated with respect, given responsibilities and choices, and are respect, given responsibilities and choices, and are allowed to experience reasonable, realistic allowed to experience reasonable, realistic consquences for those choices.consquences for those choices.

Children need to be taught Children need to be taught howhow to think, to think,not just not just whatwhat to think. to think.

Our children are counting on us to provide Our children are counting on us to provide two things: consistency and structure. two things: consistency and structure. Children need parents and teachers who say Children need parents and teachers who say what they mean, mean what they say, and what they mean, mean what they say, and do what they say they are going to do. do what they say they are going to do.

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Main body of text here…

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Teachers help students learn self-control by taking the following steps:o Show students what they have done wrong.o Give students ownership of the problems involved.o Suggest strategies for solving problems.o Make sure students’ dignity remains intact.

When students seriously When students seriously misbehave, they should be misbehave, they should be taken through a process of taken through a process of restitutionrestitution, , resolutionresolution and and reconciliationreconciliation..

Restitution – Doing what is necessary to repair the damage done.

Resolution – Identifying and correcting the misbehavior so it won’t happen again.

Reconciliation – Establish healing relationships with people who were hurt by the behavior.

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Alfie KohnAlfie Kohn

Neither threats nor bribes work very well, you know, especially over the long haul. At best, they produce only temporary obedience. And in the process they do a lot of harm—for example, by teaching children they have to jump through hoops for us to love them.

Theory: Classroom Learning Theory: Classroom Learning CommunitiesCommunities

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How to develop a greater sense of How to develop a greater sense of community in the classroom:community in the classroom:

Show respect for studentsShow respect for students

Help students connectHelp students connect

Use classroom meetingsUse classroom meetings

Provide classwide and schoolwide activitiesProvide classwide and schoolwide activities

Reflect on academic instructionReflect on academic instruction

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To help students become ethical people, as opposed to people who merely do what they are told, we cannot merely tell them what to do.

We have to help them figure out--for themselves and with each other--how one ought to act. That's why dropping the tools of traditional discipline, like rewards and consequences, is only the beginning.

It's even more crucial that we overcome a preoccupation with getting compliance and instead involve students in devising and justifying ethical principles.

-Alfie Kohn

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Works CitedWorks Cited

"McREL Products - The Metamorphosis of Classroom Management." "McREL Products - The Metamorphosis of Classroom Management." McREL: Mid-continent McREL: Mid-continent Research for Education and LearningResearch for Education and Learning. U.S. Dept. of Education. Web. 19 Aug. 2011. . U.S. Dept. of Education. Web. 19 Aug. 2011. <http://www.mcrel.org/pdf/noteworthy/learners_learning_schooling/dtable.asp>.<http://www.mcrel.org/pdf/noteworthy/learners_learning_schooling/dtable.asp>.

"Unconditional Parenting: A Radical Parenting Style of Loving Unconditionally." "Unconditional Parenting: A Radical Parenting Style of Loving Unconditionally." Your Your Positive Positive Parenting Ally, Practical Advice and Deep InsightsParenting Ally, Practical Advice and Deep Insights. Positive-Parenting-Ally.com. . Positive-Parenting-Ally.com. Web. 20 Aug. 2011. <http://www.positive-parenting-ally.com/unconditional-parenting.html>.Web. 20 Aug. 2011. <http://www.positive-parenting-ally.com/unconditional-parenting.html>.

Andrius, John. "The Skinner Model of Discipline." Teacher Matters. Web. 19 Aug. 2011. Andrius, John. "The Skinner Model of Discipline." Teacher Matters. Web. 19 Aug. 2011. <http://www.teachermatters.com/classroom-discipline/models-of-discipline/the-skinner-<http://www.teachermatters.com/classroom-discipline/models-of-discipline/the-skinner-model.html>.model.html>.

Notes on Haim Ginott's Theory of Congruent CommunicationNotes on Haim Ginott's Theory of Congruent Communication. The Chinese University of Hong . The Chinese University of Hong Kong Graduate School. Web. 19 Aug. 2011. Kong Graduate School. Web. 19 Aug. 2011. <www2.cuhk.edu.hk/paths/s3training/S3_Notes8.PDF>.<www2.cuhk.edu.hk/paths/s3training/S3_Notes8.PDF>.

"The Social Discipline Model of Rudolf Dreikurs." "The Social Discipline Model of Rudolf Dreikurs." Discipline ModelsDiscipline Models. Middle East Technical . Middle East Technical University. Web. 20 Aug. 2011. University. Web. 20 Aug. 2011.

Reins, Kevin J. "Learning Module." Reins, Kevin J. "Learning Module." People.usd.eduPeople.usd.edu. University of South Dakota. Web. . University of South Dakota. Web. 20 Aug. 2011. <http://people.usd.edu/~kreins/learningModules/AssertiveDiscipline.htm>.20 Aug. 2011. <http://people.usd.edu/~kreins/learningModules/AssertiveDiscipline.htm>.

Charles, C. M., Gail W. Senter, Paula Cook, VanWie Eileen. Kalberg, and Terrell Brown. Charles, C. M., Gail W. Senter, Paula Cook, VanWie Eileen. Kalberg, and Terrell Brown. Building Classroom DisciplineBuilding Classroom Discipline. Boston, MA: Allyn & Bacon, 2011. Print.. Boston, MA: Allyn & Bacon, 2011. Print.