Dr Marc Snyder Ave Maria University Haim G Ginott 19221973 Between Teacher and Child 1972 I touch the future I teach Christa McAuliffe September 2 1948 January 28 1986 ID: 579469
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Classroom Management: A Covenant Approach
Dr. Marc Snyder
Ave Maria UniversitySlide2
Haim G. Ginott
(1922-1973)
Between Teacher and Child
, 1972Slide3
“I touch the future. I teach.”
Christa McAuliffe
(September 2, 1948 – January 28, 1986 )Slide4
“Only the brave should teach. Only those who love the young should teach. Teaching is a vocation. It is as sacred as priesthood; as innate a desire, as inescapable as the genius which compels a great artist. If he has not the concern for humanity, the love of living creatures, the vision of the priest and the artist, he must not teach.” ~ Pearl S. Buck
(1892 – 1973)Slide5
According to
Harry Wong
“The single greatest effect on student achievement is not race, it is not poverty — it is the effectiveness of the teacher.” ~
“It is the teacher — what the teacher knows and can do — that is the most significant factor in student achievement.” “In an effective classroom students should not only know what they are doing, they should also know why and how.” Slide6Slide7Slide8Slide9Slide10
Which classroom is yours?
Which classroom would you rather walk by?Slide11Slide12Slide13
Definitions:
Classroom management – act of managing relationships, behaviors
, and instruction for learnersDiscipline – the act of teaching students how to behave appropriately; not just punishmentSlide14
Covenant/Conduct/Content Management InterplaySlide15
Overview
1) Definition of covenant management
2) Covenant management with the classroom group3) Covenant management with the individual student4) Covenant management and the researchSlide16
Definition: Covenant
According to Iverson (2003), a
covenant is a promise, a binding agreement between two or more personsCovenant management is the facilitation of trusting, respectful relationships, willingly entered into, that promote optimal success for all childrenSlide17Slide18
Covenanting with the Classroom GroupSlide19
Some Things to Consider…
Human relationships are complex and require constant attention and nourishment
Classrooms are especially complex environments in which to build quality relationshipsTeacher and student are usually “stuck” with each other and are expected to get along
Creating a working unit from an assortment of student personalities is a difficult taskSlide20
Covenanting with the Classroom Group
A classroom group takes on the personality of its members, some of whom will have a more compelling impact on the group than others
The power aspects of the “hidden” curriculum can shape much of classroom lifeE.g., a few students with strong personalities can turn others against one or two students (bullying)It is the teacher’s responsibility to form healthy peer relationships in the classroom through the yearSlide21Slide22
The Forming Stage
The forming stage can be characterized as the “honeymoon” period
This is the stage when students are generally on their best behaviorStudents look to the teacher for structure and directionThis is an important time for teachers to treat all class members equallySlide23Slide24
Getting Off to a Good Start
Virtually all the research points to the beginning of the school year as the linchpin for effective classroom management
Four seminal studies on the beginning of the school year performed (two at elementary and two at secondary):The results showed that the most effective teachers made sure classroom management strategies: 1) were understood by students, 2) accepted by students, and 3) practiced until they became routineSlide25
Begin with a Strong First Day
The frequently used expression “you have only one chance to make a first impression” applies well to the first day of class
What you do on the first day of school sets the tone that can carry you through the rest of the yearDo the following: 1) stand near door, 2) greet students, 3) make seating chart, 4) tell something about yourself and do brief get-acquainted activity, and 5) discuss class rules and proceduresSlide26Slide27
Emphasize Classroom Management for the First Few Days
Go over rules and accompanying consequences; explain their rationale and invite input from students; make any changes if necessary
Practice classroom procedures with students until they can be executed efficiently and without confusionGo over grading procedures with students; again, invite input from studentsContinue to engage in activities that allow students to get to know you and one another betterSlide28
The Storming Stage
The storming stage can be characterized by the testing of limits; students become relaxed and are willing to take a few risks
Often occurs between October and DecemberTeacher should not get upset, but see this stage as an opportunity to restructure and renegotiate relationships; expectations need to be clarifiedTeacher must pay more attention to conduct managementSome distancing from the teacher; students will expect teacher to be fair when managing individual and group behavior
Teacher must establish clear limits by the end of this stageSlide29Slide30
The Norming Stage
The norming stage, which often extends after Christmas break for several months, is dominated by
orienting and fueling activitiesStudents have (hopefully) accepted standards of conduct and can orient themselves to real learningFueling activities can keep students moving towards their learning (and social) goals
For teachers, the norming stage is the stage in which the relationship between the teacher and student is grounded (hopefully) in mutual respectSlide31
The Performing Stage
The performing stage is the coalescence of the three previous stages
Students are now more self-reliant, self-controlled, and self-disciplined than at the beginning of the yearCapable of working independently and in groupsOccurs within the other three stages and reaches its zenith in the final months of the school yearThe extent to which the performing stage is distributed throughout the school year depends on the management abilities of the teacherSlide32
Covenanting with the Individual StudentSlide33
Positive Interactions
When students are asked to account for their motive for learning, they frequently cite their admiration and respect for a particular teacher
According to Glasser (1972), today’s society is role oriented (identity) rather than goal orientedIn a role-oriented society, people place more value on being respected as human beings than on being valued for what they can do
In other words, the student in the classroom is saying, “I can insist that I have a right to respect and dignity apart from what I can do”Respecting students for who they are is an essential first step in building positive relationshipsSlide34Slide35
Relationship Management as a Solution to Behavioral Problems
Teachers recognize that a renewed focus on relationship building can help resolve difficulties with individual students
Emphasis on getting assignments turned in should be set aside in favor of building the trust and confidence of the studentWhat a student needs most is often the reaffirmation as a person; this allows the student to open up to the teacherSlide36Slide37
Problem Solving with Individual Students
What happens if relationship effort attempts fail and a student persists in disrupting the class?
