How powerful are you?

Northern Metropolitan Region

Achievement Improvement Zones



How powerful are you?



What proportion of the variation in students’ learning (on average) is caused by





The student’s personal characteristics (e.g. personality, drive etc)





The student’s personal characteristics (e.g. personality, drive etc)The student’s home situation (e.g. books in the home, parents’ aspirations, etc)





The student’s personal characteristics (e.g. personality, drive etc)The student’s home situation (e.g. books in the home, parents’ aspirations, etc)School characteristics (e.g. School-wide policies, resources)





The student’s personal characteristics (e.g. personality, drive etc)The student’s home situation (e.g. books in the home, parents’ aspirations, etc)School characteristics (e.g. School-wide policies, resources)What happens in the classroom (e.g teacher-student and student-student interaction)


100%



The Power of a teacher

Recent research shows that, on average, regardless of a student’s home background and the school’s resources,

Approximately 45-55% of the variation in an individual student’s learning outcomes relates to what goes on in individual classrooms.

Review of Research in Education.Vol.32.2008:328-369.



tall, gangly, pimple-faced..............

policemen

Legitimate Power (Role Related)

Ever wondered why people generally do what they are told by…



rude, abrupt, arrogant ..............

surgeons

Expert Power (Knowledge and Skills)




smooth, charming, attentive..............

real estate agents

Referent Power (Relationship)




large, dirty, violent..............

skinheads

Coercive Power (Punishment)




young, attractive, overfriendly..............

members of the opposite sex

Reward Power (Recognition)




tall, gangly, pimple-faced..............

policeman rude, abrupt, arrogant..............

smooth, charming, attentive..............

large, dirty, violent..............

surgeons

real estate agents

skinheads young, attractive, overfriendly..............

members of the opposite sex

Coercive Power (Punishment)

Expert Power (Knowledge and Skills)

Legitimate Power (Role Related)

Reward Power ( Recognition)

Referent Power (Relationship)



Which powers are most productive with challenging children?

COERCIVE Power teacher has over a student that comes from the student’s desire to avoid punishment (Either you….. or you will have to….)

LEGITIMATE Power due to position & role (Do what you are told!)

REFERENT Power that students give to teachers whose relationship they value. Stems from trust of, respect for, and liking of the teacher. (Do you have to? Can’t you do me a favour and…)

REWARD Power related to a desire to gain something desired. Teachers who provide desired recognition and reward for appropriate behaviour have this kind of power (Thanks, that was very helpful)

EXPERT Power which stems from a student’s belief that the teacher has the ability to pass on important knowledge and skills, and they will gain something valuable if they cooperate (If you try this work, you will see how valuable it is)



Four Kinds of StudentsWhat proportion of the following kinds of students are in the

classes you teach?

A. Managed by normal curriculumThese students manage themselves in order to learn what is contained in the curriculum

B. Managed within the classThese students are occasionally distracted or disruptive, but do not have to be isolated or referred to others

C. Managed out of classThese students cannot be managed as part of a group & need to be isolated, sent out or referred to others

D. Not managed These students generally seem unmanageable no matter what is tried



Main Research Studies

22 - Primary & 22 Secondary schools in Victoria (2000)

8 - Secondary schools in Victoria (2007-8)

47 - Primary & 12 Secondary schools in Victoria (2008-11)



Students and the teacher have the right to feel comfortable and safe in the classroom

Classroom Rights

Students and the teacher have the right to do as much work as possible

Two kinds of Responsibility

Personal Responsibility (I do the right thing)

Communal Responsibility (I encourage others to do the right thing)



Physical Safety

Personal Responsibility

4. Make sure stronger people don't pick on weaker people.

20. Control my temper even when I am angry.

Communal Responsibility

18. Help others to stay cool rather than lose their temper with their classmates

23. Encourage others to try and stop all forms of bullying in

the class.



Learning

1. Express my views even if I disagree with other students.

14. Try my best to do well.

29. Help people who are having trouble.

7. Try to stop classmates from disrupting the work of other students.

11. Encourage classmates to listen to the views of other students in the class.

30. See that classmates help other students who are having trouble.

Personal Responsibility




Survey Samples

• Israel: 98 teachers & 836 students from 4 high schools and 8 junior high schools in Tel Aviv.

• China: 159 teachers & 502 students from 8 schools (2 lower secondary) in Chengdu region (Sichuan province)

• Australia: 491 teachers & 4183 students in 19 primary and 21 secondary schools in the North West region of Victoria.



Teachers’ Ratings of Student Responsibility

Hardly Any

None

Some

Most

Nearly All




Hardly Any

None

Some

Most

Nearly All




Hardly Any

None

Some

Most

Nearly All



Students’ Ratings of Student Responsibility

A Little Like Me

Mostly Not Like Me

Mostly Like Me

Very Much Like Me

Exactly Like Me

Not at allLike me




Hardly Any

None

Some

Most

Nearly All

Not at All Like Me




Hardly Any

None

Some

Most

Nearly All

Not at All Like Me



Personal Responsibility by Age

MostlyLike Me

LittleLike Me

11 12 13 14 15 16 17 18[Years]

Communal Responsibility by Age



What proportion of students who misbehave “only a little” or “never” encourage their classmates to act responsibly?









