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Discipline In The Secondary Classroom
Discipline In The Secondary Classroom
Discipline In The Secondary Classroom
Discipline In The Secondary Classroom
Discipline In The Secondary Classroom
Discipline In The Secondary Classroom
Discipline In The Secondary Classroom
Discipline In The Secondary Classroom
Discipline In The Secondary Classroom
Discipline In The Secondary Classroom
Discipline In The Secondary Classroom
Discipline In The Secondary Classroom
Discipline In The Secondary Classroom
Discipline In The Secondary Classroom
Discipline In The Secondary Classroom
Discipline In The Secondary Classroom
Discipline In The Secondary Classroom
Discipline In The Secondary Classroom
Discipline In The Secondary Classroom
Discipline In The Secondary Classroom
Discipline In The Secondary Classroom
Discipline In The Secondary Classroom
Discipline In The Secondary Classroom
Discipline In The Secondary Classroom
Discipline In The Secondary Classroom
Discipline In The Secondary Classroom
Discipline In The Secondary Classroom
Discipline In The Secondary Classroom
Discipline In The Secondary Classroom
Discipline In The Secondary Classroom
Discipline In The Secondary Classroom
Discipline In The Secondary Classroom
Discipline In The Secondary Classroom
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Discipline In The Secondary Classroom

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Classroom Management - a review of Randy Sprick's work

