2016 leading seagulls 16 beautiful minds
The document discusses the importance of establishing behavioral standards in classrooms to create a safe and respectful learning environment. It highlights how clear guidelines can enhance student learning and addresses issues related to student misbehavior and the necessity of teacher involvement in rule development. Surveys conducted reveal that both students and teachers often lack understanding and engagement with these standards, suggesting a need for better communication and training.
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2016 leading seagulls 16 beautiful minds
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- 2. BEAUTIFUL MINDS An openmind is a good place to start 2
- 3. ELİF ÇILDIR NEŞE BALIKÇI ZEYNEL ABİDİN ALAN AYŞE NUR UYMA MUSTAFA SARITAŞ GROUP MEMBERS AGE AVERAGE: 23.2 3
- 5. INTRODUCTION – ELİFÇILDIR THE INTRODUCTION IS STARTED WITH A QUESTION TO CLASS AS “THERE SHOULD BE RULES IN THE SCHOOL? WHY?” THIS QUESTION MADE READY CLASS FOR THE TOPIC AND CREATE INTERACTION. SOME KEYWORDS ARE WRITTEN ON THE BOARD. THE CLASS GENERALLY WAS AGREE TO BE BEHAVIORAL NORMS BUT EMPHASIZED THEIR MISUSAGE. SOME CLASSMATES GAVE EXAMPLE HOW THE RULES CONSTITUTED AND USED ARBITRARILY AND SO AUTHORITATIVELY. AFTER THESE CONVERSATION AN ANSWER IS GIVEN TO THIS QUESTION IN THE PRESENTATION THERE SHOULD BE BEHAVIORAL STANDARDS BECAUSE THEY HELPS TO CREATE SAFE CLIMATE IN WHICH EVERYONE IS TREATED WITH DIGNITY AND IT IS HIGHLY RELATED TO STUDENTS’ LEARNING. FURTHERMORE STUDENTS SHOULD LEARN THEIR RIGHTS AND RESPONSIBILITIES AS A CITIZEN AND SCHOOL ENVIRONMENT IS THE BEST PLACE TO LEARN IT. BEFORE READING ABOUT THIS TOPIC WE WOULD SAY THAT SCHOOL RULES SHOULD BE BASED ON BASIC HUMAN RIGHTS BUT I DID NOT CONNECT THEM WITH RIGHTS AND RESPONSIBILITIES AS A CITIZEN BEFORE. IT DEVELOPED MY POINT OF VIEW. THEN THE QUESTION IS DISCUSSED IN THE PRESENTATION : “HOW CAN WE APPROACH BEHAVIORAL STANDARDS AS TEACHERS?” WHILE DISCUSSING IT THE PRIOR DISCUSSION IN THE BEGINNING OF THE PRESENTATION IS REFERRED AS IN ORDER TO AVOID THOSE ARBITRARY USAGE OF CLASSROOM RULES THEY SHOULD BE DEVELOPED IN ACCORDANCE WITH STUDENTS’ PERSONAL AND ACADEMIC NEEDS. SINCE DEVELOPING CLEAR, USEFUL BEHAVIOR STANDARDS AND INTERNALIZING THEM IS VERY EFFECTIVE IN TEACHING AND LEARNING PROCESS THEY SHOULD HAVE A PLACE IN LEARNING OBJECTIVES. AS HAYAL KÖKSAL ALWAYS HIGHLIGHTED IN THE COURSES EMPATHY , LISTENING AND UNDERSTANDING EACH OTHER ESSENTIAL PART OF O COMMUNITY. BEHAVIORAL STANDARDS ARE ALSO EXAMINED IN THIS PERSPECTIVE AS PROVIDING GUIDELINES THAT HELP CHILDREN TO EXAMINE THEIR BEHAVIORS, CONSIDERING ITS EFFECT OF OTHERS WHILE WE WERE PREPARING THE PRESENTATION WE DISCUSSED THE EFFECTS OF OVEREMPHASIS ON PUNISHMENT ON STUDENTS’ MORAL DEVELOPMENT AND DECIDED TO MENTION IT IN THE PRESENTATION. FINALLY STEPS NEED TO BE TAKEN FOR DEVELOPING MEANINGFUL CLASSROOM BEHAVIOR STANDARDS ARE EXAMINED. 5
