Transcript management & motivation

Classroom
Management
and
Motivation
Problems as Symptoms
Teaching deficiencies
most problems can be solved “internally”
behavior is state-related
Out with the old, in with the
new…
 Old: student is the problem – reward desired
behavior & punish undesired
 New: the teacher is personally responsible –
Teacher looks for ways to engage students and
make learning happen
Discipline Models
 Behavior modification
 Personal influence
 Logical consequences
 Self-awareness training
 Cooperative discipline
 “brain-based” discipline
What to do when classroom rules,
agreements, or expectations are not
met/broken
4: Safety Jeopardized
3: Student Choice Point
2. Handle the Problem, not the person
1: Invisible Action
When bad things happen to
good teachers
 Keep your cool – revisit it later if need be
 Address problem with minimal “fanfare”
 Goal is to get class back to learning
 State facts, but don’t judge
 Good: “I counted you disrupting the class 6 times”
 Bad: “You’re constant disruptions make me mad!”
Motivation & Discipline
 a 1983 study by C. Hoffer asked 3,000 prospective
teachers “What gives you the greatest concern as
you plan for your first teaching position?”
 many new teachers will leave the profession after
one year because students are “unruly,”
“discourteous,” “uninterested,” or “unteachable”
 most teachers have the skills to succeed musically,
but lack the other management skills to do a good
job
Terminology
 motivation: all the forces that keep a person
involved
 discipline: ways in which students keep motivation
What motivates students?
What motivates students?
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fear
desire
music contests/competition
awards
testing & grading
performances
photographs & recordings (documentation)
group spirit & camaraderie
compliments
Discipline & Behavior
Modification
 B.F. Skinner – Behavior modification - “operant
conditioning” people will like something if the
consequence is rewarding (positive/negative
reinforcement)
 Assertive discipline – spell out all expected
behaviors and consequences (rewards &
punishments, or bribes & threats?)
 Preventative discipline – focuses on avoiding
problems altogether
Three common approaches
to discipline
 authoritarian – strict rules & regulations, enforced
by the teacher
 permissive – sets few limits on behavior – chaos is
the norm
 democratic – based on more “dos” than “don’ts”
What do you think are
most common problems?
What do you think are
most common problems?
 talking
 students who can’t participate (illness, broken
instruments, etc.)
 rehearsal & performance attendance
 gum chewing
 posture
Practical Suggestions for
Discipline
 teacher appearance
 teacher/ student
interactions
 professional relations
 use of teacher voice
 class preparation
 eye contact
 sense of humor
 discipline &
reprimand
 consistency
 student
conferences
 positive
classroom
environment
Conflict Resolution
 describe specific problem
 think of solutions – choose most appropriate for
situation & those involved
 Document problems –
 Ask for help
 Keep people in the loop
Rehearsal Discipline
 pacing
 preparation
 organization & room set up
 rules should be posted, and simple
 eye contact
What would you do?
What would you do??
From page Walker, p. 61
 “A choral member is slouching in her
chair at the beginning of rehearsal.
The teacher, in a quiet, offhand
manner says, “Mary, please sit up.”
Mary complies but calls the teacher
a”@&$^@#!” just loud enough for the
teacher and several students to hear.
What would you do?”
What would you do??
From page Walker, p. 61
 “A student asks to be excused
from a concert performance to go
sailing with his father. The
teacher denies the request. The
student goes sailing anyway.
What would you do?”
What would you do??
From page Walker, p. 61
 “The teacher asks a misbehaving
student to stay after school for
punishment and the student fails
to appear. What would you do if
the student failed to appear a
second time?”
What would you do??
From page Walker, p. 61
 “A teacher observes a student
reading a book at every break
during a band rehearsal. What
would you do?”
References
 Super Teaching by Eric Jensen
 Teaching Music, 2nd edition by Darwin E. Walker
The Role of the Music
Educator
From: Teaching Music, 2nd edition by Darwin E. Walker
Roles involved in Music Ed
 anticipating: foreseeing where program is headed,
or how decisions made today will effect & impact
 orientating: identifying objectives (instructional,
personal, etc.) then getting them met
 programming: determining what strategies will
reach the determined objectives
 organizing: what kinds of organizational structures
are needed to efficiently run the program(s)
Roles….
 staffing: determining who can help meet goals &
objectives. Can be student assistants,
parents/booster club, peers, etc.
 resourcing: knowing how the school budget works,
what additional funding is available, and how your
program fits in
 leading: developing motivational skills
 executing: following through
…Roles, …
 changing: follow a “patient and thoughtful”
procedure
 diagnosing & analyzing conflict: finding problems
& solutions – working as your own advocate
 deciding & resolving: taking action towards conflict
 coordinating: provide leadership in broad
circumstances
…and more roles.
 communicating: have channels for spreading the
word about your program
 politicking: know the internal & external “power
centers”
 controlling: monitor progress
 appraising: evaluate final results, and share these
results with stake holders