A Handbook on Promoting a Positive Learning...

Student Teacher Interaction

A Handbook on Promoting a Positive Learning

Environment

Scott Gunn (a1211456)

May 2015

2739 words

Introduction 4 Learning and Classroom Management Theorists 5

Jacob Kounin 5 Lev Vygotsky 6 Bill Rogers 7 Fred Jones 8 Howard Gardner 8 Rudolf Dreikurs 9 Levin and Nolan 10

Preventative Actions 11 Praise and Preparation: Amy Alexander, Pimlico School 11 Love ‘Em or Loathe ‘Em: Ben Nelson, Brockworth 12 Enterprise School 12 A Lesson from the Best: Philip Beadle, 13 Eastlea Community School 13

Supportive Actions 14 Attention Seekers: Jane Wright, Drayton School 14 Girl Talk: Nicola Lamb, Moulton School 15 Too Much Talk: John Fuentes, Bexleyheath School 15 Underachieving Boys: the Play’s the Thing: Abigail Mack, Bexleyheath School 16

Corrective Actions 17 Manage That Class: Jenny Campbell, 17 Holyhead Secondary School 17

Conclusion 18 Bibliography 19

Videos 20

Appendix 1: A Complete Listing of Strategies Noted in the Videos Discussed 22 Praise and Preparation: Amy Alexander, Pimlico School 23 Love ‘Em or Loathe ‘Em: Ben Nelson, 25 Brockworth Enterprise School 25 A Lesson from the Best: Philip Beadle, 26 Eastlea Community School 26 Attention Seekers: Jane Wright, Drayton School 27 Girl Talk: Nicola Lamb, Moulton School 28 Too Much Talk: John Fuentes, Bexleyheath School 30 Underachieving Boys: the Play’s the Thing: 31

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Abigail Mack, Bexleyheath School 31 Manage That Class: Jenny Campbell, Holyhead Secondary School 32

Appendix 2 34 A Complete List of Preventative Strategies Noted 35 A Complete List of Supportive Strategies Noted 38 A Complete List of Corrective Strategies Noted 40

Appendix 3 41 Levin and Nolan’s Hierarchy of Management Strategies 41

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Introduction It is important for teachers to be able to engage students and promote a positive learning environment, so as to teach their subject effectively. This can sometimes be a challenge, but the implementation of numerous and varying strategies to assist in the promotion of on task student behaviour can help. These strategies, or actions, can be broken down into three categories:

1) preventative actions: strategies used to promote learning and prevent misbehaviour

2) supportive actions: strategies used to support on task behaviour

3) corrective actions: strategies used to correct significant misbehaviour

These actions, and examples of them, have been developed by a great number of theorists and educators. Some of these theorists are discussed in the section immediately following, with references to specific strategies in the discussion following that.

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Learning and Classroom Management Theorists

The are a great number of theorists having researched on the subject of classroom management and learning psychology. A select few are discussed below. While specific examples of strategies relating to their theories are not always given, they can be found under the video discussions.

Jacob Kounin

Jacob Kounin is known for his research into preventative actions in classroom management. Kounin believed that good classroom behaviour is reliant on good classroom management, and with the employment of a number of strategies, misbehaviour can be reduced. These strategies are 1

discussed below: - the ripple effect describes the intervention of a teacher in the misbehaviour of an individual

student. This intervention is noted by other students in the class, and they adjust their behaviour accordingly. This also works with class praise. 2

- with-it-ness states that it is the teacher’s responsibility to appear alert and show care for their students: to be with-it. In showing care for student education, misbehaviour is prevented as the students have faith in their relationship with their teacher, and belief in their teacher’s authority. The concept of with-it-ness also extends to students in regards to rules and expectations. Teachers should share these with their students in order for the students to be with-it as well. 3 4

- overlappingness is the ability of a teacher to address multiple issues simultaneously. For example, a teacher could be helping a small group with their work and notice that another group is misbehaving. The teacher could stop their work with the first group in order to correct

“Discipline Theorists: The Kounin Model”, www.elearnportal.com, accessed on April 17th, 2015, <http://1

www.elearnportal.com/courses/education/classroom-management-and-discipline/classroom-management-and-discipline-discipline-theorists>.

Jacob Kounin, “An Analysis of Teachers’ Managerial Techniques”, Psychology in the Schools 1967, accessed on April 2

17th, 2015, <http://onlinelibrary.wiley.com.proxy.library.adelaide.edu.au/doi/10.1002/1520-6807(196707)4:3%3C221::AID-PITS2310040306%3E3.0.CO;2-S/epdf>.

“Classroom Management Theorists and Theories / Jacob Kounin”, wikibooks.org, accessed on April 15th, 2015, <http://3

en.wikibooks.org/wiki/Classroom_Management_Theorists_and_Theories/Jacob_Kounin#.22With-it-ness.22>.



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the behaviour in the second, or could deal with the second’s behaviour from a distance, so as not to stop working with the first. This second approach is described as overlapping. 5 6

- non-satiation is not having students work on the same kind of activity for extended periods of time. Kounin notes that “the amount of learning-related variety programmed by the teacher is a highly significant variable predictive of managerial success.” 7

Lev Vygotsky

Lev Vygotsky was a Russian school teacher turned psychologist, working in the early 20th Century. Central to Vygotsky’s theory are the ideas of scaffolding and the zone of proximal development:

- scaffolding is a metaphor used “to describe and explain the role of adults or more knowledgable peers in guiding children’s learning and development” . Essentially, scaffolding 8

is the support a teacher provides a student in order for the student to gain the most they can from their learning, and to be challenged, but not obstructed by the task.

- the zone of proximal development is the zone in which student learning is maximised. Within this zone, the student almost has the capacity to solve the problem, and only needs a little help from a teacher to complete the task. Outside of this zone, the work presented is either 9

too difficult to achieve, even with aid, or too simple, and not providing a challenge. This is depicted in the figure below:



Vaseline, “Group Management (Kounin)”, Models of Discipline, January 21st, 2013, accessed on April 17th, 2015, 6

<http://olameegdcequared.blogspot.com.au/2013/01/group-management-kounin.html>



Irina Verenikina, “What Does the Metaphor of Scaffolding Mean to Educators Today?”, Outlines 2 (2004), accessed on 8

April 18th, 2015, <http://ojs.statsbiblioteket.dk/index.php/outlines/article/view/2140/1886>.