- 6. LITERATURE REVIEW –ZEYNEL ABIDIN ALAN IT IS VERY CLEAR THAT VIOLENT CRIMES COMMITTED BY THE YOUTH GENERATIONS ARE INCREASING DAY BY DAY ON STREETS, IN HOUSE AND EVEN IN THE SCHOOLS. SO, MANY TEACHERS AND STUDENTS REPORTED THAT THEY WERE LESS EAGER TO GO TO SCHOOL BECAUSE OF INCREASING VIOLENCE AND DISRUPTIVE BEHAVIORS. THERE IS NO DOUBT THAT SCHOOLS INCLUDING IT'S PRINCIPALS, TEACHERS AND PARENTS OF STUDENTS SHOULD DEAL WITH IT AND BE IN A COOPERATION. IN ADDITION TO EXTREME ACTS OF VIOLENCE, SCHOOLS AND CLASSROOMS WERE FREQUENTLY DISTURBED BY LESS SEVERE FORMS OF DISRUPTIVE BEHAVIOR SUCH AS OFF-TASK, DEFIANCE, NONCOMPLIANCE, HARASSMENT, AND INTIMIDATION. FIRST STEP TO OVERCOME THIS PROBLEM WAS TAKEN IN 1993. COLVIN, KAMEENUI AND SUGAI SUGGESTED PROJECT PREPARE WHICH IS AN INSTRUCTION-BASED PROGRAM DESIGNED TO INCREASE THE POSITIVE SOCIAL BEHAVIOR OF STUDENTS. THIS PROGRAM FOR ESTABLISHING, TEACHING, AND REINFORCING SCHOOL-WIDE RULES AND STANDARDS AIMED TO TEACH STUDENTS THE RULES AND STANDARDS IN MUCH THE SAME WAY AS TEACHING FUNDAMENTAL ACADEMIC SKILLS. IN THIS PROJECT, STUDENTS LEARN THEIR CONSTITUTIONAL RIGHTS CONSIST OF THREE FOUNDATIONAL PRINCIPLES. FREEDOM: STUDENTS ARE ABLE TO BE THEMSELVES AND HAVE THE RIGHT TO EXPRESS THEMSELVES THROUGH THEIR BEHAVIOR AND OPINIONS. JUSTICE: STUDENTS HAVE A RIGHT TO SCHOOL RULES AND CONSEQUENCES THAT ARE FAIR TO EVERYONE. QUESTION TO THE CLASS: WHAT DOES IT MEAN EQUALITY IN EDUCATION? EQUALITY: IT MEANS MEETING THE INDIVIDUAL NEEDS OF EVERY STUDENT IN ORDER TO GIVE EACH A CHANCE TO SUCCEED IN SCHOOL. THEN STUDENTS LEARN THEIR RESPONSIBILITIES TREAT ALL PERSONAL OR PUBLIC PROPERTY WITH RESPECT TAKE RESPONSIBILITY FOR LEARNING: TEACHERS HAVE THE RIGHTS TO SELECT INSTRUCTIONAL MATERIALS, ASSESS STUDENT LEARNING, ASK THAT STUDENTS BE ON TIME. ACT IN A SAFE AND HEALTHY WAY: CLEAR AND PUBLISHED GUIDELINES ABOUT THE PHYSICAL HEALTH AND SAFETY AT SCHOOL ARE ESSENTIAL TO ENSURE A SAFE AND SECURE LEARNING ENVIRONMENT. RESPECT THE RIGHTS AND NEEDS OF OTHERS: THEY ALLOW INPUT FROM STUDENTS ABOUT THEIR NEEDS AND DESIRES AND FROM EDUCATORS ABOUT THEIR EDUCATIONAL METHODS AND STRATEGIES. ALL THE RESPONSIBILITIES AND FOUNDATIONAL PRINCIPLES SHOULD BE WITHIN THE FRAMEWORK OF RIGHT TIME, RIGHT PLACE AND APPROPRIATE MANNER. ESTABLISHING, TEACHING, AND REINFORCING RULES AND STANDARDS NOT ONLY DECREASED FORMAL OFFICE DISCIPLINARY REFERRALS, IT ALSO INCREASED POSITIVE STUDENT-STUDENT AND STUDENT-ADULT SOCIAL EXCHANGES AND THE ACADEMIC PERFORMANCE, SCHOOL SURVIVAL SKILLS, AND SOCIAL ADJUSTMENT OF A GROUP OF STUDENTS WHO EXHIBITED HIGH RATES OF DISRUPTIVE BEHAVIOR. BASED ON THE WORK OF PATTERSON (1982), NELSON (1996) HYPOTHESIZED THAT SOME RESPONSES TO DISRUPTIVE BEHAVIOR USED BY TEACHERS (E.G., TURNING OF CARDS, CHECKS AFTER NAMES, REPEATED WARNINGS AND REPRIMANDS) MIGHT ACTUALLY PROMOTE AND ACCELERATE DISRUPTIVE BEHAVIOR. 6
