artikel_3 managing behaviour & classroom

8/7/2019 Artikel_3 Managing Behaviour & Classroom

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behaviour'classrooms." , '~".c., ' - l , : ' ' t ' ' ' ~~ t...~, ;-.:r.~'~'~?-~.~;.'-.~."~:"Introduction ,

'1\'1/0 students sitting at the back of B 'rear 7 H istorv Jesson a r e whispering together aboutthe birthday party they are to attend on th e weekend. The teacher, aware of what isgoing on at the back of the class, walks s lo>xly in their d ir ec ti on . c on ti nu in g wit h th elesson and not looking at the two students Thev sec her approach, stop their chatter


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Defining classroom management

pj~nr"rI(}org,:in1,3tlif;cont ro l 01 leamer'j ,ea rn ing p ro ce sst hE ( jr 1s :; ,: oo rnr onm en t to n e ater namtdrr l an e ff ec tI ven q e xp e ne n( e

I f you as], someone Inthe gener"l communit \ \1 h.rt c1d~sr()\~m !Hd!UW'n1CIl! I1H:"n" 1probably talk abo\t discipline and contrDlling drsrupti\c sluLit'llb. llut is thi, ' , . 1' . . , ... );1(room management is about: Dot'$ it sunplv rete!' 1.0 (t\tHro!ling Iwha'hlUf HI '1' '' ,. lr .

. . . ' , , r u C [~t't,ljng~, or is i t rlll){)'resources and 1l1d(cnal;;. hut < !I~o the class atm osp here. par!lUpanh' attitudes and (',HId dw s(lCLal dvn,lIlli,,; of the learning


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for ts toin'!, dnd some also I'cf,'rrcd to th,~ impcrldl1cc(.


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di'.fl.iptlVebehaviour8 e ! H ~ : ; { ) u r~jElt bproblemdtl( or, f \ i iDpr0pnate .f1 th E [Ont~(r01 3 9",~n actlYlt~ or for acertain t e a c h e rv(')wviourai5t14rbonccS,snfl[ant "iin(>lf"


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CHAPTER 12 ,\;P.NACiINCi PEHAViCiUR AnD CLASSROOM';

What behav iours do teachers see as disruptive?Behaviours that teachers see as disruptive ViII} across cultures. For example , in ,I study ofteachers in the US!\, Duke and Meckel (1984) reported, hat teachers regarded absenteeism

n d lateness as having the m ost disruptive effect on their teaching. In the U K , W hcld all anderrett (1988) found that. for teachers at pnrnarv and secondary levels, the most trouble-

behaviours were students [alkmg om of turn and hindering other students. Whcldalln d Merrett's study found thar boys ~\ert' most oft~'n the source of th es e irriU liin g imd tirne

disruptions. Behaviours identiFied a s p a rt ic ul ar ly annoYll1g included disobediencend slo ..vness or id leness. P hvsical violence and verbal abuse w ere rarely cited as beingmong [he behaviours that annoyed reachers, probably because rh,'se behaviours' occur-ence was less frequent (Whelda l1 & Merrett. 1988)Australian study findings are consistent with the data reported in studies of British schools.

Hyde and R o binson (J 982, unp ublished , cited by Louden, 1 98 5) r ep o rte d that0% of suspensions from schools in \Vestern Australia were for behaviours classified as per-

disobedience, refusal to obey instructions, a nd in so le nc e. Galloway and Barrett (I984)und a similar p attern in New Zealand . F ield (1986), in a s~arl stud y of Australian primaryachers, found that distractibility was cited most often and concluded that acting-out or

disruptive behaviours occurred only rarely in these classrooms, Stephenson, Lin!'ootd M artin (20 00 ) also rep orted that, in w estern Sydney; 13 0 teachers of child ren aged five to

from 21 schools who were confident of their classroom-management skills were mostncerned about aggressive behaviour and about their need for suppon in d ealing w ith d is-actib ilitv L ess confid ent teachers w ere concerned about aggression, distractibility andsobed ience, and also needed assistance with d istractib ility and d isobed ience. B or, P resland ,

