Here we go peeps, role play 2.
I will print off the two role plays tonight and bring them to school tomorrow. We were thinking we could have a read through as a group at lunchtime tomorrow (9/3/10) from 1 - 2. Let's meet in the ag. Rad.
ROLE PLAY 2
Narrator 1: Now lets have a look at that same scenario, but this time around the Teachers response to behaviour will be based on 2 key educational theories:- Dreikers Behavioural Theory; and-Glassers Choice Theory.
Narrator 2: Glassers Choice theory highlights the danger in using too much coercive power in the classroom. Key to this theory is that a punishment based system of control is destructive to relationships. When used within a teacher-student relationship it will always destroy the ability of both the teacher and the student to find satisfaction in the relationship, and will result in both parties becoming disconnected from those with whom they want to be connected.
Narrator 1: Whilst it is important to not react emotionally to the situation, and sustain a moderated tone of voice, as Dreikers Theory suggests, it is critical that Teachers don't just accept students inability to comply to classroom rules. For example:
Quick Roleplay :(Same scenario Dave and James walk in and start talking)(Teacher remains calm, continues with her lesson. Stops looks at boys who keep talkingbut then continues with the lesson - boys continue to be quite distruptive - teacher then says..)
Teacher: Excuse me Dave, but is that your usual seat?
Dave: No Ms, but I feel like sitting here this afternoon.
Teacher: Fair enough, but try and not talk to James too much. Your disrupting the class.Dave : Yeah sure Ms ( sneaky smile )
Narrator 2 : Can anyone point out where the teacher went wrong in this case?
Narrator 1: Whilst the teacher has remained calm and not provoked the student further by ordering him to go back to his usual seat, she has neglected to correct or at least make the student aware of his misbehaviour. Glasser's Theory suggests that students are capable of learning to acknowledge alternate behaviours they may display in a classroom. As such teachers must incorporate an element of choice into disciplanary measures. Teachers may reinforce 'good' choices with rewards.
So lets try this again…
(Same scenario Dave and James walk in and start talking)(Teacher remains calm, continues with her lesson. Stops looks at boys who keep talking and does not continue. Continues to look and says nothing, just waits for their attention. They ignore her. Teacher then says..)
Teacher: Excuse me Dave, but is that your usual seat?
Dave: No Ms, but I feel like sitting here this afternoon.
Teacher: Do you think it is appropriate to come into the class talking?
Dave: Yeh, well, I had to tell James about how Matt hit Steve in the face while going up for a mark, oh it was the best mark Ms, Matt flew over this massive pack, we were playing pack marks, oh and the kick Ms was rubbish, Damien kicked it no where near anyone and then…
Teacher: (Stern but moderate voice) DAVE... (Says it loud enough to disrupt Dave’s flow of conversation, hand up) That is not what I asked you, should you be talking in class?
Dave: Oh…well…ummm….but it was really important Ms because Steve’s face was all red and..
Teacher: (Stern voice) DAVE... (Says it loud enough to disrupt Dave’s flow of conversation, hand up) We have discussed this, lunch time talk stays outside, you need to move back now. You have a choice, if you move now, and behave for the rest of this session, you can sit next to James next class. If you don’t behave for now, you miss out on sitting with your friend. It’s up to you.
Dave: Do I get to sit next to him for the whole class?
Teacher: It’s up to you Dave.
Dave: (mumbles) OK ms...(gets up and moves slowly)
Narrator 1: Ahhhh, isn’t wonderful to see that students are given a choice in the classroom, they become accountable and in fact, choose the outcome of the situation.
Narrator 2: Yes, Glasser was onto a good thing when he realised that teachers must share with their students so that they have a say in what they learn and how they learn it. In order to have their “say” students must learn to make choices.
Narrator 1: And throw in a little of Druikers theory that sheds light on the fact that as a teacher, one is a target of disturbing classroom behaviour. Their reactions tend to sustain and strengthen undesirable behaviour so a teacher must remember to not emotionally respond to student’s provocative behaviour.
Narrator 2: Excellent. With these theories, we can only hope the classroom becomes a far more settled and balanced environment in which to learn.
Sunday, March 7, 2010
meeting tommorrow at lunch
Bron will print them both up a couple of times and we'll have a run through tommorrow at lunch to see how it's shaping up!
roles we play
Teacher: Courtney has put her hand up for the teacher
Puppet: I'll do this cause I'm pretty good at it
James (other student):
Narrator 1: Bron would like to be a narrator
Narrator 2:
Dave and Rach, grab yourself a role!
Puppet: I'll do this cause I'm pretty good at it
James (other student):
Narrator 1: Bron would like to be a narrator
Narrator 2:
Dave and Rach, grab yourself a role!
Role Play 1: Draft 2
All very good. Just think it goes directly to the bigger problem a bit too quickly..
how about we think about adding in
Narrator : It is a Friday afternoon, and the students of Meryside Primary school have just come in from recess. Young David has decided to move seats, from where he normally sits, to sit next to his best friend James. This is not an ideal situation for classroom teacher Ms Murdoch, as when the two boys are together they tend to be quite disruptive...
(Dave and James walk in from recess talking and giggling and take a seat)(Teacher, yet to notice that Dave has moved seats begins the lesson)
Teacher: Alright boys and girls, this afternoon we're going to learn all about Prime Numbers!!So....does anyone have any idea? What is a prime number? - (ask the class audience and go along with it for a while : what are some prime numbers?)(Dave and James pay no attention and continue to chat and giggle whilst the teacher is talking)(James draws a picture on a piece of paper and passes it to Dave)(Dave laughs loudly, catching teachers attention.)
Teacher (Loud agrivated voice) : David Hasselhoff...WHAT IN THE WORLD do you think your doing sitting there.
Dave : Whats the problem Ms?
Teacher: (Your my problem David. Your distrupting my class. IM THE TEACHER and you do what I say. Get up and move right now)...how about here, we say: David you know that is not your seat for our class. Now please go back to your seat so we can all continue learning.
Dave: Can't I just stay here today Ms...
Teacher: Stand up and move right this minute or else...
Dave: Or else What?
Teacher: David, do not test me on this issue. I have told you to move, at this moment you are not giving me the respect I deserve for being your teacher
Dave: Let me stay here just today...
Teacher: That's it .... go (go directly to the pricipal's office right now and explain youself and your behaviours to him) sit in front of the Principals office. You can explain why your there.
Narrator :Can anyone point out the power category that best reflects the teachers response to behaviour in this scenario? - Coercive and legitimate-( Referent, Expert, Reward, Coercive and Legitimate. )So in this scenario, the teachers response to misbehaviour is a reflection of coercive and legitimate Power. The teacher makes clear that failure to comply to her request will result in a punishment. She also implys that by virtue of the fact that she is the 'teacher' she has the power. With consideration to educational theories like Dreikers Theory and Glassers Choice Theory, the points of error in Role Play 1 are as follows:
The teacher has an emotional trigger and her inital reaction to the misbehaviour is one of anger.
The teacher raises her voice, imposing her power and authority on the student.
The teacher retaliates to students cheek and gives undue attention to misbehaviour.
The teacher fails to give the student a choice and has no progressive punishment plan for the students behaviour.
how about we think about adding in
Narrator : It is a Friday afternoon, and the students of Meryside Primary school have just come in from recess. Young David has decided to move seats, from where he normally sits, to sit next to his best friend James. This is not an ideal situation for classroom teacher Ms Murdoch, as when the two boys are together they tend to be quite disruptive...
(Dave and James walk in from recess talking and giggling and take a seat)(Teacher, yet to notice that Dave has moved seats begins the lesson)
Teacher: Alright boys and girls, this afternoon we're going to learn all about Prime Numbers!!So....does anyone have any idea? What is a prime number? - (ask the class audience and go along with it for a while : what are some prime numbers?)(Dave and James pay no attention and continue to chat and giggle whilst the teacher is talking)(James draws a picture on a piece of paper and passes it to Dave)(Dave laughs loudly, catching teachers attention.)
Teacher (Loud agrivated voice) : David Hasselhoff...WHAT IN THE WORLD do you think your doing sitting there.
Dave : Whats the problem Ms?
Teacher: (Your my problem David. Your distrupting my class. IM THE TEACHER and you do what I say. Get up and move right now)...how about here, we say: David you know that is not your seat for our class. Now please go back to your seat so we can all continue learning.
Dave: Can't I just stay here today Ms...
Teacher: Stand up and move right this minute or else...
Dave: Or else What?
Teacher: David, do not test me on this issue. I have told you to move, at this moment you are not giving me the respect I deserve for being your teacher
Dave: Let me stay here just today...
Teacher: That's it .... go (go directly to the pricipal's office right now and explain youself and your behaviours to him) sit in front of the Principals office. You can explain why your there.
Narrator :Can anyone point out the power category that best reflects the teachers response to behaviour in this scenario? - Coercive and legitimate-( Referent, Expert, Reward, Coercive and Legitimate. )So in this scenario, the teachers response to misbehaviour is a reflection of coercive and legitimate Power. The teacher makes clear that failure to comply to her request will result in a punishment. She also implys that by virtue of the fact that she is the 'teacher' she has the power. With consideration to educational theories like Dreikers Theory and Glassers Choice Theory, the points of error in Role Play 1 are as follows:
The teacher has an emotional trigger and her inital reaction to the misbehaviour is one of anger.
The teacher raises her voice, imposing her power and authority on the student.
The teacher retaliates to students cheek and gives undue attention to misbehaviour.
