Approachesandmodelsofclassroom modifiedwprev
Transcript of Approachesandmodelsofclassroom modifiedwprev
OBJECTIVES
At the end of this unit, students should be able to:
1. identify possible reasons for students’
misdemeanors in the classroom
2. analyze the beliefs and practices of classroom
management approaches/models
3. apply the principles of classroom
management to real classroom situations
4. apply principles of behaviour
management in the classroom setting
2
BACKFORWAR
D
Types of classroom
misdemeanours
Aggression
Immorality
Defiance of authority
Class disruptions
Fooling around
3
BACKFORWAR
D
Reasons for classroom
misdemeanours
◦ To seek attention, power, revenge,avoidance
of failure(Dreikurs 1972)
◦ Isolation (Cruickshank et. Al. 1999, 382)
◦ “Sheer fun of it”
◦ Tedious or boring class
◦ Unrestrained outburst of youth
4
BACKFORWAR
D
APPROACHES TO
CLASSROOM MANAGEMENT As a manager, there are a variety of
classroom management methods that the teacher can employ to make the elementary classroom an effective one.
Three such approaches that have been proposed by Levin and Nolan (2000) are; the student-directed management approach, the collaborative approachand the teacher-directed approach.
5
BACKFORWAR
D
The Student-Directed
Management Model Students must have
the primary responsibility for controlling their behaviour
Students are capable of controlling their behaviour if given the opportunity to do so.
Example: students should be involved in decision making such as the physical apperance of the classroom
Determining school and class rules
To be in charge of classroom meetings
Giving them the responsibilites to solve interpersonal conflicts
7
BACKFORWAR
D
The Collaborative Management
Model
The control of
behaviour should
be the
responsibility of
both students and
teachers
Students are given the opportunity to control their behaviour.
However, the choices that they make are guided by the teacher
Rules and
procedures are
developed jointly
8
BACKFORWAR
D
The Teacher-Directed Model
Premise if students internalize
the rules given to them by responsible adults, they will become good decision makers.
All decisions are made by the teacher and the students are seen as implementers of those decisions.
The teacher usually presents rules and consequences during the first week of the school term.
Students are expected to follow those rules since it is believed that the teacher, as a trained professional, knows what is best for students.
9
BACKFORWAR
D
Note!!
None of these methods of classroom management is foolproof.
In choosing an approach the teacher needs to consider a number of factors before deciding which is best suited for that particular classroom. Examples reflect on your philosophy of education, assumptions about your students,perception of self and competences in management
.
The guiding principles in each approach must be carefully studied in order to choose the one that is most appropriate.
10
BACKFORWAR
D
THEORIES OF CLASSROOM
DISCIPLINE
◦ Assertive Discipline – Canter
◦ Behaviour Modification – B. F. Skinner
◦ Logical Consequences- Dreikurs
◦ Reality Therapy Non-coercive Discipline–William Glasser
12
Assertive Discipline – Canter
To maintain order in the classroom so that
teachers may teach effectively and students
may learn.
This is based on the assumption that
“teachers have the right to teach best
without interruption and students have the
right to learn in a safe, calm environment
with full teacher support.” (Charles
1999,p.82)13
BACKFORWAR
D
Assertive Discipline – Canter
In Canter’s model, teachers are helped-through training-with establishing a classroom climate of mutual trust and respect in which students’ needs are met
Behaviour is managed humanely
Desired learning achieved
Students are taught how to behave properly, classroom rules are made and understood and when violated consequences are applied
14
BACKFORWAR
D
Assertive Discipline – Canter
Teachers are assertive and consistently express class
expectations and implement a discipline plan that encourages
students co- operation
Good discipline must grow out mutual trust and respect between
teachers and students
It does not depend on more rules and harsh consequences
Students should be taught rules and consequences and how to
follow direction
15
BACKFORWAR
D
Assertive TeachersThese teachers clearly and firmly express their needs. They have positive
expectations of students. They say what they mean, and mean what they say. They are consistent and fair.
The Canters identified three (3) basic response styles used by teachers when interacting with students
Hostile TeachersNonassertive Teachersfail to make their needs or wants known. They appear indecisive which confuses students. They threaten but students know there will be no follow through.
respond in a way that disregards the needs and feelings of students. Their response to students are negative, condescending,
sarcastic or hostile. They often make unprofessional comments about students
and their peers. Consequences they are
overly severe.
16
Skinner – Behavioural
ManagementThis model of classroom
management is also known as:
behaviourism
behavioural techniques
behaviour modification
17
BACKFORWAR
D
Skinner – Behavioural
ManagementDefinition:
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.
18
BACKFORWAR
D
Skinner – Behavioural
Management
Behaviour is shaped by environmental
factors and bahaviour can be changed
over time by applying appropriate
reinforcer
19
BACKFORWAR
D
Dreikurs’ Logical Consequences
Definition: The teacher considers the
motivation and goals of the student
behaviour in the development of a
management plan.
A more humanistic approach than just
focusing on discipline.
The teacher then applies Logical
Consequences to assist students in taking
responsibility for their actions and
behaviours.
20
BACKFORWAR
D
Dreikurs’ Logical Consequences
Logical Consequences:
Must 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 student
21
BACKFORWAR
D
William Glasser’s Reality Therapy
Reality Therapy -Control/Choice Theory
All humans have a need for love a feeling of self-worth
Steps: build a relationship, focus on behaviour not
person, give student responsibility and evaluation,
develop a plan, student commits to plan, follow-up and
follow-through, move beyond class if necessary
Emphasize effort ( redo, retake, revise), create hope,
respect power, build relationships and express
enthusiasm
22
BACKFORWAR
D