Classroom Management - a review of Randy Sprick's work

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  • 1. Discipline in the Secondary Classroom You will review basic concepts of Randy Sprick’s work Discipline in the Secondary Classroom and when you leave , you will understand how to apply Randy Sprick’s principles.
  • 2.
    • Case 1# While observing a classroom you notice that less than one quarter of the students are actually working on a set of math problems that require students to work with ratios. The teacher has placed an example of how to do the problem on the board. The explanation of the task seemed clear but when you ask the students about the task they are vague.
    What ‘probing questions’ would you ask this teacher? What other information do you think would be valuable to have in order to understand what is going on?
  • 3. Motivation doesn’t last. Neither does bathing – that’s why we recommend it daily Sprick has several key theoretical understandings which shape how you observe student behavior and teacher responses to behavior . Variables that Affect Behavior – Sprick A Antecedents B. Behavior C. Consequences Any behavior that occurs repeatedly is serving some function for the individual exhibiting the behavior .
  • 4.
    • Foundations –
    • Expectancy x Value = Motivation
    • Expectancy - the degree to which an individual expects to be successful at the task
    • Value – The degree to which an individual values the rewards that accompany that success
  • 5.
    • Key implication – if the rate for either factor is zero – the other factor wont’ matter – motivation will still be zero.
  • 6.
    • Case Study 2
    • A student is chronically late. When he arrives he usually starts the work after finding out what it is from a neighbor. The student seldom completes his work and has wadded up his paper in a ball several times.
    Analyze at your table – What does this situation show us about expectancy or value? What are the next steps you would take with this student?
  • 7. Implementation: Step One
    • Part of your responsibility as a teacher is to let your students know that everyone can succeed in school and give them or create with them guidelines for success.
  • 8.
    • Sample Guidelines – You can create Guidelines with students or you can post a set of simple guidelines like the following:
    • R espect All Persons and our Learning Community
    • O pportunity – Give your best effort whenever you have an opportunity to learn
    • A ttitude – Keep a positive attitude and make it clear by keeping on task at all times
    • R esponsible – Be responsible for yourself by finishing on time, bringing what is required, and by contributing to our Learning Community during group work and class discussions.
  • 9. Step Two: Implementation
    • Develop Clear Goals – Essential Understandings, Essential Questions
    • Design Instruction and Evaluation Procedures that Create a Clear Relationship Between Student Effort and Success
  • 10. Sprick’s idea about Embedding Motivation
    • The grading system must demonstrate to the students that daily work and attention have a cumulative effect on their grades.
    • It is imperative that you make an effort to provide every student with attention that is not contingent on any specific accomplishment
  • 11. Step 2: Implementation
    • Design an Efficient System for Monitoring and Recording Daily Classroom Behavior Points
  • 12.
    • Sprick’s Idea about Assessment:
    • You should try to provide clear enough instruction and frequent enough practice opportunities to ensure that students will get approximately 90 percent correct on most tas ks
  • 13. Sprick Central Ideas: Evaluation
    • You can’t dislike kids on company time.
    • You have to maintain a high expectations for every student’s success while you’re at work.
  • 14.
    • Sprick’s fundamental premise
    • Positive attitude and personal connection work as two of the foundation stones of a classroom management plan. If either is lacking the entire structure will be lacking
    What evidence would there be in a class where the teacher lacked a positive attitude? What evidence would there be in a class where the teacher lacked personal connection? Create a t-graph on your chart paper at your table. Choose a representative to report out to the group
  • 15. Sprick’s ideas about Motivation/Assessment
    • While it is true that students should be challenged with difficult tasks , it’s also true that students will get discouraged over time when they constantly face tasks on which they make a lot of errors.
  • 16. Basic Principle
    • You will get the behavior that you pay the most attention to.
  • 17. Case 3
    • A sixth grade teacher lines up students outside before they enter. They are very noisy when they enter. There is a ‘warm up’ task on the board but students sit and chat. The teacher begins to review the ‘warm up’ but few listen. During the review she gives the student’s the answer to the warm up. She starts to circulate the room and puts a stamp on the student paper and students start hurriedly writing down the answers. Meanwhile the class has not quieted down at all.
    Analyze this classroom situation based on Sprick’s ideas. Prepare to to share out your ideas to the group.
  • 18. Case 4
    • Rex is in tenth grade, and he is disruptive and defiant almost every day in class. When you examine his file you discover that he has been exhibiting this behavior since middle school. His behavior follows a predictable pattern. Rex does not work and instead engages in disruptive behavior. When presented with the opportunity Rex will argue with the teacher and even make threatening remarks. Interventions of almost every kind start Rex off on a path that usually ends with him getting kicked out of class.
    • Use Sprick’s ideas to analyze this case and to determine the causes and the possible next steps to take.
  • 19. Step 3: Implementation
    • Define Clear and Consistent Behavioral Expectations for All Regularly Scheduled Classroom Activities
  • 20. Step 3: Implementation
    • Use CHAMPS or ACHIEVE to Clarify Expectations in regularly scheduled activities.
  • 21. Step 3: CHAMPS
    • C- Conversation: Can the students talk during this activity? If yes, about what? With whom? How many students talking together? How long can the conversation last
    • Help – How do students get questions answered? How do students get your attention? What do students do if they have to wait for your help?
  • 22. Step 3: CHAMPS
    • Activity – What is the expected product of this activity?
    • Movement – Can students get out of seats during this activity? What are acceptable reasons to get out of seats? Do they need permission
    • Participation – What behaviors show the students are participation fully and responsibly? What behaviors show that a student is not participating?
  • 23. Step 3: ACHIEVE
    • Activity – What is the Activity?
    • Conversation – Can they talk? About what? To whom? How many can talk? How long can they talk?
    • Help – How should students get questions answered during this activity? How do they get your attention?
    • Integrity – What are your expectations for students working alone or together? Define what you consider cheating or not cheating
  • 24. Step 3: ACHIEVE
    • Effort – What behaviors demonstrate active participation? What would demonstrate lack of participation?
    • Value – How will student participation benefit the students and how should students demonstrate that they value the assignment?
    • Efficiency – What does it look like when students are being productive?
  • 25. Step 4: Implementation
    • Plan to respond consistently to student misbehavior
    • Identify 3 to 6 classroom Rules
    • State rules positively
    • Rules should be specific and refer to observable behaviors
    • Plan to teach rules using positive and negative examples
    • Rules must be applicable and posted in visible location
  • 26. Step 4: Implementation
    • Develop a Plan for Correcting Early Stage Misbehaviors
    • Proximity
    • Gentle Verbal Reprimand
    • Discussion
    • Family Contact
    • Humor
    • Restitution
  • 27. Step 4: Implementation
    • Plan to implement the corrective consequence consistently – implement corrective consequences regardless of how you feel about the behavior at the time.
    • Make sure the consequence fits the severity of the behavior. The consequence should be mild enough that you will be comfortable implementing it every time a student exhibits an irresponsible behavior
    • Plan to implement the consequence unemotionally. Seeing a adult frustrated can be highly satisfying .
    • Plan to interact with students briefly when they misbehave. Resist explaining or justifying.
  • 28. Step 4: Consequences
    • Loss of Points – Can be effective if the points are tied to something the student cares about – like preferred activity time
    • Time Owed – If you intervene to correct student behavior you have wasted instructional time. A logical consequence is to have the student ‘owe’ the amount of time
    • Time Out – This works effectively with secondary students if presented correctly and followed up on. Time Out should never be indefinite. Time Out periods should be time limited (5 to 10 min). This allows the student to return to class. Misbehavior in time out should result in the time ‘beginning again’.
    • Restitution – Students who cause damage should be made to repair the damage. This applies not just to physical damage, but also damage to your lesson or to the class learning community.
    • Detention – Can be effective is the student has to practice or rehearse the behavior which caused them to get the detention. The effectiveness of detention will depend on your ability to enforce it.
  • 29. Step 4: Consequences
    • Treat misbehavior as a momentary interruption in the student’s success.
    • At a neutral and private time, talk to the student about his tendency to misbehave
    • Plan to interact at least three times more often with students when they are behaving appropriately than when they are misbehaving
  • 30. Step 5: Implementation
    • Enhance students’ desire to succeed
    • Explain or demonstrate how the activity will be useful to students
    • Provide a ‘student centered’ Vision of what students will eventually be able to do
    • Relate new tasks to previously learned information
    • Rally student enthusiasm for challenging tasks
    • Vary your presentational style
    • Involve students in the lesson
    • Ensure high rates of success. Provide enough clear instructions and frequent enough practice to ensure students will get 90% correct on most tasks.
  • 31. Step 6: Implementation
    • Finalize your classroom management plan and prepare to communicate that plan to your students.
    • Complete preparations for the first day
    • Implement your plan for the first day
  • 32. Step 6: Implementation
    • Greet students individually as they enter your room.
    • Get the students’ attention as soon as the bell rings (maybe before)
    • Communicate the essentials in the first ten minutes
  • 33. Five Keys
    • Structure for Success
    • Teach expectations
    • Observe and monitor
    • Interact Positively
    • Correct Fluently

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