Download - Developing standart for classroom behaviour and methods for maximazing on-task student behaviour
Developing Standarts forClassroom Behaviour andMethods for Maximizing
On-Task Student Behaviour
ED401.01KOKSAL
Table of Contents• Content• Behaved Teachers• Gantt Card• Literature Reviews• Fishbone• Matrix Diagram• Survey• Problem• References & Thanks
• Behaved Teachers
Ozan O. YILMAZ Selahattin ÖZTÜRK Merve DİNÇ
Halil AKBAŞSelen ESENSamet KARAMAN
Gantt CardSteps Oct. 29 Oct. 30 Oct. 31 Nov. 2 Nov. 3 Nov. 4
Plan Determination of the problem
Literature reviewtargets
Do Determination of main causes
Collecting and Preparing Data
Check Checking Data
Suggestions
Act Project Preparation
Presentation
Expected - Observed
Learning Goals
Learning goals
• For example:
• After this presentation:• You will understand the importance of having goals
• You will know how to teach and monitor procedures
• You will be equipped with the tools to manage desired behaviour in classroom
Why are these goals important?
• 1) They provide the clasroom with a smooth flow.
• 2) They help reduce behavioral problems.
• 3) They help us be more organized, thus more productive.
Literature Review of «Creating Behavioral Standards within the Classroom»
• (Emmer et al., 1980; Evertson & Emmer, 1982a): Effective teachers teach students classroom rules and procedures.
• According to Emmer and colleagues (1981),• Rules mean any written rules given that students must obey.• Procedures mean expectations for a specific behavior. They are
directed to accomplishing, rather than forbiddin some behaviour.
Literature Review
• According to initial research, there is a correlation between establishing rules and classroom success
• Which means establishing more rules results in more classroom achievement.
Literature Review
• (Evertson & Harris, 1999; Evertson & Smithey, 2000): Teachers should be given more training in classroom management. They further developed this idea into what is known as Classroom Organization and Management Program.
• Jerome Freiberg (1999), Ron Nelson (Nelson et al, 1998), Positive Behavioral Support work (Lewis & Newcomer, 2005; Lewis et al., 2006): It is important to teach desired behaviour and to establish agreed-on behaviour standards.
Practical Implication
• To become an effective teacher, we need more training programs like COMP.
• Rules are good but procedures are more effective because they are more specific and they are positive rather than negative. But we shouldn’t forget that they are complement of each other.
• We shouldn’t start setting rules and procedures on the first day, it can wait several lessons.
Developing General Behaviours Standarts or RulesRules or Norms, Behavior Expectations or Behavior Standards.
Steps in Developing Classroom Behaviour Standarts
1. Discussing the value of Rules and Behavior Standards.
Ask students why adults have rules in society.
Prevent property damage.
Peer health and safety.
Steps in Developing Classroom Behaviour Standarts
2. Developing a list.
List each rule students think as important.
State the standards in a positive manner.
Teach the rules through activities.
Steps in Developing Classroom Behaviour Standarts
3. Getting a commitment.
Simplify each rule.
Have students sign this commitment.
Communicate with parents.
Emmer, E. T., & Gerwels, M. C. (2006). Classroom management in middle and high school classrooms.
Steps in Developing Classroom Behaviour Standarts
4. Monitoring and Reviewing the Standards
Regular revision of rules. (It is important to review the rules when the problem increases.)
Clarify the rules with new students.
Emmer, E. T., & Gerwels, M. C. (2006). Classroom management in middle and high school classrooms.
Steps in Developing Classroom Behaviour Standarts
5. Reinforcing Behavior that Supports the Classroom Behavior Norms
Praise and Feedback.
Assign students to observe the class.
Creative Examples of Teaching and Reviewing Rules and Procedures
Preview for The Effective Teacher - Part 4: Procedures and Routines
Posters:
Prepare posters promoting
• Good behavior
• Good study habits
• Safety rules
• School rules
• Hang the posters appropriate places
School in Relation to Community Rules:
• Let students work on school rules.
• Let them know how school rules works and what their reasons are.
• How they are related to community rules
• What is the importance of these rules on community life
• This let students to know their responsibilities.
Picture Posters
• Make students bring their picture of themselves to school
• Use student pictures highlighting school rules
• The following students believe it is important to respect everyone.
• Show pictures listing students’ names and grades
• Post posters through school
• Uses peer pressure
DO NOT FORGET!
• Your students are individuals.
• Your students deserves the treatment that you think you deserve.
• Act accordingly.
Procedures
Procedures
Procedures mean expectations for a specific behavior.
They are directed to accomplishing, rather than
forbidden some behaviour.
