classroom management

Developmental Classroom Management.Obedience or Responsibility?

Keeping students adult and rational

Recent research shows that, on average,

regardless of a student’s home background and the school’s resources,

Approximately 50% of the variation in an individual student’s learning outcomes relates to what goes on in individual classrooms.

Review of Research in Education.Vol.32.2008:328-369.

Assumption 1.What teachers say and do in class strongly affects students’ learning and values.

Compared to how responsibly you described your behaviour in the

previous 17 questions how well do you think you would behave in class

if the school….

Got rid of all punishments.

Got rid of all punishments and all rewards

.

Got rid of all punishments, all rewards and reports to parents.

Got rid of all punishments, all rewards, reports to parents and the

teachers, students and other students didn‟t care how you behaved.

Got rid of all punishments, all rewards, reports to parents, the

teachers, students and other students didn‟t care how you behaved

and you were not able to learn in class (although others could).

Better About the same A little Worse Worse Much Worse

Compared to way you described your behaviour in the previous 17 questions

how well do you think you would behave in class –

(Better About the same A little Worse Worse Much Worse)

if the school got rid of

At least Worse

Prim Sec

N=1830 N=1731

punishments. 31% 30%

and all rewards 42% 40%

and reports to parents. 47% 41%

and the teachers, students and other

students didn‟t care how you behaved. 54% 44%

and you were not able to learn

in class (although others could). 61% 53%

Assumption 2. Most children are at best obedient. Few are responsible.

Northern Metropolitan

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Exactly Like

Me

Very Much

Like Me

Mostly Like Me A Little Like

Me

Mostly Not

Like Me

Not At All Like

Me

China Israel Australia

What proportion of students who misbehave “only a little” or “never”

encourage their classmates to act responsibly?

Assumption 3. Very few children feel responsible for the behaviour of their classmates.

It‟s almost un-Australian!!

Different types of PowerCOERCIVE Power teacher has over a student that comes from the student’s

desire to avoid punishment (Either you….. or you will have to

Different types of Power

LEGITIMATE Power due to position and role (Do what you are told!)


REFERENT Power that students give to teachers whose relationship they

value. Stems from trust of, respect for, and liking of the teacher.

(Do you have to? Can’t you do me a favour and …)


REWARD Power related to a desire to gain something desired. Teachers

who provide desired recognition and reward for appropriate

behaviour have this kind of power (Thanks, that was very

helpful)


EXPERT Power which stems from a student’s belief that the teacher has

the ability to pass on important knowledge and skills, and they

will gain something valuable if they cooperate (Trust me, I

know)


INFORMATIONAL Power related to the quality of ideas and argument, and its

acceptability to the student (Since...., then..... .Therefore you

should consider......)

Different types of PowerCOERCIVE Power teacher has over a student that comes from the student’s

desire to avoid punishment (Either you….. or you will have to

LEGITIMATE Power due to position and role (Do what you are told!)

REFERENT Power that students give to teachers whose relationship they

value. Stems from trust of, respect for, and liking of the teacher.

(Do you have to? Can’t you do me a favour and …)

REWARD Power related to a desire to gain something desired. Teachers

who provide desired recognition and reward for appropriate

behaviour have this kind of power (Thanks, that was very

helpful)

EXPERT Power which stems from a student’s belief that the teacher has

the ability to pass on important knowledge and skills, and they

will gain something valuable if they cooperate (Trust me, I

know)

INFORMATIONAL Power related to the quality of ideas and argument, and its

acceptability to the student (Since...., then..... .Therefore you

should consider......)

Assumption 4.

Referent, Reward, Informational (and Expert) powers- have the greatest potential to influence the behaviour of challenging students.

Without Referent power, even rewards and logic won’t work.

Summary

• When teachers use aggression students do not become more responsible, and they are more distracted from, and become less interested in learning.

• When teachers use recognition, an emphasis on rights and communal responsibility, discussion and hinting (and Punishment) students become more responsible

Developmental Classroom Management (DMA).Keeping students adult and rational

Main assumptions

All students want to be accepted by their peer group.

Most students, when in their rational ‘adult’ state, havegoodwill towards others and make rational decisions.

What teachers say and do will make a difference to whether or not the students stay in their ‘adult’.

If teachers don’t “explain themselves”, challenging childrengenerally assume the worst.

Broadmeadows Primary School

Number of times students exited from Learning Spaces by term

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20

40

60

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100

120

140

Term 3 '08 Term 4 '08

Exit

Most of the 218 students at the school are from impoverished families. The

school is in the most extreme category for disadvantage.

