Ed401.03 Chapter 8
- 1. Chapter 8 Responding To Behavior That Disrupts The Learning Process
- 3. Group Logo and Slogan
- 4. Content 8. Interviews 9. Survey Results 10. Survey Evaluation 11. Suggestions 12. References 13. Thanks 1. Meeting Days 2. Review of Chapter 8 3. Gantt Chart 4. Brainstorming 5. Fishbone 6. Matrix Diagram 7. Literature Review
- 5. Meeting Days • 28 September • 06 October • 13 October • 20 October • 27 October • 03 November • 10 November • 12 November • 16 November • 17 November • 02 December • 09 December • 05 January • 06 January
- 6. Review of Chapter 8 Objective 1 • How to develop an effective classroom system for responding to behavior that disrupts the learning environment. Objective 2 • How to respond effectively to minor disruptive behaviors in a classroom or school setting Objective 3 • How to respond major disruptions and defiant student behavior
- 7. RESPONSES TO MINOR DISRUPTIVE BEHAVIORS • Arrange setting patterns so that you can see and easily move to be near all students. • Scan the class frequently in order to notice and respond to potential problems or minor distruptions • State expectations clearly.
- 8. • Ignore the behavior. • Use proximity control. • Place a small note (sticky notes work well) on the students desk. • Call on the student or involve him by using his name in a story or question. • Increase interest by using humor or connecting the lesson to some topic in which the student may be particularly interested. • Make contact.
- 9. • Use a signal to indicate you would like the behavior to stop • The disruptive influence of the teacher’s intervention should not be greater than the disruption it is intented to reduce. • An appropriatly angry teacher response creates tension and increases disobedience and disruptive behaviour. • Remain calm. • Speak courteously.
- 10. • Make eye contact and be aware of nonverbal messages. • Remind students of the classroom rule or procedure they are not demonstrating. • Provide the correction by incorporating a statement about positive behavior the student displays. • See if the students needs some assistance, acknowledge this, and provide the assistance. • Take responsibility for statements by using the personal pronoun. • Provide students with choices. • Remind the students of the positive consequences associated with behaving in a prosocial manner.
- 11. • Work with students to select a signal they agree • Use methods that are both soothing and unusual • Create a place to stand when requesting students’ attention • Work with students to establish a goal for the amount of time you wait in a class • Quickly review if the lesson has been effectively taught • Consider having students pair up and work on the activity • Write their name on the board for assistance • Have materials prepared ahead of time • Use response cards • Tokens or a check sheet RESPONSES TO COMMON CLASSROOM DISRUPTIONS
- 12. Frequent Talk-Outs • Discuss why it is important for students not to call out when you have asked a question • Teach a procedure for students engaging in discussions • Prior to activities review this procedure • If students fail, practice it again. • Call on and praise students who follow the procedure
- 13. Responding to Defiant Behavior • This often involves the adult yelling at the student , threating, putting a name on the board, removing the student froom room. Altough removalmay ultimately be necessary, there is a series of steps we can take prior to or along with removal.
- 14. Dealing with Bullying • It is important for the adult to provide support for the victim and ensure that reinforcement for the aggressor is minimized. • It is important that other children in the room see the teacher supporting the victim and not providing undue attention to the aggressor. • Teacher does work immediately with the aggressor or wait. • Bullies must learn that bullying behavior will not be accepted.
- 15. Key Concepts In Discipline • Do I view conflicts as a natural, neutral part of my life as a teacher? • When students misbehave, do I teach them the correct procedure for meeting their needs?
- 16. Key Concepts In Discipline • Do I teach students how conflicts will be resolved in our classroom? • When students have continued or serious behavior problems, are limits set in a clearly structured form agreed to by all parties?
- 17. Assertive Discipline • In the early 1980s, Lee Canter developed • Informing students of the classroom rules • Responding to rule violations by placing the student’s name on the board.
