Northern Metropolitan Region

Achievement Improvement Zones

Northern Metropolitan Region

Achievement Improvement Zones

Referent and Reward Power are most useful for Challenging students

COERCIVE Power teacher has over a student that comes from the student’s desire to avoid punishment (Either you….. or you will have to….)

LEGITIMATE Power due to position & role (Do what you are told!)

REFERENT Power that students give to teachers whose relationship they value. Stems from trust of, respect for, and liking of the teacher. (Do you have to? Can’t you do me a favour and…)

REWARD Power related to a desire to gain something desired. Teachers who provide desired recognition and reward for appropriate behaviour have this kind of power (Thanks, that was very helpful)

EXPERT Power which stems from a student’s belief that the teacher has the ability to pass on important knowledge and skills, and they will gain something valuable if they cooperate (If you try this work, you will see how valuable it is)

Northern Metropolitan Region

Achievement Improvement Zones

However………

Teachers, when dealing with more challenging students appear to be Increasing their use of Coercive and Legitimate Power

Teachers, when dealing with more challenging students, appear to be decreasing slightly (or at best failing to increase) their use of Referent and Reward Power

Northern Metropolitan Region

Achievement Improvement Zones

Research Findings

• When teachers use ‘coercive’ discipline techniques (Punishment & Aggression) students do not become more responsible.

• When teachers use more ‘inclusive’ techniques (Discussion, Recognition, Involvement & Hinting) students become more responsible

Northern Metropolitan Region

Achievement Improvement Zones

Four Kinds of StudentsWhat proportion of the following kinds of students are in the classes you teach?

A. Managed by normal curriculumThese students manage themselves in order to learn what is contained in the curriculum

B. Managed within the classThese students are occasionally distracted or disruptive, but do not have to be isolated or referred to others

C. Managed out of classThese students cannot be managed as part of a group and need to be isolated, sent out or referred to others

D. Not managed These students generally seem unmanageable no

matter what is tried

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Achievement Improvement Zones

All Students: Classroom Rules (Rights and Responsibilities)

In this classroom

1.

Therefore

•Students must bring (encourage others to bring) all their own equipment

•Students should listen (encourage others to listen) when classmates are speaking

•Students should be (encourage others to be) on time

Students and the teacher have the right to do as much work as possible

•

•

•

Northern Metropolitan Region

Achievement Improvement Zones

In this classroom

1.

Therefore

•Students should pass (encourage others to pass) all objects hand to hand

•Students should speak (encourage others to speak) to each other politely

•Students should keep (encourage others to keep) their hands to themselves

•

Students and the teacher have the right to feel comfortable and safe in the classroom

•

•

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Achievement Improvement Zones

[A-Students]

•Describing situations

•I-messages

•Restatement of expectations

•Questions

HintingNon –Interventional non-verbal reminders followed by

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Achievement Improvement Zones

Expectations

Consequences Recognitions

B Students

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Achievement Improvement Zones

Recognitions

Acknowledging appropriate Social behaviour :

•Non-verbal praise – smile or nod

•Very specific verbal recognition (praise/encouragement)

•Communication to ”other”

•Provision of special privileges

•Material rewards

•Time/Choice

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Achievement Improvement Zones

 

• Open stance

• Leaning forward

• Eye contact

Pause

1 sec after nomination

3 seconds after explanation

Assertive body language

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Achievement Improvement Zones

1. David, .............you’re talking. It’s disturbing others. They have a right to work. Please be quiet !

2. I understand but please be quiet.

3. You have a choice. Either you sit quietly or ……..

4. I don’t intend to force you. However if you won’t sit quietly then …..

Northern Metropolitan Region

Achievement Improvement Zones

1. Students generally make good decisions, when they are calm.

2. Students, when calm, are generally of good will.

3. People will generally listen to those who seem to know them.

C Students – Not D Students

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Achievement Improvement Zones

Parent

Child

Adult

Northern Metropolitan Region

Achievement Improvement Zones

1. Welcome, and seek help to deal with the "problem".

Good to see you. I need your help with something.2. State what the problem is, what effect it is having on others

(including you).

When you talk while others are trying to hear, I’m concerned that they are missing out

3. Listen - and paraphrase students’ facts and feelings. Reframe if possible.You seem to be saying that you were only talking because you are worried that…

4. Confront the student’s argument. Try to show it is unreasonable.So because I didn’t see Eric talking I shouldn’t try to stop you interrupting your friends

Conversation with C students

Northern Metropolitan Region

Achievement Improvement Zones

Conversation with C students [cont.]

5. Get student’s agreement that there is a "problem”.

So you can see there’s a problem

6. Have student provide a solution that meets both his/her and your needs. If necessary, suggest some.

Next time, rather than talk & interrupt your friends, what might you do instead?

7. Evaluate all the solutions and find one acceptable to both of you. Set a timetable to evaluate its effectiveness.

O.K. then we’ll try it until.... and see how it goes.

Northern Metropolitan Region

Achievement Improvement Zones

‘I’ Statements

• You state the behaviour that you (or others) find difficult.

• You state the effect it is having on you (or others), from your perspective.

• You state how you (or they) are feeling.

Northern Metropolitan Region

Achievement Improvement Zones

Active Listening

• You think….

• If I’ve heard you correctly you believe….

• It seems that….

• I think you are saying that….

• Sounds like….

• From where you stand…

• What I hear you saying is….

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Achievement Improvement Zones

Reframing (Positive Spin)

• So you only spoke because you were trying to keep up.

• You wouldn’t have… If she hadn’t….

• You were trying to make her feel bad, you were just….

• The only reason you… Was because….

• You didn’t mean to distract anyone, you were only….

Northern Metropolitan Region

Achievement Improvement Zones

Talking with students who are isolated, or exited from class, rather than having another staff member talk with

them.U = Tried the strategy & use it on a regular basis 89%S = Tried the strategy, worked, but I have stopped using it now 4%DW = Tried strategy, it didn’t work so I have stopped using it 0% DT = Didn’t try strategy 6%

“By talking to students who are exited you are able to gain a better understanding of what is happening for the student”

“To help to build relationships with students. To ensure students understand that it is their behaviour I am punishing not the student”

“Important to discuss issues with students personally, to maintain control of student management.”

“Students don't like not getting any attention and being away from the grade”