Positive Support Approach To Behavior Management In The Classroom

Positive Support Approach To Behavior Management In The Classroom

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  Positive support approachto behavior management in the classroom How does this get managed? kyle a brophy, MS Ed
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  A not sosilly point about credentials MS in education, in Interdisciplinary Studies in Human Development University of Pennsylvania Graduate School of Education BS in Human Development & Family Studies Penn State Juvenile detention facility (108-bed) Facility supervisor Staff trainer, certified Behavior management Crisis management Quality control TSS in Philly classrooms Elementary school ISS Residential counselor in special education school
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  Perception of supportHow do the students perceive you? Why are the students perceiving you this way?
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  Student-teacher interactions Surveyby Casteel (1997) [as cited in Furguson (2003)] 70% of African American students sought to please teacher with schoolwork 30% of Euro American students sought to please the teacher, most sought to please the parent Teacher mediates the relationship (as the adult or authority) Predicated on the teacher’s preconceived notions and expectations Indirect influence on student achievement Greater impact on African American students
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  Student-teacher interactions Ifteacher had equally negative expectation for African American and Euro American … Then worse outcome for African American If teacher had negative expectation for African American, but neutral or positive expectation for Euro American … Then even worse outcome for African American
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  Northern California Study(Noguera, 2003) “ My Teachers Support Me and Care About My Success in Their Class” (In Percentages) (N = 537) Black Asian White Male Female Male Female Male Female Strongly agree 8 12 24 36 33 44 Agree 12 16 42 33 21 27 Disagree 38 45 6 15 18 11 Strongly disagree 42 27 8 16 28 18 Total agree 24% 67.5% 62.5%
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  MetLife Annual Surveyon Teaching (Metlife, 2000, p. 184)* N = 3,961 39% minimally or don’t trust the teacher, but … 47% of minority students don’t trust the teacher 53% of poor students don’t trust the teacher *[as cited by Noguera (2003, p. 449)]
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  Interesting addendum Limitedresearch in how teachers interact with African American versus Euro American students (mostly in 70’s & 80’s)
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  From a hermeneuticsframework * What is your perception of your students? Where did this come from? Realistic or stereotype Why does it persist? Question: How would this affect our interactions with our students? Prior to self-reflection? After self-reflection? [see also Ferguson (2003) for info on detrimental results of teachers’ perceptions and expectations] * (Nakkula & Ravitch, 1998)
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  Make me pickup a pencil Who can we effectively change? What can we effectively change? How do we change it? Knowledge / information Skills development Values – understanding what we stand to gain
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  Maladaptive behaviors Question:What are some examples of what we see in the classroom?
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  Maladaptive behavior asResponse to “ecological stimuli” multiple levels of interaction: Student-teacher Immediate Perception Student-curriculum Current difficulty History of deficit Student-social status Expectation of classroom peer response Student-school environment Historical context Student-administration Student –expected result of the education experience The meaning of the end result? Student-family’s belief about education Historical context Student-friends’ belief about education Perpetual support of the idea Student-society’s belief and expectation
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  Maladaptive behaviors Lookat them as a form of communication Question: How do you think we can we address them?
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  Positive behavior supportDo not reinforce negative behavior Do not comment Do not say “I’m not going to comment on that.” Do not respond with non-verbal, postural, facial expression, etc. changes Including “microexpressions” Ensure environment remains safe “ It’s going to get worse before it get’s better.”
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  Positive behavior supportPresume intellect Presume interest in self-improvement They have their own personal barriers to confront Childhood and adolescence are epochs in the life course development Constructing self-regulation of behavior Temperament & Intellect Ecological influences Constructing an increasing framework for independence Mistakes are a necessary part of learning See them as opportunities to support them, not to push them away
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  Learning deficient (ld)Ineffectively called “learning disabled” Medical (psychiatric) Psychometric (IQ, dyslexia, etc.) Temperament Individual differences in genetically and epigenetically based predispositions Response / Reactivity Engagement / Regulation
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  Temperament: Four MajorApproaches & Their Dimensions * * (Teglasi et al., 2004, p.10)
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  Temperament effect onLD Effortful regulation, temperament & executive functions Limited human capacity for effortful self-regulation Basic temperament processes require effort, e.g., Moderating intense emotions, increased distractibility, modulating level of activity, attention span, task persistence Reduction of capacity for executive functions (cognitive competencies) and social and intra-personal competencies Flatter learning development trajectory
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  Temperament and ldHelping the student build appropriate skills to overcome temperament deficits Effort attributions training (in self-talk) “ I’m going to try this, even if it’s hard.” “ There must be a way.” “ I’ll take it one part at a time.”
