Ebt Classroom Management Essay Example for Free

Ebt Classroom Management Es ordinateThis is a free additional chapter for Evidence Based T for each(prenominal) oneing by Ge murder junior (2006) Nelson Thornes. It terminate be downloaded from www. geoffpetty. com. The book as a whole combines and summarises research on which teaching methods and strategies encounter high hat, and informs these strategies with examples. See the nones at the end of this chapter for to a greater extent detail. female genitals I get my students to behave better? The evidence is emphatic, yes you can And we k flat how. There ar of assembly line genuinely many strategies designed to improve schoolroom attention and discipline, plainly which ones work?Robert Marzano (2003) summarised the findings of over 100 reports on anatomyroom management, including 134 rigorous experiments designed to find divulge which classroom management techniques work best. These experiments were carried step up with real teachers in real classrooms. This c hapter draws heavily on this meta-study of Marzanos, and comp ares strategies to find discover which is best. Such studies of studies are the best source of evidence on what workings as they include and integrate all reliable evidence. For a full account see Classroom Management that Works Robert Marzano et al (2003) for the detail, it is well worth reading.These experiments notify us what teachers have make work, rather than reporting hunches and wishful regaining. No special training is required to use these strategies. If you are a reasonably experient teacher, on the dot experiment with the following methods, and you should get positive results quite quickly. You testament need to give them a fair hand over for a few lessons onward you and your students get the hang of them. The investment will be well worth it as their improved conduct and motivation will begin to show. Less go through teachers may need more cartridge holder to make the strategies work.Marzanos meta- study describes four basic approaches that have been instal to improve behaviour in classrooms. Their actioniveness is compared in the table below. Comparing the effectiveness of aspects of classroom management Average effect-size Number of students or pupils Number of studies Decrease in number of disruptions(Average for the studies) Summary of experimental information from Marzano (2003) Rules and proceduresStrategies to all the way and simply express rules and other expectations of student behaviour. Also to justify these persuasively from the teachers and students vizor of view.For greatest effect the rules are negotiated with students 0. 76 626 10 28% Teacher-student relationshipsStrategies to improve the rapport, and mutual respect between teacher and student 0. 87 1110 4 31% Disciplinary interventionsThe effective use of sticks and carrots to compel the rules described above 0. 91 3322 68 32% Mental setStrategies to develop your awareness of what is going on in your classroom and wherefore. A conscious inhibit over your thoughts and feelings when you respond to a disruption. 1. 3 502 5 40%Marzano grouped high quality research studies on classroom management into the four categories above, and past calculated an average effect size for each. Effect size is explained in chapter 4, they are a measure of how effective a strategy is. If you dont know slightly effect sizes look instead at the last column in the tables percentage reduction in the number of disruptions. For example, in experiments on strategies that involve teachers in devising rules and procedures the number of disruptions in the classroom was reduced by 28% on average. This is in comparison with not devising manifest rules and procedures.In experiments, only one strategy can be used at a time. (If two were used, we would not know which caused any positive effects. ) However, you can obviously use strategies in all these categories at once. This will have a greater effect than using strategies in one category alone. However, it is not statistically valid to add the effect sizes or the percentages in the table to find their combined effect. If you find this a bit bewildering, just remember that the strategies that teachers made work best are those with a large percentage in the last column in the tables. However you are uniqueYou might not get the same results as an average teacher. So the best results will probably move up from concentrating on the category that you or your students have most worry with, or that you have mete outed least in your teaching. The final test is what works in your classroom, try the methods for a few weeks and see what happens I will now look at the strategies that have been found to work best in each of Marzanos four categories. I will only outline these, and if you fatality more detail please read the following chapters in my tenet Today, which have more strategies and more detail.I am relieved to say these chapters are very(prenominal) much in line with the Marzano findings. Alternatively follow up one of the Chapters in Teaching Today that might be stabilising 7 The teacher learner relationship and equal opportunities page 77 8 Classroom management page 96 9 Discipline and conundrum solvingpage 108 references at the end of the chapter. Some teachers think a well-planned, interesting lesson will by itself pr charget disruption. Or that