Classroom Mgt Theorists 2 (1)

7/28/2019 Classroom Mgt Theorists 2 (1)

1/125

Classroom Management

Theorists


2/125


3/125

Rudolf Dreikurs(February 8, 1897, Vienna - May 25,

1972, Chicago) was an Americanpsychiatrist andeducatorwho developedpsychologistAlfred Adler's

system ofindividual psychology into a pragmatic

method for understanding the purposes of reprehensible

behaviour in children and for stimulating cooperativebehaviour without punishment or reward.

He suggested that human misbehavior is the result of

feeling a lack of belonging to one's social group. When

this happens the child acts from one of four "mistakengoals": undue attention, power, revenge or avoidance

(inadequacy).
http://en.wikipedia.org/wiki/Viennahttp://en.wikipedia.org/wiki/Chicagohttp://en.wikipedia.org/wiki/Psychiatristhttp://en.wikipedia.org/wiki/Educatorhttp://en.wikipedia.org/wiki/Psychologisthttp://en.wikipedia.org/wiki/Alfred_Adlerhttp://en.wikipedia.org/wiki/Individual_psychologyhttp://en.wikipedia.org/wiki/Individual_psychologyhttp://en.wikipedia.org/wiki/Alfred_Adlerhttp://en.wikipedia.org/wiki/Psychologisthttp://en.wikipedia.org/wiki/Educatorhttp://en.wikipedia.org/wiki/Psychiatristhttp://en.wikipedia.org/wiki/Chicagohttp://en.wikipedia.org/wiki/Vienna


4/125

Dreikurs Principal Teachings

Discipline at its best is defined as self-control, basedon social interest.

Self-controlled students are able to show initiative,make reasonable decisions, and assume responsibility

in ways that benefit both themselves and others. Social interest refers to students' efforts to make the

classroom comfortable and productive, based onunderstanding that such classrooms better meet their

personal needs.


5/125


Good discipline occurs best in a democraticclassroom.

A democratic classroom is one in which teacher and

students work together to make decisions about howthe class will function.

Good discipline cannot occur in autocratic or

permissive classrooms.


6/125


In autocratic classrooms, the teacher makes alldecisions and imposes them on students, leaving noopportunity for student initiative and responsibility.

In permissive classrooms, the teacher fails to requirethat students comply with rules, conduct themselveshumanely, or endure consequences for theirmisbehavior.


7/125


Almost all students have a compelling desire to feelthey are a valued member of the class, that they

belong.

Students sense belonging when the teacher and othersgive them attention and respect, involve them inactivities, and do not mistreat them.

When students are unable to gain a sense of

belonging in the class, they often turn to the mistakengoals ofattention, power, revenge, and inadequacy.


8/125


When seeking attention, students talk out, show off,interrupt others, and demand teacher attention.

When seeking power, they drag their heels, makecomments under their breath, and sometimes try to show

that the teacher can't make them do anything. When seeking revenge, they try to get back at the teacher

and other students, by lying, subverting class activities,and maliciously disrupting the class.

When seeking to display inadequacy, they withdraw from

class activities and make no effort to learn.


9/125


Teachers should learn how to identify mistaken goals anddeal with them.

When teachers see evidence that students are pursuingmistaken goals, they should point out the fact by

identifying the mistaken goal and discussing the faultylogic involved.

They should do this in a friendly, non-threatening manner.


10/125


Teachers should learn how to identify mistaken goals anddeal with them.

When teachers see evidence that students are pursuingmistaken goals, they should point out the fact by

identifying the mistaken goal and discussing the faultylogic involved.

They should do this in a friendly, non-threatening manner.


11/125


Rules for governing class behavior should be formulatedjointly by teacher and students.

Tied to those rules should be the logical consequences ofcompliance or violation.

It is the teacher's responsibility to see that stipulatedconsequences are invoked.

Good behavior (following the rules) brings pleasantconsequences such as enjoyment of learning andassociating positively with others.


12/125


M isbehaviorbrings unpleasant consequences such ashaving to complete work at home or being excluded fromnormal class activities.

Punishmentshould never be used in the classroom.

Punishmentis just a way for teachers to get back atstudents and show them who's boss, and is usuallyhumiliating to the student.

Punishmenthas many bad side effects and therefore

should be supplanted with logical consequences agreed toby the class.


13/125

Rudolph Dreikurs

Four Goals of Misbehavior


14/125

Introduction

Educators need to clearly understand themotivation behind students behavior.

Dreikurs (1971) describes the four goals ofmisbehavior as: attention getting, power,

revenge and displays of inadequacy. The following presentation will describe the

characteristics of each behavior, which willinclude four specific management strategies in

response to each goal. Further examples of interventions utilized with a

particular student will be provided.


15/125

Attention Seeking

The student wants to establish her identity

through useful contributions.

The student will first attempt productivemeasures.

