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.