A Guide: Promoting APositive Learning Environment Behaviour Management Strategies For Teachers Shannon Telfer EDUC6202 May 2015 A Guide: Promoting A Positive Learning Environment Behaviour Management Strategies For Teachers Contents Introduction 3 Preventative 4 Gardner Gardner’s Multiple Intelligences Theory Gardener’s Multiple Intelligences Strategies Video Demonstration of Gardner’s Strategies Maslow Maslow’s Hierarchy of Needs Theory Maslow’s Hierarchy of Needs Strategies Video Demonstration of Maslow’s Strategies Supportive 4 5 5 6 6 7 8 Bandura Bandura’s Social Learning Theory Bandura’s Social Learning Strategies Video Demonstration of Bandura’s Strategies Kounin Kounin’s Classroom Management Theory Kounin’s Classroom Management Strategies Video Demonstration of Kounin’s Strategies 10 10 11 Corrective 12 Canter Canter’s Broken Record Theory Canter’s Broken Record Strategies Video Demonstration of Canter’s Strategies Homas Homas’ Rational Choice Theory Homas’ Rational Choice Theory Strategies Video Demonstration of Homas’ Strategies Resource List 8 8 9 12 12 13 14 14 15 16 2 A Guide: Promoting A Positive Learning Environment Behaviour Management Strategies For Teachers Introduction This handbook will serve as a guide for teachers on how to incorporate behaviour management strategies, which are backed by well-known theorists. Charles’ (2000) disciplinary hierarchy of preventative, supportive and corrective behaviour management strategies show the level of confrontation each strategy delivers. Levin and Nolan’s (2005) Hierarchy of management intervention diagram below shows the level of confrontation by specific strategies. Figure 1 Levin & Nolan’s Hierarchy of Management Intervention Diagram Video Demonstrating Different Levels of Confrontation Attention Seekers with Jane Wright Link to video: http://www.schoolsworld.tv/node/1044 Strategies Displayed • Proximity • Praise of peers displaying good behaviours used to encourage others to copy • Planned ignoring of minor low-level disruptions by the girls sitting in the front row • Name dropping used frequently • Questioning their behaviour • Reminding students of the rules 3 A Guide: Promoting A Positive Learning Environment Behaviour Management Strategies For Teachers Preventative “You can prevent most misbehaviour if you treat students sensitively, provide an interesting curriculum, and use a helpful teaching style” (Charles, 2002, p. 236). Gardner Gardener’s Multiple Intelligences Theory Gardner (2011, pp. 27) redefines intelligence as “…the ability to solve problems, or to create products, that are valued within one or more cultural settings.” Gardner (1995) stresses that teachers need to personalize and tailor their teaching as much as possible for each individual student. Ignoring or discouraging children with intelligence strengths that go against the traditional lecture style classroom such as “The Body” is severely disadvantaging and alienating them (Gardner 1995). Kornhaber and Gardner (as cited in Smith 2012) have noted that educators should opt for depth over breadth, so students are more likely to be able to gain transferrable skills. Advancements in ICT allow teachers to produce learning materials in many different styles to suit different intelligences. For example, if a student has a musical intelligence they may learn a concept better with a helpful jingle/song on YouTube to reinforce that knowledge, as it lends its self to their strengths. Figure 2 4 A Guide: Promoting A Positive Learning Environment Behaviour Management Strategies For Teachers Gardener’s Multiple Intelligences Strategies • Incorporate tasks that utilise different types of intelligences so each student gets a chance to succeed. • Opt for depth over breadth in lessons • Make use of all that ICT has to offer! YouTube, PowerPoint’s, 3d printing etc. to maximise engagement with topics. • Ask students what they are interested in and help tailor their learning or assignments to achieving that goal. Video Demonstration of Gardner’s Strategies Love 'Em or Loathe 'Em with Paul Elliot. Link to video: http://www.schoolsworld.tv/node/1265 • • • This highly experienced teacher, Paul Elliot, takes a relatively boring task and makes it more engaging by getting students to actually make the boxes out of flat paper designs. He integrates mathematical, the body and visual/special learning intelligences all in the one lesson. The whole lesson is only spent on fully understanding the one task. This demonstrates the use of depth over breadth. 5 A Guide: Promoting A Positive Learning Environment Behaviour Management Strategies For Teachers Maslow Maslow’s Hierarchy of Needs Theory The image below is the most commonly used version of Maslow’s Hierarchy of Needs however in 1969 Maslow amended the model to contain a sixth step at the peak of the pyramid called “self-transcendence” (Koltko-Rivera 2006, pp. 302). Self-transcendence is where the individual “seeks to further a cause beyond the self and to experience a communion beyond the boundaries of the self through peak experience” (Koltko-Rivera 2006, pp. 303). The theory behind the model is that one cannot move to a higher level until the previous level is achieved. For example, if a child doesn’t feel safe then they wont be feeling loved or a sense of belonging. Figure 3 Maslow’s Hierarchy of Needs Strategies • Provide a safe, caring, encouraging learning environment for students. • Be watchful of when students are upset or stressed and refer them to the school counsellor if required. Their physiological and safety needs must be met. • Facilitate group work and teach students how to function well in a group to hopefully help form friendships and give them a sense of belonging. Teenagers are especially vulnerable as they are trying to discover who they are and a sense of belonging is essential to their mental health. • Give each class something special that only members know of. E.g. a special handshake to greet each other with. This also functions as a way to increase self-esteem and sense of belonging (Suggested by Linda during lecture). • Belonging can be also introduced through students dressing in uniform. This creates a better sense of equality even if student’s socioeconomic status is varied. 