Upload
nvmr-smiley
View
218
Download
0
Embed Size (px)
Citation preview
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
1/54
TSL3109 Managing The Primary
ESL Classroom
Week 3:
Approaches, Theories & Models
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
2/54
Introduction to Classroom Management
Approaches
Authoritarian
Behavior Modification
Group Processes/
Socio Psychological
Instructional Management
Socio-cultural
Theories & Models
Building Foundation
Assertive Tactics
Democratic teaching
Instructional Management
Congruent Communication
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
3/54
APPROACHES
Correlative
assumptions/ beliefs
Instructionalbehavior
Pupil behavior
Teacher-pupilcontrol
Rules andprocedures
Describes whata teacherassumes to be
the mostappropriateway to managea classroom.
(Manning&Buc
her,2013)
THEORIES
Underlying
principles Provide foundation
for CM approachesand strategies
Theories based onstudies
To change classenvironment andinstructionalpractices
To improve studentbehaviour
(Hardin, 2008)
MODE
LS
Are based on
approaches andtheories
Consist ofspecificstrategies andtechniques
To manageinstructionalbehaviour andstudent
behaviour
(Manning &Bucher, 2013)
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
4/54
Introduction to Classroom Management
Approaches
Authoritarian
Behavior Modification
Group Processes/
Socio Psychological
Instructional Management
Socio-cultural
Theories & Models
Building Foundation
Assertive Tactics
Democratic teaching
Instructional Management
Congruent Communication
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
5/54
Classroom management Approaches
1. Authoritarian classroom Management(Power Types and Power Bases)
2. Behavioral modification
3. Group process/ social-psychological
4. Instructional classroom management
5. Socio-cultural
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
6/54
1. Authoritarian classroom Management
Have full responsibility for regulatingthe classroom Devise and enforce specific rules to
control pupil behaviour Entirely in power and deal forcefully
and quickly with misbehaviour
Developing & maintaining classroomcontrol requires both AUTHORITYand POWER
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
7/54
Authority vs. Power
Authority is the right teachers have tomake decisions that affect the choicesavailable to students. It is the rightvested in them as teachers (Larrivee,2009; French & Raven, 1960)
Authority is of little consequencewithout power.
ZAHS
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
8/54
Authority vs. Power
When control in the classroom isthreatened, a teacher must turn toPOWER.
The ability to make students comply inthe classroom or to influence theirparticipation.
ZAHS
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
9/54
Authority vs. Power
Teachers use their authoritywhen theyassign work to students. Poweris whatthey use to get students to complete theirassignments.
Teachers can choose to manage studentbehaviour by using their authority &exercising power & control by dispensing
rewards & punishment, or they can choosenot to use their power in favour ofstrategies that empower students to maketheir own choices.
ZAHS
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
10/54
SOURCES OF POWER
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
11/54
5 POWER TYPES
A. COERCIVE
B. REWARDC. LEGITIMATE
D. EXPERT
E. REFERENT
CLEARPOWER TYPES
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
12/54
a. Coercive
Power BaseAuthority by virtue of power toreward & punish
CharacteristicsDictates rules & proceduresUses system of incentives &
punishmentsRequires careful teacher surveillance
One has power by administeringpunishment.
ZAHS
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
13/54
Contd Coercive
May lead to the suppression ofmisbehaviour & it may re-emerge ina different form or transferred toanother environment
Can damage a students self-esteem & self-reliance
Can create conflict & induceresistance to teacher influence
ZAHS
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
14/54
ZAHS
I behave for youin order to avoidbeing punished
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
15/54
B. Power type: Reward
Power BaseAuthority by virtue of power to
affirm ones achievements.
CharacteristicsLinked to social approval
Uses system of incentives
Emphasises extrinsic over intrinsicmotivation
One has power by providing rewards.
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
16/54
Cont Reward May lead to a more favourable attitude
toward learning Relationships often grow & are
nourished by appreciation
Interest in a subject is nurturedthrough praise & admiration
Not useful whenthe student no longervalues the reward being offered & thegood behaviour may disappear if thereward disappears.
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
17/54
Contd Reward
I behave for you inorder to get something
from you
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
18/54
C. Power type: Legitimate
Power Base Authority by virtue of appointed
position
Characteristics
Clearly communicates delineation ofteacher & student role.
Prescribes standards for appropriatebehaviour
Reminds students of teachers positionof authority.