The teacher fails to give the student a choice and has no progressive punishment plan for the students behaviour.
Hey Team..
Very sorry for being a bit slack. Good job on the role plays and seems like we are on the right track. Was thinking as well, it would be a good idea to stay with just two role plays and then open the floor for more audience engagement. Also, just making sure that we will be meeting tomorrow during the normal workshop time? See you all tomorrow!
Very sorry for being a bit slack. Good job on the role plays and seems like we are on the right track. Was thinking as well, it would be a good idea to stay with just two role plays and then open the floor for more audience engagement. Also, just making sure that we will be meeting tomorrow during the normal workshop time? See you all tomorrow!
Heya team
I thought these slides may be useful for the roleplay 2, especially the one just above for the reaction of the teacher. The teacher's reaction could follow this, the questions the teacher asks could confront the student as to why they behave that way and make the student accountable for their actions. Once established, a goal could be set and the end of the role play could finish with a general class discussion. Thought we could discuss more tomorrow, I'll bring my laptop along and we can play.
Top work people!
Friday, March 5, 2010
Note..
Ladies...
Finished the first Roleplay and started the second.
Think its easier we have just two roleplays and incorporate both theories into the 2nd roleplay. The Narrator can explicitly explain each.
Just follow the format in Role Play 1 if your gonna work on it...otherwise Ill finish it on Monday arvo!
Now....time to PAARRTTYY!!!
Finished the first Roleplay and started the second.
Think its easier we have just two roleplays and incorporate both theories into the 2nd roleplay. The Narrator can explicitly explain each.
Just follow the format in Role Play 1 if your gonna work on it...otherwise Ill finish it on Monday arvo!
Now....time to PAARRTTYY!!!
Role Play 1 - Teacher Incorrectly reacts to misbehaviour.
Hold up Plaque Card - Role Play 1
Narrator : It is a Friday afternoon, and the students of Meryside Primary school have just come in from recess. Young David has decided to move seats, from where he normally sits, to sit next to his best friend James. This is not an ideal situation for classroom teacher Ms Murdoch, as when the two boys are together they tend to be quite disruptive...
(Dave and James walk in from recess talking and giggling and take a seat)
(Teacher, yet to notice that Dave has moved seats begins the lesson)
Teacher: Alright boys and girls, this afternoon we're going to learn all about Prime Numbers!!
So....does anyone have any idea? What is a prime number? - (ask the class audience and go along with it for a while : what are some prime numbers?)
(Dave and James pay no attention and continue to chat and giggle whilst the teacher is talking)
(James draws a picture on a piece of paper and passes it to Dave)
(Dave laughs loudly, catching teachers attention.)
Teacher (Loud agrivated voice) : David Hasselhoff...WHAT IN THE WORLD do you think your doing sitting there.
Dave : Whats the problem Ms?
Teacher: Your my problem David. Your distrupting my class. IM THE TEACHER and you do what I say. Get up and move right now...
Dave: Can't I just stay here today Ms...
Teacher: You stand up and move right this minute or else...
Dave: Or else What?
Teacher: Don't test me David...
Dave: Let me stay here just today...
Teacher: That's it .... get out ... get out NOW and go sit in front of the Principals office. You can explain why your there.
Narrator :
Can anyone point out the power category that best reflects the teachers response to behaviour in this scenario? - Coercive and legitimate-
( Referent, Expert, Reward, Coercive and Legitimate. )
So in this scenario, the teachers response to misbehaviour is a reflection of coercive and legitimate Power. The teacher makes clear that failure to comply to her request will result in a punishment. She also implys that by virtue of the fact that she is the 'teacher' she has the power. With consideration to educational theories like Dreikers Theory and Glassers Choice Theory, the points of error in Role Play 1 are as follows:
Narrator : It is a Friday afternoon, and the students of Meryside Primary school have just come in from recess. Young David has decided to move seats, from where he normally sits, to sit next to his best friend James. This is not an ideal situation for classroom teacher Ms Murdoch, as when the two boys are together they tend to be quite disruptive...
(Dave and James walk in from recess talking and giggling and take a seat)
(Teacher, yet to notice that Dave has moved seats begins the lesson)
Teacher: Alright boys and girls, this afternoon we're going to learn all about Prime Numbers!!
So....does anyone have any idea? What is a prime number? - (ask the class audience and go along with it for a while : what are some prime numbers?)
(Dave and James pay no attention and continue to chat and giggle whilst the teacher is talking)
(James draws a picture on a piece of paper and passes it to Dave)
(Dave laughs loudly, catching teachers attention.)
Teacher (Loud agrivated voice) : David Hasselhoff...WHAT IN THE WORLD do you think your doing sitting there.
Dave : Whats the problem Ms?
Teacher: Your my problem David. Your distrupting my class. IM THE TEACHER and you do what I say. Get up and move right now...
Dave: Can't I just stay here today Ms...
Teacher: You stand up and move right this minute or else...
Dave: Or else What?
Teacher: Don't test me David...
Dave: Let me stay here just today...
Teacher: That's it .... get out ... get out NOW and go sit in front of the Principals office. You can explain why your there.
Narrator :
Can anyone point out the power category that best reflects the teachers response to behaviour in this scenario? - Coercive and legitimate-
( Referent, Expert, Reward, Coercive and Legitimate. )
So in this scenario, the teachers response to misbehaviour is a reflection of coercive and legitimate Power. The teacher makes clear that failure to comply to her request will result in a punishment. She also implys that by virtue of the fact that she is the 'teacher' she has the power. With consideration to educational theories like Dreikers Theory and Glassers Choice Theory, the points of error in Role Play 1 are as follows:
- The teacher has an emotional trigger and her inital reaction to the misbehaviour is one of anger.
- The teacher raises her voice, imposing her power and authority on the student.
- The teacher retaliates to students cheek and gives undue attention to misbehaviour.
- The teacher fails to give the student a choice and has no progressive punishment plan for the students behaviour.
ROLE PLAY 2 : Teachers response based on Dreikers Theory & Glassers Choice Theory
Narrator: Now lets have a look at that same scenario, but this time around the Teachers response to behaviour will be based on 2 key educational theories:
- Dreikers Behavioural Theory; and
-Glassers Choice Theory
Glassers Choice theory highlights the danger in using too much coercive power in the classroom. Key to this theory is that a punishment based system of control is destructive to relationships. When used within a teacher-student relationship it will always destroy the ability of both the teacher and the student to find satisfaction in the relationship, and will result in both parties becoming disconnected from those with whom they want to be connected
Whilst it is important to not react emotionally to the situation, and sustain a moderated tone of voice, as Dreikers Theory suggests, it is critical that Teachers don't just accept students inability to comply to classroom rules. For example:
Quick Roleplay :
(Same scenario Dave and James walk in and start talking)
(Teacher remains calm, continues with her lesson. Stops looks at boys who keep talking
but then continues with the lesson - boys continue to be quite distruptive - teacher then says..)
Teacher: Excuse me Dave, but is that your usual seat.
Dave: No Ms, but I feel like sitting here this afternoon.
Teacher: Fair enough, but try and not talk to James to much. Your distrupting the class.
Dave : Yeah sure Ms ( sneaky smile )
Narrator :
Can anyone point out where the teacher went wrong in this case?
Whilst the teacher has remained calm and not provoked the student further by ordering him to go back to his usual seat, she has neglected to correct or at least make the student aware of his misbehaviour. Glasser's Theory suggests that students are capable of learning to acknowledge alternate behaviours they may display in a classroom. As such teachers must incorporate an element of choice into disciplanary measures. Teachers may reinforce 'good' choices with rewards.
...continue with lead in into Role Play of correct teacher response. There must be an element of choice involved, a progressive level of punishment, teacher does not emotionally resppond to students provocative behaviour......
-------------THEORY TO INCORPORATE INTO ROLEPLAY-------------------------------------------
THEORY 1 : Dreikurs' Theory
According to Dreikurs all misbehaviour reflects children's decision about how they can most effectively belong to, or be recognised by the group. Students who are confident of their ability to find a place - to belong through constructive activity - will tend not to be a problem. Such individuals have developed feelings of equality and worth and are interested in co-operating with others and in participating usefully within a group. They face each school demand, be it intellectual, social, physical, or emotional, with confidence in their ability to cope with the demand. There is no need for them to misbehave because they know that they can function constructively and co-operatively in the class.
In contrast, there are discouraged children who feel that they cannot cope with the various school demands and decide to adopt unacceptable ways of behaving which they believe will gain them status and a sense of group recognition.
Teachers need constantly to remind themselves that they are the targets of disturbing classroom behaviour and that their reactions tend to sustain and strengthen undesirable behaviour. Before teachers can begin to assist individual children, they must stop giving undue attention, fighting, retaliating, or accepting students display of inability. That is the first and necessary step in any corrective program. Students who constantly disturb, disrupt, fail to learn, invite attention, rebel, or violate orders are discouraged individuals who feel that they cannot find a place in the class through constructive and co-operative behaviours and consequently turn to more destructive and inadequate behaviour in their attempt to find a sense of significance.
There are a number of processes designed to help pupils to develop more adequate ways of behaving but, before these approaches can be used, teachers must stop responding to unacceptable behaviours. As a first step teachers should train themselves to go against their first impulse and, consequently, break the detrimental cycle whereby a student acts and teachers react.
