how powerful are you?
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How powerful are you?. What proportion of the variation in students’ learning (on average) is caused by. How powerful are you?. What proportion of the variation in students’ learning (on average) is caused by. How powerful are you?. - PowerPoint PPT PresentationTRANSCRIPT
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Northern Metropolitan Region
Achievement Improvement Zones
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Northern Metropolitan Region
Achievement Improvement Zones
How powerful are you?
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Northern Metropolitan Region
Achievement Improvement Zones
What proportion of the variation in students’ learning (on average) is caused by
How powerful are you?
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Northern Metropolitan Region
Achievement Improvement Zones
What proportion of the variation in students’ learning (on average) is caused by
The student’s personal characteristics (e.g. personality, drive etc)
How powerful are you?
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Northern Metropolitan Region
Achievement Improvement Zones
What proportion of the variation in students’ learning (on average) is caused by
The student’s personal characteristics (e.g. personality, drive etc)The student’s home situation (e.g. books in the home, parents’ aspirations, etc)
How powerful are you?
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Northern Metropolitan Region
Achievement Improvement Zones
What proportion of the variation in students’ learning (on average) is caused by
The student’s personal characteristics (e.g. personality, drive etc)The student’s home situation (e.g. books in the home, parents’ aspirations, etc)School characteristics (e.g. School-wide policies, resources)
How powerful are you?
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Northern Metropolitan Region
Achievement Improvement Zones
What proportion of the variation in students’ learning (on average) is caused by
The student’s personal characteristics (e.g. personality, drive etc)The student’s home situation (e.g. books in the home, parents’ aspirations, etc)School characteristics (e.g. School-wide policies, resources)What happens in the classroom (e.g teacher-student and student-student interaction)
How powerful are you?
100%
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Northern Metropolitan Region
Achievement Improvement Zones
The Power of a teacher
Recent research shows that, on average, regardless of a student’s home background and the school’s resources,
Approximately 45-55% of the variation in an individual student’s learning outcomes relates to what goes on in individual classrooms.
Review of Research in Education.Vol.32.2008:328-369.
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Northern Metropolitan Region
Achievement Improvement Zones
tall, gangly, pimple-faced..............
policemen
Legitimate Power (Role Related)
Ever wondered why people generally do what they are told by…
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Northern Metropolitan Region
Achievement Improvement Zones
rude, abrupt, arrogant ..............
surgeons
Expert Power (Knowledge and Skills)
Ever wondered why people generally do what they are told by…
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Northern Metropolitan Region
Achievement Improvement Zones
smooth, charming, attentive..............
real estate agents
Referent Power (Relationship)
Ever wondered why people generally do what they are told by…
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Northern Metropolitan Region
Achievement Improvement Zones
large, dirty, violent..............
skinheads
Coercive Power (Punishment)
Ever wondered why people generally do what they are told by…
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Northern Metropolitan Region
Achievement Improvement Zones
young, attractive, overfriendly..............
members of the opposite sex
Reward Power (Recognition)
Ever wondered why people generally do what they are told by…
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Northern Metropolitan Region
Achievement Improvement Zones
tall, gangly, pimple-faced..............
policeman rude, abrupt, arrogant..............
smooth, charming, attentive..............
large, dirty, violent..............
surgeons
real estate agents
skinheads young, attractive, overfriendly..............
members of the opposite sex
Coercive Power (Punishment)
Expert Power (Knowledge and Skills)
Legitimate Power (Role Related)
Reward Power ( Recognition)
Referent Power (Relationship)
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Northern Metropolitan Region
Achievement Improvement Zones
Which powers are most productive with challenging children?
COERCIVE Power teacher has over a student that comes from the student’s desire to avoid punishment (Either you….. or you will have to….)
LEGITIMATE Power due to position & role (Do what you are told!)