How many students will misbehave in the next class you will teach?

Nearly All

Most Some Hardly Any

None




Nearly All


None

Australia [n=491] 1 2 33 54 10




Nearly All


None

Australia [n=491] 1 2 33 54 10

Israel [n=102] 1 2 54 41 2




Nearly All


None

Australia [n=491] 1 2 33 54 10

Israel [n=102] 1 2 54 41 2

China [n=159] 0 2 42 50 6



Punishment: Punishes students who misbehave, increasing the level of punishment if necessary.•Increases the level of punishment if a misbehaving student stops when told, but then does it again.

Discussion: Discusses with students the impact their behavior has on others, and negotiates with students on a one-to-one basis.•Gets students to change the way they behave by helping them understand how their behavior affects others.



Recognition: Recognizes and rewards the appropriate behavior of individual students or the class.•Rewards individual students who behave properly.

Aggression: Uses aggressive techniques.•Yells angrily at students who misbehave.



Involvement: Involves students in classroomdiscipline decision making.•Organizes the class to work out the rules for good behavior.

Hinting: Hints and gives non-directional descriptions of unacceptable behavior.•Describes what students are doing wrong, and expects them to stop.



Techniques Distracted Negative to Teacher

Justified

The Impact of DisciplineAustralia: 5902 Secondary




Justified

Punishment More More -





Justified


Discussion Less Less More





Justified



Recognition Less Less More





Justified




Aggression More More Less





Justified





Involvement - - More





Justified





Involvement - - More

Hinting - - More




Nearly always, Most of the time or Some of the time (compared with Hardly ever or Never)

Feel distracted by the teacher CHINA 30% AUST 39% ISRAEL 17%

Feel that the intervention was unjustifiedCHINA 17% AUST 23% ISRAEL 40%

Feel negative towards the teacherCHINA 17% AUST 32% ISRAEL 29%

When your teacher deals with misbehaviour in class



Techniques Personal Responsibility

[Same # Misbehaving]



Punishment - -

The Impact of Discipline: Australia







Punishment - -

Discussion More More








Punishment - -


Recognition More More








Punishment - -



Aggression Less -








Punishment - -



Aggression Less -

Involvement - More








Punishment - -



Aggression Less -

Involvement - More

Hinting - More




Summary

• When teachers use ‘coercive’ discipline techniques (Punishment & Aggression) students do not become more responsible.

• When teachers use more ‘inclusive’ techniques (Discussion, Recognition, Involvement & Hinting) students become more responsible



Techniques More Misbehaving Students in Class

The Impact of Discipline




Punishment More





Punishment More

Discussion Less





Punishment More

Discussion Less

Recognition Less





Punishment More

Discussion Less

Recognition Less

Aggression More





Punishment More

Discussion Less

Recognition Less

Aggression More

Involvement -





Punishment More

Discussion Less

Recognition Less

Aggression More

Involvement -

Hinting -




More Student Misbehavior

More Hinting More Recognition More Discussion

Students Less Distracted

Students Less Negative

Students More

Responsible

Research Findings



Less Student Misbehavior

More Hinting More Recognition More Discussion

Students Less Distracted

Students Less Negative

Students More

Responsible

Research Findings




More Teacher Stress

More Aggression Less Recognition,

Hinting & Discussion

Students More Distracted Students More Negative

Student Less “Connected” Students no more responsible

What Really Happens in Classrooms



The ratio of recognition of appropriate behaviour to criticism of inappropriate

behaviour in Secondary schools.

• is 7:1 when dealing with Academic behaviour

• is 1:6 when dealing with Social behaviour

Beaman, R. 2006; 162 schools.



Differences between perceptions of Primary & Secondary students

Primary students (grade 6) report more • Discussion• Recognition• Involvement• Hinting• Punishment

than do secondary students (Years 7-10)There is no difference for Aggression



Nearly always, Most of the time, A lot of the time, Some of the time (compared with Hardly ever or Never)

Yells angrily at students who misbehave CHINA Teachers 41% Students 41%AUST. Teachers 36% Students 65%ISRAEL Teachers 55% Students 75%

Keeps the class in because some students misbehaveCHINA Teachers 26% Students 41%AUST. Teachers 22% Students 50%ISRAEL Teachers 26% Students 35%

Makes sarcastic comments to students who misbehaveCHINA Teachers 18% Students 29%AUST. Teachers 18% Students 42%ISRAEL Teachers 36% Students 60%



Discipline Techniques

Non-Interventional Hints

Talking With / Discussion

Involvement

Rewards

Punishment

Aggression

Coercive Discipline

Relationship Based Discipline



Coercive Discipline


Number of misbehaving students in class

Responsible(Respects Rights)

