Classroom management(tracey tokuhama espinosa)

Tracey Tokuhama‐Espinosa, Ph.D Universidad San Francisco de Quito IDEA for the American School of Quito 26 August 2010

Background of the presenter  Master’s from Harvard University in International

Education and Development and doctorate (Ph.D.) from Capella University (cross‐disciplinary approach comparing findings in neuroscience, psychology, pedagogy, cultural anthropology and linguistics).

She also has her Bachelor’s of Arts (International Relations) and Bachelor’s of Science (Communications) from Boston University, magna cum laude.

• Director of the Institute for Research and

Educational Development, Universidad San Francisco de Quito, Ecuador and professor of Education and Neuropsychology.

• Teacher (pre‐kindergarten through university) with

22 years of comparative research experience and support to hundreds of schools in 17 countries.

Today’s program Today’s focus: “If I know my subject and know how to teach, why is it that I still am not as effective as I’d like to be in class?” The role of Classroom Management in effective teaching 2. Definitions: Two broad categories of problems 1.

i. ii.

Logistical: Number of students or levels of abilities.

Discipline or distractions: Class clowns, bullies, the lazy kid, etc.

3. (True) roots of disciplinary problems 4. Possible solutions (shared vision?)

5. Recommended steps

Brainstorm  “If I know my subject and know how to teach, why is it

that I still am not as effective as I’d like to be in class?”  What are the problems/circumstances/situations that distract from the teaching‐learning experience?  What types of things can happen in class that cause difficulties is maintaining student attention (time on task)?

Today’s focus ☺ I know my subject. ☺ I have a good variety of methodological options and know how to teach. Why aren’t I always as efficient as I’d like to be?

Subject area knowledge

Teaching methodology knowledge

Good classroom management

Efficient teaching

Classroom management: Vital aspect of good teaching?

A teacher’s ability to manage a class effectively has been recognized as a vital skill of effective teachers.

L. Dee Fink (2003) Creating Significant Learning Experiences, p.22

Number of student pero classroom

 Average class size (8‐72).  Time is reduced with each

student.  Quality: time spend managing not teaching.

Solu?on: “War tac?c”  Oldest war

tactic in history: Divide and conquer.

Three types of solu?ons for classes: Physical design of classroom 2. Cooperative teaching 3. Small group activities 1.

Physical design of classroom   

“Corners” or “Centers” “Islands” or groups of 3‐6 people Circles or semicircles

Coorpera?ve teaching  Cooperative teaching

involves two or more teachers with different skills sets who coordinate their efforts in the classroom to manage heterogeneous groups.”

Coorpera?ve teaching structures 1. Alternative leadership:

One teacher presents the main information and the other monitors and helps; the teachers then change roles.

Rice & Zigmond (2000) cited in Morocco & Aguilar (2002).

Coorpera?ve teaching structures 2. Parallel teaching:

Teachers plan the class together and then divide the class into two heterogeneous groups. The subject is then taught using the same materials, but with different techniques.

Rice y Zigmond (2000) citado en Morocco and Aguilar (2002).

Coorpera?ve teaching structures

3. Flexible groups:

The class is divided into subgroups according to level or skills that need reinforcement and each teacher takes a different group.

Rice & Zigmond (2000) cited in Morocco & Aguilar (2002).

Coorpera?ve teaching structures 4. Teach alternatively:

One teacher instructs the large group while the other reinforces content or skills in smaller groups.

Rice & Zigmond (2000) cited in Morocco & Aguilar (2002)

Coorpera?ve teaching structures 5. Team teaching:

Both teachers instruct the class simultaneously. The teachers alternatively run the large group in different activities and intervene at any time.

Rice & Zigmond (2000) cited in Morocco & Aguilar (2002)

Who can be ‘co‐teachers’?  Two teachers  A teacher and an

assistant  A teacher and a student (e.g., a USFQ PASECC student)  A teacher and a parent

Small group ac?vi?es?  Brain storm in groups of 3‐4: (2 minutes)

Examples of small group ac?vi?es that make classrooms more efficient (and increase cri?cal thinking):  Peer teaching  Correct each others’ homework  Small group discussion  Collaborative writing (of a script) to     

explain concepts Debate Group mind maps Respond to essential questions Research projects (jigsaw) One minute paper discussions.

Disciplinary problemas and Distrac?ons 1.

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Class clown Bully Victim Lazy kids Know‐it‐all Whiner Anti‐leader The who‐cares kid Chatter‐box or talker Spaced‐out student Irresponsible Gossip girl (boy)

Basado en parte de Amaya Guerra, Ph.D

 Discipline comers from the

Latin “to instruct”.

 Discipline does not mean to

punish, but rather to teach.  Discipline is a positive

process that guides and instructs student on self‐ control and leads to better learning situations for all.

What ac#ons do we teachers punish?

Classroom distractions that distract or take time away from teaching, such as…  Tardiness or absences  Forgotten homework  Attention seekers  Lack of respect (students who bother others, use bad words, challenge authority, etc.)  Plagiarism and lying  Low achievers

Steps in dealing with classroom distrac?ons: 1.

2.

3.

4.