Rudolph Dreikurs describes four goals of students' misbehaviour: attention seeking, power seeking, revenge seeking, displaying inadequacy. These goals are based on the mistaken belief it will get the student the recognition/attention that they want. I like Dreikurs theory because in hightlighting teachers feelings in response to student misbehaviour,it gives another set of tools to analyse student behaviours. I often find that I get an emotional reaction to a behaviour first and then need to spend quite some time trying to work out why I am feeling that way. Dreikurs' work lets us use our feelings as a pointer to appropriate behaviour management. With Dreikurs theory he suggests that if a teacher is feeling annoyed by a student's behaviour then the student is most likely to be attention seeking; if the teacher feels threatened, then the student may have been power seeking; if hurt, then revenge seeking; if powerless with the student, then the student may have been displaying hopelessness/inadequacy.
THEORY 2: GLASSERs choice THEORY
When deciding to use Choice Theory in an elementary classroom, teachers must share with their students that they have a say in what they learn and how they learn it. In order to have their “say” students must learn to make choices.
In order to convey the message, a suggested way to teach the theory concept is by teaching through the use of skits or role-playing. William and Carleen Glasser have created a series of skits to assist teachers (although written for use basically in secondary schools) in teaching the theory. The skits help in teaching students about such concepts as building trust, making connections and responsible choices, making decisions, talking together, acquiring knowledge to using knowledge, authentic assessment, competency, getting along, caring and respecting, moving from external control to internal control, teaching Choice Theory to others and every student can succeed.
William Glasser, M.D. (born May 11, 1925) is an American psychiatrist.
Born in Cleveland, Ohio, he is the developer of reality therapy and choice theory. His ideas, which focus on personal choice, personal responsibility and personal transformation, are considered controversial by mainstream psychiatrists, who focus instead on classifying psychiatric syndromes, and who often prescribe psychotropic medications to treat mental disorders. Glasser is also notable for applying his theories to broader social issues, such as education, management, and marriage, to name a few. Glasser notably deviates from conventional psychiatrists by warning the general public about the potential detriments caused by the profession of psychiatry in its traditional form because of the common goal to diagnose a patient with a mental illness and prescribe medications to treat the particular illness when, in fact, the patient may simply be acting out of unhappiness, not a brain disorder. Glasser advocated the consideration of mental health as a public health issue
The term choice theory is the work of William Glasser, MD, author of the book so named, and is the culmination of some 50 years of theory and practice in psychology and counseling. Choice Theory posits that behavior is central to our existence and is driven by five genetically driven needs, similar to those of Abraham Maslow:
Survival (food, clothing, shelter, breathing, personal safety and others)
and four fundamental psychological needs:
Belonging/connecting/love
Power/significance/competence
Freedom/responsibility, and
Fun/learning
Choice Theory posits the existence of a "Quality World" in which, starting at birth and continuing throughout our lives, we place the people who are important to us, things we prize, and systems of belief, i.e. religion, cultural values and icons, etc. Glasser also posits a "Comparing Place" in which we compare the world we experience with our Quality World. We behave to achieve as best we can a real world experience consistent with our Quality World.
Behavior ("Total Behavior" in Glasser's terms) is made up of these four components: acting, thinking, feeling and physiology. Glasser suggests that we have considerable control or choice over the first two of these, and little ability to directly choose the latter two. As these four components are closely intertwined, the choices we make in our thinking and acting greatly affect our feeling and physiology.
The source of much unhappiness are the failing or failed relationships with those who are important to us: spouses, parents, children, friends & colleagues. The symptoms of unhappiness are widely variable and are often seen as mental illness. Glasser believes that "pleasure" and "happiness" are related but are far from synonymous. Sex, for example, is a "pleasure" but may well be divorced from a "satisfactory relationship" which is a precondition for lasting "happiness" in life. Hence the intense focus on the improvement of relationships in counselling with Choice Theory—the "new Reality Therapy".
Choice Theory posits that most mental illness is, in fact, an expression of unhappiness and that we are able to learn how to choose alternate behaviors that will result in greater satisfaction. Reality Therapy is the Choice Theory-based counseling process focussed on helping clients to learn to make those choices.
- Dreikers Behavioural Theory; and
-Glassers Choice Theory
Glassers Choice theory highlights the danger in using too much coercive power in the classroom. Key to this theory is that a punishment based system of control is destructive to relationships. When used within a teacher-student relationship it will always destroy the ability of both the teacher and the student to find satisfaction in the relationship, and will result in both parties becoming disconnected from those with whom they want to be connected
Whilst it is important to not react emotionally to the situation, and sustain a moderated tone of voice, as Dreikers Theory suggests, it is critical that Teachers don't just accept students inability to comply to classroom rules. For example:
Quick Roleplay :
(Same scenario Dave and James walk in and start talking)
(Teacher remains calm, continues with her lesson. Stops looks at boys who keep talking
but then continues with the lesson - boys continue to be quite distruptive - teacher then says..)
Teacher: Excuse me Dave, but is that your usual seat.
Dave: No Ms, but I feel like sitting here this afternoon.
Teacher: Fair enough, but try and not talk to James to much. Your distrupting the class.
Dave : Yeah sure Ms ( sneaky smile )
Narrator :
Can anyone point out where the teacher went wrong in this case?
Whilst the teacher has remained calm and not provoked the student further by ordering him to go back to his usual seat, she has neglected to correct or at least make the student aware of his misbehaviour. Glasser's Theory suggests that students are capable of learning to acknowledge alternate behaviours they may display in a classroom. As such teachers must incorporate an element of choice into disciplanary measures. Teachers may reinforce 'good' choices with rewards.
...continue with lead in into Role Play of correct teacher response. There must be an element of choice involved, a progressive level of punishment, teacher does not emotionally resppond to students provocative behaviour......
-------------THEORY TO INCORPORATE INTO ROLEPLAY-------------------------------------------
THEORY 1 : Dreikurs' Theory
According to Dreikurs all misbehaviour reflects children's decision about how they can most effectively belong to, or be recognised by the group. Students who are confident of their ability to find a place - to belong through constructive activity - will tend not to be a problem. Such individuals have developed feelings of equality and worth and are interested in co-operating with others and in participating usefully within a group. They face each school demand, be it intellectual, social, physical, or emotional, with confidence in their ability to cope with the demand. There is no need for them to misbehave because they know that they can function constructively and co-operatively in the class.
In contrast, there are discouraged children who feel that they cannot cope with the various school demands and decide to adopt unacceptable ways of behaving which they believe will gain them status and a sense of group recognition.
Teachers need constantly to remind themselves that they are the targets of disturbing classroom behaviour and that their reactions tend to sustain and strengthen undesirable behaviour. Before teachers can begin to assist individual children, they must stop giving undue attention, fighting, retaliating, or accepting students display of inability. That is the first and necessary step in any corrective program. Students who constantly disturb, disrupt, fail to learn, invite attention, rebel, or violate orders are discouraged individuals who feel that they cannot find a place in the class through constructive and co-operative behaviours and consequently turn to more destructive and inadequate behaviour in their attempt to find a sense of significance.
There are a number of processes designed to help pupils to develop more adequate ways of behaving but, before these approaches can be used, teachers must stop responding to unacceptable behaviours. As a first step teachers should train themselves to go against their first impulse and, consequently, break the detrimental cycle whereby a student acts and teachers react.
Rudolph Dreikurs describes four goals of students' misbehaviour: attention seeking, power seeking, revenge seeking, displaying inadequacy. These goals are based on the mistaken belief it will get the student the recognition/attention that they want. I like Dreikurs theory because in hightlighting teachers feelings in response to student misbehaviour,it gives another set of tools to analyse student behaviours. I often find that I get an emotional reaction to a behaviour first and then need to spend quite some time trying to work out why I am feeling that way. Dreikurs' work lets us use our feelings as a pointer to appropriate behaviour management. With Dreikurs theory he suggests that if a teacher is feeling annoyed by a student's behaviour then the student is most likely to be attention seeking; if the teacher feels threatened, then the student may have been power seeking; if hurt, then revenge seeking; if powerless with the student, then the student may have been displaying hopelessness/inadequacy.
THEORY 2: GLASSERs choice THEORY
When deciding to use Choice Theory in an elementary classroom, teachers must share with their students that they have a say in what they learn and how they learn it. In order to have their “say” students must learn to make choices.
In order to convey the message, a suggested way to teach the theory concept is by teaching through the use of skits or role-playing. William and Carleen Glasser have created a series of skits to assist teachers (although written for use basically in secondary schools) in teaching the theory. The skits help in teaching students about such concepts as building trust, making connections and responsible choices, making decisions, talking together, acquiring knowledge to using knowledge, authentic assessment, competency, getting along, caring and respecting, moving from external control to internal control, teaching Choice Theory to others and every student can succeed.
William Glasser, M.D. (born May 11, 1925) is an American psychiatrist.