6 A Guide: Promoting A Positive Learning Environment Behaviour Management Strategies For Teachers Video Demonstration of Maslow’s Strategies A Lesson From The Best with Philip Beadle Link to video: http://www.schoolsworld.tv/node/263 • • • • • Philip is teaching a group of boys who have been identified as at risk students. He provides a safe environment through his authoritative yet kind voice. There is evident structure and expectations, which adds to the feeling of safety. A sense of belonging is achieved through grouping the boys then putting them into pairs. The first task given is relatively simple to boost their confidence and self esteem. From here there is the potential for these students to succeed. They are preparing for an exam in this video and Philip seems optimistic that the boys will all do well. Philip offers encouragement and praise to boost the students self esteem. 7 A Guide: Promoting A Positive Learning Environment Behaviour Management Strategies For Teachers Supportive “Despite your best efforts, students will at times become restive and can easily slip into misbehaviour. This is the time for you to make use of supportive techniques, which are pleasant yet effective in keeping students engaged in their work. You should practice a number of these techniques so you can use them naturally when needed” (Charles, 2002, p. 236). Bandura Bandura’s Social Learning Theory Bandura examined results of a study by Cowan, Langer, Heavenrich and Nathanson to conclude that observing modelling “produces generalised and enduring changes in moral judgements” (Bandura 1969, pp. 275). Teachers should model appropriate behaviour, as children are prone to copying those behaviours later. If their copying of the behaviour is met with positive reinforcement, the behaviour is likely to continue. Reinforcement can be positive or negative and internal or external (McLeod 2011). Bandura described intrinsic reinforcement as an internal reward system, such as pride, satisfaction, and a sense of achievement (Cherry 2015). Children also take into account the consequences the model encounters from a specific behaviour. This will influence their decision on whether or not to imitate them, also known as vicarious reinforcement (McLeod 2011). Bandura’s Social Learning Theory Strategies • Modelling: the teacher should be an exemplar role model. Always displaying good behaviour for the students to copy (Bandura 1977). • Planned ignoring of bad behaviour and praising good behaviour encourages attention-seeking students to cease the bad behaviour. • Praising students who display good behaviours will encourage others to copy that behaviour. • Pay close attention to chances to praise students who usually display bad behaviours. This will incite the student to display more good behaviours that result in more praise and encouragement. • Encourage students to teach one another 8 A Guide: Promoting A Positive Learning Environment Behaviour Management Strategies For Teachers Video Demonstration of Bandura’s Strategies Teaching With Bayley: Praise & Preparation with Amy. Link to video: http://www.schoolsworld.tv/node/273 • • • Amy praises the class as a whole, individually in front of class and quietly one on one. A star reward system is used as an incentive for displaying good behaviour. Amy also mentions the use of social learning. She says that only some students know what renewable energy resources are and they can help explain to the other students what it is. 9 A Guide: Promoting A Positive Learning Environment Behaviour Management Strategies For Teachers Kounin Kounin’s Classroom Management Theories With-it-ness, Ripple Effect, Overlapping, Effective Transitions, Momentum, Smoothness and Group Alerting are listed as the main classroom management theories/strategies (The Learning House Inc. 2013). Kounin argued that a good lesson management promotes good behaviours. With-it-ness is a teacher’s ability to know what every student is doing at any given moment. This is similar to Foucault’s (1979) Panopticon surveillance theory where the mere threat of being constantly watched inspires good behaviour. The Ripple Effect is when the teacher corrects the bad behavior in one student, which usually positively influences other close by student’s behaviours (Kounin & Gump 1958). Overlapping is the ability to multitask. Kounin stresses the importance of a teacher being able to effectively manage more than one classroom event at a time. Effective Transitions are the smooth movement from one task to another. Transitioning between tasks is a common time for misbehavior to occur. Keeping Momentum throughout a lesson reduces the opportunity for misbehaviour, as students are preoccupied with the new task. Smoothness refers to a teacher’s ability to maintain direction of the lesson and not go on irrelevant tangents. Group Alerting occurs by warning the whole class that they must pay attention to regain students who are beginning to disengage with the class. This promotes students to be active participants in class (The Learning House Inc. 2013). Kounin’s Classroom Management Strategies • Speak of the exact behaviour and tell the student why that behaviour is unacceptable. • Arrange the classroom tables so that all students can be seen easily. • Maintain eye contact with students when speaking to them. • Briefly acknowledge misbehavior through eye contact and move around the classroom to reduce the misbehavior. • When assisting an individual student, be sure to face the rest of the class so you can effectively monitor everyone. • “…have well-established routines, a consistent signal for gaining the class attention, clear directions, preparing students to shift their attention from one task to another, and concise explanations that highlight the main points of the task help reduce student misbehavior” (The Learning House Inc. 2013). • Keep lessons flowing at a steady pace. • Have a clear idea of your lesson objectives that you must achieve during that class to avoid getting distracted. • Regain whole class attention by saying, for example “Class this is an important piece of information to help with the upcoming test”. 