Thursday September 24 th John Keenan John keenannewman

Thursday September 24 th John Keenan John. keenan@newman. ac. uk

Do ABC RPI QDO Stroke Don’t YAVA Stroke

The Steer Committee

• The quality of learning, teaching and behaviour are inseparable issues, and the responsibility of all staff • Poor behaviour cannot be tolerated • There is no single solution to the problem • Respect has to be given in order to be received • The support of parents is essential https: //www. tes. com/article. aspx? storycode=6012277 "Children learn how to behave, so adults have a responsibility to teach them and help them behave properly so they become full members of society”

To make a good school I would say you need trust. Trust between a student and a teacher, between students, between teachers, and the whole school. You need fairness; teachers shouldn’t show favouritism, they should keep it inside; and students should be expected to behave in lessons and get good treatment back. Natasha, 12. I think teachers should be a little bit barmy and dance and not just sit down and drink tea and coffee. Kirsty, 10. We would only have the teachers who knew and understood what they were talking about; they would all be passionate about their subjects and help us to unleash our passions. Maisie, 14. I think we should have a ‘teach the teacher’ day. We can teach the teacher how it feels to be a kid and see how hard and fast we have to do our work and so I don’t understand why WE can set the teachers ask so many standard. questions. It seems to me Jonathan, 10. that it is the learner that should ask the questions. Give us the freedom to ask questions and do us the courtesy of helping us find answers. Joy, 14. Teachers should be under The teachers are all nice but when the 49. children are bored the teachers get cross. Sophie, 9. Amber, 5.

A good teacher. . . is kind is generous listens to you encourages you has faith in you keeps confidences likes teaching children likes teaching their subject takes time to explain things helps you when you're stuck tells you how you are doing allows you to have your say doesn't give up on you cares for your opinion makes you feel clever treats people equally stands up for you makes allowances tells the truth is forgiving. Descriptions by Year 8 pupils Hay Mc. Ber Report 2000

Walls ‘Either learners play it safe and withdraw, feeling crushed and lacking in selfconfidence as a result; or they hit out in retaliation, becoming disruptive. Either way pupils, and their learning, are damaged’. (Petty, 2004: p. 16)

• ADHD • Anxiety • Dyslexia • Autism spectrum • Low self esteem • Rebellion Willis (1977) ‘the most basic, obvious and explicit dimension of counter-school culture is entrenched, generalized and personal opposition to ‘authority’’ (p. 11, cited in Docking, 1987: 78) • Some people want to lose

Deacon Blues They got a name for all the winners. And I want a name when I lose Steely Dan What a Waste Instead I chose to play the fool in a six-piece band First night nerves every one night stand I should be sad to be so inclined What a waste! But I don’t mind. Ian Dury

Teaching is about relationships

Preparation is all

Action - consequence Consistency

Happens at the start

Model

Antecedents - behaviour - consequences

Consequences ‘in summary, in addition to consequences, the other major determinants of behaviour, i. e. What happens immediately before (stimulus conditions); the classroom situation (setting factors); what is being asked of the pupils (curriculum content, structure and delivery), and organisational factors such as the composition of the class (e. g. Mixed ability or set). Thus if pupil behaviour (B), its antecedent (A), and significant consequences (C) are assessed, an analysis of pupil behaviour can be pursued’ (Mc. Namara, 2000: 7)

Criticism – functionalist, positivist

RPI Rules, praise and ignore Masden et al (1968) Rules Few in number Simple Described positively Consistent with school policy

To ask yourself: What are the rules of your classroom? Were the pupils involved in the rules? What strategies have you to promote compliance? What strategies to redirect noncompliance? Strategies to avoid ‘criticism trap’

Critique - rules are there to be broken

The Criticism Trap Becker et al (1975) ‘Thus, while there is an immediate cessation of the behaviour, in a longer time the behaviour occurs more frequently. This analysis explains why some teachers persist in using negative control techniques when they patently ‘don’t work’’ 13) (cited in Mc. Namara, 2000:

From criticism to cooperation ‘The traditional model of classroom control incorporates the teacher as controller and the pupils as controlled. . . However, there is inherent potential for stress, tension and conflict in this model – for the possibility always exists that the submissive party. . . may choose not to be submissive. . . conflict can result. . . the cooperative learning model is based on an assumption of teachers and pupils as partners’ (Mc. Namara, 2000: 14) Chris

Transactional Theory Eric Berne Strokes = from positive words to full personal commitment. From ‘great job’ to ‘I love you’ Negative strokes are better than nothing

Rules are there to be broken.

Becker et al (1975) ‘Thus, while there is an immediate cessation of the behaviour, in a longer time the behaviour occurs more frequently. This analysis explains why some teachers persist in using negative control techniques when they patently ‘don’t work’’ (cited in Mc. Namara, 2000: 13)

From criticism to cooperation ‘The traditional model of classroom control incorporates the teacher as controller and the pupils as controlled. . . However, there is inherent potential for stress, tension and conflict in this model – for the possibility always exists that the submissive party. . . may choose not to be submissive. . . conflict can result. . . the cooperative learning model is based on an assumption of teachers and pupils as partners’ (Mc. Namara, 2000: 14)

Criticism – deliberate disruption Contradicts ABC?

