Carlette Jackson Hardin Effective Classroom Management Models and Strategies Third Edition

Transcription

1 Carlette Jackso Hardi Effective Classroom Maagemet Models ad Strategies Third Editio

2 Pearso Educatio Limited Ediburgh Gate Harlow Essex CM20 2JE Eglad ad Associated Compaies throughout the world Visit us o the World Wide Web at: Pearso Educatio Limited 2014 All rights reserved. No part of this publicatio may be reproduced, stored i a retrieval system, or trasmitted i ay form or by ay meas, electroic, mechaical, photocopyig, recordig or otherwise, without either the prior writte permissio of the publisher or a licece permittig restricted copyig i the Uited Kigdom issued by the Copyright Licesig Agecy Ltd, Saffro House, 6 10 Kirby Street, Lodo EC1N 8TS. All trademarks used herei are the property of their respective owers. The use of ay trademark i this text does ot vest i the author or publisher ay trademark owership rights i such trademarks, or does the use of such trademarks imply ay affiliatio with or edorsemet of this book by such owers. ISBN 10: ISBN 10: ISBN 13: ISBN 13: British Library Cataloguig-i-Publicatio Data A catalogue record for this book is available from the British Library Prited i the Uited States of America

3 Positive Classroom Disciplie Step Five: Prompt If the studet did ot retur to work after the teacher stood at the studet s desk for several miutes, the teacher should lea over at the waist util his or her weight is o oe palm. Gettig eyeball to eyeball with the studet, the studet should be give a prompt a message that tells the studet what to do ext. The prompt might be movig work aroud i frot of the studet, poitig to the work to be doe, or verbally tellig the studet to tur aroud ad to begi to work. Oce the studet has complied, the teacher should thak the studet ad the move away. Step Six: Palms If the studet does ot comply durig Step Five, the teacher should lea slowly across the desk ad place both palms flat o the far side of the desk o either side of the studet. The teacher should remai eyeball to eyeball with the studet util the studet complies. Whe the studet complies, the teacher thaks the studet ad moves away. If the studet backtalks durig Limit Settig or if two studets are ivolved, the followig steps are added to the process: Step Seve: Campig Out i Frot If the studet has bee backtalkig durig this ecouter, Joes stresses that Step Six should be cotiued ad the teacher should camp out util the studet complies. Joes (2007b) describes the golde rule of dealig with backtalk as doig othig waitig out the studet. Whe the studet stops talkig, the teacher should give a prompt, wait util the studet complies, ad the move away. Joes stresses that the teacher should ever move out util cofidet that the studet has begu to work. Step Eight: Campig Out from Behid If backtalk ivolves more tha oe studet, campig out i back may be more effective. The teacher should use the wide walkways ad move aroud the desks to stad directly betwee the studets. Leaig o the table of the first studet, as described i Step Five, blocks the view of the secod studet. The teacher should totally igore the secod studet ad establish eye cotact with the first studet. The the teacher should wait util the first studet is back o target. Oly whe the first studet is workig is it time to focus o the secod studet. Why does Limit Settig work? It works because studets wat the teacher out of their space. I order to have the teacher move away, almost all studets stop the iappropriate behavior ad retur to their work. It works because Limit Settig uses behavioral research that shows that egative reiforcemet icreases desired behavior. Joes (1987) stresses that Limit Settig should t be ecessary throughout the year. Durig what he calls the acquisitio phase (whe the studets are first learig the classroom rules), the teacher may eed to use Limit Settig several times a day. But Joes promises that oce studets realize that the teacher iteds to eforce the rules ad is cosistet i this eforcemet, Limit Settig will be eeded less ad less. There are limitatios to Limit Settig ad Joes (1987, 2001) ackowledges that it will ot work i all situatios. Joes provides the followig limitatios of Limit Settig: If the teacher caot be calm ad shows ager ad frustratio, the effectiveess of Limit Settig is weakeed. Calm is stregth i Limit Settig. 67