- 7. SURVEY ON BEHAVIORSTANDARD – NEŞE BALIKÇI – AYŞENUR UYMA THE SURVEY AIMS TO EXAMINE WHY SOME STUDENTS HAVE DIFFICULTY IN OBEY THE CLASS RULES. THE 50 STUDENTS AND 25 TEACHERS PARTICIPATED IN SURVEY ON BEHAVIOR STANDARDS. THE LIMITATIONS OF THE SURVEY ARE THE NUMBER OF STUDENTS THAT WE REACH, THE NUMBER OF TEACHERS THAT WE REACH, AND THE LACK OF SAMPLE DIVERSITY. THE SURVEY QUESTIONS FOR STUDENTS ARE ABOUT STUDENT BEHAVIOR IS MANAGED TO ENABLE LEARNING, STUDENTS IN THE CLASSROOM FEEL CARED FOR, STUDENTS RECEIVE SUPPORT AND SCAFFOLDING, AND STUDENTS EXPERIENCE A CHALLENGING WORK ENVIRONMENT. THE DATUM OBTAINED FROM THE SURVEY REFLECT THAT STUDENTS ARE NOT INVOLVED IN THE PROCESS OF DEVELOPING CLASSROOM STANDARDS, NOT AWARE OF WHY CLASSROOM RULES AND PROCEDURES ARE NECESSARY, AND DO NOT KNOW THEIR RIGHTS AND ANOTHER'S. ADDITIVELY, THE PUNISHMENT IS EFFECTIVE METHOD FOR THEIR PEERS MISBEHAVING IN THEIR OPINION. THE BEHAVIOR STANDARDS TEACHERS SURVEY IS TO EXAMINE THE INFLUENCES OF TEACHERS ATTITUDES ON DEVELOPING AND IMPLEMENTING THE CLASSROOM RULES AND PROCEDURES. IN COMPLIANCE WITH THE ASSUMPTION, THE RESULTS OF THE SURVEY REFLECT TEACHERS' IGNORANCE OF THE ISSUE AND MISMANAGE THE PROCESS. ALMOST ALL PARTICIPANT TEACHERS FIND UNNECESSARY THAT THE RULES AND PROCEDURES ARE TAUGHT STUDENTS AND STUDENTS' PARTICIPATION IN DEVELOPING STANDARD PROCESS. ALSO THEY FIND THE PUNISHMENT EFFECTIVE METHOD FOR STUDENTS TO OBEY THE STANDARDS. ALTHOUGH THE RESULTS OF SURVEY ARE VALUABLE FOR MANY ASPECTS, IT IS HARD TO REPRESENT TO THE AUDIENCE. THE REASON IS THE LANGUAGE OF THE SURVEY QUESTIONS THAT IS USED NEGATIVE LANGUAGE. IT MAKES HARDER TO UNDERSTAND AND EXPLAIN THE RESULTS. CONSEQUENTLY, THE LANGUAGE OF THE STATEMENT IS FIXED BY TAKING INTO CONSIDERATION THE DEFICIENCY. 7
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- 9. GANTT CARD 9 TASKS 22.10.1525.10.15 27.10.15 30.10.15 1.11.1 5 2.11.15 3.11.15 PLAN Topic Selection Determination of the targets Literature reviews Identifying targets COLLECT Survey data Interview data ANALYZE Causes of problem Survey data Interview data Self assessment SHARE PPT presentation EXPECTEDOBSERVED
- 10. WHY SHOULD WEESTABLISH BEHAVIORAL STANDARDS? There are 2 primary reasons educators must establish and monitor behavioral standards: 10
- 11. WHY SHOULD WEESTABLISH BEHAVIORAL STANDARDS? 1. Student learning is dramatically related to the creation of safe climate in which everyone is treated with dignity 2. Students benefit from learning about their rights as citizen and seeing their right and their dignity are upheld and fostered in the school environment 11
- 12. WHY SHOULD WEESTABLISH BEHAVIORAL STANDARDS Clarity Continuity Safety Security 12
- 13. WHY SHOULD WEESTABLISH BEHAVIORAL STANDARDS Without these factors: students are not free to be spontaneous take risks, learn from their mistakes become actively involved in learning process. 13