Born in Cleveland, Ohio, he is the developer of reality therapy and choice theory. His ideas, which focus on personal choice, personal responsibility and personal transformation, are considered controversial by mainstream psychiatrists, who focus instead on classifying psychiatric syndromes, and who often prescribe psychotropic medications to treat mental disorders. Glasser is also notable for applying his theories to broader social issues, such as education, management, and marriage, to name a few. Glasser notably deviates from conventional psychiatrists by warning the general public about the potential detriments caused by the profession of psychiatry in its traditional form because of the common goal to diagnose a patient with a mental illness and prescribe medications to treat the particular illness when, in fact, the patient may simply be acting out of unhappiness, not a brain disorder. Glasser advocated the consideration of mental health as a public health issue
The term choice theory is the work of William Glasser, MD, author of the book so named, and is the culmination of some 50 years of theory and practice in psychology and counseling. Choice Theory posits that behavior is central to our existence and is driven by five genetically driven needs, similar to those of Abraham Maslow:
Survival (food, clothing, shelter, breathing, personal safety and others)
and four fundamental psychological needs:
Belonging/connecting/love
Power/significance/competence
Freedom/responsibility, and
Fun/learning
Choice Theory posits the existence of a "Quality World" in which, starting at birth and continuing throughout our lives, we place the people who are important to us, things we prize, and systems of belief, i.e. religion, cultural values and icons, etc. Glasser also posits a "Comparing Place" in which we compare the world we experience with our Quality World. We behave to achieve as best we can a real world experience consistent with our Quality World.
Behavior ("Total Behavior" in Glasser's terms) is made up of these four components: acting, thinking, feeling and physiology. Glasser suggests that we have considerable control or choice over the first two of these, and little ability to directly choose the latter two. As these four components are closely intertwined, the choices we make in our thinking and acting greatly affect our feeling and physiology.
The source of much unhappiness are the failing or failed relationships with those who are important to us: spouses, parents, children, friends & colleagues. The symptoms of unhappiness are widely variable and are often seen as mental illness. Glasser believes that "pleasure" and "happiness" are related but are far from synonymous. Sex, for example, is a "pleasure" but may well be divorced from a "satisfactory relationship" which is a precondition for lasting "happiness" in life. Hence the intense focus on the improvement of relationships in counselling with Choice Theory—the "new Reality Therapy".
Choice Theory posits that most mental illness is, in fact, an expression of unhappiness and that we are able to learn how to choose alternate behaviors that will result in greater satisfaction. Reality Therapy is the Choice Theory-based counseling process focussed on helping clients to learn to make those choices.
Thursday, March 4, 2010
Sayra, I love the script.
As a thought, maybe we could make the scene set in a whole class discussion.
That way, we can have the teacher talking and getting questions from the class, and we could incorporate the idea that the students' want attention from the teacher but are attempting to get it the wrong way.
For my part in writing the script, I can break down the problems and issues with the way the teacher responded to the situation according to both theories we are using.
I will do this on Monday afternoon and can have it to you on Tuesday.
Have a great weekend everyone
script
Ok, so I like Rachel's idea of two students
First draft:
N Welcome to Menagerie Primary School. Today the students are taking a test after their zoo experience last week.
Meet Dave. He's a (describe student here. This lets us set up any kind of students we need for this roleplay to work. You know, smart but disruptive, home life whatever, etc...)
Meet Rachel. She's a (describe student here)
What else do we need the narrator to say at this point?
D whispers to Rachel
R whispers to Dave
D whispers to Rachel
They giggle
Teacher notices
T: Dave! Your name is already on the board twice. Do you want to make me send you to the principal? This is a test and there is to be no talking!
D and R look quickly down and scribble for a bit.
R nudges D
D shakes his head
R nudges him again
D considers, turns to audience, turns back and shakes his head
R draws him a little picture and slides it over
D laughs
T: DAVE! That's it, I'm sick of your behaviour today. I don't know what's gotten into you. Collect your things and march straight to the principal's office.
Dave stands up
D: No! You can't make me go, you can't make me do anything at all. It's not just me! Rachel was doing it too! It's not fair, you never pick on her. No WAY am I going. So there!
D sits back down, looking furious. Well, as furious as a monkey puppet can.
.
.
.
So this is where the three scenes come in.
What kind of stuff were you guys envisioning for the narrator to do?
First draft:
N Welcome to Menagerie Primary School. Today the students are taking a test after their zoo experience last week.
Meet Dave. He's a (describe student here. This lets us set up any kind of students we need for this roleplay to work. You know, smart but disruptive, home life whatever, etc...)
Meet Rachel. She's a (describe student here)
What else do we need the narrator to say at this point?
D whispers to Rachel
R whispers to Dave
D whispers to Rachel
They giggle
Teacher notices
T: Dave! Your name is already on the board twice. Do you want to make me send you to the principal? This is a test and there is to be no talking!
D and R look quickly down and scribble for a bit.
R nudges D
D shakes his head
R nudges him again
D considers, turns to audience, turns back and shakes his head
R draws him a little picture and slides it over
D laughs
T: DAVE! That's it, I'm sick of your behaviour today. I don't know what's gotten into you. Collect your things and march straight to the principal's office.
Dave stands up
D: No! You can't make me go, you can't make me do anything at all. It's not just me! Rachel was doing it too! It's not fair, you never pick on her. No WAY am I going. So there!
D sits back down, looking furious. Well, as furious as a monkey puppet can.
.
.
.
So this is where the three scenes come in.
What kind of stuff were you guys envisioning for the narrator to do?
Wednesday, March 3, 2010
Hi guys,
I was thinking maybe we could have a situation involving two students.
Perhaps one student is encouraging the other student to misbehave or something, as can often happen.
I don't mind playing the other student as we now only have one puppet (and I don't have to embarrass myself with my lack of puppeteering skills.
I was thinking that the basis of the behaviour management could be that one of the students looks up to the other, and if they are getting a reaction from the teacher (yelling, stopping the class to deal with this student) the other may wish to follow suit.
How does everyone feel about this?
I have time to work on this today/tomorrow but will not be available over the weekend as I will be knee deep in mud in a paddock, dressed as a penguin, stoned out of my mind.
I will bring it up tomorrow when we come in for our PE class.
Think about ideas and we shall chat.
woo hoo!
Saturday, February 27, 2010
thoughts thoughts thoughts
Hey guys
good job with posting all the articles and such. Some great information in them!
So we need a conflict. I was thinking about the really extreme stuff, but then I wondered if maybe we should look at something a bit more everyday. We wont always have a student that calls us swears, but we might have a student that refuses to do the work, or does it half-arsed, or any number of smaller infractions than stealing and stuff of that ilk.
So I was thinking
a student that refuses to open his books
or
a student that's caught cheating on a test
or
a student thats constantly talking
or
out of his seat all the time
or
didnt do his homework
or something
I'm using the term 'his' cause I'm picturing Dave (the monkey puppet :) doing this.
The monster puppet is packed away in our storage container and it's going to be a good swodge of work extracting her, so I was thinking maybe we can just use Dave. we can still swap him to another person so two people are puppeteering him, just using the one puppet. Which will make it a little less confusing I think.
So I think our next option is that we need to decide on the behaviour. And if there'll be one or two, or if the scenes will be a few days in a row or something. But mostly, what behaviour are we going to portray?
Sayra
good job with posting all the articles and such. Some great information in them!
So we need a conflict. I was thinking about the really extreme stuff, but then I wondered if maybe we should look at something a bit more everyday. We wont always have a student that calls us swears, but we might have a student that refuses to do the work, or does it half-arsed, or any number of smaller infractions than stealing and stuff of that ilk.
So I was thinking
a student that refuses to open his books
or
a student that's caught cheating on a test
or
a student thats constantly talking
or
out of his seat all the time
or
didnt do his homework
or something
I'm using the term 'his' cause I'm picturing Dave (the monkey puppet :) doing this.
The monster puppet is packed away in our storage container and it's going to be a good swodge of work extracting her, so I was thinking maybe we can just use Dave. we can still swap him to another person so two people are puppeteering him, just using the one puppet. Which will make it a little less confusing I think.
So I think our next option is that we need to decide on the behaviour. And if there'll be one or two, or if the scenes will be a few days in a row or something. But mostly, what behaviour are we going to portray?
Sayra
Tuesday, February 23, 2010
Hello All!
I thought this article was an interesting viewpoint of looking at power struggle and methods of dealing with it:
Avoiding Power Struggles with Children
by Kathryn J. Kvols
Mom is in the kitchen preparing dinner. Ten-year-old Ryan comes in and asks for a candy bar.
Mom says, absently, "Not right now. Dinner will be ready in an hour."
"Why not? I'm hungry now," Ryan insists.
"You know we don't eat candy right before dinner, Ryan!" Mom says irritatedly.
"Yeah, but I'm starving. Come on, just one little candy bar."
Mom stops what she's doing and turns angrily at Ryan. "I told you no candy before dinner and that's all there is to it!"
"But I'm hungry. Why can't I have something to eat when I'm hungry?"
"You are not going to eat a candy bar before dinner. You know the rules in this house. And if you keep this up, you'll go to your room and skip dinner entirely!"
"But, Mom..."
"Is this really about the candy bar?"
Is this a power struggle or just a typical dialogue between a parent and child? And, is this really about the candy bar?
A power struggle is when a person holds one position and another person holds a different position and both are unwilling to change their positions. Then it becomes a struggle for power. It is rarely about the issue at hand. It is about feeling powerless and wanting to feel more power within the situation.
Let's look at the difference between "authentic power" and "coercive power." Coercive power arises from judging children and situations as "bad" or "wrong" and whose ultimate outcome is separation from our children. Force is used to manipulate our child to do what we, as the parent, want them to do. Force includes the use of guilt, threats, punishment, spanking, sarcasm, criticism, intimidations, humiliation, withdrawal of love, yelling, nagging, or any other attempt to control or force our child to do something against her will. Coercive power motivates through fear instead of love and teaches children to be externally motivated rather than driven by their own set of rules or consciences. This allows children to look for outside sources to blame for their mistakes or for others to be responsible for their happiness.