4 Positive Classroom Disciplie If the teacher has a poor relatioship with the studets, they may ot retur to work as a challege to the teacher s authority. For Limit Settig to be effective, studets have to trust that the teacher will move away whe they retur to work. If the teacher moves away too quickly, studets may lear that oly pseudocompliace is eeded to get the teacher out of their space. If the teacher is trapped behid a desk or teacher ceter, the ability to move quickly to a studet will be lesseed. Studets the kow they have time to get back o-task before the teacher ca reach them. If the lesso is borig or the studets have bee sittig too log, the iterruptio created by a Limit Settig episode may be rewardig. Studets may the ecourage each other to be off-task, just to break the mootoy of the class. If the teacher is ot aware of what is goig o aroud the classroom, much behavior that could be solved by Limit Settig will be igored. Iappropriate behavior will icrease because studets will realize that o oe is watchig. If the etire class is off-task, stadig by oe desk will do little to solve the situatio. If the studet is agitated or physically aggressive, movig ito the studet s space may be viewed as a threat. Teachers eed to kow their studets well eough to read whe Limit Settig will work ad whe it will ot. Tips from the Field I use PAT with all my classes, but it s importat to adapt how you use it to each group of kids. How the classes sped their PAT time (ad eve how they gai time) is ofte ot the same because of how differet the dyamic of each period is. It takes me a moth or more to figure out exactly what method fits each class, so if somethig does t work, I do t scrap PAT altogether; I simply try somethig else util I get it right. For istace, my regular ad Pre-AP classes chose much differet ways of spedig their PAT this past year. My regular kids ofte chose Heads-Up Seve-Up or somethig similar. However, my advaced kids loved to play a game called The Professor. I choose five studets to come to the frot of the class, ad they become the oe brai of the professor. A studet i the audiece asks the professor a questio (it ca be academic or plai silly), ad the professor must aswer by each sayig oe word. The setece is complete whe the last studet gives a ed puctuatio. For example, if someoe asked, What s the capital of Texas? the professor would aswer like this: studet #1 The, studet #2 capital, studet #3 of, studet #4 Texas, studet #5 is, studet #1 Austi, studet #2 period. This becomes quite fuy whe the kids ca t figure out what word should come ext. Stephaie Gilbert Seveth-Grade Laguage Arts McAdams Jr. High Dickiso, Texas 68

5 Positive Classroom Disciplie RESPONSIBILITY TRAINING Classroom maagemet is, as the ame implies, maagemet of the class. To be effective, rewards or icetives must be a group system rather tha a collectio of idividual icetive systems (Joes, 2007b). To geerate cosistetly good behavior from all class members, Joes proposes that teachers devise a complex, formal icetive system that utilizes (1) bouses ad (2) pealties. Essetial are (1) group rewards ad (2) group accoutability. Resposibility Traiig is such a group icetive program, i which the philosophy is Oe for all ad all for oe. The heart of Resposibility Traiig is the accoutability studets have for ad to each other. Resposibility Traiig takes the teacher out of the eforcer, or aggig paret, role. Basic to Resposibility Traiig are icetives. Icetives are used to icrease productivity ad to ecourage studets to follow classroom rules. I the first decade of the twety-first cetury, however, there has bee criticism of icetives ad rewards because these teachig tools have bee viewed as bribes. Joes (2007b) otes that a proactive icetive system (such as Resposibility Traiig) is a exchage that is established i advace ad is, therefore, ot a bribe. It is plaed as a ormal part of the day. However, a reactive system is established i the heat of the momet ad should be cosidered a bribe. Joes stresses that a teacher s overbal behavior seds a clear message to studets ad prevets may misbehaviors from escalatig. Lisa F. Youg/Shutterstock 69

