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Classroom S

This document discusses different approaches to classroom management. It outlines three main styles of management - hostile and aggressive, best friend, and firm but fair. The firm but fair approach, which treats behavior as a choice and holds students accountable while maintaining their dignity, is identified as having the best outcomes by enhancing learning, motivation, and risk-taking. The document also discusses the importance of positive teacher-student relationships, using positive reinforcement, teaching social skills, and applying graduated consequences in a whole-school behavior management system to create a safe learning environment.

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106 views3 pages

Classroom S

This document discusses different approaches to classroom management. It outlines three main styles of management - hostile and aggressive, best friend, and firm but fair. The firm but fair approach, which treats behavior as a choice and holds students accountable while maintaining their dignity, is identified as having the best outcomes by enhancing learning, motivation, and risk-taking. The document also discusses the importance of positive teacher-student relationships, using positive reinforcement, teaching social skills, and applying graduated consequences in a whole-school behavior management system to create a safe learning environment.

Uploaded by

api-394616902
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Why manage behaviour?

 No matter how interesting or engaging the lesson is, we need to have


positive relationships
 There is no “recipe book” of classroom management techniques, but we
develop a tool box of skills and strategies over time through experience
and critical reflection
 Experience + Reflection = Growth

Approaches to classroom management


Behaviourist <-> Humanist
 Transactional Analysis - Harris
 Ginott Model
 Control and Reality Theory – Glasser
 Positive Discipline Model – Jones

Positive approach
 Positive > Negative statements
 Praise and Rewards
 Teaching social skills
 Redirecting students towards success > Highlighting their mistakes

Jigsaw approach
Teacher attitude and actions
3 styles of management
1. Hostile & Aggressive
Strategies
 Tell students what to do
 Threaten students with punishments
 Send students to someone else
Outcomes
 Poor quality relationships
 High quality stress
 Significantly impairs learning, motivation and risk taking
2. Best Friend
Strategies
 Asking, negotiating, pleading followed by getting frustrated and cross.
 “how many times do I have to tell you to be quiet?” (heavy sigh)
 why are you still doing that? (hurt & dismayed)
 wait outside, I’m fed up with you (emotional overload)
Outcomes
 Uncertainty leads to insecurity
 Leadership is “up for grabs”
 Significantly impairs learning, motivation, and risk taking
3. Firm but Fair – Tough care
Strategies
 Treats behaviour as a choice
 Holds students accountable for their choice
 Creates a culture of praise that focuses on what children do well
 Redirects students towards success
 Applies sanctions if needed but does NOT hold grudges
Outcomes
 Students learn boundaries whilst retaining dignity
 Teacher is both leader and coach
 Significantly enhances learning, motivation and risk taking
Safe learning environment
 Relies on positive teacher-student and student-peer relationships
 Relationships are the key
 Meeting and greeting young people (and caregivers) by the door
 Showing an interest in students as individuals
 Listening to their POV
 Giving responsibility to students
 Maintaining student’s dignity and self-esteem
 Treating every student with respect
 Try to forge positive, respectful relationships with more challenging students
 Study purpose and triggers of their behaviours, and learn about their
backgrounds
 Using behaviour management strategies
Graduated consequences
 Ideally fosters student self discipline and brings about behaviour change
 Behaviour Management System (BMS) a whole school approach
 Warning
 Name on board
 3 strikes = consequence
 Bump theory (Bennett and Smilanich)
Teacher response must match student behaviour or risks losing respect or inviting
escalation
Bump 1 Low key responses
Bump 2 Squaring off
Bump 3 Providing choices
Bump 4 Implied choices
Bump 5 Defusing the power struggle
Bump 6 Informal chat
Bump 7 Formal Agreement
Bump 8,9 &10 Suspension and Termination
Bump 1 Low key responses

Low Key Responses


 Proximity
 Touch
 The Look
 Student’s name
 The Gesture
 The Pause
 Ignoring
Proactive classroom management

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