If her teachers and peers do not recognizethis, the student will seek further proof ofself-reliance and meaningfulness.


16/125

Attention Seeking

At this point, the student will try a variety ofmeasures to get attention and ultimately benoticed.

Some typical behaviors displayed include,showing off, crying, speaking loudly, usingcharm, keeping the teacher busy, constantlyasking questions (pretending not to understand)

and responding overly sensitive to situations(drama queen).


17/125

Attention Seeking

Teachers find themselves frequently remindingand redirecting these attention- orientatedstudents.

After a while, the teacher is consumed by the

students misbehavior and feels frustrated. The teacher begins to feel resentment toward

the student because valuable teaching time islost.

The student has met her goal of having theteachers undivided attention by way ofunproductive means.


18/125

Management Strategies ~

Attention Seeking Student Try to make connections with the student

throughout the day during non-instructionaltimes. This is particularly important at the start of

the day, as this will help to establish a healthytone. During instructional times,

get the student involved at the start of thelesson.

greet the student as soon as she enters theroom. engage the student in quick small talk. Try to provide the student with a

responsibility, like handing out materials.


19/125


Attention Seeking Student Whenever possible, especially when the student is

exhibiting an escalation in attention getting behavior,arrange for one-on-one time with the student. This

may be during recess time to assist the with work oryou may invite the student to eat lunch in theclassroom with a friend.

Always make sure to reinforce appropriate behaviorsand redirect or ignore negatives ones. For example, if

the student enters the classroom without announcinghis arrival, you may thank him for coming into theclassroom quietly. Remind him that this is helpful forthose who are working and need to concentrate.


20/125

Seeking Power / Control

The goal of the power-seeking student is to havecomplete control over his environment, thuschallenging any authority.

These students feel an overwhelming need to beself-sufficient.

These types of students are often described ashaving their own set of rules.

The student typically refuses to recognize theclassroom rules and procedures.


21/125


When the teacher redirects or reminds thestudent to follow teacher requests, thestudent is quick to exhibit his power.

The control-oriented student will engage isseveral types of behaviors in order toreach his goal, such as; stubbornness,argumentative, lies, cheats, must win,

must be in charge of every situation,disobedient, refusal to conformity ofclassroom rules, etc.


22/125


Teachers often feel threatened and emotionallyget involved.

This leads into some of the basic assumptionsshared by many teachers; teachers need to be

in control, establish authority, and must not allowstudents to get away with this type of behavior,especially in front of other students.

Teachers try to control the child, which most

likely will lead to a power struggle. This type of engaging response locks the

teacher and student into the conflict cycle.


23/125

Useful Management Strategies ~

Control Seeking Student At all costs, avoid the trap of thedysfunctional power struggle and notgiving in.

Try to help the student feel importantwithout having to challenge authority. Provide various responsibilities in the

classroom on a rotating basis. This makes

the student feel important without allowinghim to become possessive of certain jobs.


24/125

Management Strategies ~ Control

Seeking Student Explicitly provide directions for a given task with

specific consequences.

Say, You may do any ten math problems on your

own and then you may use a calculator for theremaining ten. Or You may do any ten math

problems with at least 90% accuracy and then youmay work 20 minutes with the janitor.

Sometimes surprise the student and agree with him.You may say, Wow, I see what you mean, this socialstudies assignment does require a great deal ofwriting. I can see why your upset.


25/125

Management Strategies ~ Control

Seeking Student

Public praise may serve as a trigger to

set this student off. However, try to acknowledge and

reinforce appropriate behaviorswhenever possible.

Do this privately when the opportunityarises or leave a note for the student.


26/125

Revenge Seeking

The revenge-orientated student usually has ahistory of unsuccessful attempts of attentionseeking behavior and power struggles withauthority.

This type of student feels that he is treatedunfairly and others are out to get him.

His goal is to seek revenge by getting back atthem.

When he hurts others, his goal is accomplishedand he actually feels better.


27/125

Revenge Seeking

This type of student may do several

behaviors in order to obtain his goal, suchas; lies, steals, hurts others physically or

emotionally, destruction of property andblames others for treating him unfairly.


28/125

Revenge Seeking

Teachers have feeling of anger, hurt andfrustration toward the student.

However, they must set emotions aside andgenerate an attitude of understanding,

assistance and respect (unconditional positiveregard).

Revengeful behavior usually takes a great dealof time and effort to change.

The goal is to help these students learn how toeffectively cope and express with feelings ofanger, frustration and disappointment.


29/125

Management Strategies~Revenge Seeking

Conduct small group prosocial skills lessons in which thestudent participates but he is not singled out.

Make sure that these lessons are during times when thestudent is calm and in a good space (emotionally).

Establish a mutual contract with the student with the goalbeing to get along with others.

The student can earn certain reinforcements when

positive interactions take place. He can self-monitor his behavior as well.