if the teacher is entirely benign and respectful of students, struggle will simply melt international. This isnt the case.We ofttimes start our teaching careers with these assumptions, solely enlightenment usually doesnt take long. All teachers experience problems with behaviour, its just that some are better at preventing it, and dealing with it. But how? The strategies that teachers have made work best in experiments are explained below, with the theory outlined. However, if you are only interested in the strategies themselves look for the strategy icon in t he margin astir(p) your use of rules and procedures You might be for inclined for believing that how students should behave in classrooms is blindingly obvious, and explanation is entirely unnecessary.However, experiments show that classrooms contract much more orderly when rules are stated, or better still negotiated, discussed and fully justified. It seems the little blighters need persuading of the obvious So 1. Create rules Decide for yourself what rules and procedures will maximise larn, and would create a good atmosphere in your class. Alternatively adapt the rules in the box on page 4. Express these rules positively rather than as a list of donts. There should be a maximum of active 8 rules at secondary level, some say less at the elementary level. 2. Justify rules.Work out to your own satisfaction a persuasive case for each of these rules, however obvious this is. Im afraid because I say so is not a persuasive justification Very early on, mayhap in your first meeting wit h the class, explain that you extremity an effective, fair and happy classroom, and a set of rules and procedures to achieve this. There are two main slipway to do this, set out in 3 and 4 below. 3. Discuss rules with the class. Discuss wherefore we have laws, rules and procedures in football, families, and in society. Ask for examples. (Avoid the off-side rule even if you understand it ) What would happen if we didnt have rules?Explain that the purpose of class rules is not to pump your megalomania, but to improve learning, and to ensure heap enjoy the class. 4. transact to get commitment. Suggest your set of rules as a start, postulateing for de allowions, additions and suggestions. Be prepared to justify and compromise. (Alternatively ask the class to devise their own set of rules as described in 5 below. ) * Consider asking students to work in small groups to make sticky note responses to your rules. Then display and discuss these as a class. * Consider asking each group to design a poster to illustrate one of the rules, and display these on the notice add-in.These can because be used as a reminder in subsequent lessons. * Students could literally sign up to the rules as political leaders sign treaties. boot to the rules as our rules not as mine. 5. Get the class to devise their own rules. Especially with older or more responsible groups you could ask them to come up with their own class rules. It may wait on to start this process off if you give them issues much(prenominal)(prenominal) as how can we make sure everyone gets the help they need? .Or you could ask them what has worked in other classrooms. * Students can work in groups to devise rules on different aspects of class management, e.g. bringing materials public lecture attendance and punctuality, etc * The class can wherefore discuss and then vote on suggestions * Then you go away and finalise the set of rules. You have every honest to the last say of course.If you reject a popular sug gestion explain why. Here is a typical set of rules at secondary or college level. It is of course best to devise your own 1. Treat others as you necessity to be treated yourself. Be positive and helpful. Try to help two other people every day. 2. Treat other peoples property at least as well as you would treat your own. 3.Hands up if you want to say something when the teacher, or another student is blabing. 4. Dont distract others from their work. Only talk to neighbours, and only about work. 5. If you are stuck ask neighbours for help first, then ask Mr Petty. 6. No unpleasantness, snatching or hitting. If you cant resolve a disagreement yourself, or with your group, consult Mr Petty 7. Leave the room better than you found it. The aim here is to get students to buy into the rules and to see them as their own, and as worth keeping and enforcing. Other uses of rules * Remind students of any relevant rules before a potentially disruptiveactivity. This is more positive than only res ponding to disruption and has been found to reduce disruption by about 25%. You could even gather students near the poster that illustrates the rule(s) and ask them for the justification for it. * If a rule is broken remind the student that, we agreed.. and remind them that they are part of a team so must keep to team rules. Be a team player could be a heading on the list of rules * Get students to self task their own behaviour against the rules with a self- opinion form. Then use this to set themselves targets for utility. See the example belowSelf-assessmentIs((student name here)). a team player? I unploughed to this rule always often some-times never Treat others as you want to be treated yourself Hands up if you want to say something when the teacher is talking Dont distract others from their work Etc.. Improvement since my last self assessmentWhat I