edpp302week 3 - limit setting/autocratic models. 2 teacher-centred, limit setting models of...

EDPP302Week 3 - Limit Setting/Autocratic models

2 teacher-centred, limit setting models of behaviour management

more on setting limits

Assertive Discipline in detail. How it is done.

Covered this week . . .

The Tension Model

disequilibriumdissonance

modellingmirroringnarrativereflection

notices differenceevocative

FEEDBACK

more indirect

individual

DECISION MAKING

PositioningSkill basedsubjective

advice giving

lecturinginterrogation

transparent optionsjudgementalprescriptive

CONSEQUENCESan outcome of decisions

TENSION

Tension issue resolvedTension issue continues

Limit Setting Models

Assertive Discipline – Canter & Canter

Preventive Discipline - Jacob Kounin

Positive Classroom Discipline - Fred Jones

Teacher empowered

External motivation

Canter & Canter

Assertive Discipline

Fred Jones

Positive Discipline

Applied Behaviour

Analysis

Behaviour Modification

Cognitive-behaviourism

Choice Theory

William Glasser

Humanism

Ginott/Rogers

Neo-Adlerian

Balson/DreikursSystems Theory

Solution focussed

Bill Rogers

Decisive Discipline

Student empowered

Internal motivation

Autocratic

Limit Setting

Democratic

Leadership

Laissez-faire

Non-directive

Models of Behaviour Management Continuum

Jacob Kounin

Group Management

Characteristics of the Models

Students require firm direction from teachers

Learning and behaviour are closely linked

Positive classroom relationships allow teachers to be trusted and respected

Disruptive behaviour occurs in all classrooms. Good teachers use techniques to negate its impact on learning

anxiety

defensive

acting out

tens

ion

reduction

Inte

rven

ti on

op

tion

s

External control

Internal control

Integrated experienceTHE CRISIS CYCLE

Staff actions

Client actions

non-compliant

teaching and discipline need to be integrated

planned and coordinated activities within lessons reduce the likelihood of disruptive behaviour

interested, stimulated and active learners reduce the risk of disruptive behaviour

Preventive Discipline -

a positive, productive classroom atmosphere or tone is pervasive for all participants

Jacob Kounin

Withitness

Smoothness and momentum

Overlapping

Preventive Discipline -

Group alerting

Jacob Kounin

the disposition of the teacher to quickly and accurately identify problem behaviour or potential problem behaviour, and to act on it immediately.doing more than one thing at once. Regardless of the level of classroom activity, the teacher continues to be aware of student’s individual activities and expects them to be working.remain on task.moving in and out of activities smoothly, with appropriately paced and sequenced instruction

keeping all students attentive in a whole-group focus

Ripple effect when teachers correct misbehaviours in one student, it often influences the behaviour of nearby students

Kounin, Jacob S. (1970) Discipline and Group Management in Classrooms. Holt, Rinehart and Winston, Inc.

be positive and gentle.

be economical, practical and simple

set limits and build cooperation in the absence of coercion

Positive Classroom Discipline -

Classroom management procedures must . . . .

ultimately reduce the teacher's work load.

Fred Jones

offer incentives and encouragement for positive effort

Jones, Fred (2000) Tools for Teaching. Santa Cruz, CA: Frederick Jones and Associates.

Incentive systems

Limit-setting


Three different management strategies are integrated to form a three-tier approach to discipline management.

Back-up systems

Fred Jones

from http://www.fredjones.com/Positive_Discipline/Discipline_Ch18.html

‘limit-setting and relationship building form a tier of the management system which we might

best describe as the interpersonal-interactive level of management.’

http://www.fredjones.com/Positive_Discipline/Discipline_Ch18.html



Incentive systems

Limit-setting



Back-up systems

Fred Jones


Something the teacher can provide that students like so

much that in order to get it they will work throughout the

period/week/month. Examples include PAT (preferred activity

time) and positive reinforcement

Incentive systems

Limit-setting



Back-up systems

Fred Jones


A series of responses the teacher can call upon after the

above fails. A sequence of consequences administered within the classroom and a backup system outside the

classroom

There are seven steps in limit setting:

Terminate Instruction


Turn, look, and say the student’s name

Walk to the edge of the student’s desk

Prompt

Palms

Camping out

Eyes in the back of your headStop what you are doing and concentrate on the disruptionFace the student, make eye contact, and remain calmWalk calmly to front of student’s desk and avoid commentsDemonstrate what is expectedLean towards the student

Shift and maintain eye contact to show you are still aware

Setting limits

Setting a limit is not the same as issuing an ultimatum.

Redirecting the thoughts of students back to their behaviour and

creating a dilemma for them in which a decision or action is needed

If you don’t finish the work you will stay back at lunch.

You can finish the work now and go out to lunch with the others or if it is unfinished you will stay back at lunch and I can help you with it. You decide.

ultim

atum

Setting limits


The purpose of limits is to teach, not to punish.



