More Related Content
What's hot
What's hot (20)
Similar to Pioneers in Classroom Management and Discipline 5-15
Similar to Pioneers in Classroom Management and Discipline 5-15 (20)
Pioneers in Classroom Management and Discipline 5-15
- 1. Martin R. Hahm Grand Canyon University EDU530N December 18, 2009
- 2. Introduction Societal Changes after World War II From the authoritarian hickory stick and “toe the mark” (Charles, 2008, p. 54) To the “Evolution of Classroom Discipline” with pioneers paving the way (p. 54).
- 3. The Entrance of Specialists in Human Behavior and Psychology “inaugurated the modern era” (p.55) Fritz Redl and William Wattenberg • Observed the power of “Group dynamics” (p.55) • And how “student roles” emerge (p.55) • Though concepts too “cumbersome” (p.56) • Influence “broke new ground.” (p. 56) Burrhus Frederic Skinner • Behavioral modification learned from lab animal research (p. 57-58) • Reinforcement: constant, intermittent, successive approximation • Considered “bribery” toward desired behavior.
- 4. Jacob Kounin: Lesson Management to improve discipline “WITHITNESS,” (p. 58) an awareness to monitor and interact even while teaching, using tactics of Overlapping Lesson management Group alerting Student accountability Lesson momentum Smoothness Avoiding satiation
- 5. Jacob Kounin: Disruptive “desist” techniques “With-it-ness” means teacher has “eyes in the back of his/her head” (Keane, 1984, p. 13-14). Errors are… Target and timing mistakes Over-dwelling: Behavior, actone or prop, task. Fragmentation Stimulus boundedness Thrust Dangle Truncation Flip flop
- 6. Kounin’s Contributions Workshops to facilitate strategies, develop expertise in using tactics and to identify problems break new ground in evaluating teacher techniques and strategies for improving class management. These serve as patterns to continue self-evaluation in the process of class management. Major contribution is on preventing rather than handling misbehavior. Shows the connection between classroom behavior and student behavior cutting down on misbehavior, but not how to deal with it. (Charles, 2008, p.59-60)
- 7. Haim Ginott: Discipline through Congruent Communication “Teacher and child” (Ginott, 1971) Learning in present tense: No prejudging or grudges Student is unique, with feelings about self and situation Confer dignity as social equals, not belittle or denigrate Effective teacher: Invite cooperation, hidden asset I-messages VS you-messages Laconic language, short and to point Appreciative, not evaluative praise Avoid “why” questions, sarcasm, punishment (Charles, p.60-61)
- 8. Ginott’s contributions Not a quick fix for offensive or disruptive behavior (Charles, p.62) Humane treatment emphasized (Ginott, p.245) Examples in Workshops “To develop powerful and positive relationships” Mark Boynton (Boynton & Boynton, 2005, p. 168) Humane solutions to assist dealing with disruptive situations and providing supportive intervention (http://ww.responsiblethinking.com/interventions.htm)
- 9. “A democratic classroom … (where) teacher and students work together to make decisions about how the class will function” (Charles, 2008, p.63).
- 10. Rudolf Dreikurs’ Theory Democratic classroom based on social interest neither autocratic nor permissive Genuine goal to instill a sense of belonging Mistaken goals to gain sense of belonging attention-seeking power seeking revenge seeking inadequacy Logical consequences
- 11. Lee & Marlene Canter: Discipline through Assertive Tactics The teacher’s right to teach; and the student’s right to learn. (Charles, 2008, p. 65). Three kinds of teachers Hostile—no nonsense, stern, students as adversaries Non-assertive—passive, wishy washy Assertive—the model of confidence and consistency Positive recognition—encouraging good behavior Corrective action—quickly and quietly Discipline hierarchy—written plan (Canter, 2006, p. 71) Transitionto21st CenturyPioneers
- 12. Meeting Basic Students’ Needs Survival Belonging Power Fun Freedom
- 14. The Ten Axioms of Choice Theory 1. The only person whose behavior we can control is our own. 2. All we can give another person is information. 3. All long-lasting psychological problems are relationship problems. 4. The problem relationship is always part of our present life. 5. What happened in the past has everything to do with what we are today, but we can only satisfy our basic needs right now and plan to continue satisfying them in the future.