Several Examples of Procedures: Class Attention Grabbers
Click icon to add picture
https://www.facebook.com/l.php?u=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DTn-wGrhb5d4&h=lAQHSoPj0
One spot tactic
Click icon to add picture
https://www.facebook.com/l.php?u=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3D0WbhWKilmHs&h=lAQHSoPj0
Example: Practice of Procedure
Click icon to add picture
https://www.facebook.com/l.php?u=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3D9lzOxR4gY90&h=lAQHSoPj0
Example: Addressing learner differences
Click icon to add picture
https://www.facebook.com/l.php?u=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DyBPaQ9ctAwA&h=lAQHSoPj0
Can we control non-class behaviour?
Click icon to add picture
https://www.facebook.com/l.php?u=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DyBPaQ9ctAwA&h=lAQHSoPj0
How to Teach and Monitor Classroom Procedures
DISCUSS:Why do we need to have a
procedure?
SOLICITATION:Get the students ideas
PRACTICE:Students ought to
practice the procedure until it is performed
correct
REINFORCEMENT:Correct behaviour
should be reinforced.
Classroom Management Skills that Help Maximize On-Task Student Behaviour
Successful Teachers vs. Teachers who Experience Management Problems
• ensures that students are engaged in instructional activities
• are better prepared and organized
• can move smoothly from one activity to another
• maintain student involvement
• can hold their attention
• Kounin, Jacob S. (1970) Discipline and Group Management in Classrooms. Holt, Rinehart and Winston, Inc.
Instructional Management Skills that Facilitate Academic Achievement
• Arranging the Classroom
• makes teacher accessible to students • support students for academic work that they will be completing
• Beginning the Classroom
• select a que for getting students attention• do not start a lesson before removing all the distractions• present goals and activities
• Kounin, Jacob S. (1970) Discipline and Group Management in Classrooms. Holt, Rinehart and Winston, Inc.
Instructional Management Skills that Facilitate Academic Achievement
• Giving Clear Instruction
• how students are to proceed• what they are to do• give precise directions
• Maintaining Attention
• be animated in the classroom• provide variability in instructional media and methods• ask questions to the students.
• Kounin, Jacob S. (1970) Discipline and Group Management in Classrooms. Holt, Rinehart and Winston, Inc.
Instructional Management Skills that Facilitate Academic Achievement
• Using Seatwork Effectively
• move around the room• manitor the seatwork• make it interesting
• Providing Useful Feedback and Evaluation
• tell students the criteria by which way they will be evaluated• be spesific and honest
• Making Smooth Transition
• from one activity to another• provide daily schedule and • provide step-by-step directions
• Kounin, Jacob S. (1970) Discipline and Group Management in Classrooms. Holt, Rinehart and Winston, Inc.
An Outline for Beginning the School Year• If a teacher corrects misbehavior of one individual student, the other students in the
classroom normally will correct their misbehaviors as well.
• Teacher needs to be aware of what is going on in all parts of the classroom at all times by continually being alert. Students need to know that the teacher is aware of what is going on in the classroom.
• Teacher should maintain the direction in the lesson without being diverted by irrelevant incidents.
• Teacher should have the ability to move smoothly from one activity to next and to maintain momentum.
Kounin, Jacob S. (1970) Discipline and Group Management in Classrooms. Holt, Rinehart and Winston, Inc.
Creating a Safe and Supportive Learning Community
What affects learning environment?
• Students’ background, grades, motivation
• Subject matter for the courses
• Teaching style, commitment, experience,
Jones & Jones (2007) list following;
http://bit.ly/1it7M2r
Primary School
• Get the classroom and materials ready.
• Decide on rules, procedures and attitudes
that you want your students to obey.
• Think about what consequences there should be for students’ behaviors.
• Inform your students on what they are going to go through during the semester.
Guidelines prepared by Evertson, Emmer, Sanford, & Clement (1983)
http://bit.ly/1M7bNFH
Primary School
• Use different activities as icebreakers and let them socialize.
• Anticipate problems and plan strategies to evade them.
• Monitor your students and get to know their differences.
• Be specific, clear and facilitator while giving the instructions.
http://bit.ly/1HioJ63
Secondary School
• Brief your annual plan to your students.
• Ask them to define basic concepts of learning and
teaching on their own.
• Get their opinions regarding learning and
teaching.
• Try to become familiar with your students, make
them feel relaxed.
• Go beyond being a teacher. Become a role model
for your students in evey aspects of life.
http://bit.ly/1itbt8n
Secondary School
• Ask your students to give feedback regarding the class.
• Make sure you keep an eye on what they do and how
they do it.
• Get together with your students individually to help them
out.
• Assist them for social life, develop approaches to solve
conflicts.
• Don’t be an authoritarian figure. Let them know that they
can assess how you teach, so that you can make
modifications.
http://bit.ly/1OePgsO
What to Do Beginning the School Year?
• Start by introducing yourself. Be kind, welcoming and friendly.
• Use nametags or class name word search to get to know your students.
