Ramon Lewis
Without effective behaviour management, a positive and productive classroom environment is impossible to achieve. Finding the most effective techniques for producing behaviour change and preventing the development of classroom discipline problems is a moderately stressful part of the professional lives of many teachers, and a major reason for job dissatisfaction. The need for confidence regarding the impact of particular strategies is important to teachers given that the ability to manage students effectively is a critical component of their sense of professional identity.
This presentation focuses on the results of attempts to introduce the Developmental Management approach into all schools in the Northern Metropolitan Region of Victoria, Australia, as part of the 'train the trainer', AiZ project. The rationale underlying the 15 recommendations for teacher behaviour implicit in the DMA are highlighted and examples of schools' attempts to introduce elements of the DMA into primary and secondary classrooms are discussed.
With so many changes in the classroom, you need to adjust your classroom management strategies to keep up. Learn how you can teach better in 2018 with these 8 strategies.
With so many changes in the classroom, you need to adjust your classroom management strategies to keep up. Learn how you can teach better in 2018 with these 8 strategies.
Managing the class is a great concern for teachers, especially the novice ones. This presentation provides an overview on important dimensions of classroom management.
Classroom Management Success is a turnkey intervention strategy for establishing and sustaining an orderly environment so students can engage in meaningful academic learning, it also aims to enhance student social and moral growth. Classroom management is a multi-faceted activity. It extends beyond some of the more traditional behavior management techniques frequently recommended to deal with students with disruptive behavior. The aim of Classroom Management Success makes sure that teachers are doing the following:
-develop caring, supportive relationships with and among students;
-organize and implement instruction in ways that optimize students’ access to learning;
-use group management methods that encourage student engagement with academic tasks;
-promote the development of student social skills and self-regulation; and
-use appropriate interventions to assist students who have behavior problems.
This program is based on proven and time tested techniques and principles that have been implemented in the book, “The First Days of School: How to Be an Effective Teacher,” by Harry K. Wong and Rosemary Tripi Wong. Classroom Management Success promotes an orderly learning environment for students. It enhances students’ academic skills and competencies, as well as their social and emotional development. Classroom Management Success principles work across a number of subject areas and grade levels.
The information and material needed to implement this system in your classroom has already been done for you. You may access the required materials at http://www.lewisseals.com; go to the Blog and click on “Classroom Management Success.” There you will find printable student infraction cards, pink slips, a classroom management plan, an action plan, and a PowerPoint presentation. The plan is simple but yet powerful and will give positive results.
http://www.lewisseals.com
behavior management,in the current era, is not confined to students only but has become a necessity for every individual. teachers should also evaluate themselves whether they are able to manage their own behavior.
Teaching is a very important job and once you get your classroom management skills in order you will be enjoying teaching more and will have a more productive teaching career.
The most important element of classroom management is allowing your students an opportunity to understand that your rules are a part of giving them the best education possible.
Despite efforts to help beginning teachers succeed, many still experience problems, ranging from feelings of isolation to lack of support from experienced teachers and supervisors.
Ways to help beginning teachers succeed include providing professional development geared specifically toward the needs of beginning teachers; peer coaching or mentoring; easing up on the assignment of extra class duties during the first year of service; and engaging beginning teachers in a reflective practice approach.
Remember the beginning of the school year is a critical ingredient of a wellness classroom.
Classroom management is one of the most feared parts of teaching for new teachers.
The slides shows some techniques or methods that would help new teachers to maintain control in the classroom.
EuroPython 2008: Tear down the walls (of virtual worlds)Christian Scholz
This is my presentation about the plan to tear down the walls between virtual worlds I held at EuroPython 2008 in Vilnius, Lithuania.
It explains what the problem is and how we in the Architecture Working Group try to solve it. It also introduces some concepts of the Open Grid Protocol and introduces pyogp, a library trying to implement this protocol in Python.
Managing the class is a great concern for teachers, especially the novice ones. This presentation provides an overview on important dimensions of classroom management.
Classroom Management Success is a turnkey intervention strategy for establishing and sustaining an orderly environment so students can engage in meaningful academic learning, it also aims to enhance student social and moral growth. Classroom management is a multi-faceted activity. It extends beyond some of the more traditional behavior management techniques frequently recommended to deal with students with disruptive behavior. The aim of Classroom Management Success makes sure that teachers are doing the following:
-develop caring, supportive relationships with and among students;
-organize and implement instruction in ways that optimize students’ access to learning;
-use group management methods that encourage student engagement with academic tasks;
-promote the development of student social skills and self-regulation; and
-use appropriate interventions to assist students who have behavior problems.