need to work on most is If you use self-assessment consider the following * Asking students to remin d themselves of their self-assessed targets at the beginning of a class (see the last row in the self assessment form above).Tell them you will ask them to self-assess any improvement at the end of the same class. * Allow students to reward themselves with a sticky blob against their name on your notice board if they have improved, say, twice running in these self-assessments. Yes I know this sounds toe-curlingly naff, but the less mature students often love this. Strategies to improve teacher-student relationships If you have read chapter 25 you will recognise the value driven management and leadership approach that was so successful in managing staff. The strategies below have reduced disruptions in classrooms by 31% on average.Good teacher-student relations ensure that students have a more positive attitude to the teacher and to learning, and make them more likely to drive rules and any disciplining. They turn the classroom into a cooperative team, and reduce antagonism. So eve n if you detest the little clutch of demons, its worth developing good relations with them, and if you do, you might find that you dont detest them quite as much What is the nature of good teacher-student relations? Marzano (2003) quotes internationally renowned research by Theo Wubbels, whose findings remind me of the old staffroom adage be strict but fair.Wubbels has found that the most effective teachers are both dominant (strong leaders) and cooperative (helpful, companionable and fair), but they are neither to extreme. This is shown diagrammatically below. The exaltation teacher-student relationship Dominant * Strong sense of purpose in pursuing clear goals for learning and for class management. * Leadership. Tends to guide and control * Prepared to discipline unapologetically Too dominant * Too controlling * Lack of concern for students * Teacher student relations damaged Ideal teacher- student relationship Opposition.* Treats students as the enemy * Expresses anger and irri tation * Need to win if there is a disagreement between teacher and students Cooperative * owing(p) concern for the inevitably and opinions of students. * Helpful, gracious * Avoids strife and seeks consensus Too cooperative * Too understanding and shaming of apologies * Waits for students to be ready * Too desirous to be pass judgment by students Submission * Lack of clarity of purpose * Keeps a low profile * Tendency to submit to the will of the class * Entirely un forceful, rather rancid and apologeticThe diagram tries to show that the most effective teachers have found an optimal balance between cooperation and ascendancy. They are not so dominant that they die to cooperate, nor so cooperative that they fail to lead. The precise approach will of course depend on the nature of the class some need more dominance or more cooperation than others. Research has also shown that students prefer the dominant-cooperative mix about twice as much as the purely cooperative style, or thusly any other style. Wubbels has found that teachers new to the profession tend to start overly cooperatively and with insufficient dominance.However after 6 to 10 years they often become too dominant. To improve student-teacher relations experiment with some or all of the following strategies which other teachers have made work well. argon you better at dominance or cooperation? Ideally you should strengthen your weakest style, even if you also work on your strongest. Many students are coping with stress, difficult root word circumstances and worry about abuse, depression, eating disorders and so on. If your students experience such social and psychological strains you will need to attend to these as well nerve-racking the strategies that follow.This goes beyond the scope of this chapter. The FATE approach in Teaching Today may help, as will Marzano (2003). Strategies to ontogenesis your dominance (leadership) Dont be put off by the word dominance. It plastereds to become an effective leader, to pursue, vigorously and enthusiastically, a clear path towards both important learning goals, and good behaviour in the classroom. It does not mean to strut about in jackboots barking orders. We are doing this for the students, so we need not be shy about taking charge and accepting responsibility. 1. Ground RulesIf you negotiate ground rules with students, and consequences for not keeping them as described on page , then you have already shown this attribute to some considerable extent. 2. Orientation Clarify the purpose and the key points in each topic before it is taught, including a persuasive reason for poring over it. If you have read chapter 16 you will remember that these methods had very high effect sizes. (An effect size of 0. 5 for a strategy means that if it is through with(p) well students learn the topic about a grade better. An effect size of 1. 0 gives a two-grade improvement.By grade I mean an improvement equivalent to a GCSE or A level gr ade, but just for that topic of course. ) Strategy Effect size from Marzano Goal setting before introducing a new topic. E. g. your goal is to use the information in this topic to solve this problem in the case study. 0. 97 Goals which the students are involved in designing 1. 21 Advance organisers (summary in advance of what is about to be learned along with a persuasive case for studying it) 0. 