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Similaire à Spe546 collaborative activity - classroom management theories
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Spe546 collaborative activity - classroom management theories
- 1. Collaborative Activity: Classroom Management Theories Heather Booth Paulina Glowacka David Martin SPE/546 1/19/15 Dawn Davidson-King
- 2. Classroom Management There is no universal explanation of how teachers should teach or how students learn. However, there are many theories that can support educational outcomes and create a welcome, friendly, and safe classroom environment. To understand learning, teachers have to understand the theories and their use in the classroom. Following are some of the key theories that have influenced the discipline of education.
- 3. Classroom Management Theories • Choice theory by William Glasser • Kohn's student-directed learning • Canter's assertive discipline • Skinner's behavior management theory • Positive behavior support • Preventative theories by the following theorists: Carl Rogers Jacob Kounin Harry Wong
- 4. Choice Theory-Glasser Developed by William Glasser and introduced in the 1998 book, Choice Theory: A New Psychology of Personal Freedom Built on the following principles: All we do is behave Almost all behavior is chosen We are driven internally to satisfy five basic needs: survival, love and belonging, power, freedom, and fun
- 5. The Ten Axioms of Choice The only person whose behavior we can control is our own. All we can give another person is information. All long-lasting psychological problems are relationship problems. The problem relationship is always part of our present life. What happened in the past has everything to do with what we are today, but we can only satisfy our basic needs right now and plan to continue satisfying them in the future. We can only satisfy our needs by satisfying the pictures in our Quality World. All we do is behave. All behavior is Total Behavior and is made up of four components: acting, thinking, feeling and physiology. All Total Behavior is chosen, but we only have direct control over the acting and thinking components. We can only control our feeling and physiology indirectly through how we choose to act and think. All Total Behavior is designated by verbs and named by the part that is the most recognizable. Taken from: http://www.wglasser.com/the-glasser-approach/choice-theory
- 6. Glasser: Relationships and our Habits Seven Caring Habits Supporting Encouraging Listening Accepting Trusting Respecting Negotiating Difference Seven Deadly Habits Criticizing Blaming Complaining Nagging Threatening Punishing Bribing, rewarding to control http://www.wglasser.com/the-glasser-approach/choice-theory
- 7. Video of Choice Theory in Practice The following YouTube video demonstrates the principles of Choice Theory in the classroom Introduction to Choice Theory: Teaching Students Responsible Behavior Source: https://www.youtube.com/watch?v=PSWlPnPK8us
- 8. Kohn’s Student Directed Learning Alfie Kohn writes about issues of education, parenting, and human behavior Theories are based on intrinsic motivational factors Critical of the use of competition (or any other extrinsic means) as a motivating factor In the classroom, curiosity, creativity, and collaboration should be focuses
- 9. Application in the Classroom Teachers should adjust units of study to fit their students needs and desire to learn Kohn believes a successful classroom will have students learning about what interests them Teacher is the facilitator but not the driver Individual learning plans for each student Feedback provided one on one with students
- 10. Canter's Assertive Discipline Teacher should maintain a leadership role in the classroom but not in an authoritarian or unfriendly way. Teacher should understand learners personal and educational needs and be willing to help them. Teacher should be able to build the trust relationship with the students. Teacher should teach students how to behave acceptably in the classroom.
- 11. Canter's Classroom Management Strategies Supporting appropriate behavior in the classroom equals showing students that the teacher care about a learner personal life and success at school Students need structures and clearly defined limits on behavior Teacher should develop a classroom environment that is supportive, safe, peaceful, calm, predictable and concentrated on student To develop respect and trust in the classroom, teachers should model that kind of behavior Teacher should listen carefully to students, speak to them with respect, and treat everyone fairly. Knowing students as individuals and acknowledging them support a positive behavior as well.
