Summary:
If want students to demonstrate certain behaviours, we need to communicate expectations clearly and ensure that we take every opportunity to monitor and reinforce that behaviour.
To create a positive environment for learning, teachers need to reinforce constructive and correct destructive student behaviour when they see it.
Hattie Check: - Teacher-student relationships = 0.72
- Classroom behavioural = 0.68
- Classroom management = 0.52
While the overall effect size for classroom management is 0.52, it should be noted that in classrooms where there is a great need for management strategies, the impact could be much higher. |
What's the point:
- If teachers do not clarify and teach expectations, students will be unclear on how they are to act, talk and move.
- Teaching expectations should be taken just as seriously as teaching content.
- Clear expectations increase the psychological safety of the classroom.
- If teachers inconsistently correct and reinforce behaviour, students will not know what learning is acceptable or encouraged, and that may lead to off-task student behaviour and a psychologically unsafe classroom environment.
- Teacher attention is a significant motivator for students, and if teachers direct their attention only to inappropriate behaviour by correcting students, they may unintentionally reinforce the behaviour they are trying to extinguish.
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Acknowledging the good (Doug Lemov):
- Taking the time to see and comment on student actions that foster personal or group learning.
- Strive for a 5:1 ratio of reinforcing attention (verbal and non-verbal) v correcting attention.
- One strategy is for teachers to make a list of behaviours they especially want to see and then reinforce students when they demonstrate them.
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Fluent Correction (Doug Lemov):
- Identify the behaviours that must be corrected.
- Identify how the behaviour will be corrected: first, second, third time?
- Video lessons to see whether or not you correct the behaviour when you see it.
- Work on one behaviour at a time until it is consistently seen and corrected.
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Resources:
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