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This blog is for the purpose of extending our conversation regarding the important topic of classroom management. My hope is that ideas stretch our current understandings and that questions stimulate an academic dialogue.
Classroom Management Links
- Eric Online Documents: Step by step (ED433334) First Days of School (ED442770)
- Teacher Vision...Experienced Teachers Offering Ideas and Solutions
- Dr. Mac's Amazing Behavior Management Advice Site
- Discipline by Design: The Honor Level System
- The Really Best List of Classroom Management Resources
- You Can Handle Them All
- Works4Me
Blog Archive
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2008
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July
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- Glasser's NCD...not to be confused with Plasticer'...
- Nelson...Positive Discipline in the Classroom
- Has your school ever used a motivational speaker?
- Presentation 4: Thomas Gordon
- Our EQ's
- Presentation 3: Linda Albert
- Presentation 2: Fredric Jones, PCD
- The Canter's: Presentation 1
- Opening Act. Monday AM
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July
(9)
19 comments:
Jones' model focused on structure in the classroom, use of body language, "say, see, do" teaching, incentives and providing efficient help to students. The use of body language appealed to me the most, as this is something I often do. It works. However, I would purge incentives. I'm a strong believer in intrinsic motivation. I want my kids to do things because they realize they need to do them in order for learning to occur and to simply empower themselves... not for a reward, even if it is educational. I'm not saying I don't do this once in a great while, but using incentives all the time is not something I believe in. (I married someone who doesn't even know what intrinsic motivation is, because it was never instilled in him... it drives me nuts!)
Jones model called for structure including room arrangement, classroom rules, classroom chores, and opening routines. He also thought that Body language was very important. This included everything from breathing, eye contact, proximty, to facial expressions. I think that I use alot of these things already.
He thought that individual contact should be positive, be brief, be gone. The part that I would not be able to go along with was the short individual contact. I think it was said that he thought 10 sec. per contact was best and no longer then 20 sec. I know in my class this works some times but many times students need more time then that as an individual.
This model is big on structure, room arrangement, and teacher body language. The biggest thing for me is proximity. For me proximity is different thna walking up and standing next to a student when they are talking or acting up. This can work and has worked for me when I am beginning a unit with my phys. ed class and there might be a lot of class instruction. In the middle and end of the unit they are normally engaged in game play for whatever the unit is and that is when I use proximity a little different. I always need to place myself somewhere in the gym or field where I can see everyone at all times. If I see a group of kids acting up in the gym I may walk in their direction but may never get to them because of where they are located and they may also be constantly moving. There are times where even if I just walk in their direction and they see this they'll change their behavior, other times it's like I am not even there. I would purge the incentive system if I were to adopt it. When I teach a strength training class, or a fitness/aerobics class I should not have to "bribe" the class to exercise. I am constantly preaching the benefits of lifelong exercise to my classes so I believe the thought of getting healthy and fit and this way should be enough to make a student want to participate.
The aspects of Jones's Positive Classroom Discipline that appeal to me the most are classroom structure and responsibility training. I plan on having opening routines everyday this year to get students prepared for learning and a specific set of rules, although I may allow students to help in setting them. This year I plan on focusing on student responsibility and not doing things for the students that they are capable of doing for themselves. I don't like the incentive system that Jones has going along with that, but do feel that students should be taking responsibility for their own actions.
I agree with preventative ways for classroom management. It is a proactive approach and many behavior problems can be avoided just by planning and arranging ahead. For example, I am a firm believer in classroom structure. So the five skill clusters is what I support in my room. This includes room arrangement, class rules, class chores, and establishing routines. By having the room arranged in a fashion that limits unnecessary movement around the classroom you are heading off distractions. Class rules are preventative because the expectations are clear and are understood by everyone. Assigning class chores gives students a sense of belonging and responsibility in the classroom. This is preventative because students who feel valued and needed are less likely to misbehave. Having established routines in place limits the amount of "down time" students have to find ways to misbehave.
