Teachers Power Wolfgang, 1999

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Teachers Power(Wolfgang, 1999)

• Teacher Behaviour Continuum

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Limit Setting Positive Discipline(Jones 80
of all problems involve off task and talking)

• Focus on the Little things
• Eye Contact and Proximity
• From Far to Near
• Controlled
• Graded

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Steps

• Working the Crowd
• With-It-Ness
• Terminate Instruction
• Turn, Look Name
• Walk to Edge of Desk
• Prompt
• Palms
• Camping Out Front/Behind
• Moving Out

• Eyes, Voice Moving
• Eyes in the back of your head
• Staring, Body-positioning
• Queen Victoria Not Amused
• Close the space
• Touch book
• On the Desk I am here
• Maintain direct eye-contact. Wait
• Slow and sustained

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What Do We Know?

• Effective Teacher Characteristics
• High student involvement
• Minimal disruption
• Efficient use of instructional time
• Routines, Classroom Layout,Context
• Techniques and Dimensions
• smooth transitions
• clear directions
• accountability procedures
• Withitness

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Well Managed Classroom

• Learners
• Safe positive
• Social and cognitive development
• Supports risk taking within known parameters
• Personal best
• Success-oriented
• Self-direction and independence
• Basis for life-long learning

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Well Managed Classroom

• Learners AND Teacher
• aims and objectives
• functionally efficient and effective routines
• positive experiences, attitudes and behaviours
  work and social habits
• mutual respect and consideration
• sharing of ownership and responsibility
• easily supervised

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Classroom Management Dimensions

• Teachers as Managers
• Time
• People
• Place
• Teachers as Leaders
• Planning
• Leading
• Organising
• Controlling

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Consciousness..

• Restricting
• opportunities for off-task behaviour
• Requiring
• permission
• Insisting
• on social skills and norms
• Relationships
• students
• colleagues
• system

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Research.(Adey, Oswlad, Johnson, 1991 Oswald
1995

• 1 335 teachers in SA
• 58 Primary 42 Secondary
• 42 had some difficulty with one or more classes
• BM based on reasoning and discussion

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What Is Inappropriate Behaviour?

• Most frequent low to mid level
• Off-task
• Disrupting others
• Anti-social
• Hyperactive
• Inattentive
• Conduct Disorder
• Impulsive

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Percentages of all teachers who reported
behaviours dealt with most frequently (Adey,
Oswlad, Johnson, 1991 Oswald 1995)

• Talking out of turn 52.4
• Idleness 12.8
• Hindering others 12.0
• Rowdiness 4.8
• Verbal abuse of pupils 3.6
• Infringing class rules 3.2
• Making Unnecessary noise 2.9
• Physical aggression to others 1.9
• Not punctual 1.7
• Getting out of seat 1.5
• Cheeky remarks 0.8

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Percentages of Teachers Who Reported Behaviours
Most Difficult to Deal With

• Talking out of turn 23.4
• Idleness 19.8
• Hindering others 11.1
• Verbal abuse of pupils 10.3
• Physical aggression to pupils 6.5
• Rowdiness 5.6
• Cheeky comments 4.8
• Infringing class rules 3.8
• Making unnecessary noise 3.8
• Verbal abuse to teacher 2.2
• Not punctual 2.0
• Physical destructiveness 1.4

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Sequence

• Identify (be aware)
• Consider
• Decide
• React
• Reinforce

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Graded Approach Least intrusive to Most

• Non-verbals
• Verbals
• Decisive sequence
• tactical ignoring, mental note
• simple direction, question
• take aside and provide a clear choice
• follow up

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Best Teachers (according to kids)

• Clear and explained rules and expectations
• Graded approach to BM
• Follow-up
• Indicate dissatisfaction on behalf of classmates
• Individualise rather than generalise
• Remove persistent disruptors
• Remain calm and rational