Presentation Overview

Opening Words
Scenario Role Play
Scenario Analysis
- Student Behaviour
- Environment & Stimuli
- Teacher Behaviour
School Policy Review
Alternate Scenario 1
- Alternate Scenario 1 Analysis
Alternate Scenario 2
- Alternate Scenario 2 Analysis
Alternate Scenario 3
- Alternate Scenario 3 Analysis
Personal Philosophies
Summary
Reference List

By: Anthony Lucre, Eren Kaso & Kyle Moss

 Initial Analysis – Student Behaviour

Applied Behaviour Analysis (ABC)

Antecedent  Playing Games

- Disengaged  External Stimuli & Glasser’s Unmet Needs

Behaviour  Indifference towards teacher direction

- Perhaps it is more complex than Glasser’s Unmet Needs
- Dreikurs’ Mistaken Goals  Is the student seeking Attention,
Power, Revenge or Recognition.
- Democratic Discipline  How can students needs be satisfied in a
legitimate manner?

Consequence  Escalation and Confrontation

- Control vs Care (Bowen & Flinders)
Initial Analysis – Environment & external Stimuli

- Disengagement from content being taught

 Lack of interest in activity
 Lack of understanding of content
 Completion of activity in advance

- External factors
 Bullying
 Family issues
 Health reasons

- Unmet needs
Fun (Glasser)
 Initial Analysis – Teacher Behaviour
The teacher shows a lack of care
towards the student (Bowen & Flinders)
• Fails to seek clarification
• Gives commands and fails to
negotiate
• Moves to punishment when
commands fail

The teacher attempts to Rather than defusing the

motivate the student and
modify the student behaviour
through fear (Ryan & Deci, 2000)
• Teacher is standing over the
student and looking down
• Teacher invades the
student’s personal space
• Teacher raises their voice to
the student
situation the teacher becomes the
source of escalation (Colvin 2010)
• Challenges student behaviour
in a way such that neither the
student or teacher is willing to
back down
 School Policy Comparison
Macarthur Anglican School Fairfield Public High school
 IPad enabled school
 Expectation that tablets will
be used in class only at
instruction of teacher
 Inappropriate use treated as
any other offence
 Makes use of a graduated
system of punishments and
rewards,
 Stepped hierarchy of
consequences
 Stepped hierarchy of rewards
 Policy relates specifically to
mobile phones (no mention of
tablets, laptops etc)
 Policy prohibits use of electronic
devices,
 Consequences are left to the
discretion of individual teacher
 No mention of legitimate use of
electronic devices in modern
pedagogy
 School policy appears to be
outdated and needs to be
revised
 Analysis of Alternative Scenario 1
Original Scenario: Alternative Scenario:

- Teacher displays a lack of care Teacher shows care for the student by:
for the student - Seeking clarification as to why
the student is not working
- Seeks to assist the student

- Attempts to motivate Attempts to foster intrinsic motivation

extrinsically through fear - By countering students low self
efficacy
- By first modelling the activity
and then by giving support to the
- Becomes the source of student
escalation Defuses potential situation by addressing
student in a non threatening way.
 Analysis of Alternative Scenario 2
- Non-confrontational reminders
 Micro-techniques (such as broken record) minimise
escalation

- Indirect approach to scenario

 Proximity

- Impersonal and general

 Becoming more serious

- Maintaining control of situation

 Student is slowly and progressively encouraged to
undertake task
 Analysis of Alternative Scenario 3

- Present Options: Student has choice

- Give ownership to the student: Transfer accountability

- Control & Care: Non-confrontational, exercise emotional

control, be professional

- Use of consequences: Conditional Punishers

- Certainty versus severity: Student makes an informed decision

 Personal Philosophy – Anthony Lucre
Students have needs which must be met
• Glasser: Survival, Love & Belonging, Power, Freedom, Fun
• Charles: Security, Association, Belonging, Dignity, Hope, Power, Enjoyment, Competence

When students needs are not met the student

• May become worried or anxious
• May feel isolated
In this situation student may instead of focusing on academic achievement
pursue social acceptance through disruptive behaviour

By creating a safe, non threatening learning environment student

achievement is maximised and disruptive behaviour is reduced. This involves
• The teachers attitude (friendly, approachable, helpful and supportive)
• The learning environment needs to be consistent
• The social environment of the classroom
 Personal Philosophy - Eren Kaso

William Glasser’s choice theory &

Assertive discipline
- Change students’ behaviour progressively
- Teacher students acceptable behaviour

Angle of approach
- Manage using various strategies
 Personal Philosophy – Kyle Moss
Key Theorists that have influenced my views over this unit include:

Bill Rogers – Three Fundamental Rights

1) Right to feel safe
2) Right to learn
3) Right to be treated with respect

Rudolph Dreikurs’ Mistaken Goals and Democratic Discipline

- Student motivating factors behind undesirable behaviour
- Legitimate ways to satisfy student needs for attention, power, revenge or
recognition.
- Whole class approach to develop and enforce rules
- Model expected behaviour

Through the appropriate use of Control and Care students will feel that they
are valuable contributors to the classroom and can be taught in an
environment without need for penalties or rewards.
 Summary
Factors that alternative measures address:

• Compassion

• Micro-techniques

• Rational decision making

 References
Atherton J S (2013). Learning and Teaching; Piaget's developmental theory [On-line: UK] retrieved 11 March 2014 from
http://www.learningandteaching.info/learning/piaget.htm

De Jong, T. (2005). A framework of principles and best practice for managing student behaviour in the Australian education
context. School Psychology International, 26(3), 353–370.

Edwards, C.H. and Watts, V. (2004) Classroom Discipline and Management. An Australasian Perspective. Queensland: John
Wiley and Sons Australia, Ltd

McDonald, T. (2010). Developing safe and accountable classrooms. In Classroom management: Engaging students in learning
(pp. 144-180). South Melbourne, Australia: Oxford University Press

Lewis, R. R. (2008). The Developmental Management Approach to Classroom Behaviour: Responding to Individual Needs.
Camberwell, Vic: ACER Press

William Glasser & Pauline B.Gough. (1987). The Key to Improving Schools: An Interview with William Glasser. Phi Delta
Kappa International, 656-662.

Ryan, R. M. & Deci, E. L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New
Directions, Contemporary Educational Psychology, 25, pp. 54-67

Geoff Colvin (2010) Defusing Anger and Aggression: Safe Strategies for Secondary School Educators