REFERENT Power that students give to teachers whose relationship they value. Stems from trust of, respect for, and liking of the teacher. (Do you have to? Can’t you do me a favour and…)
REWARD Power related to a desire to gain something desired. Teachers who provide desired recognition and reward for appropriate behaviour have this kind of power (Thanks, that was very helpful)
EXPERT Power which stems from a student’s belief that the teacher has the ability to pass on important knowledge and skills, and they will gain something valuable if they cooperate (If you try this work, you will see how valuable it is)
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Northern Metropolitan Region
Achievement Improvement Zones
Four Kinds of StudentsWhat proportion of the following kinds of students are in the
classes you teach?
A. Managed by normal curriculumThese students manage themselves in order to learn what is contained in the curriculum
B. Managed within the classThese students are occasionally distracted or disruptive, but do not have to be isolated or referred to others
C. Managed out of classThese students cannot be managed as part of a group & need to be isolated, sent out or referred to others
D. Not managed These students generally seem unmanageable no matter what is tried
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Main Research Studies
22 - Primary & 22 Secondary schools in Victoria (2000)
8 - Secondary schools in Victoria (2007-8)
47 - Primary & 12 Secondary schools in Victoria (2008-11)
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Northern Metropolitan Region
Achievement Improvement Zones
Students and the teacher have the right to feel comfortable and safe in the classroom
Classroom Rights
Students and the teacher have the right to do as much work as possible
Two kinds of Responsibility
Personal Responsibility (I do the right thing)
Communal Responsibility (I encourage others to do the right thing)
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Northern Metropolitan Region
Achievement Improvement Zones
Physical Safety
Personal Responsibility
4. Make sure stronger people don't pick on weaker people.
20. Control my temper even when I am angry.
Communal Responsibility
18. Help others to stay cool rather than lose their temper with their classmates
23. Encourage others to try and stop all forms of bullying in
the class.
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Achievement Improvement Zones
Learning
1. Express my views even if I disagree with other students.
14. Try my best to do well.
29. Help people who are having trouble.
7. Try to stop classmates from disrupting the work of other students.
11. Encourage classmates to listen to the views of other students in the class.
30. See that classmates help other students who are having trouble.
Personal Responsibility
Communal Responsibility
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Northern Metropolitan Region
Achievement Improvement Zones
Survey Samples
• Israel: 98 teachers & 836 students from 4 high schools and 8 junior high schools in Tel Aviv.
• China: 159 teachers & 502 students from 8 schools (2 lower secondary) in Chengdu region (Sichuan province)
• Australia: 491 teachers & 4183 students in 19 primary and 21 secondary schools in the North West region of Victoria.
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Northern Metropolitan Region
Achievement Improvement Zones
Teachers’ Ratings of Student Responsibility
Hardly Any
None
Some
Most
Nearly All
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Northern Metropolitan Region
Achievement Improvement Zones
Teachers’ Ratings of Student Responsibility
Hardly Any
None
Some
Most
Nearly All
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Northern Metropolitan Region
Achievement Improvement Zones
Teachers’ Ratings of Student Responsibility
Hardly Any
None
Some
Most
Nearly All
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Achievement Improvement Zones
Students’ Ratings of Student Responsibility
A Little Like Me
Mostly Not Like Me
Mostly Like Me
Very Much Like Me
Exactly Like Me
Not at allLike me
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Northern Metropolitan Region
Achievement Improvement Zones
Students’ Ratings of Student Responsibility
Hardly Any
None
Some
Most
Nearly All
Not at All Like Me
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Northern Metropolitan Region
Achievement Improvement Zones
Students’ Ratings of Student Responsibility
Hardly Any
None
Some
Most
Nearly All
Not at All Like Me
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Northern Metropolitan Region
Achievement Improvement Zones
Personal Responsibility by Age
MostlyLike Me
LittleLike Me
11 12 13 14 15 16 17 18[Years]
Communal Responsibility by Age
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What proportion of students who misbehave “only a little” or “never” encourage their classmates to act responsibly?
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Northern Metropolitan Region
Achievement Improvement Zones
What proportion of students who misbehave “only a little” or “never” encourage their classmates to act responsibly?