Understand the true motivation behind the behavior Understand why we as teachers punish Understand the options that exist to avoid punishment and public humiliation in class Follow the six guides and seven principles of classroom discipline (to follow)

Understand the true mo?va?on behind the behavior

Why do students misbehave?  Negative attention is

better than none at all  A misbehaving child is a discouraged individual → Giving courage is the best way to motivate  Attention from peers  (Congenital problems) Adlerian psychology as quoted in Positive Discipline, p.1, 2001.

Four misinterpreta?ons of student behavior Attention seekers (Class clown, Know‐it‐all, Talker)  True message: “Look at me! Involve me!”

2. Misguided power (Anti‐leader, Bully)  True message: “Let me help! Give me options.”

3. Revenge (Who cares, Lazy kid)  True message: “I feel bad. I don’t belong, but at least I can make you feel as bad as me.”)

4. Presumed inefficiency (Victim, Irresponsible)  True message: “Don’t lose hope in me. Give me some help.”

1.

Nelsen, et. al (2001), pp.8-14. Positive Discipline.

Understand why we as teachers punish

The psychology of punishment Punishment (physical or verbal):  The easiest reaction to undesirable behavior.  Does not require much thought (motivated by emotion).  Normally makes us feel better, temporarily (after which there is a horrible feeling of guilt).  Teaches the student to avoid punishment, but not necessarily to change his behavior.

Paradigm shiP in disciplinary procedures  Until around the 1970s the

concept of a ridgid, autocratic teacher was normal (the teacher was always right)→  In the 1980s and 1990s there was a shift in discipline in schools (children’s rights) →  By 2000: Respect and firmness replaced physical punishment.

What alterna?ves exist in place of public humilia?on or physical punishment?  “Firm and friendly”

response (Nelsen, 2001)  Apply clear rules  Busy hands…  Class meetings where necessary.

Nelsen, et. al (2001), Positive Discipline.

Six guides and seven principles of classroom discipline

Six guides 1. Expect the best from

your students.

Teachers who expect the best from their students and have high expectation get better results.

How to Create Discipline Problems: A number of strategies that a teacher can use to facilitate classroom discipline (Clearing House, 1994).

Six guides 2. Makes the implicit explicit. Many

problems occur when behavioral expectations are not clearly conveyed to students. Having students participate in the rule making process gives them ownership and there is a greater likelihood of compliance.

How to Create Discipline Problems: A number of strategies that a teacher can use to facilitate classroom discipline (Clearing House, 1994).

Six guides 3. Rewards, yes, punishment…?

A reward calls attention to good behavior, whereas punishment calls attention to bad behavior.

By calling attention to good models, teachers make students feel better about themselves, the teacher and the class. Praise in public and punish in private.

How to Create Discipline Problems: A number of strategies that a teacher can use to facilitate classroom discipline (Clearing House, 1994).

Six guides 4. In the worst case, take

away privileges.

In the event that there is no natural consequence to a behavior, it is best to take away privileges as a consequence of bad behavior.

Six guides 5. Consistency is the best

policy.

Disciplinary problems emerge when there is a lack of consistency. This also leads to a lack of credibility of the teacher.

Six guides 6. Know your students.

Punishment for one student might be a reward for another.

If a teacher does not know her students well, then she could actually be giving a prize instead of inflicting a punishment.

Seven principles 1. Look for long‐term

changes in behavior instead of short term compliance. Effective discipline really just means helping students become more responsible for their actions.

Seven principles 2. Stop being inefficient.

If a solution does not work or makes the situation worse, the solution itself might be part of the problem.

Seven principles 3. Being fair does not mean

treating all students equally. Being fair means giving each student what they need, not treating them all alike. Just as different students need different reading strategies, different students need different discipline strategies.

Seven principles 4. Adopt only the most

important rules.

Students need to know how the rules benefit them.

Seven principles 5. Model the behavior you

wish to achieve.

What teachers do is more important than what they say.

Seven principles 6. Teacher

responsibility instead of forced obedience.

Seven principles 7. Treat students with

respect and dignity.

No disciplinary action should reduce student self esteem, but rather raise self‐ knowledge and confidence.

Avoid humiliation at all costs.

Can a school environment impact student behavior?

If so, does this impact academic results?  Studies show that students that don’t

like school do not do well academically and have limited career options. Gottfredson (1989) found that schools with lower student delinquency and higher student involvement had higher academic achievement as well.

Joan Gaustad, “School Discipline”. ERIC Digest 78 December 1992.

In summary Classroom management has two main elements: Logistics and discipline.  Solutions to classroom management problems include the following: 1. Apply better physical classroom design.

2. Use cooperative teaching and learning techniques.

3. “Divide and conquer”: Apply small group activities which are student‐centered.

4. Understand the four misinterpretations of behavior.

5. Understand why we as teachers punish and the alternatives.

6. Follow the six guidelines and seven principles for classroom discipline. 

Referencias  Amaya Guerra, J. (s.f.). Manejo de las conductas de los niños de preescolar.

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Para más información: Tracey Tokuhama‐Espinosa, Ph.D. IDEA – Instituto de Enseñanza y Aprendizaje Universidad San Francisco de Quito Casa Corona – Planta Baja Telf.: 297‐1700 x 1338 o 297‐1937 desarrolloprofesional@usfq.edu.ec ttokuhama@usfq.edu.ec www.educacionparatodos.com