On the other hand, authentic power does not judge a child as "wrong" or "bad," but works to solve problems in ways that will unite or bond with our children through understanding and loving unconditionally. Its intention is to build positive self-concepts and to make sure that everyone wins. It is the ability to empower others to become motivated through paying attention to their own internal feelings, wants and desires, and to listen quietly for inner guidance. Authentic power teaches children that they are their own source of happiness. The end result is closeness, respect, responsibility, cooperation and a sense of joy and aliveness.
Unfortunately, coercive power is very seductive because it often works in the short-term and it is how most of us were parented so we are comfortable with it. It is very easy to use, but it seldom brings lasting results and it definitely creates strains in our relationships. So, how do we stop using it?
The first step in using authentic power is to realize that your child is not bad. That, in fact, your child is "being" just like you when you don't get one of your needs met.
Secondly, admit that coercive behavior is not getting you the results you want, i.e., more closeness and cooperation with your child.
The third step involves using a combination of the 17 ways to avoid power struggles in this article.
The fourth step is experimenting with the alternatives and acknowledging yourself if you were successful. If you weren't, ask yourself how you will do it differently next time. Gently encourage yourself.
The last step is to choose a method of personal growth for yourself that will unblock your ability to unconditionally love yourself, your child, your spouse, and others in your life. This could be books, personal growth courses, or private counseling, but it will help you help yourself.
The following alternatives are 17 ways to avoid power struggles. These are wonderful ways to use authentic power in your relationships with your children and it promotes positive self-concepts and cooperation. Use any or all of these suggestions and see what a difference it makes!
1. Use friendly action. Oftentimes we nag and nag our children about what they should be doing. Or we talk so much that our children become "parent deaf." Use friendly action instead. For example, you ask your child to pick up his toy from the living room floor. He says, "In just a minute." A minute goes by and the toy still isn't picked up. Put a friendly smile on your face, bring your child over to the toy on the floor and walk away. If he says, "What?" just continue smiling and walk away. The minute you start answering questions or talking, you leave the door open to engage in a verbal struggle.
2. Use one word suggestions. We make over 2,000 compliance requests daily to our children, "pick up your toys," "brush your teeth," "eat your cereal," etc. That kind of communication gets old and children just begin to tune it out. Instead, use one word, like "toys" or "teeth" or "cereal." Make sure it is in a friendly voice and with a smile. Tell your children ahead of time that you are going to stop nagging so much and that you will be using just one word from now on to say what needs to be done.
3. No is a complete sentence. Children are programmed from birth to push and resist against rules. Saying no is just a boundary and if you feel guilty or bad for saying no, you are training your children to have the belief that life should go their way and if it doesn't, it's your fault as their parent! Say no, just once, and if she throws a tantrum, walk out of the room and let her anger be her problem.
4. Teach your children to say no to you in a respectful way. How many of us were allowed to say no growing up? If we weren't allowed to, we did say no in a number of other ways. Like rebelling, or doing a job half-way. Teach your children to say respectfully, "No, I'm not willing to do the dishes, but I will sweep the floors and clear the table." This creates an atmosphere of cooperation and support.
Let your children know
how valuable they are to you.
5. Give your child choices. We all like to feel powerful and influential and our children are no different. Let them make as many choices as they can that will give them control over what happens to them. For instance, "Do you want to wear your red pajamas or your blue ones?" or "Do you want to take your bath before I read you a story or after?"
6. Let your children know how valuable they are to you. The more they feel valuable to us, the less likely they are to misbehave. Ask their advice on buying clothes, or how to decorate your home. Have them teach you a game or a fun activity.
7. Use win-win negotiation to resolve conflict. Most of us were not taught the concept of win-win negotiation. We most likely experienced situations that were win-lose or lose-lose. In a power struggle the most effective negotiations are when both sides win and are happy with the end results. It can be challenging since you must listen intently to what the other person wants while staying committed to what you want. Ask your child, "I see how you can win and that's great, because I want you to win. How can I win, too?" When children see that you are just as interested in seeing them win as yourself, they are more than willing to help figure out ways that you both can win.
I thought this article was an interesting viewpoint of looking at power struggle and methods of dealing with it:
Avoiding Power Struggles with Children
by Kathryn J. Kvols
Mom is in the kitchen preparing dinner. Ten-year-old Ryan comes in and asks for a candy bar.
Mom says, absently, "Not right now. Dinner will be ready in an hour."
"Why not? I'm hungry now," Ryan insists.
"You know we don't eat candy right before dinner, Ryan!" Mom says irritatedly.
"Yeah, but I'm starving. Come on, just one little candy bar."
Mom stops what she's doing and turns angrily at Ryan. "I told you no candy before dinner and that's all there is to it!"
"But I'm hungry. Why can't I have something to eat when I'm hungry?"
"You are not going to eat a candy bar before dinner. You know the rules in this house. And if you keep this up, you'll go to your room and skip dinner entirely!"
"But, Mom..."
"Is this really about the candy bar?"
Is this a power struggle or just a typical dialogue between a parent and child? And, is this really about the candy bar?
A power struggle is when a person holds one position and another person holds a different position and both are unwilling to change their positions. Then it becomes a struggle for power. It is rarely about the issue at hand. It is about feeling powerless and wanting to feel more power within the situation.
Let's look at the difference between "authentic power" and "coercive power." Coercive power arises from judging children and situations as "bad" or "wrong" and whose ultimate outcome is separation from our children. Force is used to manipulate our child to do what we, as the parent, want them to do. Force includes the use of guilt, threats, punishment, spanking, sarcasm, criticism, intimidations, humiliation, withdrawal of love, yelling, nagging, or any other attempt to control or force our child to do something against her will. Coercive power motivates through fear instead of love and teaches children to be externally motivated rather than driven by their own set of rules or consciences. This allows children to look for outside sources to blame for their mistakes or for others to be responsible for their happiness.
On the other hand, authentic power does not judge a child as "wrong" or "bad," but works to solve problems in ways that will unite or bond with our children through understanding and loving unconditionally. Its intention is to build positive self-concepts and to make sure that everyone wins. It is the ability to empower others to become motivated through paying attention to their own internal feelings, wants and desires, and to listen quietly for inner guidance. Authentic power teaches children that they are their own source of happiness. The end result is closeness, respect, responsibility, cooperation and a sense of joy and aliveness.
Unfortunately, coercive power is very seductive because it often works in the short-term and it is how most of us were parented so we are comfortable with it. It is very easy to use, but it seldom brings lasting results and it definitely creates strains in our relationships. So, how do we stop using it?
The first step in using authentic power is to realize that your child is not bad. That, in fact, your child is "being" just like you when you don't get one of your needs met.
Secondly, admit that coercive behavior is not getting you the results you want, i.e., more closeness and cooperation with your child.
The third step involves using a combination of the 17 ways to avoid power struggles in this article.
The fourth step is experimenting with the alternatives and acknowledging yourself if you were successful. If you weren't, ask yourself how you will do it differently next time. Gently encourage yourself.
The last step is to choose a method of personal growth for yourself that will unblock your ability to unconditionally love yourself, your child, your spouse, and others in your life. This could be books, personal growth courses, or private counseling, but it will help you help yourself.
The following alternatives are 17 ways to avoid power struggles. These are wonderful ways to use authentic power in your relationships with your children and it promotes positive self-concepts and cooperation. Use any or all of these suggestions and see what a difference it makes!
1. Use friendly action. Oftentimes we nag and nag our children about what they should be doing. Or we talk so much that our children become "parent deaf." Use friendly action instead. For example, you ask your child to pick up his toy from the living room floor. He says, "In just a minute." A minute goes by and the toy still isn't picked up. Put a friendly smile on your face, bring your child over to the toy on the floor and walk away. If he says, "What?" just continue smiling and walk away. The minute you start answering questions or talking, you leave the door open to engage in a verbal struggle.
2. Use one word suggestions. We make over 2,000 compliance requests daily to our children, "pick up your toys," "brush your teeth," "eat your cereal," etc. That kind of communication gets old and children just begin to tune it out. Instead, use one word, like "toys" or "teeth" or "cereal." Make sure it is in a friendly voice and with a smile. Tell your children ahead of time that you are going to stop nagging so much and that you will be using just one word from now on to say what needs to be done.
3. No is a complete sentence. Children are programmed from birth to push and resist against rules. Saying no is just a boundary and if you feel guilty or bad for saying no, you are training your children to have the belief that life should go their way and if it doesn't, it's your fault as their parent! Say no, just once, and if she throws a tantrum, walk out of the room and let her anger be her problem.
4. Teach your children to say no to you in a respectful way. How many of us were allowed to say no growing up? If we weren't allowed to, we did say no in a number of other ways. Like rebelling, or doing a job half-way. Teach your children to say respectfully, "No, I'm not willing to do the dishes, but I will sweep the floors and clear the table." This creates an atmosphere of cooperation and support.
Let your children know
how valuable they are to you.
5. Give your child choices. We all like to feel powerful and influential and our children are no different. Let them make as many choices as they can that will give them control over what happens to them. For instance, "Do you want to wear your red pajamas or your blue ones?" or "Do you want to take your bath before I read you a story or after?"
6. Let your children know how valuable they are to you. The more they feel valuable to us, the less likely they are to misbehave. Ask their advice on buying clothes, or how to decorate your home. Have them teach you a game or a fun activity.