One has powerbecause of ones position.
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
19/54
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
20/54
ContdLegitimate
Students follow the teachersrequirements out of respect for therole of teacher
When students affirm the teachersrole, compliance results.
Not useful when the student has
weak history of respect of authorityfrom the home (e.g. the childsparents dont respect authority)
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
21/54
D. Power type: ExpertPower BaseAuthority by virtue of knowledge &
expertiseCharacteristics
Centers around content Focuses on keeping students on taskUses procedures that redirect
students to the learning task
Carefully monitors studentprogression through the lesson.One haspower based on knowledge
or training.
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
22/54
Contd Expert
I behave because
you know more
than I
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
23/54
Contd Expert
Enthusiasm for subject
Not useful when the studentdoes not believe the teacherknows what she is talking about
or that the area of knowledgeis not seen to be significant tothem
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
24/54
E. Power type: Referent
Power BaseAuthority by virtue of relationship
power. Characteristics
Establishes democratic proceduresRespects students rightsNegotiate mutual solutions to
problems. One has powerearned through actions
that demonstrate trust, caring &
concern.
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
25/54
Contd Referent
ZAHS
I behave for youbecause you like me& I want to pleaseyou
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
26/54
Contd Referent
Emphasises honest, positive relationship
Acknowledges values & capitalizes onindividual differences
Emphasises a sense of belonging in theclassroom & a mutual sense of purpose
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
27/54
Authoritarian classroom management
models
i. Skinners BehaviorModification Model
ii. Jones positiveclassroom discipline
iii. Canters assertivediscipline
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
28/54
I. Skinners Behavior Modification
Model
Teachers shape pupil behaviour
through systematic reinforcementincluding rewards and negativereinforcements.
(Manning and Bucher, 2013)
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
29/54
ii. Jones positive classroom discipline
Emphasises the effectiveness andefficiency of teachers behaviour in gettingpupils to get involved in the learningprocess.
Manage their classrooms by providingengaging lessons, helping pupils with workproblems and giving incentives to promoteresponsibility.
They set clear limits and organise their
classroom effectively (Hardin, 2008; Charles, 2002; Manning
and Bucher, 2013)
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
30/54
iii. Canters assertive discipline
believe that teachers and pupils have rights in
the classroom. (Lee & Canter) expect teachers to be assertive, to set clear
rules of behaviour and expectations, and enforcethem calmly through a discipline hierarchy of
consequences. Teachers have to communicate needs and
requirements to pupils clearly and firmly, andrespond with appropriate actions.
They are to get pupils to fully comply to ruleswithout violating the interest of the pupils(Hardin, 2008; Charles, 2002; Manning and Bucher,2013)
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
31/54
2.BEHAVIOUR MODIFICATION
aka REINFORCEMENT THEORY
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
32/54
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
33/54
Behavioral modification
Traditionally, managing individualstudent behaviour & maintaining orderin the classroom has relied on the use
of extrinsic rewards & punishment. Trs are using their authority position
to control students behaviour.
The use of extrinsic motivation is onlyshort-term. Motivating students towant to behave appropriately is theultimate long-range.
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
34/54
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
35/54
Basic Principles of Behaviour
Modification (BM)
1. Behaviour is influenced by theconsequences that follow it.
2. Behaviour can be developed,maintained, strengthened, or
weakened by the consequencesthat follow the behaviour.
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
36/54
ContdBasic Principles of Behaviour
Modification (BM)
1. Based on the notion that behaviourthat is rewarded will tend to berepeatedwhile behaviour that that is
not rewarded (i.e. ignored or punished)will tend to be weakened or eliminated.
2. Positive reinforcement or rewards
more powerful behaviour modification
ZAHS
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
37/54
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
38/54
ZAHS
Options for Decreasing Undesired Behaviour
Add (+) Take Away (-)
Punishment: Add negative or
consequence
Punishment: Take away positive
reinforcer
Reinforcing Incompatible
Behaviour: Add reinforcement
for opposite (incompatible)
behaviour while ignoring
undesirable behaviour
Response Cost: Contingent
withdrawal of a specified amount
of reinforcement while
maintaining the potential to earn
a reward
Time Out: Take away from
reinforcing environment
Extinction: Take away any
reinforcement (ignore)
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
39/54
Classroom Applications of Reinforcement
The Premack principle makes students
preferred behaviour dependent on theoccurrence of a less preferred behaviour inorder to increase the preferred behaviour.