- 15. The Ten Axioms of Choice Theory 6. We can only satisfy our needs by satisfying the pictures in our Quality World. 7. All we do is behave. 8. All behavior is Total Behavior and is made up of four components: acting, thinking, feeling and physiology. 9. All Total Behavior is chosen, but we only have direct control over the acting and thinking components. We can only control our feeling and physiology indirectly through how we choose to act and think. 10. All Total Behavior is designated by verbs and named by the part that is the most recognizable. (http://www.choicetheory.com/)
- 16. William Glasser: Choice Theory QUALITY TEACHING (Glasser, 1993, p.22ff) A warm, supportive classroom climate “Lead teaching” rather than “boss teaching” School work that is useful Encouragement for students to do the best they can Opportunity for students to evaluate work they have done and improve it. SIR—a process of self-evaluation, improvement, and repetition (Charles, 2008, p.75)
- 18. You acquire more influence with young people when you give up using your power to control them …[and] the more you use power to control people, the less real influence you’ll have over their lives. (Charles, 2008, p.79)
- 19. Use “I-Messages” instead of “You- Messages” 1. Influence VS Control 2. Preventative Skills 3. Who owns problem? 4. Confrontive Skills 5. Helping Skills 6. No-lose conflict resolution (p.80)
- 20. HELPING SKILLS LISTENING SKILLS Passive listening Acknowledgement responses Door openers Active Listening
- 21. Communication Roadblocks Giving orders Warning Preaching Advising Lecturing Criticizing Name calling Analyzing Praising Reassuring Questioning Withdrawing
- 22. Conflict Resolution Gordon Training International—a variety of methods for Teacher Effectiveness Training [T.E.T.] via their website: (http://www.gordontraining.com)
- 23. In conclusion Pioneers from the field of psychology researching human behavior apply findings to education. Approaches and strategies toward classroom management, discipline are still evolving Effective teachers today adopting and adapting to become “expert teachers.”
- 24. References 1. Boynton, M., & Boynton, C. (2005). Educator’s guide to preventing and solving discipline problems. [elibrary Reader]. doi: http://gcu.mcldaz.org/frameset.aspx?toprowcount=60&topurl=http%3a%2f%2fgcu.mcldaz.org%2fSearc h%2ftitlereturn.aspx%3fpos%3d2&bottomurl=http%3a%2f%2flibrary.gcu.edu%3a2048%2flogin%3furl %3dhttp%3a%2f%2fsite.ebrary.com%2flib%2fgrandcanyon%2fDoc%3fid%3d10096111 2. Canter, L. (2006). Classroom management for academic success. [Adobe Digital Edition]. Retrieved from www.solution-tree.com. 3. Charles, C. M. (2008). Building classroom discipline (9th ed.). Boston: Pearson Education. 4. Ginott, H. (1971). Teacher and child. New York: Macmillan. 5. Glasser, W. (1993). The quality school teacher. New York: HarperPerennial.
- 25. References, continued 6. Keane, B. R. (1984). The development of a classroom management workshop through an inservice training program. (ED253523). Retrieved from Grand Canyon University Library: http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED253523&loginpage=Lo gin.asp&site=ehost-live&scope=site 7. Krounin, J. (1971). Discipline and group management in classrooms (Reissued in 1977 ed.). New York: Holt, Rinehart & Winston. 6. Marzano, R. J. (2004). Background knowledge for academic achievement: Research on what works in schools. [elibrary Reader]. doi: http://gcu.mcldaz.org/frameset.aspx?toprowcount=60&topurl=http%3a%2f%2fgcu.mcldaz.org%2fSearch%2ftitlereturn.aspx%3fpo s%3d1&bottomurl=http%3a%2f%2flibrary.gcu.edu%3a2048%2flogin%3furl%3dhttp%3a%2f%2fsite.ebrary.com%2flib%2fgrandcany on%2fDoc%3fid%3d10065775 7. Roebuck, E. (2003, March, 2002). Beat the drum lightly: Reflections on Ginott.. Music Educators Journal, 88(5), 40-44. doi: http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ672222&loginpage=Lo gin.asp&site=ehost-live&scope=site
Editor's Notes
- This presentation discusses five specific pioneers and makes reference to a few others who have had a significant influence on classroom management and discipline in American education from the 20th into the 21st Centuries.
- Society changed after World War II. Discipline as punishment used the hickory stick or ruler, and other harsh and humiliating measures to make students “toe the mark.” The Berlin Wall represented the fascism of Hitler and Marxism of the USSR, an era of intolerance and insensitive repression murdering millions in the name of their ideology. This is completely unpalatable to Americans who cherish freedom. This attitude was reflected in a more humane treatment of students in the field of education. The evolution of classroom discipline was mapped by pioneers, especially six, using techniques and strategies to persuade students instead of punishing into compliance. This presentation will focus on three of these before transition to two more in the 21st Century.
