Compliancetmw Study Guide by 7L6t10

VIEWS: 4 PAGES: 9

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        Classroom Compliance
  How to turn non-compliant learners
     into children who say “yes”!




Study Guide
         QuickTime™ and a
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   Developed by Timothy M. Wagner
                2008
       University of Pittsburgh
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Lucy, an introductory case study

         In a booming voice the classroom teacher commands: “You will put your things in
your locker NOW! Don’t you know that I am the teacher and I’m in charge? You will
listen to me or you will stay inside for recess! We are not going to have another day like
yesterday. Do you remember what happened yesterday? Go and put your things in your
locker. Did you hear me? In your locker… that is where we keep our things from home,
Lucy.”
       In a quick, smart-aleck response, followed by a hissing cat sound, Lucy responds:
“No I will not put my keychain in my locker—my mommy said I didn’t have to and I don’t
care about your stupid recess anyway.”
        The argument continues until finally the teacher relents, walks away, and Lucy
wins the day’s opening battle. Having just arrived at school moments ago, Lucy, age
eight, has entered the building ready for trouble. From the earliest part of the day (before
she is even in the classroom) to the final goodbyes at 2:45, Lucy is noncompliant.
What’s worse is her classroom teacher feels unequipped to handle the situation, and often
throws his hands up in despair, unable to comprehend why a child will not listen to an
authority figure.
       Everything is a struggle, and Lucy’s teachers are lucky if she can make it through
one independent worksheet without battling, whining or crying, or interrupting the entire
class with her antics.
      To make matters worse, Lucy’s parents refer to her as “little miss drama queen”.
When the teacher contacts them they seem unwilling to assist, because they see Lucy’s
noncompliant behavior as something that just will not change.



Ideas to consider…
               Have you ever had a student like Lucy?
               What is your typical reaction to situations
               like the one described?
               What is one goal you have for yourself
               during today’s seminar?


               _______________________________
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Reflect & Connect                Questions for discussion



Think back to a particular student, or group of students, who
have not complied with requests you have made.


What strategies did you use to gain compliant behavior?


_________________________________________________

_________________________________________________

_________________________________________________



Do these instances of noncompliance seem to present themselves
at certain times of the day, with particular children, or during
certain activities (i.e. are there any patterns present)?


_________________________________________________

_________________________________________________

_________________________________________________
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Reflect & Connect                Questions for discussion

What might be an underlying motivation for children engaging in
each of these types of noncompliant behavior?


Think in terms of home environment, or other outside influences a
student might experience.


_________________________________________________

_________________________________________________

_________________________________________________




Reflect & Connect                Partner work


What are some of the by-products of non-compliant behavior
that you have noticed?


Examples could include: attendance; high stakes test results; or,
office discipline referral rates.



_________________________________________________

_________________________________________________

_________________________________________________
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Reflect & Connect               Partner work



What student behaviors do you notice immediately preceding
noncompliant behavior. These are the “A’s”, or antecedents, of
the trouble behavior.


_________________________________________________

_________________________________________________

_________________________________________________




Reflect & Connect               Video Clip



Three things that were improperly handed during this teacher’s
attempt to bring about compliance include:


1. ______________________________________________

2. ______________________________________________

3. ______________________________________________
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 Reflect & Connect                        Match ‘em up!



1.    Format                     _____Do not ask a child to do something more than two times.
                                 Make two requests and then follow through with the planned
2.    Distance                   consequence for non-compliant behavior.


3.    Eye contact                _____When a child complies with a request acknowledge that
                                 your student is doing as you asked. The child will begin to
                                 internalize and value your positive reinforcement over time.
4.    Two requests
                                 _____Be very specific when you ask a child to do something.
5.    Loudness of                Rather than requesting that a child “behave and listen”,
      request                    command the child to sit in his seat with his legs under his desk
                                 and his hands folded on top with closed lips.
6.    Time
                                 _____Do not give a command from across the classroom; speak
7.    Start requests             to the child at his or her eye level in close proximity.

8.    Nonemotional               _____Asking a child to begin reading, rather than to stop
      requests                   drawing, is more useful. “Start” requests are more valuable and
                                 effective than “stop” requests.
9.    Descriptive
      requests                   _____ Avoid allowing a child to avert his or her gaze—make eye
                                 contact while giving a command.
10.   Reinforce
      compliance                 _____Speak quietly and firmly when making a request. Yelling
                                 gives the appearance that you are out of control.

