Transcript FIGURE 1-1 Figure text here.

Gary D. Borich
Effective Teaching Methods
6th Edition
Chapter 6
Classroom Management II:
Promoting Student Engagement
Gary D. Borich
Effective Teaching Methods, 6e
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
Chapter Overview
• Systems of Classroom
Management
• The Humanist Tradition
in Classroom
Management
• The Applied Behavioral
Analysis Tradition in
Classroom
Management
Gary D. Borich
Effective Teaching Methods, 6e
• An Integrated Approach
to Classroom
Management
• The Parent–Teacher
Conference
• The Influence of Home
and Family on
Classroom Behavior
Problems
• Culturally Responsive
Classroom
Management
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
Systems of Classroom
Management
Approaches to classroom management
can be grouped into three traditions.
These are:
• The Humanist Tradition
• The Applied Behavior Analysis
Tradition
• The Classroom Management Tradition
Gary D. Borich
Effective Teaching Methods, 6e
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
Six Criteria of an Effective
Classroom Management Plan
1. Establish positive relationships among all
classroom participants.
2. Prevent attention-seeking and workavoidance behavior.
3. Quickly and unobtrusively redirect
misbehavior once it occurs.
4. Stop persistent and chronic misbehavior
with strategies that are simple enough to be
used consistently.
5. Teach self-control.
6. Respect cultural differences.
Gary D. Borich
Effective Teaching Methods, 6e
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
The Humanist Tradition in
Classroom Management
• Principles underlying this tradition are derived from
the practice of clinical and counseling psychology.
• This approach emphasizes interventions stressing
the use of communication skills, an understanding of
student motives, private conferences, individual and
group problem solving, and the exercise of referent
and expert power.
• Examples of this tradition are Ginot’s “Cooperation
through congruent communication” approach, and
Glasser’s “Cooperation through individual and group
problem solving” approach.
Gary D. Borich
Effective Teaching Methods, 6e
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
Ginott’s Congruent Communication
•
The principle behind Ginott’s congruent
communication is that learners are capable of
controlling their own behavior if only teachers
would allow them to do so.
•
Teachers communicate congruently when
they:
1.
2.
3.
4.
5.
6.
Express “sane” messages
Accept rather than deny feelings
Avoid the use of labels
Use praise with caution
Elicit cooperation
Communicate anger
Gary D. Borich
Effective Teaching Methods, 6e
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
The Applied Behavioral Analysis
Tradition in Classroom
Management
• This approach is closely linked to Skinner’s
theory of learning called Behaviorism, or
Operant Conditioning.
• This approach is often referred to as
Applied Behavior Analysis.
Gary D. Borich
Effective Teaching Methods, 6e
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
Behavior Modification
• Focuses on changing or modifying behavior
that is seen, heard, counted, or captured (as
in a home video).
• Positive Reinforcement occurs when a
desired stimuli or reward you provide after a
behavior increases that behavior.
• Negative Reinforcement occurs when the
frequency of a behavior is increased by
ending a painful or aversive state.
Gary D. Borich
Effective Teaching Methods, 6e
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
The Process of Behavior
Modification
Figure 6.1 The Process of Behavior Modification
Insert figure 6.1 here
Gary D. Borich
Effective Teaching Methods, 6e
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
Behavior Modification (continued)
• Teachers should avoid the trap of negatively
reinforcing behaviors such as students who
avoid teacher’s eye contact (the behavior) as a
way to avoid answering questions (the
negative stimulus).
• When satisfied with a particular behavior,
Intermittent Reinforcement can be applied to
maintain a behavior at its current level.
• Behavior Antecedents are events or stimuli that
are present and elicit or set off a behavior.
Gary D. Borich
Effective Teaching Methods, 6e
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
Behavior Modification (continued)
Procedures for changing student behavior may
vary, and include:
• Ignoring disruptive behavior, and immediately
reinforcing positive behavior.
• Immediately punish inappropriate behavior,
and immediately reward appropriate behavior
(using systems of punishment such as “timeout,” “response cost,” or “overcorrection.”
Gary D. Borich
Effective Teaching Methods, 6e
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
Steps for Improving Behavior
• Identify both the inappropriate behavior you wish to
change and the behavior you want to take its place.
• Identify the antecedents to both the inappropriate and
appropriate behavior and make necessary changes in
the classroom environment to prevent the former and
increase the latter.
• Identify the student’s goal or purpose behind the
inappropriate behavior and discontinue actions on your
part that satisfy that purpose.
• Establish procedures for reinforcing the appropriate
behavior.
• Use punishment only as a last resort.
Gary D. Borich
Effective Teaching Methods, 6e
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
The Classroom Management Tradition
• Frames classroom management in terms of prevention
of, rather than in reaction to, misbehavior.
• Is based upon research on teachers who are more
effective, or less effective, classroom managers.
• More effective classroom managers had higher student
engagement rates, and lower student off-task behavior.
• Effective managers established themselves as
instructional leaders early, worked on rules and
procedures until students learned them, and stressed
group cohesiveness and socialization as well as content.
• Poorer managers had vague rules, monitored
ineffectually, and did not deliver consequences for good
or inappropriate behavior in a timely manner.