Distracted from school work

0.27

-0.21

0.44



Coercive Discipline


Number of misbehaving students in class

Responsible(Respects Rights)

Distracted from school work

0.27

-0.21

0.44

0.33



Teachers who are more stressed because of classroom discipline use more of the following

6 coping responses

• Worry

• Wishful Thinking

• Keep to Self

• Tension Reduction (Vary Behaviour)

• Self Blame

• Get Sick



Self Blame

Gets Sick

Wishful Thinking

Ignoring

Tension Reduction

Worrying

Keeps to Self

Relax

Keep Fit

Social Support

Social Action

Friends

Professional Help

Work Hard

Problem Solving



Self Blame

Gets Sick

Wishful Thinking

Ignoring

Tension Reduction

Worrying

Keeps to Self

Relax

Keep Fit

Social Support

Social Action

Friends

Professional Help

Work Hard

Problem Solving

Social Problem Solving



Self Blame

Gets Sick

Wishful Thinking

Ignoring

Tension Reduction

Worrying

Keeps to Self

Relax

Keep Fit

Social Support

Social Action

Friends

Professional Help

Work Hard

Problem Solving


Negative Coping



Self Blame

Gets Sick

Wishful Thinking

Ignoring

Tension Reduction

Worrying

Keeps to Self

Relax

Keep Fit

Social Support

Social Action

Friends

Professional Help

Work Hard

Problem Solving

Leisure


Negative Coping



Aggression

Reward and Recognition

Assertion

Discussion

Hinting

-ve

Leisure


Negative Coping

Self Blame

Gets Sick

Wishful Thinking

Ignoring

Tension Reduction

Worrying

Keeps to Self

Relax

Keep Fit

Social Support

Social Action

Friends

Professional Help

Work Hard

Problem Solving

-ve




More Teacher Stress

More Negative Coping

More TeacherAggression



Two major research findings related to teachers’ interactions with more challenging students

Teachers, when dealing with more challenging students appear to be Increasing their use of Coercive and Legitimate Power

Teachers, when dealing with more challenging students, appear to be decreasing slightly (or at best failing to increase) their use of Referent and Reward Power



Two major research question related to teachers’ interactions with more challenging students

Why would teachers choose to use forms of Power they know don’t work productively?

Why would teachers choose not to use forms of Power they know are effective?



Attribution Theory: Some characteristic of the child is responsible for my reaction. It’s inevitable.

Efficacy Theory:Low: It’s because I don’t know what else to do.

High: It’s an efficient way of keeping things under control.

Attachment Theory: The child is unreasonable and rejecting, and it makes me upset.



• Skills development training for buddies to enable them to intervene, when appropriate, and provide support, as needed

The DMA program combines four key elements

• A clear set of behavioural indicators indicative of teachers’ need for support

• Clear guidance for teachers in responsible strategies for classroom management, and skills development training

• Establishing and maintaining a clear, functional support structure for teachers, not dependent on administrative staff, which includes a ‘buddy’ system



There are 14 strategies comprising the DMA

• Approximately 40% of 250 teachers in 7 schools say that they practiced these strategies before the PD began

• Another 40% (approx) say that they tried them during the year - after having the PD



Between 86% and 99% say Definitely or Probably useful

Most strongly supported (At least 80% Definitely Useful)• Rights & Responsibilities• Remain Calm• Talk with exited or isolated ‘challenging’ students

Very Strongly supported (Between 60% & 80%)• Sequence of consequences• Build relationships with ‘challenging’ students• Exit students who continue to misbehave • Adjust curriculum & assessment for ‘challenging’ students• Recognise the responsible behaviour of ‘challenging’ students• Show awareness of interests and competencies of ‘challenging’

students

14 Strategies of Developmental Management.



Strongly supported (Between 32% & 57% Definitely Useful)

• Hint(88%)• Explain impact of misbehaviour on other students(92%)• Encourage Communal responsibility(92%)• Minimise rewards & balance punishment with reward(86%)

14 Strategies of Developmental Management.



• Yelling in anger• Using sarcasm• Calling names• No explanation/Warning before consequences• Regularly sending out 3 or more students

Not preventing• Disrespectful communication between students• Damage to school property• Use of mobile phones• Intentional disruption of teaching & learning

Possible Indicators of a Colleague Requiring SupportStrongest (At least 80% say Yes)



• Sending out without intermediate steps (75%)• Punishing groups when only some misbehaved (75%)• Not recognising the good behaviour of difficult students (65%)• Sending students to other teachers to be dealt with(65%)

Possible Indicators of a Colleague Requiring Support



Exited students who are more likely to believe they are hated and picked on by their teachers are less likely to recognise the negative impact of their behaviour on othersIn general, they are

–More likely to report that they received little prior warning before being told to leave the room

–Less likely to have discussed the problem with their teacher afterwards

–More likely to indicate that any subsequent talk with the teacher took the form of a “Telling off” rather than focussing on the impact their behaviour had on the learning or safety of their classmates.



How powerful are you?

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