Student Responsibility by 4mD4ar

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									Student Responsibility



          Classroom Management
                that Works
Quote:



 “Although teachers are the
 guiding force in classroom
 management, students also have
 a role in how well-managed the
 classroom is.”
Contributing Factors

 Most important to overall
 productivity, GPA, and personal
 satisfaction:

  –   Attitude
  –   Practice of taking responsibility for one’s
      actions
Volunteers to report to group?

   Benefits: Bottom up model- students feel
    ownership

   Concern of NCLB and teach only
    Math/Reading
Research shows:

   Although parents and teachers agree this is
    important, student responsibility is rarely
    taught in the K-12 arena.

   Rather, the focus has been on the teacher
    and methods of control and discipline.
Teaching Student Responsibility

   Takes a commitment that should be
    considered thoroughly

   Brophy states: Teachers wanting to
    appropriately address this issue need to be
    willing to do the following:
Brophy’s 5 Suggestions

   1. Personal relationships beyond
    instructional purposes
   2. Spend time outside school hours dealing
    with students and families
   3. Deal with complex problems
   4. Face opposition – from colleagues and
    administrators
   5. Possibly face opposition from student and
    family
Marzano’s 3 Action Steps to
Enhance Student Responsibility

 1. Classroom Procedures
 2. Self-Monitoring and Control
     Strategies
 3. Cognitively Based Strategies
Classroom Procedures to enhance
responsibility:

 Class meetings
 Language of responsibility
 Written statement of beliefs
  (mission)
 Written self-analysis
Class Meetings

Guidelines for effective class meetings:
1.   Determine who can call a class meeting and when it should be held
     according to standards of appropriate time and place.
2.   Seat students and teachers so that they can see the faces of all
     other members.
3.   Establish the expectation that names will not be used in a class
     meeting because the purpose it to address issues, not people.
4.   Establish the ground rule that the meetings will stay on topic.
5.   Establish the ground rule that students have the right not to
     participate in meetings.
6.   Encourage or require students to use journals in conjunction with
     the class meetings.
A Language of Responsibility

   The language we use is a window to our
    thoughts.
   If students do not have a language to talk
    about responsibility, they have few tools to
    explore the concept.
   Judicious Discipline – rights, freedoms,
    equality, responsibilities
Written Statements of Beliefs

   Importance about being explicit and precise
    about our beliefs.
   E.g. Ethos documents contain assertions of
    the beliefs that underlie expected behaviors
    and are created as a class.
    –   All students and teachers have a right to be
        treated with respect.
    –   Everyone has the right to feel safe in the
        classroom.
Written Self-Analyses

   Use by students of a prescribed form to
    record their analysis of behavioral incidents.
   Helps students to articulate their perspective
    on an incident in the context of a framework
    that requires them to examine their
    responsibility.
    –   I think that I contributed to the incident when I
        ______.
    –   When I think about what happened, I wish _____.
Marzano’s 3 Action Steps

 1. Classroom Procedures
 2. Self-Monitoring and Control
  Strategies
 3. Cognitively Based Strategies
Self-Monitoring and Control
Strategies

   Not to be used with the entire class, just with
    those students for whom the general
    management techniques are not working.
   Require students to observe their own
    behavior, record it, compare it with
    predetermined criteria, and then
    acknowledge and reward their own success
    if reached.
Meeting with Student and Parents

   Establish that the student’s behavior is a
    problem for you, the class, and the student.
   Provide documented examples!!!!!
   Goal: not to punish, but to help them
    succeed.
   Provide strategies to be used in a variety of
    situations.
   Students and parents must accept.
Basic Design of Strategies

1.   Record keeping and contingent rewards
     –   Cue students to periodically monitor themselves.
     –   Form can be provided. (p. 87)
     –   Set targets.
2.   Monitoring without formal record keeping.
3.   No formal record keeping, no reward.
4.   Student autonomy.
Marzano’s 3 Action Steps

 1. Classroom Procedures
 2. Self-Monitoring and Control
  Strategies
 3. Cognitively Based Strategies
Types of Cognitively-Based
Strategies

   Social Skills Training
    –   Socially inept students
   Problem Solving
    –   More general.


These strategies generally contain the following
  steps:
Cognitively Based Strategies

1.   Know your emotions- Stop!
2.   Different ways to Respond
3.   Think about Consequences
4.   Select Action Best for You and Others
    Key: Helps them understand why and
     how they react to specific situations so
     they can better control their own
     behavior.
Reflections

   Look at reflection questions and discuss with
    a partner your ideas and how you might be
    able to implement this in your work.
Turn to someone and discuss:

   Why would it be useful to teach students
    about personal responsibility? How might it
    benefit students later in life?
   Name a specific situation where it would help
    a student for them to be responsible for
    themselves.
   What concerns do you have about using
    class time for activities such as teaching
    responsible behavior?

								
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