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Student Responsibility Classroom Management that Works.

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Presentation on theme: "Student Responsibility Classroom Management that Works."— Presentation transcript:

1 Student Responsibility Classroom Management that Works

2 Quote: “Although teachers are the guiding force in classroom management, students also have a role in how well-managed the classroom is.”

3 Contributing Factors Most important to overall productivity, GPA, and personal satisfaction: – Attitude – Practice of taking responsibility for one’s actions

4 Volunteers to report to group? Benefits: Bottom up model- students feel ownership Concern of NCLB and teach only Math/Reading

5 Research shows: Although parents and teachers agree this is important, student responsibility is rarely taught in the K-12 arena. Rather, the focus has been on the teacher and methods of control and discipline.

6 Teaching Student Responsibility Takes a commitment that should be considered thoroughly Brophy states: Teachers wanting to appropriately address this issue need to be willing to do the following:

7 Brophy’s 5 Suggestions 1. Personal relationships beyond instructional purposes 2. Spend time outside school hours dealing with students and families 3. Deal with complex problems 4. Face opposition – from colleagues and administrators 5. Possibly face opposition from student and family

8 Marzano’s 3 Action Steps to Enhance Student Responsibility 1. Classroom Procedures 2. Self-Monitoring and Control Strategies 3. Cognitively Based Strategies

9 Classroom Procedures to enhance responsibility: Class meetings Language of responsibility Written statement of beliefs (mission) Written self-analysis

10 Class Meetings Guidelines for effective class meetings: 1. Determine who can call a class meeting and when it should be held according to standards of appropriate time and place. 2. Seat students and teachers so that they can see the faces of all other members. 3. Establish the expectation that names will not be used in a class meeting because the purpose it to address issues, not people. 4. Establish the ground rule that the meetings will stay on topic. 5. Establish the ground rule that students have the right not to participate in meetings. 6. Encourage or require students to use journals in conjunction with the class meetings.

11 A Language of Responsibility The language we use is a window to our thoughts. If students do not have a language to talk about responsibility, they have few tools to explore the concept. Judicious Discipline – rights, freedoms, equality, responsibilities

12 Written Statements of Beliefs Importance about being explicit and precise about our beliefs. E.g. Ethos documents contain assertions of the beliefs that underlie expected behaviors and are created as a class. – All students and teachers have a right to be treated with respect. – Everyone has the right to feel safe in the classroom.

13 Written Self-Analyses Use by students of a prescribed form to record their analysis of behavioral incidents. Helps students to articulate their perspective on an incident in the context of a framework that requires them to examine their responsibility. – I think that I contributed to the incident when I ______. – When I think about what happened, I wish _____.

14 Marzano’s 3 Action Steps 1. Classroom Procedures 2. Self-Monitoring and Control Strategies 3. Cognitively Based Strategies

15 Self-Monitoring and Control Strategies Not to be used with the entire class, just with those students for whom the general management techniques are not working. Require students to observe their own behavior, record it, compare it with predetermined criteria, and then acknowledge and reward their own success if reached.

16 Meeting with Student and Parents Establish that the student’s behavior is a problem for you, the class, and the student. Provide documented examples!!!!! Goal: not to punish, but to help them succeed. Provide strategies to be used in a variety of situations. Students and parents must accept.

17 Basic Design of Strategies 1. Record keeping and contingent rewards – Cue students to periodically monitor themselves. – Form can be provided. (p. 87) – Set targets. 2. Monitoring without formal record keeping. 3. No formal record keeping, no reward. 4. Student autonomy.

18 Marzano’s 3 Action Steps 1. Classroom Procedures 2. Self-Monitoring and Control Strategies 3. Cognitively Based Strategies

19 Types of Cognitively-Based Strategies Social Skills Training – Socially inept students Problem Solving – More general. These strategies generally contain the following steps:

20 Cognitively Based Strategies 1. Know your emotions- Stop! 2. Different ways to Respond 3. Think about Consequences 4. Select Action Best for You and Others Key: Helps them understand why and how they react to specific situations so they can better control their own behavior.

21 Reflections Look at reflection questions and discuss with a partner your ideas and how you might be able to implement this in your work.

22 Turn to someone and discuss: Why would it be useful to teach students about personal responsibility? How might it benefit students later in life? Name a specific situation where it would help a student for them to be responsible for themselves. What concerns do you have about using class time for activities such as teaching responsible behavior?

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