10 A Guide: Promoting A Positive Learning Environment Behaviour Management Strategies For Teachers Video Demonstration of Kounin’s Strategies Teaching with Bayley. Too Much Talk with NQT John. Link to video: http://www.schoolsworld.tv/node/271 • • John demonstrates exactly how NOT to teach with adequate momentum. His transitions between tasks are too slow and students become restless and struggle to focus on the task. 11 A Guide: Promoting A Positive Learning Environment Behaviour Management Strategies For Teachers Corrective “We have to accept that while good discipline systems can prevent most misbehaviour, your students will nevertheless break rules at times and you must deal with the transgressions. If you approach misbehaving students in a sensitive manner, you can help them return to proper behaviour with no ill feelings” (Charles, 2002, p. 237). Canter Canter’s Broken Record Theory The broken record technique is ideal for students who argue with the teacher (McDaniel 1986). When confronted with a student arguing, the teacher can respond by saying no followed by an explanation as to why that behaviour is unacceptable (Diamantes 1995). This needs to be brief and concise. If a whole list of reasons is given the student may try to form counter arguments against each individual reason (Deering 2011). Each time the student answers back, repeat the same short explanation of no and why it is a no, in a calm, authoritative voice (Deering 2011). This technique is a good way to avoid entering into a power struggle with the student (Diamantes 1995). Canters Broken Record Strategies • When a student tries to argue, respond with a brief no and a single reason why it is a no. • Maintain a calm yet authoritative demeanor • Repeat the broken record phrase to give the student a sense that no matter what they say, the teacher’s answer will not change. Therefore there is no point to the student arguing. • This can also be used as a supportive strategy by repeating task instructions in the broken record format. This is also known as Keep It Short and Sweet (K.I.S.S.) (Mackay 2011). 12 A Guide: Promoting A Positive Learning Environment Behaviour Management Strategies For Teachers Video Demonstration of Canter’s Strategies Be Yourself with Calum Clugston Link to video: http://www.schoolsworld.tv/node/269 • • • Uses repetition with a student who is misbehaving. He says “Leon, Leon, coat off and start work please” Very authoritative demeanour shown by Calum. Almost too authoritarian as he seems unapproachable. A student tries to argue with Calum and he reputably says that she needs to sit properly and he will speak to her about this when the lesson is over. She is arguing over him the whole time he says this but when she realizes she isn’t achieving anything she becomes quiet. 13 A Guide: Promoting A Positive Learning Environment Behaviour Management Strategies For Teachers Homas Homas’ Rational Choice Theory Sociologist George Homan pioneered rational choice theory in 1961 when he tied the theory explicitly to exchange theory (Crossman 2015). The theory is based upon behavioural psychology norms (Crossman 2015). The most important assumption is that all agents actions are rational (Scott 2000). The theory is that people weigh up the likely costs and benefits of their actions before deciding on which action to proceed with (Scott 2000). Agents always choose the action that will benefit them the most (Scott 2000). Rational choice theory gives rise to the popular “You have a choice” strategy commonly implemented by teachers and parents. This works by giving an individual a list of behaviour choices, allowing the individual to weigh up their options before choosing the most personally beneficial one (Crossman 2015). For this to be effective for teachers, they must word the options so that the bad behaviour options are disadvantaging the student and the good behaviour action is of benefit to them. This makes the most favorable action clear for the student to choose. Choice of your own actions also encourages ownership of behaviour in students. Homas’ Rational Choice Strategies • Suggest no more than 3 options to a student when using the “you have a choice” strategy. Remember that the student is trying to weigh up the options in their head; too many options will cause confusion. • Word options so that there is one clear, rational and beneficial choice of action for the student. • An example of an effective “you have a choice” is “you can either put your phone away now or you can give your phone to me and I will keep it for the rest of class”. The most beneficial option here (put the phone away) is also the behaviour desired by the teacher. • Even when a student’s choice may appear irrational, it is fundamentally rational to them. Therefore do not dismiss their actions as thoughtless, instead challenge them with questions such as “If you never do your homework or submit assignments, do you think you will ever achieve your goal of becoming a doctor?” (Scott 2000). 14 A Guide: Promoting A Positive Learning Environment Behaviour Management Strategies For Teachers Video Demonstration of Homas’ Strategies Manage that Class with Jenny Campbell Link to video: http://www.schoolsworld.tv/node/1752 • • Jenny delivers clear concise instruction over and over. E.g. “pop your pen down”, “looking this way”, “don’t open the boxes until I say so” etc. Jenny has one disruptive student who doesn’t follow her instruction of not playing with the plasticine until she says so. She gives him a clear choice between two options. 15 A Guide: Promoting A Positive Learning Environment Behaviour Management Strategies For Teachers Reference List Bandura, A 1969, "Social learning of moral judgments." 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