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Northern Metropolitan Region
Achievement Improvement Zones
What proportion of students who misbehave “only a little” or “never” encourage their classmates to act responsibly?
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Achievement Improvement Zones
How many students will misbehave in the next class you will teach?
Nearly All
Most Some Hardly Any
None
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Achievement Improvement Zones
How many students will misbehave in the next class you will teach?
Nearly All
Most Some Hardly Any
None
Australia [n=491] 1 2 33 54 10
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Northern Metropolitan Region
Achievement Improvement Zones
How many students will misbehave in the next class you will teach?
Nearly All
Most Some Hardly Any
None
Australia [n=491] 1 2 33 54 10
Israel [n=102] 1 2 54 41 2
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Northern Metropolitan Region
Achievement Improvement Zones
How many students will misbehave in the next class you will teach?
Nearly All
Most Some Hardly Any
None
Australia [n=491] 1 2 33 54 10
Israel [n=102] 1 2 54 41 2
China [n=159] 0 2 42 50 6
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Achievement Improvement Zones
Punishment: Punishes students who misbehave, increasing the level of punishment if necessary.•Increases the level of punishment if a misbehaving student stops when told, but then does it again.
Discussion: Discusses with students the impact their behavior has on others, and negotiates with students on a one-to-one basis.•Gets students to change the way they behave by helping them understand how their behavior affects others.
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Recognition: Recognizes and rewards the appropriate behavior of individual students or the class.•Rewards individual students who behave properly.
Aggression: Uses aggressive techniques.•Yells angrily at students who misbehave.
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Achievement Improvement Zones
Involvement: Involves students in classroomdiscipline decision making.•Organizes the class to work out the rules for good behavior.
Hinting: Hints and gives non-directional descriptions of unacceptable behavior.•Describes what students are doing wrong, and expects them to stop.
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Northern Metropolitan Region
Achievement Improvement Zones
Techniques Distracted Negative to Teacher
Justified
The Impact of DisciplineAustralia: 5902 Secondary
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Northern Metropolitan Region
Achievement Improvement Zones
Techniques Distracted Negative to Teacher
Justified
Punishment More More -
The Impact of DisciplineAustralia: 5902 Secondary
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Northern Metropolitan Region
Achievement Improvement Zones
Techniques Distracted Negative to Teacher
Justified
Punishment More More -
Discussion Less Less More
The Impact of DisciplineAustralia: 5902 Secondary
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Northern Metropolitan Region
Achievement Improvement Zones
Techniques Distracted Negative to Teacher
Justified
Punishment More More -
Discussion Less Less More
Recognition Less Less More
The Impact of DisciplineAustralia: 5902 Secondary
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Northern Metropolitan Region
Achievement Improvement Zones
Techniques Distracted Negative to Teacher
Justified
Punishment More More -
Discussion Less Less More
Recognition Less Less More
Aggression More More Less
The Impact of DisciplineAustralia: 5902 Secondary
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Northern Metropolitan Region
Achievement Improvement Zones
Techniques Distracted Negative to Teacher
Justified
Punishment More More -
Discussion Less Less More
Recognition Less Less More
Aggression More More Less
Involvement - - More
The Impact of DisciplineAustralia: 5902 Secondary
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Northern Metropolitan Region
Achievement Improvement Zones
Techniques Distracted Negative to Teacher
Justified
Punishment More More -
Discussion Less Less More
Recognition Less Less More
Aggression More More Less
Involvement - - More
Hinting - - More
The Impact of DisciplineAustralia: 5902 Secondary
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Northern Metropolitan Region
Achievement Improvement Zones
Nearly always, Most of the time or Some of the time (compared with Hardly ever or Never)
Feel distracted by the teacher CHINA 30% AUST 39% ISRAEL 17%
Feel that the intervention was unjustifiedCHINA 17% AUST 23% ISRAEL 40%
Feel negative towards the teacherCHINA 17% AUST 32% ISRAEL 29%
When your teacher deals with misbehaviour in class
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Northern Metropolitan Region
