Don’t Smile Until Christmas: Folkloric Approaches & Emerging Issues in Classroom Management
Classroom management issues
Transcript of Classroom management issues
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CLASSROOM MANAGEMENT|issues
Nelly Zafeiriades ELT School Advisorwww.zafeiriades.weebly.com
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Teacher’s Reflection Could this problem
be a result of inappropriate curriculum or teaching strategies?
What do I demand and prohibit?
Why do certain behaviors bother me?
Is this behavior developmentally appropriate?
Do I focus on a behavioral excess or a deficiency?
Will resolution of the problem solve anything else?
Kauffman, J. M. , Hallahan, D. P., Mostert, M.P., Trent, S.C., & Nuttycombe, D.G. (1993). Managing Classroom Behavior. Boston: Allyn & Bacon
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Good Teaching Instructional goals are clear Knowledgeable of content and
strategies for teaching it Student expectations are clearly
described Provide practice that enrich and clarify
content Teach metacognitive strategies
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Good Teaching Knowledgeable about student’s abilities,
adapt instruction according to their needs
Monitor student progress Provide feedback Accept responsibility for student
outcomes Are thoughtful and reflective about their
practice
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Teacher Behaviors Provide frequent positive praise and
reinforcement Ignore minor misbehaviors Reward positive behaviors Avoid power struggles with students Do students like being in the
classroom? Students are achieving academic and
social gain Provide clear expectations
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Teacher Behaviors Cont. Provide clear behavioral expectations -
rules should state what students should do
Teacher expectations should be high for all students
Signal control:audible or body language to cue student
Blocking: teacher moves between two students to interfere
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Selecting Rules Allow students to give input Base rules on acceptable behavior State rules positively Select 5 or 6 rules Select rules for academic and social
behaviors Change rules when necessary Relate rules to EFL Syllabus goals Consider cultural differences
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ABC’s to Behavior Management
Antecedent Behavior Consequences
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Defining Behavior Describe behavior objectively and
precisely (not: “he irritates me”) Can you observe the behavior when it
begins and when it stops– can you count the number of occurrences
each day– can you measure the duration of the
behavior Can you observe what happens just
before and just after it occurs
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Identifying Antecedents
What are the events or conditions that immediately precede the problem behavior?
Can you manipulate the antecedents to avoid the behavior? (e.g. providing choices for activities)
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Reading Antecedents Facial Expressions: tight thin lips,
clenched teeth, widened eyes with nostrils flared
Body Posture: head down, slumped shoulders, clenched hands, sucking or chewing
Incidental Behavior: rapid shallow breathing, sighing, kicking, mumbling, tearing paper, breaking pencils
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Identifying Consequences
What does the student “get” out of the behavior?
Are students getting attention, avoiding work, receiving stimulus, or enjoy seeing adults upset?
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Changing Behavior Provide instruction with simple and
clear directions Gain student’s full attention before
giving instructions Provide one instruction at a time - do
not provide too many different instructions
Monitor compliance - provide time limits Provide appropriate consequences for
compliance
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Behavior Management Techniques
Positive Reinforcement Negative Reinforcement Extinction Response Cost Punishment Proximity Control Decontamination
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Positive Reinforcement The positive reinforcement must be
rewarding to the student The reinforcers must be contingent on
the behavior you want to increase The reinforcers should be delivered
immediately Provide appropriate units of rewards for
the expected unit of behavior
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Negative Reinforcement Definition: reinforcing a behavior by
removing or preventing something unpleasant - allows the individual to escape or avoid a negative consequence
Not recommended as a prominent part of classroom management– negative reinforcement relies on the presence or threat of negative
consequences– deliberate negative reinforcement sets the stage for
coercion/intimidation
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Extinction
To eliminate a behavior - you eliminate its reinforcement, the behavior no longer produces the desired effect (positive or negative)
Disadvantages: slow process and when extinction procedures are first implemented, the behavior will likely become worse before better
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Response Cost The behavior “costs” something by
withholding or withdrawing a positive reinforcer contingent on a specific misbehavior
Example: students receive 10 tokens at the beginning of class, every time a problem behavior occurs, the teacher gets 1 token back. The tokens can be exchanged at the end of the day or class for free time.
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Proximity Control
Visual - visually monitor student activity from any position in the classroom
Physical - teacher positions her/himself close to each student to inhibit antecedent
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Decontamination
Preventive action by inspecting classroom for two types of objects– Distractors: entice students to engage in
off-task behaviors (e.g. toys, slide projectors, hazards: exposed wires, broken windows
– Potential Weapons: letter openers, knives, broom handle, hammer and yard stick
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Informal Interventions
Attention for compliance - verbal praise– Use social praise consistently– Provide praise only to students who earn it
Ignoring: only appropriate when:– the target behavior is temporarily tolerable– the target behavior is under the influence
of a reinforcer that you can control
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Structured Interventions
Group Consequences Individual Consequences Individual Contracts Self Management
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Group Consequences Provide a set of behavior rules or
expectations Determine the interval of time for the
contingency - the longer the interval, the more valuable the reward
Provide a menu of choices to avoid satiation
Develop a record keeping system Determine criterion for reinforcement
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Individual Consequences
Surprise Tokens: reinforcers are delivered at times that are not predictable by students
Random Drawing: students place their name on a piece of paper and place into a jar when they comply to rules, at the end of the day, conduct a drawing for prizes
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Individual Contracts An agreement between the teacher and
the student about a desirable change in behavior
Parts of the contract– The parties to the contract– The target behavior– The goal for the target behavior– The time period for the contract– The reward available for meeting the terms– The penalty for failing to honor the contract
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Self Management Behavioral Definition: help the student
choose a behavior to monitor Teach the student to record behavior
– Event recording– Permanent Product recording
Teach the student how to plot the data Teach the student how to apply self-
reinforcement Use contracts to provide structure
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Identifying Coercive Interactions Starts with an antecedent that is
aversive and the student tries to escape or avoid the activity.
Two parties are trying to control each other.– How do these interactions start?– At what point could I avoid the process by disengaging from
it?– How could I start a different interaction that does not end in
a power struggle?– How could I try to replace coercive interactions with ones
ending in positive consequences?
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Teacher Stress
Burnout Symptoms– Feeling of boredom, overwork, emotional
exhaustion, and fatigue– Development of negative, cynical, or
depersonalizing attitudes toward students– Lack of sense of accomplishment from the
job
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Managing Teacher Stress
Time management Student behavior Interpersonal relationships Role expectations Personal concerns
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Poor Time Management Uncontrolled rushing Chronic vacillation between unpleasant
alternatives Fatigue with many hours of unproductive
activity Constantly missed deadlines Insufficient time for rest and personal
relationships Sense of being overwhelmed
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Time Management Techniques
Self-Management– Time analysis– Goal setting– Prioritization– Delegation– Action
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Interpersonal Concerns
Poor staff relations Insufficient opportunities for
professional growth Administrative ineffectiveness Lack of recognition
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Role Expectations
Teachers often set expectations around being liked, helpful, and in control
Role ambiguity: confusion of the scope and specific responsibilities of the job
Role conflict: discrepancy between teacher’s perception of the job and the perceptions of significant others
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Personal Solutions Relaxation Compartmentalized Thinking:
separation between work and personal life
Detached Concern: do not dwell on things over which you have no control
Personal Time Cognitive Restructuring: focus on
strengths not weaknesses