Post on 03-Apr-2018
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Classroom Management
Theorists
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Rudolf Dreikurs(February 8, 1897, Vienna - May 25,
1972, Chicago) was an Americanpsychiatrist andeducatorwho developedpsychologistAlfred Adler's
system ofindividual psychology into a pragmatic
method for understanding the purposes of reprehensible
behaviour in children and for stimulating cooperativebehaviour without punishment or reward.
He suggested that human misbehavior is the result of
feeling a lack of belonging to one's social group. When
this happens the child acts from one of four "mistakengoals": undue attention, power, revenge or avoidance
(inadequacy).
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Dreikurs Principal Teachings
Discipline at its best is defined as self-control, basedon social interest.
Self-controlled students are able to show initiative,make reasonable decisions, and assume responsibility
in ways that benefit both themselves and others. Social interest refers to students' efforts to make the
classroom comfortable and productive, based onunderstanding that such classrooms better meet their
personal needs.
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Dreikurs Principal Teachings
Good discipline occurs best in a democraticclassroom.
A democratic classroom is one in which teacher and
students work together to make decisions about howthe class will function.
Good discipline cannot occur in autocratic or
permissive classrooms.
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Dreikurs Principal Teachings
In autocratic classrooms, the teacher makes alldecisions and imposes them on students, leaving noopportunity for student initiative and responsibility.
In permissive classrooms, the teacher fails to requirethat students comply with rules, conduct themselveshumanely, or endure consequences for theirmisbehavior.
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Dreikurs Principal Teachings
Almost all students have a compelling desire to feelthey are a valued member of the class, that they
belong.
Students sense belonging when the teacher and othersgive them attention and respect, involve them inactivities, and do not mistreat them.
When students are unable to gain a sense of
belonging in the class, they often turn to the mistakengoals ofattention, power, revenge, and inadequacy.
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Dreikurs Principal Teachings
When seeking attention, students talk out, show off,interrupt others, and demand teacher attention.
When seeking power, they drag their heels, makecomments under their breath, and sometimes try to show
that the teacher can't make them do anything. When seeking revenge, they try to get back at the teacher
and other students, by lying, subverting class activities,and maliciously disrupting the class.
When seeking to display inadequacy, they withdraw from
class activities and make no effort to learn.
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Dreikurs Principal Teachings
Teachers should learn how to identify mistaken goals anddeal with them.
When teachers see evidence that students are pursuingmistaken goals, they should point out the fact by
identifying the mistaken goal and discussing the faultylogic involved.
They should do this in a friendly, non-threatening manner.
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Dreikurs Principal Teachings
Teachers should learn how to identify mistaken goals anddeal with them.
When teachers see evidence that students are pursuingmistaken goals, they should point out the fact by
identifying the mistaken goal and discussing the faultylogic involved.
They should do this in a friendly, non-threatening manner.
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Dreikurs Principal Teachings
Rules for governing class behavior should be formulatedjointly by teacher and students.
Tied to those rules should be the logical consequences ofcompliance or violation.
It is the teacher's responsibility to see that stipulatedconsequences are invoked.
Good behavior (following the rules) brings pleasantconsequences such as enjoyment of learning andassociating positively with others.
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Dreikurs Principal Teachings
M isbehaviorbrings unpleasant consequences such ashaving to complete work at home or being excluded fromnormal class activities.
Punishmentshould never be used in the classroom.
Punishmentis just a way for teachers to get back atstudents and show them who's boss, and is usuallyhumiliating to the student.
Punishmenthas many bad side effects and therefore
should be supplanted with logical consequences agreed toby the class.
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Rudolph Dreikurs
Four Goals of Misbehavior
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Introduction
Educators need to clearly understand themotivation behind students behavior.
Dreikurs (1971) describes the four goals ofmisbehavior as: attention getting, power,
revenge and displays of inadequacy. The following presentation will describe the
characteristics of each behavior, which willinclude four specific management strategies in
response to each goal. Further examples of interventions utilized with a
particular student will be provided.
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Attention Seeking
The student wants to establish her identity
through useful contributions.
The student will first attempt productivemeasures.
If her teachers and peers do not recognizethis, the student will seek further proof ofself-reliance and meaningfulness.
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Attention Seeking
At this point, the student will try a variety ofmeasures to get attention and ultimately benoticed.
Some typical behaviors displayed include,showing off, crying, speaking loudly, usingcharm, keeping the teacher busy, constantlyasking questions (pretending not to understand)
and responding overly sensitive to situations(drama queen).
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Attention Seeking
Teachers find themselves frequently remindingand redirecting these attention- orientatedstudents.
After a while, the teacher is consumed by the
students misbehavior and feels frustrated. The teacher begins to feel resentment toward
the student because valuable teaching time islost.