48 for well-heeled topics0. 78 for more demanding topics Highly specific behavioural objectives At the end of this lesson you should be able to 0.12 Another way of setting goals is to discuss with students the assessment criteria for the task they will do, as long as they really understand these. 3. Authoritative body language Appear absolutely confident and in control, curiously when you are not. When interacting with students, especially if dealing with misbehaviour, your dominance is conv eyeballd by body language. This includes proximity, confident posture, and tone of voice (not shr ill or angry, but authoritative. ) In Teaching Today I describe the PEP approach, which stands for * Proximity dominance is increased by walking closer to the student.Walk around the classroom, if you notice students about to misconduct stand by their desk. When you talk to students stand a little too close for comfort but dont invade personal outer space. This is not an easy judgement. * Eye contact Holding eye contact expresses dominance, especially if you hold it for some time. What you say will be taken more heartrendingly if you hold eye contact first for a few seconds, then say it maintaining the eye contact, then maintain eye-contact for a few seconds more. * pose questions. Rather than telling a student off for not working, ask questions such as Why have you not started? Do this with proximity and eye contact. This has much more effect than getting angry or raising your voice, and will make you appear much more in control. The combined effect of close proximity and sustai ned eye contact can be very powerful indeed, so dont over do it. Strategies to increase Cooperation Being cooperative sounds easy, until you notice it means being cooperative with the worst behaved students in your class. This can try a saint. As so often in educational problems, we have a vicious motorbike to deal with here, but with determination we can turn it into a virtuous cycleVicious cycle The student misbehaves more or works less well You are less positive, friendly and fair towards the student You dislike the student more and/or The student dislikes you and your classes more In your direct control Breaking this cycle is hard, but it can be done. If you succeed it ensures the student behaves better, learns better, but it also makes your living much easier. You will need to have negotiated clear rules with your students as described earlier, then you can start to break this cycle. This requires a great deal of steamy generosity and/or patience and restraint.If you cannot muster the generosity, try acting Probably the only part of the cycle you can break is You are less positive, friendly and fair towards the student here are some strategies that break the cycle here 1. Catch them doing something right. Keep an eye on them, and when you notice they are doing something right, even by accident, comment on this positively in private. Well done, youve made a start. Many students who misbehave are anxiety seekers, and if they earn attention for behaving well, they are less likely to steal attention by misbehaving.You can even bribe such students Thats an interesting start, when youve finished the question let me know and I will have a look at it A promise of attention like this will often motivate students, but do keep your promise. See Madsen et al (1968) 2. Put the student into intensive care. There is a violent method to do this, which in your darkest moments often appeals Here is a legal way. As well as catching them doing something right Smile, use their name positively, ask for their opinion in class discussion, try to find something positive to say about their response.Make a point of looking at their work, and comment favourably about any genuine feat or achievement. Talk to them about it. Thats an interesting point, what made you think of that? . Keep high expectations however I know you can do this. Be patient and helpful. If you react like this it shows you are not rattled by their misbehaviour. Warning The above advice can be overdone. Dont try too hard with intensive care especially, as you will be disliked if you appear desperate to be liked. The trick is to make your behaviour seem very natural, and the way you teach everyone.So you must give this same attention to at least some well-behaved students nearby too. More general advice about increasing cooperation includes other ways of showing that you value students as individuals 3. Learn and use their names 4. Communicate informally with students, Dont just talk abo ut learning issues. When they are coming into, or going out of the classroom ask their opinion Do you think your haircut would suit me? . What do you think of the new library? . Ask about hobbies, attitudes and opinions, 5. Use eye contact and proximity to spread your influence about the whole room. 6.Negotiate difficulties with the class. I am having problems with students not giving in work, whats the problem? What can we do about this? The strategies on page 17 and 18 also help with cooperation. Improving disciplinary interventions The strategies that follow reduced disruptions in classrooms by 31% on average. There has been a heated debate for some decades over whether teachers should use soft punishments, or should only give students praise and deferred