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Wk 2 notes

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Course

Promoting Positive Learning Environments (6732)

13 Documents
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Academic year: 2012/2013
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University of Canberra

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Week Two: 23.08 Chapter 1: Teacher Power Source of teacher power        21st century the changes in Western societies are creating a new set of challenges for us as teachers. Disruptive behaviour-makes it hard to teach causing stress for us Glasser spoke of power as a basic human need Dreikurs, Grunwald, and Pepper talked about power in relation to classroom discipline but they and other have treated power mainly as a misguided behaviour. Teachers don’t like to ask directly about power, but they would like more of it in the classroom Power doesn’t have to be negative Power in itself, can be seen as neutral Five specific bases of social power that teacher can use with students: 1. Coercive Power: teachers can use or threaten to use punishment 2. Reward Power: teachers can use rewards 3. Legitimate Power: teacher, because of their social position, have authority and can expect children to comply. 4. Referent Power: teachers are linked and respected because they care about children and create oneness and common purpose with students. 5. Expert Power: teachers have special knowledge that is respected and valued by students Five bases of power can be divided into two groups: 1. Coercive, Reward, and Legitimate Power are position powers. You wield these powers while you hold the position of teacher. 2. Referent power and expert power are personal. You wield these powers because of your personality and skill. Position Power   Coercive, reward and legitimate powers are important and certainly have a place in classroom discipline. Coercive, reward and legitimate powers bases can be deceptively attractive because they can produce results in the short term  The student is training-up the teacher to do what he wants, and the teacher is working harder and harder to avoid this. Personal Powers      Referent power: Tauber argues that referent power, where students identify with and respect the teacher, is the most potent of the five social bases Referent power flows from interactions between the teacher and the students so, the key for teachers is to learn how to relate successfully with students Tauber said that students respect teachers with Expert power for their competence and good judgement. They want access to the valuable knowledge, information, or skills that these teachers have. Children behaved badly for certain teachers, then behaved like angles for someone else particularly a trades teacher Lewis noted that when teachers used five bases of power they used three broad tactic-control, manage and influence: 1. Teachers using reward or coercive powers are trying to control students. 2. Teacher s using legitimate power trying to manage students 3. Teachers using referent or expert power are trying to influence students Firm, Fair, Caring and Interesting      Many of our beliefs about discipline and power come from our childhood experiences. We carry these experiences with us to our own classroom, and sometimes we react against these early experiences The’ feeling towards’ seems to be a key factor determining how etched into our memory our previous teachers have become We remember those who meant something to us But if we consider for a moment what it means to be firm, fair, caring and interesting, it is obvious that unless an emotional rapport is present between the teacher and the student, there cannot be much ‘feeling’ travelling between them Teachers must genuinely like, care for and respect their students to have any hope of reciprocity. Chapter 12: Gambits- the game that children play It is harder to make a rule about ‘attention-seeking’, or ‘powerseeking’, or ‘revenge’, and we have yet to see a group of teachers who can consistently separate common classroom misbehaviours into the mistaken goals of attention-seeking, power-seeking, revenge and inadequacy. Gambits that make you feel threatened or hurt. 1. Annoy/Disrupt: “I’ll have some fun at your expense.” The students find the ‘grey area between rules’ by persistently annoying, disrupting or using intimidation to keep the teacher off balance. 2. Victim- Persecutor- Rescuer : “my mum will get you.” The student convinces others that he, the student, is a victim because you, the teacher, persecute him. Then parents or peers come to his rescue and attack you. 3. Put-downs: “You’re inferior”. The student laughs at people or uses put-down to hurt or make them defend themselves against charges that they are ‘stupid’, ‘selfish’, etc. People natural defensiveness takes over, and the student can control them. Gambits that tap your need to care 4. Underfunction-Overfunction: “I can’t do it”. The less the student does for himself the more you do for him, until he is doing very little, and you are doing alot Each of these gambits can take several forms, so you may not be sure, at first, which the student is using. But with practice you will recognise each gambit immediately.  1. Annoy/Disrupt Limits testing: “the bush fly syndrome” Showing people he cannot be controlled “the cutting your nose off to spite your face syndrome. 2. Victim-Persecutor-Rescuer Getting adults to fight with each other- “The set-up syndrome” 3. Put-Downs Getting adults to defend themselves: “Perry Mason syndrome” 4. Underfunction-Overfunction Getting the teacher to do everything “The mule and plough syndrome” Chapter 13: Avoiding and Managing Gambits Five Questions:  What is my power base?  Am I letting encouragers, goal reminders, rules and consequences do the disciplining for me?  How does the students get me to come to him>  Who can manage him and what do they do that is successful?  Do I have a good relationship with him and with his parents Thirteen Principles for Managing and Avoiding Gambits 1. Get the student to come to you- don’t repeatedly go after the student who misbehaves. You metaphorically and physically stay where you are. The student comes to you 2. Never get defensive or ‘score points’- be neutral, unaffected, the ‘Teflon teacher’- nothing sticks to you. Use humour about yourself. 3. Respond to the gambit with as little disruption as possible- keep the direction of the lesson going, even speed it up and set goals 4. Have authority- be like the Rock of Gibraltar- so solid that nothing moves you and so strong that you have plenty of strength to give to an out-of-control student. Don’t show fear. Voice: lower your tone of voice- modulate it ▬ Lower the volume of your voice ▬ Speak as though you expect students to comply 5. Future/social concern statements: act for the good of the group, in the long term and model this for students. If a student disrupts the class, he is told that this hurts the long-term needs of the group 6. Time and a face-saving way out: give the disruptive student time and a way out of the confrontation that will not embarrass him. Give him space 7. Use non-verbal strategies: never over-verbalise or discuss misbehaviour at length; know when to do nothing. Have the rules (both negatively and positively stated) and a consequences hierarchy do that work for you 8. Deflect- the change the direction of misbehaviour using reflective statements or activities 9. Reflect the gambit- use reflective statements about the gambit because it is harder for a child to keep a gambit going when you reveal its purpose. 10. Paradox- don’t disagree with defiant “I don’t care” statements. If he says “go ahead, put my name on the board!”, take him at his word and respond with care and concern for the group. 11. If... then choices “if this doesn’t improve, you will have to stay in during recess and work. It’s your choice.” 12. Rewarding classroom- with fun, ownership, direction, goal and encouragement, make yourself and your classroom activities highly attractive so exclusion is something he wants to avoid. 13. Broken record- repeat the instruction over and over without responding to the child’s excuses or argument. Gambit 1 Annoy/Disrupt General Principles: Act, instead of reacting to the student’s attempts to keep you off balance. Preventive: use encouragers, goal reminders rules and consequences Corrective: a possible sequence could be included: 1. Proximity: walk close to the student and stand behind him, at his side, or stop to make eye contact. 2. Structure visual goals to teach independent work- write his daily work in stages of a rocket, or whatever appeals to him. He could colour each stage in as he completes it. 3. Insist- if he refuses to try, insist once or twice that he does the task, and just give him a sense of completion and success. 4. Shaping- catch even the slightest indication of taking responsibility. Reward and shape it. 5. Praise- thank him for any effort “that’s an excellent piece of work. I’m glad you finished everything today” 6. Grandma’s rule- “when you finish your work, you can talk to your friends” Corrective: a possible sequence could include: 1. Reflective statement- “seems like the more I do, the less you do. What can we do about it?” 2. Direction and Limits- “finish this by 12 or you have to stay in.” 3. Contact parents Conclusion: These strategies and micro-behaviours form part of a larger behaviour management program. With practice, many little problems can be managed before they escalate into big problems. The key to managing student behaviour is to first guide the child’s ascendency towards mastery and competence within a supportive group that includes the adult in his life

