Achievement Improvement Zones Northern Metropolitan Region How

Achievement Improvement Zones Northern Metropolitan Region

How powerful are you? Achievement Improvement Zones Northern Metropolitan Region

How powerful are you? What proportion of the variation in students’ learning (on average) is caused by Achievement Improvement Zones Northern Metropolitan Region

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) Achievement Improvement Zones Northern Metropolitan Region

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 home situation (e. g. books in the home, parents’ aspirations, etc) Achievement Improvement Zones Northern Metropolitan Region

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 home situation (e. g. books in the home, parents’ aspirations, etc) School characteristics (e. g. School-wide policies, resources) Achievement Improvement Zones Northern Metropolitan Region

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 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 teacherstudent and student-student interaction) Achievement Improvement Zones 100% Northern Metropolitan Region

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. Achievement Improvement Zones Northern Metropolitan Region

Ever wondered why people generally do what they are told by… tall, gangly, pimple-faced. . . Legitimate Power (Role Related) policemen Achievement Improvement Zones Northern Metropolitan Region

Ever wondered why people generally do what they are told by… rude, abrupt, arrogant. . . Expert Power (Knowledge and Skills) surgeons Achievement Improvement Zones Northern Metropolitan Region

Ever wondered why people generally do what they are told by… smooth, charming, attentive. . . Referent Power (Relationship) real estate agents Achievement Improvement Zones Northern Metropolitan Region

Ever wondered why people generally do what they are told by… large, dirty, violent. . . Coercive Power (Punishment) skinheads Achievement Improvement Zones Northern Metropolitan Region

Ever wondered why people generally do what they are told by… young, attractive, overfriendly. . . Reward Power (Recognition) members of the opposite sex Achievement Improvement Zones Northern Metropolitan Region

tall, gangly, pimple-faced. . . Legitimate Power (Role Related) rude, abrupt, arrogant. . . policeman Expert Power (Knowledge and Skills) surgeons smooth, charming, attentive. . . Referent Power (Relationship) real estate agents large, dirty, violent. . . Coercive Power (Punishment) skinheads young, attractive, overfriendly. . . Reward Power ( Recognition) members of the opposite sex Achievement Improvement Zones Northern Metropolitan Region

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) Achievement Improvement Zones Northern Metropolitan Region

Four Kinds of Students What proportion of the following kinds of students are in the classes you teach? 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 & need to be isolated, sent out or referred to others D. Not managed These students generally seem unmanageable no matter what is tried Achievement Improvement Zones Northern Metropolitan Region

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 (200811) Achievement Improvement Zones Northern Metropolitan Region

Classroom Rights Students and the teacher have the right to do as much work as possible Students and the teacher have the right to feel comfortable and safe in the classroom Two kinds of Responsibility Personal Responsibility (I do the right thing) Communal Responsibility (I encourage others to do the right thing) Achievement Improvement Zones Northern Metropolitan Region

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. Achievement Improvement Zones Northern Metropolitan Region

Learning Personal Responsibility 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. Communal Responsibility 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. Achievement Improvement Zones Northern Metropolitan Region

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. Achievement Improvement Zones Northern Metropolitan Region

Teachers’ Ratings of Student Responsibility Nearly All Most Some Hardly Any None Achievement Improvement Zones Northern Metropolitan Region

Teachers’ Ratings of Student Responsibility Nearly All Most Some Hardly Any None Achievement Improvement Zones Northern Metropolitan Region

Teachers’ Ratings of Student Responsibility Nearly All Most Some Hardly Any None Achievement Improvement Zones Northern Metropolitan Region

Students’ Ratings of Student Responsibility Exactly Like Me Very Much Like Me Mostly Like Me A Little Like Me Mostly Not Like Me Not at all Like me Achievement Improvement Zones Northern Metropolitan Region

Students’ Ratings of Student Responsibility Nearly All Most Some Hardly Any None Not at All Like Me Achievement Improvement Zones Northern Metropolitan Region

Students’ Ratings of Student Responsibility Nearly All Most Some Hardly Any None Not at All Like Me Achievement Improvement Zones Northern Metropolitan Region

Personal Responsibility by Age Mostly Like Me Communal Responsibility by Age Little Like Me 11 12 13 14 Achievement Improvement Zones 15 16 17 18[Years] Northern Metropolitan Region

What proportion of students who misbehave “only a little” or “never” encourage their classmates to act responsibly? Achievement Improvement Zones Northern Metropolitan Region

What proportion of students who misbehave “only a little” or “never” encourage their classmates to act responsibly? Achievement Improvement Zones Northern Metropolitan Region

What proportion of students who misbehave “only a little” or “never” encourage their classmates to act responsibly? Achievement Improvement Zones Northern Metropolitan Region

How many students will misbehave in the next class you will teach? Nearly All Most Achievement Improvement Zones Some Hardly Any None Northern Metropolitan Region