7. Use win-win negotiation to resolve conflict. Most of us were not taught the concept of win-win negotiation. We most likely experienced situations that were win-lose or lose-lose. In a power struggle the most effective negotiations are when both sides win and are happy with the end results. It can be challenging since you must listen intently to what the other person wants while staying committed to what you want. Ask your child, "I see how you can win and that's great, because I want you to win. How can I win, too?" When children see that you are just as interested in seeing them win as yourself, they are more than willing to help figure out ways that you both can win.
EIGHTEEN WAYS TO AVOID POWER STRUGGLES
By Jane Nelsen
Power struggles create distance and hostility instead of closeness and trust. Distance and hostility create resentment, resistance, rebellion (or compliance with lowered self-esteem). Closeness and trust create a safe learning environment. You have a positive influence only in an atmosphere of closeness and trust where there is no fear of blame, shame or pain.
IT TAKES TWO TO CREATE A POWER STRUGGLE.
I have never seen a power drunk child without a power drunk adult real close by. Adults need to remove themselves from the power struggle without winning or giving in. Create a win/win environment. HOW? The following suggestions teach children important life skills including self-discipline, responsibility, cooperation and problem-solving skills -- instead of "approval junkie" compliance or rebellion.
- Decide what you will do. I will read a story after teeth are brushed. I will cook only in a clean kitchen. I will drive only when seat belts are buckled. (I will pull over to the side of the road when children are fighting.)
- Follow Through The key to this one and all of the following is KINDNESS AND FIRMNESS AT THE SAME TIME. (Pull over to the side of the road without saying a word. Children learn more from kind and firm actions than from words.)
- Positive Time Out. Create a "nurturing" (not punitive) time out area with your child.
- Distraction for Young Children and lots of supervision. Punishment decreases brain development. Children are often punished for doing what they are developmentally programmed to do -- explore. (Please read "Positive Discipline for Preschoolers.)
- Get children involved in the creation of routines (morning, chores, bedtime). Then the routine chart becomes the boss.
- Ask what and how questions: How will we eat if you don't set the table? What is next on our routine chart? What was our agreement about what happens to toys that aren't picked up? What happened? How do you feel about what happened? What ideas do you have to solve the problem? (This does not work at the time of conflict, nor does it work unless you are truly curious about what you child has to say.)
- Put the problem on the family meeting agenda and let the kids brainstorm for a solution. (Chore story, safe deposit box.)
- Use ten words or less. One is best: Toys. Towels (that may have been left on the bathroom floor). Homework. (Sometimes these words need to be repeated several times.)
- Get children involved in cooperation. Say, "I can't make you, but I really need your help." (10 words)
- No words: Use pantomime, charades, or notes. Try a hug to create closeness and trust -- then do something else.
- Non-verbal signals. These should be planned in advance with the child. An empty plate turned over at the dinner table as a reminder of chores that need to be completed before dinner; a sheet over the television as a reminder that homework needs to be done first or that things need to be picked up in the common areas of the house.
- Use reflective listening. Stop talking and listen. Try to understand not only what your child is saying, but what she means.
- Limited choices: Do you want to do your homework before dinner or after dinner. Do you want to set the table or clean up after dinner?
- Make a "Wheel of Choice" together. Draw a big circle and divide into wedges. Brainstorm lots of solutions to problems. Draw illustrations for each solution. During a conflict, invite child to pick something from the wheel.
- Create a game: Beat the clock or sing songs while getting chores done.
- Do it WITH them. You may even want to go to the positive time out area with them.
- Use your sense of humor: Here comes the tickle monster to get little children who don't pick up their toys. This creates closeness and trust and can be followed by one of the above.
- BONUS: HUGS! HUGS! HUGS! A hug is often enough to change the behavior -- theirs and yours.
Also, I am happy to start organizing the dialogues or the narrative aspect of the role play. One thought maybe finding more methods of how to aviod 'power struggles' with children all together.
Puppets look cool.
Was doing some reading this morning, reviewing Ray Lewis's articles and another great article you should all check out 'Giving Students What They Need' and it seems as though the 2 most common theoretical perspectives are Dreikurs Theory and Glasser's Choice Theory. Found some great stuff relating to how to practically apply both theories in the classroom.
So, in terms of format I was thinking:
We pick a couple of key themes/behaviours and format as follows...
1 : Narrator introduces scenario
2 : Role play incorrect procedure - key theme might be impulsive anger reaction to behaviour
3 : Quick discussion with class as to what was wrong with method just role played.
4 : Narrator introduces next roleplay with an introduction to the theoretically based procedure - must also include here relevance to contemporary classroom as these theories date back to 60s.
5 : Role play correct teacher response based on theory.
6 : Discussion in which we make explicit differences in way scenarios were handled.
Im happy to write up the narrator dialogue but first we need to come up with the roleplay issues.
Was doing some reading this morning, reviewing Ray Lewis's articles and another great article you should all check out 'Giving Students What They Need' and it seems as though the 2 most common theoretical perspectives are Dreikurs Theory and Glasser's Choice Theory. Found some great stuff relating to how to practically apply both theories in the classroom.
So, in terms of format I was thinking:
We pick a couple of key themes/behaviours and format as follows...
1 : Narrator introduces scenario
2 : Role play incorrect procedure - key theme might be impulsive anger reaction to behaviour
3 : Quick discussion with class as to what was wrong with method just role played.
4 : Narrator introduces next roleplay with an introduction to the theoretically based procedure - must also include here relevance to contemporary classroom as these theories date back to 60s.
5 : Role play correct teacher response based on theory.
6 : Discussion in which we make explicit differences in way scenarios were handled.
Im happy to write up the narrator dialogue but first we need to come up with the roleplay issues.
Monday, February 22, 2010
Dave and the little monster
So here are our stars
Dave is at the top, the monkey, he's a 3/4 puppet, which means he has a full body but no legs, and the little monster is obviously on the bottom. She doesn't have a name, but has everything in the right place, including legs. Her mouth doesnt open and close, it just stays at the slightly open you can see in the photo, but I don't think that'll make any difference to the script or the puppeteering. She also looks a little weird proportionally, but that's because she's sitting down there. When she's standing up, everything's perfectly in proportion.
The good thing is that their heads and bodies are about the same size, so they'll look like they're in the same age group and thus it'll be believable that they're in the same class.
What was the plan for both of them? I did know but now I'm a little hazy on the details...
Dave is at the top, the monkey, he's a 3/4 puppet, which means he has a full body but no legs, and the little monster is obviously on the bottom. She doesn't have a name, but has everything in the right place, including legs. Her mouth doesnt open and close, it just stays at the slightly open you can see in the photo, but I don't think that'll make any difference to the script or the puppeteering. She also looks a little weird proportionally, but that's because she's sitting down there. When she's standing up, everything's perfectly in proportion.
The good thing is that their heads and bodies are about the same size, so they'll look like they're in the same age group and thus it'll be believable that they're in the same class.
What was the plan for both of them? I did know but now I'm a little hazy on the details...
some good tips for improving/avoiding discipline problems
Top 10 Tips for Classroom Discipline and Management
1. It's Easier to Get Easier
Many teachers make the mistake of starting the school year with a poor discipline plan. Students quickly assess the situation in each class and realize what they will be allowed to get away with. Once you set a precedent of allowing a lot of disruptions, it can be very hard to start better classroom management and discipline techniques. However, it is never tough to get easier as the year goes on. While you don't have to follow the adage, "Never smile until Christmas," it does have its merits.2. Fairness is Key
Students have a distinct sense of what is and what is not fair. You must act fairly for all students if you expect to be respected. If you do not treat all students equitably, you will be labelled as unfair students will not be keen to follow your rules. Make sure that if your best student does something wrong, they too get punished for it.3. Deal with Disruptions with as Little Interruption as Possible
When you have classroom disruptions, it is imperative that you deal with them immediately and with as little interruption of your class momentum as possible. If students are talking amongst themselves and you are having a classroom discussion, ask one of them a question to try to get them back on track. If you have to stop the flow of your lesson to deal with disruptions, then you are robbing students who want to learn of their precious in-class time.4. Avoid Confrontations in Front of Students
Whenever there is a confrontation in class there is a winner and a loser. Obviously as the teacher, you need to keep order and discipline in your class. However, it is much better to deal with discipline issues privately than cause a student to 'lose face' in front of their friends. It is not a good idea to make an example out of a disciplinary issue. Even though other students might get the point, you might have lost any chance of actually teaching that student anything in your class.5. Stop Disruptions with a Little Humor
Sometimes all it takes is for everyone to have a good laugh to get things back on track in a classroom. Many times, however, teachers confuse good humor with sarcasm. While humor can quickly diffuse a situation, sarcasm may harm your relationship with the students involved. Use your best judgment but realize that what some people think as funny others find to be offensive.6. Keep High Expectations in Your Class
Expect that your students will behave, not that they will disrupt. Reinforce this with the way you speak to your students. When you begin the day, tell your students your expectations. For example, you might say, "During this whole group session, I expect you to raise your hands and be recognized before you start speaking. I also expect you to respect each other's opinions and listen to what each person has to say."7. Overplan
Free time is something teachers should avoid. By allowing students time just to talk each day, you are setting a precedent about how you view academics and your subject. To avoid this, overplan. When you have too much to cover, you'll never run out of lessons and you will avoid free time. You can also fill up any left over time with mini-lessons.8. Be Consistent
One of the worst things you can do as a teacher is to not enforce your rules consistently. If one day you ignore misbehaviors and the next day you jump on someone for the smallest infraction, your students will quickly lose respect for you. Your students have the right to expect you to basically be the same everyday. Moodiness is not allowed. Once your lose your student's respect, you also lose their attention and their desire to please you.9. Make Rules Understandable
You need to be selective in your class rules (no one can follow 180 rules consistently). You also need to make them clear. Students should understand what is and what is not acceptable. Further, you should make sure that the consequences for breaking your rules are also clear and known beforehand.10. Start Fresh Everyday
This tip does not mean that you discount all previous infractions, i.e. if they have three tardies then today means four. However, it does mean that you should start teaching your class each day with the expectation that students will behave. Don't assume that because Julie has disrupted your class everyday for a week, she will disrupt it today. By doing this, you will not be treating Julie any differently and thereby setting her up to disrupt again (like a self-fulfilling prophecy). Read a personal example of this with my best teaching experience.http://712educators.about.com/od/discipline/tp/disciplinetips.htm
Philosophies Underlying Classroom Discipline
Often, when discipline strategies are needed, there is an underlying need that goes deeper and lasts longer than a single strategy will satisfy. Philosophies will enable one to look at and analyze whether there is a deeper need and will enable one to make the changes or adjustments necessary so that when new strategies are used, they have a lasting benefit. In my opinion there are two considerations regarding when to discipline. One is teacher comfort. The other consideration is expressed by Sun Tsu in the Art of War. He states that the superior general does not fight battles. A gifted general gets into battles and fights his way out brilliantly. A lesser general usually wins his battles and a poor one loses them. The superior general does not fight any major battle because he uses the power of his armies in a timely and strategic manner before the need for a battle arises.
