32
Management of Classroom Discipline.

Chapter 4 Management of Classroom Discipline

Embed Size (px)

DESCRIPTION

Notes

Citation preview

Management of Classroom Discipline.

Management of Classroom Discipline.CONCEPTDiscipline problems can be conceptualized as the conditions or behaviours that indicate non-compliance with regulations or the values that are applied or received by our community. (Haliza & Joy, 2014)Skinners Behavioural Modification Theory

3Skinner Behavioural ManagementDefinition: The practice of providing consequences for both good and bad behaviour.The teacher develops a process of systematically applying rewards (reinforcements) and consequences for behaviour.4Skinner Behavioral ModificationUsage of positive and negative reinforcement Positive ReinforcementWhen pupils behave well, teacher will give them positive reinforcementThe pupils will continuously do the desired behaviorNegative ReinforcementRemoval of unwanted stimulus for specific behaviorEg- Teacher takes away the comic thats being read by the pupils Assertive Discipline Model.Lee Canter.KEY IDEASBased on consistency and positive relationship-building. Teachers must insist that their own rights are met in the classroom.When students were given clear expectations and consistent follow through, they will be able to choose appropriate behavior. Advocate that teachers must learn to assert themselves. Aggressive/Hostile TeacherThe teacher addresses students in an abusive way. He often loses his temper. Hostile teachers and the behaviors they use, hurt students feelings, provoke disrespect and a desire to take revenge.Response: Hey, you two. Where are your manners? You are the most inconsiderate kids I have ever had the misfortune of teaching. Now turn around and shut up if you know what is good for you.

Non-Assertive Teacher(Passive), often inconsistent and unwilling to impose demands on student behavior.

Response: Please (almost pleading) try to stop talking while I am teaching. How many times do I have to warn you?

ASSERTIVE TEACHERProtects the rights of both the teacher and the student. With this style, he makes his expectations known to students in a calm and businesslike manner. He backs up his words with actions when necessary.

Response: While continuing to lecture, the teacher moves over to the chattering students and says Ahmet and Ali, the rule in this class is that while one person is talking the rest of the class will remain quiet and listen. I want you to stop talking, turn around and face front, and pay attention to the lecture.

WAYS TO IMPLEMENT.Create positive student teacher relationships.Establish rules or expectations.Tracking the misbehavior is important.Use negative consequences to enforce limits.Implement a system of positive consequences.

Dreikurs's Logical ConsequencesDreikurs's assumption about behaviour- central motivation of all human beings is to belong and be accepted by others.

- when frustrated in their attempts to gain the recognition they desire, their behavior turns toward four "mistaken goals".

- misbehavior is the result of a childs mistaken assumption about how to find a place and gain status.

- 4 goals that motivates children's misbehaviour: + attention + power and control + revenge + inadequacySteps in Preventing MisbehaviourIdentify mistaken goal.

Against the mistaken goal by providing explanation.

Give choices for students to decide.

Provide support for their effort even if it is just little.Two types of consequencesLogical consequences- involves student's decision making skill.- student's know the consequences earlier.- e.g. those who do not finish their work on time will have extra homework.

Natural consequences- happens naturally.- e.g. students kicking the wall will hurt his foot.Kounin Model: Group ManagementBasic ideas on Kounin ModelGood classroom behavior depends on effective lesson management, especially on pacing, transitions, alerting, and individual accountability.

Behaviour management that involves a group of students.

Important key points: -ripple effect -withitness -overlappingThe Ripple Effect-Change in the behaviour of the surrounding students.

-The teacher gives encouragement ("Good, I see that many of you are almost finished")

-The teacher gives reprimands ("I see a few people who may have to stay in after class to finish").

WithitnessTeachers' ability in preventing misbehaviour before it ges uncontrollable.

Teachers' knowing what was going on in all areas of the classroom at all times.

Kounin determined that this trait is communicated more effectively by teachers' behaviors than by their words.

Effective only if students are convinced that the teacher really knows what is going on.

OverlappingKounin states that overlapping is the ability to attend to two or more issues at the same time.

Overlapping loses its effectiveness if the teacher does not also demonstrate withitness.

If students working independently know that the teacher is aware of them and able to deal with them, they are more likely to remain on task.Implications to behaviour management - When teachers correct misbehaviors in one student, it often influences the behavior of nearby students. This is known as the ripple effect.

- Teachers should know what is going on in all parts of the classroom at all times. Kounin called this awareness, 'withitness'.

- The ability to provide smooth transitions between activities, and to maintain consistent momentum within activities is crucial to effective group management.

- Teachers should strive to maintain group alertness and to hold every group member accountable for the content of a lesson, which allows optimal learning to occur.

- Student satiation (boredom) can be avoided by providing a feeling of progress and by adding variety to curriculum and classroom environment.Reality TherapyKNR 253Reality TherapyWilliam Glasser 1965A response to psychotherapy : individual has no control over the past - therefore the past is irrelevant and the focus is on the here and now.Choice TheoryAll we do is behave

Almost all behavior is choice

Behavior is driven to satisfy 5 basic needsChoice Theory5 basic needs:Power (achievement, feeling worthwhile, recognition)Love & belonging (friendship, family, partner)Freedom (independence, autonomy, choices)Fun ( pleasure, enjoyment)Survival (shelter, food, etc.)

All people have the same needsAll the time we are trying to meet these needsAll have varying ability to fulfill needs

Reality Therapy Theoretical FoundationPeople have 2 basic needs that primarily drive behavior:1) the need to love and be loved2) the need to feel that we are worthwhile to ourselves and others

We must be involved with other people, at the minimum at least 1 person who cares about us and who we care about

Glasser believes that individuals are responsible for everything they doResponsible for own life, behaviors, & consequences of behavior.No one can control the past; therefore, it is not useful to focus or dwell on it.

People can learn to behave more responsibly -- we will not change until we have some choices - choose to behave responsibly.Is learned and can be learned later in lifeSpecifics in DialogueDont allow blamingDont allow statements like I cantDont talk about the pastTalk about strengthsTalk about abilities and capabilitiesTalk about alternativesNo excusesAvoid questions about feelingsBe tough---point out the facts3 Basic QuestionsWhat do you want?Do you want to change?If you changed, how would your life be better?What are you doing?Describe the last time you had a good laugh. What were you doing?Describe the last time you had fun with someone else. What did you do?Is your behavior helping or hurting you? (Is it working?)Did you enjoy having fun? Describe it.How would more variety and fund help you?