classroom management(tracey tokuhama espinosa)

TraceyTokuhama‐Espinosa,Ph.DUniversidadSanFranciscodeQuito

IDEAfortheAmericanSchoolofQuito26August2010

Backgroundofthepresenter

 Master’sfromHarvardUniversityinInternationalEducationandDevelopmentanddoctorate(Ph.D.)fromCapellaUniversity(cross‐disciplinaryapproachcomparingfindingsinneuroscience,psychology,pedagogy,culturalanthropologyandlinguistics).ShealsohasherBachelor’sofArts(InternationalRelations)andBachelor’sofScience(Communications)fromBostonUniversity,magnacumlaude.

• DirectoroftheInstituteforResearchandEducationalDevelopment,UniversidadSanFranciscodeQuito,EcuadorandprofessorofEducationandNeuropsychology.

• Teacher(pre‐kindergartenthroughuniversity)with22yearsofcomparativeresearchexperienceandsupporttohundredsofschoolsin17countries.

Today’sprogram1.  Today’sfocus:“IfIknowmysubjectandknowhow

toteach,whyisitthatIstillamnotaseffectiveasI’dliketobeinclass?”TheroleofClassroomManagementineffectiveteaching

2.  Definitions:Twobroadcategoriesofproblemsi.  Logistical:Numberofstudentsorlevelsofabilities.ii.  Disciplineordistractions:Classclowns,bullies,thelazykid,

etc.3.  (True)rootsofdisciplinaryproblems4.  Possiblesolutions(sharedvision?)5.  Recommendedsteps

Brainstorm  “IfIknowmysubjectandknowhowtoteach,whyisitthatIstillamnotaseffectiveasI’dliketobeinclass?”

 Whataretheproblems/circumstances/situationsthatdistractfromtheteaching‐learningexperience?

 Whattypesofthingscanhappeninclassthatcausedifficultiesismaintainingstudentattention(timeontask)?

Today’sfocus☺Iknowmysubject.☺Ihaveagoodvarietyofmethodologicaloptionsandknowhowtoteach.

Whyaren’tIalwaysasefficientasI’dliketobe?

Subjectareaknowledge

Teachingmethodologyknowledge

Goodclassroom

management

Efficientteaching

Classroommanagement:Vitalaspectofgoodteaching?

Ateacher’sabilitytomanageaclasseffectivelyhasbeenrecognizedasavitalskillofeffectiveteachers.

L. Dee Fink (2003) Creating Significant Learning Experiences, p.22

Numberofstudentperoclassroom

 Averageclasssize(8‐72). Timeisreducedwitheachstudent.

 Quality:timespendmanagingnotteaching.

Solu?on:“Wartac?c”

 Oldestwartacticinhistory:Divideandconquer.

Threetypesofsolu?onsforclasses:

1.  Physicaldesignofclassroom

2.  Cooperativeteaching3.  Smallgroupactivities

Physicaldesignofclassroom

  “Corners”or“Centers”  “Islands”orgroupsof

3‐6people  Circlesorsemicircles

Coorpera?veteaching

  Cooperativeteachinginvolvestwoormoreteacherswithdifferentskillssetswhocoordinatetheireffortsintheclassroomtomanageheterogeneousgroups.”

Coorpera?veteachingstructures

1.  Alternativeleadership:Oneteacherpresentsthemaininformationandtheothermonitorsandhelps;theteachersthenchangeroles.

Rice & Zigmond (2000) cited in Morocco & Aguilar (2002).


2.  Parallelteaching:Teachersplantheclasstogetherandthendividetheclassintotwoheterogeneousgroups.Thesubjectisthentaughtusingthesamematerials,butwithdifferenttechniques.

Rice y Zigmond (2000) citado en Morocco and Aguilar (2002).


3.  Flexiblegroups:Theclassisdividedintosubgroupsaccordingtolevelorskillsthatneedreinforcementandeachteachertakesadifferentgroup.

Rice & Zigmond (2000) cited in Morocco & Aguilar (2002).


4.   Teachalternatively:Oneteacherinstructsthelargegroupwhiletheotherreinforcescontentorskillsinsmallergroups.

Rice & Zigmond (2000) cited in Morocco & Aguilar (2002)


5.   Teamteaching:Bothteachersinstructtheclasssimultaneously.Theteachersalternativelyrunthelargegroupindifferentactivitiesandinterveneatanytime.