- 12. Classroom Management vs. Discipline Management Teacher should model the behavior for a particular activity in order to know what to expect and how to behave during the activity. Classroom management is a teacher’s responsibility that explains and support positive behavior. Additionally, it is enhanced when things are explained to learners, modeled for students, practiced by students, and reinforced and practiced when necessary. Discipline explains how students behave in the classroom. Moreover, discipline is about self- control and management of own behavior. For example: During the FAN AND PIC and SHOWDOWN activities, teacher will model the expected behavior and specific roles for students in order to complete the activity and to be on task. Regular and students with special accommodation are part of the team in order to master the targets of the activity.
- 13. Fan-N-Pick Student #1 holds question cards in a fan and says, “Take a card”. Student #2 picks a card, reads the question aloud, and allows five seconds of think time. Student #3 answers the question. Student # 4 tutors or praises (Great, Excellent, Great Job). Students rotate roles, one person clockwise for each new round.
- 14. Showdown 1. Teacher selects one student on each team to be the Showdown Captain for the first round. 2. The Showdown Captain reads the question / exercises and provides think time. 3. Working alone all students, including the Showdown Captain, write their answers. 4. When finished, teammates signal they are ready. 5. The Showdown Captain calls, “Showdown.” 6. Teammates show and discuss their answers. 7. The Showdown Captain leads the checking. 8. If correct, the team celebrates; if not, teammates tutor, then celebrate. 9. The person on the left of the Showdown Captain becomes the Showdown Captain for the next round.
- 15. Skinner’s Behavior Management Theory Skinner's fundamental work concentrated on controlling and motivating student behavior. The classroom practice that teachers use are called behavior modification. Teachers implement this technique to improve both learning and behavior in students. Skinner underlined that punishment is ineffective. Therefore, he advocated for the use of reinforcement -rewards to modify, influence, and improve learner behavior.
- 16. Skinner's Classroom Management Strategies Students who follow teacher’s rules and procedures and who perform well on classroom assignments and work can get rewards. The reward can be good grades or some teacher praise. Learners who misbehave, who do not follow the classroom rules and procedures, or who perform poorly can receive bad grades and can be punished in some way. Skinner promotes small units, scaffold instruction, repetition and review of instructions, and immediate feedback.
- 17. Positive Behavior Support This behavior management principle stresses modifying behavior by applying supports to lessen problem behaviors and increase appropriate behaviors that lead to enhanced social relations (Vaughn and Bos, 2014, p. 77). Many schools have expanded their positive behavioral supports and implemented positive behavioral intervention and supports (PBIS) (Vaughn and Bos, 2014, p. 77).
- 18. Positive Behavior Support PBIS focuses on developing interventions for individuals that stress preventing problem behaviors through effective educational programs that improve an individual’s quality of life (Vaughn and Bos, 2014, p. 78). PBIS also stresses the importance of teaching appropriate behaviors to replace the inappropriate behaviors. Behavior is a form of communication usually related to the context. PBIS involves the process of observing the circumstances and purpose of problem behaviors (Vaughn and Bos, 2014, p. 78). By making changes, such as seating arrangements, to the environment, many negative behaviors can be dealt with.
- 19. Carl Rogers Teachers should create supportive environment and emotionally warm in which they work collaboratively with learners to achieve educational goals. Rogers underlined the importance of a learning environment in which students are engaged in peer teaching and collaborative learning activities that demand multiple levels of thinking Teachers are facilitators of learning.
- 20. Carl Rogers in the classroom Teachers need to show students empathy and understanding Teacher should give students some freedom to learn, such as choosing tasks they do and/or how they will go about them Teacher need to prepare a cooperative work environment to involve students in discussion and working together. Teacher should provide students with resources and real materials that will give them the opportunity to learn experientially
- 21. Jacob Kounin Jacob Kounin is known for two studies regarding classroom management that emphasized how teachers could manage students, lessons and classrooms to lessen the frequency of bad behavior. Kounin identified specific teaching practices that help, and deter, classroom discipline. Kounin stressed that the technique used, rather than the teacher’s personality, is the most crucial part in classroom management of student behavior. Kounin’s book, Discipline and Group Management in Classrooms, centers on preventive discipline. Kounin believes that good classroom management depends on effective lesson management. Kounin’s key ideas include: the ripple effect, withitness, overlapping, effective transitions, momentum, smoothness and class management.