- 14. WHY SHOULD WEESTABLISH BEHAVIORAL STANDARDS? Robert Sylwerster (2000): suggests that we should see classroom being an independent organism that requires students be provided with initial structure and support and then to gradually become more independent and autonomous 14
- 15. HOW CAN WEAPPROACH BEHAVIORAL STANDARDS? Should be developed in conjunction with learning objectives meet students’ personal and academic needs. 15
- 16. HOW CAN WEAPPROACH BEHAVIORAL STANDARDS? It is needed to be approached in a manner similar to academic skills. effective teachers do more than post rules or present procedures. Teachers work with students to ensure that they understand and can demonstrate rules and procedures. 16
- 17. HOW CAN WEAPPROACH BEHAVIORAL STANDARDS? Reseacrh clearly indicates that (Emmer, Evertson &Anderson, 1980) effective classroom managers at both elementary and junior high school level spend time teaching students classroom rules and procedures. 17
- 18. HOW CAN WEAPPROACH BEHAVIORAL STANDARDS? Rules: written rules which are either posted in the classroom or given a copy to students or copied by student into their notebooks Procedures: as “expectations for behavior. They usually apply to a specific activity and they usually are directed at accomplishing, rather than forbidding the behavior. 18
- 19. HOW CAN WEAPPROACH BEHAVIORAL STANDARDS? Behavioral standars provide guidelines that help children examine their behaviors, considering its effect of others. (emphaty) 19
- 20. Overemphasis onpunishment often obscures the issue of motivation and attitude and limits the child’s attention to the immediate negative consequences of behavior. This pressure tends to limit thoughtful consideration. In real sense : punishment orientation does not help children develop a higher, more socially valuable level of morality. 20
- 21. THERE ARE FOURSTEPS FOR DEVELOPING GENERAL BEHAVIOR STANDARS 1. Discussing the value of Rules 2. Developing a list 3. Getting a commitment 4. Monitoring and Reviewing Classroom Rules 21
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- 23. PROBLEM: WHY DO STUDENTSMISBEHAVE IN THE CLASSROOM ??? 23
- 24. Parents Teacher Student Learning Environment Wrongparenting style Lack of Self-Control Misdirection of forming classroom behavior standards Unfair application of rules Lack of training Inconsistency btw learning goals and rules Conflicted rules btw classroom settings and school Poor classroom direction skills Ignoring Characteristics Special Conditions 24 Why do students misbehave ?
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- 28. 28 Violent crimescommitted by youth have significantly increased . Many students and teachers reported that they were less eager to go to school because of violent and disruptive behavior. In addition to extreme acts of violence, schools and classrooms were frequently disturbed by less severe forms of disruptive behavior such as off-task, defiance, noncompliance,harassment, and intimidation (Elam, Rose, & Gallup, 1994;Lowry, Sleet, Duncan, Powell, & Kolbe,1995; Sautter, 1995).
