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Effective Teaching Methods: Research-Based Practice
Classroom Management II: Promoting Student Engagement Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas
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Systems of Classroom Management
Humanist Tradition Focus on communication and problem-solving between teacher and student Classroom Mgmt Tradition Focus on teaching skills involved in organizing and managing instructional activities in presenting content Applied Behavior Analysis Focus on behavior modification techniques and reinforcement theory applied to the classroom Most teachers use a combination of these strategies depending on the situation at the time and what the students need. Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas
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Required Components of Classroom Management Plan
Establish positive relationships among students Prevent attention-seeking and work-avoidance behavior Redirect misbehavior quickly and consistently Teach self-control Respect cultural diversity These are the basic components of what is required to have effective classroom management in place. Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas
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Provided by Region 4 Education Service Center, Houston, Texas
Humanist Tradition Focus on inner thoughts, feelings, psychological needs and emotions in the individual learners Focus on allowing students time to develop control over his or her own behavior According to the Humanist approach, learners are capable of controlling their own behavior if only teachers would allow them to do so. Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas
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Humanist Tradition Express sane messages
Accept rather than deny feelings Avoid the use of labels Use praise with caution Elicit cooperation Communicate anger The above characteristics are part of the Humanist tradition and focus on the learner and working with other learners. Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas
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Cooperative Learning Glasser advocates for a place where students want to be including developing mutually agreed upon standards of behavior that students must follow to remain in the environment and conduct problem-solving conferences with those that violate the standards Cooperative learning is one way to get students involved and learn to work together which is a crucial skill in the workplace. Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas
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Applied Behavioral Analysis Tradition
Behavior Modification Focus on changing or modifying behavior and is something a person does that is seen, heard, counted or captured in snapshot or home video Applied Behavior Analysis is modifying a behavior that can be seen or heard or counted. Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas
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Applied Behavior Analysis Tradition
Positive Reinforcement Occurs when a desired reward is provided after a behavior increases in frequency Negative Reinforcement Occurs when the frequency of the behavior is increased by ending or terminating some painful, uncomfortable, or aversive state We want students to be reinforced for positive behaviors and increase those opportunities. Some students come to school and have learned that the only way to get attention at home is through negative reinforcement. Since that is all they know they do the same thing with teacher attention. We have to work to replace the negative behaviors with positive ones. Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas
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Classroom Management Tradition
Effective Teachers Spend excessive amounts of time preparing before the school year starts and during the first weeks of school Provide clear instructions and include explicitly teaching rules and routines The up front preparation that teachers do before school starts is critical to the success of the students. It is more important to over-plan than not have enough materials for the students to work on that first week of school. Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas
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Classroom Management Tradition
Effective Teachers Inform students about the consequences of breaking the rules and enforce consequences consistently Consistency is key for instruction to happen in the classroom. Effective teachers do this constantly by modeling what is expected of the students in the classroom. Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas
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An Integrated Approach to Classroom Management
Low Profile Management Coping strategies used by effective teachers to stop misbehavior without disrupting the flow of a lesson Effective with surface behaviors such as laughing, talking out of turn or not following directions Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas
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An Integrated Approach to Classroom Management
Anticipation Alert teachers are aware and sense changes in student motivation and attentiveness as they are about to happen Alert to when you need to change the environment to prevent the problem from happening again Deflection Attune to verbal and non-verbal cues that in the past have preceded disruptive behavior such as an abruptly closed textbook, a certain look or squirming Attune to attending to these behaviors so not to increase the likelihood of more disruptive behaviors occurring Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas
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An Integrated Approach to Classroom Management
Reaction React to behavior by providing a warning or an incentive to promote positive self-control As soon as the student disrupts the class, acknowledge a nearby classmate who is performing the expected behavior. 2. If the disruption continues, Provide a warning to the student 3. If the student doesn’t follow the request after the warning, have the student leave the room for five minutes and talk to them during their free time Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas
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Persistent Disruptive Behavior
After trying all the low profile techniques and disruption persists, the teacher may want to increase the intensity of involvement in responding to the problem Look at the student sternly Move closer to the student Call on the student to provide the next response and call the student’s parent Mild misbehaviors like talking out, acting out, getting out of seat, disrupting others deserve a mild response. Moderate behaviors like cutting class, abusive conduct toward others, fighting and profanity deserve a moderate response Severe misbehaviors like theft, vandalism, incorrigible behavior deserve a severe response. Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas
