Models of behaviour management - edpp302.csc4learning.com
Transcript of Models of behaviour management - edpp302.csc4learning.com
1
Models of behaviour management
Lecture 3
August 11, 2015
Ray Handley
EDPP302 – Risk and behaviour management
This week
• Behaviourist principles
• Overview of teacher-centred or controlling approaches
• Kounin / Jones / Canter
EDPP302 – Risk & behaviour management
2
Some key principles:
! Responding with acceptance and empathy, not with indifference, cold objectivity or fake concern.
! Sensing of the other's frame of reference while avoiding the temptation to respond from the listener's frame of reference.
! Trying to understand the feelings contained in what the other is saying, not just the facts or ideas.
! Restating and clarifying what the other has said, not asking questions or telling what the listener feels, believes or wants.
! Responding to what is personal rather than to what is impersonal, distant or abstract.
! More listening than talking
Empathic listening
A simple script:
! You feel angry when . . . .
! So you are angry/frustrated/disappointed that . . . .
! You think it is unfair when . . . .
! It seems like you are being picked on . . . ! So let me see if I have it right. So you are angry that . . . . . . and frustrated with . . . . . . . And when this happens
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
! What happened?
! Can you tell me what happened?
(the issue in your words from what you have understood while listening to the other person)
Intro
Reflective
listening
Influential
summary
Empathic listening script
A simple example
Raymond video
3
Behaviourist approaches
7 things games teach us about learning:
1. Measure progress
2. Multiple short and long term goals
3. Reward effort
4. Rapid, clear feedback
5. Uncertainty
6. Increases attentiveness and memory
7. Interaction with others
Chatfield 2010
Behaviourist approaches
digital video games
Limit Setting/Controlling Models
Assertive Discipline – Canter & Canter
Preventive Discipline - Jacob Kounin
Positive Classroom Discipline - Fred Jones
4
Characteristics of the Models
Students require firm direction from teachers
Learning and behaviour are closely linked
Positive classroom relationships allow teachers to be trusted and respected
Disruptive behaviour occurs in all classrooms. Good teachers use techniques to negate its impact on learning
anxiety
defensive
acting out
tens
ion r
eduction
Inte
rven
tion
optio
ns
External control
Internal control
Integrated experience THE CRISIS CYCLE
Staff actions
Client actions
non-compliant
Limit Setting/Controlling Models
Preventive Discipline - Jacob Kounin
Positive Classroom Discipline - Fred Jones
Assertive Discipline – Canter & Canter
5
! teaching and discipline need to be integrated
! planned and coordinated activities within lessons reduce the likelihood of disruptive behaviour
! interested, stimulated and active learners reduce the risk of disruptive behaviour
Preventive Discipline -
! a positive, productive classroom atmosphere or tone is pervasive for all participants
Jacob Kounin
• By correcting misbehaviours in one student, it often influences the behaviour of nearby students
• Conversely, noticing positive behaviour in one or a small group of students draws the attention of the others to your expectations
! Withitness
! Smoothness
! Overlapping
! Group alerting
! Ripple effect
Preventive Discipline - Jacob Kounin
! Momentum
Kounin, Jacob S. (1970) Discipline and Group Management in Classrooms. Holt, Rinehart and Winston, Inc.
TEXT from http://wik.ed.uiuc.edu/index.php/Kounin,_Jacob
! Withitness
! Smoothness
! Overlapping
! Group alerting
• Always be alert to sights and sounds in the classroom.
• Arrange the seats so that students are always within eyesight.
• Scan the room when working with individuals or small groups of students. When helping an individual make sure that you do not have your back to the rest of the class.
• Briefly acknowledge misbehavior at first detection to let the class know that you know. Do not let the misbehaviour escalate before action is taken.
! Ripple effect
Preventive Discipline - Jacob Kounin
! Momentum
Kounin, Jacob S. (1970) Discipline and Group Management in Classrooms. Holt, Rinehart and Winston, Inc.
TEXT from http://wik.ed.uiuc.edu/index.php/Kounin,_Jacob
6
! Withitness
! Overlapping
• When instructing one group, the teacher should be able to acknowledge difficulties that students outside of the group may be having so that instruction continues moving.
• This also includes distractions from outside the classroom such as notes from the office or students walking through the hallways.
! Ripple effect
Preventive Discipline - Jacob Kounin
! Smoothness
! Group alerting
! Momentum
Kounin, Jacob S. (1970) Discipline and Group Management in Classrooms. Holt, Rinehart and Winston, Inc.
TEXT from http://wik.ed.uiuc.edu/index.php/Kounin,_Jacob
! Withitness
! Ripple effect
Preventive Discipline - Jacob Kounin
• Preplan the lesson so that extraneous matters are realised ahead of time and taken care of. Supplies for the class should always be preorganised before class begins and close to where they will be used.