• Take attendance by using name chain.
• Ask them to talk or write about theirselves, their expectations.
• Mention procudures clearly i.e. Lunch, recess, discussing, entrance and close of lessons, quarrel,
Literature Review
• McLeod, Fisher, and Hoover (2003) suggest that teachers should become instructional leaders in the class. Consequently, they have to take organization of the classroom settings and intellectual and social levels of students into the consideration to maximize their efficiency.
• Popescu (2014) also states that teachers should design their strategies and curriculum for intended or unintended student behaviors, try to develop themselves in terms of resources and time management and become a role model to their students.
Reference
• McLeod, J., Fisher, J., & Hoover, G. (2003). The key elements of classroom management: Managing time and space, student behavior, and instructional strategies. Alexandria, Virginia USA: Association for Supervision and Curriculum Development (ASCD).
• Popescu, T. (2014). CLASSROOM MANAGEMENT STRATEGIES AND TECHNIQUES: A PERSPECTIVE OF ENGLISH TEACHER TRAINEES. The Journal of Linguistic and Intercultural Education, 7, 143-160,204-205. Retrieved from http://search.proquest.com/docview/1712314309?accountid=9645
Environmental-relatedSystem-related
SeatingArrangement
Classroom size &
population
Content of Course
Coordinating with
Consultant
Peripheralsused in
classroom
What are the Main Factor that can be Cause Distruptive
Behavior?
Teacher-related Student-related
Discussing rules
Signing commitment
Agreeing on behaviors
Obeying norms and
rules
listing positive manners
Making a commitment
Monitoringstudents
Reinforcingbehaviors
Praising Feedback
Being Praised
Informed about
semester
Expectations
Matrix Diagram
Teacher Student System EnvironmentalMerve Dinç 7 6 5 6
Selen Esen 5 4 6 4
Samet Karaman 6 3 7 6
Halil Akbaş 6 5 6 5
Selahattin Öztürk 7 5 5 6
Ozan Yılmaz 7 5 6 6Percentage 30% 21% 25% 24%
30%
21%25%
24%
teacher student system environment
Survey
• We have conducted a survey among 20 university students. We expected them to reflect their opinions about distruptive behaviors in the classroom in accordance with given questions.
Question 1: What is the main factor that affects distruptive behaviour in classroom environment?
25%
55%
10%
10%
student behavior teacher attitudeunsteady classroom environment insufficient material
Question 2:What do you suggest as the most appropriate way to manage disobedience to rules by students?
45%
10%15%
30%
give consequence choices wait for the child to complyconsistently correct the misbehavior when it occurs provide a prompt when misbehavior occurs
Question 3: What is the best way to promote good behaviour in the classroom?
35%
25%15%
25%
exploring with students how people should treat each otherclear boundries and rules for studentsas adults, modeling the behaviour that is expected from studentsrecognizing and giving positive feedback about behaviour
Question 4: What is the key factor for successful group activities?
10%
45%20%
25%
sitting arrangement classroom population tedious activity unmotivated students
Question 5: Which approach would you adopt to correct one student’s misbehaviour in the classroom?
5%
70%
10%
15%
immediate response in classroom one-by-one communication individuallypromote parent involvement directing to school counselor
References• IMC Circles Education by Hayal Köksal
• Jones, V. F. & Jones, L. S.(2007). Comprehensive Classroom Management: Creating communities of support and solving problems, 8th edition. Boston: Pearson/Allyn & Bacon.
• Jerome Freiberg (1999), Ron Nelson (Nelson et al, 1998), Positive Behavioral Support work (Lewis & Newcomer, 2005; Lewis et al., 2006
• Emmer, E. T., & Gerwels, M. C. (2006). Classroom management in middle and high school classrooms. Handbook of classroom management: Research, practice, and contemporary issues, 407-437.
• Evertson, C. M., & Harris, A. H. (1995, September). Classroom Organization and Management Program: Revalidation submission to the Program Effectiveness Panel (PEP), US Department of Education. Nashville, TN: Peabody College, Vanderbilt University (ERIC Document Reproduction Service No. ED 403 247).
• Kounin, Jacob S. (1970) Discipline and Group Management in Classrooms. Holt, Rinehart and Winston, Inc.
• McLeod, J., Fisher, J., & Hoover, G. (2003). The key elements of classroom management: Managing time and space, student behavior, and instructional strategies. Alexandria, Virginia USA: Association for Supervision and Curriculum Development (ASCD).
• Popescu, T. (2014). CLASSROOM MANAGEMENT STRATEGIES AND TECHNIQUES: A PERSPECTIVE OF ENGLISH TEACHER TRAINEES. The Journal of Linguistic and Intercultural Education, 7, 143-160,204-205. Retrieved from http://search.proquest.com/docview/1712314309?accountid=9645
Kind Regards to Dr. Köksal