Managing the Primary ESL Classroom Week 4 (Notes & Tutorial Task) Approa hes to Classroom Management

Behavior Modification

Behavior modification, based on the ideas and work of B. F. Skinner (1968, 1971), is an approach that evo ves from the ass!mptions that st!dents wi chan"e their behavior to receive definite rewards. #he basic premise of behavior modification is that st!dent behavior can be chan"ed b$ a terin" the conse%!ences that fo ow their actions and behaviors. #echnica $, reinforcement princip es are !sed s$stematica $ for chan"in" some aspect of ed!cationa practice or st!dent behavior. St!dents who fo ow estab ished proced!res, who fo ow the r! es, or who perform we on re%!ired work are "iven reinforcers, or rewards. #he reinforcers ma$ be teacher praise, "ood "rades, or even s!ch tan"ib e items as stickers or appropriate free movies. St!dents who do not fo ow the proced!res, who misbehave, or who perform poor $ are denied desired rewards or are p!nished in some wa$. Basica $, there are fo!r "enera cate"ories of conse%!ences that can fo ow st!dents& actions' positive reinforcement, ne"ative reinforcement, (!nishment ), and (!nishment )). *s noted ear ier, positive and ne"ative reinforcement are !sed for maintainin" or increasin" the occ!rrence of a desired st!dent behavior. )n the case of positive reinforcement, a reward (e."., praise, "rades, or free time) is presented for desired behavior, whereas ne"ative reinforcement invo ves the remova of an !ndesired stim! !s (e."., weekend homework, no visitin", or a chan"e in the seatin" arran"ement). )nappropriate st!dent actions can be disco!ra"ed thro!"h the !se of p!nishment. +ike reinforcement, p!nishment comes in two cate"ories, simp $ abe ed ) and )). (!nishment ), the most common $ !sed form, invo ves the app ication of some !ndesirab e stim! !s. For e,amp e, !ndesirab e st!dent action can be fo owed b$ a private reprimand, iso ation, or a trip to the principa &s office. )n contrast, (!nishment )) invo ves the remova of a desired stim! !s or the withho din" of an anticipated positive stim! !s. For e,amp e, inappropriate st!dent behavior co! d be fo owed b$ a oss of free time, e,c !sion from a schoo fi m, or oss of comp!ter time for a week. )f !sed appropriate $, both (!nishments ) and )) sho! d res! t in the e imination of, or at east a decrease in, !ndesired st!dent behaviors. -einforcement can a so be a comp e, s$stem. For e,amp e, one s!ch pro"ram is the token reinforcement s$stem, in which st!dents earn tokens for both positive c assroom behaviors

and academic work. #he tokens earned are then periodica $ e,chan"ed for some desired activit$ or reward.

Reality Therapy .eve oped b$ /i iam 0 asser (1961, 1977, 1986), rea it$ therap$ is a strate"$ that he ps st!dents take responsibi it$ for e,aminin" and so vin" their own prob ems. 0 asser be ieves that st!dents are rationa bein"s who can contro their behavior if the$ wish. For e,amp e, witness the !s!a "ood st!dent behaviors fo!nd on the first da$ of schoo . 2ften, teachers need to he p st!dents earn to make "ood behaviora choices so the$ can become responsib e individ!a s ab e to satisf$ their needs in the rea wor d3 the$ m!st be "!ided toward reality. St!dents are forced to acknow ed"e their behavior, and the$ sho! d make va !e 4!d"ments re"ardin" that behavior. For e,amp e, when a disr!ption occ!rs, instead of askin" wh$ st!dents are behavin" that wa$, teachers ask, 5/hat are $o! doin"67 #he emphasis is p!t on the you so that there is no misinterpretation as to who is responsib e. #his %!estion is fo owed !p with %!eries s!ch as 5)s this behavior a"ainst the r! es67 or 5)s this behavior he pin" $o! or this c ass67 )f the misbehavior persists, the teacher meets private $ with the st!dent to desi"n a commitment for chan"e. )f the ori"ina p an proves inade%!ate, the teacher and st!dent ree,amine, renew, or revise the p an. )f the disr!ptions contin!e or the commitment is not fo owed, the conse%!ences sho! d become pro"ressive $ more severe' principa conference, parent conference, in8schoo s!spension, o!t8of8schoo s!spension, and fina $ permanent e,c !sion from schoo . 9ote that rea it$ therap$ p aces the responsibi it$ on the st!dent, not the teacher. -e"ard ess of their persona back"ro!nds and home sit!ations, st!dents are e,pected to comp $ with the r! es. #he teacher&s f!nction is to assist st!dents to become responsib e, prod!ctive c assroom members. )nstead of p!nishin" st!dents, teachers contin!a $ stress st!dent responsibi it$ for their own behaviora choices. : assroom meetin"s are an essentia e ement in addressin" prob ems in the 0 asser mode . St!dents sit in a c ose circ e and disc!ss c assroom sit!ations and prob ems. #he teacher&s ro e is to provide back"ro!nd information as needed and to withho d opinions. * st!dents participate in the formation of c assroom r! es, conse%!ences, and proced!res. * st!dents are e,pected to observe the a"reed8!pon r! es and conse%!ences. #he r! es are f e,ib e, however, and co! d be chan"ed with another meetin" as the sit!ation chan"es.

