Teachers Reflecting On Practices In Contexts – Instructional Intelligence applied to… classroom management

1. Teachers Reflecting On Practices In Contexts – Instructional Intelligence applied to… classroom management Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich

2. Workshop Outcomes “Prevention is Better than Cure” Identify and apply what effective teachers do to encourage appropriate behaviour and how they respond to learners when they choose to misbehave Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich

3. Where Does Classroom Management Fit in? Barrie Bennett & Peter Smilanich Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich 3

4. A Two Dimensional Approach… As lecturers: • How do we encourage appropriate behaviour? • How do we respond to misbehaviour when it occurs? Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich

5. Placemat What pushes your buttons? List all the ‘misbehaviors’ you can think of that occur in the classroom… Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich

6. Examples • Mobile phones! • Ostracizing individual students, rolling eyes, put-downs • Copying work, not working, refusing to work in a group, swearing, rude comment under breath • Listening to IPod, daydreaming, chewing gum, carving on desk, wandering off Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich

7. More Examples • Chatting, cheating on test, coming late, leaving early • Rocking in chair, getting up and walking around • Tapping pencil, pushing, kicking, hitting • Racial slur, gender slur, self harm • Mobile phones again! Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich

8. Obviously ….. • A system of classroom management has to deal with those misbehaviours • As a teacher, we have to deal with those misbehaviours over which we have some control • Some misbehaviours require a team response - other teachers, school administration, parents, social workers etc. Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich

9. Practically…… Classroom Management = The Cumulative Power of Small Acts over a Period of Time Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich

10. Think-Pair-Share The less effective teacher… The one that you did not respect and would not like to spend another day in their class (*Reflection 1 – p. 1 in your session journal) Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich

11. No sense of humour Did not like being in class Rude Intimidation Swore The Less Effective Teacher Why you did not respect that teacher… • Unfair • Class favourites • Not prepared • Disorganised • No feedback on assignments • Boring Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich

12. How they responded… • Sarcasm/ridicule • Appeal to higher authority • Anger, screaming, sermons • Whole class punishment • Send students out of class • Discipline by “Prayer” • Corporal punishment or threatening • Teacher tears, guilt • Weird punishments Visible Discipline Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich

13. Case study List the “things” this teacher does that may make them less effective! (*Reflection 2 : p. 1 in your session journal) The not- so- effective teacher... The not- so- effective teacher...

14. Think-Pair-Share The more effective teacher… The one that did not appear to have many issues to deal with. The students who “ran amok” in other classes seemed to behave in this class (*Reflection 3 – p. 2 in your session journal) Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich

15. The more effective teacher… Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich

16. Two Teachers Compared • We usually see a bit of ourselves in both experiences • We tend to use what we know or have experienced • We will endeavour to outline the skills the more effective teacher uses • To do this we will explore the belief system of both teachers Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich

17. Less Effective More Effective Visible Discipline Invisible Discipline All teachers live on both sides of the continuum at one point or another B e l i e f Students should behave. Something should be done about them. They think there should be an answer to human behaviour. This implies there is a perfect situation that should be achievable. Emotional actions —anger, frustration, resentment. Operate from their “gut feelings” Re-active to situations Limited range of skills. These teachers can tend to over react, to situations and often antagonise situations by yelling, giving sermons or generally humiliating the students. They generally don't have a set of skills that allows them to evaluate a performance and use the appropriate reaction. Accept that students will misbehave at some stage. There will be issues that you must deal with or try to avoid. Objective actions– calm, predictive, systematic. Rational actions, based on the current situation. Predict situation and are pro-active about student behaviour in certain situations, allow these teachers to stay ahead of the class. Extensive range of skills “Gut to their Head” See page 3 in your session journal for this diagram… Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich 17

18. The More Effective Teacher… • Understands why students misbehave, what types of behaviour they exhibit & how it often affects the lecturer • Uses a range of strategies to prevent “misbehaviour” • Uses a range of strategies to respond to “misbehaviour” Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich

19. Why do students misbehave? • Need to belong • Need to have power or control over one’s life • Need to experience fun/enjoyment • Need to be free • Need to overcome boredom *My guess is that this also applies to us. Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich

20. The result if these needs are not met… Four Goals of misbehaviour: • Attention • Power • Revenge • Assumed Disability *Note: just because students misbehave does not mean they have an inappropriate goal of misbehaviour Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich

21. Preventing “Misbehaviour” • Personality • Instructional wisdom • Assessment wisdom • Curriculum wisdom • Institute/campus Culture • Institute/campus Discipline procedures Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich

22. Responding to “Misbehaviour” • Low key responses • Squaring off • Choices • Implied Choice • Power struggles • Informal chat • Formal chat • In-College suspensions * • Out of college suspensions * • Exclusion * • * Depends on Institute Policies Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich

23. Cohesive Bonding • Every thing we do or say; or don’t do or say … causes students to bond with us or against us • We all exist on a continuum between the less effective and more effective teacher • Our relationship and how we form the relationship with students underpins all of the skills we use to respond to classroom behaviour Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich

24. Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich

25. Theory of Bumps • Teachers can attempt to control the escalation of inappropriate behaviour • Teachers can then apply the appropriate reaction to the behaviour • These reactions are taught as skills the teacher can learn to deal with inappropriate behaviour • “A Bump is the student not doing what they are asked to do after the event” Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich

26. Signal to begin The look Proximity Student’s name Pause Deal with the problem Politeness Planned ignore Bump One: Low Key Responses What do all the low key responses have in common? Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich

27. Bump One: Low Key Responses – Common Attributes • Minimal verbal • Not a distraction to most the class • Don’t stop the flow of the lesson • Don’t invite an escalation Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich

28. Reflection What types of misbehaviours can be addressed by employing the Bump 1 skills? (*Reflection 5 : p. 6 in your session journal) Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich

29. Skills Practice Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich

30. The Theory of Bumps “Is our process of response” Jigsaw Activity (see p. 4 in your session journal) Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich

31. Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich

32. Bump Two • You have tried a few Bump One skills • They are not working • Given the students are escalating … you have to match that escalation • So, what do you do? Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich

33. Bump Two Responses • Stop teaching, pause • Turn to the student • Provide an optional minimal verbal • End with a thank you Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich

34. Bump Three & Four Choices and the Applied Choice (*Reflection 6 : Effective Choices – p. 7 in your session journal) Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich

35. Logical - the choice Is related to the misbehaviour Given as immediately as possible Choice is not an ultimatum Attributes of Effective Choices • Choice is done in a positive or neutral tone • You can follow through on the choice • The choice is not seen as punishment Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich

36. Bump Four • 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 Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich

37. For example … “ I’m sorry but you’ve made the decision to work over here …. Thank you” Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich

38. Bump 5: Defusing the Power Struggle • What is a power struggle? • Discuss and give an example you think would fit this situation? Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich

39. Power Struggles • Important that we as facilitators or teachers, don’t contribute to the power struggle • This situation can tend to get personal or volatile • Remember to focus on the object/situation not the person *How do we defuse the Power Struggle? Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich

40. Bump Six Continued Power Struggles are not acceptable! *Informal Contracts Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich

41. Bump Seven: Formal Contracts This is the step out of the classroom that links with administration • Ideally Institute wide support mechanism • Need support from …??? • Enforce process put in place • Support the teacher with policy and TAFE regulations Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich

42. When dealing with misbehaviours you need to consider the frequency, severity and time between incidents You also need to think about: Importance of lesson Your relationship with the students Students’ life at home Past behaviour of the student Institute discipline policy Selecting the Appropriate Bump Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich

43. Institute Wide Approach • Policy • OHS Responsibilities • Staff Welfare • Student Welfare • Management Support Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich

44. Finally A student’s behaviour affects them not you…… Thankyou!!  Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich