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How will I Control my Students
Transcript of How will I Control my Students
Middle range SES
Year 8 Science Class
Student changed class after year 7
Same student, now with a different teacher
Different class room management strategies
"Dangled the Carrot"
Why did this
2 agendas in the classroom
1) to get students to want to learn
2)discourage students who don't want to learn from spoiling lesson for other pupils
People divorce teaching from behaviour, the two are linked and students behave better if the teaching is good. (Curtis, 2009)
Plan for poor pupil behaviour what does this mean; be prepared for a quick efficient task, to also where a senior colleague will be if you have to remove a disruptive student from the class. Have different tasks for different levels.
Managing Pupil Behaviour : Improving the classroom atmosphere
George 11 y.o
constantly off task
easily distracted and distracting
identify goals, aspirations
utilise this knowledge to make connection with goals
key word "discipline", key skill of pilots
when George is off task use "discipline" as an unconditioned stimulus to get him back on track, identify with his future
George refocuses as he connects with his ambition and understands purpose of activity
Teacher One - Female - Classroom Management
- Manages class as a whole
- Loud voice
- Assigned seats for disruptive students
- Is apparent when students frustrate
Teacher Two - Male - Classroom Management
- Takes a personal approach
- Makes student identify with their future and how they can reach their goals
- Immediate action to class disruption
- Does not address a student’s individual behavior in front of other students
Different Classroom Management
- Student was disrupting class
- Ignoring teacher
- General ignorant attitude
- Student brought to front of class
- Once all other students were on task teacher two addressed her behavior issues
- Identified with students future
- Showed genuine care and concern for student well being and future
Classroom Management Theories
Canter & Canter (1992)
Role of assertive teacher is to inform students of class expectations of behaviour have the right to determine what is best for your students, and to expect compliance. No pupil should prevent you from teaching, or keep another student from learning. Teachers must react confidently and quickly to managing behaviours. Rules must be clear & concise. Students who comply are reinforced those who do not receive negative consequences.To accomplish this goal, teachers must react assertively, as opposed to aggressively or non assertively. Write your rules, positive consequences, and a list of penalties.
Power is shared equally btw students & teacher. Believe students misbehave as schools fail them. Children need safety, belonging, power, freedom & fun. Key principle is "only we can control our own behaviour".Students are encouraged to make positive choices both in and outside of the classroom. This whole school approach also has relevance to the students’ lives beyond our school perimeter. Students understand that both positive and negative behaviour has implications for their learning. We use the analogy of a car. The students are in control of their car and decide to drive it on the ‘smooth road’ when they demonstrate positive behaviour and on the ‘bumpy road’ when they choose negative behaviour.
When students choose negative behaviour they choose to be given warnings from their teacher (Sign 1), time out away from their peers (Sign 2 and 3) and if needed, time during their lunch break to think reflectively about their behaviour choices (Sign 4).
Dr William Rogers
Decisive teachers expect compliance, they don't demand it. Decisive teachers recognize that they cannot make students do anything. Instead their verbal language and body language convey an expectation that their reasonable requests will be followed. 'Donna, I want you to put that magazine in your bag or my desk - thanks.' (Thanks is said expectantly, not pleadingly or sarcastically). Choice gives the ownership back to the student. If Donna argues, you can redirect or make the consequences clear.
B.F. Skinner (1950-1970s)
Related to classical & operant conditioning.Skinner believed many voluntary responses could be conditioned and reinforced. Positive & negative reinforcement. Good behaviour rewarded, bad behaviour removing aversive object or activity
It’s a skill that teachers have that allows them to know what is going on in the classroom at all times. Teachers who use withitness notice the behavior of all students and respond quickly to unexpected events. When events deviate from expectations, a teacher who uses withitness responds by changing pace in a lesson, moving about the room, and interacting with students in an effort to redirect and refocus attention and learning
Planning and designing the class ahead of time to eliminate problems is an essential step to L-T success. Active involvement of the students in the process is critical. Continually maintaining and re-evaluating the management approach is also needed. When the appropriate PACE is set in the classroom, problems are prevented through having proactive options, accountability options, choices for students, and environment options.