6 Positive Classroom Disciplie Icetive systems ca be simple or complex. A simple icetive system provides a reiforcer i exchage for a specified behavior. Joes (1979) otes that icetive systems must have three parts: a task, a reward, ad a system of accoutability. Oe of Joes s (2007b) favorite icetive programs is what he calls Gradmama s Rule. Just as Gradmama told her gradchildre that they had to fiish their dier before they could have dessert, i Resposibility Traiig studets are told that they must complete a required task i order to ear Preferred Activity Time (PAT). Gradmama s Rule is the juxtapositio of two activities: (a) the thigs studets have to do ad (b) the thigs the studets wat to do. Preferred activities ca be ay educatioal activity studets like to do. Joes (2001) suggests that these activities be readily available, easy to use, represet a reasoable amout of prep time for the teacher, ad serve a educatioal purpose. PATs ca be whatever activities studets like ad might iclude ceters, games, ad videos. The success of PATs depeds o studets workig together to ear the PAT. The group ears time for the PAT whe every member of the class is productive, ad the group loses time whe ay member of the class is off-task. Joes (2007b) suggests that i most classrooms, the peer group reiforces deviat behavior. With Resposibility Traiig, the teacher uses the power of the peer group to cotrol class behavior. For more tha twety years, Joes has traied teachers to successfully use Resposibility Traiig to chage studet behavior. I the majority of classrooms, the system works well. Nevertheless, he has foud that i some classes a clique i the class will reiforce their ow deviat behavior ad are immue to peer pressure. Moreover, Joes stresses that the PATs must chage ofte because reiforcemet satiatio is the eteral eemy of ay icetive system. BACKUP SYSTEM Although Joes (1987, 2001) proposes that most iappropriate behavior will be stopped through Limit Settig ad Resposibility Traiig, a few studets will force the use of egative sactios. Joes s Backup System is a systematic, hierarchic orgaizatio of egative sactios. He suggests the use of the Backup System whe there is a oboxious icidet or a repeat disruptor who does ot respod to Limit Settig or Resposibility Traiig. The Backup System is composed of three levels: small backup resposes, medium backup resposes, ad large backup resposes. Table 4.1 provides examples of cosequeces at each level. As studets work up the levels, the cosequeces become more severe ad more professioal assistace is ivolved. Small backup resposes are the first lie of defese i the classroom. They are doe privately, ad i may cases the other studets have o kowledge that they are beig admiistered. Small backup resposes are commuicatios rather tha sactios. The objectives of the small backup system are (a) to iform studets that they are eterig the Backup System ad (b) to ivite studets to retur to their work. Medium backup resposes are more public. They ca iclude beig set to time-out or havig the studet s ame placed o the board. Medium resposes are more puitive tha corrective. 70

7 Positive Classroom Disciplie Table 4.1 Examples of Resposes i Joes s Backup System Small Backup Resposes Medium Backup Resposes Large Backup Resposes Private Betwee Studet Public Withi the Classroom Public ad Requires Two ad Teacher Professioals Speakig privately to studet Assigig time-out i classroom Sedig studet to the office Catchig the studet s eye Assigig time-out i Sedig studet to i-school colleague s room suspesio Puttig figer to lips Warig studet publicly Requirig studet to atted Saturday school Pullig paret s address card Sedig studet to the hall Callig police Holdig coferece with paret Givig detetio Requirig studet to stay Expellig studet after school Large backup resposes require help from outside the classroom ad the ivolvemet of at least two professioals. Sedig studets to the office, assigig detetio, ad suspedig a studet are the most commo examples. Corporal puishmet is ever advocated by Joes. Joes (1987) states that of all the disciplie techiques i existece, corporal puishmet has the fewest assets ad the greatest umber of liabilities. SUMMARY OF THE FOUR-STEP MODEL Joes (2007b) proposes a four-compoet model that icludes Classroom Structure, Limit Settig, Resposibility Traiig, ad Backup Systems. He suggests that teachers be proactive by establishig classroom limits through classroom rules ad procedures. Whe these rules ad procedures are challeged, Limit Settig is the first lie of defese agaist typical disruptios i the classroom. Still, Limit Settig is mild social puishmet ad, as such, is icomplete. A reward system must be established to promote desired behavior. Resposibility Traiig provides balace by establishig such a reward system. I cases i which the first three compoets do ot stop iappropriate behavior, Backup Systems must be i place. Joes (1987) cautios teachers, however, to extract as much maagemet as possible from Classroom Structure, Limit Settig, ad Resposibility Traiig before movig to puitive backup resposes. STRATEGIES FOR DEALING WITH DIFFICULT STUDENTS Joes (2007b) suggests that oe of the oldest myths i educatio is that the solutio to dealig with difficult studets lies i the pricipal s office. Istead, he stresses, the solutio lies i the classroom with the classroom teacher. Accordig to Joes, the aswer to dealig with 71