The student has met her goal of having theteachers undivided attention by way ofunproductive means.
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Management Strategies ~
Attention Seeking Student Try to make connections with the student
throughout the day during non-instructionaltimes. This is particularly important at the start of
the day, as this will help to establish a healthytone. During instructional times,
get the student involved at the start of thelesson.
greet the student as soon as she enters theroom. engage the student in quick small talk. Try to provide the student with a
responsibility, like handing out materials.
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Management Strategies ~
Attention Seeking Student Whenever possible, especially when the student is
exhibiting an escalation in attention getting behavior,arrange for one-on-one time with the student. This
may be during recess time to assist the with work oryou may invite the student to eat lunch in theclassroom with a friend.
Always make sure to reinforce appropriate behaviorsand redirect or ignore negatives ones. For example, if
the student enters the classroom without announcinghis arrival, you may thank him for coming into theclassroom quietly. Remind him that this is helpful forthose who are working and need to concentrate.
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Seeking Power / Control
The goal of the power-seeking student is to havecomplete control over his environment, thuschallenging any authority.
These students feel an overwhelming need to beself-sufficient.
These types of students are often described ashaving their own set of rules.
The student typically refuses to recognize theclassroom rules and procedures.
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Seeking Power / Control
When the teacher redirects or reminds thestudent to follow teacher requests, thestudent is quick to exhibit his power.
The control-oriented student will engage isseveral types of behaviors in order toreach his goal, such as; stubbornness,argumentative, lies, cheats, must win,
must be in charge of every situation,disobedient, refusal to conformity ofclassroom rules, etc.
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Seeking Power / Control
Teachers often feel threatened and emotionallyget involved.
This leads into some of the basic assumptionsshared by many teachers; teachers need to be
in control, establish authority, and must not allowstudents to get away with this type of behavior,especially in front of other students.
Teachers try to control the child, which most
likely will lead to a power struggle. This type of engaging response locks the
teacher and student into the conflict cycle.
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Useful Management Strategies ~
Control Seeking Student At all costs, avoid the trap of thedysfunctional power struggle and notgiving in.
Try to help the student feel importantwithout having to challenge authority. Provide various responsibilities in the
classroom on a rotating basis. This makes
the student feel important without allowinghim to become possessive of certain jobs.
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Management Strategies ~ Control
Seeking Student Explicitly provide directions for a given task with
specific consequences.
Say, You may do any ten math problems on your
own and then you may use a calculator for theremaining ten. Or You may do any ten math
problems with at least 90% accuracy and then youmay work 20 minutes with the janitor.
Sometimes surprise the student and agree with him.You may say, Wow, I see what you mean, this socialstudies assignment does require a great deal ofwriting. I can see why your upset.
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Management Strategies ~ Control
Seeking Student
Public praise may serve as a trigger to
set this student off. However, try to acknowledge and
reinforce appropriate behaviorswhenever possible.
Do this privately when the opportunityarises or leave a note for the student.
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Revenge Seeking
The revenge-orientated student usually has ahistory of unsuccessful attempts of attentionseeking behavior and power struggles withauthority.
This type of student feels that he is treatedunfairly and others are out to get him.
His goal is to seek revenge by getting back atthem.
When he hurts others, his goal is accomplishedand he actually feels better.
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Revenge Seeking
This type of student may do several
behaviors in order to obtain his goal, suchas; lies, steals, hurts others physically or
emotionally, destruction of property andblames others for treating him unfairly.
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Revenge Seeking
Teachers have feeling of anger, hurt andfrustration toward the student.
However, they must set emotions aside andgenerate an attitude of understanding,
assistance and respect (unconditional positiveregard).
Revengeful behavior usually takes a great dealof time and effort to change.
The goal is to help these students learn how toeffectively cope and express with feelings ofanger, frustration and disappointment.
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Management Strategies~Revenge Seeking
Conduct small group prosocial skills lessons in which thestudent participates but he is not singled out.
Make sure that these lessons are during times when thestudent is calm and in a good space (emotionally).
Establish a mutual contract with the student with the goalbeing to get along with others.
The student can earn certain reinforcements when
positive interactions take place. He can self-monitor his behavior as well.
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Management Strategies~Revenge Seeking
Make sure to be calm and matter of factwhen issuing consequences for hurtful
behavior. The consequences are clearand consistent. Take every opportunity to catch this
student while he is being good. Praisehim privately as public praise may sethim off.
Regardless of the severity of an episode,Treat each day as a fresh start.
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Displays of Inadequacy / Assumed
Disability The goal of the student who displaysinadequacy is to be left alone.
There are usually two different
motivational factors contributing to thisgoal. The first type is evident in the child who
has failed at all attempts of attention,
power and revenge seeking behavior. Without gaining a place in the world, she is
left with feelings of despair.