I think Jones has many good ideas. Many of them I have already incorporated into my classroom. Room arrangement, body language and proximity are my favorites. I think they are all very helpful for classroom management. I also think that incentives that fit your objective are wonderful. For me, an extra library book in the library is perfect. It doesn't cost me a thing, it directly relates to library objectives, and children love the reward. I also like rewards that recognize individual positive actions. I do not like the group rewards which always seem to put pressure on the ones that have personal behavior control issues. Overall, I like Jones's ideas except for the Say, See, Do teaching and the be brief and be gone individual contact. A little Say, See, Do would be OK but too much would have the kids sounding like parrots to me. I already said that his 10 second goal for student contact was ridiculous. I can see the importance of trying to accomplish as much as possible in as short of a time as possible so you can get to the other helpless hand raisers, but you would not want to short change a student. In the library, I can answer questions in a more leisurely manner as the students are looking for new books.
The Jones model had several key points to focus on when detailing preventative discipline. Jones was an advocate of strict classroom structure. He said that by providing an optimal seeing and room arrangement, structured class rules, classroom chores, and other limit setting factors, a teacher could provide an environment that didn't format itself to misbehavior. He was also a believer in the "Say, See, Do" method of preventing misbehavior. I think this method appealed to me most in this chapter. I having a class where labs are conducted regularly, students need all aspects of this method. They need an explaination of the proceedures, they need to watch me complete it, and then they need to do it themselves.
The Jones model focuses on heading off behavior problems before they start. Organizing the classroom before misbhaviors can start is something I have always done with student desk arrangement in my learning support classroom. Remaining calm and poised during interruptions is another aspect of Jones' model (I generally can do this, but there are times when I could do better!) Another aspect is teacher body language, which I use frequently and have found to be very effective, such as having the a student sit near me in our small group, and making eye contact or giving hand signals. With learning support student who have short attention spans, the Say, See, Do is a frequent method I incorporate. I would like to purge the use of incentives, and have backed off on the use of frequent tangible incentives in recent years, although I do have a treasure chest where students can choose a little trinket sometimes. I have found that elementary age kids (k-3)still like to get stickers and hear enthusiastic words of praise for work they have done, although I often remind them that they need to do work for the sake of learning it and that there are not always rewards for work well done. I agree with Jones about responsibility training (Grandma's Rule is used in my class) and positive reinforcement along with providing support to individual students. This model is a good fit for me as a learning support teacher.
Jone's style of management requires a focus on classroom structure, the use of body language and incentives. Organizing your classroom in such a way that reduces misbehavior is always a positve thing in my mind. The students are more engaged in learning because there are less distractions and unnecessary movement around the classroom. Jones suggest that you use a "See, Say, Do" method of teaching. I agree with the fact that the more feedback you receive during a lesson about student comprehension the more profitable the learning will be. Our administrators encourage us to use this approach, and often my lesson plans will reflect activities that incorporate frequent student output. Of the 3 aspects in Jone's model,I feel most uncomfortable with the approach to frequent use of incentives. I am a firm believer that motivation must come from within. By encouraging intrinsic motivation, you are developing character within the student. I believe...giving a reward occasionally can be appropriate but not something to be used frquently.
I think Jones would say that using Say, See, Do teaching, arranging the room efficiently, using body language, and implementing incentives are preventative measures for misbehavior. If you do these things daily, you will have fewer problems. I would like to try the Say, See, Do teaching more often. With English, this does not always translate easily. I feel like last year I was constantly in front of the class leading everything. I want them to do more on their own this year. I also have to admit that I do use incentives like extra credit, treats, reward (free) time, and Rocket Rewards. I have mixed feelings about this. It works; on the other hand, I do want them to become more instinsically motivated. At this point, I don't know how to do that. I was born with a drive to succeed in school. My parents did not have to do anything. I pushed myself. For the kids who are not born with this, I am not sure how to instill it. I would purge the part about "setting limits through subtle interpersonal skills." I like rules. I call them my expectations, but they are still rules. Our society would fall to pieces without rules.
The Jones model stresses preventive discipline in many ways. When a teacher uses limit-setting body language such as eye contact and physical proxmity, the teacher is able to indicate to the students that their behavior needs to improve as soon as it occurs. In addition, the very structure of the classroom can prevent issues from arising. Creating proper flow and availability of resources makes it easier for the teacher to be near all students when necessary. One of the best and easiest ways of starting the class in a positive way is through the bellringer questions or opening activity suggested by Jones. This makes it clear to the students that class begins right at the bell. The See, Say, Do aspect of the model also prevents off-task behavior because it complements the attention span and cognitive ability of the students. Especially in a block schedule, this approach is necessary to keep the students focused the entire period.