If all of you get your books & materials put
away, you can leave for recess early.If you work quietly for 20 minutes, you canhave free time to talk to anyone you like
for 5 minutes. Allows the teacher to use a reward for the
incompatible behaviour rather than punish thebehaviour that is causing a problem.
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
40/54
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
41/54
Teacher interventions to decrease problem behaviours that
are reward based.
Problem Behaviour Jenny frequently talkingwithout permission
Intervention StrategyJenny was given five tokens when she enteredthe classroom. Each time she talked withoutpermission, she paid the teacher one token.At the end of the day, each token she had leftwas worth an allotted period of time to be spentplaying a game.
Reinforcer Playing a game
Reinforcement PrincipleResponse cost
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
42/54
Teacher interventions to decrease problem behaviours that
are reward based.
Problem Behaviour Students walking aboutexcessively
Intervention Strategy
The teacher informed the students thatshe would allow them a special privilege thelast 5 minutes of class each day if theydecreased their movements. The studentssuggested games & snacks as special
privileges. Instances of walking about wererecorded.
Reinforcer Special privilege the last 5minutes of class
Reinforcement Principle:Premack Principle
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
43/54
Types of Reinforcers
There are a variety of reinforcers inpromoting desired behaviours.
Effectiveness depends on individual studentcharacteristics & preferences as well as theparticular setting & the task demands.
Reinforcers can be thought of on a continuumbeginning with more tangible rewards &ending with personal satisfaction.
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
44/54
The Reinforcement Hierarchy
1 2 3 4 5 6 7 8
Consumab
le
Tangible
Token
Activity
Privilege
Peerrecog
nition
AdultAppr
oval
SelfSatisfa
ction
Material Reinforcers Activity &
Privilege
Reinforcers
Social
Reinforcers
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
45/54
Types of Reinforcers
a. Tangible
real objects that students can earn asrewards for desired behaviour.
They are widely used with studentswho have special behaviour problems.
Examples of reinforcers are: popcorn,raisins, crayons, pencils, badges, etc.
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
46/54
Types of Reinforcers
b. Graphic
include marks of various kinds such asnumerals, checks, happy faces, andspecial symbols.
Teachers make these marks with feltpens and rubber stamps, enter them
on charts or use a paper punch to makeholes in cards kept by the students,attach stars or stickers.
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
47/54
Types of Reinforcers
c. Activity Includes activities that students prefer in
school. Any activity can be used as areinforcer if students prefer it to another.
Examples of activities that usuallyreinforce academic learning for young
students are:Being a monitor, sitting near the teacher,
choosing the song, cleaning the board,sharing a pet or toy.
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
48/54
Types of Reinforcers
d. Socialconsist of words, gestures, and facial
expressions. Some examples are:
Verbal- OK. Wow! Excellent. Nicegoing. Exactly. Right. Thank you. I likethat. Would you share that. Good Job!
Non-verbal- Smiles, winks, eyecontact, nods, thumbs up, pats, shakehands.
L i A li i T k
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
49/54
Learning Application Task
BM Sample Problems
The following are some sample cases thatrequire intervention strategies. Try your handat designing BM programmes for these four
students. Ask yourself, What behaviour could take
place of the undesirable behaviour? Whatmight be reinforcing for the student? What
factors might be sustaining the behaviour?
Share your answers.
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
50/54
Situation 1
Ah Seng bullies & frightens otherstudents. Three of his classmates arereluctant to go to recess because he
picks on them. How would you go aboutreducing his aggressive behaviour? Howwould you strengthen his cooperative &
socially desirable behaviour?
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
51/54
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
52/54
Situation 3
Jonathan swears excessively. Not onlyare these comments disruptive, they arecontagious. A few of the other students
are beginning to see if they can getaway with swearing. As the teacher,what would you do about his swearing?
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
53/54
Situation 4
Aina is an 8-year-old of averageintelligence who is constantly out of herseat, walking around the room & talking
to her classmates. How would youdecrease Ainas out-of-seat behaviour?How would you improve her ability to
remain on task?
8/12/2019 PrintingTSL3109 Part 1 WEEK 3
54/54
Main References
Larrivee, B. (2009) AuthenticClassroom Management.
Pearson.
Charles, C.M. (2011) BuildingClassroom Discipline. Pearson