- Before presenting five of many noteworthy pioneers this presentation must at least mention the entrance of specialists in human behavior and psychology who “inaugurated the modern era in classroom discipline.” Fritz Redl and William Wattenberg observed something happening in the classroom called “group dynamics,” (p.55) where students would act up and act out in ways they might not otherwise do. They identified student roles such as leader, follower, clown or show off, the instigator and the scapegoat. Teachers found this interesting and somewhat helpful, yet the concepts proved cumbersome, difficult to grasp and put into practice. The influence of Redl and Wattenberg, however, had broken new ground and would continue influence education. B.F. Skinner, meanwhile, had been breaking new ground as well, even earlier. “Behavior modification” was learned from research with lab animals where good behavior was reinforced with rewards. Teaching was not the goal of his research. However, the principles for “shaping the desired behavior” were adapted in the 1960s and are used to this day in education. This procedure used reinforcement constantly, until needed intermittently. “Successive approximation” is shaping the desired behavior step by step toward a preset goal.” (p. 57) Teachers have concern that this is a form of “bribery.” When competing with rewards from peers for misbehavior, it was not always effective, especially with older students.
- Withitness is a term Jacob Kounin used to describe his observation of effective teaching where the teacher keeps an awareness of the classroom monitoring each student or group, interacting with them even while teaching. This is staying on top of things, more than one thing at one time he called “overlapping.” It begins with the lesson plan and managing all it involves keeplng each student involved and on task (p.59). “Group alerting” is a tactic to assure “full attention before giving directions” or providing information. “Student accountability” is keeping students alert and making them accountable by calling on them. To keep things moving he stressed “lesson momentum,” which means no lagging, but starting promptly, and using transitions to retain student attention and involvement. “Smoothness” is preventing abrupt changes to maintain steady progression.
- Workshops using Kounin’s techniques include the negative as well. These are called disruptive “desist” techniques or things that can disrupt momentum and smoothness. “Target and timing” happen when the wrong student is targeted for attention or correcting, or when overlooking a lesser problem is more prudent. Behavior “over-dwelling” happens when excessive attention or “nagging and preaching” occur. Actone overdwelling is focusing on a smaller part when a large issue needs attention. Prop overdwelling comes with stressing over things like pencils, colors, etc. and task overdwelling is elaborating instructions or explanations beyond what is necessary. “Fragmentation” is when an activity is broken into subparts or subgroups, even though it is better for the class to work as a unit. “Stimulus boundedness” is the teacher reacting to unplanned and irrelevant stimuli or situations. “Thrust” is unexpected or unnecessary intrusions into student activities. A “dangle” is leaving some discussion or project in the air and moving on to something else, but then returning again later. “Truncation” is not returning to the discussion or activity. “Flip flop” happens at a transition point when one is switching from one activity to another, but then returns back again. These are some of the “disruptive desist techniques” to avoid presented in a paper at the Annual Convention of the National Association of School Psychologists, Philadelphia, PA, April 19, 1984 (Keane, 1984, p. 13-14).
- [After reading first three bullets in slide] Kounin wrote: “Questions about disciplinary techniques were eliminated and replaced by questions about classroom management in general, [and] preventing misbehavior was given higher investigative priority than handling misbehavior. … the business of running a classroom is a complicated technology having to do with developing a nonsatiating learning program; programming for progress, challenge, and variety in learning activities; initiating and maintaining movement in classroom tasks with smoothness and momentum; coping with more than one event simultaneously; observing and emitting feedback for many different events; directing actions at appropriate targets; maintaining a focus upon a group; and doubtless other techniques not measured in these researches (Krounin, 1971, p. 143-145) Kounin … {continue reading final bullet}
- In his book, “Teacher and Child,” Ginott makes several points about communicating calling it “congruent” or sincere, a rapport that is consistent and creates a meeting of the minds. Student learning means the teacher learning and accepting the students “in present tense,” not prejudging before getting to know and understand them, nor holding grudges because of prior problems. The “uniqueness” of each student implies varying personalities, but communicating addresses situations, and “confers dignity” by treating each as social equals, and able to make good decisions, not putting them down or labeling, pigeon holing them as if unable to transform their situation. Welcoming students to see the situation and figure a plan of action instead of bossing and demanding invites cooperation. The “effective teacher” has a hidden asset which is always asking, “How can I be most helpful to my students right now.” “I-messages” invite student response to teacher’s need, whereas a “you-message” targets student for defensive responses. Keeping language short and to point, “laconic language,” is more effective dealing with misbehavior. Ginott reminds how “appreciative” praise allows student to evaluate themselves rather than defining or judging their character. Teach how to behave rather than scold when misbehaving. Avoid arguments from “Why” questions, and repercussions from sarcasm and punishment; rather, strive to encourage self-discipline, by modeling it. Self-discipline and helpfulness “promotes humaneness and self-control within students” (Charles, p.62). “Little victories” move toward attaining classroom discipline. (p.62.)