Gary D. Borich
Effective Teaching Methods, 6e
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
Effective Classroom Managers
Effective classroom managers possess three broad classes
of effective teaching behaviors:
1. Effective Managers devote time before and during
the first few weeks of school to planning and
organizing their classroom to minimize disruption
and enhance work engagement.
2. Effective managers approach the teaching of rules
and routines as methodically as they approach their
subject area, with clear instructions about
acceptable behavior, and monitor student
compliance carefully as the school year begins.
3. They inform students about the consequences for
breaking rules and enforce these consequences
consistently.
Gary D. Borich
Effective Teaching Methods, 6e
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
An Integrated Approach to Classroom Management
Blends all three approaches to classroom management
with an understanding of the advantages and
disadvantages of each.
• Low-Profile Classroom Management refers to coping
strategies used by effective teaches to stop misbehavior
without disrupting the flow of a lesson.
• Low-profile classroom management approaches are
effective for “surface behaviors” which represent the
majority of disruptive classroom actions (examples:
doodling, passing notes, humming, tapping).
• Low-profile classroom management requires teacher
anticipation of problems, deflection to redirect disruptive
behavior, and reaction to unobtrusively stop disruptions
immediately after they occur.
Gary D. Borich
Effective Teaching Methods, 6e
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
General Advice: Responses to Misbehavior
• Mild misbehaviors (talking out, acting out,
disrupting others) deserve a mild response at
first. If they occur repeatedly a severe response
may be warranted.
• Moderate misbehaviors (cutting class, profanity)
deserve a moderate response, but if they occur
repeatedly a severe response may be warranted.
• Severe misbehaviors (theft, vandalism,
substance abuse) deserve a severe response,
but do not try to handle incidents in your
classroom. Immediately bring them to the
attention of administrators.
Gary D. Borich
Effective Teaching Methods, 6e
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
Dealing with Persistent Disruptive Behavior
•
Three ways to apply your authority in dealing
with misbehavior are:
1. You alone judge what occurred and what the
punishment should be.
2. You provide alternative forms of punishment from
which the student must choose.
3. You select a punishment from alternatives that the
students provide
•
•
The level of severity with which you respond to a
misbehavior should match the misbehavior that
has occurred.
Corporal punishment is rarely effective in
deterring behavior.
Gary D. Borich
Effective Teaching Methods, 6e
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
Rewards and Reinforcement
• External or Extrinsic Rewards, such as
certificates or smiley faces are
sometimes criticized by proponents of
Internal or Intrinsic Rewards or Natural
Reinforcers (such as the pleasure of
learning to read).
• Transference from external to internal
awards is called Operant Conditioning.
Gary D. Borich
Effective Teaching Methods, 6e
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
Steps for Transference from Extrinsic to
Intrinsic Rewards
1.
Select the target behavior.
2.
Identify the natural consequences of the selected
behavior.
3.
Choose intrinsic consequences.
4.
Identify those consequences the learner may more
easily notice.
5.
Design your lessons in a way that you make
conspicuous the occurrence of natural
consequences.
6.
Select appropriate backup reinforcers.
7.
Condition the natural reinforcer.
Gary D. Borich
Effective Teaching Methods, 6e
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
Rewards and Punishment
Rewards are usually more successful than punishment,
and some reasons for this are:
• Punishment does not guarantee the desired response
will occur.
• Punishment’s effects are specific to a particular context
and behavior.
• Punishment can have undesirable side effects.
• Punishment can elicit hostile and aggressive responses.
• Punishment can become associated with the punisher.
• Punishment that is rendered to stop an undesired
behavior, but is not immediately associated with the
desired behavior, seldom has a lasting effect.
Gary D. Borich
Effective Teaching Methods, 6e
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
The Parent–Teacher Conference
• Notifying parents that a conference is necessary is
usually the teacher’s responsibility.
• One feature of the parent-teacher conference that
accounts for its effectiveness is the involvement of the
parent in eliminating the misbehavior.
• When conducting a conference, use “plain talk” rather
than jargon, listen actively, and use “I messages” that
emphasize describing a behavior the teacher is
concerned about, rather than “you messages” that
emphasize blame.
• After the conference, make a list of actions to be taken
by you or the parent, and follow through on whatever
you committed to.
Gary D. Borich
Effective Teaching Methods, 6e
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
The Influence of Home and Family on
Classroom Behavior Problems
• If a behavior problem persists and your
efforts to resolve it are to no avail, consider
the possibility that a family problem may be
occurring.
• It is not the teacher’s role to resolve
problems at home, but knowing the reasons
for a behavioral problem may assist in
finding an effective management solution.
Gary D. Borich
Effective Teaching Methods, 6e
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
Culturally Responsive Classroom
Management
• Recent research shows that different cultures
react differently to verbal and nonverbal
behavior management techniques, including
proximity control, eye contact, and classroom
arrangement.
• Understanding and acting upon these cultural
differences is a component of the emerging
field of Culturally Responsive Teaching.
• Understanding the cultural history of the learner
is important in utilizing effective and appropriate
classroom management techniques—this is
called “intercultural competence.”
Gary D. Borich
Effective Teaching Methods, 6e
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.