EDPP302Week 3 - Limit Setting/Autocratic models. 2 teacher-centred, limit setting models of...
-
Upload
donald-blair -
Category
Documents
-
view
221 -
download
0
Transcript of EDPP302Week 3 - Limit Setting/Autocratic models. 2 teacher-centred, limit setting models of...
EDPP302Week 3 - Limit Setting/Autocratic models
2 teacher-centred, limit setting models of behaviour management
more on setting limits
Assertive Discipline in detail. How it is done.
Covered this week . . .
The Tension Model
disequilibriumdissonance
modellingmirroringnarrativereflection
notices differenceevocative
FEEDBACK
more indirect
individual
DECISION MAKING
PositioningSkill basedsubjective
advice giving
lecturinginterrogation
transparent optionsjudgementalprescriptive
CONSEQUENCESan outcome of decisions
TENSION
Tension issue resolvedTension issue continues
Limit Setting Models
Assertive Discipline – Canter & Canter
Preventive Discipline - Jacob Kounin
Positive Classroom Discipline - Fred Jones
Teacher empowered
External motivation
Canter & Canter
Assertive Discipline
Fred Jones
Positive Discipline
Applied Behaviour
Analysis
Behaviour Modification
Cognitive-behaviourism
Choice Theory
William Glasser
Humanism
Ginott/Rogers
Neo-Adlerian
Balson/DreikursSystems Theory
Solution focussed
Bill Rogers
Decisive Discipline
Student empowered
Internal motivation
Autocratic
Limit Setting
Democratic
Leadership
Laissez-faire
Non-directive
Models of Behaviour Management Continuum
Jacob Kounin
Group Management
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
reduction
Inte
rven
ti on
op
tion
s
External control
Internal control
Integrated experienceTHE CRISIS CYCLE
Staff actions
Client actions
non-compliant
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
Withitness
Smoothness and momentum
Overlapping
Preventive Discipline -
Group alerting
Jacob Kounin
the disposition of the teacher to quickly and accurately identify problem behaviour or potential problem behaviour, and to act on it immediately.doing more than one thing at once. Regardless of the level of classroom activity, the teacher continues to be aware of student’s individual activities and expects them to be working.remain on task.moving in and out of activities smoothly, with appropriately paced and sequenced instruction
keeping all students attentive in a whole-group focus
Ripple effect when teachers correct misbehaviours in one student, it often influences the behaviour of nearby students
Kounin, Jacob S. (1970) Discipline and Group Management in Classrooms. Holt, Rinehart and Winston, Inc.
be positive and gentle.
be economical, practical and simple
set limits and build cooperation in the absence of coercion
Positive Classroom 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.
Incentive systems
Limit-setting
Positive Classroom Discipline -
Three different management strategies are integrated to form a three-tier approach to discipline management.
Back-up systems
Fred Jones
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.’
Incentive systems
Limit-setting
Positive Classroom Discipline -
Three different management strategies are integrated to form a three-tier approach to discipline management.
Back-up systems
Fred Jones
from http://www.fredjones.com/Positive_Discipline/Discipline_Ch18.html
Something the teacher can provide that students like so
much that in order to get it they will work throughout the
period/week/month. Examples include PAT (preferred activity
time) and positive reinforcement
Incentive systems
Limit-setting
Positive Classroom Discipline -
Three different management strategies are integrated to form a three-tier approach to discipline management.
Back-up systems
Fred Jones
from http://www.fredjones.com/Positive_Discipline/Discipline_Ch18.html
A series of responses the teacher can call upon after the
above fails. A sequence of consequences administered within the classroom and a backup system outside the
classroom
Positive Classroom Discipline - Fred Jones
There are seven steps in limit setting:
Terminate Instruction
Positive Classroom Discipline - Fred Jones
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 headStop what you are doing and concentrate on the disruptionFace the student, make eye contact, and remain calmWalk calmly to front of student’s desk and avoid commentsDemonstrate what is expectedLean towards the student
Shift and maintain eye contact to show you are still aware
2 teacher-centred, limit setting models of behaviour management
more on setting limits
Assertive Discipline in detail. How it is done.
Covered this week . . .
Setting limits
Setting a limit is not the same as issuing an ultimatum.
Redirecting the thoughts of students back to their behaviour and
creating a dilemma for them in which a decision or action is needed
If you don’t finish the work you will stay back at lunch.
You can finish the work now and go out to lunch with the others or if it is unfinished you will stay back at lunch and I can help you with it. You decide.
ultim
atum
Setting limits
Setting a limit is not the same as issuing an ultimatum.
The purpose of limits is to teach, not to punish.
Redirecting the thoughts of students back to their behaviour and
creating a dilemma for them in which a decision or action is needed
Through limits, people begin to understand that their actions, positive or negative, result in predictable consequences. By giving such choices and consequences, a structure for good decision making is
provided.
Setting limits
Setting a limit is not the same as issuing an ultimatum.
The purpose of limits is to teach, not to punish.
Setting limits is more about listening than talking.
Redirecting the thoughts of students back to their behaviour and
creating a dilemma for them in which a decision or action is needed
By listening, you will learn more about what’s important to students, and that will help you set more meaningful limits.
Setting limits
Explain which behaviour is inappropriate
Steps55
Saying ‘Stop that!” may not be enough. The person may not know if you are objecting to how loudly he is talking or objecting to the language that he is using. Be specific.
Setting limits
Explain which behaviour is inappropriate
Explain why the behaviour is inappropriate.
Steps55
Don’t assume the student knows why her behavior is not acceptable. Is she disturbing others? Being disrespectful? Not doing a task she’s been assigned?
Setting limits
Explain which behaviour is inappropriate
Explain why the behaviour is inappropriate.
Give reasonable choices with consequences.
Steps55
Ultimatums often lead to power struggles because no one wants to be “forced” to so something. By providing choices with consequences, you are admitting that you cannot force his decision. But you can determine what the consequences for his choices will be.
Setting limits
Explain which behaviour is inappropriate
Explain why the behaviour is inappropriate.
Give reasonable choices with consequences.
StepsAllow time.
55
Give a few moments for a decision to be made. If upset, the student may not be thinking clearly. It may take her longer to think through what you’ve said.
Setting limits
Explain which behaviour is inappropriate
Explain why the behaviour is inappropriate.
Give reasonable choices with consequences.
StepsAllow time.
Be prepared to enforceyour consequences.
55
It’s important to set consequences that are reasonable, enforceable, within your
. . . authority, and within the policies and procedures of your facility or school.
Setting limits
Explain which behaviour is inappropriate
Explain why the behaviour is inappropriate.
Give reasonable choices with consequences.
StepsAllow time.
Be prepared to enforceyour consequences.
55
Download ‘The Art of Setting Limits’ from CPI
2 teacher-centred, limit setting models of behaviour management
more on setting limits
Assertive Discipline in detail. How it is done.
Covered this week . . .
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
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).
Assertive Discipline – Canter & Canter
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.
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 head teacher/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 head
teacher/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 head teacher/AP
CalebFabioSuzie
JackBashir
Shannon
CarlyJessRyan
HassanTamik
aLucas
Is it worth it?
Common pitfalls with Assertive DisciplineCommon 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
How would you handle Jonah?
View video
Jonahs contract
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.
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
back
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
back
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