Diverse Classroom PRESENTOR James Skinner North Vancouver School District February 20 2015 SEVEN STEPS SEVEN STEPS TO CHANGING BEHAVIOUR The basic principles of student behaviour Observing the behaviour ID: 540361
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Slide1
The Challenges of Discipline and Creating Community in a Diverse Classroom
PRESENTOR: James Skinner
North Vancouver School District February
20, 2015Slide2
SEVEN STEPS
SEVEN STEPS TO CHANGING BEHAVIOUR
The basic principles of student behaviour
Observing the behaviour
Identifying the Goal of Misbehaviour
Encouragement
Developing a plan/Implementing the plan
Evaluating the Plan
Back to the Drawing boardSlide3
STEP ONE: A SHORT HISTORY OF CHILDHOOD
»
The technology, religion and childhood
»
A shorter history of Adolescence
»
New York 1949
»
The Growth of Democracy, woman’s rights etc.Slide4
Adler and Dreikur’s Democratic Contributions
We are social beings and we all choose to belong,
Belonging means:
FEELING WORTHWHILE
and
SIGNIFICANT
We believe in Equality and Mutual Respect
We are Goal Oriented
We are Creative Beings. WE
CHOOSE
OUR BEHAVIOUR
We have a holistic view of people
We inherit ‘
Social Interest
’ that needs to be nurtured!Slide5
BELONGING
In the words of Alfred Adler, "
We all choose to belong
”
In the words of Daniel Siegel, “
We are hard wired to belong
.”
“The brain is a social organ, grows and changes when it interacts with other brains.” -
Dr. Nancy Graham
Adlerian’s believe that every child is born with the need to belong.As children we are ‘dwarfs amongst giants’ and feel inferior. ‘Inferiority’ is a belief that runs counter to that of ‘belonging’. We then make up a ‘story/fictive dream’ of what we believe will help us belong, and strive to achieve that mistaken belief. Slide6
THE VERTICAL VERSUS THE HORIZONALSlide7
THE MOVE FROM THE FICTIVE DREAM TO SOCIAL INTEREST
Social Interest:
The
capacity
to care for the
cares of others.
The development of feeling part of a community
Adler’s insight to untangle oneself from this fictive dream requires the fictive condition and a redirection of one’s emotional attention
towards the social interest. Slide8
Perceptions
I
wouldn
’
t have seen it
If I hadn’t believed it!Slide9
Family Constellations
One of the
biggest influences
on a child’s perception of themselves is their psychological position in their family.Slide10
OLDEST CHILD
Be first
Is a leader, Is helpful and responsible, and selective about whom to please
Bossy
Believes they
MUST
please others
Becomes discouraged if can’t be the best
(becomes the best at being the worst)Slide11
SECOND CHILD
Catch up
or overtake
Is sociable
Puts forth effort
Develops abilities lacking in oldest
May rebel
Can become the ‘bad’ child if oldest is the ‘good’ child
Is uncertain of abilities if oldest child is successfulSlide12
MIDDLE CHILD OF THREE
Make life fair
Is adaptable
Concerned with justice
Knows how to get along with all kinds of people
Feels squeezed- may push others down to elevate self
May be problem child, feels doesn’t have placeSlide13
YOUNGEST CHILD
Gets Service
Knows how to influence others
Is charming and friendly
May be manipulative
Expects other to take care of her or his responsibilities
Feels inferior or overtakes older siblingsSlide14
THE FOUR LIFE TASKS
WORK= SCHOOL
: How satisfied are you with your work?
FRIENDSHIPS = PEERS
: How satisfied are you with your friendships and community life?
LOVE RELATIONSHIPS = PARENTS/SIBLINGS/BOYFRIEND/GIRLFRIEND
: How much satisfaction do you have with your intimate relationships?