Robert Matthews, “Student Learning and Interaction” (lecture presented in the course Student Teacher Interaction, 9

University of Adelaide, March 12th, 2015)!6

Figure 1: A figure depicting the Zone of Proximal Development 10

Bill Rogers

Originally a school teacher, Australian theorist Bill Rogers now lectures on a broad range of topics relating to classroom management. Through his research, he has developed the positive behaviour leadership model: - the positive behaviour leadership model states that students should be empowered to be

“accountable for their own behavioural choices” , should be respectful of the rights of others and 11

should build “facilitative positive relationships” . Within the PBL model, Rogers noted five key 12

principles: - rights, responsibilities and standards of all members of the school community should be

written as rules. This ensures that all members have a clear understanding of their expectation.

- these rights, responsibilities and standards should be positively communicated. - confrontation should be minimised. - provide choice to students.

“Zone of Proximal Development”, wikipedia.org, accessed on April 18th, 2015, <http://en.wikipedia.org/wiki/10

Zone_of_proximal_development#/media/File:Zone_of_proximal_development.svg>

Gordon Lyons, Margot Ford and Michael Arthur-Kelly, Classroom Management: Creating Positive Learning 11

Environments, 2nd ed. (South Melbourne, Victoria: Cengage Learning, 2003), accessed on April 19th, 2015, <http://www.cengagebrain.com.au/content/lyons87128_0170187128_02.01_chapter01.pdf>.



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- teachers should act in the manner they expect of their students, so as to provide a model for students to go by. 13

While most of these principles are expressed through preventative actions, minimising confrontation can be expressed also through corrective actions. In correcting student behaviour through a non-confrontational way teachers could use varying levels of intervention, depending on the severity or frequency of the occurrence, or could continually meet with the student to discuss their behaviour in class. 14

Fred Jones

By studying highly successful teachers for over 40 years, Fred Jones, an American psychologist, has developed the non-adversarial management procedure. Fundamental to this procedure are 15

the ideas of the preferred activity time and positive reinforcement. - the preferred activity time is a simple and fun way of reinforcing student learning as well as

encouraging positive student behaviour. Through good behaviour, students accrue minutes that can be cashed in for use in an activity they enjoy. This may be a game at the end of the lesson or a film at the end of the term. The activity is fun and worthwhile for students, but also meaningful as it can be used to summarise concepts learnt. 16

- positive reinforcement is the praise and recognition of good student behaviour. Some examples of this include: - awards - point accumulation - letters sent home

Howard Gardner

Through his research, Howard Gardner has developed the idea of multiple intelligences: the idea that “it doesn’t matter how smart someone is but, rather, how he is smart.” Gardner argued that in 17





Frederic Jones, “Overview”, Fred Jones Tools for Teaching (2014), accessed on April 21st, 2015, <http://15

www.fredjones.com/#!overview/ck3m>

“Classroom Management Theorists and Theories / Fred Jones”, wikipedia.org, accessed on April 21st 2015, <http://16

en.wikibooks.org/wiki/Classroom_Management_Theorists_and_Theories/Fred_Jones>

Hope Phillips, “Multiple Intelligences: Theory and Application,” Perspectives in Learning: A Journal of the College of 17

Education & Health Professions 1 (11), 2010.!8

http://en.wikibooks.org/wiki/Classroom_Management_Theorists_and_Theories/Fred_Jones

testing the intelligence quotient of students, examiners are focussing on one aspect of intelligence only, and that “there must be more to intelligence than short answers to short questions.” This 18

lead him to develop his eight intelligences, listed below: - linguistic intelligence - logical-mathematical intelligence - musical intelligence - spatial intelligence - bodily-kinesthetic intelligence - intrapersonal intelligence - interpersonal intelligence - naturalist intelligence While Gardner’s theory says “nothing about education practice per se” , it has been widely 19

accepted and acknowledged by educators. It is important to understand the different intelligences found in students so as to provide suitable learning and engagement for all students, and therefore prevent misbehaviour.

Rudolf Dreikurs

Through the observation of his children, Austrian psychologist Rudolf Dreikurs noted that misbehaviour in a child is driven by four main goals: attention seeking, the contest for power, seeking revenge and displaying inadequacy. Dreikurs believed that humans, being social beings, 20

only misbehave when mistakenly believing that their misbehaviour will gain them social recognition. This developed into Goal Centred Theory: 21

- Goal Centred Theory states that it is the teachers responsibility to discover why a student is misbehaving, based on the four main goals listed above. The teacher must then react to this by: - providing choice in work and rules - model responsible behaviour - be clear in expectation, rules and instructions - use consequences that appear logical, and not punishment

Howard Gardner, Frames of Mind: the Theory of Multiple Intelligences (New York: Basic Books , year unknown), 18

accessed April 19th, 2015, <https://books.google.com/books?id=wxj6npSaykgC&printsec=frontcover&dq=Frames+of+Mind:+The+Theory+of+Multiple+Intelligences&hl=en&sa=X&ei=wRIzVaW-KcHV8gWLrYCYDw&ved=0CCcQ6AEwAA#v=onepage&q=Frames%20of%20Mind%3A%20The%20Theory%20of%20Multiple%20Intelligences&f=false>.

Hope Phillips, “Multiple Intelligences: Theory and Application,” Perspectives in Learning: A Journal of the College of 19

Education & Health Professions 1 (11), 2010.

“Classroom Management Theorists and Theories / Rudolf Dreikurs”, wikipedia.org, accessed on April 21st, 2015, 20

<http://en.wikibooks.org/wiki/Classroom_Management_Theorists_and_Theories/Rudolf_Dreikurs>


Environments, 2nd ed. (South Melbourne, Victoria: Cengage Learning, 2003), accessed on April 21st, 2015, <http://www.cengagebrain.com.au/content/lyons87128_0170187128_02.01_chapter01.pdf>.

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http://en.wikibooks.org/wiki/Classroom_Management_Theorists_and_Theories/Rudolf_Dreikurs

- encourage effort rather than achievement 22

By following these strategies, a teacher can prevent most misbehaviour, as students then have a clear understanding of the ways to gain social recognition.

Levin and Nolan

Levin and Nolan’s research suggests a great number of strategies in mitigating misbehaviour in the classroom. Where their research is critical is in the level of disruption and confrontation experienced by the student. The levels of confrontation start low (owing to low level disruption). From here, they escalate to high confrontation, such as the use of logical consequences. A full list 23

of their strategies can be found in Appendix 3.