30/125

Management Strategies~Revenge Seeking

Make sure to be calm and matter of factwhen issuing consequences for hurtful

behavior. The consequences are clearand consistent. Take every opportunity to catch this

student while he is being good. Praisehim privately as public praise may sethim off.

Regardless of the severity of an episode,Treat each day as a fresh start.


31/125

Displays of Inadequacy / Assumed

Disability The goal of the student who displaysinadequacy is to be left alone.

There are usually two different

motivational factors contributing to thisgoal. The first type is evident in the child who

has failed at all attempts of attention,

power and revenge seeking behavior. Without gaining a place in the world, she is

left with feelings of despair.


32/125

Displays of Inadequacy /Assumed Disability

The child, who has made the conclusion at avery young age, that he is worthless, exhibitsthe other type.

These children are very quiet and withdrawn. They have a tendency to become even more

withdrawn if attention is focused on them. They exhibit an attitude of helplessness, gives

up easily or wont even attempt the task,wants to be left alone, set up for failure byplacing unrealistic expectations of themselvesand have on overall air of impending doom.


33/125

Displays of Inadequacy /Assumed Disability

Teachers often become frustrated with

these students. The goal of the teacher is to help the

student learn to overcome feelings ofdiscouragement.


34/125


Inadequacy When introducing new concepts, I make sure to startwith an activity I know the student can be successful.This allows the student to warm-up and feelsconfident before meeting challenging work. Thisformat also works well for assessments.

Call on this student when I know he can respondsuccessfully.

Do not force the student to participate in groupactivities, especially those that are socially oracademically challenging.


35/125


Inadequacy Allow the student to engage in fun learningactivities with his peers.

Organize the groups to ensure that he can

exhibit his strengths and assist others inthe group.

Example, a student enjoys drawing. Ihelped develop an interest in comic booktype art. This student now creates comicbooks as a hobby. I use this as a reinforcerat school.


36/125

References

Dreikurs, R., Grunwald, B., & Pepper, F.(1971). Maintaining sanity in the classroom.New York: Harper Row.


37/125


38/125

Kounins Principal Teachings

Teachers need to know what is going on in all parts of the

classroom at all times.

Kounin verified that teachers good in discipline displayed

this trait, which he called withitness. Good lesson momentumhelps keep students on track.

Kounin used the term momentumto refer to teachers'

starting lessons with dispatch, keeping lessons moving

ahead, making transitions among activities efficiently, andbringing lessons to a satisfactory close.


39/125


Smoothnessin lesson presentation helps keep studentsinvolved.

The term smoothnessrefers to steady progression oflessons, without abrupt changes or disturbing incidents.

Effective teachers have systems for gaining studentattention and clarifying expectations. Kounin called thistactic group alerting.

Teachers must learn how to correct one pupil's behavior

in a way that changes the behavior of others. This iscalled the Ripple effect.


40/125


Effective teachers keep students attentive and activelyinvolved.

Such student accountability is maintained by regularlycalling on students to respond, demonstrate, or explain.

Teachers good in behavior management are able to attendto two or more events simultaneously.

This skill, which Kounin called overlapping, is shownwhen teachers answer questions for students doing

independent work while at the same time instructing asmall group of students.


41/125


Effective teachers see to it that students are not givenoverexposure to a particular topic.

Overexposure produces satiation, meaning students havehad their fill of the topic as shown through boredom,

resistance, and misbehavior. Boredom [satiation] can be avoided by providing variety

to lessons, the classroom environment and by pupilawareness of progress.

Effective teachers make instructional activities enjoyableand challenging. Kounin described how fun and challengedelay satiation.


42/125

Jacob Kounin

Focuses on preventive discipline -- techniques

and strategies designed to prevent the

occurrence of discipline problems in the first

place.

Good classroom management depends on

effective lesson management.
http://www.aucocenter.org/camnang/class_mgnt/maintain.html


43/125

Kounins Principle Teachings

Teachers need to be attentive to all aspects ofthe classroom.

Effective teachers keep students attentive and

actively involved. Teachers should be able to attend to two

activities at the same time.

Activities should be enjoyable and challenging.
http://wwwfac.cord.edu/education/wohlfeil/legacy/032_files/frame.htm


44/125

Kounins Key Ideas

The Ripple Effect

Withitness

Overlapping

Effective Transitions

Group Focus

Satiation
http://scied.gsu.edu/Hassard/mos/10.2.html


45/125

The Ripple Effect

The "ripple effect"occurs when the

teacher corrects amisbehavior in onestudent, and thispositively

influences thebehavior of othernearby students.


46/125

Withitness

Awareness of what

is going on in all

parts of theclassroom at all

times.
http://inset.ul.ie/cm/prev/comment12.htmhttp://inset.ul.ie/cm/prev/comment12.htm


47/125

Overlapping

Being able to

attend to two or

more issues at thesame time.