Achievement Improvement Zones
Techniques Personal Responsibility
[Same # Misbehaving]
Communal Responsibility
[Same # Misbehaving]
Punishment - -
The Impact of Discipline: Australia
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Northern Metropolitan Region
Achievement Improvement Zones
Techniques Personal Responsibility
[Same # Misbehaving]
Communal Responsibility
[Same # Misbehaving]
Punishment - -
Discussion More More
The Impact of Discipline: Australia
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Northern Metropolitan Region
Achievement Improvement Zones
Techniques Personal Responsibility
[Same # Misbehaving]
Communal Responsibility
[Same # Misbehaving]
Punishment - -
Discussion More More
Recognition More More
The Impact of Discipline: Australia
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Northern Metropolitan Region
Achievement Improvement Zones
Techniques Personal Responsibility
[Same # Misbehaving]
Communal Responsibility
[Same # Misbehaving]
Punishment - -
Discussion More More
Recognition More More
Aggression Less -
The Impact of Discipline: Australia
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Northern Metropolitan Region
Achievement Improvement Zones
Techniques Personal Responsibility
[Same # Misbehaving]
Communal Responsibility
[Same # Misbehaving]
Punishment - -
Discussion More More
Recognition More More
Aggression Less -
Involvement - More
The Impact of Discipline: Australia
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Northern Metropolitan Region
Achievement Improvement Zones
Techniques Personal Responsibility
[Same # Misbehaving]
Communal Responsibility
[Same # Misbehaving]
Punishment - -
Discussion More More
Recognition More More
Aggression Less -
Involvement - More
Hinting - More
The Impact of Discipline: Australia
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Achievement Improvement Zones
Summary
• When teachers use ‘coercive’ discipline techniques (Punishment & Aggression) students do not become more responsible.
• When teachers use more ‘inclusive’ techniques (Discussion, Recognition, Involvement & Hinting) students become more responsible
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Northern Metropolitan Region
Achievement Improvement Zones
Techniques More Misbehaving Students in Class
The Impact of Discipline
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Northern Metropolitan Region
Achievement Improvement Zones
Techniques More Misbehaving Students in Class
Punishment More
The Impact of Discipline
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Northern Metropolitan Region
Achievement Improvement Zones
Techniques More Misbehaving Students in Class
Punishment More
Discussion Less
The Impact of Discipline
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Northern Metropolitan Region
Achievement Improvement Zones
Techniques More Misbehaving Students in Class
Punishment More
Discussion Less
Recognition Less
The Impact of Discipline
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Northern Metropolitan Region
Achievement Improvement Zones
Techniques More Misbehaving Students in Class
Punishment More
Discussion Less
Recognition Less
Aggression More
The Impact of Discipline
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Northern Metropolitan Region
Achievement Improvement Zones
Techniques More Misbehaving Students in Class
Punishment More
Discussion Less
Recognition Less
Aggression More
Involvement -
The Impact of Discipline
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Northern Metropolitan Region
Achievement Improvement Zones
Techniques More Misbehaving Students in Class
Punishment More
Discussion Less
Recognition Less
Aggression More
Involvement -
Hinting -
The Impact of Discipline
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Northern Metropolitan Region
Achievement Improvement Zones
More Student Misbehavior
More Hinting More Recognition More Discussion
Students Less Distracted
Students Less Negative
Students More
Responsible
Research Findings
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Northern Metropolitan Region
Achievement Improvement Zones
Less Student Misbehavior
More Hinting More Recognition More Discussion
Students Less Distracted
Students Less Negative
Students More
Responsible
Research Findings
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Northern Metropolitan Region
Achievement Improvement Zones
More Student Misbehavior
More Teacher Stress
More Aggression Less Recognition,
Hinting & Discussion
Students More Distracted Students More Negative
Student Less “Connected” Students no more responsible
What Really Happens in Classrooms
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Northern Metropolitan Region
Achievement Improvement Zones
The ratio of recognition of appropriate behaviour to criticism of inappropriate
behaviour in Secondary schools.