- 18. Steps In Responding to Students’ Behavior that Fails to Support the Learning Process 1. Nonverbal cue 2. Verbal cue 3. Indicate choice student is making 4. Student moves to a designated area in the room to develop a plan 5. Student is required to go somewhere else to develop a plan
- 20. Problem Solving vs Punishment Where is punishment in classroom management?
- 21. Problem Solving vs Punishment o Educators' responses to academic and behavior errors need to assume that the student needs support in developing new skills. o A focus on punishment appears to inhibit learning. o When teachers are judged to be as more punitive, students tend to be more aggressive and learn less.
- 22. Problem Solving vs Punishment o Punishment is not an effective method for changing student behavior. o Emmer and Aussiker (1987) examined the research about four approaches to discipline: Teacher effectiveness training, reality therapy, assertive discipline and Adlerian-based approaches. o Their findings indicated that the most punitive-oriented approach (assertive discipline) was the least effective.
- 23. Problem Solving vs Punishment o Punishment allows the students to project blame rather than to accept responsibility for the behavior. o Glasser(1988) stated that 95 percent of all students discipline problems in schools are caused by students' lack of power. o Misbehavior is an attempt to gain some sense of power.
- 24. Problem Solving vs Punishment Using such activities as writing sentences, assigning additional homework and lowering a student's grade as punishment may create a negative attitude regarding these activities.
- 25. Problem Solving vs Punishment England (1986) summarized his assessment of punishment: “If punishment works it does so only under very precise and complicated conditions, much to complicated for us to consistently use in classrooms. The controls that one must utilize to optimize the effectiveness of punishment are not possible in day-to- day operations either within families or schools.”
- 26. Problem Solving vs Punishment IDEA (Individuals with Disabilities Education Act) is the nation’s federal special education law that ensures public schools serve the educational needs of students with disabilities. o Students with special needs must be treated the same as peers unless specific changes are requested by IEP (Individualized Education Program) team. o Students having a disability are protected by law from excessive removal from the school setting.
- 27. Gantt Chart TASKS 28.09.2015 06.10.2015 13.10.2015 20.10.2015 27.10.2015 03.11.2015 10.11.2015 12.11.2015 16.11.2015 17.11.2015 18.12.2015 PLAN Topic Selection Determination of the targets Literature reviews Identifying targets COLLECT Survey data Interview data ANALYZE Causes of problem Survey data Interview data Self assessment SHARE PPT presentation
- 28. Brainstorming Punishment Reinforcement attention scanning, misbehaviour bullying talk-outs hyperactivity rules chatting violence authority ruler illness being calm burn-out instruction communication problem solving good relationship procedures, Unresponsive students contact problems teacher training kindness discipline help
- 29. Fishbone Why do teachers have difficulty in dealing with distruptive behaviors in Turkey? Teacher Students School AdministrationParents Personality Lack of experience Personality Parents Lack of communication Personality Lack of communication
- 30. Matrix Diagram Teacher personality Attitudes of students School Administratio n Teachers' lack of experience Attitudes of families Kader 6 3 4 7 6 Gülsüm 5 6 2 7 3 Ziynet 5 4 4 7 4 Hatice 7 2 5 6 6 Muhammed 7 4 4 6 5 TOTAL 30 19 19 34 24
- 31. Literature Review What is the Disruptive Behavior? Disruptive behavior can be defined as an activity that causes distress for teachers, interrupts the learning process and that leads teachers to make continual comments to the student (Haroun & O’Hanlon, 1997a; Houghton et al., 1988).
- 32. The Reasons for Disruptive Behaviour Moran and Dobmeirer(2008) argue that there are some factors which may provoke or contribute to onset of disruptive behavior. These can be listed as: • Presence of a disability • Limited development of social skills in the developmental period • Frustration, anxiety, and anger caused by stress related to the demands of performing • The multiple roles. • Negative Learning environment factors • Responses that teachers make to disruptive behavior
- 33. Moran and Dobmeirer(2008) also argue that there are some guidelines for dealing with the disruptive behavior • Accommodate developmental and related disabilities of learners • Educate learners victimized by poverty, violence, or abuse. • Minimize stress. • Conduct effective learning activities
- 34. Moran and Dobmeirer(2008) also argue that there are some guidelines for dealing with the disruptive behavior • Use personal communication interventions • Set limits and use de-escalation techniques • Analyzing disruptive behavior • Training and preparation for teachers
- 35. Interview • Video of the interview with students of the Faculty of Education in Bogazici University • Video of the interview about disruptive behavior of students with the CS teacher of the Hasan Ali Yücel Elementary School
- 36. Survey Information The surveys have been conducted to • 65 students • 30 teachers
- 37. Survey Results • Student Survey Results 60 % of the participants expressed that they talk without permission during class.
