WEEK+2+Student+Responsibilty+and+Classroom+Management

WEEK 2: STUDENT RESPONISBILITY AND CLASSROOM MANAGEMENT  Today’s focus was on classroom responsibility and management. There is overall two types of responsibility which can be encouraged by students: Personal and Communal Responsibility. Children take on personal responsibility when they do the right thing whereas communal responsibility is achieved when they encourage others to do the right thing.

The other aspect of today was the influence power can have on the management of a classroom and the different powers that can be exercised by teachers when dealing with diverse situations and students. It is thought that students can be categorised into 4 groups depending on the role and behaviour in the classroom. When reading Lewis (2006) “Classroom Discipline in Australia” I found the comment “Without adequate responses to students’ inappropriate behaviour, teachers will be unable to present even their best-planned lessons” very important.

When influencing control on students, teachers can ensure the right type of power suitable for the student’s individual requirements for instance when working with C children Referent power can be used to develop the child’s trust and respect for the teacher. In the article the most common strategy used by teachers was reasoning with the student, in and out of class and having class discussions. I also agree with these strategy although there may be times when other strategies/powers are required the strategy of reasoning opens up different choices for the student. The article included students most desired punishments which included the teacher taking responsibility and not involving external interventions, warnings and isolating misbehaving students. Using reasoning I believe teachers are then given the opportunity to use the student’s desired strategies by firstly discussing and reminding the student of the classroom rules, then give them warnings, followed by isolating the student if there is no improvement and as a last resort confer punishment. I think the strategy of reasoning which includes some coercive and referent power can greatly benefit teachers as it achieves results and will be most students’ preference for disciplinary action. - BELINDA (14/3/2009)

I think I had a slight naivity in believing the lecture and tutorial would give me a guideline of what behaviour requires what discipline. As discussed, each child and situation is different and each punishment style has its assets and drawbacks. Rather than getting a formula to use when an issue arises the situation requires your best judgement. Being the subjective grey area that it is, I think it will be challenging punishing a problematic child in a constructive non-suppressive manner. Similarly too, adopting a ‘referent’ power but still maintaining the respect and authority to control a class is equally challenging. I found that the article “Teachers’ classroom discipline in Australia, China and Israel” by Lewis et al (2005) had some interesting points. It mentioned China ‘are less authoritarian than Israel or Australia’ and ‘teachers are held in high esteem’. Adding to this, ‘Australian classrooms are perceived as having least discussion and recognition and most punishment’ compared to Israel and China. Keeping this in mind, the following statement really stood out to me- ‘Chinese teachers can also rely on parents to support them in their attempts to make students self-disciplined’ while the article identifies that Australian teachers struggle with ‘reduced levels of supportive parents’. Whilst classroom management is one issue, is it contradictory if qualities of it are not being supported or consistent at home making it confusing to the child and at times near-worthless? -SARAH (15/3/2009)

It appears that we all agree that the situation determines the action taken in terms of monitoring and handling behaviour. Why do we need good classroom management? Well without some level of compliance we will have poor class management, which in turn will have an impact on the learner (Freiberg et al 2007). Does compliance lead to a more desired academic outcome? Research would suggest that more learning is occurring in a better managed classroom (Freiberg et al 2007), however what are the discipline techniques behind such results? Reading the article by Freiberg et al (2007), the teacher-centered approach appeared to fall under legitimate and coercive power, whereas the person-centered approach reflects referent power. Person-centered classrooms seem to encourage self-discipline, focus on cooperation and the student and teacher operating collectively rather than individually. Although the situation in many cases will determine the disciplinary response, the benefits of referent power are often highlighted. - MEGAN. (15/3/2009)

In this lecture on classroom responsibility and management we where presented with the notion that children fall into these categories of classroom management: A. Managed by normal curriculum These students manage themselves in order to learn what is contained in the curriculum. B. Managed within the class These students are occasionally distracted or disruptive, but do not have to be isolated or referred to others. C. Managed out of class These students cannot be managed as part of a group and need to be isolated, sent out or referred to others. D. Not managed These students generally seem unmanageable no matter what is tried. Lewis et al (2005) As a student I believe children do fit into these 4 management types which I can relate to from my own personal experience within my education But then again I am opened minded and seem to believe that as an educator I may come to a different conclusion. But what I am still questioning is in response to Sarah about not using punishment as a formula, which I completely agree with. That it is about knowledgeable and best judgment and using it more as a resource rather then a rule. And using coercive, legitimate, referent, reward and expert powers to promptly asses an array of situations and problematic children as they arise which I strongly believe will come with experience. -KRYSSIA (16/3/2009)