Developing standart for classroom behaviour and methods for maximazing on-task student behaviour

Developing Standarts forClassroom Behaviour andMethods for Maximizing

On-Task Student Behaviour

ED401.01KOKSAL

Table of Contents• Content• Behaved Teachers• Gantt Card• Literature Reviews• Fishbone• Matrix Diagram• Survey• Problem• References & Thanks

• Behaved Teachers

Ozan O. YILMAZ Selahattin ÖZTÜRK Merve DİNÇ

Halil AKBAŞSelen ESENSamet KARAMAN

Gantt CardSteps Oct. 29 Oct. 30 Oct. 31 Nov. 2 Nov. 3 Nov. 4

Plan Determination of the problem

Literature reviewtargets

Do Determination of main causes

Collecting and Preparing Data

Check Checking Data

Suggestions

Act Project Preparation

Presentation

Expected - Observed

Learning Goals

Learning goals

• For example:

• After this presentation:• You will understand the importance of having goals

• You will know how to teach and monitor procedures

• You will be equipped with the tools to manage desired behaviour in classroom

Why are these goals important?

• 1) They provide the clasroom with a smooth flow.

• 2) They help reduce behavioral problems.

• 3) They help us be more organized, thus more productive.

Literature Review of «Creating Behavioral Standards within the Classroom»

• (Emmer et al., 1980; Evertson & Emmer, 1982a): Effective teachers teach students classroom rules and procedures.

• According to Emmer and colleagues (1981),• Rules mean any written rules given that students must obey.• Procedures mean expectations for a specific behavior. They are

directed to accomplishing, rather than forbiddin some behaviour.

Literature Review

• According to initial research, there is a correlation between establishing rules and classroom success

• Which means establishing more rules results in more classroom achievement.

Literature Review

• (Evertson & Harris, 1999; Evertson & Smithey, 2000): Teachers should be given more training in classroom management. They further developed this idea into what is known as Classroom Organization and Management Program.

• Jerome Freiberg (1999), Ron Nelson (Nelson et al, 1998), Positive Behavioral Support work (Lewis & Newcomer, 2005; Lewis et al., 2006): It is important to teach desired behaviour and to establish agreed-on behaviour standards.

Practical Implication

• To become an effective teacher, we need more training programs like COMP.

• Rules are good but procedures are more effective because they are more specific and they are positive rather than negative. But we shouldn’t forget that they are complement of each other.

• We shouldn’t start setting rules and procedures on the first day, it can wait several lessons.

Developing General Behaviours Standarts or RulesRules or Norms, Behavior Expectations or Behavior Standards.

Steps in Developing Classroom Behaviour Standarts

1. Discussing the value of Rules and Behavior Standards.

Ask students why adults have rules in society.

Prevent property damage.

Peer health and safety.


2. Developing a list.

List each rule students think as important.

State the standards in a positive manner.

Teach the rules through activities.


3. Getting a commitment.

Simplify each rule.

Have students sign this commitment.

Communicate with parents.

Emmer, E. T., & Gerwels, M. C. (2006). Classroom management in middle and high school classrooms.


4. Monitoring and Reviewing the Standards

Regular revision of rules. (It is important to review the rules when the problem increases.)

Clarify the rules with new students.

Emmer, E. T., & Gerwels, M. C. (2006). Classroom management in middle and high school classrooms.


5. Reinforcing Behavior that Supports the Classroom Behavior Norms

Praise and Feedback.

Assign students to observe the class.

Creative Examples of Teaching and Reviewing Rules and Procedures

Preview for The Effective Teacher - Part 4: Procedures and Routines

Posters:

Prepare posters promoting

• Good behavior

• Good study habits

• Safety rules

• School rules

• Hang the posters appropriate places

School in Relation to Community Rules:

• Let students work on school rules.

• Let them know how school rules works and what their reasons are.

• How they are related to community rules

• What is the importance of these rules on community life

• This let students to know their responsibilities.

Picture Posters

• Make students bring their picture of themselves to school

• Use student pictures highlighting school rules

• The following students believe it is important to respect everyone.

• Show pictures listing students’ names and grades

• Post posters through school

• Uses peer pressure

DO NOT FORGET!

• Your students are individuals.

• Your students deserves the treatment that you think you deserve.

• Act accordingly.

Procedures

Procedures

Procedures mean expectations for a specific behavior.

They are directed to accomplishing, rather than

forbidden some behaviour.