Broadmeadows Primary School (N=218)


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Term 3 '08 Term4 '08 Term1 '09 Term2 '09

Exit

Broadmeadows Primary School


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Term 3 2008

Term 4 2008

Term 1 2009

Term 2 2009

Term 3 2009

Term 4 2009

Exit

The school now performs well above the average of all Australian schools in

numeracy and above the national average in reading and spelling. (In 2010 only 2

„exits‟ – in top 10% in the ACARA data).

Based on - Four Patterns of Student Behaviour

A. Managed by normal curriculumThese students manage themselves in order to learn what is contained in the curriculum

B. Managed within the classThese students are occasionally distracted or disruptive, but do not have to be isolated or referred to others

C. Managed out of classThese students cannot be managed as part of a group and need to be isolated, sent out or referred to others

D. Not managed These students generally seem unmanageable no matter what is tried

Developmental Management Approach (DMA)

DMA Techniques• A behaviour students – Visual and verbal hints

• B behaviour students– Calm assertive control via systematic use of Rewards for effort, and logical consequences for lack of effort - to act responsibly

• C behaviour students– One on one, adult discussions to reorient values

• D behaviour students– Rebuilding student’s self concept via a focus on their feelings of Competence, Usefulness and Belonging

Lewis, R. (2008). The developmental management approach to classroom behaviour: Responding to individual needs. Melbourne: ACER Press. (Republished by Routledge. USA as Understanding Pupil Behaviour, 2009)


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Steps• Set up 2 rights and 2 responsibilities

• Hint non verbally and verbally

• System of reward for effort and consequence for lack of effort to behave responsibly

• Assertive, explanatory demands

• Adult-Adult discussions

• Focus on Competence, Uselfulness and Belonging – not misbehaviour

Expectations

Students and the teacher have the right to feel comfortable

and safe in the classroom

Classroom Rights

Students and the teacher have the right to do as much work

as possible

Two kinds of ResponsibilityPersonal Responsibility

(I do the right thing)

Communal Responsibility

(I encourage others to do the right thing)

The Developmental Management Approach

Strategy 1. Rights & Responsibilities – Not Rules


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Right to Learn


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5 /6 Level

Grade 5/6


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Grade 3/4

We have 2 Rights & 2 ResponsibilitiesGrade 1/2

Our ValuesGrade 3/4

1 /2 Level


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Play Video

Hints [A behaviour children]

• Let students know that rights are being ignored without telling student(s) what to do.

• Allow students ‘room’ to remain adult and act responsibly, rather than be controlled like children, or to resist or rebel like children.

Visual Hints

?


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Visual hints

Everyone

Can

Work well

Some children

Can’t work well

Most children

are distracted

What are you doing right now?

Is it appropriate?

Are we there yet?



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Verbal hints

• I’m disappointed there’s so much talking.

• The talking seems to be preventing some children from concentrating.

• I thought we agreed not to distract people.

• It’s a pity some students aren’t keep their noise down.

• What are you doing? Are you distracting anyone?

Personal Responsibility

Verbal hints

• I’m disappointed. There’s so much talking, and no-one is encouraging others to keep the noise down.

• I thought we agreed not to let others distract people.

• The talking seems to be preventing some children from concentrating and no-one seems to care.

• Why aren’t you trying to stop others who are distracting your friends ?


Expectations

Logical

Consequences

Recognitions

for Effort

Assertion [B behaviour children]

The final Consequence is Isolation within, or removal from, the classroom

Recognise the EFFORT that goes into behaving responsibly.

Provide recognition for the effort that goes into appropriate

Social behaviour, not only Academic behaviour

• Talk A and B behaviour students out of accepting rewards

once they realise the importance of rights (and hence the

need to act responsibly)

• Provide more frequent recognition for challenging

students when they make the effort to behave „normally‟

(Come on time, bring equipment, sit in seat, listen when

others are speaking.

• Give them what they need not what they deserve!

Talking to the “good” students

1. Some kids aren‟t yet as old/mature /responsible/reasonably

behaved as others.

2. These kids have to make a greater effort to behave

“normally/responsibly”. It will take them a little longer to get there

3. It‟s the effort that‟s being recognised, not the behaviour.

Everybody is obliged to respect rights.

4. If you are less mature than I thought you were, tell me what I

need to offer you as a bribe for you to be responsible/fair.

Continue to recognise verbally the students who don‟t need to be

bribed because they are so mature, etc. Minimise rewards as

soon as possible.

The ratio of recognition of appropriate

behaviour to criticism of inappropriate

behaviour in Secondary schools.

• is 7:1 when dealing with Academic

behaviour

• is 1:6 when dealing with Social behaviour

Beaman, R. 2006; 162 schools.