The Jones model uses several techniques to prevent discipline problems. My classroom structure is similar to the model that Jones presents with exception of classroom chores. I think that in a 7th grade classroom chores could enhance or establish a sense of belonging, especially in my 9th period homeroom, which is essentially a study hall. This is something that I will ponder for next year and possibly establish for next year. Setting limits by body language are techniques, I feel, that I’ve mastered. On second thought, I’ve never really noticed my breathing, but I’m calm by nature and choose my words and actions with forethought. Using the Say, See, Do teaching would be beneficial in a heterogeneous classroom. I can see that too much teacher presentation before an activity would bore the high level learners and lose the low level learners. I may employ this technique for use with labs. Frequently, students begin the lab and halfway through they are confused about what to do next. I really dislike managing behavior through incentives. For appropriate behavior and a desire to learn to be consistent, students must feel this intrinsically. These characteristics are garnered through positive reinforcement and success. Students must set their goals and we must facilitate their goal setting. I feel that PAT devalues the lesson at hand and may possibly cause students to haphazardly rush through work. Jones last technique providing efficient help is something that I feel I do poorly. This is an area I must concentrate on especially when students are doing a lab. I tend to hover and make sure everything is progressing smoothly before I move on to the next group. I know occasionally students are left hanging for a long time.
I totally agree with the use of preventive ways of doing discipline. Something I would definitely like to start next year is having something for students to do right away when they enter my classroom. I definitely think about classroom arrangement and have the U-shape that we have in class. Body language is also something I use a lot, whether it be proximity, a look, etc. I am not a big believer in incentives. I agree with Carrie that intrinsic motivation is something in which I strongly believe.
The question about themes to purge in Jones' model of Positive Classroom Discipline raised some interesting questions. In the class presentation, most of the class agreed upon one aspect of this model that would be difficult to uphold. James brought it up in his response. The idea of limiting student-teacher interactions to 20 or possible only 10 seconds, in many cases would be nearly impossible. Subjects like math, art, science, FACS, and many others require extensive one on one work with students. In some cases, a lack of this contact could prove dangerous. In all of the models, it talked about creating trust and respect between you and your students. They all said to use individual contact to do this. How are we supposed to build this individual relationship if we only talk to students for 10 seconds at a time during our classes. It just doesnt make sense to me. But then, maybe I'm missing something, or seeing it wrong.
Jones's model is what I use most often. The 5 clusters of teacher skills as far as classroom structure discouraging misbehavior....the horseshoe seating arrangement gives everyone a front row seat, gives good flow to clean up, eye contact is easier, and with rowdy kids, this keeps the further apart. Body language is key: to use my eye brow and be able to discourage a misbehavior is awesome. Body proximity also works as well. See, Say, Do, Be brief-n-Be gone, P.A.T., backup systems, and incentives are used widely in my school.
Brian, I think it only meant to be brief in answering questions or helping students... but, other personal interactions can be different. I think you were right about how it would be difficult to only give 10 seconds to a student when helping them... especially in science. Like I mentioned to you, the microscope lab is my worst nightmare. I literally hate getting out of bed that day... and I come home with a massive headache. It takes me 10 seconds just to undo all the damage they did to the microscope when trying to figure out what the new creature is they discovered... but, alas, it is just an air bubble. Lauren, I'm glad someone else agrees with me about intrinsic motivation. I think it's so important to instill that in our students! However, I agree with Ang... a little reward once in awhile probably doesn't hurt. I do give out DNA tattoos. :o)
He stressed the use of body language to hel prevent discipline problems, the way the classroom is set up, and incentive programs to help motivate the students.
I am a tru believer in "if you are comfortable in your space, you are more comfortable on the inside." I try to make my room as comfortable yet stimulating as possible for all types of learners. I would be in a bad place mentally if I were in a room with no windows, no decor, and no "warmth" and expected to be motivated to learn.
The time constraint that he suggests with individual help is unrealistic to me. 10 to 20 seconds would not help one of my IEP students. It would take that long for me to know they know what they are doing.....
I like a lot about Jones' approach, but I'm on board with anyone who disagrees with the "Be brief" part of "Be positive , be brief, Be gone". All of my kids are IEP kids and they need time. I work with a lot of other students who aren't identified, but are struggling. These kids often need extra time just to understand what is expected of them, encourgement to try and reassurance that they are following though correctly, so 20 seconds doesn't work.
Bethann,
With block scheduling, do you have to separate your lesson in parts to keep the motivation level high for the students?
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