Christie and \V atson (1992) cited inattentiveness and , to a lesser extent, aggression, ase most cnrnrnonlv reported problems fm students in prirnar, and lower-secondary schoolvels. Aggression w as m ost comm on in stud ents w ho w ere exp enencm g more serious p rof>m s in ad justing to school life. Inattentiveness and !lRl!,reSSlOnwere both more common in

(han 1Il girls, and declined in frequency in the upper-secondary level (possibly becauseme students have left school). The most severe but less frequent problems identified in Boral.s studv included social with drawal , anxiety, depression and self-destructiveness. This is am ind er that und esirable behaviour can be d irected intcrua lly affecting an individual childt causing no disturbance to c la ss ro om activities:ChmHI, Laing, Davies, 8; Phillips. I t)'Ji-i}.

IT IC AL REFLECT IO NS\\ 'ha t bohaviours d o you Gltegonse as disruptive Or p rohlem atic in classroom s?C om p are vour l i ~ l w ith those of others III Y O L i r group and dbCUSS ~ rrJ [l'g it's fo r d ea lin g \1 ithdlsrup[i\ e or p ro blem atic b eh av io urs.D o \i)U tld,C concerns iihrjUl nlilnagmg (li~;ruplivebehaviour in y ()ur classroorn? If >0. ~h~ilT'dW5C IIuh vour group and id entify W"I,S of :!d dres,ing y our concerns.

e influence of home and schoolcording to Louden (1985) there was a shift during the latter part of the 20th century innking about the home-school relationship and the occurrence of troublesome or disturbedhaviour. For many years it was assumed that the school's influence was less significantn the home's in relation to student behaviour and achievement. But while the h01111. ' isseen as crucial+ prirnanlv in relation to providing a secure base for social, emouona] and

e llect ual d evelopm ent, and because p arental expectations have an important mfiuence on


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student achievement and heh,I\'ioUf school-related factors are also imporLln\. [l


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CHAPTER 12 MANi\GI"IC; BFHAVlC'lJR AN[.1 CLASSfWOMS :n9C l as sr oom env ir onment factors I m plic atio ns fo r te ac he rs:.:::----------__:__-------.------------.----~f / i s r l 1 fV C las s g ro up s contin ue to mee trequ la rI yover extended peri ods o f time

Coosder the e ff ec t o f accurnela ted memories o f p revious expenences when develo ;J I1 lg p lansfO f cia ssruum aChvitics

Incidence rates of disruptive behaviour in schoolsBaret ,,! (1992) reported that the teachers they studied perceived almost 17'}~of studentsilS experiencing adjustment difficultih i6 .3S{ mild. 71;'; moderate and 3.7';i severe). Zubrick.$ilburtl . Currin, Teoli. Shepherd, Carlton and Laurence (1997) reponed similar incidence[aws in a study of child health conducted in \Vesrern Australia. In this case. school princi-pals reponed that w ithin the previous 6 months they had been informed of ernoriona]and behavioural p roblem s in 16;( of students in their scho ols.Information has also been reported regarding the numb,r of students who exhibit themore disruptive and disturbing behaviours, with percentages of such children in the generalschool"aged population in Australia and New Zealand f'


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380 MODULE IV fDU(Ali(!NAL PS h!Ji.OCiY IN THf INCLUSiVe UASSR()U",,'

d)!,reCllll..,nh, in-school slJsl)cnStf)n and community service to exclusion and "'I' I ''. . -,...... 1I Sl,](illlh!aw, 2003i, Classroom t''ilChcrs have been given addItionul training on alttTl" ~l]. . .. ' l,ltlvemethod" of school cbcipline and have access (0 specialist nincranr (('adlers or su. "~nteachers whose purpose is to assist regular classroom teachers to maintain controj In ;1,. , ' ,nelrCL.ISSP)"l1b and to U)!W wit h students who eXhill1! disturbed behaviour In iH.ldil.ioll ", . '' lrr;


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procedures you will follow in establishingand maintaining discipline in classrooms soyour reactions to classroom-managementproblems can be quick. consistent andcongruent with your underlying values

- organise your time, resources and. classroom .