48/125

Effective Transitions

Keeping lessons

moving with

avoiding abruptchanges.
http://www.jhu.edu/gifted/teaching/classroom/managing%20movement.htm


49/125

Group Focus

The ability to keep

members of the

class or grouppaying attention to

the task
http://www.jhu.edu/gifted/teaching/classroom/group%20focus.htm


50/125

Satiation

Being satisfied or

having enough


51/125

Teachers can reduce satiation by:

Providing a feeling of progress

Offering challenges throughout the

lesson

Being enthusiastic

Adding VARIETY to the lesson


52/125


53/125

Fredrick H. Jones

Director of Classroom Management Training

Program

Improving teacher effectiveness

Emphasis on learner motivation and classroombehavior

Model based on his observations of teachers and

their students behaviors

Combines Instruction with Motivation


54/125

Avoiding Lost Class Time

Time Lost in a Classroom

50% Student Misbehavior and Being Off-Task

30% Talking Without Permission

19% Daydreaming, Out of Seat, Making Noises

1% Serious Behavior Problems

Avoid this lost time by

Using Effective Body Language

Using Incentive Systems Efficient Individual Help


55/125

Effective Body Language

Stop Misbehaviors Without Wasting Time

Eye Contact

Facial Expression (Calm/No Nonsense)

Posture and Gestures (Pointing at a rule on theboard)

Physical Proximity

These Non-Verbal Acts Usually Stop

Misbehavior and Avoid Verbal Confrontation


56/125

Incentive System

Motivates Students to

Do the right thing

Maintain on-task

Behave properly Use Incentives to Build Student

Cooperation

Preferred Activity Time (PAT)

Stars, Candy, and Prizes Motivate onlythe Achievers and Provide no Realistic

Expectation


57/125

Positive Instructional Support

Move Quickly from

Student to Student

Praise/Prompt/Leave

Have Visual Instruction

Plans (VIPs)


58/125

Back-Up Systems

What if the student continues to misbehave?

Plan Ahead

Sequence of Consequences

Remember to have a plan for when the class is out ofthe classroom


59/125

General Guidelines

Set Up the Room to Facilitate Learning

Gain Parental Support from the Beginning

Pay Attention to Why the Disruptions are

Happening Rules

Simple, Clear, Few

Posted and Taught (Students know why)

Reinforced Consistently, Calmly, and Promptly


60/125

Jones Principal Teachings

Approximately 95 percent of all student misbehaviorconsists of talking to neighbors and being out of one'sseat, as well as generally goofing off, such asdaydreaming and making noise.

But it is this behavior that most often disrupts teachingand learning.

On the average, teachers in typical classrooms loseapproximately 50 percent of their teaching time because

students are off-task or otherwise disrupting learning.This amounts to massive time wasting.


61/125


Most teaching time that is otherwise lost can be recoupedwhen teachers use Say, See, Do Teaching, provideefficient help to students, use effective body language,and use incentive systems.

These are the hallmarks of good behavior management. Say, See, Do Teachingis an instructional method that

calls for frequent student response to teacher input.

It keeps students actively alert and involved in the lesson.


62/125


Efficient arrangement of the classroom improves thelikelihood of successful teaching and learning.

This includes seating arrangements that permit the teacherto "work the crowd" as they supervise student work and

provide help. Proper use of body language is one of the most effective

discipline skills available to teachers.

Body language includes eye contact, physical proximity,

body carriage, facial expressions, and gestures.


63/125


Teachers set limits on student behavior not so muchthrough rules as through subtle interpersonal skills. Theseare the skills that convey that teachers mean business.

Students will work hard and behave well when given

incentives to do so. These incentives are teachers' promises that students will

receive, in return for proper behavior, rewards in the formof favorite activities that can be learned by all members of

the group for the enjoyment of all members of the group.


64/125


To be effective, an incentive must be attractive to theentire group and be available equally to all.

Incentives that are available only to certain members ofthe class will affect only the behavior of those few

individuals and leave the class as a whole little changed. Students must learn to do their work without the teacher

hovering over them.

Jones calls students' reliance on teacher presence

"helpless handraising."


65/125


He devised a method of providing help very efficiently tostudents who call for teacher assistance duringindependent work. Jones says to be positive, be briefand be gone."

The goal of discipline is for students to assumeresponsibility for their actions. All aspects of learning areimproved when students do so.


66/125


67/125

Lee Canter

Researched Assertive Discipline

Wrote Multiple Books in Classroom

Management

Research and ideas about Assertive Discipline

has been around since the early to mid 70s


68/125

Canter Model

Based on thousands of hours of observing

effective teachers

Discovered that Assertive Discipline helps

teachers teach and students learn

Marlene Canter help in research and

development of model

Developed both principles and step of

implementation


69/125

Principles of Model

Teachers should insist on responsible Behavior

Failure to teach comes from poor class control

Firm control maintained humanely is

liberating.