• Once students are doing their work and engaged, do not distract them. Leave them to their work and assist individuals with questions or needs.
! Smoothness
! Overlapping
! Group alerting
! Momentum
Kounin, Jacob S. (1970) Discipline and Group Management in Classrooms. Holt, Rinehart and Winston, Inc.
TEXT from http://wik.ed.uiuc.edu/index.php/Kounin,_Jacob
! Withitness
! Ripple effect
Kounin, Jacob S. (1970) Discipline and Group Management in Classrooms. Holt, Rinehart and Winston, Inc.
TEXT from http://wik.ed.uiuc.edu/index.php/Kounin,_Jacob
Preventive Discipline - Jacob Kounin
• Keep the lesson moving briskly.
• Do not over-dwell on a minor or already understood concept.
• Correct students without nagging and quickly return to the lesson.
• Have students move from one activity to the next without being forced to wait for each other and each step in the transition.
! Smoothness
! Overlapping
! Group alerting
! Momentum
7
! Withitness
! Ripple effect
Kounin, Jacob S. (1970) Discipline and Group Management in Classrooms. Holt, Rinehart and Winston, Inc. TEXT from http://wik.ed.uiuc.edu/index.php/Kounin,_Jacob
Preventive Discipline - Jacob Kounin
• Calling on students at random by asking a question only after scanning the room to make sure students are paying attention.
• Raising group interest by interspersing suspense between questions.
• Having the entire class respond in unison.
• Physically moving around the room and asking students to show what they have done.
• Asking one student to respond and looking at others.
! Smoothness
! Overlapping
! Group alerting
! Momentum
Limit Setting/Controlling Models
Preventive Discipline - Jacob Kounin
Positive Classroom Discipline - Fred Jones
Assertive Discipline – Canter & Canter
! be positive and gentle.
! be economical, practical and simple
! set limits and build cooperation in the absence of coercion
Positive Discipline -
Classroom management procedures must . . . .
! ultimately reduce the teacher's work load.
Fred Jones
! offer incentives and encouragement for positive effort
Jones, Fred (2000) Tools for Teaching. Santa Cruz, CA: Frederick Jones and Associates.
8
! Limit-setting
Three different management methods are integrated to form a three-tier approach to discipline management.
from http://www.fredjones.com/Positive_Discipline/Discipline_Ch18.html
‘limit-setting and relationship building form a tier of the management system which we might
best describe as the interpersonal-interactive level of management.’
Positive Discipline - Fred Jones
! Incentive systems
! Limit-setting
Three different management methods are integrated to form a three-tier approach to discipline management.
from http://www.fredjones.com/Positive_Discipline/Discipline_Ch18.html
make the exchange of positive and negative
sanctions prearranged, explicit, concrete, and public.
Positive Discipline - Fred Jones
! Incentive systems
! Limit-setting
Three different management methods are integrated to form a three-tier approach to discipline management.
! Back-up systems
from http://www.fredjones.com/Positive_Discipline/Discipline_Ch18.html
negative sanctions provide a disincentive, or the containment of behaviour when co-
operation is lost
Positive Discipline - Fred Jones
9
There are seven steps in limit setting:
! Eyes in the back of your head
Positive Discipline - Fred Jones
There are seven steps in limit setting:
! Terminate Instruction
! Eyes in the back of your head
Positive Discipline - Fred Jones
Stop what you are doing and concentrate on the disruption
There are seven steps in limit setting:
! Terminate Instruction
! Turn, look, and say the student’s name
! Eyes in the back of your head
Positive Discipline - Fred Jones
Stop what you are doing and concentrate on the disruption
Face the student, make eye contact, and remain calm
10
There are seven steps in limit setting:
! Terminate Instruction
! Turn, look, and say the student’s name
! Walk to the edge of the student’s desk
! Eyes in the back of your head
Positive Discipline - Fred Jones
Walk calmly to the front of the student’s desk and avoid comments
Face the student, make eye contact, and remain calm
There are seven steps in limit setting:
! Terminate Instruction
! Turn, look, and say the student’s name
! Walk to the edge of the student’s desk
! Prompt
! Eyes in the back of your head
Positive Discipline - Fred Jones
Demonstrate what is expected Walk calmly to the front of the student’s desk and avoid comments
There are seven steps in limit setting:
! Terminate Instruction
! Turn, look, and say the student’s name
! Walk to the edge of the student’s desk
! Prompt
! Palms
! Eyes in the back of your head
Positive Discipline - Fred Jones
Demonstrate what is expected Lean towards the student
11
There are seven steps in limit setting:
! Terminate Instruction
! Turn, look, and say the student’s name
! Walk to the edge of the student’s desk
! Prompt
! Palms
! Camping out
! Eyes in the back of your head
Positive Discipline - Fred Jones
Lean towards the student Shift and maintain eye contact to show you are still aware
Positive Classroom Discipline - Fred Jones
In social learning theory, Albert Bandura (1977) states behaviour is learned from the environment through the process of observational learning.