This concept can be applied to discipline. A teacher should not have to fight any major battles. However, there may be other factors that affect a teacher's control of the outcome of a classroom discipline situation. These factors need to considered -at the same time-.
First, teacher comfort determines whether or not discipline will be applied. The teacher will discipline when a certain discomfort level is reached. That level is usually first determined by the teacher's view of what is proper classroom conduct or behavior. This view is affected by what the teacher has been raised to think is acceptable from the school system which he attended as a student, the institution that trained him, and what the other teachers and the administrators of the school he is teaching at do and expect. For instance, a teacher may think that certain behavior is acceptable but knows that the administration feels differently. Or perhaps the reverse is true.
The teacher may have been formally trained in discipline techniques but that is often not the case. I have not met a teacher who felt that their teacher training courses adequately equipped them to deal with discipline issues in their classroom. Therefore, once teachers decide that discipline is necessary, most have to rely on techniques which they saw used when they were students in school. Also, perhaps the teacher whose classes they taught as student teachers gave them some advice.
Some teachers don't discipline because of fear. Others don't discipline because they are trying to 'work with' the problem students. Others don't discipline because they don't know what to do.
Underlying all discipline is the teacher's basic philosophical attitude which students feel, and the best techniques in the world will have limited effectiveness, or have effectiveness for a limited time without the foundation of a sound philosophy.
1.) If a teacher will concentrate closely it will become apparent that there are usually one, two, or three students that lead out in behavior either positive or negative. Make a mental list of those who are leading in negative behavior. Discipline those students, not the entire class. Quickly removing a negative leader has an impressive effect on the others. [You may have to remove two or three students.]
2.) During this process the orderly students will support and approve, at least tacitly. The 'middle group' will go with whoever has the controls and power. The problem students will either submit or be removed from class. Usually, when one or two students are dealt with, the others see the reality of the situation and comply. Interestingly enough, I have seen some of the toughest students realize, after a discipline incident involving someone else early in the semester, that I had control of the class, and never cause any problems at all. It is as if they had lots of experience with using and receiving force and they understood where it was better than the others.
3.) In dealing with individual students I usually give someone three direct warnings regarding unacceptable behavior during a single class before I send them to the office. If the behavior stops, I still note the occurrences in the grade book [See: Keeping a Grade Book Record ] for future use. Now I don't allow each student three warnings and I don't allow an individual student three warnings each day. If the behavior stops within three warnings, then I usually choose some other way to deal with the behavior than send the student to the office.
Again, if the student will not stop the behavior after three instructions, send him to the office. Teachers cause themselves a great deal of problems by not sending such a student to the office and instead deciding to talk to them after class. The effect of non-action is that the student has decided the level of behavior in the classroom.
4.) For students who are not immediately removed, a conversation after class about the behavior and possible consequences is effective. Do not tell the student specifically what the consequences may be. Some may simply decide that they don't mind those consequences. Let some questions or doubt remain in their minds. Also a phone call to a parent helps. If you tell the student that you are going to call, they may go home and tell their version of the story first and then it takes 15-20 minutes longer in conversation for the parent to realize that you are not the type of teacher that their child has reported you to be.
http://teacher2b.com/discipline/phildisc.htm
Common Issues in the Classroom
(for some reason it's not copying across. you can find it here http://www.kotesol.org/files/Common%20Issues%20in%20the%20Classroom.doc)
Behavior Management Issues: Avoiding Power Struggles in the Classroom
7
Learning to avoid the trap of the power struggle is a skill teachers must continually practice if they are to have a well-managed classroom. The first lesson in dodging this teaching pitfall is to think about disengaging from the situation. It is critical, that when faced with escalating student behavior, a teacher remain calm and in control. This means keeping your emotions in check! Showing frustration and anger or attempting to intimidate an oppositional student, during a power struggle, will probably only escalate the defiant behavior and make the situation worse. Teachers can make the choice not to participate in the conflict- it takes two to power struggle. (However, by choosing to remain calm, a teacher does not choose to ignore misbehavior. Remaining calm is only part of resolving the problem.)
Some things which can help you remain calm are:
Deep breathing: This will help you clear your mind with a fresh burst of oxygen and give you a moment to pause and think about how you will respond.
Use a "professional voice": Be sensitive to the tone and pitch of your voice when addressing a student - especially in a behavior management situation. If you speak calmly and professionally, you will be interpreted as feeling calm. This perception of calm indicates to students you are in control of the situation. Reacting in a manner which shows stress indicates you are in the same place as the student - about to lose control. If both you and the student lose control, the power over the classroom is "up for grabs", so presenting the perception calm helps you keep control of your domain.
Be brief: The fewer words you have to say, the less likely it is you can be misinterpreted. Peppering a defiant student with comments and questions provides the student with a great deal of negative attention (which is what they may be seeking) for misbehavior. The shorter your answer is, the less power it gives the student. If possible, ignore: Students will occasionally try to suck you into negativity by making irritating comments. If the remark is mild enough -ignore it. Don't give them fuel for the power struggle fire! However, if it is serious enough to merit a response, briefly and professionally explain why the remark is inappropriate then impose an established consequence. Do not try to play word games with students.
The goal of disengaging from power struggles is to allow time to use tactics which interrupt the student's increasing defiant behavior and help deescalate their anger. Once disengaged from the situation, the following tactics may be helpful in interrupting the student's negative behavior and give you a chance to help deescalate the power struggle.
Distract: If you catch defiant behavior as it is just beginning, try to move the student to a more positive activity.
Remove early: When you see a student beginning to become irritated, try finding a neutral reason to remove them from the classroom. For example, have them get supplies from the art room or run an errand down the hall. The idea behind this is that once the student is away from the source of irritation, they can calm down prior to returning to class.
Offer a break: Let students know they need to calm down before you will address the problem. It helps if you have space set aside in the classroom where they can be directed and if you have discussed the procedures for using it.
Listen and ask: Paraphrase back to the student what you understand them to be saying. Listen to the response and then ask open-ended questions. Giving students a little time to vent can help avoid major power struggles too.
Most importantly, in handling power struggles in the classroom, remember you are a professional and act accordingly! Also, it takes time and practice to develop the skill of managing power struggles - if you are willing to learn from your mistakes, the process will go faster!
http://www.associatedcontent.com/article/213650/behavior_management_issues_avoiding_pg2.html?cat=4
ROLE PLAY IDEAS :
Maybe we could model and present two or three theoretical approaches to different situations.....and then we could even adjust or modify the strategy as to fit into the contemporary classroom.
Think its important to explicitly portray the theoretical side of things in the role-play in terms of maximising our marks!! Im a nerd......
Think its important to explicitly portray the theoretical side of things in the role-play in terms of maximising our marks!! Im a nerd......
Website displaying different theories of behaviour management:
http://www.ziplink.net/users/edboda/lisafinal/glasser.html
THEORY 1 : Dreikurs' Theory
According to Dreikurs all misbehaviour reflects children's decision about how they can most effectively belong to, or be recognised by the group. Students who are confident of their ability to find a place - to belong through constructive activity - will tend not to be a problem. Such individuals have developed feelings of equality and worth and are interested in co-operating with others and in participating usefully within a group. They face each school demand, be it intellectual, social, physical, or emotional, with confidence in their ability to cope with the demand. There is no need for them to misbehave because they know that they can function constructively and co-operatively in the class.
In contrast, there are discouraged children who feel that they cannot cope with the various school demands and decide to adopt unacceptable ways of behaving which they believe will gain them status and a sense of group recognition.
Teachers need constantly to remind themselves that they are the targets of disturbing classroom behaviour and that their reactions tend to sustain and strengthen undesirable behaviour. Before teachers can begin to assist individual children, they must stop giving undue attention, fighting, retaliating, or accepting students display of inability. That is the first and necessary step in any corrective program. Students who constantly disturb, disrupt, fail to learn, invite attention, rebel, or violate orders are discouraged individuals who feel that they cannot find a place in the class through constructive and co-operative behaviours and consequently turn to more destructive and inadequate behaviour in their attempt to find a sense of significance.