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Displays of Inadequacy /Assumed Disability
The child, who has made the conclusion at avery young age, that he is worthless, exhibitsthe other type.
These children are very quiet and withdrawn. They have a tendency to become even more
withdrawn if attention is focused on them. They exhibit an attitude of helplessness, gives
up easily or wont even attempt the task,wants to be left alone, set up for failure byplacing unrealistic expectations of themselvesand have on overall air of impending doom.
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Displays of Inadequacy /Assumed Disability
Teachers often become frustrated with
these students. The goal of the teacher is to help the
student learn to overcome feelings ofdiscouragement.
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Management Strategies ~
Inadequacy When introducing new concepts, I make sure to startwith an activity I know the student can be successful.This allows the student to warm-up and feelsconfident before meeting challenging work. Thisformat also works well for assessments.
Call on this student when I know he can respondsuccessfully.
Do not force the student to participate in groupactivities, especially those that are socially oracademically challenging.
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Management Strategies ~
Inadequacy Allow the student to engage in fun learningactivities with his peers.
Organize the groups to ensure that he can
exhibit his strengths and assist others inthe group.
Example, a student enjoys drawing. Ihelped develop an interest in comic booktype art. This student now creates comicbooks as a hobby. I use this as a reinforcerat school.
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References
Dreikurs, R., Grunwald, B., & Pepper, F.(1971). Maintaining sanity in the classroom.New York: Harper Row.
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Kounins Principal Teachings
Teachers need to know what is going on in all parts of the
classroom at all times.
Kounin verified that teachers good in discipline displayed
this trait, which he called withitness. Good lesson momentumhelps keep students on track.
Kounin used the term momentumto refer to teachers'
starting lessons with dispatch, keeping lessons moving
ahead, making transitions among activities efficiently, andbringing lessons to a satisfactory close.
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Kounins Principal Teachings
Smoothnessin lesson presentation helps keep studentsinvolved.
The term smoothnessrefers to steady progression oflessons, without abrupt changes or disturbing incidents.
Effective teachers have systems for gaining studentattention and clarifying expectations. Kounin called thistactic group alerting.
Teachers must learn how to correct one pupil's behavior
in a way that changes the behavior of others. This iscalled the Ripple effect.
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Kounins Principal Teachings
Effective teachers keep students attentive and activelyinvolved.
Such student accountability is maintained by regularlycalling on students to respond, demonstrate, or explain.
Teachers good in behavior management are able to attendto two or more events simultaneously.
This skill, which Kounin called overlapping, is shownwhen teachers answer questions for students doing
independent work while at the same time instructing asmall group of students.
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Kounins Principal Teachings
Effective teachers see to it that students are not givenoverexposure to a particular topic.
Overexposure produces satiation, meaning students havehad their fill of the topic as shown through boredom,
resistance, and misbehavior. Boredom [satiation] can be avoided by providing variety
to lessons, the classroom environment and by pupilawareness of progress.
Effective teachers make instructional activities enjoyableand challenging. Kounin described how fun and challengedelay satiation.
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Jacob Kounin
Focuses on preventive discipline -- techniques
and strategies designed to prevent the
occurrence of discipline problems in the first
place.
Good classroom management depends on
effective lesson management.
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Kounins Principle Teachings
Teachers need to be attentive to all aspects ofthe classroom.
Effective teachers keep students attentive and
actively involved. Teachers should be able to attend to two
activities at the same time.
Activities should be enjoyable and challenging.
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Kounins Key Ideas
The Ripple Effect
Withitness
Overlapping
Effective Transitions
Group Focus
Satiation
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The Ripple Effect
The "ripple effect"occurs when the
teacher corrects amisbehavior in onestudent, and thispositively
influences thebehavior of othernearby students.
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Withitness
Awareness of what
is going on in all
parts of theclassroom at all
times.
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Overlapping
Being able to
attend to two or
more issues at thesame time.
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Effective Transitions
Keeping lessons
moving with
avoiding abruptchanges.