This program is based on proven and time tested techniques and principles that have been implemented in the book, “The First Days of School: How to Be an Effective Teacher,” by Harry K. Wong and Rosemary Tripi Wong. Classroom Management Success promotes an orderly learning environment for students. It enhances students’ academic skills and competencies, as well as their social and emotional development. Classroom Management Success principles work across a number of subject areas and grade levels.
The information and material needed to implement this system in your classroom has already been done for you. You may access the required materials at http://www.lewisseals.com; go to the Blog and click on “Classroom Management Success.” There you will find printable student infraction cards, pink slips, a classroom management plan, an action plan, and a PowerPoint presentation. The plan is simple but yet powerful and will give positive results.
http://www.lewisseals.com
behavior management,in the current era, is not confined to students only but has become a necessity for every individual. teachers should also evaluate themselves whether they are able to manage their own behavior.
Teaching is a very important job and once you get your classroom management skills in order you will be enjoying teaching more and will have a more productive teaching career.
The most important element of classroom management is allowing your students an opportunity to understand that your rules are a part of giving them the best education possible.
Despite efforts to help beginning teachers succeed, many still experience problems, ranging from feelings of isolation to lack of support from experienced teachers and supervisors.
Ways to help beginning teachers succeed include providing professional development geared specifically toward the needs of beginning teachers; peer coaching or mentoring; easing up on the assignment of extra class duties during the first year of service; and engaging beginning teachers in a reflective practice approach.
Remember the beginning of the school year is a critical ingredient of a wellness classroom.
Classroom management is one of the most feared parts of teaching for new teachers.
The slides shows some techniques or methods that would help new teachers to maintain control in the classroom.
EuroPython 2008: Tear down the walls (of virtual worlds)Christian Scholz
This is my presentation about the plan to tear down the walls between virtual worlds I held at EuroPython 2008 in Vilnius, Lithuania.
It explains what the problem is and how we in the Architecture Working Group try to solve it. It also introduces some concepts of the Open Grid Protocol and introduces pyogp, a library trying to implement this protocol in Python.
This was a great learning process,this presentation has a lot of videos and thoughts which might be a little difficult to grasp for a layman,unless they are a little familiar to the concept of consumerism,the presentaions starts with thedefination of consumerism which is twofold,namely one that deals with consumer protection which is a customer perspective or pov and the other is the social and economical order that supports the system of purchase of products in ever more quantities,this presentaion is only concerned with this perspective and goes ahead to make the audience realise as to how our lifes would be different if money was not an objectve and that he need of the ppl differ from each other and are based on the psych and nature of human beings and that the system of consumerism is weaved around this,therefore it is of paramount understand the nature and psychology of humans and how the system is built and more importantly the consumer behaviour insights we can pick from that which we can use for formulating designing marketing campaigns .We further go on to show how the system is designed to ensure that we are willing slaves and how our education system and society at large is designed/conditioned over time to ensure we don't stray from the path of choice.this is done by raising some thoughtful points and by the help of some insightful videos,links of which have been added in the presentation. We further go to explain our natural behaviour or what is called evolutionary psychology or evolutionary behaviour to gain insights into how the system was designed andhow it has a direct relation and roads toconsumer behaviour....for eg...as humans we think so it is important to either tap into existing thoughts or create a thought to sell our product or engage the customer,this could be done through branding,advt or promotions(sales) or its in our nature to mate...therefore make one beleive that if one uses a particular product he has a higher chance of scoring with the women.we further go on to explain how psychology is taken into account in designing the system and how we can derive insights to behaviour through videos and images ,herd mentality,following group dynamics through a conformity experiment etc.ending the presentation with a video that tries to encapsulate the base feeling of the presentation by reiterating the fact that we are willing slave and conform to social systems and dont realise what we are doing.
The Teachers' Role in the Development and growth of schoolsAdetoun Omole
The Teachers'role in the development and growth of Schools is highlighted in this presentation. You will most certainly find it very useful and relevant, thank you!
Lecture: Fluency Fitness! One larger size fits all!ETAI 2010
Elisheva Barkon: Lecture: Fluency Fitness! One larger size fits all!
Research has established fluency as a critical factor in smooth, efficient language processing. In this presentation, I will discuss approaches to language acquisition and reading that encourage recognition and use of chunks/multi word units as a way forward in the promotion of fluency.