SELF DEVELOPMENT
=
INSIGHT, SPIRITUALITYSlide15
Social Interest is:
“Community feeling” or the “Capacity to Care about the Cares of Others” Slide16
ADLER SAYS:
“The purpose of life is not perfection but
wholeness
”Slide17
The Encouraging Classroom:THE 3 C’S
C
ONNECTED
C
ONTRIBUTING
C
APABLE Slide18
THE TWO USUAL WAYS WE RUIN CHILDREN:
NEGLECT AND PAMPERING
1.
Neglect:
I
n it’s extreme is abuse
»
Not being present to the child. » Causing physical or emotional harm/trauma.2. Pampering: Doing for the child what the child should be doing for themselves. Slide19
PAMPERING (Continued)
Over-protection
:
Fear of life, over estimates the dangers, “Don’t run you’ll fall.”
Symptoms
: Do not have regular social contact, lonely, overly dependent on the company of adults.
Over Permissive
:
Pleases self without regard for others. Not exposed to frustration, pressures others into their service.
Symptoms: makes excuses, tyrannical, charm, door-mat parent.Slide20
GROWING RESILIENT CHILDREN
Resilient kids bend but don’t break, like willows
Have strong feelings of self-regard: ‘learned optimism’, “ I can do it
,
” “I am a good person.”
Have developed systematic cooperative problem solving skills.
Children who have the ability to recognize and describe their feelings
and
show empathy for others.Teachers/Parents who show warmth and understanding who consciously teach their children the above mentioned positive attitudes and skills.Slide21
The Purpose of Behaviour
The question is not what caused the behaviour but what is the
purpose
of the behaviour?Slide22
THE VERTICAL VERSUS THE HORIZONALSlide23
The HorizontalSlide24
THE FOUR TASKS OF LIFE
W
ORK
=
SCHOOL
F
RIENDSHIP
=
PEERS
LOVE RELATIONSHIPS = FAMILY (TEENS:Girl/Boy RELATIONSHIPS)
S
ELF DEVELOPMENT = INSIGHT, SPIRITUALITYSlide25
The Horizontal: From “Me” to ‘We’
Human’s are
social
creatures. We have the ability to care for each other if developed.Slide26
Changing BehaviourSTEP
TWO
Observe the behaviour:
What is the student’s behaviour?
No judgments please!
Video view
How
often
is this behaviour happening?
When is this behaviour happening?Slide27
What is the Goal of the Student’s Behaviour?
What is the student
doing
?
What is the student’s
response
to your direction?
What is the feeling you have towards the student: annoyance, anger, frustration, hurt, sadness, hopelessness?
Decide on the goalSlide28
Understanding Student Behaviour
Students choose their behavior.
If a student feels they can’t achieve the goal of belonging in a useful way, they will choose a useless way.
Students misbehaviour is for one of the following four Goals:
1.
Attention
-active/passive
2. Power – active/passive 3. Revenge – active/passive 4. Assumed Disability - passiveSlide29
Active Attention: The Pest
»
Teacher feels annoyed:
Student’s mistaken belief, “I only belong when I am being noticed.”
»
Teacher’s
intervention:
Ignore, give agreed attention, catch them being usefulSlide30
Passive Attention
Teacher annoyed: coaxing, reminding, prodding
Student: lazy, forgetful
Intervention produces start – stop
behaviour
Solution:
Agree on the amount of attentionSlide31
Interventions for Attention
Ignore the behaviour
Give “The Eye”
Mention students name while teaching
Send a secret signal
Give an “I-Message”
Lower your voice, change your voice
Talk to the wall
Ask a favour, or a direct question
Send student to the thinking chair
writeSlide32
Active Power Goal
Teacher Feels: Angry, threatened
Student thinks: “
I only belong when I am in control, the boss.”
Teacher Response: Leads to power struggle
Student Response: Escalates the power struggle.
Intervention:
Give
c
hoices, leadership and adult type roles in the class and schoolSlide33
Passive Power
Teacher feels:
frustrated, underlying anger.
Teacher intervention: Continues useless
behaviour
.
Student Response:
Ignores or politely says “yes” and continues useless behaviour.