Teachers have basic rights as educators


70/125

Principles of Model Cont.

Students have basic rights as learners

Teachers must clearly states the expectations,

consistently apply the consequences, and

never violates the best interests of the pupils

The assertive teacher is more effective than

the nonassertive or the hostile teacher


71/125

Assertive Discipline

Stating and teaching expectations early

Persistence in stating expectations and wishes

Use of a clear, calm, firm voice and eye contact

Use of non-verbal gestures that support the verbalstatements

Influencing student behavior without threats or

shouting

Broken record technique


72/125

Steps of Assertive Discipline

1. Recognize and remove roadblocks to

assertive discipline

2. Practice the use of assertive response styles

3. Learning to set limits

4. Learning to follow through on limits

5. Implementing a system of positive assertions


73/125

Advantages and Strengths

Develop good class control

Student expectations are clearly stated

Rules and limitations are also clearly stated

Helps build classroom respect

Positive, caring, and productive classroom

environment


74/125

Disadvantages and Weaknesses

With out student/teacher respect model will

not work

Teaching style may not fit the needs of all

students

Can be a bad way to start off the year

Teachers can become over controlling


75/125

Example

Teacher: "Vince, you have work to do. Get away fromthat window and sit in your seat."

Student: "But I want to see the cop give that guy aticket."

Teacher: "I understand, but I want you to sit downnow."

Student: "'Just one minute, OK?"

Teacher: "'No, Vince, I want you to sit down now.

Student: "Aw, OK."If student does not obey after third time, then

consequences should be placed into action


76/125

Canter and what we have learned

Classroom management is important to

providing a productive learning environment

Students safety is most important

Students need to know and understand what

is expected of them and what is required of

them

Canters Model of Classroom


77/125

Canter s Model of Classroom

Management

Ineffective classroom managers are:

Passive

InconsistentReactive

Non-assertive

Begging and PleadingHostile and Angry



78/125


Management

Effective classroom managers are:

In control

Assertive

Proactive

Consistent

Firm

Calm

Effective classroom managers have a sense ofefficacy.



79/125


Management

Rules:

Need to be visible and observable

Applicable at all times

Should be few, five at most

Have student input

Rewards should have guidelines and use positive

recognition Consequences should be non-violent, consistent,

hierarchical organized, and comfortable to use.



80/125


Management

Critical components:

Teachers should be allowed to teach

Assertive discipline is a philosophy and asystematic approach to classroom

management

Positive recognition/reward must be genuine

and natural

Consequences should be short term

Positive reinforcement/recognition should be

long term

h C i i l hi


81/125

The Canters Principal Teachings

Today's students have clear rights and needs that must bemet if they are to be taught effectively.

These students' rights and needs include a caring teacherwho persistently works to foster the best interests of

students. Teachers have rights and needs in the classroom as well.

Teachers' rights include teaching in a classroom that isfree from disruption, with support from parents and

administrators as they work to help students.

Th C P i i l T hi


82/125


The most effective teachers are those who remain incontrol of the class while always remembering that theirmain duty is to help students learn and behaveresponsibly.

Teachers must continually model through their own

behavior the kind of trust and respect for students thatthey want students to show toward others.

A good discipline plan, built upon trust and respect, is

necessary for helping.

Th C P i i l T hi


83/125


Students limit their own counterproductive behavior.Such a discipline plan contains rules and consequences,and it must be fully understood and supported by studentsand their parents.

Teachers should practice positive repetitions. Positiverepetitions involve repeating directions as positivestatements to students who are complying with classrules, for example, "Fred remembered to raise his hand.Good job."

Th C P i i l T hi


84/125


Negative consequences are penalties teachers invokewhen students violate class expectations.

They are brought to bear only when all else fails. Theymust be something students dislike (staying in after class,

being isolated from the group) but must never bephysically or psychologically harmful.

Positive consequences are rewards, usually words orfacial expressions, that teachers offer when students

comply with class expectations. The Canters consider positive consequences to be very

powerful.

Th C t P i i l T hi


85/125


Today's teachers must both model and directly teachproper behavior. It is not enough for teachers simply toset limits and apply consequences. They must go well

beyond that to actually teaching students how to behave

responsibly in the classroom. Teachers can have success with a majority of students

deemed difficult to manage.

They can accomplish this by reaching out to those

students, learning about their needs, interacting with thempersonally, and showing a constant willingness to help.


86/125


87/125

The Ginott Model

Haim Ginott(1922-1973)


88/125

Haim Ginott(1922 1973)A Glimpse of His Life.

Began his career as a schoolteacher in Israel in 1947 before

immigrating to the United States.

Then he earned a doctoral degree

in clinical psychology, from

Columbia university, in 1952. During his work at the guidance

clinic, in Jacksonville Florida, he

refined his unique combination of

compassion and boundary

setting.