Rice & Zigmond (2000) cited in Morocco & Aguilar (2002)

Whocanbe‘co‐teachers’?

 Twoteachers Ateacherandanassistant

 Ateacherandastudent(e.g.,aUSFQPASECCstudent)

 Ateacherandaparent

Smallgroupac?vi?es?

 Brainstormingroupsof3‐4:(2minutes)

Examplesofsmallgroupac?vi?esthatmakeclassroomsmoreefficient(andincreasecri?calthinking):

  Peerteaching  Correcteachothers’homework  Smallgroupdiscussion  Collaborativewriting(ofascript)to

explainconcepts  Debate  Groupmindmaps  Respondtoessentialquestions  Researchprojects(jigsaw)  Oneminutepaperdiscussions.

DisciplinaryproblemasandDistrac?ons

1.  Classclown2.  Bully3.  Victim4.  Lazykids5.  Know‐it‐all6.  Whiner7.  Anti‐leader8.  Thewho‐careskid9.  Chatter‐boxortalker10.  Spaced‐outstudent11.  Irresponsible12.  Gossipgirl(boy)

  DisciplinecomersfromtheLatin“toinstruct”.

  Disciplinedoesnotmeantopunish,butrathertoteach.

  Disciplineisapositiveprocessthatguidesandinstructsstudentonself‐controlandleadstobetterlearningsituationsforall.

Basado en parte de Amaya Guerra, Ph.D

Whatac#onsdoweteacherspunish?

Classroomdistractionsthatdistractortaketimeawayfromteaching,suchas…

  Tardinessorabsences  Forgottenhomework  Attentionseekers  Lackofrespect(studentswhobotherothers,

usebadwords,challengeauthority,etc.)  Plagiarismandlying  Lowachievers

Stepsindealingwithclassroomdistrac?ons:

1.  Understandthetruemotivationbehindthebehavior

2.  Understandwhyweasteacherspunish

3.  Understandtheoptionsthatexisttoavoidpunishmentandpublichumiliationinclass

4.  Followthesixguidesandsevenprinciplesofclassroomdiscipline(tofollow)

Understandthetruemo?va?onbehindthebehavior

Whydostudentsmisbehave?

 Negativeattentionisbetterthannoneatall

 Amisbehavingchildisadiscouragedindividual→Givingcourageisthebestwaytomotivate

  Attentionfrompeers  (Congenitalproblems)

Adlerian psychology as quoted in Positive Discipline, p.1, 2001.

Fourmisinterpreta?onsofstudentbehavior

1.  Attentionseekers(Classclown,Know‐it‐all,Talker)  Truemessage:“Lookatme!Involveme!”

2.  Misguidedpower(Anti‐leader,Bully)  Truemessage:“Letmehelp!Givemeoptions.”

3.  Revenge(Whocares,Lazykid)  Truemessage:“Ifeelbad.Idon’tbelong,butatleastI

canmakeyoufeelasbadasme.”)4.  Presumedinefficiency(Victim,Irresponsible)

  Truemessage:“Don’tlosehopeinme.Givemesomehelp.”

Nelsen, et. al (2001), pp.8-14. Positive Discipline.

Understandwhyweasteacherspunish

Thepsychologyofpunishment

Punishment(physicalorverbal):  Theeasiestreactionto

undesirablebehavior.  Doesnotrequiremuchthought

(motivatedbyemotion).  Normallymakesusfeelbetter,

temporarily(afterwhichthereisahorriblefeelingofguilt).

  Teachesthestudenttoavoidpunishment,butnotnecessarilytochangehisbehavior.

ParadigmshiPindisciplinaryprocedures

  Untilaroundthe1970stheconceptofaridgid,autocraticteacherwasnormal(theteacherwasalwaysright)→

  Inthe1980sand1990stherewasashiftindisciplineinschools(children’srights)→

  By2000:Respectandfirmnessreplacedphysicalpunishment.

Whatalterna?vesexistinplaceofpublichumilia?onorphysicalpunishment?

  “Firmandfriendly”response(Nelsen,2001)  Applyclearrules  Busyhands…  Classmeetingswhere

necessary.

Nelsen, et. al (2001), Positive Discipline.