- 29. 29 PROJECT PREPARE Proactive,Responsive, Empirical, and Proactive Alternatives in Regular Education An instruction-based program designed to increase the positive social behavior of students. This program for establishing, teaching, and reinforcing schoolwide rules and standards aimed to teach students the rules and standards in much the same way as teaching fundamental academic skills. Colvin, Kameenui, and Sugai (1993)
- 30. Students learn theirconstitutional rights consist of three foundational principles. Freedom : Students are able to be themselves and have the right to express themselves through their behavior and opinions. Justice : Students have a right to school rules and consequences that are fair to everyone. Equality : It means meeting the individual needs of every student in order to give each a chance to succeed in school. Gathercoal, Forrest, Judicious Discipline, 6th Edition, Caddo Gap Press, San Francisco, CA, 2001 30
- 31. RESPONSIBILITIES Treat AllProperty with Respect: Student usually have no problems with rules and decisions that deal with personal or public property. Take Responsibility for Learning: based on professional knowledge and experience and are designed to help students learn. Act in a Safe and Healthy Way: Clear and published guidelines about the physical health and safety at school are essential to ensure a safe and secure learning environment. Respect the Rights and Needs of Others : They allow input from students about their needs and desires from educators about their educational methods and strategies 31
- 32. Gathercoal, Forrest, JudiciousDiscipline, 6th Edition, Caddo Gap Press, San Francisco, CA, 2001 32
- 33. Establishing, teaching,and reinforcing rules and standarts not only decreased formal office disciplinary referrals, it also increased positive student-student and student-adult social exchanges and the academic performance, school survival skills, and social adjustment of a group of students who exhibited high rates of disruptive behavior. Based on the work of Patterson (1982), Nelson (1996) hypothesized that some responses to disruptive behavior used by teachers (e.g., turning of cards, checks after names, repeated warnings and reprimands) might actually promote and accelerate disruptive behavior. Gathercoal, Forrest, Judicious Discipline, 6th Edition, Caddo Gap Press, San Francisco, CA, 2001 33
- 34. Survey On BehavıorStandard The number of students: 50 The number of teachers: 25 Let have a look at the survey! 34
- 35. WHY DO SOMESTUDENTS HAVE DIFFICULTY IN OBEY THE CLASS RULES? 35
- 36. 1.THEY DO NOTLIKE THE TEACHER. Definitely don’t agree 34% Do not agree 17% Do not know 21% Sometimes agree 21% Definitely agree 7% 36
- 37. 2. THE TEACHERSGENERALLY FOCUS ON THEIR NEGATIVE ATTITUDE. Definitely don’t agree 36% Do not agree 32% Do not know 18% Sometimes agree 7% Definitely agree 7% 37
- 38. 3. THE TEACHERCAN NOT CONTROL THEM. Definitely don’t agree 36% Do not agree 30% Do not know 17% Sometimes agree 10% Definitely agree 7% 38
- 39. 4. THE TEACHERDOES NOT LISTEN TO THEIR SIDE OF THE STORY. Definitely don’t agree 50% Do not agree 17% Do not know 17% Sometimes agree 10% Definitely agree 6% 39
- 40. 5. THEY DONOT HAVE INFORMATION ABOUT THEIR RESPONSIBILITY. Definitely don’t agree 34% Do not agree 17% Do not know 14% Sometimes agree 28% Definitely agree 7% 40