Environments, 2nd ed. (South Melbourne, Victoria: Cengage Learning, 2003), accessed on April 21st, 2015, <http://www.cengagebrain.com.au/content/lyons87128_0170187128_02.01_chapter01.pdf>.

Levin and Nolan, What Every Teacher Should Know About Classroom Management (University of Pennsylvania: 23

Pearson Education Inc., 2005), accessed on May 5th, 2015, <https://myuni.adelaide.edu.au/bbcswebdav/pid-6441189-dt-content-rid-4565009_1/courses/3310_EDUC_COMBINED_0002/3210_EDUC_COMBINED_0004_ImportedContent_20120220040934/3205_EDUC_COMBINED_0001_ImportedContent_20120105043840/Lecture%20Materials%20Sem%201%20Week%20five%20materials%20Levin%20and%20Nolan%20Table%20on%20Hierarchy%20of%20Management%20Strategies/Hierarchy%20of%20Management%20Intervention%20Diagram%20%28Levin%20%26%20Nolan%2C%202005%29.jpg>.

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Preventative Actions Preventative actions are those strategies which aim to prevent misbehaviour in students, by providing motivation and keeping students engaged in the learning process. Students with a greater motivation will “typically demonstrate greater persistence and effort than students with low… motivation.” It is for this reason that teachers must promote motivation and prevent disruption. 24

Charles writes that most misbehaviour can be prevented “if you treat students sensitively, provide an interesting curriculum, and use a helpful teaching style.” 25

Examples of preventative actions will be explored in the following discussion. A more detailed list of preventative actions (including timings as they relate to the videos discussed) has been compiled in Appendix 1.

Praise and Preparation: Amy Alexander, Pimlico School 26

Amy Alexander teaches science at a school in London where classroom behaviour has been a concern. To combat this, Amy aims to achieve a high praise classroom, and so her teaching style focusses heavily on preventative actions. This works well and provides Amy with a classroom focussed on learning.

Some of Amy’s most effective preventative actions are noted below:

1) Give praise to students for good work and on task behaviour (Kounin)

2) Clear and repeated instructions (Vygotsky, Dreikurs and Rogers)

3) Scaffolding (Vygotsky) Amy starts the lesson with easy tasks, like writing the date and title and then moves on to harder ones. She also gives hints to students who may need them during her quiz.

Roy Killen, Effective Teaching Strategies: Lessons from Research and Practice, 4th ed. (South Melbourne, Victoria: 24

Thomson Social Science Press, 2007), 38.

C. M. Charles, Building Classroom Discipline, 7th ed. (New Jersey: Pearson, 2002), 236.25

Teaching with Bayley: Amy Alexander: Praise and Preparation, http://www.schoolsworld.tv/node/273, accessed on 26

April 15th, 2015.!11

Amy Alexander at Pimlico School

http://www.schoolsworld.tv/node/273

4) Give the students a chance to write about themselves (Piaget) Amy asks students to write a fact sheet about themselves. This gives her the chance to gain further knowledge about the students, and gives the students a chance to write about themselves (adolescents are at an egocentric stage in their lives).

5) A Reward System (Jones)

Love ‘Em or Loathe ‘Em: Ben Nelson, Brockworth Enterprise School 27

Newly qualified teacher Ben Nelson struggles with managing classroom behaviour problems and communicating key concepts to his students. He enlists the help of John Bayley and the school principle, who both encourage him to offer more praise. The following strategies are, therefore, a mix of his own strategies and those demonstrated by Bayley and the school principle:

1) Make sure the first ten minutes are positive

2) Provide structure (Rogers and Dreikurs) Ben designs workbooks for the students to work through. This provides them with a goal to work towards, and a vision of where they are heading.

3) Engage in small talk with the students Winning the support of students by building relationships is crucial.

4) Highlight individual student work (Kounin and Jones) This acts as a Ripple Effect, making other students want their good work to be recognised, as well as breeding success.

Teaching with Bayley: Ben Nelson: Love ‘Em or Loathe ‘Em, http://www.schoolsworld.tv/node/1265, accessed on April 27

21st, 2015.!12

Love ‘Em or Loathe ‘Em

A Lesson from the Best: Philip Beadle, Eastlea Community School 28

Philip Beadle works in a school with high failure rates. To combat this, he has designed an incredibly creative and interactive way of communicating key concepts to his students.

Some of the strategies Philip employs are discussed below:

1) Creativity in classroom design and learning activities (Gardner and Dreikurs)

2) Good, clear marking with set targets (Rogers and Dreikurs)

3) Use the language of the classroom (Rogers)

4) Encourage friendly competition

Teaching with Bayley: Philip Beadle: A Lesson from the Best, www.schoolsworld.tv/node/263 , accessed on May 3rd, 28

2015.!13

A Lesson from the Best

Supportive Actions Supportive actions are those strategies used to re-engage student learning: for when a student has engaged, or is engaging in some form of minor disturbance and needs some minor correction. Despite the best efforts of the teacher, and the employment of preventative strategies, it is inevitable that some students will slip into distraction.

The following section discusses some potential supportive strategies. A more detailed list of supportive actions (including timings as they relate to the videos discussed) has been compiled in Appendix 1.

Attention Seekers: Jane Wright, Drayton School 29

Jane is a French teacher struggling to control a group of talkative students. Most distraction is nothing more than this, however, it detracts from the learning of other members of the class. She enlists the help of John Bayley. The following strategies are a mix of Jane’s and John’s suggestions:

1) Planned ignoring (Levin and Nolan)

2) Using visual cues and non-verbal communication (Levin and Nolan)

3) Firm instructions

4) Proximity (Levin and Nolan)

Teaching with Bayley: Jane Wright: Attention Seekers, www.schoolsworld.tv/node/1044, accessed on May 3rd, 2015.29

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Attention Seekers

Girl Talk: Nicola Lamb, Moulton School 30

Nicola Lamb is concerned by the constant disruption of her class from two girls sitting in the front row. The two girls, who are of average ability in the class, and need no more help than any other member, constantly seek the attention of Nicola (either explicitly or implicitly). Nicola is concerned that she may be feeding their disruption by being “just like them” (talkative) and so enlists the 31

guidance of John Bayley. Jane’s classroom management is improved by implementing the following strategies:

1) Rationing her attention (Levin and Nolan) Giving attention only to on task behaviour.