How many students will misbehave in the next class you will teach? Nearly All Australia [n=491] Most Some Hardly Any None 1 2 33 54 10 Achievement Improvement Zones Northern Metropolitan Region

How many students will misbehave in the next class you will teach? Nearly All Most Some Hardly Any None Australia [n=491] 1 2 33 54 10 Israel [n=102] 1 2 54 41 2 Achievement Improvement Zones Northern Metropolitan Region

How many students will misbehave in the next class you will teach? Nearly All Most Some Hardly Any 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 Achievement Improvement Zones Northern Metropolitan Region

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. Achievement Improvement Zones Northern Metropolitan Region

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. Achievement Improvement Zones Northern Metropolitan Region

Involvement: Involves students in classroom discipline 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. Achievement Improvement Zones Northern Metropolitan Region

The Impact of Discipline Australia: 5902 Secondary Techniques Distracted Achievement Improvement Zones Negative to Teacher Justified Northern Metropolitan Region

The Impact of Discipline Australia: 5902 Secondary Techniques Distracted Negative to Teacher Justified Punishment More - Achievement Improvement Zones Northern Metropolitan Region

The Impact of Discipline Australia: 5902 Secondary Techniques Distracted Negative to Teacher Justified Punishment More - Discussion Less More Achievement Improvement Zones Northern Metropolitan Region

The Impact of Discipline Australia: 5902 Secondary Techniques Distracted Negative to Teacher Justified Punishment More - Discussion Less More Recognition Less More Achievement Improvement Zones Northern Metropolitan Region

The Impact of Discipline Australia: 5902 Secondary Techniques Distracted Negative to Teacher Justified Punishment More - Discussion Less More Recognition Less More Aggression More Less Achievement Improvement Zones Northern Metropolitan Region

The Impact of Discipline Australia: 5902 Secondary Techniques Distracted Negative to Teacher Justified Punishment More - Discussion Less More Recognition Less More Aggression More Less - - More Involvement Achievement Improvement Zones Northern Metropolitan Region

The Impact of Discipline Australia: 5902 Secondary Techniques Distracted Negative to Teacher Justified Punishment More - Discussion Less More Recognition Less More Aggression More Less Involvement - - More Hinting - - More Achievement Improvement Zones Northern Metropolitan Region

When your teacher deals with misbehaviour in class 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 unjustified CHINA 17% AUST 23% ISRAEL 40% Feel negative towards the teacher CHINA 17% AUST 32% Achievement Improvement Zones ISRAEL 29% Northern Metropolitan Region

The Impact of Discipline: Australia Techniques Personal Responsibility [Same # Misbehaving] Communal Responsibility [Same # Misbehaving] Punishment - - Achievement Improvement Zones Northern Metropolitan Region

The Impact of Discipline: Australia Techniques Personal Responsibility [Same # Misbehaving] Communal Responsibility [Same # Misbehaving] Punishment - - More Discussion Achievement Improvement Zones Northern Metropolitan Region

The Impact of Discipline: Australia Techniques Personal Responsibility [Same # Misbehaving] Communal Responsibility [Same # Misbehaving] Punishment - - Discussion More Recognition More Achievement Improvement Zones Northern Metropolitan Region

The Impact of Discipline: Australia Techniques Personal Responsibility [Same # Misbehaving] Communal Responsibility [Same # Misbehaving] Punishment - - Discussion More Recognition More Aggression Less - Achievement Improvement Zones Northern Metropolitan Region

The Impact of Discipline: Australia Techniques Personal Responsibility [Same # Misbehaving] Communal Responsibility [Same # Misbehaving] Punishment - - Discussion More Recognition More Aggression Less - - More Involvement Achievement Improvement Zones Northern Metropolitan Region

The Impact of Discipline: Australia Techniques Personal Responsibility [Same # Misbehaving] Communal Responsibility [Same # Misbehaving] Punishment - - Discussion More Recognition More Aggression Less - Involvement - More Hinting - More Achievement Improvement Zones Northern Metropolitan Region

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 Achievement Improvement Zones Northern Metropolitan Region

The Impact of Discipline Techniques More Misbehaving Students in Class Achievement Improvement Zones Northern Metropolitan Region

The Impact of Discipline Techniques More Misbehaving Students in Class Punishment More Achievement Improvement Zones Northern Metropolitan Region

The Impact of Discipline Techniques More Misbehaving Students in Class Punishment More Discussion Less Achievement Improvement Zones Northern Metropolitan Region

The Impact of Discipline Techniques More Misbehaving Students in Class Punishment More Discussion Less Recognition Less Achievement Improvement Zones Northern Metropolitan Region

The Impact of Discipline Techniques More Misbehaving Students in Class Punishment More Discussion Less Recognition Less Aggression More Achievement Improvement Zones Northern Metropolitan Region

The Impact of Discipline Techniques More Misbehaving Students in Class Punishment More Discussion Less Recognition Less Aggression More Involvement Achievement Improvement Zones - Northern Metropolitan Region

