classroom management strategies learning team a
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Classroom Management
StrategiesLearning Team A
SPE/546October 26, 2015
Angelnet Stith
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Kohn’s Student Directed Learning: Rationale
• Where did the need come from?• Students, like adults, can suffer from “burn out”
• Can lead to being disengaged or thoughtlessness
• What happens when students become disengaged? • Uninspired work• Incorrect work• Undesirable behaviors
• Research found that disengagement was a result of lack of control over their own work.
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Kohn’s SDL: The Plan• Academic standpoint:
• Self-directed learning puts control back in student’s hands.• They must steer their education.
• Behavioral standpoint:• When misbehavior occurs, student must identify what needs to be changed. • More rules and guidelines are then implemented.
• In this model, discipline is eventually less needed as students are directly involved and responsible for their own learning and behavior.
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Glasser’s Choice Model: Rationale
• Where did the need come from?• Direct opposition, from a psychological standpoint, to the Stimulus-Response
model. • Belief that as humans, we make specific choices which result in behavior, good
and bad.
• What are the components?• There are four things that we, as humans, crave to find satisfaction: sense of
belonging, power, freedom and fun.• When we find these, we store them away as a part of our “Quality World.”
• We search to recreate that feeling of satisfaction through the things we find.
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Choice Theory: The Plan• Students who are disengaged from school do so because school is not a part
of their “Quality World.’• Educators must create environments where students feel safe to learn. • Students must see school and learning as part of their ‘Quality World”.
• How do we create an environment where learning is a part of students’ “Quality World”?• Training for all staff• Students learn at their pace; they are given time to succeed. • Students are given opportunities to revise work that receives a low grade.• Environments more nurturing and focus is on wellbeing of child in addition to academics.
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Positive Behavior Support: Objectives and Guidelines
• Objectives:• Identify and encourage behaviors that lead to success• Prevent problem behaviors and facilitate academic success
• Guidelines for the classroom:• Socially: use praise and recognition for positive behaviors• With activities: allow computer time, special privileges or job for good behavior• With materials: give tokens to be exchanged for rewards or awards/certificates
for good behavior
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PBIS• Environmental Accommodations:
• Create a positive environment that has consistency and fidelity• Simple and explicit rules and classroom procedures
• PBIS as a Behavioral Management System• Focus on prevention of poor behavior rather than responding to negative• Teach, practice, monitor and reinforce behavior expectations• Use a continuum of strategies for primary, secondary and tertiary behavior
interventions.
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Skinner Operant Conditioning
• What is it?• A theory that determines that the best way to understand behavior
is to look at the cause of an action and its consequences., called responses.
• How is it used in the classroom?• Positive reinforcements: students are rewarded for good behavior• Negative reinforcements: an adverse stimulus is removed to
reinforce good behavior
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Response Types
• Neutral operant• Responses from environment that neither increase nor decrease the
probability of the behavior being repeated
• Reinforcers• Responses from the environment that increase the probability of the
behavior being repeated
• Punishers• Responses from the environment that decrease the likelihood of a
behavior being repeated. Punishment weakens behavior.
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Operant Conditioning in the Classroom
• Applies largely to issues of class and student management. It is relevant to shaping skill performance.
• Feedback on learner performance such as compliments, approval, encouragement and affirmation increase positive behaviors.
• Unwanted behaviors can be eliminated through ignoring, rather than being reinforced by drawing attention to them.
• Knowledge of success motivates future learning, as long as the educator is aware of the type of reinforcement that is given, so that the behavior is maintained.
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Classroom Management vs. Discipline Management
• Classroom discipline occurs after a student has displayed a behavior.• Typically, this technique only stops behavior temporarily.
• Classroom management are procedures that show students the way the classroom will be run. • Helps to create ownership of the classroom with students.
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References • Cooper, Megan. (2013). The Difference Between Classroom Management and Discipline.
Retrieved from http://www.leadteachers.com/lead-teacher-blog/the-difference-between-classroom-management-and-classroom-discipline.
• Glasser, W. (1997). "Choice theory" and student success. The Education Digest, 63(3), 16-21. Retrieved from http://search.proquest.com/docview/218173649?accountid=458
• Kohn, A. (1993, September 2). Choices for Children: Why and How to Let Students Decide (*)-Alfie Kohn. (Retrieved October 23, 2015)
• McLeod, S. A. (2015). Skinner - Operant Conditioning. Retrieved from www.simplypsychology.org/operant-conditioning.html
• Newcomer, L (2009). Universal Positive Behavior Support for the Classroom. PBIS Newsletter, 4(4). Retrieved from <http://www.pbis.org/pbis_newsletter/volume_4/issue4.aspx>