His work had a significant impacton the way adults relate to

children.

His goal was to help parents and

teachers socialize children while

simultaneously cultivating theiremotional well being.

He taught adults how to relate to

children in a caring and

understanding way without

diminishing their authority.

K l t f th Gi tt M d l


89/125

Key elements of the Ginott Model

Congruent Communication

Fostering Independence and Self Respect

Avoiding the Perils of Praise

C t C i ti


90/125

Congruent Communication

Congruent communication is a wayof communicating with students

that increases self-esteem and

decreases conflict. It involves

talking with and responding to

students in an empathic manner.It also involves appropriate

expression of anger, and the use

of sane messages that are

logical and rational.

Talk to the situation, not to thepersonality and character is thecardinal rule of communication.

(Quote from teacher and child p.

84) When angry, an enlightened

teacher remains real. Hedescribes what he sees, what hefeels, and what he expects. (P.84)

A teacher cannot be artificial and

effective. Nothing defeats himmore than phoniness. No onecan pretend respect and carewithout being detected. Skilldivorced from genuineness issoon unmasked. (P.84)

C t I t


91/125

Congruent Incongruent

A child spills paint: Oh. I see thepaint spilled. We need water anda rag.

A child forgot to return his bookto the library: Your book needsto be returned to the library. Its

overdue

A class is getting ready to go togym and two girls are playingcatch with their sneakers: Itmakes me angry to see that.

Sneakers are not for throwing.They are for wearing to the gym.

A child spills paint: You are soclumsy. Why are you so

careless?

A child forgot to return their book

to the library: You are so

irresponsible! You alwaysprocrastinate and forget. Why

didnt you return the book to the

library?

Teacher goes with his/her first

impulse to yell and punish.

F t i I d d d S lf R t


92/125

Fostering Independence and Self Respect

Ginott believed that dependencybreeds hostility. Therefore,teachers should encourageautonomy.

Facilitating autonomy-childrenneed to make choices about their

behavior. Teachers can meet thisneed by giving students smallchoices, such as the number ofproblems they are given forhomework.

Guiding emotion- use reflectivelistening. This will help childrenclarify their own emotions.

Children are dependent on theirteachers, and dependency breeds

hostility. To reduce hostility a

teacher deliberately provides

children with opportunities to

experience independence. Themore autonomy, the less enmity;

The more self-dependence, the

less resentment of others.(Quote

from teacher and child p. 91)



93/125


Evaluative praise places ajudgment on character traits.

Evaluative praise can be

destructive. (Apple example)

Appropriate praise tells students

what they have accomplishedwhile letting them draw their

own conclusions about its value.

Praise, like a drug, may make achild feel good-for the moment.

However, it creates dependence.

Others become his source of

approval. He relies on them to

quench his craving and establishhis value. They must tell him his

daily worth.(Quote from teacher

and child p. 126)


94/125

Examples of Appropriate Praise

? ? ? ? ? ? ? ?

So Where Is the Discipline?


95/125

So, Where Is the Discipline?

The essence of discipline is finding effective alternatives topunishment. To punish the child is to enrage him and makehim uneducable." (Teacher and Child p. 147,148)

In discipline whatever generates hate must be avoided.Whatever creates self-esteem is to be fostered. (Teacher and

Child p.148) The emphasis is on prevention.

Ginott believed that discipline problems could be preventedthrough loving, warm, and patient action on the part of theteacher, and that when a problem occurs the emphasis should

be on the problem, rather than the individual. (Examples frombook)

Strengths


96/125

Strengths

The Ginott model is very effective in helping teachersestablish positive communication with their students.

The focus is on empowering students to develop their own

sense of responsibility and independence, and the model

creates a venue for teachers to facilitate students progress inthis area.

Can be incorporated into the use of any discipline model,

because the concepts of the Ginott model complement both

the more structured discipline models and the less structureddiscipline models.

Weaknesses


97/125

Weaknesses

The Ginott model does not give a specific method for dealingwith more serious ongoing discipline problems. Many people

prefer to have a more structured procedure for dealing with

serious misbehavior.

Insufficient support for teachers who are used to a more

traditional role in dealing with students.

Case Study


98/125

Case Study

Rhoda, a 12 year old migrant, who has alanguage deficiency, is coming to school with

bad body odor. The students and parents are

complaining, and the teacher has chosen toignore the situation. He had just received a

note from the principal stating that he must

address the rotten smell emanating from hisroom.

Identify the problem


99/125

Identify the problem

The problem is we have a student with aserious hygiene problem that is causing

disruption in the classroom.

Objective


100/125

Objective

Rhoda will have a self-awareness that there is

a problem with her personal hygiene.

Solutions


101/125

Solutions

The teacher will indirectly incorporate components of dailyhygiene into a math lesson on volume or money. For example

teaching students how to measure volume and giving the

assignment to measure the volume of water that builds up

when they are taking their DAILY shower.

Parent-Teacher-Interpreter Conference (Ginotts Way)

Implementation


102/125

Implementation

Conduct math lesson on volume or money, including personal hygieneterminology and correlate it to math problems. Provide worksheets to the

students, along with daily hygiene items that will be related to the math

lesson. Allow the students to keep the items for use at home.

Conduct a parent/teacher/interpreter conference using Ginotts method

of parent education: Recitation

Sensitization

Learning of Concepts

Teaching and practice of better skills

*Will meet in 2 weeks to review progress

Evaluate


103/125

Evaluate

After the lessons were taught there was a noticeabledifference in Rhodas personal hygiene for two

weeks, and the students complained less. After two

weeks the odor returned, and solution two had to be

implemented.

With the help of the interpreter the parents became

aware of the importance of the issue of personal

hygiene and the problem was resolved.

Ginotts Principal Teachings


104/125

Ginott s Principal Teachings

Learning always takes place in the present tense, meaningteachers must not prejudge students or hold grudges.

Discipline is little-by-little, step-by-step. The teacher'sself-discipline is key. Model the behavior you want in

students. Learning is always a personal matter to the student.

Large classes often make teachers forget that eachstudent-learner is an individual who must be treated assuch.

.



105/125


Teachers should always endeavor to use congruentcommunication, which is communication that isharmonious with students' feelings about situations andthemselves

The cardinal principle of congruent communication is that

it addresses situations. It never addresses students'character or personality.

Teachers at their best, using congruent communication,do not preach or moralize, nor impose guilt or demand

promises. Instead, they confer dignity on their students bytreating them as social equals capable of making gooddecisions.



106/125


Teachers at their worst label students, belittle them, anddenigrate their character: They usually do these thingsinadvertently.

Effective teachers invite cooperation from their students

by describing the situation and indicating what needs tobe done. They do not dictate to students or boss themaround, which provokes resistance.

Teachers have a hidden asset upon which they shouldalways call, namely, "How can I be most helpful to mystudents right now?"



107/125


Teachers should feel free to express their anger, but indoing so should use I-messages rather than you-messages.

Using an I-message, the teacher might say "I am veryupset." Using a you-message, the teacher might say "You

are being very rude." It is wise to use laconic language when responding to or

redirecting student misbehavior. Laconic means short,concise, and brief, which describes the sort of responsesGinott advocates.



108/125


Evaluative praise is worse than none at all and shouldnever be used. An example of evaluative praise is "Good

boy for raising your hand."

Teachers should use appreciative praise when responding

to effort or improvement. This is praise in which theteacher shows appreciation for what the student has done,

without evaluating the student's character (e.g., "I can

almost smell those pine trees in your drawing").



109/125


Always respect students' privacy. Teachers should neverpry when students do not wish to discuss personalmatters, but should show they are available shouldstudents need to talk.

Use sane messages when correcting misbehavior.Address what the student is doing, don't attack thestudent's character [personal traits]. Labelingdisables.

Use communication that is congruentwith student'sown feelings about the situation and themselves.



110/125


Invite cooperation rather than demanding it. Teachersshould express their feelings--anger--but in sane ways.

"Sarcasm is hazardous. Praise can be dangerous; praisethe act, not the student and in a situation that will not

turn peers against the pupil. Apologies are meaningless unless it is clear that the

person intends to improve.

Teachers are at their best when they help pupils develop

their self-esteem and to trust their own experience.

References


111/125

References

REFERENCES Ginott, H. G. Teacher and Child New York: Collier Books Macmillan

Publishing Company, 1993

Handouts, for this assignment, from Ms. Cavin

http://faculty.leeu.edu/~bestes/resources/modelsofdiscipline.html

http://www.arfamilies.org/family_life/Educators/ginott_method.htm http://www.betweenparentandchild.com/index.php?s=conten&p=Haim

http://en.thinkexist.com/quotes/dr._haim_ginott/

http://eqi.org/ginott.htm

www.inspiringthots.net/movie/trs-power.php
http://faculty.leeu.edu/~bestes/resources/modelsofdiscipline.htmlhttp://www.arfamilies.org/family_life/Educators/ginott_method.htmhttp://www.betweenparentandchild.com/index.php?s=conten&p=Haimhttp://en.thinkexist.com/quotes/dr._haim_ginott/http://eqi.org/ginott.htmhttp://www.inspiringthots.net/movie/trs-power.phphttp://www.inspiringthots.net/movie/trs-power.phphttp://www.inspiringthots.net/movie/trs-power.phphttp://www.inspiringthots.net/movie/trs-power.phphttp://eqi.org/ginott.htmhttp://en.thinkexist.com/quotes/dr._haim_ginott/http://www.betweenparentandchild.com/index.php?s=conten&p=Haimhttp://www.arfamilies.org/family_life/Educators/ginott_method.htmhttp://faculty.leeu.edu/~bestes/resources/modelsofdiscipline.html


112/125


113/125

Linda Alberts Principal Teachings

Students choose their behavior. How they behave isnot outside their control. Virtually all can behave

properly when they see the need to do so.