2) Tactical ignoring (Levin and Nolan)

3) Directly questioning students on their behaviour (Rogers, and Levin and Nolan)

4) Direct appeals / instructions to individual students (Rogers, and Levin and Nolan)

Too Much Talk: John Fuentes, Bexleyheath School 32

John Fuentes struggles to keep his ‘lecturing’ concise, and as a result, his students lose focus. This causes them to become easily confused and challenged by the material as they begin to become disengaged with the learning. While he works mainly with preventative strategies, John employs the following strategy at the beginning of the video which needs mentioning:

1) Give warnings to correct behaviour (Rogers) When a student forgets to bring their book to class, John puts a star next to their name in the register. This acts as a warning: one that is visual and possibly more observed than a verbal warning.

Teaching with Bailey: Nicola Lamb, Girl Talk, www.schoolsworld.tv/node/126, accessed on May 3rd, 2015.30

Teaching with Bailey: Nicola Lamb, Girl Talk, www.schoolsworld.tv/node/126, accessed on May 3rd, 2015.31

Teaching with Bailey: John Fuentes, Too Much Talk, www.schoolsworld.tv/node/271, accessed on May 3rd, 2015.32

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Girl Talk

Too Much Talk

Underachieving Boys: the Play’s the Thing: Abigail Mack, Bexleyheath School 33

Abigail Mack is an English teacher working with a group of year 10 students with grades around a D and E. She incorporates a lot of drama into her classes, and has chosen a relatable text, thus engaging the students in the learning process. While behaviour management is not a big concern in her classroom (in this video), she does employ the following supportive strategies:

1) Work to a seating plan

2) Wait for silence

Teaching with Bayley: Abigail Mack, Underachieving Boys: the Play’s the Thing, www.schoolsworld.tv/node/900, 33

accessed on May 3rd, 2015.!16

Underachieving Boys: The Play’s the Thing

Corrective Actions While the best efforts of a teacher may work in most situations, occasionally a student will break the rules and cause such disruption (for example, an act of violence) that serious action is needed in order to correct the behaviour. These are called corrective actions.

It is important to note that these strategies will rarely need be used if appropriate preventative and supportive strategies are employed.

The following section discusses a number of corrective strategies. A more detailed list of corrective actions (including timings as they relate to the video discussed) has been compiled in Appendix 1.

Manage That Class: Jenny Campbell, Holyhead Secondary School 34

Jenny Campbell is teaching a year 8, Friday afternoon science class. As can be expected, at this time of the week, Jenny is presented with significant disruption. Jenny reacts quickly to any disturbances, shows remarkable ‘with-it-ness’, and demonstrates the following strategies:

1) Give students a choice (Levin and Nolan)

2) Raise your voice

3) Apply punishments

4) Physically get between students This is a strategy Jenny uses specifically to prevent further fighting between two students. While there are other means to disrupt a fight, teachers aren’t often presented with much time to think about a course of action.

Teaching with Bayley: Jenny Campbell: Manage That Class, www.schoolsworld.tv/node/1752, accessed on May 3rd, 34

2015.!17

Manage that Class

Conclusion Schools are foremost a place of learning, and it is crucial that this is encouraged. While behaviour disrupting the learning process cannot be avoided, it can be diminished. It is important to understand the various strategies used to aid in this process, and the varying degrees of intervention severity. Tailoring the strategy to the level of disruption is critical, so as to prevent the degradation of the student-teacher relationship, yet also gain command of the situation and prevent any further disruption.

By the implementation of preventative, supportive and corrective strategies, the school environment can remain a place for safe learning and growth within both students and teachers.

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Bibliography Charles, C. M., Building Classroom Discipline, 7th ed. (New Jersey: Pearson, 2002).

“Classroom Management Theorists and Theories / Fred Jones”, wikipedia.org, accessed on April 21st 2015, <http://en.wikibooks.org/wiki/Classroom_Management_Theorists_and_Theories/Fred_Jones>

“Classroom Management Theorists and Theories / Jacob Kounin”, wikibooks.org, accessed on April 15th, 2015, <http://en.wikibooks.org/wiki/Classroom_Management_Theorists_and_Theories/Jacob_Kounin#.22With-it-ness.22>.

“Classroom Management Theorists and Theories / Rudolf Dreikurs”, wikipedia.org, accessed on April 21st, 2015, <http://en.wikibooks.org/wiki/Classroom_Management_Theorists_and_Theories/Rudolf_Dreikurs>

“Discipline Theorists: The Kounin Model”, www.elearnportal.com, accessed on April 17th, 2015, <http://www.elearnportal.com/courses/education/classroom-management-and-discipline/classroom-management-and-discipline-discipline-theorists>.

Gardner, Howard, Frames of Mind: the Theory of Multiple Intelligences (New York: Basic Books , year unknown), accessed April 19th, 2015, <https://books.google.com/books?id=wxj6npSaykgC&printsec=frontcover&dq=Frames+of+Mind:+The+Theory+of+Multiple+Intelligences&hl=en&sa=X&ei=wRIzVaW-KcHV8gWLrYCYDw&ved=0CCcQ6AEwAA#v=onepage&q=Frames%20of%20Mind%3A%20The%20Theory%20of%20Multiple%20Intelligences&f=false>.

Jones, Frederic, “Overview”, Fred Jones Tools for Teaching (2014), accessed on April 21st, 2015, <http://www.fredjones.com/#!overview/ck3m>

Killen, Roy, Effective Teaching Strategies: Lessons from Research and Practice, 4th ed. (South Melbourne, Victoria: Thomson Social Science Press, 2007).

Kounin, Jacob, “An Analysis of Teachers’ Managerial Techniques”, Psychology in the Schools 1967, accessed on April 17th, 2015, <http://onlinelibrary.wiley.com.proxy.library.adelaide.edu.au/doi/10.1002/1520-6807(196707)4:3%3C221::AID-PITS2310040306%3E3.0.CO;2-S/epdf>.