Develop a classroom-management plan:- decide on preventative measures ahead of

time-- consider w hat verbal and non-verbal cues

you will use- encourage students to take responsibility for

their actions . Be guided by your personal philosophy ofteaching and learning. Think about:- what you want your students to learn- how you would like your students to learn- how you will foster such learning.

Know yow students:- be aware of their needs (they may h3ve spe

cial iearning needs) and individual differences

CHAPTER 12 MANAGiNG BeHAVIOUR AND (LAS5ROO~1S 38

- monitor, circulate, and assess students'progress regularly .

Know how your school operates:- ensure your classroorn-manaqamsnj plan

is consistent with policies and proceduresfollowed in the whole-school policy

- any classroom-management and disciplineplan needs back-up support from colleaguesand the wider school community .

Be aware of the power relations in your classroom:- a critical feature of an individual teacher's

dassroom-management plan is the extent towhich power is held by the teacher, or sharedin a relatively equal way between teacher andstudents

I- differences in the ways power is.managedare a major factor in distinguishing betweendifferent approaches to classroom manage-ment

Be positive - enjoy your teaching! Be enthusiastic -- establish an atmosphere ofcooperation. balance and mutuaf respect.

Source: Adapted from Girard and Koch (1996, p. 107).

Models of effective classroommanagement'It) survive in the classroom, every teacher needs to have a clear. well-thought-out plan thatprovides an effective framework for maintaining discipline. Such < i plan will involve a set r,Fbeliefs about the instruction process, and


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t

( / 1 i 1 t ! n ? n ' s ae""bprnet'[a n c ut tO tt lE -' o f external

,e: ; r .h3 t eStab lishd an es I n l eg ato to

T : ' ' ' ' '' ~ ~~Ti'~lltj(>~

Strategy

The interventionist teacher\The intervenrionist teacher is g'llidcd bv the \It:W that children's d(~\f'lnll!nprll j', "~ _ , ' ~'ltl Olo r eXLVl1llaJ factor", Fredenc J !. J ont:'~ : j 9 K 7 ) is ;1 p sv ch olo gisr w h o spent In;lIW hou ,J, " ' . ,r" ll'rOO IT )" a s J teacher and .l~ .l researcher lie also h;6 a background in dlild lh\ '

family dWfdPI if! a hU!ll,mi~I.it"fra 11 1t'\v ork < ln d p aren t tra in ing within an (ip(:rMlt.~:ondi'framework I.:.;c(' Chapter 4 fnr iIdiscussion of operant conditioning). In his work on \discipline, Jones emphasises the need {-;)('teachers In maintain firm C O n t r o l !fo llo \\in )2 , fo ur dspeL ls o f c la ss room mganisduun i\\'oIFgi!ng, 1995, p , ]9-::-) lirm t ~dtlng through budv l;Hlglla,~(' rl'~ponsihlii! v tfaming back-up svstem (supported hy p'Jhli,'~ al lh,' schou I level} classroom structure,

E

e

lim it se tting through bod y lang uag eA.ccording 1[) jones, teachers need \0 se\'lim ilS 011 st udcrus' behaviour rh.n Me "li Ilnktical and. once mastered, efts!' to U~l'. Responses to disruption should Ill' phvs!:':d,body language, and employ a minimal number of words, such as wh~'n d kdChl'r '.td'beside ,I student ;md points to the student's workboo]: to indicate !.hdl til" ';Cl td'l, '" tocompleted. Teachers need to move around the classroom, using eye c(Jm,)C1 and P"\\l ,to maintain students' cng:lgenwnt with their \\ ork. The ultimate efFect o r r h t , , ~ < : lisetting strategies 1S lu r e- d uc e th e It';K:hcr's \ \urklond I~ce Table 12.21