- 22. Jacob Kounin Ripple Effect - If a teacher corrects the misbehavior of one individual student, the other students in the classroom normally will correct their misbehavior as well! Withitness - All teachers need to be aware of what is going on in all parts of the classroom at all times. If students are off-task, the teacher should clearly communicate to students the awareness that they are not working and that they need to become engaged. Overlapping – This process involves attending to two or more events at the same time rather than becoming engrossed in one and ignoring the other. Effective Transitions – Student behavior can be affected by the smoothness and effectiveness of transitions between tasks. Momentum – Momentum is the force and flow of a lesson. An effective lesson pulls the student along by engaging the learners in activities, thus preventing student misbehavior. Smoothness – Teachers should maintain direction in the lesson without being diverted by irrelevant incidents, thus preserving instructional time by eliminating common barriers. Class Management - If the teacher can keep students on task, create little chaos between activities, and use good time management practices, they are modeling effective class management.
- 23. Jacob Kounin believed that: all educators should be able to sustain group alertness and hold each student responsible for understanding the subject matter of the lesson. By doing so, ALL students have the opportunity for optimal learning. the teacher should assign things that allow students to feel like they can make progress or gain a feeling of accomplishment when it is complete. This helps keep students from getting bored or uninterested.
- 24. Harry Wong Proactive Classroom Management Wong believes that problem arises when there is a lack of procedures and routines Believes there is a definite difference when it comes to procedures and discipline Discipline deals with behaviors and has rewards and consequences Procedures are how things are done and there are no rewards and consequences Focus is on procedures!
- 25. Harry Wong- Things to Remember Teachers must be prepared when students enter the classroom The class must begin with a task or assignment, not calling the roll Explain, Rehearse, and Reinforce Classroom Procedures
- 26. Harry Wong “One of the greatest gifts a caring teacher can contribute to children is to help them learn to sit when they feel like running, to raise their hand when they feel like talking, to be polite to their neighbor, to stand in line without pushing, and to do their homework when they feel like playing. By introducing procedures in the classroom, you are also introducing procedures as a way of living a happy and successful life.” -Harry Wong
- 27. Conclusion: Classroom management is the essential teaching skill. Teachers are not able to teach and learners are not able to learn in a classroom with disruptions and behavioral problems. Therefore, classroom management should be based on organizing the classroom in ways that create a positive emotional and physical environment. Classroom management theories and theorists can help teachers to establish routines and disciplinary strategies that will teach and improve students self-control.
- 28. References: Canter, L. and Center, M. (1993): Succeeding with difficult students: new strategies for reaching your most challenging students. Lee Center and Associates. Glasser, W., & Glasser, W. (1988). Choice theory in the classroom (Rev. ed.). New York: Quill. Introduction to Choice Theory: Teaching Students Responsible Behavior -- 3 Graduate Credits . (2012). Retrieved from https://www.youtube.com/watch?v=PSWlPnPK8us Kohn, A. (2004). What does it mean to be well educated? and more essays on standards, grading, and other follies. Boston, Mass.: Beacon Press. Kohn, A. (1993). Choice for children: Why and how to let students decide. Phi Delta Kappan. Rogers, C. R. (1961). On becoming a person. A psychotherapists view of psychotherapy. Lafayette, CA: Real People Press. Skinner, B. F. (1968). The technology of teaching. New York: Appleton-Century-Crofts The Kounin mode. (2013). Retrieved from http://www.elearnportal.com/courses/education/classroom- management-and-discipline/classroom-management-and-discipline-discipline-theorists The Glasser approach. (2014). Retrieved from http://www.wglasser.com/the-glasser-approach/choice-theory Vaughn, S. & Bos, C. (2014). Strategies for teaching students with learning and behavior problems. New York: Pearson. Wong, H., & Wong, R. (2005). The first days of school: How to be an effective teacher ([Version 3] ed.). Mountain View, CA: Harry K. Wong Publications.