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Group Focus
The ability to keep
members of the
class or grouppaying attention to
the task
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Satiation
Being satisfied or
having enough
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Teachers can reduce satiation by:
Providing a feeling of progress
Offering challenges throughout the
lesson
Being enthusiastic
Adding VARIETY to the lesson
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Fredrick H. Jones
Director of Classroom Management Training
Program
Improving teacher effectiveness
Emphasis on learner motivation and classroombehavior
Model based on his observations of teachers and
their students behaviors
Combines Instruction with Motivation
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Avoiding Lost Class Time
Time Lost in a Classroom
50% Student Misbehavior and Being Off-Task
30% Talking Without Permission
19% Daydreaming, Out of Seat, Making Noises
1% Serious Behavior Problems
Avoid this lost time by
Using Effective Body Language
Using Incentive Systems Efficient Individual Help
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Effective Body Language
Stop Misbehaviors Without Wasting Time
Eye Contact
Facial Expression (Calm/No Nonsense)
Posture and Gestures (Pointing at a rule on theboard)
Physical Proximity
These Non-Verbal Acts Usually Stop
Misbehavior and Avoid Verbal Confrontation
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Incentive System
Motivates Students to
Do the right thing
Maintain on-task
Behave properly Use Incentives to Build Student
Cooperation
Preferred Activity Time (PAT)
Stars, Candy, and Prizes Motivate onlythe Achievers and Provide no Realistic
Expectation
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Positive Instructional Support
Move Quickly from
Student to Student
Praise/Prompt/Leave
Have Visual Instruction
Plans (VIPs)
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Back-Up Systems
What if the student continues to misbehave?
Plan Ahead
Sequence of Consequences
Remember to have a plan for when the class is out ofthe classroom
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General Guidelines
Set Up the Room to Facilitate Learning
Gain Parental Support from the Beginning
Pay Attention to Why the Disruptions are
Happening Rules
Simple, Clear, Few
Posted and Taught (Students know why)
Reinforced Consistently, Calmly, and Promptly
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Jones Principal Teachings
Approximately 95 percent of all student misbehaviorconsists of talking to neighbors and being out of one'sseat, as well as generally goofing off, such asdaydreaming and making noise.
But it is this behavior that most often disrupts teachingand learning.
On the average, teachers in typical classrooms loseapproximately 50 percent of their teaching time because
students are off-task or otherwise disrupting learning.This amounts to massive time wasting.
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Jones Principal Teachings
Most teaching time that is otherwise lost can be recoupedwhen teachers use Say, See, Do Teaching, provideefficient help to students, use effective body language,and use incentive systems.
These are the hallmarks of good behavior management. Say, See, Do Teachingis an instructional method that
calls for frequent student response to teacher input.
It keeps students actively alert and involved in the lesson.
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Jones Principal Teachings
Efficient arrangement of the classroom improves thelikelihood of successful teaching and learning.
This includes seating arrangements that permit the teacherto "work the crowd" as they supervise student work and
provide help. Proper use of body language is one of the most effective
discipline skills available to teachers.
Body language includes eye contact, physical proximity,
body carriage, facial expressions, and gestures.
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Jones Principal Teachings
Teachers set limits on student behavior not so muchthrough rules as through subtle interpersonal skills. Theseare the skills that convey that teachers mean business.
Students will work hard and behave well when given
incentives to do so. These incentives are teachers' promises that students will
receive, in return for proper behavior, rewards in the formof favorite activities that can be learned by all members of
the group for the enjoyment of all members of the group.
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Jones Principal Teachings
To be effective, an incentive must be attractive to theentire group and be available equally to all.
Incentives that are available only to certain members ofthe class will affect only the behavior of those few
individuals and leave the class as a whole little changed. Students must learn to do their work without the teacher
hovering over them.
Jones calls students' reliance on teacher presence
"helpless handraising."
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Jones Principal Teachings
He devised a method of providing help very efficiently tostudents who call for teacher assistance duringindependent work. Jones says to be positive, be briefand be gone."
The goal of discipline is for students to assumeresponsibility for their actions. All aspects of learning areimproved when students do so.
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Lee Canter
Researched Assertive Discipline
Wrote Multiple Books in Classroom
Management
Research and ideas about Assertive Discipline
has been around since the early to mid 70s
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Canter Model
Based on thousands of hours of observing
effective teachers
Discovered that Assertive Discipline helps
teachers teach and students learn
Marlene Canter help in research and
development of model
Developed both principles and step of
implementation
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Principles of Model
Teachers should insist on responsible Behavior
Failure to teach comes from poor class control
Firm control maintained humanely is
liberating.
Teachers have basic rights as educators
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Principles of Model Cont.
Students have basic rights as learners
Teachers must clearly states the expectations,
consistently apply the consequences, and
never violates the best interests of the pupils
The assertive teacher is more effective than
the nonassertive or the hostile teacher
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Assertive Discipline
Stating and teaching expectations early
Persistence in stating expectations and wishes
Use of a clear, calm, firm voice and eye contact
Use of non-verbal gestures that support the verbalstatements
Influencing student behavior without threats or
shouting
Broken record technique
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Steps of Assertive Discipline
1. Recognize and remove roadblocks to
assertive discipline
2. Practice the use of assertive response styles
3. Learning to set limits
4. Learning to follow through on limits
5. Implementing a system of positive assertions
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Advantages and Strengths
Develop good class control
Student expectations are clearly stated
Rules and limitations are also clearly stated
Helps build classroom respect
Positive, caring, and productive classroom
environment
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Disadvantages and Weaknesses
With out student/teacher respect model will
not work
Teaching style may not fit the needs of all
students
Can be a bad way to start off the year
Teachers can become over controlling
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Example
Teacher: "Vince, you have work to do. Get away fromthat window and sit in your seat."