Sequence of strategies for timit-settrng to the classroomMethod

Eyes in the back of your head2 T erm inate instru ction3 Turn, walk to the edge of the S!l:,!"nt'$

desk, prom ptThe' t i ,: ,; , :: ;her n::'~t hi:;: ::: f,:~:,Fnk student squarc[~i, mJ~~; in~\';_;',:i;lirj) l~.I~'~con tact . ma in ta in a r i;r C\preS$ilJl1 tno srn iles] ' wal k s lowly 10 the fiCi11 of thB Sluder!',d",k and prom pt the actio" rsqll"8j from the student (flg compiet!on oi a :;et cf "UG'~

4 Palms I f f U it he t intervention is leQuir, ![ I , \!1" teacher places both hands, p31rns \llYN:!, en f:;:,i's ide o f Ih ? student's work

5 Camp ing out ill front If Ilef;e~saiy, t i l t ; ! t e, lChe! ' pu ts weight on une elbow 011 the edge o t tile ae~, wi!malntaimng eye contact and waits for complianceI; lW O n,;'ght)()urmn students are c reannq the d is rupt ion, t he t t; ache r can move bt1 \W~2nthe tw o deSKS.keep ing elbow. b o d y and eye contact w ith one of lhe ofiemhng suden 'whill' placing a wall peiWf!en 1 fti'm 0 llC 8 the L rs l s tu de nt f HSU i1 le S INU IK , ;heieacHsf C en[ )' ;g ir , ro move out. r irst t !wnbr ;g (h. ,a :studd~lt for th e compliance, men 1I !rnr (J 10f ie' ,; eitcon tact w it h t he second s tucent umil me second s tudent re sumes work , whim trw ,'u,;2r:can b e t hanked and the process o t class mstructien resumed

6 Camp ing out from behind

. e c -f a n ! nC t nt p oi ~

R e sp onsib ility trainingI n [o ne s's \,Il,~\\, It'


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contro l ,m d stud ents learn 10 conlorrn and to com plete requ ired "I'I"s' '1 "1 ," , " " , '" . , '. . . . . - r . .s v: . H:'Sl" !


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nfiab!e ad'fa nr::!qes and disadvantages, Sjn~i1ady ! ~neway furniture end resources are arrd"'Jed in a class-

rO~~1 ~-r' have -::!or' .rnoact F'..r' te::1 .(,~"-':;''' OiL .... ' ,v~: ....~;::~ C . . . . . . . Q ~ ., t-.}i.....~,l v I . , - ~ " , ,~ if.,' .~CfS:ons tointroduce small-group or whole-class Cict'vitles.

1 On a square piece: of paper; draw the ptan of a classroom you are familiar with (such as rec-tangular or Lshaped). Assume that: there are 52 square metres of available space there may be 24-30 students present at any time one student at a single desk will need about 1-1. 2S square metres of floor space six students sitting around a circular table win need 4-5 square metres of floor space three students sitting at a rectangular Of square table will need about 2-2.25 square metresof floor space at least 2 square metres of teacher's storage space will be required each square 011 you r plan represents 1 square metre [optional] your school has an open plan or has pairid classrooms with moveable walls, and youshare resources and activity areas with another class or classes.

2 On your classroom plan, show:a where the students will sit and workb where the facilities you would like to have (such as a sink and power outlets) are locatedc any other resources or facilities you would like located in a shared 10 square metres per

class of resource area that is shared with other teachers.3 When your plan 1$ complete, check that it allows for your preferred way of working. Indicateon the pian that it will allow:a freedom of movement for the teacher and studentsb flexibility for students to work alone or in groupsc provision for you to work with the class as a wholed proper display of worke flexibility to vary activities from day to day or lesson to lesson with minimal disruption

4 Finally, in lookino at .'fly manaqernent problems that may arise, icien:ify'a where movement by students or the teacher might be difficultb whether the teacher will be abie to see all that '5 happening in the room, or whether there

eFF, blind spotsc how yo" wouTd deal with students working independently in the shared resource area ....that

15 , rules you would establish, whether permission would be required to go there, whetherstudents wouid have to report back and so on

d whether the arrangements you have made would enhance or inhibit learninge whether you have made the best possible use of the space available to you and your class.

