Classroom_Management

Classroom Management 1. Describe and critically discuss the major features of the main approaches to behaviour management the Porter (2007) describes in her text. 2. Critically review the appropriateness of each model to Australian Primary or Secondary School settings. INTRODUCTION Classroom management is a highly emotive and at times spurious phrase. It conjures up many images and experiences in which there are abundant publications bursting with competing theories, applications and never-ending analysis. Google the phrase and over 100,000 pages are listed with various approaches that range from common sense applications to profound theoretical dissertations on the subject (50 ways to handle the difficult class, 10 ways to deal with defiant students, Managing excessive talking successfully, etc...). However, disruptive behaviours in the classroom have real costs including: • distracting other students and the teacher in class • reducing student involvement in the learning process • lowering other students' motivation in or out of class for that particular subject • influencing fairness in assessment • using the teacher’s teaching time unproductively • teacher and students experience a lack of respect Porter (2007)[1] draws down on all the competing theories of classroom management and summarises five/six approaches which take in holistic, constructive, preventative and remedial strategies. These approaches include: • Limit-setting approach-Canter & Canter • Applied Behaviour Analysis • Cognitive-behaviourist approach • Neo-adlerian theory- Rogers • Humanism • Choice theory-Glasser Porter argues that when considering the effectiveness of each theory one should question “effective at what'” [2] Teachers should examine the purpose of each approach and also consider comprehensiveness, practical requirements, educational value, government and school management policy, and ethics when assessing theories. The Victorian government offers provisions for classroom management under the heading of Student Engagement Policy Guidelines[3] in which schools are required to develop their own policy, and these guidelines “... aim to assist schools in developing their Student Engagement Policy”. As well there is a Student Wellbeing Policy, a Student Attendance - It’s Not OK To Be Away and a Respectful Relationships Education provision. These guidelines are well intentioned and do offer online resources and proformas, but it does not address “the capacity of each student to manage her/his own behaviour” [4] The Respectful Relationships is aligned with VicHealth which appears to have its violence policy grounded in a ‘violence against women’ policy.[5] The positives are that classroom management policy development within the Victorian government Education policy is an ongoing process with general needs being considered by consistent data collection. A regular review process aims to deliver better outcomes for all the school community, though teachers need to have more input into shaping these policies rather than merely data collecting, as the bureaucratic interpretive processes would be self-limiting. The Victorian policies align more with Porter’s Choice theory and the Neo-adlerian strategy as individual whole school communities are part of the process with an implied preventative strategy, and there is encouragement and some democratisation in effecting student engagement frameworks that Porter refers to in her descriptions of Choice and Neo-adlerian approaches. These policies do, however, have limitations in that who monitors the individual school policies, and who determines if those policies are working or not' Are there specific time frames to meet in implementing policy and the subsequent success or failure of that policy' And what of the logistics in enlisting the whole school community' Many teachers chose not to live in some regional towns where they teach, so how are they able to relate to the ‘community’ experience/expectations' Porter addresses some of these issues in her Mandate and Philosophy headings,[6] and each individual school in Victoria would have to consider policy on the above questions. More importantly though, there is recognition within education governance that classroom management has now become an important issue for many practioners, schools and communities. One would hope that these revised provisions are adequate and ongoing in addressing problem behaviour. THEORISTS |[7] |Assertive Discipline |Applied Behaviour |Cognitive Behaviourist |Neo-Adlerian |Humanist and Choice | | |(Limit setting) |Analysis |Approach | |Theories | | |Canter & Canter (1992) | | | |(Glassner) | |Main Points |Teachers have the right |Behaviour is a |Student behaviour is a |Inclusive, |Behaviour is reflective of| | |and responsibility to |reaction to external|direct response to the way |safe and free from |a student’s well-being | | |control and provide an |stimuli |they feel/think about |bullying, harassment, |Students will show respect| | |ordered classroom |Behaviour is |themselves or their |intimidation and |for teachers, fellow | | |Students are expected to |maintained by its |environment |victimisation. |students, other staff and | | |follow