Social cognitive theory Modelling & control
Resulting consequences
Common identity Vicarious reinforcement
12
Limit Setting/Controlling Models
Preventive Discipline - Jacob Kounin
Positive Classroom Discipline - Fred Jones
Assertive Discipline – Canter & Canter
! Teachers have the right to determine what is best for your students, and to expect compliance.
! To accomplish this goal, teachers must react assertively, as opposed to aggressively or non assertively.
! Student compliance is imperative in creating and maintaining an effective and efficient learning environment.
! No pupil should prevent you from teaching, or keep another student from learning.
Assertive Discipline – Canter & Canter
! see students as adversaries
! use an abrasive, sarcastic and hostile style
! focus on the person not on the behaviour
! meet their own needs but disregard the needs of the students
Hostile Teachers
13
Non-assertive Teachers
! ignore or react in desperation
! use a passive, inconsistent, timid and non-directive manner
! do not communicate their needs to the students
! show an uncertainty and fear of the students
Assertive Teachers
! respond confidently, politely and quickly
! give firm, clear, concise directions to students
! build positive, trusting relationships
! are demanding, yet warm in interaction
! listen carefully to what their students have to say, and treat everyone fairly (not necessarily equally).
features
Clear set of observable, class negotiated rules. Only 3 - 5 max.
Focus on positive behaviour with constant reinforcement through comments and recording of compliance.
For behaviour that breaks the rules a clear, pre-determined set of consequences are laid out.
All students are targeted for both positive recognition and negative consequences when relevant.
Assertive Discipline – Canter & Canter
14
CLASS RULES
No talking when the teacher is talking
Stay in your seats
Keep your hands and feet off other people and their property
Follow the instructions given by the teacher
CLASS CONSEQUENCES
1st incident name on board - 1st warning
2nd incident tick - 2nd warning
3rd incident tick - 3rd warning
4th incident tick - stay back after class
5th incident tick - lunch time detention
6th incident tick - leave the class, interview with HT/AP
CLASS RULES
No talking when the teacher is talking
Stay in your seats
Keep your hands and feet off other people and their property
Follow the instructions given by the teacher
CONSEQUENCES
1st name on board - 1st warning
2nd tick - 2nd warning
3rd tick - 3rd warning
4th tick - stay back after class
5th tick - lunch time detention
6th tick - leave the class, interview with HT/ AP
CLASS RULES
No talking when the teacher is talking
Stay in your seats
Keep your hands and feet off other people and their property
Follow the instructions given by the teacher
CONSEQUENCES
1st name on board - 1st warning
2nd tick - 2nd warning
3rd tick - 3rd warning
4th tick - stay back after class
5th tick - lunch time detention
6th tick - leave the class, interview with HT/AP
Caleb Fabio Suzie
✓
Jack Bashir
✓
✓ Shannon
Carly Jess
Ryan Hassan Tamika Lucas
✓
✓
✓ ✓ ✓
✓
✓ ✓
✓
Is it worth it?
✓
✓
Common pitfalls with Assertive Discipline
Ticks are delivered as punishment/consequences not cues/signals
Positive comments to compliant students are not used enough or they are insincere
Appropriate positive consequences are not in place
Ticks are delivered only to certain students in the class
Students will not stop behaviours and often will be pushed to get more ticks as a challenge or act of revenge
The list of students will be selective rather than inclusive
No evidence of a ripple effect
Little dilemma for students to change
15
Quick guide to handling defiance
A QuickGuide to managing defiance
No I’m not doing it
Fuck you
Stay calm / Detach / Take a breath
Tactically ignore / keep detaching / refocus
Respond to anxiety / use negotiating question / introduce confusion / refocus
Seek help
Quick Guide to defiance
Asperger Friendly Classroom
• Completion - getting tasks finished • No errors - perfectionism, high quality
• Special interest - single focus
• Intellectual vanity - not competition or social goals
• Rewards over punishment
Tony Attwood's
Perspective on Aspergers (ASD)
What motivates an “aspie”?
Tony Attwood's
Perspective on Aspergers (ASD)
The Sally – Anne Test
16
Classroom management: • Quiet, well-structured classroom. • Avoid sensory overload. • Minimal changes in routines and staff. • Visible daily schedule of activities and preparation for
transitions. • Benevolent peers as guides.