Student: "But I want to see the cop give that guy aticket."
Teacher: "I understand, but I want you to sit downnow."
Student: "'Just one minute, OK?"
Teacher: "'No, Vince, I want you to sit down now.
Student: "Aw, OK."If student does not obey after third time, then
consequences should be placed into action
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Canter and what we have learned
Classroom management is important to
providing a productive learning environment
Students safety is most important
Students need to know and understand what
is expected of them and what is required of
them
Canters Model of Classroom
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Canter s Model of Classroom
Management
Ineffective classroom managers are:
Passive
InconsistentReactive
Non-assertive
Begging and PleadingHostile and Angry
Canters Model of Classroom
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Canter s Model of Classroom
Management
Effective classroom managers are:
In control
Assertive
Proactive
Consistent
Firm
Calm
Effective classroom managers have a sense ofefficacy.
Canters Model of Classroom
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Canter s Model of Classroom
Management
Rules:
Need to be visible and observable
Applicable at all times
Should be few, five at most
Have student input
Rewards should have guidelines and use positive
recognition Consequences should be non-violent, consistent,
hierarchical organized, and comfortable to use.
Canters Model of Classroom
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Canter s Model of Classroom
Management
Critical components:
Teachers should be allowed to teach
Assertive discipline is a philosophy and asystematic approach to classroom
management
Positive recognition/reward must be genuine
and natural
Consequences should be short term
Positive reinforcement/recognition should be
long term
h C i i l hi
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The Canters Principal Teachings
Today's students have clear rights and needs that must bemet if they are to be taught effectively.
These students' rights and needs include a caring teacherwho persistently works to foster the best interests of
students. Teachers have rights and needs in the classroom as well.
Teachers' rights include teaching in a classroom that isfree from disruption, with support from parents and
administrators as they work to help students.
Th C P i i l T hi
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The Canters Principal Teachings
The most effective teachers are those who remain incontrol of the class while always remembering that theirmain duty is to help students learn and behaveresponsibly.
Teachers must continually model through their own
behavior the kind of trust and respect for students thatthey want students to show toward others.
A good discipline plan, built upon trust and respect, is
necessary for helping.
Th C P i i l T hi
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The Canters Principal Teachings
Students limit their own counterproductive behavior.Such a discipline plan contains rules and consequences,and it must be fully understood and supported by studentsand their parents.
Teachers should practice positive repetitions. Positiverepetitions involve repeating directions as positivestatements to students who are complying with classrules, for example, "Fred remembered to raise his hand.Good job."
Th C P i i l T hi
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The Canters Principal Teachings
Negative consequences are penalties teachers invokewhen students violate class expectations.
They are brought to bear only when all else fails. Theymust be something students dislike (staying in after class,
being isolated from the group) but must never bephysically or psychologically harmful.
Positive consequences are rewards, usually words orfacial expressions, that teachers offer when students
comply with class expectations. The Canters consider positive consequences to be very
powerful.
Th C t P i i l T hi
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The Canters Principal Teachings
Today's teachers must both model and directly teachproper behavior. It is not enough for teachers simply toset limits and apply consequences. They must go well
beyond that to actually teaching students how to behave
responsibly in the classroom. Teachers can have success with a majority of students
deemed difficult to manage.
They can accomplish this by reaching out to those
students, learning about their needs, interacting with thempersonally, and showing a constant willingness to help.
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The Ginott Model
Haim Ginott(1922-1973)
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Haim Ginott(1922 1973)A Glimpse of His Life.
Began his career as a schoolteacher in Israel in 1947 before
immigrating to the United States.
Then he earned a doctoral degree
in clinical psychology, from
Columbia university, in 1952. During his work at the guidance
clinic, in Jacksonville Florida, he
refined his unique combination of
compassion and boundary
setting.
His work had a significant impacton the way adults relate to
children.
His goal was to help parents and
teachers socialize children while
simultaneously cultivating theiremotional well being.
He taught adults how to relate to
children in a caring and
understanding way without
diminishing their authority.
K l t f th Gi tt M d l
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Key elements of the Ginott Model
Congruent Communication
Fostering Independence and Self Respect
Avoiding the Perils of Praise
C t C i ti
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Congruent Communication
Congruent communication is a wayof communicating with students
that increases self-esteem and
decreases conflict. It involves
talking with and responding to
students in an empathic manner.It also involves appropriate
expression of anger, and the use
of sane messages that are
logical and rational.
Talk to the situation, not to thepersonality and character is thecardinal rule of communication.
(Quote from teacher and child p.