- 41. 6. THEY DONOT HAVE INFORMATION ABOUT THE RIGHTS OF OTHERS. Definitely don’t agree 31% Do not agree 16% Do not know 28% Sometimes agree 19% Definitely agree 6% 41
- 42. 7. THEY ARENOT INVOLVED IN THE PROCESS OF CONSTRUCTION OF RULES. Definitely don’t agree 32% Do not agree 18% Do not know 29% Sometimes agree 14% Definitely agree 7% 42
- 43. 8. THEY DONOT LIKE THE WORK IN SCHOOL. Definitely don’t agree 40% Do not agree 23% Do not know 20% Sometimes agree 10% Definitely agree 7% 43
- 44. 9. THEY FINDTHE SCHOOL WORK CHALLENGING. Definitely don’t agree 33% Do not agree 19% Do not know 15% Sometimes agree 26% Definitely agree 7% 44
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- 50. 1. ARE THERULES LISTED IN THE FORM OF POSITIVE STATEMENTS? 29% 71% 0% YES SOMETIMES NO 50
- 51. 2. CAN EVERYSTUDENT LIST THESE RULES FROM MEMORY? 12% 63% 25% YES SOMETIMES NO 51
- 52. 3. ARE THERULES CLEARLY DISPLAYED IN YOUR ROOM? 12% 63% 25% YES SOMETIMES NO 52
- 53. 4. ARE STUDENTSINOLVED IN DEVELOPING THE RULES? 40% 40% 20% YES SOMETIMES NO 53
- 54. 5. DOES EACHSTUDENT MAKE A CLEAR COMMITMENT TO FOLLOW THESE RULES? 29% 50% 21% YES SOMETIMES NO 54
- 55. 6. DO YOUDISCUSS THESE RULES FREQUENTLY WHEN THEY ARE FIRST DEVELOPED? 37% 36% 27% YES SOMETIMES NO 55
- 56. 7. DO YOUREVIEW THE RULES EVERY THREE WEEKS? 25% 25% 50% YES SOMETIMES NO 56
- 57. 8. DO STUDENTSCLEARLY UNDERSTAND YOUR APPROACH TO HANDLING RULE VIOLATIONS? 37% 50% 13% YES SOMETIMES NO 57
- 58. 9. DO YOUTEACH STUDENTS THE IMPORTANT PROCEDURES RELATED TO CLASSROOM ACTIVITIES? 91% 9% 0% YES SOMETIMES NO 58
- 59. 10. DO YOUTEACH STUDENTS THE MAJOR PROCEDURES RELATED TO BEHAVIORS OUTSIDE THE CLASSROOM? 28% 43% 29% YES SOMETIMES NO 59
- 60. 11. WHEN STUDENTSFAIL TO FOLLOW A PROCEDURE, DO YOU IMMEDIATELY RETEACH THE PROCEDURE? 50% 37% 13% YES SOMETIMES NO 60
- 61. 12. DOES EVERYPARENT KNOW THE CLASSROOM RULES THAT APPLY IN YOUR CLASS? 44% 6% 50% YES SOMETIMES NO 61
- 62. 13. DOES EVERYPARENT KNOW YOUR METHODS OF HANDLING DISCIPLINE PROBLEMS? 12% 25% 63% YES SOMETIMES NO 62
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- 67. SUGGESTIONS: 1)Develop behavior standardsand communicate with students by using them. 2)Evaluate how behavior standards are perceived by students. 3)Evaluate the effectiveness of behavior standards. 4)Effective consultation and guidance system should be available in the school. 5)Do not use punishment too much when you notice a violation of rules. 6)Try to use positive language. 7)Play games to teach classroom rules to students. 67
- 68. LIMITATIONS: ● The numberof students that we reach ● The number of teachers that we reach ● The diversity of our sample questions 68
- 69. 69 REFERENCES : • Gathercoal,Forrest, Judicious Discipline, 6th Edition, Caddo Gap Press, San Francisco, CA, 2001 • Colvin, G., Kameenui, E., & Sugai, G. (1993). Reconceptualizing behavior management and schoolwide discipline in general education. Education and Treatment of Children, 16, 361-381. • Nelson, J. R. (1996). Designing schools to meet the needs of students who exhibit disruptive behavior. Journal of Emotional and Behavioral Disorders, 4(3), 147-161. • Elam, Rose, & Gallup, 1994;Lowry, Sleet, Duncan, Powell, & Kolbe,1995; Sautter, 1995 • Köksal, İmece Halkaları Eğitimi
- 70. 70 THANK YOU FORYOUR ATTENTION.
- 71. 71 SPECIAL THANKS TODR. HAYAL KÖKSAL