Achievement Improvement Zones Northern Metropolitan Region Two major

Achievement Improvement Zones Northern Metropolitan Region Two major

Achievement Improvement Zones Northern Metropolitan Region Two major research findings related to teachers interactions with more challenging students Teachers, when dealing with more challenging students appear to be Increasing their use of Coercive and Legitimate Power Teachers, when dealing with more challenging students, appear to be decreasing slightly (or at best failing to increase) their use of Referent and Reward Power Achievement

Improvement Zones Northern Metropolitan Region Summary When teachers use coercive discipline techniques (Punishment & Aggression) students do not become more responsible. When teachers use more inclusive techniques (Discussion, Recognition, Involvement & Hinting) students become more responsible Achievement Improvement Zones Northern Metropolitan

Region Four Kinds of Students What proportion of the following kinds of students are in the classes you teach? A. Managed by normal curriculum These students manage themselves in order to learn what is contained in the curriculum B. Managed within the class These students are occasionally distracted or disruptive, but do not have to be isolated or referred to others C. Managed out of class These students cannot be managed as part of a group and need to be isolated, sent out or referred to others D. Not managed These students generally seem unmanageable no matter what is tried

Achievement Improvement Zones Northern Metropolitan Region Expectations Achievement Improvement Zones Northern Metropolitan Region Classroom Rules (Rights and Responsibilities) In this classroom

1. Students and the teacher have the right to do as much work as possible Therefore Students must bring (encourage others to bring) all their own equipment Students should listen (encourage others to listen) when classmates are speaking Students should be (encourage others to be) on time Achievement Improvement Zones Northern Metropolitan

Region Classroom Rules (Rights and Responsibilities) In this classroom 1. Students and the teacher have the right to feel comfortable and safe in the classroom Therefore Students should pass (encourage others to pass) all objects hand to hand Students should speak (encourage others to speak) to each other politely Students should keep (encourage others to keep) their hands to themselves

Achievement Improvement Zones Northern Metropolitan Region Letting all students know that classroom rules are there to protect their rights U=Tried the strategy and use it on a regular basis S=Tried the strategy, it worked but I have stopped using it now DW=Tried strategy, it didnt work so I have stopped using it DT=Didnt try strategy 81%

0% 14% 5% Reminding the student that they rules are there to serve them, helps them to respect them Asking misbehaving students if they have the right to disturb their friends is very powerful Because it is rational, reasonable, logical and fair Achievement Improvement Zones Northern Metropolitan Region

Before Control [A-Students] Reality tests Personal & Communal Responsibility Describing situations I-messages Restatement of expectations Questions Achievement Improvement Zones Northern Metropolitan Region Consequences

Recognitions Expectations Achievement Improvement Zones Northern Metropolitan Region Achievement Improvement Zones Northern Metropolitan Region

Talking to the good students 1. Some kids arent yet as old/mature /responsible/reasonably behaved as others. 2. These kids have to make a greater effort to behave normally/responsibly. It will take them a little longer to get there 3. Its the effort thats being recognised, not the behaviour. Everybody is obliged to respect rights. 4. If you are less mature than I thought you were, tell me what I need to offer you as a bribe for you to be responsible/fair. Continue to recognise verbally the students who dont need to be bribed because they are so mature, etc. Minimise rewards as soon as possible. Achievement Improvement Zones

Northern Metropolitan Region The ratio of recognition of appropriate behaviour to criticism of inappropriate behaviour is 7:1 when dealing with Academic behaviour is 1:6 when dealing with Social behaviour Achievement Improvement Zones Northern Metropolitan Region Recognitions

Acknowledging appropriate Social behaviour : Non-verbal praise smile or nod Very specific verbal recognition (praise/encouragement) Communication to other Provision of special privileges Material rewards Time/Choice Achievement Improvement Zones Northern Metropolitan Region Recognising the appropriate behaviour of more challenging students U=Tried the strategy and use it on a regular basis

S=Tried the strategy, it worked but I have stopped using it now DW=Tried strategy, it didnt work so I have stopped using it DT=Didnt try strategy 79% 14% 3% 4% although this can sometimes be difficult I try it as often as I can as it produces effort by those students and harmony in class good to get them on side, lets student feel they are being treated respectfully and fairly helps them reflect on their negative habits, it's a start to reprogram negative self talk with more positive Achievement

Improvement Zones Northern Metropolitan Region 1. Nominate the student David!..... You with the axe!..... 2. Indicate the inappropriate behaviour Your constant talking..... Your moving around the room..... 3. Indicate why the behaviour is inappropriate Is preventing others from learning..... Is disrupting the work of these three students..... 4. Indicate appropriate behaviour Therefore please be quiet!

Therefore please sit here where you wont be tempted! Achievement Improvement Zones Northern Metropolitan Region Only being critical of the misbehaviour, not the student U=Tried the strategy and use it on a regular basis S=Tried the strategy, it worked but I have stopped using it now DW=Tried strategy, it didnt work so I have stopped using it DT=Didnt try strategy 93% 4%

0% 3% It seems to result in having calmer and more productive conversations with students so students can see how modifying behaviour can occur rather than personalise issue Important in maintaining student relationships with me, Achievement Improvement Zones Northern Metropolitan Region Assertive body language Open stance

Leaning forward Eye contact Pause 1 sec after nomination 3 seconds after explanation Achievement Improvement Zones Northern Metropolitan Region Achievement Improvement Zones Northern Metropolitan Region

1. David, .............youre talking. Its disturbing others. They have a right to work. Please be quiet ! 2. I understand but please be quiet. 3. You have a choice. Either you sit quietly or .. 4. I dont intend to force you. However if you wont sit quietly then .. Achievement Improvement Zones Northern Metropolitan Region Types of negative consequences

Separating a student from friends in a class Isolating the student for a short time outside the class Removal of privileges (free time, excursion) Detention Sending student to a YLC Informing parents- pre-arranged punishment Temporary suspension Achievement Improvement Zones Northern Metropolitan Region Using a series of increasingly severe consequences for misbehaviour U=Tried the strategy and use it on a regular basis

S=Tried the strategy, it worked but I have stopped using it now DW=Tried strategy, it didnt work so I have stopped using it DT=Didnt try strategy 80% 10% 1% 10% it works well and students get better half way through exiting the process They know what's coming and argue less Because then students know what to expect and make a choice, it becomes a choice and not a punishment The students do not like you pulling consequences out of the hat Achievement Improvement Zones

Northern Metropolitan Region

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