Recognitions

Acknowledging appropriate Social behaviour :

•Non-verbal praise – smile or nod

•Very specific verbal recognition (praise/encouragement)

•Communication to ”other”

•Provision of special privileges

•Material rewards

•Time/Choice

•Separating a student from friends in a class

•Isolating the student for a short time outside the class

•Removal of privileges (free time, excursion)

•Detention

•Sending student to a YLC

•Informing parents- pre-arranged punishment

•Temporary suspension

Types of negative consequences

Letter to parents

1. Nominate the student

David!.....

You with the axe!.....

2. Indicate the inappropriate behaviour

Your constant talking.....

Your moving around the room.....

3. Indicate why the behaviour is inappropriate

Is preventing others from learning.....

Is disrupting the work of these three students.....

4. Indicate appropriate behaviour

Therefore please be quiet!

Therefore please sit here where you won’t be tempted!

All said in calm adult voice

• Open stance

• Leaning forward

• Eye contact

Pause

1 sec after nomination

3 seconds after explanation

Assertive body language

1. Jason, .............you’re talking. It’s disturbing others. They have a right to work. Please be quiet !

2. I understand but please be quiet.

3. You have a choice. Either you sit

quietly or ……..

4. I don’t intend to force you. However if you

won’t sit quietly then ….. We’ll talk later.

Assertion [B behaviour children]

Calm tone is ESSENTIAL!

In groups of 4 numbered 1 to 4

• 1 is the teacher

• 2 is the student

• 3 is the manager and makes sure that the group gets moving quickly.

• 4 decides on the “problem” issue and chooses whether the ‘moving to another seat’ is caused by repeated offences or arguing. (Note - student complies because not a C or D behaviour student)

• 3 & 4 coach (verbal and non-verbal) until “performance” is perfect.

Once it works, add 1 to numbers and repeat.


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Letter to Parents

• Reflection and Commitment Process (McCleod)• Name: _________________ Date: ____________ Pd/Time: _________ Teacher: _______________

Subject:_____________________

• TO THE STUDENT:• You have been asked to take some time to reflect on your behaviour in the class. This process aims to achieve a WIN/WIN/

WIN scenario. A WIN for you, the teacher and the learning environment of the class. Please be as honest as you can in answering these questions that the teacher will then discuss with you

• Inappropriate Behaviour YES/NO ( If Yes, WHY)• 1. I distracted others from their work• 2 .I ignored the instruction given by the teacher• 3. I was disrespectful to the teacher• 4. I made other people feel unsafe• 5. I wouldn’t do any work• 6. I did not obey the teachers instruction• 7. OTHER ( your own response)•

• In this situation did the teacher....?• 1.Explain how you were affecting your learning and the learning of others • 2. Explain you were making yourself and others uncomfortable• 3. Help you understand why your behaviour was unacceptable• 4. Get you to work out a better way to behave•

• My commitments to enable me to remain/return in/to the class and to display appropriate behaviours from now on are;• 1.• 2. • STATEMENT OF UNDERSTANDING• I understand that the clear expectation is that my behaviour will improve from this moment on based on the commitments

made above. I also understand that if I do not show improvement immediately I may be removed from the class and face further consequences that I could have avoided had I made the agreed change immediately.

• Signed:• Student__________________________ Teacher__________________________

1. Students generally make good decisions, when they

are calm.

2. Students, when calm, are generally of good will.

3. People will generally listen to those who seem to know

them.

C Students – Not D Students

Conversation with C behaviour childrenSeven steps.1. Welcome the student as an adult (not a child)

2. Seek assistance

3. Validate the student. Hear what the student says – reframe if possible.

4. Challenge any irrational thinking behind the behaviour

5. Ensure that the students acknowledges that the behaviour is a ‘problem’ (in an adult voice)

6. Have student decide how (S)he intends to handle a similar situation ‘next’ time

7. Set a period for review

Reframing (Positive Spin)

• So you only spoke because you were trying to keep up.

• You wouldn’t have… If she hadn’t….

• You were trying to make her feel bad, you were just….

• The only reason you… Was because….

• You didn’t mean to distract anyone, you were only….

D student behaviour


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A, B and C behaviour

Courtesy of Beverley Robinson & Heather Hendry @ The Austin School


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Power Seeking D behaviour



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Revenge Seeking D behaviour



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Withdrawing D behaviour


Belonging

UsefulnessCompetence

Student

Self-Esteem

D behaviour children

classroom management

Documents

individual students

students belief

students adult

students home background

kind of power thanks

appropriate behaviour

otherstudents didnt

review of research