PRIJ 3030 October 30, 2013 Classroom Workshop and Classroom Management

1. PRIJ 3030October 30, 2013Classroom Workshop and Classroom Management Welcome! Sign in • Facilitated Share: Chapter 5, Classroom Workshop Break a quick reminder about Federations Day and the plan for next Wednesday and Thursday • Lesson plan assignment and rubric • Classroom Management

2. Classroom Management as Reaction to Discipline Problems • Skinner’s Behavioural Management Theory Definition: The practice of providing consequences for both positive and negative behaviour. The teacher develops a process of systematically applying rewards (reinforcements) and consequences for behaviour.

3. Skinner – Behavioural Management This model of classroom management is also known as: • behaviourism • behavioural techniques • behaviour modification • social-learning theory

4. Classroom Management with a Preventative Approach • Jeanne Gibbs • Jacob Kounin • Harry Wong

5. Jeanne Gibbs • “Tribes” theory includes an emphasis on active listening, appreciation, mutual respect, the right to pass, a helping attitude, setting goals, monitoring progress and celebrating accomplishments • Tribes’ focus is on learning (incl. social learning), a caring culture, a community of learners and student-centeredness • Tribes training includes various school groups including parents and administrators

6. Tribes Agreements • Attentive Listening • Appreciation/No put-downs • Right to Pass • Mutual Respect

7. Dreikurs’ Goals of Misbehaviour To seek attention To gain power To seek revenge for some perceived injustice To avoid failure

8. Students want: • to belong • to have power/control over their lives • to have freedom • to have fun

9. The art of teaching is to provide an environment that encourages students to inquire and to risk without fearing failure or being constantly saved from involvement. (Bennett and Smilanich)

10. Low-Key Responses(Bennett and Smilanich) • Proximity • Student’s name • Gesture • The look • The pause • Ignore • Deal with the problem not the student • Rules: less is more • Dealing with allies • Winning over

11. Squaring Off • pause • turn towards the student (square off) • give a minimal verbal request to stop (optional) • finish with a “Thanks.”

12. Dreikurs’ Logical Consequences • Must be tied directly to the misbehaviour • Must not involve moral judgments • Must distinguish between the deed and the doer • Must be applied in a non-threatening manner • Must present choice for the student

13. Barrie Bennett and Peter Smilanich • “The Bumping Model” of the teacher’s responses to student misbehaviour • Increasingly severe responses by the teacher based on the degree of the student’s BUMP. • Implies that teacher must take more drastic measures as behaviour persists

14. The Bumping Model • Bump 1: Prevent misbehaviour by low-key response • Bump 2: Square off Response • Bump 3: Give choice • Bump 4: Implied choice • Bump 5: Diffuse the Power Struggle ( ignore, use humour…) • Bump 6: Informal Agreement • Bump 7,8, 9,10: Informal contracts with other persons involved

15. Ultimately… • The teacher is responsible for establishing a community and for maintaining classroom control • The teacher is the difference between a chaotic or caring classroom • Effective classroom management includes: planning and following through on teaching strategies, keeping students actively engaged in meaningful learning, and preventing disruptions through proactive management strategies. • When a teacher needs to react to misbehaviour, careful thought should be applied to the situation to ensure that the self-esteem of the student is respected and to ensure that the consequences are realistic and appropriate

16. Resources • Barrie Bennett: Classroom Management • Jeanne Gibbs: Tribes: A New Way of Learning and Being Together • Ted Wachtel: Restorative Justice