Several Examples of Procedures: Class Attention Grabbers

Click icon to add picture

https://www.facebook.com/l.php?u=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DTn-wGrhb5d4&h=lAQHSoPj0

One spot tactic


https://www.facebook.com/l.php?u=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3D0WbhWKilmHs&h=lAQHSoPj0

Example: Practice of Procedure


https://www.facebook.com/l.php?u=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3D9lzOxR4gY90&h=lAQHSoPj0

Example: Addressing learner differences


https://www.facebook.com/l.php?u=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DyBPaQ9ctAwA&h=lAQHSoPj0

Can we control non-class behaviour?


https://www.facebook.com/l.php?u=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DyBPaQ9ctAwA&h=lAQHSoPj0

How to Teach and Monitor Classroom Procedures

DISCUSS:Why do we need to have a

procedure?

SOLICITATION:Get the students ideas

PRACTICE:Students ought to

practice the procedure until it is performed

correct

REINFORCEMENT:Correct behaviour

should be reinforced.

Classroom Management Skills that Help Maximize On-Task Student Behaviour

Successful Teachers vs. Teachers who Experience Management Problems

• ensures that students are engaged in instructional activities

• are better prepared and organized

• can move smoothly from one activity to another

• maintain student involvement

• can hold their attention

• Kounin, Jacob S. (1970) Discipline and Group Management in Classrooms. Holt, Rinehart and Winston, Inc.

Instructional Management Skills that Facilitate Academic Achievement

• Arranging the Classroom

• makes teacher accessible to students • support students for academic work that they will be completing

• Beginning the Classroom

• select a que for getting students attention• do not start a lesson before removing all the distractions• present goals and activities



• Giving Clear Instruction

• how students are to proceed• what they are to do• give precise directions

• Maintaining Attention

• be animated in the classroom• provide variability in instructional media and methods• ask questions to the students.



• Using Seatwork Effectively

• move around the room• manitor the seatwork• make it interesting

• Providing Useful Feedback and Evaluation

• tell students the criteria by which way they will be evaluated• be spesific and honest

• Making Smooth Transition

• from one activity to another• provide daily schedule and • provide step-by-step directions


An Outline for Beginning the School Year• If a teacher corrects misbehavior of one individual student, the other students in the

classroom normally will correct their misbehaviors as well.

• Teacher needs to be aware of what is going on in all parts of the classroom at all times by continually being alert. Students need to know that the teacher is aware of what is going on in the classroom.

• Teacher should maintain the direction in the lesson without being diverted by irrelevant incidents.

• Teacher should have the ability to move smoothly from one activity to next and to maintain momentum.

Kounin, Jacob S. (1970) Discipline and Group Management in Classrooms. Holt, Rinehart and Winston, Inc.

Creating a Safe and Supportive Learning Community

What affects learning environment?

• Students’ background, grades, motivation

• Subject matter for the courses

• Teaching style, commitment, experience,

Jones & Jones (2007) list following;

http://bit.ly/1it7M2r

http://bit.ly/1it7M2r

Primary School

• Get the classroom and materials ready.

• Decide on rules, procedures and attitudes

that you want your students to obey.

• Think about what consequences there should be for students’ behaviors.

• Inform your students on what they are going to go through during the semester.

Guidelines prepared by Evertson, Emmer, Sanford, & Clement (1983)

http://bit.ly/1M7bNFH

http://bit.ly/1M7bNFH

Primary School

• Use different activities as icebreakers and let them socialize.

• Anticipate problems and plan strategies to evade them.

• Monitor your students and get to know their differences.

• Be specific, clear and facilitator while giving the instructions.

http://bit.ly/1HioJ63

http://bit.ly/1HioJ63

Secondary School

• Brief your annual plan to your students.

• Ask them to define basic concepts of learning and

teaching on their own.

• Get their opinions regarding learning and

teaching.

• Try to become familiar with your students, make

them feel relaxed.

• Go beyond being a teacher. Become a role model

for your students in evey aspects of life.

http://bit.ly/1itbt8n

http://bit.ly/1itbt8n

Secondary School

• Ask your students to give feedback regarding the class.

• Make sure you keep an eye on what they do and how

they do it.

• Get together with your students individually to help them

out.

• Assist them for social life, develop approaches to solve

conflicts.

• Don’t be an authoritarian figure. Let them know that they

can assess how you teach, so that you can make

modifications.

http://bit.ly/1OePgsO

http://bit.ly/1OePgsO

What to Do Beginning the School Year?

• Start by introducing yourself. Be kind, welcoming and friendly.

• Use nametags or class name word search to get to know your students.

• Take attendance by using name chain.

• Ask them to talk or write about theirselves, their expectations.

• Mention procudures clearly i.e. Lunch, recess, discussing, entrance and close of lessons, quarrel,

Literature Review

• McLeod, Fisher, and Hoover (2003) suggest that teachers should become instructional leaders in the class. Consequently, they have to take organization of the classroom settings and intellectual and social levels of students into the consideration to maximize their efficiency.

• Popescu (2014) also states that teachers should design their strategies and curriculum for intended or unintended student behaviors, try to develop themselves in terms of resources and time management and become a role model to their students.

Reference

• McLeod, J., Fisher, J., & Hoover, G. (2003). The key elements of classroom management: Managing time and space, student behavior, and instructional strategies. Alexandria, Virginia USA: Association for Supervision and Curriculum Development (ASCD).

• Popescu, T. (2014). CLASSROOM MANAGEMENT STRATEGIES AND TECHNIQUES: A PERSPECTIVE OF ENGLISH TEACHER TRAINEES. The Journal of Linguistic and Intercultural Education, 7, 143-160,204-205. Retrieved from http://search.proquest.com/docview/1712314309?accountid=9645

Environmental-relatedSystem-related

SeatingArrangement

Classroom size &

population

Content of Course

Coordinating with

Consultant

Peripheralsused in

classroom

What are the Main Factor that can be Cause Distruptive

Behavior?

Teacher-related Student-related

Discussing rules

Signing commitment

Agreeing on behaviors

Obeying norms and

rules

listing positive manners

Making a commitment

Monitoringstudents

Reinforcingbehaviors

Praising Feedback

Being Praised

Informed about

semester

Expectations

Matrix Diagram

Teacher Student System EnvironmentalMerve Dinç 7 6 5 6

Selen Esen 5 4 6 4

Samet Karaman 6 3 7 6

Halil Akbaş 6 5 6 5

Selahattin Öztürk 7 5 5 6

Ozan Yılmaz 7 5 6 6Percentage 30% 21% 25% 24%

30%

21%25%

24%

teacher student system environment

Survey

• We have conducted a survey among 20 university students. We expected them to reflect their opinions about distruptive behaviors in the classroom in accordance with given questions.

Question 1: What is the main factor that affects distruptive behaviour in classroom environment?

25%

55%

10%

10%

student behavior teacher attitudeunsteady classroom environment insufficient material

Question 2:What do you suggest as the most appropriate way to manage disobedience to rules by students?

45%

10%15%

30%

give consequence choices wait for the child to complyconsistently correct the misbehavior when it occurs provide a prompt when misbehavior occurs

Question 3: What is the best way to promote good behaviour in the classroom?

35%

25%15%

25%

exploring with students how people should treat each otherclear boundries and rules for studentsas adults, modeling the behaviour that is expected from studentsrecognizing and giving positive feedback about behaviour

Question 4: What is the key factor for successful group activities?

10%

45%20%

25%

sitting arrangement classroom population tedious activity unmotivated students

Question 5: Which approach would you adopt to correct one student’s misbehaviour in the classroom?

5%

70%

10%

15%

immediate response in classroom one-by-one communication individuallypromote parent involvement directing to school counselor

References• IMC Circles Education by Hayal Köksal

• Jones, V. F. & Jones, L. S.(2007). Comprehensive Classroom Management: Creating communities of support and solving problems, 8th edition. Boston: Pearson/Allyn & Bacon.

• Jerome Freiberg (1999), Ron Nelson (Nelson et al, 1998), Positive Behavioral Support work (Lewis & Newcomer, 2005; Lewis et al., 2006

• Emmer, E. T., & Gerwels, M. C. (2006). Classroom management in middle and high school classrooms. Handbook of classroom management: Research, practice, and contemporary issues, 407-437.

• Evertson, C. M., & Harris, A. H. (1995, September). Classroom Organization and Management Program: Revalidation submission to the Program Effectiveness Panel (PEP), US Department of Education. Nashville, TN: Peabody College, Vanderbilt University (ERIC Document Reproduction Service No. ED 403 247).


• McLeod, J., Fisher, J., & Hoover, G. (2003). The key elements of classroom management: Managing time and space, student behavior, and instructional strategies. Alexandria, Virginia USA: Association for Supervision and Curriculum Development (ASCD).

• Popescu, T. (2014). CLASSROOM MANAGEMENT STRATEGIES AND TECHNIQUES: A PERSPECTIVE OF ENGLISH TEACHER TRAINEES. The Journal of Linguistic and Intercultural Education, 7, 143-160,204-205. Retrieved from http://search.proquest.com/docview/1712314309?accountid=9645

Kind Regards to Dr. Köksal

Developing standart for classroom behaviour and methods for maximazing on-task student behaviour

Education

Transcript of Developing standart for classroom behaviour and methods for maximazing on-task student behaviour