payment for seize behaviour. You may not be surprised to find that Marzanos meta-study, having statistically compared these approaches, shows that you are best doing both.However, while nearly all teachers will use mild puni shments, few give enough recognition for good behaviour. If you only use punishments, such as telling students off in response to inappropriate behaviour, then you can create a negative, nagging image for yourself. Also, attention-seekers will begin to misbehave in order to get your attention, as it is the most effective way. Effect sizes are from Marzano (2003) Average effect-size Number of studies Decrease in number of disruptions Disciplinary Interventions RemindersReminding students of relevant rules just before they start an activity. E. g. reminding them of the ground-rules for working in groups before starting a group-work activity 0. 64 70 24% Sticks Mild punishments 0. 78 40 28% Carrots Strategies that reward students for appropriate behaviour including recognition, praise, symbols etc. 0. 86 101 31% Carrots plus sticksUsing both mild punishments, and strategies that reward students for appropriate behaviour with recognition symbols etc. 0. 97 12 33% Reminders.Many tea chers are reactive, waiting for disruption and then responding to it, yet reminding students of the ground-rules for a forthcoming activity is a very positive and quite effective strategy. If you have agreed class rules, and students have designed posters to illustrate them, gather students round the posters to discuss the rules, and ask questions about why we have them. This need not take long, yet has reduced the number of disruptions in experiments by almost a quarter on average. Carrots strategies to reinforce appropriate behaviour.This works better than just telling students off, and most of us dont do it enough. Try these strategies 1. Tokens or symbols Here is an example. A teacher asks each student to start off the lesson with fiver behaviour points. Or they might only do this with two or three problematical students. The students write five 1s on a piece of paper on their desk. During the class the teacher places an extra 1 if the student is working well, and crosses one o ff when they are not. Students often dont need an explanation for the removal of a point if the class rules are clear.Simply praising good behaviour also works remarkably well, Madsen et al (1968). At the end of the class the student records how many behaviour points they have on a proforma. This might ask them to set targets for improvement. They might also be able to exchange these points for privileges such as sitting where they want, or giving out materials etc. It is important to explain the system you use and why to help you become better and more mature learners. It should not be seen as a bribe even when privileges are given.These are often laughed off by teachers, but they really work and are greatly underused Tokens and symbols can include * A thumbs up sign, wink, smile, praise etc to a student working well. It works especially well with problematical students * Official Pat On The Back, this can be public or private. It is caper to say this with capital letters and admi nister it with mock ceremony, but not sarcastically * Recognition in class notices, bulletins or notice-boards * Round of applause or even standing ovation * Encouraging words * Open micro border.The student is asked to speak to the class to explain how they succeeded, or, if you are brave, to make any point they like. * Smiley faces, points, or stickers on a privately held record card, that you can ask to see and use as the basis for discussion on behaviour improvement. * Smiley faces, points or stickers on a publicly displayed class list * Badges e. g. Im an improver The gal done good * Displaying work * Letters home byword that behaviour is good or has improved. Most students regard this as very significant and it doesnt cost that much.You could also use e-mail, text message, or phone message, but letters are permanent and you dont even need to put a stamp on as students will be keen to take them home. They can be used to earn * Privileges such as sitting where you choose, helpi ng to give out materials, leading groups, being allowed to posture to the class, etc * Class pressure points which the class can spend to persuade you not to set homework one particular week, or to allow more time to prepare for a test etc.* The opportunity to choose the work they do or the way they work. E.g. be able to write up their work on a classroom electronic computer. * Letters, e-mails or text messages home, after say three weekly improvements * College or school certificates for mature behaviour.These can be given in half-termly award ceremonies presented by the head of department * Being chosen to present to another class, or at parents evening or open evening * A class trip or visit earned if the class all improve in behaviour * Home privileges such as being allowed to keep your TV or computer games in your bedroom, to rent a video or buy a computer game.This clearly requires parental involvement. See the case study in the box below. 