84) When angry, an enlightened
teacher remains real. Hedescribes what he sees, what hefeels, and what he expects. (P.84)
A teacher cannot be artificial and
effective. Nothing defeats himmore than phoniness. No onecan pretend respect and carewithout being detected. Skilldivorced from genuineness issoon unmasked. (P.84)
C t I t
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Congruent Incongruent
A child spills paint: Oh. I see thepaint spilled. We need water anda rag.
A child forgot to return his bookto the library: Your book needsto be returned to the library. Its
overdue
A class is getting ready to go togym and two girls are playingcatch with their sneakers: Itmakes me angry to see that.
Sneakers are not for throwing.They are for wearing to the gym.
A child spills paint: You are soclumsy. Why are you so
careless?
A child forgot to return their book
to the library: You are so
irresponsible! You alwaysprocrastinate and forget. Why
didnt you return the book to the
library?
Teacher goes with his/her first
impulse to yell and punish.
F t i I d d d S lf R t
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Fostering Independence and Self Respect
Ginott believed that dependencybreeds hostility. Therefore,teachers should encourageautonomy.
Facilitating autonomy-childrenneed to make choices about their
behavior. Teachers can meet thisneed by giving students smallchoices, such as the number ofproblems they are given forhomework.
Guiding emotion- use reflectivelistening. This will help childrenclarify their own emotions.
Children are dependent on theirteachers, and dependency breeds
hostility. To reduce hostility a
teacher deliberately provides
children with opportunities to
experience independence. Themore autonomy, the less enmity;
The more self-dependence, the
less resentment of others.(Quote
from teacher and child p. 91)
Avoiding the Perils of Praise
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Avoiding the Perils of Praise
Evaluative praise places ajudgment on character traits.
Evaluative praise can be
destructive. (Apple example)
Appropriate praise tells students
what they have accomplishedwhile letting them draw their
own conclusions about its value.
Praise, like a drug, may make achild feel good-for the moment.
However, it creates dependence.
Others become his source of
approval. He relies on them to
quench his craving and establishhis value. They must tell him his
daily worth.(Quote from teacher
and child p. 126)
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Examples of Appropriate Praise
? ? ? ? ? ? ? ?
So Where Is the Discipline?
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So, Where Is the Discipline?
The essence of discipline is finding effective alternatives topunishment. To punish the child is to enrage him and makehim uneducable." (Teacher and Child p. 147,148)
In discipline whatever generates hate must be avoided.Whatever creates self-esteem is to be fostered. (Teacher and
Child p.148) The emphasis is on prevention.
Ginott believed that discipline problems could be preventedthrough loving, warm, and patient action on the part of theteacher, and that when a problem occurs the emphasis should
be on the problem, rather than the individual. (Examples frombook)
Strengths
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Strengths
The Ginott model is very effective in helping teachersestablish positive communication with their students.
The focus is on empowering students to develop their own
sense of responsibility and independence, and the model
creates a venue for teachers to facilitate students progress inthis area.
Can be incorporated into the use of any discipline model,
because the concepts of the Ginott model complement both
the more structured discipline models and the less structureddiscipline models.
Weaknesses
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Weaknesses
The Ginott model does not give a specific method for dealingwith more serious ongoing discipline problems. Many people
prefer to have a more structured procedure for dealing with
serious misbehavior.
Insufficient support for teachers who are used to a more
traditional role in dealing with students.
Case Study
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Case Study
Rhoda, a 12 year old migrant, who has alanguage deficiency, is coming to school with
bad body odor. The students and parents are
complaining, and the teacher has chosen toignore the situation. He had just received a
note from the principal stating that he must
address the rotten smell emanating from hisroom.
Identify the problem
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Identify the problem
The problem is we have a student with aserious hygiene problem that is causing
disruption in the classroom.
Objective
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Objective
Rhoda will have a self-awareness that there is
a problem with her personal hygiene.
Solutions
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Solutions
The teacher will indirectly incorporate components of dailyhygiene into a math lesson on volume or money. For example
teaching students how to measure volume and giving the
assignment to measure the volume of water that builds up
when they are taking their DAILY shower.
Parent-Teacher-Interpreter Conference (Ginotts Way)
Implementation
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Implementation
Conduct math lesson on volume or money, including personal hygieneterminology and correlate it to math problems. Provide worksheets to the
students, along with daily hygiene items that will be related to the math
lesson. Allow the students to keep the items for use at home.
Conduct a parent/teacher/interpreter conference using Ginotts method
of parent education: Recitation
Sensitization
Learning of Concepts
Teaching and practice of better skills
*Will meet in 2 weeks to review progress
Evaluate
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Evaluate
After the lessons were taught there was a noticeabledifference in Rhodas personal hygiene for two
weeks, and the students complained less. After two
weeks the odor returned, and solution two had to be
implemented.
