October 30 2013 Classroom Workshop and Classroom Management Welcome Sign in Facilitated Share Chapter 5 Classroom Workshop Break a quick reminder about Federations Day and the plan for next Wednesday and Thursday ID: 334884
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PRIJ 3030October 30, 2013Classroom Workshop and Classroom Management
Welcome!
Sign in
• Facilitated Share: Chapter 5, Classroom Workshop
Break
a quick reminder about Federations
Day and the plan for next Wednesday and Thursday
• Lesson plan
assignment
and rubric
• Classroom ManagementSlide2
Classroom Management as Reaction to Discipline Problems
Skinner’s
Behavioural
Management Theory
Definition: The practice of providing consequences for both positive and negative
behaviour
.
The teacher develops a process of systematically applying rewards (reinforcements) and consequences for
behaviour
.Slide3
Skinner – Behavioural Management
This model of classroom management is also known as:
behaviourism
behavioural
techniques
behaviour
modification
social-learning theorySlide4
Classroom Management with a Preventative ApproachJeanne Gibbs
Jacob
Kounin
Harry WongSlide5
Jeanne Gibbs“Tribes” theory includes an emphasis on active listening, appreciation, mutual respect, the right to pass, a helping attitude, setting goals, monitoring progress and celebrating accomplishments
Tribes’ focus is on learning (incl. social learning), a caring culture, a community of learners and student-centeredness
Tribes training includes various school groups including parents and administratorsSlide6
Tribes AgreementsAttentive ListeningAppreciation/No put-downs
Right to Pass
Mutual RespectSlide7
Dreikurs’ Goals of Misbehaviour
To seek attention
To gain power
To seek revenge for some perceived injustice
To avoid failureSlide8
Students want:• to belong• to have power/control over their lives
• to have freedom
• to have funSlide9
The art of teaching is to provide an environment that encourages students to inquire and to risk without fearing failure or being constantly saved from involvement. (Bennett and
Smilanich
)Slide10
Low-Key Responses(Bennett and Smilanich)
Proximity
Student’s name
Gesture
The look
The pause
Ignore
Deal with the problem
not
the student
Rules: less is more
Dealing with allies
Winning overSlide11
Squaring Offpause
turn towards the student (square off)
give a minimal verbal request to stop (optional)
finish with a “Thanks.”Slide12
Dreikurs’ Logical ConsequencesMust be tied directly to the
misbehaviour
Must not involve moral judgments
Must distinguish between the deed and the doer
Must be applied in a non-threatening manner
Must present choice for the studentSlide13
Barrie Bennett and Peter Smilanich“The Bumping Model” of the teacher’s responses to student
misbehaviour
Increasingly severe responses by the teacher based on the degree of the student’s BUMP.
Implies that teacher must take more drastic measures as
behaviour
persistsSlide14
The Bumping ModelBump 1: Prevent
misbehaviour
by low-key response
Bump 2: Square off Response
Bump 3: Give choice
Bump 4: Implied choice
Bump 5: Diffuse the Power Struggle ( ignore, use
humour
…)
Bump 6: Informal Agreement
Bump 7,8, 9,10: Informal contracts with other persons involvedSlide15
Ultimately…The teacher is responsible for establishing a community and for maintaining classroom control
The teacher is the difference between a chaotic or caring classroom
Effective classroom management includes: planning and following through on teaching strategies, keeping students actively engaged in meaningful learning, and preventing disruptions through proactive management strategies.
When a teacher needs to react to
misbehaviour
, careful thought should be applied to the situation to ensure that the self-esteem of the student is respected and to ensure that the consequences are realistic and appropriateSlide16
Resources Barrie Bennett: Classroom Management
Jeanne Gibbs:
Tribes: A New Way of Learning and Being Together
Ted
Wachtel
:
Restorative Justice