- While teachers may not tune in to his theory of discipline because it is not a quick fix solution to disruptive behavior, most teachers do see the value in what Ginott brings. He shows education more than developing intellect as he explains: “Dear Teachers: I am a survivor of a concentration camp. My eyes saw what no person should witness. Gas chambers built by learned engineers. Children poisoned by educated physicians. Infants killed by trained nurses. Women and babies shot and burned by high school and college graduates. So I am suspicious of education. My request is: help your students become human. Your efforts must never produce learned monsters, skilled psychopaths or educated Eichmanns. Reading, writing and arithmetic are important only if they serve to make our children more humane” (Ginott, p.245). Educators as Mark Boynton have helped to popularize his system of discipline with workshops and research. Ed Ford with help of George Venitis offer humane solutions for dealing with disruptive situations and providing supportive intervention through what is called the “Responsible Thinking Process” (http://www.responsiblethinking.com/interventions.htm).
- Rudolf Dreikurs (1897-1972) was born in Vienna, Austria where he received his medical degree. He was an associate of Austrian psychiatrist, Alfred Adler, with whom he worked in family and child counseling until coming to the US in 1937, early enough to escape Hitler’s socialist take-over. At Chicago Medical School he turns his attention to misbehavior and discipline in school classrooms. He advocated discipline through “democratic teaching.” “A democratic classroom is …. [read above].
- Discipline at its best is seen in student self-control based on social interest. He is the first to base his idea of discipline on this premise of social interest using the sense of belonging as the underlying motivating factor in student behavior. The democratic classroom is neither autocratic nor permissive. A sense of belonging is the genuine goal. Wrong ways for seeking that sense of belonging are “mistaken goals of attention-seeking {act up}, power seeking {drag feet, mumble}, revenge seeking {malicious disruptions}, and inadequacy {withdrawal} (Charles, p.63). “Logical consequences” are formulated by teacher and students both for good behavior and misbehavior. Punishment is considered revenge and showing who is boss. It humiliates and has undesirable effects. For this reason Dreikur prefers logical consequences as agreed to by the class/fellow students. (p. 64.)
- As a transition to the 21st Century pioneers of classroom management Canter & Associates deserve mention before considering two of the more recent pioneers. At the bicentennial of our nation a book entitled, “Assertive Discipline: A Take Charge Approach for Today’s Educator” (1976), became the most popular of discipline systems for almost 20 years. It stresses the teacher’s right to teach and the student’s right to learn. The teachers’ interaction with the students is to be in “a calm, insistent and consistent manner” (Charles, 2008, p. 65). It promotes an environment in which students chose to behave appropriately. Of the three kinds of teachers the assertive is the model to emulate. Positive recognition toward students with good behavior encourages students in a positive classroom climate. Corrective action happens when a student interferes with the rights to learn and teach. One must quickly and calmly deal with misbehavior. What the corrective action is depends on a hierarchy of discipline measures which become gradually harsher depending on infractions (Canter, 2006, p. 71). Transition: From authoritarianism in the 1950’s to this “more benign and humane relationship between teachers and student” (p.72), the 21st Century reveals more pioneers prominent in the field of education offering new theories and strategies for classroom management.