Intervention
: Gives choice to student. Gives child adult type tasks. Leadership roles.Slide34
Goal of Revenge
Teacher feels: hurt, angry or sad.
Teacher’s Response: To express anger, hurt and want to hurt back.
Child Response: to continue to do hurtful things, like bullying, destroying things that are important to others.
Intervention:
Avoid retaliation, befriend, build trust. Give them opportunities to help others who are struggling.Slide35
Passive Revenge
Teacher Feeling: To feel sorry or sad.
Teacher Intervention: to show sympathy. Make allowances for the child out of feeling sorry.
Child’s mistaken thought:
“Life is not fair, no one really likes me.”
Child: Continues to feel sorry self, get hurt by self or others.
Intervention:
Don’t feel sorry. Hold the child accountable. Be firm and kind at the same time.Slide36
Interventions for Power and Revenge
Acknowledge the student’s power
Remove the audience
Make a date
Change the subject
Time-out in the classroom
Time-out in another classroom
Time-out in the office
Time-out in the homeSlide37
Interventions for Power and Revenge (Cont’d)
Loss or delay of activity
Loss or delay of using objects or equipment
Loss or delay of access to school areas
Denied interactions with other students
Required interaction with school personal
Required interaction with parents
Required interaction with police
Restitution: Repair or Replacement of objectsSlide38
Displaying Inadequacy
Teacher Feels: Hopeless like giving up
Student thinks:
“I am helpless.
” and feels like giving up.
Teacher Intervention: Provides extra help, the student seems to understand today but has unlearned tomorrow.
Intervention
: Don’t give up. Break the task into smaller doable pieces, chart their progress.Slide39
Interventions with Display of Inadequacy
Modify instructional material
Provide tutoring
Teach positive self-talk
Make mistakes okay by focusing on effort
Build confidence by focusing on improvement
Focus on past successes
Make learning tangibleSlide40
STEP THREE: Encouragement
“A misbehaving child is a discouraged child.”
Rudolph Driekurs
Slide41
Encouragement
“
CHILDREN
NEED
ENCOURAGMENT
THE WAY PLANTS NEED
WATER” Rudolf Dreikurs Slide42
Praise versus Encouragement
PRAISE ENCOURAGEMENT
____________________________________________________-_________________________________________________________________________________________________________________________________________________________
Focus on
external control
- Focus on child’s ability to
manage
life constructively
Focus on external - Internal evaluationSelf-worth base on others’ opinions “Good Work” “Great Student” - Self-evaluation: "We do you think about your work?”
Child learns to
conform
or rebel - Person learns
courage
to be imperfect
Focus on
self elevation,
personal gain, assets - contribution,
appreciation
Slide43
Methods of Encouragement
Focus on strengths and abilities
Acknowledge effort and improvements
Make every effort to eliminate criticism
Accept the student’s feelings. Truly listen to students
Recognize contributions
Show faith in the child
Encourage the child to self-assessSlide44
Methods of Encouragement Cont’d
Don’t feel sorry for the child
Don’t praise the child
Avoid bribery to control
Instill “The Courage to be imperfect.”
Look for opportunities to develop empathy
Don’t be to helpful, but provide scaffolding to assist
Teach kids to ‘care about the cares of others.’Slide45
Daniel Siegel says:
“ The brain in each life situation decides whether the situation is safe or dangerous. If the situation is dangerous it will trigger a fight, flight or freeze mode. This inhibits learning.”
“If the situation is deemed safe, the safety mechanism is triggered (love without fear) which allows the student to sustain focus.”Slide46
Making the Classroom Psychologically Safe by:
Helping each student set realistic goals
Reducing competition and increasing cooperation
Engaging students in developing the courtesies and procedures in the classroom through Classroom meetings.
Teaching children about consequences removing rewards and punishment.
Provide opportunities for each student to
C
ontribute,
C
onnect, and feel Capable.Slide47
Strategies for Community Making in the Classroom
Sociograms
Cooperative Learning Activities (Cooperative Learning by Johnson and Johnson)
Student evaluation of their own work and group work
Classroom Meetings: classroom procedures, classroom art, quizzes, classroom rules.