2. Self-assessment Students can use the self-assessment process described on page 5 to award themselves points or stickers etc. 3. Contingent rewards These makes use of peer pressure to improve behaviour a. Class carrots if the whole class behaves or improves. E. g. If the whole class reduces calling out instead of putting their hands up, then the whole class earn pressure points (described in the above box), or are allowed to go and see the maneuver Departments final show of work.Success needs to be defined carefully, for example no more than three people calling out in each class for at least one week. b. Class carrots if a specific individual or group of students behaves well or improves. This needs to be treated with caution. E. g. We are all going to help to keep Philip in his seat. If you are next to him remind him if he moves. If he does move, dont talk to him. If Philip doesnt get out of his place inappropriately for a week, the whole class gets five Team Player Points and Philip gets ten. Sticks strategies that involve mild punishment.This works best in conjunction with the carrots above. Marzanos metastudy stresses that the effect of this strategy comes from consistency rather than severity. Case studies with the use of rewards and punishments. TES 16th June 2006 www. tes. co. uk/search/story/? story_id=2250510 Duncan Harper, Head of a Special school says many children are miss-labelled as autistic or having Attention Deficit Hyperactivity Disorder (ADHD). He believes their poor attention span etc is callable to being too tired to work after spending four to five hours a night watching TV or playing computer games.20% of his 58 children are diagnosed autistic, and 50% ADHD. But Harper thinks non are autistic, and only 2 have ADHD He develops excellent relationships with the parents, who are contacted by phone every two weeks. He arranges with them to remove TVs and computer games from bedrooms if the students behaviour/tiredness does not improve. Harper himself made seven such remo vals that year. A recent inspection graded the school as outstanding in all categories. Evidence is growing that poor sleep is affecting students behaviour, thought process and learning.Try Googling sleep student attainment. Consistency and assertiveness The punishment itself seems less important than your consistency in expecting a rule to be obeyed, and your assertiveness when talking to students or punishing them when you have to. Assertiveness is not the same as hostility. It is linked with dominance mentioned earlier and means that when you deal with class management you are firm, un senseal, matter of fact, unapologetic, confident and business like. It often includes a reminder to the student that you are implementing agreed class rules, not personal dictats.Being contradictory angry or very strict is less effective, and may suggest to students that you are losing control. Be assertive Imagine you are dealing with a student who has been persistently talking. You have warned her that if she talks inappropriately again, you will move her. Despite this, she continues to talk. You could get angry, sarcastic and over-strict at this point. But it is more effective to be assertive 1. Proximity and eye contact. Walk up to the student (proximity), with a firm upright posture, and fix them with eye contact . There should be little emotion in your voice or face.Just a business like confidence. 2. Ask for what you want in a decisive manner, act as if you mean it, and expect to be obeyed. The pitch of your voice should not be shrill, only slightly raised. I want you to move next to John now. But Pete started it 3. Listen, but use the broken record. Listen to such legitimate objections. It sometimes helps to repeat the objection to show you have listened as below. However do not accept denials, blaming or other arguing unless a genuinely strong case is made. It is the students duty to keep the class rules despite difficulties.Repeat what you want. eve if Pete did start it, you should not have talked again. amuse move now. But thats not fair (This process of listening, perhaps acknowledging what was said, but then repeating what you want continues as long as necessary. This is sometimes called the broken record. ) You remain firm unruffled and business like. We all agreed our class rules are fair. Please move. 4. Defer discussion but require obedience. If the student persists tell them that they are wasting valuable class time, and must continue this conversation after the class.In the meantime they must move. Repeat this once if necessary very firmly. 5. Withdraw. If they still dont move remind them that defiance is a very serious There is a list of responses to inappropriate behaviour in Teaching Today 3rd edition, pages 117-8 offence and that they must see you after the class. Walk away to signal the dialogue is now over. The student might now move. If not, seek guidance from tutors and class managers defiance is a health and safety iss ue as they might not even stop doing something dangerous when you tell them to. 6.Use Discipline Plans. If a student does not respond to assertive behaviour like this and problems persist, consult tutors and managers. Sit down with the student in a private one to one situation, and draw up a Discipline Plan Allen. T (1996) * State the relevant class rules and explain why they help everybody learn and help create a happy classroom * Ask the student why they have a problem keeping the rule(s) and what would help them keep it better. Stress that the rule must be kept despite the stated difficulties. Ask them to become a team player.