- William Glasser is one of three who provided bridges into the 21st Century Discipline. He observed that misbehavior happens when students are bored or frustrated when basic needs are not being met in school. These needs are identified as survival, belonging, power, fun and freedom. [Defined in next slide, through a game of matching]
- Students’ basic needs are about to be defined: {What follows would be in a presentation for peers, not as requirement for this assignment.} See if you can match an above term with the definitions to follow: 1. Allowing students to work and talk together doing interesting activities [Fun] 2. Involving students in school matters assuring they receive recognition from teachers and others [Belonging] 3. Giving them responsible tasks and allowing them to make decisions about class procedures, curriculum and activities. [Power] 4. Allowing students to make choices about what they will study and how they will show what they have learned. [Freedom] 5. A safe and secure school environment free of personal threats. [Survival]
- Glasser is a prolific writer. His many books are on his “Choice Theory” website. It’s interesting that his theory began as “Control Theory,” but was renamed since allowing choices provided a better kind of control than what was being used. (Charles, 2008, p. 73). His website offers understanding of this theory with these “Ten Axioms,” starting with these five. {Read each axiom with pause for possible comments or questions. Or add own comments and questions.}
- {Continue reading last five axioms, then prepare for next slide} Quality curriculum, Glasser claims, eliminates two major flaws in current curricula. One is too much emphasis on memorizing facts not relevant to students. The other is judging the quality of education based on fragments of information students recall as measured on their tests (p.74).
- Choice Theory admits “we cannot control anyone’s behavior except our own and cannot successfully make a student do anything. What we can do instead is help students envision a quality existence in school and plan the choices that lead to it. From that vision comes student involvement and responsible behavior” (p.74). Glasser explains quality teaching. “Warm…” = get to know one another. Use natural situations. Show you are willing to help. ‘ “Lead teaching”…’ is using “methods that encourage students and draw them out. Don’t try to force information into them” (p.75). “School work….” The term is practical criteria for deciding on new material is: 1) Information directly related to an important skill, 2) what they say they want to learn, 3) what teacher believes is useful, 4) what is required for college entrance exams (Glasser, 1993, p.48ff). “Lead teachers work differently. They understand that genuine motivation to learn resides within students, in the form of needs and interests. They spend most of their time organizing interesting activities and providing assistance” (Charles, 2008, p.76). SIR is a process for helping students to advance in learning.
- Maintaining good relationships with students means learning good habits. Glasser lists seven deadly habits in trying to control behavior that can damage relationships. The good habits are called “connecting” habits.” Glasser believes that students come to school with the idea that they can do good work if teachers connect with them strongly (p.77). Glasser offers many helps to have quality classrooms (p.78) and links for those using his “Choice Theory” on his website (http://www.choicetheory.com/)
- Clinical psychologist Thomas Gordon (1918-2002) was founder and “head of Gordon Training International, one of the largest human relations training organizations in the world. He was a pioneer in the teaching of human relations skills and conflict resolution to parents, teachers, youth, and managers of organizations” (Charles, 2008, p.79).
- Gordon’s Plan for Discipline is not controlling, but neither does it promote permissiveness. Using the “I-messages” lets students think about how teachers are understanding behavior or misbehavior. “You-messages” activate students’ coping mechanisms (flee, fight, submit) with counterproductive results” (Charles, 2008, p.80). His plan for discipline has six major elements. They are: ….{read above}. These skills deserve more in-depth review and practice, especially where “I-messages” provoke defensiveness and “shifting gears” requires approaching from a different angle. Skills in conflict resolution help. This leads us to one final, but extremely important skill … (p.81-82).
- Gordon lists four kinds of listening skills. Active listening may include eye-contact, but surely not the grumpy look on what is usually a smiley face in the slide, although this could be a serious demeanor, alert and concerned. Acknowledging with non-verbal nods, smiles or frowns or a verbal “Uh-huh!” or “I see.” Door-openers welcome discussing where encouragement may be needed in a non-judgmental way, such as “Would you like to talk about it?” Active listening mirrors back or confirms that you are attentive and trying to understand, without evaluating or judging. These are skills that require much effort and practice (p.82).
- This list of roadblocks to communication may require further reflection and comment; however, this will also give an opportunity for reviewing what each understands here with these and how one might provide an example of each. {Opportunity for discussion as time allows.}
- One final reminder for any who may not be aware. Gordon International includes a variety of methods for teacher and school needs. From their website on conflict resolution comes this information (http://www.gordontraining.com): “As principals, teachers and students all know, unresolved conflicts increasingly interfere with the education process. They disrupt the classroom and take up valuable teaching/learning time. They contribute to tension, hostility and violence between students and between students and teachers. They often result in punishments like detention, suspension or expulsion--all negative outcomes from which little, if any, positive learning occurs. Resolving Conflicts at School teaches junior high and high school students the skills they need to resolve their conflicts with each other so that no one loses—so everyone gets their needs met. Much research shows that when students learn these essential communication and conflict resolution skills, there is a marked decrease in fights, arguments, disruptions, detention, suspension and expulsions, and an increase in motivation, self-confidence and learning (http://www.gordontraining.com).
- {Reading from slide followed by opening for discussion or additional comments and questions}