Begin by viewing this video about Classroom Power Struggles (It's short, less than two minutes): http://www.youtube.com/watch?v=oDoojnnQM1o
Next, consider the Love and Logic strategy of, Delayed or Anticipated Consequence. Read about it here: http://www.loveandlogic.com/t-Delayed-or-Anticipatory-Consequence.aspx
Handout: http://www.loveandlogic.com/documents/delayed-consequence.pdf
Write a posting comment (again with the good grammar...) about your current classroom, discussing opportunities where using this strategy might benefit your overall management plan. For example, I often used this strategy when kids would come in from recess and say, "So and so pushed me/tripped me, etc. Rather than taking up important instructional time problem solving I would tell the offender, "That makes me really sad, I'll have to think about a consequence or we'll discuss later," etc. Consider in your response how this strategy could be used effectively along with the building color-coded external management system.
I would like for you to try out this strategy with your students before you go on Christmas break. Then, write about it here as a second posting comment, reflecting on HOW you used it, how the STUDENTS responded, and whether or not it was successful.
I really believe that something needs to change with the classroom management behavioral plan. A lot of the consequences and rewards are external, and it is frustrating that students work toward external motivations rather than intrinsically. This is teaching them bad habits and it is also exhausting for a teacher to reinforce and keep up all of the extrinsic motivators. Then, when students misbehave, I just hear myself making threats and like the Love and Logic website said, threats that I don't always back up. I have been feeling lately that I have been taking a lot of it onto myself, rather than putting it back in the hands of students. It was so interesting in the YouTube video talking about the power struggle. They said that "Kids will actually hurt themselves in order to gain control." I can totally see this happening in the classroom. They are "happy" to get a card flipped, because this is a way they can gain control over the situation.
ReplyDeleteI am really struggling with trying to come up with a new way to address immediate disruptive behaviors. I can see how the enforceable statement "Oh no, I'm sorry about that, I'm going to think about a consequence and we will talk about it later" would work for bigger things. I can't say this when students are talking or being disruptive, being rude, or not paying attention. It needs to be some kind of immediate change so that they can correct their behavior and be part of the lesson.
Here are a couple things that I think could work and would be manageable enough to try out before Christmas break (8 days). First, I am doing behavior management sheets for 6 students in class. I have to fill them out four times a day, and it is all my judgements about how they have been doing academically and behaviorally. I am going to ask my MT if I can try and give the sheets to them to keep on their desk and fill out as they are reflecting on their behavior. Second, in regards to talking or focus, I think I am going to use these enforceable statements "I will continue the lesson when the room is silent," "I will continue the lesson when table ____ gets it together."
In regards to this topic of delayed consequences, I think I want to use "restitution or consequence" when a big issue arises. This means that I will give the student the choice to find a solution to make it right themselves, or I will give them a consequence at a later date." I will just hold them back at the next break and figure out the issue. In addition, if I can see that one of my students needs to chill out about something, I will tell them to go in the hall/get a drink/go to the bathroom until they can come back and be ready to learn.
I am hoping that I can begin to make this part of the daily routine and see how it goes before Christmas break!
I need to start using this delayed consequence idea! I feel like I constantly have students bringing their problems and little fights to me every minute of the day (especially after recesses) and I find myself taking up class time to deal with it. I'm going to start using "Well that's upsetting. I'll have to think about a consequence and talk to you later". I know for many of my students, the idea of me thinking up a consequence for an extended period of time is terrifying (and it would be for me if I was a student!). I'm going to start using that statement in these situations and see how it goes. I also like Sam's idea of "restitution or consequence". I learned about this idea last year in TE science with Tim Bennett. In this system, the "offender" can choose to either get a consequence (such as a "write-up"/detention) or can offer restitution by coming up with a way to make up to the other person. An example would be if one student knocked another students things off the table. That student would then have to think of how they could make up for what they did. This could be by cleaning up the classroom for a week during recess, or helping that student clean out their desk. The whole point is for students to see how their behavior affects others, and that they CAN make up for what they did with positive, kind behaviors.
ReplyDeleteI’m still having a hard time with the behavioral plan that is used at Burton. The only rewards or consequences in our classroom are external. So often the tone of a teachers voice when a student gets in trouble is very unsettling. When the teacher tries to correct or tend to the problem on the spot it leads to a large interruption in the students’ learning and it belittles the student in trouble. I really want to see this change in my classroom. When listening to the Classroom Power Struggles video, I was able to reflect on how that looks in my classroom. To often teachers let their lack of patience out on a certain student and then that student has low expectations for themselves. When talking about the color system used at Burton, I have a student that has the expectation that he will be on yellow by the end of the day. In this case, what is the point of the color system? It clearly does not reach the root of the issue, or help this boy grow to take care the problem himself.
ReplyDeleteBringing delayed consequences into my classroom would save a lot of interruptions. I really like the point that when responding in the moment, we as teachers fail to deliver empathy before we provide the consequence. I think it is important as adults to communicate all sides of the situation with the student. Also I believe too often teachers are making threats at students, and they never fulfill the consequence. Therefore, I hope to say to my students, “Since you were not able to stop talking during class, you will have to come up with something to make up for your behavior.” Also, I have a student that often makes noises in class, and it would be helpful for him to create a behavior plan where he creates a solution, or he will stay in at recess and we can create one together. This would also be helpful for the student that does not care if he goes yellow.
Before Christmas break I hope to use the statement, “Since you were not able to stop talking during class you will have to come up with a list of consequence for your behavior.” They will be able to complete this at recess. I will also try to use the statement from the Delayed Consequences worksheet, “Oh no. This is so sad. I’m going to have to do something about this! But not now… later. Try not to worry about it.”