Levin and Nolan, What Every Teacher Should Know About Classroom Management (University of Pennsylvania: Pearson Education Inc., 2005), accessed on May 5th, 2015, <https://

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myuni.adelaide.edu.au/bbcswebdav/pid-6441189-dt-content-rid-4565009_1/courses/3310_EDUC_COMBINED_0002/3210_EDUC_COMBINED_0004_ImportedContent_20120220040934/3205_EDUC_COMBINED_0001_ImportedContent_20120105043840/Lecture%20Materials%20Sem%201%20Week%20five%20materials%20Levin%20and%20Nolan%20Table%20on%20Hierarchy%20of%20Management%20Strategies/Hierarchy%20of%20Management%20Intervention%20Diagram%20%28Levin%20%26%20Nolan%2C%202005%29.jpg>.

Lyons, Gordon, Ford, Margot and Arthur-Kelly, Michael, Classroom Management: Creating Positive Learning Environments, 2nd ed. (South Melbourne, Victoria: Cengage Learning, 2003), accessed on April 19th, 2015, <http://www.cengagebrain.com.au/content/lyons87128_0170187128_02.01_chapter01.pdf>.

Matthews, Robert, “Student Learning and Interaction” (lecture presented in the course Student Teacher Interaction, University of Adelaide, March 12th, 2015)

Phillips, Hope, “Multiple Intelligences: Theory and Application,” Perspectives in Learning: A Journal of the College of Education & Health Professions 1 (11), 2010.

Vaseline, “Group Management (Kounin)”, Models of Discipline, January 21st, 2013, accessed on April 17th, 2015, <http://olameegdcequared.blogspot.com.au/2013/01/group-management-kounin.html>

Verenikina, Irina, “What Does the Metaphor of Scaffolding Mean to Educators Today?”, Outlines 2 (2004), accessed on April 18th, 2015, <http://ojs.statsbiblioteket.dk/index.php/outlines/article/view/2140/1886>.

“Zone of Proximal Development”, wikipedia.org, accessed on April 18th, 2015, <http://en.wikipedia.org/wiki/Zone_of_proximal_development#/media/File:Zone_of_proximal_development.svg>

Videos

Teaching with Bailey: Abigail Mack, Underachieving Boys: the Play’s the Thing, www.schoolsworld.tv/node/900, accessed on May 3rd, 2015.

Teaching with Bailey: Amy Alexander: Praise and Preparation, http://www.schoolsworld.tv/node/273, accessed on April 15th, 2015.

Teaching with Bailey: Ben Nelson: Love ‘Em or Loathe ‘Em, http://www.schoolsworld.tv/node/1265, accessed on April 21st, 2015.

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http://www.schoolsworld.tv/node/273

Teaching with Bailey: Jane Wright: Attention Seekers, www.schoolsworld.tv/node/1044, accessed on May 3rd, 2015.

Teaching with Bailey: Jenny Campbell: Manage That Class, www.schoolsworld.tv/node/1752, accessed on May 3rd, 2015.

Teaching with Bailey: John Fuentes, Too Much Talk, www.schoolsworld.tv/node/271, accessed on May 3rd, 2015.

Teaching with Bailey: Nicola Lamb, Girl Talk, www.schoolsworld.tv/node/126, accessed on May 3rd, 2015.

Teaching with Bailey: Philip Beadle: A Lesson from the Best, www.schoolsworld.tv/node/263 , accessed on May 3rd, 2015.

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Appendix 1: A Complete Listing of Strategies Noted in the Videos

Discussed In this appendix can be found a complete listing of all strategies noted for each of the videos discussed in this paper.

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Praise and Preparation: Amy Alexander, Pimlico SchoolType of Action Example Timing Theorists

Preventative Praise for good work and on task behaviour: - “Thank you for raising your hand. Excellent… Very well read, thank

you very much.” - “Can you give that answer a round of applause please.” - “Jason, you are so fantastic, a super dooper scientist. Hand up first

every time. I’m going to ask someone else though, thank you.” - Ripple effect: writing the names of good and on task students on the

board - Three levels: whole class, individual (public) and individual (private)

2:00

3:21 12:11

2:38

Kounin and Jones

Clear and repeated instructions: - Work written on the board prior to starting the lesson - “Anyone who doesn’t have a text book, raise your hand… Come and

grab one. You’ve got one minute.” - Colour coded lesson plan: “all the key word go in green. Always.” - “I’ll say each question once and once only, so listening. Pay attention.”

1:40

4:50

6:38

Vygotsky, Dreikurs and

Rogers

Scaffolding: - Start with the easy tasks: “Everyone can write the date, title and aims.” - Give hints: “name the five action energy types and I’ll give you a clue

on the board. Have a look up here if you can’t remember.”

5:29

6:48

Vygotsky

Reassurance: - “If you’re not sure, that’s ok. You’ve learnt something if you don’t know

the answer because you know that’s something you still need to work on learning.”

7:23Dreikurs and

Jones

A Reward System: - Merits - A daybook - Postcards home to parents - A star chart 3:26

Jones

Give the students a chance to write about themselves (egocentric) 13:00 Piaget

Stresses key words Vygotsky

Using individual names / name dropping Kounin and Levin and

Nolan

Specific commands to individual students

Reading and responding to the class Kounin

Moving around the classroom (proximity) 9:23 Kounin and Rogers

Non-verbal communication: - Finger to Lips 2:30

Levin and Nolan

Keep your attention across the entire class and know what’s going on

Kounin

Make students look at you

Get above the volume of the class and then talk normally

!23

Supportive Using individual names / name dropping Kounin and Levin and

Nolan

Specific commands to individual students Levin and Nolan

Quietly talking to individual students: - “Evelyn, is this your seat? Go and move to your seat please.” 8:32

Rogers

Reading and responding to the class Kounin

Moving around the classroom (proximity) 9:23 Kounin, Rogers and Levin and

Nolan

Non-verbal communication: - Finger to lips 2:30

Levin and Nolan

Repeating instructions Dreikurs and Rogers



Corrective Specific commands to individual students Levin and Nolan

Proximity and non-verbal communication Kounin, Rogers and Levin and

Nolan

!24

Love ‘Em or Loathe ‘Em: Ben Nelson, Brockworth Enterprise School

Type of Action Example Timing Theorists

Preventative Praise for good work and on task behaviour: - “That’s excellent.” - “Well done, you are a wise man.” - “Good thinking Batman.” - “I’ve got to say, I am rarely this impressed.” - “I rarely see this in year 7. You must be very special.” - “You’ve got to find something to like in every single one of these

students…”

18:25 4:30

12:55 18:32 19:50 20:32 25:21

Kounin and Jones

Make sure the first ten minutes are positive: - When a student arrives late, don’t question them. Rather say “Bravo,

I’m very pleased to see you.”