There are a number of processes designed to help pupils to develop more adequate ways of behaving but, before these approaches can be used, teachers must stop responding to unacceptable behaviours. As a first step teachers should train themselves to go against their first impulse and, consequently, break the detrimental cycle whereby a student acts and teachers react.
Rudolph Dreikurs describes four goals of students' misbehaviour: attention seeking, power seeking, revenge seeking, displaying inadequacy. These goals are based on the mistaken belief it will get the student the recognition/attention that they want. I like Dreikurs theory because in hightlighting teachers feelings in response to student misbehaviour,it gives another set of tools to analyse student behaviours. I often find that I get an emotional reaction to a behaviour first and then need to spend quite some time trying to work out why I am feeling that way. Dreikurs' work lets us use our feelings as a pointer to appropriate behaviour management. With Dreikurs theory he suggests that if a teacher is feeling annoyed by a student's behaviour then the student is most likely to be attention seeking; if the teacher feels threatened, then the student may have been power seeking; if hurt, then revenge seeking; if powerless with the student, then the student may have been displaying hopelessness/inadequacy.
THEORY 2: GLASSERs choice THEORY
William Glasser, M.D. (born May 11, 1925) is an American psychiatrist.
Born in Cleveland, Ohio, he is the developer of reality therapy and choice theory. His ideas, which focus on personal choice, personal responsibility and personal transformation, are considered controversial by mainstream psychiatrists, who focus instead on classifying psychiatric syndromes, and who often prescribe psychotropic medications to treat mental disorders. Glasser is also notable for applying his theories to broader social issues, such as education, management, and marriage, to name a few. Glasser notably deviates from conventional psychiatrists by warning the general public about the potential detriments caused by the profession of psychiatry in its traditional form because of the common goal to diagnose a patient with a mental illness and prescribe medications to treat the particular illness when, in fact, the patient may simply be acting out of unhappiness, not a brain disorder. Glasser advocated the consideration of mental health as a public health issue
The term choice theory is the work of William Glasser, MD, author of the book so named, and is the culmination of some 50 years of theory and practice in psychology and counseling. Choice Theory posits that behavior is central to our existence and is driven by five genetically driven needs, similar to those of Abraham Maslow:
Survival (food, clothing, shelter, breathing, personal safety and others)
and four fundamental psychological needs:
Belonging/connecting/love
Power/significance/competence
Freedom/responsibility, and
Fun/learning
Choice Theory posits the existence of a "Quality World" in which, starting at birth and continuing throughout our lives, we place the people who are important to us, things we prize, and systems of belief, i.e. religion, cultural values and icons, etc. Glasser also posits a "Comparing Place" in which we compare the world we experience with our Quality World. We behave to achieve as best we can a real world experience consistent with our Quality World.
Behavior ("Total Behavior" in Glasser's terms) is made up of these four components: acting, thinking, feeling and physiology. Glasser suggests that we have considerable control or choice over the first two of these, and little ability to directly choose the latter two. As these four components are closely intertwined, the choices we make in our thinking and acting greatly affect our feeling and physiology.
The source of much unhappiness are the failing or failed relationships with those who are important to us: spouses, parents, children, friends & colleagues. The symptoms of unhappiness are widely variable and are often seen as mental illness. Glasser believes that "pleasure" and "happiness" are related but are far from synonymous. Sex, for example, is a "pleasure" but may well be divorced from a "satisfactory relationship" which is a precondition for lasting "happiness" in life. Hence the intense focus on the improvement of relationships in counselling with Choice Theory—the "new Reality Therapy".
Choice Theory posits that most mental illness is, in fact, an expression of unhappiness and that we are able to learn how to choose alternate behaviors that will result in greater satisfaction. Reality Therapy is the Choice Theory-based counseling process focussed on helping clients to learn to make those choices.
http://www.my-ecoach.com/online/resources/3916/Article_Giving_Students_What_They_Need.pdf
http://0-proquest.umi.com.alpha2.latrobe.edu.au/pqdlink?Ver=1&Exp=02-22-2015&FMT=7&DID=41723531&RQT=309&clientId=20828
http://www.ziplink.net/users/edboda/lisafinal/glasser.html
THEORY 1 : Dreikurs' Theory
According to Dreikurs all misbehaviour reflects children's decision about how they can most effectively belong to, or be recognised by the group. Students who are confident of their ability to find a place - to belong through constructive activity - will tend not to be a problem. Such individuals have developed feelings of equality and worth and are interested in co-operating with others and in participating usefully within a group. They face each school demand, be it intellectual, social, physical, or emotional, with confidence in their ability to cope with the demand. There is no need for them to misbehave because they know that they can function constructively and co-operatively in the class.
In contrast, there are discouraged children who feel that they cannot cope with the various school demands and decide to adopt unacceptable ways of behaving which they believe will gain them status and a sense of group recognition.
Teachers need constantly to remind themselves that they are the targets of disturbing classroom behaviour and that their reactions tend to sustain and strengthen undesirable behaviour. Before teachers can begin to assist individual children, they must stop giving undue attention, fighting, retaliating, or accepting students display of inability. That is the first and necessary step in any corrective program. Students who constantly disturb, disrupt, fail to learn, invite attention, rebel, or violate orders are discouraged individuals who feel that they cannot find a place in the class through constructive and co-operative behaviours and consequently turn to more destructive and inadequate behaviour in their attempt to find a sense of significance.
There are a number of processes designed to help pupils to develop more adequate ways of behaving but, before these approaches can be used, teachers must stop responding to unacceptable behaviours. As a first step teachers should train themselves to go against their first impulse and, consequently, break the detrimental cycle whereby a student acts and teachers react.
Rudolph Dreikurs describes four goals of students' misbehaviour: attention seeking, power seeking, revenge seeking, displaying inadequacy. These goals are based on the mistaken belief it will get the student the recognition/attention that they want. I like Dreikurs theory because in hightlighting teachers feelings in response to student misbehaviour,it gives another set of tools to analyse student behaviours. I often find that I get an emotional reaction to a behaviour first and then need to spend quite some time trying to work out why I am feeling that way. Dreikurs' work lets us use our feelings as a pointer to appropriate behaviour management. With Dreikurs theory he suggests that if a teacher is feeling annoyed by a student's behaviour then the student is most likely to be attention seeking; if the teacher feels threatened, then the student may have been power seeking; if hurt, then revenge seeking; if powerless with the student, then the student may have been displaying hopelessness/inadequacy.
THEORY 2: GLASSERs choice THEORY
William Glasser, M.D. (born May 11, 1925) is an American psychiatrist.
Born in Cleveland, Ohio, he is the developer of reality therapy and choice theory. His ideas, which focus on personal choice, personal responsibility and personal transformation, are considered controversial by mainstream psychiatrists, who focus instead on classifying psychiatric syndromes, and who often prescribe psychotropic medications to treat mental disorders. Glasser is also notable for applying his theories to broader social issues, such as education, management, and marriage, to name a few. Glasser notably deviates from conventional psychiatrists by warning the general public about the potential detriments caused by the profession of psychiatry in its traditional form because of the common goal to diagnose a patient with a mental illness and prescribe medications to treat the particular illness when, in fact, the patient may simply be acting out of unhappiness, not a brain disorder. Glasser advocated the consideration of mental health as a public health issue
The term choice theory is the work of William Glasser, MD, author of the book so named, and is the culmination of some 50 years of theory and practice in psychology and counseling. Choice Theory posits that behavior is central to our existence and is driven by five genetically driven needs, similar to those of Abraham Maslow:
Survival (food, clothing, shelter, breathing, personal safety and others)
and four fundamental psychological needs:
Belonging/connecting/love
Power/significance/competence
Freedom/responsibility, and
Fun/learning
Choice Theory posits the existence of a "Quality World" in which, starting at birth and continuing throughout our lives, we place the people who are important to us, things we prize, and systems of belief, i.e. religion, cultural values and icons, etc. Glasser also posits a "Comparing Place" in which we compare the world we experience with our Quality World. We behave to achieve as best we can a real world experience consistent with our Quality World.
Behavior ("Total Behavior" in Glasser's terms) is made up of these four components: acting, thinking, feeling and physiology. Glasser suggests that we have considerable control or choice over the first two of these, and little ability to directly choose the latter two. As these four components are closely intertwined, the choices we make in our thinking and acting greatly affect our feeling and physiology.
The source of much unhappiness are the failing or failed relationships with those who are important to us: spouses, parents, children, friends & colleagues. The symptoms of unhappiness are widely variable and are often seen as mental illness. Glasser believes that "pleasure" and "happiness" are related but are far from synonymous. Sex, for example, is a "pleasure" but may well be divorced from a "satisfactory relationship" which is a precondition for lasting "happiness" in life. Hence the intense focus on the improvement of relationships in counselling with Choice Theory—the "new Reality Therapy".
Choice Theory posits that most mental illness is, in fact, an expression of unhappiness and that we are able to learn how to choose alternate behaviors that will result in greater satisfaction. Reality Therapy is the Choice Theory-based counseling process focussed on helping clients to learn to make those choices.
http://www.my-ecoach.com/online/resources/3916/Article_Giving_Students_What_They_Need.pdf
http://0-proquest.umi.com.alpha2.latrobe.edu.au/pqdlink?Ver=1&Exp=02-22-2015&FMT=7&DID=41723531&RQT=309&clientId=20828
Subscribe to:
Posts (Atom)