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Reinforcement Theory Applied in the Classroom
When the consequences of a behavior changes the probability of that behavior’s occurrence reinforcement has occurred This can be a positive or negative outcome For example, the three things that happen in this order include the following: Event: You go to the library to study, Consequence: Your test grades go up Future Event: You begin going to the library more often Event: You go to a new restaurant Consequence: You get lousy service Future Event: You never go back to the restaurant Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas
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Rewards and Reinforcement
What are ways to increase the probability of a desirable response: Verbal or written praise Smile, a head nod Extra points toward grade Every child responds differently to reward systems and you have to find out what works for each one. You also need to change the rewards frequently to keep students interested in different reward systems. Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas
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Natural Reinforcers This is when students move from extrinsic to intrinsic control of information Select the target behavior Identify the natural consequences of the selected behavior Choose intrinsic consequences Identify those consequences the learner may more easily notice Design your lessons in such a way that you make conspicuous the occurrence of natural consequences Select appropriate backup reinforcers Condition the natural reinforcers This is the process to use when you want students to move from extrinsic to intrinsic reinforcement meaning that they do it for their own joy or excitement in learning. Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas
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Punishment This is used to decrease the probability or likelihood that a behavior will occur There can be serious negative effects related to using punishment Punishment can have negative connotations including the following: Punishment does not guarantee the desired response will occur. Effects of punishment usually are specific to a particular context and behavior There can be undesirable side effects Punishment sometimes elicits hostile and aggressive responses Punishment can be associated with the punisher It seldom has a lasting effect Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas
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Provided by Region 4 Education Service Center, Houston, Texas
Punishment Corporal Punishment Most school districts do not allow corporal punishment as an option for disciplining students The few districts that do allow it require parent consent signed to do it and it is usually dispensed by the administrator of the school Warnings These can prevent minor problems from intensifying to where punishment is the only recourse Provide several warnings before dispensing a consequence Warnings can be used by teachers and many school districts have a color-coded system of levels of warnings and the more that you get the higher the consequences get with a visit to the principal’s office or a call home to the parents part of the response. Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas
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Parent-Teacher Conference: Notifying Parents of Conference
Purpose of the Conference Integral Role of Parents in Discipline Possible Dates, Times & Location of Conference A Contact Person & Phone Number Purpose of the Conference: Why are we meeting and what topics will be covered? Integral Role of Parents in Discipline Making sure that the parents know that they are a part of the solution to meeting the needs of the students Possible Dates, Times and Location of the Conference Make sure to make the meeting convenient to the parents Who Do They Contact If They Have Questions? Who are the contact people if there are questions that need to be answered? Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas
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Parent Conference Protocol
Gain parent’s acknowledgement of the problem and participation in discipline management process Present a plan of action for addressing the problem at home and school Work with the parents to acknowledge the problem and work on a solution to the problem and follow that with a plan of action to address the problem being faced by the student. Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas
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Parent Conference Protocol
Identify follow-up activities after the conference Document what took place at the conference for future reference Make sure that you have a follow-up plan so that the parent knows that you are concerned about their child and document what occurred so that everyone is on the same page about what happened in the meeting. Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas
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Conducting the Parent Conference
Plain Talk Keep information at a level that is clear to the parents and do not use educational jargon Active Listening Check for understanding Use “I” messages with parents Ask for clarification when necessary Check for understanding when summarizing information Some of the things that show the teacher active listening include the following items: Maintaining eye contact Nod or give other non-interrupting acknowledgements When the parent pauses, allow him or her to continue without interrupting Ignore distractions Check your understanding by summarizing essential items Ask for clarification when necessary Evaluate how the conference went when it was completed. Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas
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Culturally Responsive Classroom Management
Intercultural Competence Social organization in which the teacher and learners knew one another and trusted one another Lessons built around prior knowledge and experiences of the learners Instructional methods that allowed learners to participate in lessons and use patterns of their culture Giving students a variety of different instructional opportunities to work with the curriculum is important so that you can meet their different instructional needs. Some students may need visual cues, some will require auditory supports and others will need tactile hands-on activities. Adapted from Effective Teaching Methods: Research-Based Practice by Gary D. Borich, 2007 Provided by Region 4 Education Service Center, Houston, Texas
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