Source: Act,vlties ddaptec from Wragg (1993. pp. 4.1and 45)

The interactive teacherra


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1\ D r>. T P l J I '; 0 L F- r")f-\ L) \_) \, "'_'" ...___.RudolfDreikurs (1897-1972) spent his early years InVienna, Austria. He graduated in Medicine from theUniversity of Vienna and worked for a time withAl f(ed Adler .Dreikurs emigrated to the USA in 1937, obtaining

a position as Director of the Alfred Adler Institute inChicago (Edwards, 1 997 ). H is primary interest w as incniJd and family counselling and this work led to an,otarest in classroom management Influenced byAdler's ideas about children's behaviour, Dreikursargued that behaviour is always purposeful anddirected towards social goals such as gaining status,attracting attention and achieving a sense ofbelonging through membership of a social group.Theseideas are set out in Dreikurss key publicationsPsychology in the classroom: A manual for teachers(Dreikurs,1968),A new approach to discipline (Dreikurs& Grey, 1968) and Discipline without tears (Dreikurs &Cassel,1990), In Australia and New Zealand, Dreikurs'sideJs are evident in Maurice Balsons work (1992)

FIGURE 12.6 Oreikurs believed that in order tolive in a democracy, children need to learn thatfrsedom implies order and responsibility.

Drt'iJ..:urs and Raison shared the neo-Adlcrian idea th,1t humans ,1ft' social beings whosedesire is 1. 0 belong. From these basic premises, they have argued that children have ac need to be accepted and to belong. and In order to achieve this. human behaviour 1Srdcriy. purposeful (lnd directed towards ac lll(~\ing social recngnit ion. I'll isbehavinur in

tudents is perceived to be caused by mistaken goals and rnispcrceptions that lead 10 dis-rnons in their relationships with others. Faced \\it h such behaviour, teachers need to lookot at the actual behaviour bur at studenrsvmderlying m otives (see B ox 1261 . Teachers can,(.'u-.c t"dmiqlws such ,is a S(),'i()~.'Jdrn [st',rl;!.urt' 11.4 on pagc:;S(,) to study the socialakeup of a class, id enliry illg stuclent s \\110 dIe socwlly succcssfu] and, more importunt.lx;

who are ignored Of socially rejected.

; , , " " " - 0 1'-...,_..,.i-.~

Understanding student misbehaviourAccordmg to neo-Adlerian research, children's rms-behaviour is generally motivated by four possiblehierarchically organised goals. Children may rnis-behave in order to: gain attention - using any means, both active and

passive, constructive and destructive (Dreikurs.Grunwald, & Pepper, 1982)

overcome feelings of inferiority '" real or imago.ined, by exercising power and control to becomemodel students through exaggerated conscien-tiousness or by competing hi-lfd to gain praise orrecognition

exact n~",!enge....attempting to overcome feel;ngso f unequal status and jack of attention by lash:ng

out at others, destroying property, hitting otherchildren and/or insultinq the teacher

disp lay feelings of Inadequacy and failure -becorning discouraged, avoiding participation ingroup activities, giving up to feelings of helpless-ness (Edwards, 1997) and appeanng to others asinadequate.A teacher's response to such behaviour in a stu-

dent should be to observe the student carefully in. order to identify the underlying goal motivating thebehaviour Conclusions can be verified by furtherobservation and by questioning the student Teachersshould also exarrune their own reactions to the stu-dent's. behaviour as well as the student's responsesto correction, as these will help exp1ain the student'sLI nderly:ng motives (see Table 12.3 followinq)


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artikel_3 managing behaviour & classroom

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