Sixguidesandsevenprinciplesofclassroomdiscipline

Sixguides

1.   Expectthebestfromyourstudents.Teacherswhoexpectthebestfromtheirstudentsandhavehighexpectationgetbetterresults.

How to Create Discipline Problems: A number of strategies that a teacher can use to facilitate classroom discipline (Clearing House, 1994).

Sixguides

2.  Makestheimplicitexplicit.Manyproblemsoccurwhenbehavioralexpectationsarenotclearlyconveyedtostudents.Havingstudentsparticipateintherulemakingprocessgivesthemownershipandthereisagreaterlikelihoodofcompliance.


Sixguides

3.  Rewards,yes,punishment…?Arewardcallsattentiontogoodbehavior,whereaspunishmentcallsattentiontobadbehavior.Bycallingattentiontogoodmodels,teachersmakestudentsfeelbetteraboutthemselves,theteacherandtheclass.Praiseinpublicandpunishinprivate.


Sixguides

4.   Intheworstcase,takeawayprivileges.Intheeventthatthereisnonaturalconsequencetoabehavior,itisbesttotakeawayprivilegesasaconsequenceofbadbehavior.

Sixguides

5.   Consistencyisthebestpolicy.Disciplinaryproblemsemergewhenthereisalackofconsistency.Thisalsoleadstoalackofcredibilityoftheteacher.

Sixguides

6.   Knowyourstudents.Punishmentforonestudentmightbearewardforanother.Ifateacherdoesnotknowherstudentswell,thenshecouldactuallybegivingaprizeinsteadofinflictingapunishment.

Sevenprinciples

1.   Lookforlong‐termchangesinbehaviorinsteadofshorttermcompliance.Effectivedisciplinereallyjustmeanshelpingstudentsbecomemoreresponsiblefortheiractions.

Sevenprinciples

2.  Stopbeinginefficient.Ifasolutiondoesnotworkormakesthesituationworse,thesolutionitselfmightbepartoftheproblem.

Sevenprinciples

3.  Beingfairdoesnotmeantreatingallstudentsequally.Beingfairmeansgivingeachstudentwhattheyneed,nottreatingthemallalike.Justasdifferentstudentsneeddifferentreadingstrategies,differentstudentsneeddifferentdisciplinestrategies.

Sevenprinciples

4.   Adoptonlythemostimportantrules.Studentsneedtoknowhowtherulesbenefitthem.

Sevenprinciples

5.   Modelthebehavioryouwishtoachieve.Whatteachersdoismoreimportantthanwhattheysay.

Sevenprinciples

6.   Teacherresponsibilityinsteadofforcedobedience.

Sevenprinciples

7.   Treatstudentswithrespectanddignity.Nodisciplinaryactionshouldreducestudentselfesteem,butratherraiseself‐knowledgeandconfidence.Avoidhumiliationatallcosts.

Canaschoolenvironmentimpactstudentbehavior?Ifso,doesthisimpactacademicresults?

  Studiesshowthatstudentsthatdon’tlikeschooldonotdowellacademicallyandhavelimitedcareeroptions.Gottfredson(1989)foundthatschoolswithlowerstudentdelinquencyandhigherstudentinvolvementhadhigheracademicachievementaswell.

Joan Gaustad, “School Discipline”. ERIC Digest 78 December 1992.

Insummary  Classroommanagementhastwomainelements:Logistics

anddiscipline.  Solutionstoclassroommanagementproblemsincludethe

following:1.  Applybetterphysicalclassroomdesign.2.  Usecooperativeteachingandlearningtechniques.3.  “Divideandconquer”:Applysmallgroupactivities

whicharestudent‐centered.4.  Understandthefourmisinterpretationsofbehavior.5.  Understandwhyweasteacherspunishandthe

alternatives.6.  Followthesixguidelinesandsevenprinciplesfor

classroomdiscipline.

Referencias  Amaya Guerra, J. (s.f.). Manejo de las conductas de los niños de preescolar.

Downloaded on Feb 24, 2005 from www.univillarica.mx/amfem/TALLER_III_y_IV/ Manejo_de_las_conductas_de_los_ninos_de_preescolar.ppt

  Barriga, M. (2005). Coteaching. Analisis de Artículo, EDU 611. Quito: Universidad San Francisco de Quito.

