Evidence base practice
Michelle_Michy
Lecture_about_the_therioes_2.pptxLECTURE 1 CLASSROOM MANAGEMENT THEORY
Intro
Policy on mobile tech
Course Outline
Location of material
Your text + other readings
Importance of attending lectures
Q & A
Expectations
| Expectations for | Be Respectful | Be Responsible |
| Lecture | Sit Quietly and Listen Save conversations with others until after the lecture Pass sign in sheet along to next person Silence all electronic devices | Attend Arrive On Time Listen/Take notes Use electronic devices for notetaking only |
| Tutorial | Sit quietly and listen when others are talking Allow others their opinions | Attend Arrive On Time Participate |
| On your own | 1. Check for information in the course outline or on the Moodle site before emailing the lecturer or tutor | Complete readings Complete assessments and submit them on time |
Learning Goals
You will:
Recognise the importance of classroom management theory in the development of classroom management plans
Identify and critique a diversity of classroom management theories
Understand options for choosing and developing a personal theoretical approach to classroom management
Understand several classroom management theories which have potential congruence with your learning and teaching philosophy
Has Classroom Management Changed?
Principles of Classroom Management (Brady & Scully, 2005)
Engage students: planning teaching and learning strategies
Establish rules
Develop the culture
Select appropriate strategies
Promote self-discipline
Practice consistency
Why Learn the Theory???
Making sense of student behaviour
The ability to draw strategically on the wide pool of theory about student behaviour and classroom management its critical to engaging in evidence-based practice.
Management Theory Groups
Psychoeducational Theories: student misbehaviour is an attempt by students to meet their needs. Teachers should create learning environments that meet these needs.
Cognitive Behavioural Theories: advocate the proactive involvement of students in negotiating improved behaviours.
Behavioural Theories: highly procedural and focus singularly on modifying observable behaviours.
Psychoeducational Theories
Goal Centered Theory (Rudolf Dreikurs)
Look for functions of student behaviour and then negotiating appropriate ways for these needs to be met
Student discouragement is the primary cause of misbehaviour (group belonging)
Includes strategies for dealing with challenging behaviour and vulnerable students
Can be applied to a whole school setting (SWPBS)
Prevention of misbehavior is preferred over intervention
Goal Centered Theory: Practices
Develop a democratic teaching style
Establish mutual respect and valuing
Identify and respond to student strengths and abilities
Use encouragement to minimise discouragement and meet students’ need to belong and be valued
Apply safe natural and negotiated logical consequences
Use of regular whole-class discussions about rules, consequences, challenges, and achievements
Goal Centered Theory: Intervention
Identify the function of the behaviour (attention, power, revenge, avoidance)
Assist students in understanding their misbehaviour and motivation
Assist students in pursuing positive goals to meet their need to belong
Encourage the discouraged
Encourage students to acknowledge, value, and enact logical consequences (restitution, not punishment)
GCT: Criticisms
Lacks a sound evidence base
Students may be unable/unwilling to recognise their motives
Teachers may not have the training to recognise complex motives
Not compatible with more autocratic models, may be difficult to enact with very challenging students
Must have acceptance from the school community
Choice Theory (William Glasser)
All behaviours are to satisfy a need (belonging, control, freedom, fun)
Developmental approach to behaviour management (non-coercive)
Motivation is intrinsic, only the individual can control where and how this motivation is directed and applied.
Student boredom, frustration, and inappropriate behaviour in schools are a product of learning environments that fail to satisfy basic needs through appropriate behaviours.
Choice Theory Positive Practices
Recognise and respond to your responsibility to create a quality school where students’ basic needs are best met, and respect is central to teacher-student relationships
Develop a management style that focuses on facilitating learning.