Notes de l'éditeur
- Each of these theories and theorists will be discussed during this presentation. The following items are included in this presentation: Classroom management strategies for each theory Environmental modifications that would contribute to student learning Explanation of the difference between classroom management and discipline management in respect to learning when individuals with exceptional learning needs are in the classroom
- For many years Lee Canter has worked on the system of discipline which is called Assertive Discipline. This system helps teachers to work in a consistent, helpful, and calm environment. Additionally, the main idea of the Assertive Discipline is to establish a classroom where teacher can teach and learners can learn effectively. Canter underlines that students have needs and rights to supportive and warm classroom environment where teachers put all their efforts to help students to be successful. However, teacher have also rights to teach in the environment without disruptions.
- Canter’s classroom management focuses on establishing a classroom climate in which students needs are met, behavior is managed, and learning occurs smoothly. According to Canter, in order to teach students an appropriate behavior, teacher needs to formalize effective class rules of behavior, teach students how to behave appropriately, give students positive feedback and attention, and establish a sense of respect and trust.
- Students do not know how to behave in all situations and setting. Therefore, teacher should teach an appropriate behavior by modeling it using explanation and practice. According to Canter, the most important classroom rule to follow is to follow directions. In addition, teacher should be able to identify academic activities, procedures, and routines in order to determine directions that all learners may need.
- Skinner underlines the idea that learning is influenced by a change in behavior. Additionally, he believed that a teacher needs to determine what behavioral change is desirable in order to manipulate the consequences and to alter the probability of the behavior recurring. Therefore, the teacher can promote the development of new behaviors through proper use of shaping.
- Skinner’s behavior modification is an approach that underlines that learners are able to change their behavior in order to receive rewards. Additionally, teacher can influence and change student’s behavior by modifying the consequences that follow their behaviors and actions.
- Many schools are dealing with things such as increasing numbers of behavior problems, fighting, bullying, discontent among students, and general lack of discipline. Positive behavior support and PBIS are helping to deal with these issues.
- Teachers can use many treatment strategies in behavior support to effect change. One way is the use of reinforcers to obtain new behaviors, reinforce incompatible behaviors, or maintain or increase desired behavior. In order to eliminate undesired behavior, teachers can use extinction, punishment, or timeout.
- According to Rogers, a person, besides the main Maslow’s needs, in order to grow demands empathy and acceptance. Rogers underlined that every person can achieve their wishes, desires, and goals in life. Additionally, he believed that creating successful interpersonal relationships with students is fundamental in educational process. In order to achieve a positive relationship with the student, teacher needs to show acceptance and empathy, but also needs to create learning challenges for the student.
- Rogers' ideas provides a reflection and action for teachers on ways of facilitating student-centered classrooms where learners participate in the learning process and have some control over the learning. Additionally, self-evaluation is the main method and goal of assessing progress or success.
- Jacob Kounin recognized a collection of proactive teacher behaviors that set effective classroom managers apart from ineffective ones.
- Each of these ideas has their own merit and can be used to better classroom management. The ripple effect is more effective when the teacher clearly identifies the unacceptable behavior of the student and provides the reasons why the behavior is unacceptable. Students need to know that the teacher is aware of what is going on in the classroom. Thus, the teacher needs “withitness.” Withitness includes the use of eye contact, asking individual and group questions, continual, random movement around the classroom and specifically moving toward students who are misbehaving, and redirecting students to prevent them from misbehaving. Overlapping - An example of this is when a teacher provides feedback to an individual student at one area while monitoring the performance of other students in the room. Effective transitions, momentum, and smoothness can exist with the use of well-established routines, a consistent signal for gaining the class attention, clear directions, preparing students to shift their attention from one task to another, and concise explanations that highlight the main points of the task help reduce student misbehavior.
- It is also important to create a diverse curriculum. Changing the classroom environment every so often is also important.