Tony Attwood's
Perspective on Aspergers (ASD)
Asperger Friendly Classroom
Classroom management: • A work station or ‘office’. • A ‘to do’ list. • Extra time to complete an activity or assignment. • Access to a special education support teacher or
learning support unit.
Tony Attwood's
Perspective on Aspergers (ASD)
Asperger Friendly Classroom
• Teachers who show an empathic understanding of the child.
• Are flexible in their teaching strategies, assessments and expectations.
• Like and admire the child, respect his or her abilities and know the child’s motivators and learning profile.
• An Asperger friendly environment
Tony Attwood's
Perspective on Aspergers (ASD)
Asperger Friendly Classroom
The Knowledge and Personality of the Teacher:
17
• Challenging behaviour is actually a coping mechanism
• Aspies can be very sensitive to the emotional atmosphere and show great kindness. It is just that they cannot read the subtle cues that signal emotions.
• Realising the enormous challenges aspies face each day their success needs to be applauded rather than their difficulties criticised.
Tony Attwood's
Perspective on Aspergers (ASD)
3 Key Learnings
The ‘ FOR DUMMIES’ series of publications and website resources is the property of Wiley Publishing, Inc. All rights reserved.
Find out more: http://au.dummies.com/Section/index.html
2014 Dummies guide cover
EDPP302
Contents
Introduction
9 tips for survival in the classroom 1. Realistic expectations
2. A thick skin
3. The moving target
4. More than intentions
5. Button pushing
6. More poker than pedagogy
7. Use your instincts
8. Keep cool
9. Chunk/funk/dunk
Ray’s Teaching tips for dummies
18
Ray’s Teaching tips for dummies
Introduc-on
You’ve done the MindMap, looked at many of the theories and seen some of the approaches recommended.
So what happens now. . .
Here’s a common sense guide to applying this knowledge for success with teaching kids in your classroom.
Ray’s Teaching tips for dummies
9 teaching -ps
# 1
Realistic expectations
Don't go in with the expectation that teaching kids will make you feel good.
Just feel good to be working with kids.
Ray’s Teaching tips for dummies
9 teaching -ps
# 2
A thick skin
You need a thick skin . . . and some body armour wouldn't be a bad idea.
metaphorical ^
19
Ray’s Teaching tips for dummies
9 teaching -ps
# 3
The moving target
Understand you are an easy target
. . . so move around.
Ray’s Teaching tips for dummies
9 teaching -ps
# 4
More than intentions
Just being caring, enthusiastic and young doesn't mean a thing
. . . on their own.
Ray’s Teaching tips for dummies
9 teaching -ps
# 5
Button pushing
Kids like to press buttons
. . . and you are the biggest one around.
20
Ray’s Teaching tips for dummies
9 teaching -ps
# 6
More poker than pedagogy
Managing student learning is just as much a mix of theatre and poker as knowledge and skills
. . . know when to hold them and know when to fold them.
It’s largely bluff and dare.
Ray’s Teaching tips for dummies
9 teaching -ps
# 7
Use your instincts
Use your instincts and intuition
. . . by the time you know what students are up to it is already too late.
Ray’s Teaching tips for dummies
9 teaching -ps
# 8
Keep cool
At all costs keep your cool.
. . . and learn how to find it when it gets lost..
21
Ray’s Teaching tips for dummies
9 teaching tips
# 9
Chunk/funk/dunk
Work needs to be
. . . clearly presented in do-able chunks, interesting and engaging, and leave students with a sense of accomplishment.
Chuck/fuck/duck
Ray’s Teaching tips for dummies
Follow these tips and your teaching will be
. . . fun and relaxing, challenging and rewarding, and exciting and unpredictable . . . often with only moments between each experience.
CLASS RULES
No talking when the teacher is talking
Stay in your seats
Keep your hands & feet off other people and their
property
Follow the instructions given by the teacher
22
1st incident name on board - 1st warning
2nd incident tick - 2nd warning
3rd incident tick - stay back after class
4th incident tick - lunch time detention
5th incident tick - leave the class, interview with head teacher/AP
4th incident tick - stay back after class
5th incident tick - lunch time detention
6th incident tick - leave the class, interview with head teacher/AP
CLASS CONSEQUENCES
3rd incident tick - 3rd warning
1st incident name on board - 1st warning
2nd incident tick - 2nd warning
REFERENCES Canter, L. & (1976) Assertive discipline – a take charge Canter, M. approach for today’s educator. Santa
Monica, CA
Jones, Fred (2000) Tools for Teaching. Santa Cruz, CA: Frederick Jones and Associates.
Kounin, Jacob S. (1970) Discipline and Group Management in Classrooms. Holt, Rinehart and Winston, Inc.
Bandura, A. (1977) Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.