• is 7:1 when dealing with Academic behaviour
• is 1:6 when dealing with Social behaviour
Beaman, R. 2006; 162 schools.
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Northern Metropolitan Region
Achievement Improvement Zones
Differences between perceptions of Primary & Secondary students
Primary students (grade 6) report more • Discussion• Recognition• Involvement• Hinting• Punishment
than do secondary students (Years 7-10)There is no difference for Aggression
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Northern Metropolitan Region
Achievement Improvement Zones
Nearly always, Most of the time, A lot of the time, Some of the time (compared with Hardly ever or Never)
Yells angrily at students who misbehave CHINA Teachers 41% Students 41%AUST. Teachers 36% Students 65%ISRAEL Teachers 55% Students 75%
Keeps the class in because some students misbehaveCHINA Teachers 26% Students 41%AUST. Teachers 22% Students 50%ISRAEL Teachers 26% Students 35%
Makes sarcastic comments to students who misbehaveCHINA Teachers 18% Students 29%AUST. Teachers 18% Students 42%ISRAEL Teachers 36% Students 60%
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Northern Metropolitan Region
Achievement Improvement Zones
Discipline Techniques
Non-Interventional Hints
Talking With / Discussion
Involvement
Rewards
Punishment
Aggression
Coercive Discipline
Relationship Based Discipline
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Northern Metropolitan Region
Achievement Improvement Zones
Coercive Discipline
Relationship Based Discipline
Number of misbehaving students in class
Responsible(Respects Rights)
Distracted from school work
0.27
-0.21
0.44
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Northern Metropolitan Region
Achievement Improvement Zones
Coercive Discipline
Relationship Based Discipline
Number of misbehaving students in class
Responsible(Respects Rights)
Distracted from school work
0.27
-0.21
0.44
0.33
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Northern Metropolitan Region
Achievement Improvement Zones
Teachers who are more stressed because of classroom discipline use more of the following
6 coping responses
• Worry
• Wishful Thinking
• Keep to Self
• Tension Reduction (Vary Behaviour)
• Self Blame
• Get Sick
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Northern Metropolitan Region
Achievement Improvement Zones
Self Blame
Gets Sick
Wishful Thinking
Ignoring
Tension Reduction
Worrying
Keeps to Self
Relax
Keep Fit
Social Support
Social Action
Friends
Professional Help
Work Hard
Problem Solving
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Northern Metropolitan Region
Achievement Improvement Zones
Self Blame
Gets Sick
Wishful Thinking
Ignoring
Tension Reduction
Worrying
Keeps to Self
Relax
Keep Fit
Social Support
Social Action
Friends
Professional Help
Work Hard
Problem Solving
Social Problem Solving
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Northern Metropolitan Region
Achievement Improvement Zones
Self Blame
Gets Sick
Wishful Thinking
Ignoring
Tension Reduction
Worrying
Keeps to Self
Relax
Keep Fit
Social Support
Social Action
Friends
Professional Help
Work Hard
Problem Solving
Social Problem Solving
Negative Coping
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Northern Metropolitan Region
Achievement Improvement Zones
Self Blame
Gets Sick
Wishful Thinking
Ignoring
Tension Reduction
Worrying
Keeps to Self
Relax
Keep Fit
Social Support
Social Action
Friends
Professional Help
Work Hard
Problem Solving
Leisure
Social Problem Solving
Negative Coping
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Northern Metropolitan Region
Achievement Improvement Zones
Aggression
Reward and Recognition
Assertion
Discussion
Hinting
-ve
Leisure
Social Problem Solving
Negative Coping
Self Blame
Gets Sick
Wishful Thinking
Ignoring
Tension Reduction
Worrying
Keeps to Self
Relax
Keep Fit
Social Support
Social Action
Friends
Professional Help
Work Hard
Problem Solving
-ve
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Northern Metropolitan Region
Achievement Improvement Zones
More Student Misbehavior
More Teacher Stress
More Negative Coping
More TeacherAggression
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Northern Metropolitan Region
Achievement Improvement Zones
Two major research findings related to teachers’ interactions with more challenging students
Teachers, when dealing with more challenging students appear to be Increasing their use of Coercive and Legitimate Power
Teachers, when dealing with more challenging students, appear to be decreasing slightly (or at best failing to increase) their use of Referent and Reward Power
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Northern Metropolitan Region
Achievement Improvement Zones
Two major research question related to teachers’ interactions with more challenging students
Why would teachers choose to use forms of Power they know don’t work productively?