With the help of the interpreter the parents became
aware of the importance of the issue of personal
hygiene and the problem was resolved.
Ginotts Principal Teachings
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Ginott s Principal Teachings
Learning always takes place in the present tense, meaningteachers must not prejudge students or hold grudges.
Discipline is little-by-little, step-by-step. The teacher'sself-discipline is key. Model the behavior you want in
students. Learning is always a personal matter to the student.
Large classes often make teachers forget that eachstudent-learner is an individual who must be treated assuch.
.
Ginotts Principal Teachings
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Ginott s Principal Teachings
Teachers should always endeavor to use congruentcommunication, which is communication that isharmonious with students' feelings about situations andthemselves
The cardinal principle of congruent communication is that
it addresses situations. It never addresses students'character or personality.
Teachers at their best, using congruent communication,do not preach or moralize, nor impose guilt or demand
promises. Instead, they confer dignity on their students bytreating them as social equals capable of making gooddecisions.
Ginotts Principal Teachings
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Ginott s Principal Teachings
Teachers at their worst label students, belittle them, anddenigrate their character: They usually do these thingsinadvertently.
Effective teachers invite cooperation from their students
by describing the situation and indicating what needs tobe done. They do not dictate to students or boss themaround, which provokes resistance.
Teachers have a hidden asset upon which they shouldalways call, namely, "How can I be most helpful to mystudents right now?"
Ginotts Principal Teachings
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Ginott s Principal Teachings
Teachers should feel free to express their anger, but indoing so should use I-messages rather than you-messages.
Using an I-message, the teacher might say "I am veryupset." Using a you-message, the teacher might say "You
are being very rude." It is wise to use laconic language when responding to or
redirecting student misbehavior. Laconic means short,concise, and brief, which describes the sort of responsesGinott advocates.
Ginotts Principal Teachings
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Ginott s Principal Teachings
Evaluative praise is worse than none at all and shouldnever be used. An example of evaluative praise is "Good
boy for raising your hand."
Teachers should use appreciative praise when responding
to effort or improvement. This is praise in which theteacher shows appreciation for what the student has done,
without evaluating the student's character (e.g., "I can
almost smell those pine trees in your drawing").
Ginotts Principal Teachings
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Ginott s Principal Teachings
Always respect students' privacy. Teachers should neverpry when students do not wish to discuss personalmatters, but should show they are available shouldstudents need to talk.
Use sane messages when correcting misbehavior.Address what the student is doing, don't attack thestudent's character [personal traits]. Labelingdisables.
Use communication that is congruentwith student'sown feelings about the situation and themselves.
Ginotts Principal Teachings
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Ginott s Principal Teachings
Invite cooperation rather than demanding it. Teachersshould express their feelings--anger--but in sane ways.
"Sarcasm is hazardous. Praise can be dangerous; praisethe act, not the student and in a situation that will not
turn peers against the pupil. Apologies are meaningless unless it is clear that the
person intends to improve.
Teachers are at their best when they help pupils develop
their self-esteem and to trust their own experience.
References
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References
REFERENCES Ginott, H. G. Teacher and Child New York: Collier Books Macmillan
Publishing Company, 1993
Handouts, for this assignment, from Ms. Cavin
http://faculty.leeu.edu/~bestes/resources/modelsofdiscipline.html
http://www.arfamilies.org/family_life/Educators/ginott_method.htm http://www.betweenparentandchild.com/index.php?s=conten&p=Haim
http://en.thinkexist.com/quotes/dr._haim_ginott/
http://eqi.org/ginott.htm
www.inspiringthots.net/movie/trs-power.php
http://faculty.leeu.edu/~bestes/resources/modelsofdiscipline.htmlhttp://www.arfamilies.org/family_life/Educators/ginott_method.htmhttp://www.betweenparentandchild.com/index.php?s=conten&p=Haimhttp://en.thinkexist.com/quotes/dr._haim_ginott/http://eqi.org/ginott.htmhttp://www.inspiringthots.net/movie/trs-power.phphttp://www.inspiringthots.net/movie/trs-power.phphttp://www.inspiringthots.net/movie/trs-power.phphttp://www.inspiringthots.net/movie/trs-power.phphttp://eqi.org/ginott.htmhttp://en.thinkexist.com/quotes/dr._haim_ginott/http://www.betweenparentandchild.com/index.php?s=conten&p=Haimhttp://www.arfamilies.org/family_life/Educators/ginott_method.htmhttp://faculty.leeu.edu/~bestes/resources/modelsofdiscipline.html7/28/2019 Classroom Mgt Theorists 2 (1)
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Linda Alberts Principal Teachings
Students choose their behavior. How they behave isnot outside their control. Virtually all can behave
properly when they see the need to do so.