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  What have welearned? We can control ourselves and the environment, but not any other person in the environment We need to understand how we think about the students Maladaptive behavior are reactive forms of communication, not attacks Students seek self-improvement in the world that they see, not the world we see We help through positive support
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  Questions ???
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  References: Casteel, C.(1997). Attitudes of African American and Caucasian Eighth Grade Students About Praises, Rewards, and Punishments. Elementary School Guidance and Counseling, 31 (April), 262-272. Ferguson, R.F. (2003). Teachers’ Perceptions and Expectations and the Black-White Test Score Gap. Urban Education, 38 (4), 460-507. Metlife (2000). The Metlife Survey of the American Teacher, 2000: Are We Preparing Students for the 21 st Century? New York: Author. Nakkula, M.J. & Ravitch, S.M. (1998). Matters of Interpretation. San Francisco: Jossey-Bass Publishers. Noguera, P. (2003). The Trouble with Black Boys: The Role and Influence of Environmental and Cultural Factors on the Academic Performance of African American Males. Urban Education, 38 (4), 431-459. Teglasi, H., Cohn, A. & Meshbesher, N. (2004). Temperament and Learning Disability. Learning Disability Quarterly, 27 (1), 9-20.
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  Interesting, additional readings:Goddard, R.D. & Goddard, Y.L. (2001). A Multilevel Analysis of the Relationship Between Teacher and Collective Efficacy in Urban Schools. Teaching and Teacher Education, 17 , 807-818. *Greenwalt, K.A. (2008). Through the Camera’s Eye: A Phenomenological Analysis of Teacher Subjectivity. Teaching and Teacher Education, 24 , 387-399. *Knoblauch, D. & Hoy, A.W. (2008). “Maybe I Can Teach Those Kids.” The Influence of Contextual Factors on Student Teachers’ Efficacy Beliefs. Teaching and Teacher Education, 24 , 166-179. Mazzei, L.A. (2008). Silence Speaks: Whiteness Revealed in the Absence of Voice. Teaching and Teacher Education, 24 , 1125-1136. Milner, H.R., IV (2008). Disrupting Deficit Notions of Difference: Counter-narratives of Teachers and Community in Urban Education. Teaching and Teacher Education, 24 , 1573-1598. Moore, G.T. & Lackney, J.A. (1993). School Design: Crisis, Educational Performance and Design Applications. Children’s Environments 10 (2), 1-22. * Indicates student teaching as the subject
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  (more) Interesting, additionalreadings: Orr, M.T., Byrne-Jimenez, M., McFarlane, P. & Brown, B. (2005). Leading Out from Low-Performing Schools: The Urban Principal Experience. Leadership and Policy in Schools, 4 (1), 23-54. Schneider, M. (2002, November). Do School Facilities Affect Academic Outcomes? Washington D.C.: National Clearinghouse for Educational Facilities. Retrieved November 2008 from www.edfacilities.org. Smith, E. (2008). Raising Standards in American Schools? Problems with Improving Teacher Quality. Teaching and Teacher Education, 24 , 610-622. Talbert-Johnson, C. (2004). Structural Inequalities and the Achievement Gap in Urban Schools. Education and Urban Society, 37 (1), 22-36. Uhlenberg, J. & Brown, K.M. (2002). Racial Gap in Teachers’ Perceptions of the Achievement Gap. Education and Urban Society, 34 (4), 493-530. Zyngier, D. (2008). (Re)conceptualising Student Engagement: Doing Education Not Doing Time. Teaching and Teacher Education, 24 , 1765-1776.