Through limits, people begin to understand that their actions, positive or negative, result in predictable consequences. By giving such choices and consequences, a structure for good decision making is

provided.

Setting limits


The purpose of limits is to teach, not to punish.

Setting limits is more about listening than talking.



By listening, you will learn more about what’s important to students, and that will help you set more meaningful limits.

Setting limits

Explain which behaviour is inappropriate

Steps55

Saying ‘Stop that!” may not be enough. The person may not know if you are objecting to how loudly he is talking or objecting to the language that he is using. Be specific.

Setting limits


Explain why the behaviour is inappropriate.

Steps55

Don’t assume the student knows why her behavior is not acceptable. Is she disturbing others? Being disrespectful? Not doing a task she’s been assigned?

Setting limits



Give reasonable choices with consequences.

Steps55

Ultimatums often lead to power struggles because no one wants to be “forced” to so something. By providing choices with consequences, you are admitting that you cannot force his decision. But you can determine what the consequences for his choices will be.

Setting limits




StepsAllow time.

55

Give a few moments for a decision to be made. If upset, the student may not be thinking clearly. It may take her longer to think through what you’ve said.

Setting limits




StepsAllow time.

Be prepared to enforceyour consequences.

55

It’s important to set consequences that are reasonable, enforceable, within your

. . . authority, and within the policies and procedures of your facility or school.

Setting limits




StepsAllow time.

Be prepared to enforceyour consequences.

55

Download ‘The Art of Setting Limits’ from CPI

Teachers have the right to determine what is best for your students, and to expect compliance.

To accomplish this goal, teachers must react assertively, as opposed to aggressively or non assertively.

Student compliance is imperative in creating and maintaining an effective and efficient learning environment.

No pupil should prevent you from teaching, or keep another student from learning.


see students as adversaries

use an abrasive, sarcastic and hostile style

focus on the person not on the behaviour

meet their own needs but disregard the needs of the students

Hostile Teachers

Non-assertive Teachers

ignore or react in desperation

use a passive, inconsistent, timid and non-directive manner

do not communicate their needs to the students

show an uncertainty and fear of the students

Assertive Teachers

respond confidently, politely and quickly

give firm, clear, concise directions to students

build positive, trusting relationships

are demanding, yet warm in interaction

listen carefully to what their students have to say, and treat everyone fairly (not necessarily equally).


features

Clear set of observable, class negotiated rules. Only 3 - 5 max.

Focus on positive behaviour with constant reinforcement through comments and recording of compliance.

For behaviour that breaks the rules a clear, pre-determined set of consequences are laid out.

All students are targeted for both positive recognition and negative consequences when relevant.

CLASS RULES

No talking when the teacher is talking

Stay in your seats

Keep your hands and feet off other people and their property

Follow the instructions given by the teacher

CLASS CONSEQUENCES

1st incident name on board - 1st warning

2nd incident tick - 2nd warning

3rd incident tick - 3rd warning

4th incident tick - stay back after class

5th incident tick - lunch time detention

6th incident tick - leave the class, interview with head teacher/AP

CLASS RULES


Stay in your seats



CONSEQUENCES

1st name on board - 1st warning

2nd tick - 2nd warning

3rd tick - 3rd warning

4th tick - stay back after class

5th tick - lunch time detention

6th tick - leave the class, interview with head

teacher/AP

CLASS RULES


Stay in your seats



CONSEQUENCES

1st name on board - 1st warning

2nd tick - 2nd warning

3rd tick - 3rd warning

4th tick - stay back after class

5th tick - lunch time detention

6th tick - leave the class, interview with head teacher/AP

CalebFabioSuzie

JackBashir

Shannon

CarlyJessRyan

HassanTamik

aLucas

Is it worth it?

Common pitfalls with Assertive DisciplineCommon pitfalls with Assertive Discipline

Ticks are delivered as punishment/consequences not cues/signals

Positive comments to compliant students are not used enough or they are insincere

Appropriate positive consequences are not in place

Ticks are delivered only to certain students in the class

Students will not stop behaviours and often will be pushed to get more ticks as a challenge or act of revenge

The list of students will be selective rather than inclusive

No evidence of a ripple effect

Little dilemma for students to change

How would you handle Jonah?

View video

Jonahs contract

REFERENCES

Canter, L. & (1976) Assertive discipline – a take charge Canter, M. approach for today’s educator. Santa

Monica, CA

Jones, Fred (2000) Tools for Teaching. Santa Cruz, CA: Frederick Jones and Associates.

Kounin, Jacob S. (1970) Discipline and Group Management in Classrooms. Holt, Rinehart and Winston, Inc.

CLASS RULES


Stay in your seats

Keep your hands and feet off other people and their

property


back



3rd incident tick - stay back after class



back

4th incident tick - stay back after class



CLASS CONSEQUENCES

3rd incident tick - 3rd warning



edpp302week 3 - limit setting/autocratic models. 2 teacher-centred, limit setting models of...

Documents

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