The teacher cannot dismiss the behaviorThe teacher must engage in a problem-solving process to help the student select more responsible behavior
Glasser (1965; 1977) developed an eight-step problem-solving process to help students regain controlSlide38
Glasser’s Eight-Step Problem Solving Process
Get Involved with the Student
Deal with the Student’s Present BehaviorGet the Students to Make Value Judgment About the Behavior
Help the Student to Develop a Plan to Change the BehaviorGet a Commitment from the Student to Stick to the PlanDo Not Accept Excuses for a Failed PlanDo Not Punish or Criticize the Student for Broken PlanNever Give Up – Return to Step 3 and Start AgainSlide39
Student Responsibility
The research on the impact of teaching students strategies geared towards personal responsibility is strong
According to Marzano (2003), responsibility strategies are associated with a 25% decrease in disruptive behaviorsSelf-monitoring and control techniquesCognitively based strategiesSlide40
Group Problem Solving by Means of Class Meetings
The following class meetings offer students an opportunity to entertain issues and think about problems that defy singular and simple answers:
1) Social Problem-Solving Meetings2) Open-Ended Meetings3) Educational-Diagnostic MeetingsSlide41Slide42
Covenant Management and the ResearchSlide43
The Research and Theory
In a study involving 68 high school students, 84% said that disciplinary problems that occurred could have been avoided by better teacher-student relationships
In their review of the literature, Sheets and Gay (1996) note that many behavioral problems ultimately boil down to a breakdown in teacher-student relationships“The causes of many classroom behaviors labeled and punished as rule infractions are, in fact, problems of students and teachers relating to each other”Slide44
Characteristics that Make Teachers Likeable
Barr (1958) & Good & Brophy (1995) identify the following characteristics that make teachers likeable: consideration, flexibility, patience, (friendly, helpful, empathetic, understanding, good listeners)
In terms of teacher-student dynamic, Wubbels et al. (1999) identify two dimensions whose interactions define the relationship between teacher and students:Dominance vs. submission and cooperation vs. opposition
High dominance = clarity of purpose of guidance (but also lack of concern for interests of students); high submission = lack of clarity and purpose (middle ground = optimum)High cooperation = concern for the needs and opinions of others (but also inability to stand on one’s own); high opposition = active antagonism towards others (middle ground = optimum)Slide45
High Dominance
High Submission
High OppositionHigh CooperationOptimalTeacher-StudentRelationshipSlide46
Classroom Management Styles
Chiu and Tulley (1997) conducted a study on student preferences for the following teacher management styles:
1) Rules/rewards-punishments = teachers articulate rules and procedures and present them to students (students who follow rules = rewards; do not follow rules = consequences)
2) Relationship-listening style = little or no emphasis on disciplinary issues per se; emphasis is on attending to student concerns3) Confronting-contracting style = direct attention to disciplinary problems, but not in an inflexible way4) No preferred approachSlide47Slide48
Results…
Out of 712 students in grades 4, 5, and 6 interviewed (368 males and 344 female), results indicate a clear preference for:
Confront/contract (420 student or 59%)Listening (135 students or 19%)
Rules/Rewards – Punishment (121 students or 17%)No preference (36 students or 5%)Slide49
Differentiating Student Treatment
Schools may be the only place where the needs of “problem” students are met
Some problems students face include: homelessness, depression, suicide, violent students, eating disorders, alcoholism, ADHD, physical and sexual abuse, etc.In a study conducted by Brophy, 98 teachers were interviewed and presented with vignettes regarding “problem” studentsResults indicated that effective teachers employ different behavioral strategies with different studentsSlide50
Taking a Personal Interest in Students
Talking informally with students before, during, and after class about their interests
Greeting students outside of school – for instance, at extracurricular events or at storesSingling out a few students each day in the lunchroom and talking to them
Being aware of and commenting on important events in students’ lives, such as participation in sports, drama, or other extracurricular activitiesComplimenting students on important achievements in and outside of schoolMeeting students at the door as they come in and saying hello to each child, making sure to use his or her fist nameSlide51Slide52
Responding Appropriately to Students Incorrect Responses
Emphasize what was right (giving credit to the aspects of the incorrect response that are correct)
Encourage collaboration (allowing students time to seek help from peers)Restate the question (allow time for students to think before you expect a response)Rephrase the question (paraphrase the question)Give hints or clues (provide enough guidance so that students can gradually come up with the right answer)
Respect the students right to pass, when appropriateSlide53
Summary
Covenant management is an important aspect of classroom management that is often overlooked
It can be defined as the facilitation of trusting, respectful relationships, willingly entered into, that promote optimal success for all childrenCovenant management can be viewed from the microsystem level: classroom group and individual studentsReview of the literature emphasizes that the majority of discipline problems are the result of poor teacher-student relationshipsSlide54Slide55