1:32 1:42

Clear instructions: - “There’s a starter activity, can you copy it.” - “I’ll give you ten minutes to do it, so you’ve got until half past.”

1:47 2:05

Rogers and Dreikurs

Scaffolding: - Doing part of the work for the student, and asking them to complete it 4:05

Vygotsky

Provide structure: - Designed workbooks 10:16

Rogers and Dreikurs

Engage in small talk with students: - “How tall are you now?” 19:16

Highlight individual student work: - “This one is fantastic.” - Acts as a ripple effect

20:10Kounin and

Jones

Provide students with individual tasks - “Now your job today is how to do that.” 21:10

Using humour: - “Now this isn’t chocolate, don’t try to eat that.” 21:03

Levin and Nolan

Encourage the curiosity and motivation of the students 23:54 Dreikurs

Supportive Namedropping 5:16 Kounin and Levin and

Nolan

Make students look at you 7:23

Reinforce behaviour in a non-confrontational way: - Have a quiet word with misbehaving students 8:12

Rogers

Individual instructions to individual students: - “Sam can you put your tool down and come over here please.” 11:00

Levin and Nolan

Applying sanctions and explain why they are given 13:58 Levin and Nolan

Threatening sanctions 16:38 Levin and Nolan

Corrective Applying sanctions and explain why they are given 13:58 Levin and Nolan

!25

A Lesson from the Best: Philip Beadle, Eastlea Community School


Preventative Praise for good work and on task behaviour: - “Of course it’s his fault, well done, he’s mentally weak.” - “What a superb rally guys.” - “I think that rally deserves a spontaneous round of applause.” - “Could you read your first response again because I thought that was

really special.”

4:11 5:20 6:26

12:18

Kounin and Jones

Prepare the classroom before students arrive 1:05

Creativity in classroom setup: - Tables in pods rather than rows - The classroom as an arena

1:05 4:34

Creativity in learning activities: - Argument tennis - Tailoring activities to the class (e.g. visuals, discussion, written

responses and thinking time)

1:33 8:12

Gardner and Dreikurs

Good, clear marking with set targets 6:50 Rogers and Dreikurs

Use the language of the classroom: - “You better get some ideas together Rashid because Carl looks like

he’s cooking on gas.” - “The geezer at the front’s got a moustache.”

3:56

8:55

Rogers

Encourage friendly competition: - “You better get some ideas together Rashid because Carl looks like

he’s cooking on gas.” - An appoint a champion from each team to compete in argument tennis

3:56

4:30

Highlight individual student work 7:29 Kounin

Relaxed and casual posture 11:31

!26

Attention Seekers: Jane Wright, Drayton School Type of Action Example Timing Theorists

Preventative Welcome students as they enter 0:36

Praise for good work and on task behaviour: - Smile - “Excellent Paige. I said do two and she’s doing exactly what I asked

her to. Well done Paige.” - “I heard some really good French then.”

7:30 9:00

11:36

Kounin and Jones

Proximity 5:35 Levin and Nolan

Be friendly with students

Use humour 10:44 10:57

Levin and Nolan

Supportive Name drop 0:38 1:02

Kounin and Levin and

Nolan

Use visual clues: - Put up your hand for quiet - Put your finger to your lips for quiet - Hold up the text book - Use your hand to dismiss disruptive behaviour and don’t acknowledge

it any more than that

0:56 1:16 1:46 4:13

Levin and Nolan

Firm instructions: - “Turn round and be quiet.” 4:48


Nolan

Proximity 5:35 Levin and Nolan

Quietly talking to students to correct misbehaviour: - “Next time, I want to see from you an effort not to chat and to follow

what we’re doing.”

5:57 11:17

Rogers

Planned ignoring Levin and Nolan

Corrective Send students outside 5:04

!27

Girl Talk: Nicola Lamb, Moulton SchoolType of Action Example Timing Theorists

Preventative Move around the class and help individual students 1:11 4:04 9:45

Kounin

Name dropping: - “How am I going to work out, Daniel, how much tax I pay all together?” 5:44


Nolan

Scaffolding 7:36 Vygotsky

Be ‘withit’ Kounin

Praise for good work and on task behaviour: - “Kerris, Danielle’s trying to explain to you what to do, because she was

here on time, which I’m really impressed with, so can you listen to Danielle please?”

9:51Kounin and

Jones

Encourage friendly competition and effort: - “Have you done it? Kerris has done it. Kerris can have a look [at her

wedding ring]. Kerris come here so Danielle can’t see.”11:21

Kounin, Jones and Dreikurs

Be friendly 11:34 11:37

Supportive Direct appeals / instructions to students: - “Could you answer the question I’ve asked you to rather than talking

please?” - “You need to listen, rather than have a conversation.” - “Stop talking please.” - “Sadie, put it away, listen please.” - “Kerris, Danielle’s trying to explain to you what to do, because she was

here on time, which I’m really pleased with, so can you listen to Danielle please?”

1:03

2:26 5:38 5:53 9:51

Rogers and Levin and

Nolan

Name dropping: - “Sadie, put it away, listen please.” 5:53


Nolan

Tactical ignoring Levin and Nolan

Question students directly: - “Kerris, are you stuck? Ok, could you turn around and get on with your

work then please?” - “Are you two listening?” - Girls, you’ve just talked your way through that. Do you understand it?

[girls answer “yes”] Can you explain it back to me then?”

1:21

5:29 6:01

Rogers and Levin and

Nolan

Proximity 5:38 Rogers and Levin and

Nolan

Ration your attention (i.e. only give students your attention when they are on task and ignore them when they aren’t): - “Your friend thinks you're acting like three year olds and seven year

olds so I’m going to go and give people who are acting like year 10s my attention.”

7:49

10:20

Levin and Nolan

!28

Give disruptive students a distraction: - “You know what to do. Maybe you could explain it to Kerris quickly for

me.”9:25

!29

Too Much Talk: John Fuentes, Bexleyheath School Type of Action Example Timing Theorists

Preventative Have a teaching position: - Plant your feet and be authoritative 2:36

Ask students to repeat concepts: - “Charlie, could you explain to me what I’ve just said, in your own

words.”

