TSL 3109Tutorial 5

By: Nurul Fatihah AzemiNor Amirah Abd Rahim

Phuah Hui ChenSandy Cho Hui San (P5P)

Tasks

• Discuss how the studied approaches, theories, and models would lead to effective classroom management.

• Simulate a situation in a classroom where the three theories/approaches could be applied.

Exploring the Theories of Democratic Teaching – Rudolph Dreikurs

Key Concepts of Dreikurs’s Theory• Mistaken goals

– Attention-getting– Power-seeking – Revenge – Helplessness (feelings of inadequacy) (Dreikurs, 1968; 1971)

• Democratic (not permissive or autocratic) teaching

• Encouragement rather than praise

• Logical consequences – Classroom rules – Implement logical consequences rather than punishments.– Use punishment only when all logical consequences have been exhausted

(Dreikurs and Grey, 1968).

Logical Consequences

Behavior• A student writes on a

school desk.

• A student destroys another’s property.

• A student refuses to complete assignments during class.

Logical Consequence• The student must clean

the desk.

• The student (not the parent) must pay for the property.

• The student does the work during recess or before/after school.

Identifying Logical Consequences

What consequences might be logical for these behaviors?

• A student intentionally throws his books to the floor in a fit of anger.

• A student calls another student a racial slur.

• A student refuses to complete an assignment

Praise or Encouragement

• Praise: “You’re a fine student! You finished your math in record time.”

• Encouragement: “I can tell you’ve been practicing your math drills and I hope you will continue.”

• Praise: “You’re a whiz with that computer program.”• Encouragement: “I can tell you enjoy the challenges

of learning to use a new computer program.”

Developing Rules

• Rules define: – What behavior the teacher expects– What the students should do – How the class is conducted or how the day is

structured

• Rules may also contain: – Consequences when rules are broken– Rewards when rules are followed

The Kounin model of discipline

• Good classroom behavior depends on effective

lesson management, especially on pacing, transitions, alerting, and individual accountability.

• The basis of the model ; organized, prepared, and use proactive behavioral management combined with high student involvement with the goal of leading to a more effective classroom while minimizing disruptive behavior.

How Kounin’s model would lead to effective classroom management?

Kounin’s key idea

• Ripple action• Withitness • Overlapping• Effective transition• Group focus• Satiation

Ripple action- teachers correct misbehaviors in one student, it often influences the behavior of nearby students

Withitness - teacher to know everything that is going on in his/her classroom at all times to prevent discipline problems before they occurred

Overlapping- ability to attend to two issues at the same time

Effective transition- While lecturing, a teacher must maintain direction and not drift off on tangents, be diverted with irrelevant questions and information or fall victim to “flip flops,” “dangles,” or “truncation.”

Group focus- ability to engage the whole class

Satiation (boredom)- providing a feeling of progress and by adding variety to curriculum and classroom environment.

How Ginott Model would lead to effective classroom management?

Key concepts:

• Teacher’s self-discipline.• Use sane message when correcting

misbehaving students.• Use communication that is harmonious• Apologies from students should be accepted

only after there is a clear understanding that students intend to improve their behaviour.

• Teachers model the good behaviour.

• it is the teacher's job to provide an environment conducive to learning.

• social-emotional atmosphere • Knowing that their messages have strong

impact on students' feelings and self-esteem.

How?

• When the learning environment is conducive, students can pay attention and enjoy the lesson.

• Students have sense of belonging when their feelings are being acknowledged.

• discipline problems diminish if teachers show concern for students' feelings

Simulation

Sue, a student in Ms. Lake's class, is quite docile. She never disrupts the class and has little social contact with other students. Despite Ms. Lake's best efforts, Sue rarely completes an assignment. She doesn't seem to care. She is simply there, completing very little work of consequence.

How would Ginott deal with Sue?

Use gentle tactics to encourage Sue to do her work, such as:

• Sane messages. • Inviting cooperation. • Accepting and acknowledging Sue's feelings. • Correct by directing• Focus on solutions.

How would Dreikurs deal with Sue?• Identify Sue's mistaken goal.

• If Sue's mistaken goal is attention seeking, ignore him.

• If Sue's mistaken goal is gaining power, admit that Nathan has power: "I can't make you do your work. What do you think I should do?"

• If Sue's goal is taking revenge, ask other members of the class to be especially encouraging to him when he displays any pleasing behaviour.

• If Sue's goal is to appear inadequate, encourage any favourable behaviour and give him continual support for it.

How would Kounin deals with Sue? • Use the ripple effect. • Let Sue knows you are aware she is not

working. Say to her, "I see you have barely started. This work must be done today!"

• Call on Sue in discussions preceding independent work, as a means of involving her in the lesson.

• Point out Sue's progress when it occurs: "Good! Now you are on the track! Keep up the good work.“

• Provide variety. Continually challenge Sue to accomplish more.

• Hold Sue accountable with group focus techniques. Do not disregard her just because she has been non-productive.