Dr. Melodie Rosenfeld & Mr. Melvyn Rach
we help EFL teacher candidates improve their own English? This presentation discusses the challenges, solutions, findings and lessons from running an English Language Lab for two years in Israel academic college...
PPT_Dialogue, Reflection and Feedback are Three Simple Words ETAI 2010
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Dialogue, Reflection and Feedback are three simple words but also three straightforward methods which can enhance and positively impact your English classroom. I will review these ways and show how they will help you manage any class. Come prepared to participate!
Teacher Dialogue in the Spirit of Janusz Korzak ETAI 2010
Avi Tsur
The Polish Jewish pedagogue Janusz Korczak wrote about the importance of dialogue between student and teacher nearly 100 years ago. His ideas and legacy are as realistic today for educators as they were then for Korczak. Teacher-student dialogue is one of the important ways to ensure success in reaching out to our students so as to enable learning and teaching to take place. My talk will focus on Teacher/Student Dialogue in today's classroom.
ELLiE: a longitudinal transnational study on early language learningETAI 2010
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This contribution is aimed at presenting some preliminary results of a study of young EFL learners’ attitude to foreign language learning as well as of their language achievements. Longitudinal investigations have been carried out for four years in 7 European countries as part of a transnational research project.
And your homework is… : top tips for giving and checking homework
Summary by Debbie Lifschitz
Panel Chair: Penny Ur,
Panel Includes: Nava Horwitz, Debbie Lifschitz, Julie Nevo, Monica Rahvalschi and Aviva Shapiro
Creative Teaching Activities for the Multiple Intelligences ETAI 2010
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Dr. Howard Gardener proposed eight different intelligences to account for a broader range of human potential. Today, his theory plays a significant role in trying to meet the student’s individual strengths and needs. This hands-on workshop will show how you can bring creative multiple intelligence activities into your classroom.
Orly Sela
Teachers face ethical dilemmas in their work on an almost daily basis. Sharing and discussing them can potentially be both interesting and useful. The discussion will begin with a very short theoretical presentation, to be followed by a discussion of actual cases from the participants’ lives and work.
Coming to Terms with Lexical Chunks: Identifying, Using and Teaching. ETAI 2010
Helen Osimo
The importance and benefits of teaching lexical chunks has been well-documented, but can some sort of order be imposed on an area which is so amorphous? This presentation suggests criteria for identifying idiomatic chunks in written and spoken texts, ways to explain their usage and to organize them for teaching.
Handouts: Coming to Terms with Lexical Chunks: Identifying, Using and Teaching.ETAI 2010
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The importance and benefits of teaching lexical chunks has been well-documented, but can some sort of order be imposed on an area which is so amorphous? This presentation suggests criteria for identifying idiomatic chunks in written and spoken texts, ways to explain their usage and to organize them for teaching.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Classroom Management: Are we seeking Obedience or Responsibility? Are we getting it?
1. ETAI Conference. July 2010
Developmental Classroom Management.
Obedience or Responsibility?
Keeping students adult and rational
Ramon(Rom) Lewis
r.lewis@latrobe.edu.au
2. 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.
3. Achievement Northern Metropolitan
Improvement Zones Region
4. Reasons for behaving well
• “If you don’t you get into trouble”
• “You get points”
• “They tell your parents”
• “The teachers like you”
• “You’ll have more friends”
• “I’ll learn more, get a good job and have a good life”
• “It’s not right, I’m a good girl”
• “It’s not fair, others have to be able to learn”
Assumption 2. Most children are at best obedient. Few
are responsible.
5. Main Research Studies
Australia: Victoria
22 Primary & 22 Secondary schools (1998)
15 Secondary schools (2002)
8 Secondary schools (2007-8)
46 Primary & 150 Secondary schools (2008-13)
Israel: Tel Aviv
98 teachers & 836 students from 4 high schools and 8 junior
high schools.
China: Chengdu region (Sichuan province)
159 teachers & 502 students from 8 schools (2 lower
secondary) in
6. What proportion of students who misbehave “only a little” or “never”
encourage their classmates to act responsibly?
China
50
45
40
35
30
25
20
15
10
5
0
Exactly Like Very Much Mostly Like Me A Little Like Mostly Not Not At All Like
Me Like Me Me Like Me Me
7. What proportion of students who misbehave “only a little” or “never”
encourage their classmates to act responsibly?
China Israel
50
45
40
35
30
25
20
15
10
5
0
Exactly Like Very Much Mostly Like Me A Little Like Mostly Not Not At All Like
Me Like Me Me Like Me Me
8. What proportion of students who misbehave “only a little” or “never”
encourage their classmates to act responsibly?