Student mentoring and tutoring
Making the classroom a safe place. (Reduce competition, increase cooperation)Slide48
STEP FOUR: Consequences
Two Kinds of Consequences:
Natural
: result of things taking there natural course
“If I don’t eat, then I will be hungry”
2.
Logical:
human intervention in the creation of
the consequence.
“If your work is late, you will lose 2% per day, as we agreed”Slide49
Consequences (cont’d)
The consequence for the misbehaviour should be known ahead of time.
The consequence should take place as soon as possible.
Consequences should be of short duration.
The more class members that participate in planning the consequences the better!Slide50
Consequences (cont’d)
Consequences entail action (consequences that can be handled with no dialogue at all well usually be most effective).
Choice induces cooperation when an arbitrary punishment would incite hostility and rebellion
Unless the teacher apply consequences consistently they will be ineffective.Slide51
What makes a consequence effective is not the severity but the
surety
of the consequence.Slide52
The Test for Consequences
1. Is it
REASONABLE
?
2. Is it
RELATED
?
3. Is it RESPECTFUL? 4. Can it be RELIABLY Enforced?Slide53
Cooperative Discipline Steps
The student is asked to stop the misbehaviour
The student is given a choice to stop or go to the back seat in the room.
If behaviour continues, the student is directed to the back seat.
If the behaviour continues, then the student is asked to go to the study booth in the room
If the behaviour continues the student is directed to the leave to a designated room. The Who SquadSlide54
COOPERATIVE DISCIPLINE ACTION PLAN
Name of student_____________ Date ______
Step 1: Pinpoint & Describe behaviour. _____________________________________________________________________________________________________________________
Step 2: Identify the goal of the misbehaviour.
______________________________________________________________________________Slide55
COOPERATIVE DISCIPLINE ACTION PLAN
Step 3: Choose intervention techniques.
______________________________________________________________________________
Step 4: Select Encouragement Techniques.
Capable: ____________________________
_______________________________________
Connect: ________________________________
________________________________________
Contribute: ______________________________
________________________________________Slide56
Parents as Partners
Phone call: Date ________
Parent Response ___ Send School Action Plan
____ Schedule conference
Conference: Date: ___________
_____Parent-teacher ___Parent-Teacher-Student
Others attending ___________________________
Parent Suggestions ________________________
Student suggestions ____________________________
Suggestions of other participants ____________________Home Action Plan developed? ___Yes ___NoFollow-up Conferences _______________________________ Slide57
STEP FIVE: Evaluation of Intervention
Is the behaviour changing?
»
Is the behavior staying same? If so, back to the drawing board.
Probably miss-diagnosis of the Goal of Misbehavior
.
»
Is the
behaviour getting worse?» Is the behaviour getting more cooperative?Slide58
Review: Making the Classroom Psychologically Safe by:
Helping each student set
realistic goals
Reducing
competition and increasing cooperation
Engaging students in the developing the courtesies and procedures in the classroom through Classroom meetings.
Teaching children about consequences removing rewards and punishment.
Provide opportunities for each student to Contribute, Connect, and feel Capable.Slide59
ENCOURAGEMENT
ENCOURAGEMENT
: is the total acceptance of the person as they are, regardless of their lack of skills and ability.
“Children need encouragement the same way a plant needs water.”
Rudolph DreikursSlide60
The Seven Connecting Habits:
Caring
Trusting
Listening
Supporting
Negotiating
Befriending
Encouraging
William GlasserSlide61
Acknowledgements:
\
These dedicated Adlerian Educator’s have laid a solid foundation for Education in the 21
st
Century:
Rudolph Dreikurs, Don Dinkmeyer, Gary McKay, Ray Corsini, Edna Nash, Linda Albert, Frances Jovick
and Klaus Spiekerman.Slide62
A DIALOGUE
Here is were we have a discussion about the ideas in this presentation.
Questions are useful!