                                 _____Use wait time after you have asked a child to do
                                 something. Give the child several seconds and wait quietly for
                                 compliance.

                                 _____Always be direct. If you expect compliance do not
                                 phrase commands that give a child the option of answering “no”.

                                 _____Be matter of fact when asking a child to do something.
                                 Do not allow your emotions to enter the conversation as this can
                                 be detrimental to student compliance.


      Adapted from “Ten Variables That Affect Compliance”: Jansen, W. (1996).
      Reprimands and precision requests. Longmont, CO: Sopris West Educational
      Services.
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Reflect & Connect               Ask the experts


Brainstorm one classroom management strategy that has been
effective in bringing about compliance in your classroom. Why,
based on the research findings we have discussed today, has this
strategy been effective?



_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________



Now write a “good copy” of your idea on an index card. In a few
moments this is the version of your strategy that your colleagues
will read during our museum walk.
                                                                 8
Reflect & Connect                Eddie: A Final Case Study


In a group of no more than 4 discuss the following questions:

What were overt behaviors that Eddie exhibited that were
noncompliant?

_________________________________________________

_________________________________________________

Was there anything that Eddie did that was more covert, but
noncompliant nonetheless?

_________________________________________________

_________________________________________________


What was one ineffective strategy that Eddie’s teacher used in
order to bring about compliance?

_________________________________________________

_________________________________________________


What suggestions do you have for Eddie’s teacher? What
practices could he implement after attending a seminar such as
this?

_________________________________________________

_________________________________________________
 Page 9                                                                                                                                 9
Addendum A
                                                                                                            QuickTime™ and a
                                                                                                             decompressor
                                                                                                     are neede d to see this picture.




Weblinks:

The research page of Ohio State University Professor Dr. Gwendolyn Cartledge:
        http://education.osu.edu/gcartledge/urbaninitiative/compliance.htm

Intervention Central—Home of Jim Wright’s research on working with emotionally unstable children:
         http://www.interventioncentral.org/htmdocs/interventions/behavior/emotionunpredict.php

The Council for Exceptional Children’s Behavior Management resources:
        http://www.cec.sped.org/AM/Template.cfm?Section=Behavior_Management&Template=/Tagged
Page/TaggedPageDisplay.cfm&TPLID=36&ContentID=5537

Teacher Vision’s teacher resources for effective behavior management:
        http://www.teachervision.fen.com/classroom-discipline/resource/5806.html

Discipline Help’s online resource archive for handling over 117 problem behaviors at home and at school:
         http://www.disciplinehelp.com/


Selected Readings:
Glass, M., Houlihan, D., Fatis, M., &                          Lee, D., Belfiore, P., & Budin, S. (2008,
  Levine, H. (1993, October). Brief                              January). Riding the Wave. Teaching
  Report: Compliance in the Classroom:                           Exceptional Children, 40(3), 65-70.
  Using the Thumbs Up Procedure to
  Increase Student Compliance to                               Matheson, A., & Shriver, M. (2005).
  Teacher Requests. Behavioral                                  Training Teachers to Give Effective
  Residential Treatment, 8(4), 281-288.                         Commands: Effects on Student
                                                                Compliance and Academic Behaviors.
Golish, T., & Olson, L. (2000, Summer).                         School Psychology Review, 34(2),
  Students' Use of Power in the                                 202-219.
  Classroom: An Investigation of
  Student Power, Teacher Power, and                            Rafferty, L. (2007, December). They
  Teacher Immediacy. Communication                               Just Won't Listen to Me: A Teacher's
  Quarterly, 48(3), 293-310.                                     Guide to Positive Behavioral
                                                                 Interventions. Childhood Education,
Jansen, W. (1996). Reprimands and                                84(2), 102-104.
  precision requests. Longmont, CO:
  Sopris West Educational Services.                            Walker, H., & Sylwester, R. (1998,
                                                                July). Reducing Students' Refusal and
Kapalka, G. (2005, December).                                   Resistance. Teaching Exceptional
  Avoiding repetitions reduces ADHD                             Children, 30(6), 52.
  children's management problems in
  the classroom. Emotional &                                   Wong, H. & Wong, R. (2004). The first
  Behavioural Difficulties, 10(4), 269-                         days of school: How to be an effective
  279.                                                          teacher. Mountain View, CA: Harry
                                                                K. Wong Publications Inc.


       Note: All images in this study guide are used with the written permission of the photographers.
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