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Wk 2 notes

Course: Promoting Positive Learning Environments (6732)

13 Documents
Students shared 13 documents in this course

University: University of Canberra

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Week Two: 23.08.2011
Chapter 1: Teacher Power
Source of teacher power
21st century the changes in Western societies are creating a new set
of challenges for us as teachers.
Disruptive behaviour-makes it hard to teach causing stress for us
Glasser spoke of power as a basic human need
Dreikurs, Grunwald, and Pepper talked about power in relation to
classroom discipline but they and other have treated power mainly
as a misguided behaviour.
Teachers don’t like to ask directly about power, but they would like
more of it in the classroom
Power doesn’t have to be negative
Power in itself, can be seen as neutral
Five specific bases of social power that teacher can use with students:
1. Coercive Power: teachers can use or threaten to use punishment
2. Reward Power: teachers can use rewards
3. Legitimate Power: teacher, because of their social position, have
authority and can expect children to comply.
4. Referent Power: teachers are linked and respected because they
care about children and create oneness and common purpose
with students.
5. Expert Power: teachers have special knowledge that is respected
and valued by students
Five bases of power can be divided into two groups:
1. Coercive, Reward, and Legitimate Power are position powers. You
wield these powers while you hold the position of teacher.
2. Referent power and expert power are personal. You wield these
powers because of your personality and skill.
Position Power
Coercive, reward and legitimate powers are important and certainly
have a place in classroom discipline.
Coercive, reward and legitimate powers bases can be deceptively
attractive because they can produce results in the short term

Students also viewed

Related documents