Tshwane University of Technology

Faculty of Humanities

Department of Education Studies

Educational Management (EDU210T)

Presenter:Dr Muavia Gallie (PhD)

Preventative Approach to Classroom Management:- The role of the Educator -Week: 25 August 2011

Education Moving Up Cc.www.Muavia-Gallie.blogspot.com

www.slideshare.net Search EDU210T

Content1. Introduction2. Layers of Discipline in Education;3. Classroom Focus;4. Preventative Strategies;5. Caring Approach;6. Less and More effective teachers;7. Teacher Beliefs;8. Paradoxes and Strategies;9. Classroom Organisation and Behaviour

Management Innovation Configuration;10. Conclusion.

1. Introduction

Parties with an interest in education:

• Parents;

• Learners;

• School as an organisation;

• The state;

• Organised teaching profession;

• General public.

Different Layers in DisciplineGovernment

Education officials

Broader community

School community (SGB)

Principal

Senior management team

Non-teaching staff

Teaching staff

Classroom

Teacher

Learners (peers)

Learners

Classroom Focus 1

Teacher(s) Learner(s)

Relationships Learning Content

Classroom Focus 2

Teacher(s) Learner(s)

Learning Content

Video

Cartoon

Preventative Strategies(Rules/codes of conduct, Procedures, Arranging room Working room)

• Proactive option

• Accountability options

• Learning choices

• Environment options

(see Kyle & Rogien (2004), Opportunities and options in classroom management, Needham Heights, MA, Allyn Bacon.

Caring Approach

• Understanding and apply what effective teachers do to encourage appropriate behaviour and how they respond to learners when they choose to misbehave;

• Two Dimensions:

- What effective teachers do to encourage appropriate behaviour, and;

- What effective teachers do to respond to misbehaviour when it occurs.

Less effective Teacher

• Why you did not respect that teacher:

• No sense of humour, did not lke being in class, rude, boring, unfair, class favourites, not prepared, disorganised, not feedback on work done, etc.

• How they responded to learners when they misbehaved:

• Did not respond, yelled, made you write lines, threw things, slammed things, always sent us to the office, etc.

More effective Teacher

• Why you did not respect that teacher:

• Sense of humour;• Enthusiastic• Cared about us

outside the classroom;• Polite, fair, etc.• Let us in to their life.

• How they responded to learners when they misbehaved:

• Appropriate intensity;• Proximity, our name,

the look, gave us choices, talked to us privately.

Two Teacher Beliefs• Less effective teachers tend to believe that all

learners should behave. The result is they apply a limited range of skills – live on the edge of anger, they take things personally, and they are more reactive;

• Effective teachers tend to believe that all learners at some time will misbehave. The result is they have a more extensive range of skills – less likely to get caught emotionally because they are less likely to take things personally, and they are more proactive.

Result, there are 2 givens:• All children at some time will misbehave … and;• You are expected to deal with it.

• Cohesive Bonding – every thing we do and say, or don’t do or say … causes learners to bond with us or against us;

• We all exist on a continuum between the best teacher ever and the worst teacher ever. If our mean classroom score is 75 or higher, what we attempt, usually works. If it slides down to say 25, then most things will not work.

Why do learners misbehave?• Need to belong;

• Need to have power and control over ones life;

• Need to experience fun/enjoyment;

• Need to be free;

• Need to feel safe and protected;

• Need to be cared about;

• Need to be acknowledged and affirmed;

• Need to be respected for who we are.

• If these needs are not met, you will get the Four Goals of misbehaviour: Attention, Power, Revenge, and Assumed Disability

Two Paradoxes• Paradox of Power through Weakness –

they appear powerless but have everyone dancing to their needs;

• Paradox of Negative Reward – you thing it is a Punishment and they see it as a Reward.

1st EscalationBump 1: Low Key Response

• The look;• Proximity;• Learner’s name;• Pause;• Cough;• Deal with the

problem;• Signal;• Politeness;• Ignore.

What do all the Low Key Responses have in common?•Minimal verbal;•Not a distraction to most the class;•Don’t stop the flow of the lesson;•Don’t invite an escalation.

2nd EscalationBump 2: Squaring Off

• Stop teaching, pause;

• Turn to the learner;• Provide an optional

minimal verbal;• End with a thank

you.

What is this? … you have tried a few Bump 1 skills, but they are not working. So, given the learners are escalating … you have to match that escalation … what do you do?

3rd EscalationBump 3 & 4: Choice and Applied Choice

Attributes of effective Choices:•Logical – it is related to the misbehaviour;•Given as immediately as possible;•Choice is not an ultimatum;•Choice is done in a positive or neutral tone;•You can follow through on the choice;•The choice is not seen as punishment.

Take a misbehaviour and design what you think is an effective choice.

3rd EscalationBump 5: Following through on the

Choice• This is where you find out whether or

not you can follow through on the choice you created;

• The follow through must be done in a positive or neutral tone;

• For example: “I am sorry but you have made the decision to work over here … Thank you”.

4th EscalationBump 6: The Chat

• Let them know that you are not angry at them, but rather unhappy about the action/behaviour that they displayed;

• Let them know that your relationship will be restored when behaviour improves;

• Let them know that they have the power to stop the behaviour.

Making sure that the learner understands what is going on, and why the result of their behaviour.

Oliver R.M. and Reschly D.J. (2007), Effective classroom management: Teacher preparation and professional development (TQ Connection Issue Paper), Washington, DC: National Comprehensive Center for Teacher Quality.

Thank You!