Why would teachers choose not to use forms of Power they know are effective?
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Northern Metropolitan Region
Achievement Improvement Zones
Attribution Theory: Some characteristic of the child is responsible for my reaction. It’s inevitable.
Efficacy Theory:Low: It’s because I don’t know what else to do.
High: It’s an efficient way of keeping things under control.
Attachment Theory: The child is unreasonable and rejecting, and it makes me upset.
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Northern Metropolitan Region
Achievement Improvement Zones
• Skills development training for buddies to enable them to intervene, when appropriate, and provide support, as needed
The DMA program combines four key elements
• A clear set of behavioural indicators indicative of teachers’ need for support
• Clear guidance for teachers in responsible strategies for classroom management, and skills development training
• Establishing and maintaining a clear, functional support structure for teachers, not dependent on administrative staff, which includes a ‘buddy’ system
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Northern Metropolitan Region
Achievement Improvement Zones
There are 14 strategies comprising the DMA
• Approximately 40% of 250 teachers in 7 schools say that they practiced these strategies before the PD began
• Another 40% (approx) say that they tried them during the year - after having the PD
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Northern Metropolitan Region
Achievement Improvement Zones
Between 86% and 99% say Definitely or Probably useful
Most strongly supported (At least 80% Definitely Useful)• Rights & Responsibilities• Remain Calm• Talk with exited or isolated ‘challenging’ students
Very Strongly supported (Between 60% & 80%)• Sequence of consequences• Build relationships with ‘challenging’ students• Exit students who continue to misbehave • Adjust curriculum & assessment for ‘challenging’ students• Recognise the responsible behaviour of ‘challenging’ students• Show awareness of interests and competencies of ‘challenging’
students
14 Strategies of Developmental Management.
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Northern Metropolitan Region
Achievement Improvement Zones
Strongly supported (Between 32% & 57% Definitely Useful)
• Hint(88%)• Explain impact of misbehaviour on other students(92%)• Encourage Communal responsibility(92%)• Minimise rewards & balance punishment with reward(86%)
14 Strategies of Developmental Management.
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Northern Metropolitan Region
Achievement Improvement Zones
• Yelling in anger• Using sarcasm• Calling names• No explanation/Warning before consequences• Regularly sending out 3 or more students
Not preventing• Disrespectful communication between students• Damage to school property• Use of mobile phones• Intentional disruption of teaching & learning
Possible Indicators of a Colleague Requiring SupportStrongest (At least 80% say Yes)
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Northern Metropolitan Region
Achievement Improvement Zones
• Sending out without intermediate steps (75%)• Punishing groups when only some misbehaved (75%)• Not recognising the good behaviour of difficult students (65%)• Sending students to other teachers to be dealt with(65%)
Possible Indicators of a Colleague Requiring Support
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Northern Metropolitan Region
Achievement Improvement Zones
Exited students who are more likely to believe they are hated and picked on by their teachers are less likely to recognise the negative impact of their behaviour on othersIn general, they are
–More likely to report that they received little prior warning before being told to leave the room
–Less likely to have discussed the problem with their teacher afterwards
–More likely to indicate that any subsequent talk with the teacher took the form of a “Telling off” rather than focussing on the impact their behaviour had on the learning or safety of their classmates.
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Northern Metropolitan Region
Achievement Improvement Zones