China Israel Australia
50
45
40
35
30
25
20
15
10
5
0
Exactly Like Very Much Mostly Like Me A Little Like Mostly Not Not At All Like
Me Like Me Me Like Me Me
9. Assumption 3. Very few children feel responsible for
the behaviour of their classmates.
It’s unAustralian!!!
10. 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, have
goodwill towards others and make rational decisions.
What teachers say and do will make a difference to
whether or not the student stay in their ‘adult’.
If teachers don’t “explain themselves”, challenging children
generally assume the worst.
11. Broadmeadows Primary School
Number of times students exited from Learning Spaces by term
Exit
140
120
100
80
60
40
20
0
Term 3 '08 Term 4 '08
Most of the 218 students at the school are from poor families. The school is
in the most extreme category for disadvantage.
13. Broadmeadows Primary School
Number of times students exited from Learning Spaces by term
The school now performs well above the average of all Australian schools
in numeracy and above the national average in reading and spelling.
14. Lakeside S.C. Principal -David Reynolds
• “Staff , parent and student opinion data has
become much stronger in the area of classroom
behaviour. As this is a precondition for
improved student learning outcomes,
subsequent improvements we are seeing in
literacy learning must be attributable at least
partially to the adoption of the DMA strategies.”
15. Developmental Classroom Management (DMA).
Keeping students adult and rational
Real Criteria for success
• Reports from emergency replacement
teachers
• Student behaviour on days when rewards and
punishments are minimised
16. The Developmental Management Approach
Strategy 1. Rights & Responsibilities – Not Rules
Classroom Rights
Students and the teacher have the right to do as much work
as possible
Students and the teacher have the right to feel comfortable
and safe in the classroom
Two kinds of Responsibility
Personal Responsibility
(I do the right thing)
Communal Responsibility
(I encourage others to do the right thing)
17. Punishment: Punishes students who
misbehave, increasing the level of punishment if
necessary.
Discussion: Discusses with students the impact
their behavior has on others, and negotiates
with students on a one-to-one basis
Involvement: Involves students in classroom
discipline decision making.
Hinting: Hints and gives non-directional
descriptions of unacceptable behavior.
Recognition: Recognizes and rewards the
appropriate behavior of individual students or the
class.
Aggression: Uses aggressive techniques.
18. Most Recent Relevant Research Publications
• Romi. S., Lewis, R., Roache. J., & Riley. P. The Impact of Teachers'
Aggressive Management Techniques on Students' Attitudes to
Schoolwork (in Press). The Journal of Educational Research.
• Romi. S., & Lewis, R., & Katz. Y. A. (2009). Student responsibility and
classroom discipline in Australia, China and Israel. Compare,
39(4):439-452.
• 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)
• Lewis, R., Romi. S., Xing. Q, & Katz, Y. A. (2008) Student reactions to
teachers' classroom discipline in Australia, China and Israel. Teaching
and Teacher Education, 24(3): 715-724.
• Lewis, R., Romi. S., R., Xing, Q., & Katz, Y. (2005). A comparison of
teachers' classroom discipline in Australia, China and Israel. Teaching
and Teacher Education, 21: 729-741.
19. Summary of Research
In Israeli and Australian samples
• When teachers use ‘coercive’ management
techniques (Punishment [without a working
relationship] & Aggression) students do not act
more responsibly.
• When teachers use more ‘inclusive’ techniques
(Recognition, Punishment [within a working
relationship], Discussion, Involvement &
Hinting) students act more responsibly
20. Summary of Research
• When stressed by misbehaviour, many
teachers increase their use of ‘coercive’
management techniques and reduce their use
of the ‘inclusive’ techniques.
• Teachers who become more coercive make
students less adult/rational and more
irrational/irresponsible.
21. Developmental Management Approach (DMA)
Based on - Four Patterns of Student Behaviour
A. Managed by normal curriculum
These students manage themselves in order to learn what is
contained in the curriculum
B. Managed within the class
These students are occasionally distracted or disruptive, but do
not have to be isolated or referred to others
C. Managed out of class
These 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
22. 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)
23. Implementation of the DMA
• 141 Primary and 53 Secondary schools in the
Northern Metropolitan Region of Victoria,
Australia (as part of the AiZ project – Headed
by Prof David Hopkins) <www.aiz.vic.edu.au>
• 20 Primary and 20 Secondary schools in the
Western Region of Victoria, Australia
24.
25.
26. Achievement Northern Metropolitan
Improvement Zones Region
43. 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.