4:00 9:28

Don’t talk for too long Kounin

Set time constraints: - These could be negotiated with the class 6:46

Kounin and Dreikurs

Praise for good work and on task behaviour: - “Considering you were a bit confused to start with, you’ve done really

well so far. I’m really impressed actually.” - Excellent, brilliant. That is a top level answer. I think Charlie deserves

a clap for that.”

7:39

13:33

Kounin and Jones

Scaffolding: - Offer sentence starters 12:02

Vygotsky

Give students a chance to succeed: - “I tell you what Charlie. Why don’t you ask someone else in the class

who you think might know the answer or be able to help you out at least.”

12:30 10:10

Jones and Dreikurs

Help students individually 11:25 Vygotsky

Supportive Give warnings to correct behaviour: - “Why have you forgotten your book. I’m going to put a little star next to

your name in the register. If you do it again, ten minutes at the end of the day.”

1:16Rogers

Use visual cues: - Put your finger to your lips for quiet 8:12

Levin and Nolan

!30

Underachieving Boys: the Play’s the Thing: Abigail Mack, Bexleyheath School


Preventative Prepare the classroom before students arrive 0:39

Welcome students as they arrive 0:46

Praise for good work and on task behaviour: - “Right guys, I’m very impressed by the way you all came in today.” - “I thought that was very brave of you Kevin.” - “Jack, would you like to be a boy of 15? You say a few lines. I think

you’ll be quite good at that.” - “Excellent, well done Iain.”

1:18

2:58 3:10

4:20

Kounin and Jones

Clear instructions: - “Open your books. I want you to write the date, which is the 22nd, and

today’s aim.”1:23

Rogers and Dreikurs

Be relaxed and happy 4:46

Encourage students: - “Right, Milosh, you’re a really strict teacher, so you’re going to be on

that coach and you’re going to be really giving it. Ok?”5:34

Dreikurs

Name drop: - “What does that suggest, Milosh?” 6:53


Nolan

Offer rewards for good behaviour: - “Good, well done. We’re going to come back to that, because that’s a

very good point. You can have a merit for that.”7:12

Jones

Encourage active learning 12:11 Gardner

Supportive Work to a seating plan 0:39

Wait for silence 3:34

Use visual cues: - Put your finger to your lips for quiet 5:53

Levin and Nolan

!31

Manage That Class: Jenny Campbell, Holyhead Secondary School


Preventative Clear instructions: - “Girls, could you put the date, title and objectives in your books

please.”1:31

Rogers and Dreikurs

Name Drop 1:56 2:11 7:11


Nolan

Use visual cues: - Put your finger to you lips for quiet - Put your hand up for hands up

1:57 3:38

Levin and Nolan

Have a teaching position 3:48

Use praise for good work and on task behaviour: - “Fantastic, you've really learnt that.” - “Fantastic, we’ve got a group over here that followed my instructions.

Well done girls, thank you.”

5:26 7:45

Kounin and Jones

Work with individual students 10:29 Vygotsky

Have the same standards for students and teachers: - If you don’t want students talking over you, don’t talk over them

13:20 Dreikurs

Supportive Wait for silence 1:52

Name drop 1:56 2:11 7:11


Nolan

Use visual cues: - Put your finger to your lips for quiet - Put your hand up for hands up - Walk to the side of the class and wait for the behaviour to improve

1:57 3:38 3:10

Levin and Nolan

Give individual instructions to individual students: - “Vulcan, I don’t want to hear calling out. Put your leg down on the floor

and listen.” - “Do not throw them.” - “Vulcan, I want the plasticine back in the tub, I want the lid on and I

want you facing me.” - “Vulcan, put your pen down.”

2:12

6:11 7:34

2:30

Levin and Nolan

Clear and repeated instructions: - “I can see pens being picked up. Put the down. I’m going to give you a

chance to write this down in a second. - “If you can pop your pens down now. It doesn’t matter where you're up

to, I’m asking you to stop so pop your pens down. Carlos, don't worry about finishing that off, just pop your pen down. Lena, pop your pen down please… I’m waiting for Michael to pop his pen down.”

- “Hang on, I’ve given a very clear instruction: do not open these boxes. So I want these boxes closed.”

2:26

4:47

5:54

Rogers, Dreikurs and

Levin and Nolan

Make students repeat instructions: - “Can you remind me of my instruction.” 5:45

!32

Wait for what you've asked to be done: - “Vulcan, I’m waiting.” - Wait for student to look at you

2:35

Know what is going on in the class and respond to it: - “I’m going to come and speak to you two in a moment.” 10:18

Kounin

Corrective Give students a choice: - “Vulcan, I’m going to give you a choice. You can put this away and

follow my instructions, or I’ll take this away and you’ll have to watch everyone else do the art class.”

- “Either in your pocket or my desk.” [referring to a mobile phone]

6:02

8:39

Levin and Nolan

Raise your voice: - “Let go! Sit down!” - “Year 8s! You need to be sat down, looking at me with your mouths

closed!”

11:56 12:25

Apply punishments: - “I’ll talk to both of you at the end of the day.” 12:00

Levin and Nolan

Physically get between students 11:56

!33

Appendix 2

!34

A Complete List of Preventative Strategies NotedPreventative Praise for good work and on task behaviour:

- “Thank you for raising your hand. Excellent… Very well read, thank you very much.” - “Can you give that answer a round of applause please.” - “Jason, you are so fantastic, a super dooper scientist. Hand up first every time. I’m going to ask

someone else though, thank you.” - Ripple effect: writing the names of good and on task students on the board - Three levels: whole class, individual (public) and individual (private) - “That’s excellent.” - “Well done, you are a wise man.” - “Good thinking Batman.” - “I’ve got to say, I am rarely this impressed.” - “I rarely see this in year 7. You must be very special.” - “You’ve got to find something to like in every single one of these students…” - “Of course it’s his fault, well done, he’s mentally weak.” - “What a superb rally guys.” - “I think that rally deserves a spontaneous round of applause.” - “Could you read your first response again because I thought that was really special.” - Smile - “Excellent Paige. I said do two and she’s doing exactly what I asked her to. Well done Paige.” - “I heard some really good French then.” - “Kerris, Danielle’s trying to explain to you what to do, because she was here on time, which I’m

really impressed with, so can you listen to Danielle please?” - “Considering you were a bit confused to start with, you’ve done really well so far. I’m really

impressed actually.” - Excellent, brilliant. That is a top level answer. I think Charlie deserves a clap for that.” - “Right guys, I’m very impressed by the way you all came in today.” - “I thought that was very brave of you Kevin.” - “Jack, would you like to be a boy of 15? You say a few lines. I think you’ll be quite good at that.” - “Excellent, well done Iain.” - “Fantastic, you've really learnt that.” - “Fantastic, we’ve got a group over here that followed my instructions. Well done girls, thank you.”