  Berry, R. L. (2003). Creating cooperative classrooms. Educational Digest, 69.   Black, D D., and Downs, J.C.. (1992). Administrative intervention: A discipline

handbook for effective school administrators. Longmont, Colorado: Sopris West, Inc.

  Brodinsky, B. (1980). Student discipline: Problems and solutions. American Association of School Administrators Critical Issues Report. Sacramento, California: Education News Service.

  Canter, L. (1988). Assertive discipline and the search for the perfect classroom. Young Children, 43(2), 24.

  Duke, D L. (1989). School organization, leadership, and student behavior. In Strategies to reduce student misbehavior, edited by Oliver C. Moles. Washington, D.C.: Office of Educational Research and Improvement, U.S. Department of Education.

  Edwards, C. (1993). Classroom discipline and management. New York: Macmillan College.

  Edwards, C. (1994). Learning and control in the classroom. Journal of Instructional Psychology, 21(4), 340-346.

  Frels, Kelly. (1990). School discipline policies and procedures: A practical guide (rev.ed.) Alexandria, Virginia: National School Boards Association.

  Fuhr, D. (1993). Effective classroom discipline: Advice for educators. National Association of Secondary School Principals Bulletin, 76(549), 82-86.

  Gordon, Thomas. (1987). T.E.T.; Teacher effectiveness training. David McKay Co..   Gottfredson, Denise G. (1989). Developing effective organizations to reduce school

disorder. In Strategies to reduce student misbehavior. Edited by Oliver C. Moles. Washington, D.C.: Office of Educational Research and Improvement, U.S. Department of Education.

  Grossnickle, Donald R., and Frank P. Sesko. (1990). Preventive discipline for effective teaching and learning: A sourcebook for teachers and administrators. Reston, Virginia: National Association of Secondary School Principals.

  Kay, R. S. & Kay, D. S. (1994). The best is within them: Propositions, principles and strategies for teaching respect, responsibility, and excellence in the classroom. Unpublished manuscript.

  Kohn, A. (1996). What to look for in a classroom. Educational Leadership, 54(1), 54-55.

  MacKenzie, R. J. (1996). Setting limits in the classroom; How to move beyond the classroom dance of discipline. Prima Publishers.

  Meyers, K., and Pawlas, G. (1989). The principal and discipline. Elementary Principal Series No. 5. Bloomington, Indiana: Phi Delta Kappa Educational Foundation.

  Moles, Oliver C. (1989). Strategies to reduce student misbehavior. Washington, D.C.: Office of Educational Research and Improvement, U.S. Department of Education.

  Morocco, C. C., & Mata, C.A. (2002). Coteaching for content understanding: A school wide Model. Journal of Education and Psychological Consultation.

  Nelson, J., Lynn L., and Glenn, H.S.(1999),Positive discipline. (2ndrev.)edition. PrimaLifestyles.

  Nunley, K. F. (2004). Why punishment - based systems don't work: Yet we're stuck with them. Downloaded on Feb 24, 2005, from http://Help4Teachers.com.

  Proctor, C. (1984). Teacher expectations: A model for school improvement. The Elementary School Journal, 469-481, March 1984.

  Shields, Carolyn M. (2004). Creating a community of difference. Educational Leadership. Alexandria, VA: Association for Supervision and Curriculum Development.

  Truell, Allen D. (1997). Classroom management: Strategies and implementation. Columbia, Missouri: University of Missouri-Columbia. Downloaded on Feb 24, 2005 from http://www.bvte.ecu.edu/ACBMEC/p1998/Truell1.htm

  Behavior management as a curriculum for students with emotional and behavior disorders. (1996). Preventing School Failure, 40(3), 124-130.

  How to create discipline problems. (1994). Clearing House, 67(5), 248-251.   Must teachers bear the moral burden alone? (1996). Journal for Just & Caring

Education, 2(4), 449-559.

Paramásinformación:

TraceyTokuhama‐Espinosa,Ph.D.IDEA–InstitutodeEnseñanzayAprendizajeUniversidadSanFranciscodeQuitoCasaCorona–PlantaBajaTelf.:297‐1700x1338o297‐[email protected]@usfq.edu.ecwww.educacionparatodos.com

classroom management(tracey tokuhama espinosa)

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