44. Visual hints
Everyone A few children Some students
Can work Can’t work well are being
well distracted
45. Verbal hints
Personal Responsibility
• 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 encouraging others
to keep the noise down.
• What are you doing? Are you distracting anyone?
46. Verbal hints
Communal Responsibility
• 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 ?
47. Achievement Northern Metropolitan
Improvement Zones Region
50. Achievement Northern Metropolitan
Improvement Zones Region
51. Achievement Northern Metropolitan
Improvement Zones Region
52. Achievement Northern Metropolitan
Improvement Zones Region
53. Thomastown Meadows Primary School
Interviews with 5 students per teacher for 22 teachers
2008: Q 1. If someone was doing the wrong thing/behaving
inappropriately, what does your teacher do?
She tells them off, yells at them , gives warning, sends them to
another room, you get into trouble, raises her voice, they have
to go and sit by themselves, miss out on the fun, screamed at
them, made to sit on floor, made to go to another room, yells at
them and growls at them and says don’t be naughty, stop that,
gives us lollies.
54. Interviews with 5 students per teacher for 5 teachers
2009: Q 1. (5 teachers/5 students per teacher) If someone
was doing the wrong thing/behaving inappropriately, what
does your teacher do?
Looks at them, gives then a warning, talks to them, sit them
on the floor, sit them by themselves, gives them a reminder,
hints, points to the rights and responsibilities (R & R), tells
them nicely what they’re doing wrong, keep her temper,
reminds them and reminds them to look at the R &R, talks
about how they are infringing on their R&R.
55. 2008: Q5. How many times in a day does your teacher have to
raise their voice?
3 – 4, 10, every day, 3 in the morning , 4 in the afternoon and
3 in the last hour, over 10 million times.
2009:Q5. How many times in a day does your teacher have
to raise their voice?
Never, none, always polite, never mean, she doesn’t really
yell, she doesn’t like to , sometimes once or zero, little bit,
depends...once or twice, most of the time she never does, she
hasn’t raised her voice- ever, she doesn’t raise her voice, she
hasn’t had to raise her voice, maybe never, not normally,
about once a week, 2 or 3 times, 3 to 4 times a day, about 3
times, 5 times for the naughty people.
56. One year after the introduction of the DMA
Craigieburn Secondary College – 22% reduction in
teacher referral out of class
Lakeside College – 46% reduction in teacher
referral out of class
58. La Trobe S. C. Principal.- Glenn White
• “The collaborative research project was
invaluable to the college. It resulted in
significant changes to the way in which staff
interacted with students and this in turn
resulted in less student misbehaviour in class,
students being more engaged in their
learning and a much more positive learning
environment.”
59. New Project
2010-13
Approx $500.000 Funding (ARC and Ed Dep’t)
How to support and sustain changes in teachers’
classroom management behaviour.
Evaluating the impact of 3 types of Professional
development
• System
• Classroom
• Individual
60.
61. Assertion [B behaviour children]
Logical Recognitions
Consequences for Effort
Expectations
The final Consequence is Isolation within or removal from the classroom
62. 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!
63. Assertion [B behaviour children]
Calm tone is ESSENTIAL!
1. Yakir, .............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.
66. Conversation with C behaviour children
Six steps.
1. Welcome the student as an adult (not a child)
2. Validate the student but challenge the inappropriate
behaviour
3. Challenge any irrational thinking behind the behaviour
4. Ensure that the students acknowledges that the
behaviour is a ‘problem’ (in an adult voice)
5. Have student decide how (S)he intends to handle a
similar situation ‘next’ time
6. Set a period for review
68. • Reflection and Commitment Process (McCleod Secondary College)
• 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)
•
70. How to respond to “difficult”
Students Pedagogically
• Fight your first impulse (try to understand that the student
is hurting inside).
• Encourage the student at every opportunity.
• Separate the deed from the doer. Express a liking for the
student while still applying logical consequences.
• Show an awareness of some skill the student believes he or
she is good at. If possible, set up a situation where you can
observe the child being competent.
• Have the child help you in a meaningful way.
• Show some interest in something that interests the child.
• Modify the child’s curriculum (Usually more Kinesthetic –
Visual - Rhythmic instruction)
71. How to respond to “difficult” students
• Collect enough data to be confident of student’s mistaken
goal
• Make the student aware of his/her “mistaken” goals
• Confront the student with the need to choose between
his/her primary and mistaken goal
• Inform the child (privately), during class, of the mistaken
goal as he or she misbehaves