Which theoretical approaches: behaviourist, cognitivist, humanist Learning from Experts: Bill Rogers https: //www. youtube. com/watch? v=PLFcaovsri. A

Bill Rogers https: //youtu. be/Q 1 b. IQ 1 Hg 00 c

https: //www. youtube. com/watch? v=PLFcaovs ri. A

Fidgeting Attention seeking Refusal to cooperate Being sworn at

Motivation

Demotivation Antz

Motivations for Religious Observance • Fear • Hope • Family • Cultural • Spiritual • Psychological • Which are emotional motivations? What are the rest?

Your motivations for being here Freudian? Find romantic love? Get out of the house?

People now work not just to stay alive but in order to be able to afford consumer goods. The goods which are advertised serve as goals and rewards for working…consumptions has taken off into an almost ethereal level so that it is the idea of purchasing as much as the act of purchasing which operates as a motivation for many in doing paid work Bocock 1995: 50 Why else would you work?

Ofsted Motivation • http: //www. telegraph. co. uk/news/3204811/Ofsted-disruptive-pupilsmotivated-by-prizes. html • http: //www. progress-schools. co. uk/2017/07/05/upward-movementof-behaviour-motivation-and-attendance-at-northampton/

Motivation Behaviourist Theory Skinner, Pavlov, Bandura

Stanley Milgram We do what we’re told An agentic state https: //youtu. be/W 147 yb. Odgp. E https: //youtu. be/y 6 Gx. Iulj. T 3 w

https: //simplypsychology. org/milgram. html

Albert Bandura To 2. 05 https: //youtu. be/Nj. Tx. Qy_U 3 ac

Is that the doll I have to hit, mummy?

Solomon Asch

https: //www. simplypsychology. org/aschconformity. html

Cognitivist Theory Piaget Constructivism Bloom’s Taxonomy of Learning No evidence anecdotal

Humanist Theory Carl Rogers Abraham Maslow

What is their motivation?

What Why is do their it? motivation?

The Diamond Choir from South Africa What Why is do their it? motivation?

What is. Why my do motivation? it?

External Motivators to Learning Frederick Herzberg • Good feelings ( Motivators ) = achievement, recognition, responsibility, advancement and learning. • Bad feelings ( Hygiene Factors ) policy and administration, supervision and working conditions. Do not motivate in themselves but failure to meet them causes dissatisfaction

External Recognise Motivators they haveto failed Learning rtzberg’s giene Factors

Motivating teaching styles Teaching Styles disciplin lead organis provid explain arbit er counsell protect or evaluat

French and Raven in 1960

Lead Motivating teaching styles 1. Coercive agentic state Glengarry

Lead Motivating teaching styles 2. Referent

Lead Motivating teaching styles 3. Expert

Lead Motivating teaching styles 4. Legitimate

Lead Motivating teaching styles 5. Reward Management

Lead Motivating teaching styles – what motivates? Coercive – motivation = Referent – motivation = Legitimate –motivation = Expert – motivation = Reward – motivation=

Recognise the motivating power of peers ‘Most children in school are at least afraid of the mockery and contempt of their peer group as they are of their teacher’ (Holt, 1990: p. 12) The Hawthorne Studies People adjust their own motivation to match those of others, - ‘a social event’.

Tap into internal motivation Internal Motivation Abraham Maslow Humanist Hierarchy of needs

Tap into internal motivation Maslow’s Triangle Apply to teaching

http: //webspace. ship. edu/cgboer/ maslow. html

Become Tap into Theory internal. Ymotivation teachers Mc. Clelland’s Theory suggests that people have three needs: • Achievement • Power • Affection personality defines – which one dominates Apply to teaching

Tap into internal motivation What motivates you? Apply to teaching

Stroke your students ‘Studies show that we as teachers do is overwhelmingly more influential than what we say…A teacher who talks to, smiles at, encourages and helps students of Asian and European origin equally, is teaching the students to respect everyone regardless of their origins. Such inadvertent teaching is sometimes called the ‘hidden curriculum’ (Petty, 2004, p. 19)

Become Theory Y teachers

Children’s quotations extracted from: Burke C. and Grosvenor I. (2003) The School I’d Like London: Routledge. Falmer Charlton, T and David, K (Eds) (1993) Assessing and Understanding Children’s Behaviour, Chapter three of Managing Misbehaviour in Schools (2 nd edition) London: Routledge Docking, J (1987) Control and discipline in schools (second edition), London: Harper and Row Mc. Namara, E (2000) Postive Pupil Management and Motivation: a Secondary teacher’s Guide. London: David Fulton Publishers http: //www. positivebehaviourmanagement. co. uk/meet_dr_ed ward_mcnamara. html