Students need to feel that they belong in theclassroom. This means they must perceive themselvesto be important, worthwhile, and valued.
When students misbehave, their goal is usually eitherto gain attention, gain power, exact revenge, or avoidfailure. At times, misbehavior can also occur becauseof exuberance or simply not knowing the proper wayto behave.
Linda Alberts Principal Teachings
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Linda Albert s Principal Teachings
Teachers can only influence student behavior; theycannot directly control it. By knowing which goalstudents are seeking teachers can exert positiveinfluence on behavior choices that students make.
Teachers in general reflect three styles of classroommanagement: permissive, autocratic, and democratic.Of the three, the democratic style best promotes gooddiscipline. Albert refers to these three styles as the
hands-off, hands-on, and hands-joined styles.
Linda Alberts Principal Teachings
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Linda Albert s Principal Teachings
The Three C's -- capable, connect, and contribute --are essential in helping students feel a sense of
belonging. When students feel capable, they are ableto connect personally with peers and teachers and
able to make contributions to the class and elsewhere.With the three C's in place, the incidence ofmisbehavior drops dramatically.
Teachers should work cooperatively with students to
develop a classroom code of conduct. The code ofconduct stipulates the kind of behavior expected ofeveryone in the class.
Linda Alberts Principal Teachings
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Linda Albert s Principal Teachings
Teachers should also work cooperatively withstudents to develop a set of consequences to beinvoked when the classroom code of conduct istransgressed. When students participate in developing
consequences, they are more likely to accept them asfair and reasonable.
When conflicts occur between teacher and students,the teacher should remain cool and relaxed. Teachers
should adopt a businesslike attitude and use a calmyet firm tone of voice.
Linda Alberts Principal Teachings
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Linda Albert s Principal Teachings
Encouragement is the most powerful teaching toolavailable to teachers. Few things motivate good behavioras much as does teacher encouragement.
Teachers should remember that in order to develop a good
system of discipline, they require the cooperation ofstudents and parents. Both should be valued as partnersand their contributions brought meaningfully intocooperative discipline.
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B.F. Skinners Principal Teachings
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B.F. Skinner s Principal Teachings
Even before Redl and Wattenberg publishedtheir suggestions for working with the group,
a Harvard psychologist named Burrhus
Frederic Skinner was making interestingfindings about how our voluntary actions are
affected by what happens to us immediately
after we perform a given act.
B.F. Skinners Principal Teachings
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.F. Skinner s Principal Teachings
Skinner is respected as perhaps the greatest behavioralpsychologist of all time. He earned his doctorate in psychologyat Harvard in 1931 and from that time almost until his deathin 1990 published articles and books based on his findings andbeliefs about human behavior.
During all those years, Skinner never concerned himself withclassroom discipline.
However, his followers saw the applicability of his findings,especially
in regard to encouraging students to behave acceptably in the
classroom. Those followers, sometimes referred to as "Neo-Skinnerians," devised and popularized the procedure ofbehavior modification which is used extensively in differentrealms of human learning
B.F. Skinners Principal Teachings
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p g
Behavior modification (not a term Skinner used) refers to theoverall procedure of shaping student behavior intentionallythrough reinforcement. This procedure still comprises a majorpart of many teachers' discipline systems,. particularly at theprimary grade level.
Constant reinforcement, provided every time a studentperforms a desired act, helps new learnings becomeestablished. The teacher might praise Jonathan every time heraises his hand, or privately compliment Mary every time sheturns in required homework.
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p g
Intermittent reinforcement, in which rewards are suppliedonly occasionally, is sufficient to maintain desired behavioronce it has become established. After students have learnedto come into the room and get immediately to work, theteacher will only occasionally need to express appreciation.
Behaviors that are not reinforced soon disappear or, asSkinner said, become extinguished. If Roberto raises his handin class but is never called on, he will sooner or later stop
raising his hand.
B.F. Skinners Principal Teachings
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p g
Successive approximation refers to a behavior-shapingprogression in which behavior comes closer and closer to a
preset goal. This process is evident when skills are being built.
Here students are rewarded regularly for improvement.
Punishment often has negative effects in behavior
modification and hence is not used in the classroom. Skinner
believed punishment could not extinguish inappropriate
behavior.
B.F. Skinners Principal Teachings
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p g
Although Skinner did not concern himself with classroomdiscipline per se, his discoveries concerning the shaping ofdesired behavior through reinforcement led directly tobehavior modification, still used to speed and shape academicand social learning.
Years ago many primary grade teachers used behaviormodification as their entire discipline system, rewardingstudents who behaved properly and ignoring those whomisbehaved.
Very few teachers now use behavior modification as theirdiscipline system,yet Skinner's principles of reinforcement areapplied in classrooms everywhere.
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Prepared by
Professor J. McNair