- 38. Survey Results • Student Survey Results 50 % of the participants expressed that they draw their attention to other things when they get bored during class.
- 39. Survey Results • Student Survey Results 70 % of the participants expressed that they know the classroom rules.
- 40. Survey Results • Student Survey Results 85 % of the participants expressed that it is important for them to get attention from the teacher.
- 41. Survey Results • Student Survey Results 70 % of the participants expressed that it is important for them to get attention from their classmates.
- 42. Survey Results • Student Survey Results 50 % of the participants expressed that their teacher takes care of them when they need help.
- 43. Survey Results • Student Survey Results 90 % of the participants expressed that their teachers and parents do not have a relationship.
- 44. Survey Results • Student Survey Results 35 % of the participants expressed that their teachers do not use punishment.
- 45. Survey Results • Student Survey Results 50 % of the participants expressed that their teachers threat them for discipline punishment when they show disruptive behaviors.
- 46. Survey Results • Teacher Survey Results 85 % of the participants expressed that they are good at clasroom management.
- 47. Survey Results • Teacher Survey Results 60 % of the participants expressed that parents are the cause of the disruptive behaviors.
- 48. Survey Results • Teacher Survey Results 70 % of the participants expressed that they take care of their students when they need help.
- 49. Survey Results • Teacher Survey Results 85 % of the participants expressed that they face the disruptive behaviors in the classroom.
- 50. Survey Results • Teacher Survey Results 55% of the participants expressed that they use punishment when their student show disruptive behaviors.
- 51. Survey Results • Teacher Survey Results 60% of the participants expressed that they have good realtionship with their students.
- 52. Survey Results • Teacher Survey Results 70% of the participants expressed that they have good relationship with the parents.
- 53. Survey Evaluation • The survey with students indicated that: Most of the students want to draw attention to themselves from others including their teachers and friends. Minortiy of the students think that punishment is not a part of their classroom environment. • The survey with teachers indicated that: Majority of the teachers think that they have good relationships with their students. Also, they think the reason for disruptive behaviors mostly is parents.
- 54. Suggestions • Teachers should build good relationship with the parents. • Teachers should build good relationship with their students. • Teachers should have good communication skills. • Teachers should improve their management skills. • Teachers should use efficient teaching sytles. • Teachers should help to construct good peer relationship with their students. • Teachers should have strategies to deal with the disruptive behaviors.
- 56. Special thanks to Hayal KÖKSAL
- 57. References Long, N., Newman, R., & Morse, W.(1996).Conflict in the classroom: The Education of at-risk and troubled Students (5th ed.). Austin, TX:Pro-Ed. http://listingimg.com/thank+you+for+listening+pictures?image=1045673311 https://fulgurafilm.wordpress.com/2013/11/02/156/ Jones, V., & Jones, L. Comprehensive Classroom Management:Creating Communities Of Support and Solving Problems (10th ed.) . Haroun, R., & O’Hanlon, C. (1997b). Do teachers and students agree in their perception of what school discipline is? Educational Review, 49, 237-241. Arbuckle, C., & Little, E. (2004). Teachers’ Perceptions and Management of Disruptive Classroom Behaviour During the Middle Years (years five to nine). Australian Journal of Educational & Developmental Psychology, Vol 4, 59-70. Dobmeirer, R., &Moran,J. (2008). Dealing With Disruptive Behavior of Adult Learners. New Horizons in Adult Education and Human Resource Development, 22(2).