Adopt cooperative learning strategies as a priority pedagogy
Choice Theory Intervention
Acknowledge that the locus of the problem behaviour lies with the school/classroom environment and teacher/student relationships
Rebuild positive relationships between students and teachers by restructuring teaching/learning practices
Engage individual students in problem-solving meetings
Choice Theory Challenges
Best implemented in a school-wide context
Takes considerable time and effort to plan and implement
Focuses on long-term change, so short term issues may not be adequately addressed
Offers few options for dealing with the behaviours of very challenging students (just rebuilding relationships)
Lacks a strong research base
Cognitive Behavioural Theories
Cognitive Behavioural Theory (Jane Kaplan & Joseph Carter)
Individuals make choices about their behaviour
Individuals are self-directed, not passive responders to external influences
Choices are influenced by consequences, social context, values, motivation, problem-solving skills, self-organisational skills and interpretation of feedback from others
Cognitive Behavioural Theory
Focuses on developing students’independent cognitive skills in managing behavioural problems to support students to control their own thinking and feelings so that they can better appraise what they want, are doing, and thinking
Successful social and academic engagement is dependent upon emotions, beliefs, abilities, and skills
The development of constructive thinking habits helps individuals to regain control over their emotions and behaviours, and can reduce stress and improve mental health
Cognitive Behavioural Theory Positive Practice
Help students to understand their thinking processes and gain self-control skills
Actively collaborate with students to select behavioural goals
Authority without coercion; earning and giving respect
A facilitative learning environment where students are encouraged to manage themselves and success is valued
Employing strategies such as rewards and punishment, but secondary to social reinforcement
Cognitive Behavioural Theory Intervention
Identify students who might benefit from this more intensive intervention
Assess which skills students need, and implement a training program to teach these skills
Implement cognitive training, which involves demonstration, rehearsal, opportunities for use (application), and reinforcement
Ensure that interventions include transfer and generalisation activities
Cognitive Behavioural Theory Challenges
Conflict between improving student motivation with an internal locus of control and using rewards and punishments (external locus of control)
Lack of emphasis on emotions as motivating factors may factors may lessen student engagement in CBT
Evidence base is conflicting
Mostly suited to more cognitively mature children and adolescents
Behavioural Theories
Assertive Discipline (Lee & Marlene Canter)
Classroom discipline plan to maintain order and facilitate learning and teaching
Teachers must be assertive and exercise their rightful duty to control students by setting clear behavioural limits
Clear system of rewards and sanctions (teachers own classrooms, students do not)
Compliance (obedience) provides psychological safety for students
Student misbehaviour is caused by unstable home lives
Assertive Discipline Positive Practice
Establish an ordered an productive teaching learning environment (includes good curriculum and pedagogy)
Design and teach a comprehensive discipline plan with positive and negative consequences
Get to know students’ names and interests
Focus on helping students achieve academic success
Invoke negative consequences in a calm, matter-of-fact way
Assertive Discipline Intervention
Identify students who are not responding to the class discipline plan
Calmly but publicly reiterate rules, expectations, consequences
Engage closely with these students to ensure they understand their misbehaviours and consequences for continued noncompliance (Outside of class time)
Develop an individualised behaviour plan with the student
Assertive Discipline Challenges
Not rigorously evidence-based
Presumes absolute teacher authority (no democratic principles or student rights)
No pathways for student self-discipline
May change behaviours, but doesn't change the reason for them
Applied Behaviour Analysis (Paul Alberto & Anne Troutman)
Based on Skinner- behaviours are controlled by setting events, antecedents, and consequences.
Reinforcing and punishing behaviours can increase or decrease their frequency, intensity, or duration
Behaviours are observable, functional, and purposeful
The classroom environment should be changed to improve behaviours
Applied Behaviour Analysis Positive Practices
Establish classroom order so that students can be successful at learning
Use a direct approach to teaching (as opposed to constructivism)
Focus instruction on increasing desirable learning behaviours and skills, and decreasing behaviours which inhibit learning
Apply ABA practices in the least intrusive and restrictive way
Applied Behaviour Analysis Intervention
Conduct data-based baseline assessment of targeted behaviours and define them accurately
Implement an intervention, monitor progress
Manipulate antecedents to impact the consequences of the target behaviours
Increase the reinforcement of the desired behaviours
Punish misbehaviour in the the least intrusive manner
Include training for generalisation
Management Styles: Authoritarian
Places firm limits and controls on the students.
This teacher rarely gives hall passes or recognizes excused absences.
Vigorous discipline and expected swift obedience.
Students need to follow directions and not ask why
Students do not interrupt the teacher- verbal exchange and discussion are discouraged
Authoritative
Teacher places limits and controls on the students but simultaneously encourages independence.
This teacher often explains the reasons behind the rules and decisions.
If a student is disruptive, the teacher offers a polite, but firm, reprimand.
Open to considerable verbal interaction, including critical debates.
Democratic
Students have the rights of freedom, justice and equality
Class meetings are used to make decisions about important matters, such as setting rules
Students are encouraged to voice their opinions and contribute to class
Teacher maintains a professional approach to consequences and assists the student in recovering from his behaviour, getting back on track, and doing something different next time
Indifferent
Teacher places few demands, if any, on the students and appears generally uninterested.
Often feels that class preparation is not worth the effort.
Field trips and special projects are out of the question- too much work.
May use the same materials, year after year
Classroom discipline is lacking; teacher may lack the skills, confidence, or courage to discipline students
Laissez-Faire
Teacher places few demands or controls on the students.
Accepts the students’ impulses and actions; not and is less likely to monitor their behaviour.
The teacher strives not to hurt the students’ feelings and has difficulty saying no or enforcing rules.
If a student disrupts the class, the teacher may assume that the student is not getting enough attention.
Inconsistent discipline.
