role play 2 hopefully completed!

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.

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!

There will be two people who will be narrators!! Lets decide on roles..

Let me know what part you would like to play:

Teacher:
Puppet:
James (other student):
Narrator 1:
Narrator 2:

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.

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!

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!

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!!!

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:

• 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.

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?

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!