The Impact of Discipline Techniques More Misbehaving Students in Class Punishment More Discussion Less Recognition Less Aggression More Involvement - Hinting Achievement Improvement Zones Northern Metropolitan Region

Research Findings More Student Misbehavior Students More Responsible More Hinting More Recognition More Discussion Students Less Distracted Students Less Negative Achievement Improvement Zones Northern Metropolitan Region

Research Findings Less Student Misbehavior Students More Responsible More Hinting More Recognition More Discussion Students Less Distracted Students Less Negative Achievement Improvement Zones Northern Metropolitan Region

What Really Happens in Classrooms More Student Misbehavior Students More Distracted Students More Negative Student Less “Connected” Students no more responsible More Aggression Less Recognition, Hinting & Discussion Achievement Improvement Zones More Teacher Stress Northern Metropolitan Region

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. Achievement Improvement Zones Northern Metropolitan Region

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 Achievement Improvement Zones Northern Metropolitan Region

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% AUST. Teachers 36% ISRAEL Teachers 55% Students 41% 65% 75% Keeps the class in because some students misbehave CHINA Teachers 26% Students AUST. Teachers 22% Students ISRAEL Teachers 26% Students 41% 50% 35% Makes sarcastic comments to students who misbehave CHINA Teachers 18% Students 29% AUST. Teachers 18% Students 42% ISRAEL Teachers 36% Students 60% Achievement Improvement Zones Northern Metropolitan Region

Discipline Techniques Non-Interventional Hints Talking With / Discussion Relationship Based Discipline Involvement Rewards Punishment Aggression Achievement Improvement Zones Coercive Discipline Northern Metropolitan Region

0. 27 Responsible (Respects Rights) Relationship Based Discipline Number of misbehaving students in class 1. 2 -0 0. 44 Achievement Improvement Zones Coercive Distracted from Discipline school work Northern Metropolitan Region

Relationship Based Discipline Number of misbehaving students in class 0. 27 Responsible (Respects Rights) 1. 2 -0 0. 33 0. 44 Coercive Discipline Achievement Improvement Zones Distracted from school work Northern Metropolitan Region

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 Achievement Improvement Zones Northern Metropolitan Region

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 Achievement Improvement Zones Northern Metropolitan Region

Social Support Social Action Friends Professional Help Social Problem Solving Work Hard Problem Solving Self Blame Gets Sick Wishful Thinking Ignoring Tension Reduction Worrying Keeps to Self Relax Keep Fit Achievement Improvement Zones Northern Metropolitan Region

Social Support Social Action Friends Professional Help Social Problem Solving Work Hard Problem Solving Self Blame Gets Sick Wishful Thinking Negative Coping Ignoring Tension Reduction Worrying Keeps to Self Relax Keep Fit Achievement Improvement Zones Northern Metropolitan Region

Social Support Social Action Friends Professional Help Social Problem Solving Work Hard Problem Solving Self Blame Gets Sick Wishful Thinking Negative Coping Ignoring Tension Reduction Worrying Keeps to Self Relax Leisure Keep Fit Achievement Improvement Zones Northern Metropolitan Region

Social Support Aggression Social Action -ve Friends Professional Help Social Problem Solving Work Hard Reward and Recognition Problem Solving Self Blame Assertion Gets Sick Wishful Thinking Negative Coping Ignoring Tension Reduction Worrying Keeps to Self Discussion -ve Relax Leisure Keep Fit Hinting Achievement Improvement Zones Northern Metropolitan Region

More Student Misbehavior More Teacher Aggression More Teacher Stress More Negative Coping Achievement Improvement Zones Northern Metropolitan Region

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 Achievement Improvement Zones Northern Metropolitan Region

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? Achievement Improvement Zones Northern Metropolitan Region

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. Achievement Improvement Zones Northern Metropolitan Region

The DMA program combines four key elements • Clear guidance for teachers in responsible strategies for classroom management, and skills development training • A clear set of behavioural indicators indicative of teachers’ need for support • Establishing and maintaining a clear, functional support structure for teachers, not dependent on administrative staff, which includes a ‘buddy’ system • Skills development training for buddies to enable them to intervene, when appropriate, and provide support, as needed Achievement Improvement Zones Northern Metropolitan Region

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 Achievement Improvement Zones Northern Metropolitan Region

14 Strategies of Developmental Management. 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 Achievement Improvement Zones Northern Metropolitan Region

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%) Achievement Improvement Zones Northern Metropolitan Region

Possible Indicators of a Colleague Requiring Support Strongest (At least 80% say Yes) • • • 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 Achievement Improvement Zones Northern Metropolitan Region

Possible Indicators of a Colleague Requiring Support • • 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%) Achievement Improvement Zones Northern Metropolitan Region

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 others In 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. Achievement Improvement Zones Northern Metropolitan Region

Achievement Improvement Zones Northern Metropolitan Region