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!