Teacher Effectiveness Training (TET)

#eacher effectiveness trainin" (#;#), conceived b$ .r. #homas 0ordon (197<), stresses the estab ishment of positive workin" re ationships between teachers and st!dents in an atmosphere of openness and tr!st. #eachers red!ce disr!ptive st!dent behavior b$ !sin" c ear verba and nonverba comm!nication strate"ies. #he ke$ to this approach is identif$in" who owns the prob em = the teacher or the st!dent. For e,amp e, if st!dents contin!o!s $ ta k as the teacher tries to teach, the teacher owns the prob em beca!se he or she is kept from reachin" the "oa of teachin". 2n the other hand, if the teacher fee s anno$ed b$ a st!dent&s behavior or if the teacher wishes a st!dent wo! d chan"e his or her behavior, the prob em ike $ be on"s to the st!dent. #he st!dent who sa$s he or she hates the teacher or hates the s!b4ect owns that prob em. /hen teachers own the prob em, the$ send an )8messa"e which te s st!dents how the$ fee abo!t the sit!ation and invites st!dents to chan"e or correct the sit!ation = for e,amp e, 5) am an"r$ with this contin!o!s ta kin" in c ass,7 5) am disappointed in $o!r behavior at the assemb $,7 or 5) can&t hear m$se f think with the noise in this c assroom.7 )f the process works, the st!dent (or c ass) sho! d see the harm bein" done and chan"e his or her (or their) behavior. )f an )8messa"e does not correct the prob em, however, the teacher and st!dent (c ass) are in a conf ict sit!ation. /hen this happens, 0ordon recommends !sin" a 5no8 ose7 prob em reso !tion strate"$. *fter the teacher and st!dent identif$ the prob em, the$ cooperative $ "enerate possib e so !tions. #hen the$ eva !ate these ideas, re4ectin" those that are !nacceptab e to either part$. (!nishment is not a viab e option beca!se the st!dents wo! d be p aced in a osin" sit!ation. 9e,t the$ rank the remainin" ideas, se ect the best so !tion, and decide how to imp ement the so !tion so that both parties are satisfied. #he$ assess the res! ts and tr$ a ternate so !tions if needed. /hen a st!dent owns a prob em, the teacher istens active $ and empathetica $ to co!nse , s!pport, and enco!ra"e the st!dent to e,press his or her views. )nstead of offerin" a so !tion, the teacher foc!ses !pon the st!dent&s perspective and he ps the st!dent find his or her own so !tion. . Assertive Discipline

+ee and >ar ene :anter (1976) contend that teachers have a basic ri"ht to teach and st!dents have the ri"ht to earn in a we 8discip ined c assroom. #o this end, the :anters advocate assertive discip ine, which ca s for assertive teachers who c ear $ and firm $ comm!nicate needs and re%!irements to st!dents, fo ow !p their words with appropriate actions, and respond to st!dents in wa$s that ma,imi?e comp iance b!t in no wa$ vio ate the best interest of the st!dents

(:anter @ :anter, 1976, p. 9). *ssertive teachers take char"e in the c assroom in a ca m $et forcef! wa$. *ssertive teachers do not to erate improper behavior that interr!pts earnin". :ommon $ !sed e,c!sesApeer press!re, home environment, and heredit$, for e,amp eAare not accepted for misbehavior. #he assertive teacher estab ishes r! es and imits for behavior, a on" with conse%!ences for proper behavior and improper behavior. St!dents who fo ow the estab ished r! es receive positive conse%!ences, s!ch as a materia reward, free time, or specia privi e"es, whereas st!dents who break the r! es receive ne"ative conse%!ences, s!ch as detention, "ivin" !p part of their !nch period, sta$in" after schoo , or "oin" to the principa &s office. #he r! es, imits, and conse%!ences are comm!nicated to st!dents and parents in c ear terms at the be"innin" of the $ear. *ssertive teachers insist on decent, responsib e behavior from their st!dents. *fter estab ishin" e,pectations ear $ in the $ear, assertive teachers consistent $ reinforce the estab ished proced!res and "!ide ines. #he$ do not threaten to enforce the r! es and "!ide ines and app $ the conse%!ences to misbehavior3 the$ promise to do so. )t is ass!med that a st!dents, if the$ want, are capab e of behavin"3 it is a matter of choice. . Tutorial Task !is uss the "ollo#ing $uestions in pairs an% present to the lass& 'e"eren es :anter, +., @ :anter, >. (1976). Assertive discipline: A take-charge approach for todays educator. +os *n"e es' :anter and *ssociates. :har es, :. >. (BCCB). Building classroom discipline (6th ed.). 9ew Dork' +on"man. 0 asser, /. (1961). Reality therapy: A new approach to psychiatry. 9ew Dork' Earper @ -ow. 0 asser, /. (1977). 1C steps to "ood discip ine. Todays Education !! 61=6F. 0 asser, /. (1986). "ontrol therapy in the classroom. 9ew Dork' Earper @ -ow. :o oroso, B. (BCCB). #ids are worth it$ %iving your child the gift of inner discipline. 9ew Dork' Earper:o ins. 0ordon, #. (197<). Teacher effectiveness training. 9ew Dork' .avid >cGa$. /hich approach to c assroom mana"ement did $o!r favorite teacher !se6 0ive specific e,amp es. )dentif$ #/2 common st!dent misbehaviors. .escribe how $o! wo! d dea with these behaviors !sin" the approaches to c assroom mana"ement $o! have earnt. /hich approach to c assroom mana"ement do $o! be ieve $o! mi"ht !se one da$6 /h$6

Hones, F. (1979, H!ne). #he "ent e art of c assroom discip ine. &ational Elementary 'rincipal () B6=FB. Gohn, *. (1996). Beyond discipline: *rom compliance to community. * e,andria, I*' *ssociation for S!pervision and :!rric! !m .eve opment. Go!nin, H. S. (197C). +iscipline and group management in classrooms. 9ew Dork' Eo t, -inehart @ /inston. Skinner, B. F. (1968). The technology of teaching. 9ew Dork' *pp eton8:ent!r$8:rofts. Skinner, B. F. (1971). Beyond freedom and dignity. 9ew Dork' Gnopf.