the discipline code|consequences-predict|Thinking and emotion | |school visitors and not | | |or school rules and to |and control |influence behaviour | |engage in any form of | | |comply with staff |Order is required |Students learn from |Behaviour is a |harassment, victimisation | | |directions regarding |for quality learning|experiences |reflective sense of |or intimidation. | | |discipline and appropriate|Learning occurs when|Emphasis on |belonging or not | | | |behaviour. |new behaviours are |self-reflection, control |belonging |Students and staff have | | |Strategies and practices |required-change |and problem-solving skills |Learning is dependent |the right to be treated | | |to manage inappropriate |stimuli surrounding |Strategies and practices to|on the feeling of |fairly and with dignity in| | |student behaviour. |behaviour |recognise and reinforce |self-worth and |an environment free from | | | | |student achievement |acceptance |disruption, intimidation, | | |Monitoring, evaluation and| | |Students need |harassment, victimisation | | |reporting requirements | | |encouragement and |and discrimination. To | | |Students require clear | | |respect in order to |achieve this, all schools | | |limits | | |achieve their full |are expected to maintain | | |Learning requires order | | |potential |high standards of | | | | | | |discipline | | | | | | | | | | | | | |Curiosity leads to | | | | | | |learning | | | | | | |Problem behaviour is best | | | | | | |managed using | | | | | | |problem-solving techniques| | | | | | |rather than punishment | | | | | | |Facilitate rather than | | | | | | |direct student learning | | | | | | |Needs of survival, love, | | | | | | |belonging, power, fun and | | | | | | |freedom | | | | | | |Learning occurs when | | | | | | |content and presentation | | | | | | |is interesting, fun and | | | | | | |relevant | | | | | | |Schools will have to | | | | | | |change from bossing | | | | | | |students to leading them | |Strengths |Effective and produces |Clarity of behaviour|Increases student |Provides encouragement |Preventative focus-avoid | | |quick results |observation |motivation |and motivation for |problem behaviour before | | | | |Provides students with |students to do the |it happens | | | | |‘space’; in which to |right thing |Positive view of | | | | |control and take |More democratic than |students-better | | | | |responsibility for their |authoritarian |relationship between | | | | |behaviour |Teachers and parents |teacher and student | | | | | |may collaborate |Promotes | | | | | | |self-responsibility and | | | | | | |behaviour management | | | | | | |Whole school approach | | | | | | |Promotion of | | | | | | |self-responsibility | | | | | | |Taking the context and | | | | | | |individual into account | |Weaknesses |Students will comply at |Authoritarian-contro|Students need to learn to |Some authoritarian |Little immediate behaviour| | |the minimum once they have|lling rather than |link their thinking to |intervention is |interventions | | |worked out Incentives and |guiding students |their behaviour and this |required, so therefore |Teacher integrity most | | |Penalties. Enforcing the |Time consuming |may be difficult |an unequal relationship|tested | | |limits is common practice | |Students not motivated in |with the teacher |Teachers need | | |but time consuming. | |self-management may not |Students emotional |sophisticated | | |Students become immune to | |take responsibility for |needs may not be met |communication skills | | |penalties. | |their actions |and/or unrealistic |Students need competent | | |Not based on pedagogical | | |expectations sought by |verbal skills | | |theory | | |both the teacher and | | | |Not all students respond | | |student | | | |well to authoritarian | | |Labelling of | | | |figure and learning may be| | |individuals and | | | |limited because of | | |criticism by/of parents| | | |pre-determined | | | | | | |consequences. | | | | | | |Learning may be limited as| | | | | | |the teacher has | | | | | | |pre-determined | | | | | | |consequences | | | | | |Role of Teacher |Assertive communication & |Evaluate, record |Use class discussion to |Establish a democratic |Assertive when needed, | | |body language |behaviours and their|develop class conduct |classroom |ensure teacher needs are | | |Form warm, positive |environments |rules/consequences |Use class discussion to|met | | |relationships |Provide rewards for |Encourage students to be |solve |Promote communication | | |Set limits and clearly |positive |responsible for their own |problems-managerial and|skills, especially | | |explain rules |reinforcements |learning and behaviour |behavioural |listening | | |Reward positive behaviour |Establish negative |Motivate students by giving|Enforce student |Collaboration with support| | |and reinforce consequence |consequences to |achievable tasks that |initiated rules |people to help solve | | |of bad behaviour |reduce inappropriate|increase their sense of |Provide opportunities |problems | | |Choose a response rather |behaviour |worth and ability |for positive team work |Provide interesting and | | |than react to behaviour |Change certain | |Encourage self-worth, |relevant content that | | |Seek support from parents |conditions | |achievement and |stimulates inquisitiveness| | |and other staff |responsible for | |highlight positive |Help students solve | | | |inappropriate | |group behaviour |problems rather than | | | |behaviour | | |solving them | | | | | | |Allow students to develop | | | | | | |classroom guidelines | | | | | | |instead of imposing strict| | | | | | |rules | | | | | | |Develop genuine warm | | | | | | |relationships with | | | | | | |students | | | | | | |Foster positive caring | | | | | | |peer relationships | | | | | | |Learn students’ interests | | | | | | |and learning styles in | | | | | | |order to provide | | | | | | |interesting, fun and | | | | | | |relevant material | | | | | | |Awareness of personal | | | | | | |behaviour and reactions to| | | | | | |difficult behaviour | |Role of Student |Obedience |Obedience |More active role in |Help establish a |Students collaborate, | | | |Change behaviour |determining behaviour goals|democratic classroom |problem-solve, develop | | | |Earn rewards |and overseeing discipline |Establish conduct rules|classroom guidelines, form| | | | |program |Abide by those rules |caring peer groups, listen| | | | |Take responsibility for |Demonstrate positive |to themselves and others | | | | |their learning and |team work | | | | | |behaviour |Encourage others and | | | | | | |work towards positive | | | | | | |group behaviour | | PRACTICAL APPLICATION | |Most appropriate theory |Why' |Least appropriate theory |Why' | |Stage 1 |Neo-Adlerian Humanist and |These approaches provide a |Assertive Discipline (Limit|May disengage and alienate | | |Choice Theories |purposeful introduction to |setting) |young students from the | | | |a young student’s learning | |learning process and does | | | |of their own behaviour. | |let them develop their own | | | |Allows for reflection and | |style of learning. May | | | |encourages participation | |inhibit their view on | | | |and development of their | |behaviour. | | | |behaviour and learning. | | | |Stage 2 |Neo-Adlerian |Further develops the above |Assertive Discipline (Limit|May disengage and alienate | | | |mentioned and builds |setting) |young students from the | | | |cooperative relationships | |learning process and does | | | |within the classroom. | |let them develop their own | | | | | |style of learning. May | | | | | |inhibit their view on | | | | | |behaviour. | |Stage 3 |Cognitive Behaviourist |Links the behaviour and the|Assertive Discipline (Limit|May disengage and alienate | | |Approach |thinking. Students have a |setting) |young students from the | | | |more active role in their | |learning process and does | | | |goals. | |let them develop their own | | | |Interpersonal cognitive | |style of learning. May | | | |problem solving-Inner | |inhibit their view on | | | |speech, processes, events | |behaviour. | | | |and structures[8] | | | [9] CONCLUSION In meeting the challenging demands of classroom management teachers have to become more adept at finding solutions that really do work so that they are able to teach. Being able to distinguish not only student behaviour but the teacher’s own reaction to problem behaviour is paramount. Employing various effective strategies to meet the education needs of students has become a more holistic approach as classrooms move from authoritative strategies to more cognitive/humanist approaches. Porter’s comprehensive synopsis of the major theories of behaviour management approaches are purposeful and evaluate within each an orientation/philosophy and then the roles within each theory. There are many points common between these various theories and this in itself is a predictor of the many strategies a teacher would use as prescribed by the teaching environment. An outcome where the teacher is able to enjoy the teaching of their work and the subsequent learning of their students is a highly satisfying result. Porter’s defining of the theories is balanced against the teacher personality profile so that teachers themselves are not constrained to one style of classroom management theory. Teachers can develop an individual approach to classroom management based on positive methods to discipline which then assists students to be self-governing and self-directed in their learning and behaviour. Interactive, democratic and non-interventionist styles described in some of Porter’s detailed theories, in which the student and the teacher co-exist, do raise questions about equitable relations within the student group themselves, as well as the fact that students have no say in school policies, syllabi and pedagogies. Porter does not link or address this concept. Nonetheless by introducing students to a self-determining model of behaviour they are likely to begin to understand and appreciate not only the link to their thinking and behaviour but to develop behaviour self-management to better their learning outcomes. Porter’s overview of classroom management approaches offers very practical insight and strategies into the roles, expectations, enforcements and outcomes for classroom management methods. . APPENDIX 1 Policy and guidelines Student Engagement Policy Guidelines  - Effective Schools are Engaging Schools - Student Engagement Policy Guidelines promote student engagement, attendance and positive behaviours in Victorian government school.  