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Mather, N., & Goldstein, S. (2001). Learning Disabilities and Challenging Behaviors: A Guide to Intervention and Classroom Management. Baltimore: Paul H. Brookes Publishing Co. pp. 96-117. Behavior & Social Skills, Classroom Management
Preventing misbehaviour from the outset can make a real difference to the successful management of classroom behaviour. This finding emerged from 2 seminal studies on classroom management by Kounin.
Kounin identified 6 key strategies that teachers can use as preventative measures:
1. The ripple effectThe ripple effect occurs when the teacher corrects misbehaviour in one student, and this positively influences the behaviour of other nearby students. The ripple effect is influenced by the clarity and firmness of the correction - and the effect is greater when the teacher clearly names the unacceptable behaviour and gives the reasons for the desist. Being firm and conveying an 'I mean it' attitude, enhances the ripple effect. 2. WithitnessWithitness (being 'with it') is an awareness of what occurring in all parts of the classroom at all times - often referred to as having the proverbial 'eyes in the back of your head'. To be effective, the students must perceive that the teacher really knows what is going on in the classroom. If students are off-task and fooling around, the teacher needs to send a clear message that communicates to the students that the teacher sees that they are not working and they need to get started. Withitness can be improved with practice, such as learning how to effectively use systematic techniques to scan the class. Keeping your 'back to the wall' as you move throughout the class helps you see the broader picture and be more aware of what is going on. Move around the room and be physically near the students, and maintain a good field of vision to see all students wherever you stand. Move around during seat work to check on student progress. The effectiveness of withitness is increased when the teacher can correctly identify the student who is the instigator of an incident. Teachers who target the wrong student for a desist or a reprimand are perceived by the students as not knowing what is really going on (that is, not 'with it'). When several incidences of misbehaviour occur at the same time, it is important that teachers deal with the most serious incident first. Timing is another aspect of withitness. Teachers should intervene early and quickly in dealing with misbehaviour. Failure to do so allows the misbehaviour to spread. 3. OverlappingOverlapping is when the teacher can attend 2 or more events within the classroom at the same time. For example, the teacher can give a student individual feedback in one area of the classroom and simultaneously offer a quick word of encouragement to students who are working at another learning centre. Or, a teacher can deal effectively with an interruption while keeping an eye on what else is happenings across the room. Kounin found that teachers who are skilled at overlapping were also more 'withit'. Students are more likely to stay on-task if they know that the teacher is aware of what they are doing and can help them when needed. 4. TransitionsThis is when the teacher maintains smoothness and momentum between and within lessons. Student behaviour is influenced by the smoothness and effectiveness of transitions between tasks in a lesson. Failure to gain the students attention, unclear and confusing directions, using lengthy explanations, dwelling too much on the details rather than focusing on key points, and allowing students to take too much time moving from one task to the next contribute to student misbehaviour. Well-established routines, a consistent signal for gaining the class attention, clear directions, preparing students to shift their attention from one task to another, and concise explanations that highlight the main points of the task help reduce student misbehaviour. Kounin found that smooth and effective transitions are one of the most important techniques in maintaining student involvement and class control. 5. Group focus/ alertingGroup focus/ alerting is when the teacher is able to keep the whole class engaged - and alert students to new learning or up-coming change. The ability to keep members of the class or group paying attention to the task is essential in maintaining an efficient classroom and reducing student misbehaviour. Effective grouping maximises active participation and keeps students engaged in learning. Accountability is a powerful force in keeping students on-task. Accountability measures can include record-keeping, both teacher and student-maintained (checklists, task cards and so on), public recognition, skill testing, and written work. When students know that they will be held accountable for their learning and behaviour and teachers know how each student is progressing, student misbehaviour decreases. Another important technique is alerting, that is focusing the attention of the group. Directing students' attention to the critical cues in the demonstration, using questions to check for students' understanding, and varying the student who is called upon to give an answer are some ways to focus the class attention. Student involvement is increased and misbehaviour is reduced when teachers hold the attention of the class. Optimal learning takes place when teachers keep pupils alert and held accountable for learning. 6. SatiationSatiation is when the teacher knows when students have had enough and notices signs of boredom. Satiation, which means being satisfied or having enough, is used by Kounin to describe students' progressive loss of interest in the task. When students experience satiation or boredom, other behaviours emerge. Students may introduce variations into the task, work mechanically on the task without giving it much thought, or try to create some excitement through fooling around with a classmate or engaging in other forms of misbehaviour. Kounin suggests reducing satiation by providing students with a feeling of progress, offering students challenges throughout the lesson, and being enthusiastic. Variety reduces satiation and alleviates boredom. Changing the level of challenges, restructuring groups, extending the task, and using different teaching styles add variety to the lesson. Additionally, further strategies to prevent classroom misbehaviour and keep the focus on learning include: planning thoroughly, using lesson starters, providing variety, establishing group cohesiveness and responsibility and concluding lessons effectively.
Misbehaviour and misunderstanding can still occur even when an effective teacher anticipates and monitors student learning and behaviour. It's vital to handle misbehaviour promptly so it can't continue and spread. Ideally, teachers handle any misbehaviour without unnecessarily disrupting the lesson - and lessons continue while the misbehaviour is handled. Direct interventionMost classroom misbehaviour can be handled unobtrusively with mild verbal and non-verbal responses. For more serious misbehaviour where mild responses are insufficient, more direct, intrusive intervention may be necessary. These interventions will involve strategies that have been discussed with school supervisors, and are within the context of school policies and procedures. More serious interventions may include:
These interventions should only be implemented when other methods have failed and must take place as outlined in school policies. Mild non-verbal and verbal interventionsThe following approaches outline a range of mild non-verbal and verbal responses. They aim to get students back on task with limited disruption and intervention. Mild non-verbal:
Verbal:
Additionally:
Remember to:
These proactive measures can be used to prevent misbehaviour happening in the first place. Give routine and direction
Offer variety and stimulation
Create good relationshipsIt's vital to establish good relationships with the students. (Marzano, Marzano, & Picketing, 2003) found that the quality of teacher-student relationships is the keystone for all other aspects of classroom management. To establish good relationships:
Be flexible
Present new learning
Address student needs
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