Replace problem behavior with appropriate behavior. Reward system that they work towards.
Enthusiastic teacher encourages involvement, interest through facial expressions mvt and voice, known as teacher affect. Borich (2003)
Key Issues of
Individuality of Students
Students Personal Life
Code of Conduct
Restrictions on Discipline
How Will I Control My Student's - Exploring the Provocation
- Behaving in a socially responsible way (Mcinerney & Mcinerney, 2010)
- Kathry Wentzel (1991) suggests 3 reasons for how achievement in school is linked to being socially responsible
- Adhere to social requirements
- Facilitates positive social interactions with teachers and peers
- Motivation may influence degree which students become engaged in academic work
Culture of caring
- Environment in which deep care for oneself and others, for the natural world and the human- made world is modelled and taught. (Mcinerney & Mcinerney, 2010)
- Nell Noddings (1995) calls for teaching themes of care in classrooms.
- Educators to develop students inner discipline
Student-centred classroom management
- High academic achievement and pro-social behaviour is related in schools where teachers care and are committed to students. (Mcinerney & Mcinerney, 2010)
- School environment needs to be nurturing that’s fosters mutual respect and trust between students and teachers. (Prillaman & Eaker-Rich et al., 1994)
- Opportunity for teaching students how to take ownership of their academic and social goals.
Rules, Routines, Rights and Responsibilities
- Rules: guidelines that define general standards of behaviour
- Routines: Behaviours that relate to specific activities or situations
- Rights: rules that are not imposed from above but evolve from commonly held values
- Responsibility: being accountable for the actions which are determined from our rights
EXAMPLE: having a neat classroom is a right by the student but it’s their responsibility to clean up after themselves.
Duchesne, S., McMaugh, A., Bochner, S., & Krause, K. (Eds.). (2013). Educational Psychology for Learning and Teaching (4th ed.). Sydney NSW 2000: Dorothy Chiu.
Mcinerney, D. M. & Mcinerney, V. (2010). Educational psychology. Frenchs Forest, N.S.W.: Pearson Australia.
McDougall, B. (2014). Put-upon teachers’ class action: $32 million compensation given out over the past two years. The Daily Telegraph.
Nilsson, P. (2009). From lesson plan to new comprehension: exploring student teachers’ pedagogical reasoning in learning about teaching. European Journal of Teacher Education, 32(3), 239-258. doi: 10.1080/02619760802553048
Noddings, N. (1995). Teaching themes of care. Phi Delta Kappan, 76 pp. 675--675.
Prillaman, A. R., Eaker-Rich, D. & Kendrick, D. M. (1994). The Tapestry of caring. Norwood, N.J.: Ablex.
Wentzel, K. R. (1991). Social competence at school: Relation between social responsibility and academic achievement. Review Of Educational Research, 61 (1), pp. 1--24.
Hayden, T. (2012) Managing Pupil Behaviour: Improving the classroom atmosphere (2nd Ed.).UK: Taylor & Francis
A different teacher, a different technique.
How will I Control my Students?
Consequences for rules and procedures
- Emerge from class rules that are established to protect the rights of individuals in class
- Must plan logical consequences for both following and neglecting them.
- Encouraging the development of responsible self-discipline by the student making a conscious choice on how to behave
Banned In Class
- Shouting angrily at students to intimidate them
- Pursuing a student trying to run away unless there is a risk to safety
- Attempting to physically stop a student from entering or leaving a classroom
- Excluding a student from a lesson or an activity and leaving them unsupervised
- Throwing an eraser or pen at students to get attention
What type of classroom mgt. skills would you use for the class shown in the video?
Would you use extremist methods?