Clear and repeated instructions: - Work written on the board prior to starting the lesson - “Anyone who doesn’t have a text book, raise your hand… Come and grab one. You’ve got one

minute.” - Colour coded lesson plan: “all the key word go in green. Always.” - “I’ll say each question once and once only, so listening. Pay attention.” - “There’s a starter activity, can you copy it.” - “I’ll give you ten minutes to do it, so you’ve got until half past.”

Scaffolding: - Start with the easy tasks: “Everyone can write the date, title and aims.” - Give hints: “name the five action energy types and I’ll give you a clue on the board. Have a look

up here if you can’t remember.” - Offer sentence starters

Reassurance: - “If you’re not sure, that’s ok. You’ve learnt something if you don’t know the answer because you

know that’s something you still need to work on learning.”

A Reward System: - Merits - A daybook - Postcards home to parents - A star chart

Give the students a chance to write about themselves (egocentric)

Stress key words

Name dropping

!35


Reading and responding to the class (being with-it)

Moving around the classroom (proximity)

Non-verbal communication: - Put your finger to you lips for quiet - Put your hand up for hands up



Make sure the first ten minutes are positive: - When a student arrives late, don’t question them. Rather say “Bravo, I’m very pleased to see

you.”

Provide structure: - Designed workbooks

Engage in small talk with students: - “How tall are you now?”

Highlight individual student work: - “This one is fantastic.” - Acts as a ripple effect

Using humour: - “Now this isn’t chocolate, don’t try to eat that.”

Encourage the curiosity and motivation of the students: - “Right, Milosh, you’re a really strict teacher, so you’re going to be on that coach and you’re going

to be really giving it. Ok?”

Prepare the classroom before students arrive

Creativity in classroom setup: - Tables in pods rather than rows - The classroom as an arena

Creativity in learning activities: - Argument tennis - Tailoring activities to the class (e.g. visuals, discussion, written responses and thinking time)

Good, clear marking with set targets

Use the language of the classroom: - “You better get some ideas together Rashid because Carl looks like he’s cooking on gas.” - “The geezer at the front’s got a moustache.”

Encourage friendly competition: - “You better get some ideas together Rashid because Carl looks like he’s cooking on gas.” - An appoint a champion from each team to compete in argument tennis - “Have you done it? Kerris has done it. Kerris can have a look [at her wedding ring]. Kerris come

here so Danielle can’t see.”

Be relaxed and happy

Welcome students as they enter

Move around the class and help individual students

!36

Have a teaching position: - Plant your feet and be authoritative

Have the same standards for students and teachers: - If you don’t want students talking over you, don’t talk over them

Ask students to repeat concepts: - “Charlie, could you explain to me what I’ve just said, in your own words.”

Don’t talk for too long

Set time constraints: - These could be negotiated with the class

Give students a chance to succeed: - “I tell you what Charlie. Why don’t you ask someone else in the class who you think might know

the answer or be able to help you out at least.”

!37

A Complete List of Supportive Strategies NotedSupportive Name dropping


Quietly talking to individual students: - “Evelyn, is this your seat? Go and move to your seat please.”

Being with-it

Moving around the classroom (proximity)

Non-verbal communication: - Put up your hand for quiet - Put your finger to your lips for quiet - Hold up the text book - Use your hand to dismiss disruptive behaviour and don’t acknowledge it any more than that - Walk to the side of the class and wait for the behaviour to improve

Clear and repeated instructions: - “I can see pens being picked up. Put the down. I’m going to give you a chance to write this down

in a second. - “If you can pop your pens down now. It doesn’t matter where you're up to, I’m asking you to stop

so pop your pens down. Carlos, don't worry about finishing that off, just pop your pen down. Lena, pop your pen down please… I’m waiting for Michael to pop his pen down.”

- “Hang on, I’ve given a very clear instruction: do not open these boxes. So I want these boxes closed.”



Applying sanctions and explain why they are given

Threatening sanctions

Firm instructions: - “Turn round and be quiet.”

Direct appeals / instructions to students: - “Could you answer the question I’ve asked you to rather than talking please?” - “You need to listen, rather than have a conversation.” - “Stop talking please.” - “Sadie, put it away, listen please.” - “Kerris, Danielle’s trying to explain to you what to do, because she was here on time, which I’m

really pleased with, so can you listen to Danielle please?”

Tactical ignoring

Question students directly: - “Kerris, are you stuck? Ok, could you turn around and get on with your work then please?” - “Are you two listening?” - Girls, you’ve just talked your way through that. Do you understand it? [girls answer “yes”] Can

you explain it back to me then?”

Ration your attention (i.e. only give students your attention when they are on task and ignore them when they aren’t): - “Your friend thinks you're acting like three year olds and seven year olds so I’m going to go and

give people who are acting like year 10s my attention.”

Give disruptive students a distraction: - “You know what to do. Maybe you could explain it to Kerris quickly for me.”

!38

Give warnings to correct behaviour: - “Why have you forgotten your book. I’m going to put a little star next to your name in the register.

If you do it again, ten minutes at the end of the day.”

Work to a seating plan

Wait for silence

Make students repeat instructions: - “Can you remind me of my instruction.”

Wait for what you've asked to be done: - “Vulcan, I’m waiting.” - Wait for student to look at you

!39

A Complete List of Corrective Strategies Noted

Corrective Specific commands to individual students

Proximity and non-verbal communication

Applying sanctions and explain why they are given

Send students outside

Give students a choice: - “Vulcan, I’m going to give you a choice. You can put this away and follow my instructions, or I’ll

take this away and you’ll have to watch everyone else do the art class.” - “Either in your pocket or my desk.” [referring to a mobile phone]

Raise your voice: - “Let go! Sit down!” - “Year 8s! You need to be sat down, looking at me with your mouths closed!”

Apply punishments: - “I’ll talk to both of you at the end of the day.”

Physically get between students

!40

Appendix 3 Levin and Nolan’s Hierarchy of Management Strategies

!41

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