Students need to feel that they belong in theclassroom. This means they must perceive themselvesto be important, worthwhile, and valued.

When students misbehave, their goal is usually eitherto gain attention, gain power, exact revenge, or avoidfailure. At times, misbehavior can also occur becauseof exuberance or simply not knowing the proper wayto behave.



114/125

Linda Albert s Principal Teachings

Teachers can only influence student behavior; theycannot directly control it. By knowing which goalstudents are seeking teachers can exert positiveinfluence on behavior choices that students make.

Teachers in general reflect three styles of classroommanagement: permissive, autocratic, and democratic.Of the three, the democratic style best promotes gooddiscipline. Albert refers to these three styles as the

hands-off, hands-on, and hands-joined styles.



115/125


The Three C's -- capable, connect, and contribute --are essential in helping students feel a sense of

belonging. When students feel capable, they are ableto connect personally with peers and teachers and

able to make contributions to the class and elsewhere.With the three C's in place, the incidence ofmisbehavior drops dramatically.

Teachers should work cooperatively with students to

develop a classroom code of conduct. The code ofconduct stipulates the kind of behavior expected ofeveryone in the class.



116/125


Teachers should also work cooperatively withstudents to develop a set of consequences to beinvoked when the classroom code of conduct istransgressed. When students participate in developing

consequences, they are more likely to accept them asfair and reasonable.

When conflicts occur between teacher and students,the teacher should remain cool and relaxed. Teachers

should adopt a businesslike attitude and use a calmyet firm tone of voice.



117/125


Encouragement is the most powerful teaching toolavailable to teachers. Few things motivate good behavioras much as does teacher encouragement.

Teachers should remember that in order to develop a good

system of discipline, they require the cooperation ofstudents and parents. Both should be valued as partnersand their contributions brought meaningfully intocooperative discipline.


118/125

B.F. Skinners Principal Teachings


119/125

B.F. Skinner s Principal Teachings

Even before Redl and Wattenberg publishedtheir suggestions for working with the group,

a Harvard psychologist named Burrhus

Frederic Skinner was making interestingfindings about how our voluntary actions are

affected by what happens to us immediately

after we perform a given act.



120/125

.F. Skinner s Principal Teachings

Skinner is respected as perhaps the greatest behavioralpsychologist of all time. He earned his doctorate in psychologyat Harvard in 1931 and from that time almost until his deathin 1990 published articles and books based on his findings andbeliefs about human behavior.

During all those years, Skinner never concerned himself withclassroom discipline.

However, his followers saw the applicability of his findings,especially

in regard to encouraging students to behave acceptably in the

classroom. Those followers, sometimes referred to as "Neo-Skinnerians," devised and popularized the procedure ofbehavior modification which is used extensively in differentrealms of human learning



121/125

p g

Behavior modification (not a term Skinner used) refers to theoverall procedure of shaping student behavior intentionallythrough reinforcement. This procedure still comprises a majorpart of many teachers' discipline systems,. particularly at theprimary grade level.

Constant reinforcement, provided every time a studentperforms a desired act, helps new learnings becomeestablished. The teacher might praise Jonathan every time heraises his hand, or privately compliment Mary every time sheturns in required homework.



122/125

p g

Intermittent reinforcement, in which rewards are suppliedonly occasionally, is sufficient to maintain desired behavioronce it has become established. After students have learnedto come into the room and get immediately to work, theteacher will only occasionally need to express appreciation.

Behaviors that are not reinforced soon disappear or, asSkinner said, become extinguished. If Roberto raises his handin class but is never called on, he will sooner or later stop

raising his hand.



123/125

p g

Successive approximation refers to a behavior-shapingprogression in which behavior comes closer and closer to a

preset goal. This process is evident when skills are being built.

Here students are rewarded regularly for improvement.

Punishment often has negative effects in behavior

modification and hence is not used in the classroom. Skinner

believed punishment could not extinguish inappropriate

behavior.



124/125

p g

Although Skinner did not concern himself with classroomdiscipline per se, his discoveries concerning the shaping ofdesired behavior through reinforcement led directly tobehavior modification, still used to speed and shape academicand social learning.

Years ago many primary grade teachers used behaviormodification as their entire discipline system, rewardingstudents who behaved properly and ignoring those whomisbehaved.

Very few teachers now use behavior modification as theirdiscipline system,yet Skinner's principles of reinforcement areapplied in classrooms everywhere.


125/125

Prepared by

Professor J. McNair

Documents

Classroom Mgt Theorists 2 (1)