These Guidelines replace the Student Attendance Guidelines, 1997 and the Effective Schools are Engaging Schools Student Engagement Policy Guidelines (PDF - 876Kb) 1994, and aim to assist schools in developing their Student Engagement Policy. Student Wellbeing Policy - provides information on initiatives such as the Framework for Student Support Services, which provides additional resources to strengthen student welfare and support services. Student Attendance - It’s Not OK To Be Away - focuses on initiatives to promote student attendance at school. Respectful Relationships Education - In 2008 the Department of Education and Early Childhood Development engaged VicHealth to review respectful relationships education in Victorian secondary schools resulting in the Respectful Relationships Education: Violence prevention and respectful relationships education in Victorian secondary schools report. The report provides guidance on good practice criteria required to achieve violence prevention and respectful relationships education in schools as well as a basis for future policy and program development. [10]   Student Engagement Policy Guidelines [pic] Effective Schools are Engaging Schools - Student Engagement Policy Guidelines will promote student engagement, attendance and positive behaviours in Victorian government school. These Guidelines replace the Student Attendance Guidelines, 1997 and the Guidelines for Developing the Student Code of Conduct, 1994, and aim to assist schools in developing their Student Engagement Policy. All Victorian government schools are required to develop a Student Engagement Policy which articulates the school community’s shared expectations in the areas of student engagement, attendance and behaviour. The policy supports the rights and articulates the expectations of every member of the school community to engage in and promote a safe and inclusive educational environment. The Department is committed to providing safe, secure and stimulating learning environments in all Victorian government schools. Students can reach their full educational potential only when they are happy, healthy and safe, and when there is a positive school culture to engage and support them in their learning. Student wellbeing and student learning outcomes are inextricably linked, and schools should aim to promote an understanding of this link in both the school environment and in the classroom. It is fundamental to acknowledge that each teacher is a vital source of support and a determinant in the success of their students. REFERENCE LIST Crone, D.A. & Horner, R.H. 2003, 'Changing the way we think about assessment and intervention for problem behaviour', in Building Positive Behaviour Support Systems in Schools: Functional Behavioural Assessment. Carr, E.G., Langdon, N.A. & Yarbrough, S.C. 1999, 'Hypothesis-based intervention for severe problem behaviour', in Functional Analysis of Problem Behavior: From Effective Assessment to Effective Support, ed.A.C.Repp & R.H. Hormer, Wadsworth Publishing Company, London. DEED, 2009, Respectful Relationships Education: Violence prevention and respectful relationships education in Victorian secondary schools, November 2009. Kaplan, J.S. & Carter, J. 1995, 'Cognitive strategies: Changing beliefs', in Beyond Behaviour Modification: A Cognitive-Behavioural Approach to Behaviour Management in the School, 3rd edn, Pro-ed, Austin, pp. 381-422. Porter, Louise, 2007, Student Behaviour Theory and Practice for Teachers 2nd edition, Allen & Unwin, Australia The Richmond Framework, page 81 Topic 2: Teaching self-management of behaviour, Work Book. EXTENSION REQUEST Yes…sorry it is   29th , not 22nd. From: Catherine Clarke-Jones [mailto:ccjmusic@bigpond.com] Sent: Wednesday, 25 August 2010 12:27 PM To: Ahmed Kuyini-Abubakar Subject: Re: Extension request EDSP422 Many thanks Bawa. Is that Sunday 29th' Catherine ----- Original Message ----- From: Ahmed Kuyini-Abubakar To: Catherine Clarke-Jones Sent: Wednesday, August 25, 2010 11:44 AM Subject: RE: Extension request EDSP422 Dear Catherine, I will give you extension until Sunday 22 to cater for other eventualities. Regards Bawa ----------------------- [1] Porter, Louise, 2007, Student Behaviour Theory and Practice for Teachers 2nd edition, Allen & Unwin, Australia [2] Page 14, Porter (2000) [3] See appendix 1 [4] The Richmond Framework, page 81 Topic 2:Teaching self-management of behaviour, Work Book [5] Respectful Relationships Education Violence prevention and respectful relationships education in Victorian secondary schools November 2009 [6] Porter (2000), page 294 [7] The Richmond Framework, page 81 Topic 2: Teaching self-management of behaviour, Work Book. [8] pp 381-382, Kaplan, J.S. & Carter, J. 1995, 'Cognitive strategies: Changing beliefs', in Beyond Behaviour Modification: A Cognitive-Behavioural Approach to Behaviour Management in the School, 3rd edn, Pro-ed, Austin, pp. 381-422. [9] Porter (2000) [10] Respectful Relationships Education Violence prevention and respectful relationships education in Victorian secondary schools November 2009