The Standard Set of Marking Criteria or Rubric - Essay Example

?EDC2100 Managing Supportive Learning Environments Assignment Template Semester 2, No: Mode of Study: On Campus Toowoomba /WEB (highlight) Weighting: This assignment contributes 60% of the marks for the course. Due Date: Monday October 22, 2012 Instructions 1 Use single line spacing and 12 point font (Times New Roman). 2 Use APA referencing style. 3 In text references are included in the word count. 4 Assignments should be submitted via the EASE system. (An assignment cover sheet is not required) 5 Submit only the completed Assignment Template. (Do not modify the assignment template in any way) 6 Only a Marking Sheet, which includes marks and comments, will be returned to you. Comments will not be made on the actual assignment. Retain a copy of your assignment for possible future reference. Marking Criteria There is no marking rubric for this assignment. The great variety of types of questions in this assignment precludes one standard set of marking criteria or rubric. However, where appropriate, the following criteria will be used to assess student responses: 1. The expectation is that for all questions you will demonstrate in your responses an insightful knowledge and understanding of information presented in the course. Most questions require you to integrate your overall course knowledge and insights into behaviour management and support to develop appropriate answers. 2. Only Part 2 questions lend themselves to demonstrated research (reading) beyond course readings and other course sources of information. A small number of highly pertinent references are much better than half a dozen or more, many of which have a dubious link to the topic. 3. Carefully planned and concise responses that focus immediately and directly on the specific question or task and which remain within the word limit are essential. 4. How you express your responses are important. You may have the basis of a correct response, but if it is poorly communicated, marks will be deducted. 5. Markers will be looking for and will expect correct use of APA referencing. 6. Up to five marks may be deducted for incorrect referencing. In addition, up to five marks may be deducted for modifying or not adhering to the assignment template format. 7. Word length guidelines are provided throughout the assignment. In line with the university’s policy on assessment word length, students may exceed the total assignment word length by up to 10%. Marks may be deducted for assignments that go over the plus 10% guideline. Complete and submit your assignment using the Assignment Template. Complete all questions in both Part 1 and Part 2. PART 1 (No referencing required) Answer the questions in this part one of the assignment taking into account your specific sectors (Early Childhood, Primary, Secondary, and Vocational Education & Training). Support your answers utilising practical examples that are relevant to your sector. Question 1 (5 marks) Over the past two decades we have seen a gradual shift from ‘control’ to ‘management’ to ‘support’ in how behaviour management is viewed. Provide a concise explanation of what is meant by these three terms as they relate to the education context. Keep in mind that ‘control’ does not necessarily mean autocratic and punitive behaviour and that all three approaches to behaviour management still have a place in education. To supplement your concise explanations, provide a practical example for each, relevant to your sector. (Word length: 300 words) Provide your answer here Control is a type of power relations in the classroom when a teacher shows his ability to influence pupils or state of affairs. Contemporary control researchers (such as Slee) see this concept in a more complex way, without negative sense: it is a productive tool in the curriculum-oriented context instead of the context of disciplinary management. It is impossible to avoid control in language and daily practices, so the teacher’s aim should be to use its mechanisms properly and teach children self-regulation. In this broad understanding, even stretching hands and calling student’s names could be called control. Management is a way of distribution of the class activities that is grounded on the notion that the participants of the process of learning (teachers, school staff, pupils, their parents, etc.) have equal rights and depend on one another, and the teacher’s mentor role becomes the role of a manager of activities and responsibilities. An ideal management strategy should develop in students the understanding of their duties as the consequence and counterbalance of their rights (thereby shaping their systematic picture of the world and relationships). Giving the students individual tasks at the end of the class to avoid mess could be an example. Support is a variant of management-oriented classroom maintenance with the emphasis on encouragement, caring environment, and respect to the students. A supporting teacher should value and extensively use specific learning capabilities of each individual while promoting in this pupil the understanding that other pupils also need to be supported. An example could be peer reviewing in a friendly environment. Question 2 (5 marks) The ‘establishment phase’ of the school year is critical in organising and managing a supportive learning environment. Identify and explain three of the important considerations and include practical examples of how each is achieved in your sector. (Word length: 300 words) Provide your answer here 1. Establishing positive relationship and experience exchange with the colleagues who know the traditions of the school, the nuances of the profession, and individual characteristics of each of the children. This is especially important with so-called “hard classes” (the ones that are hard to manage); though, ideally, such classes should not be assigned to the newcomers among teachers. 2. Formulating a clear order of administration, ethics of conduct, learning routines, and other rules. Linda Albert introduces the ‘3Cs’ concept (capability, connect, contribution) that presupposes active engagement of learners in their routines, at least at the initial stage (kids should take part in setting the rules). There should be 10-15 clear and understandable rules to prevent their misinterpretation and the cases when children rely on the contradictions in rules as an excuse for misbehaving. Albert recommends making the rules flexible and maintaining a problem-solving, task-oriented approach to the situations that could shatter the accepted foundations. V. Jones and L. Jones suggest using clearly defined and justified responsive strategies; the latter may be introduced with catchy phrases for kids to memorize them easily. Pupils should clearly remember possible rewards and punishments resulting from different activities. It is necessary to establish some learning routines such as checking home task, from the very beginning and adhere to them every day. 3. It is important to attract the attention of the student with individual questions, the overall effect of ‘presence’ (voice tone and pitch as well as posture and position in the classroom are the key factors here). Many educators have their preferred set of entry games (e.g. “true and false”) and warming-up activities (songs, games, riddles, funny stories, etc.). It is also useful to present the outline of the lesson activities at the beginning of each lesson, summarize the acquired knowledge, and share expectations. The first impression from the teacher is persistent; however, some of the teachers prefer to retain some parts of their personality uncovered and getting acquainted with the class gradually. Question 3 (5 marks) When developing proficiency in supporting behaviour, teachers can lose sight of the importance of balancing acknowledgement and correction of behaviour. Why is it necessary to achieve a balance between the two? Provide two situations of effective acknowledgement and two situations for appropriate correction that are specific to your sector. (Word length: 250 words) Provide your answer here Why is it necessary to achieve a balance between the two? Acknowledgement 1. Students often react to encouragement in a way that provokes personal praise, e.g. ‘No, my work is bad’ or ‘Timmy does better’. An effective way to deal with it is calmly insisting on the student’s performance: ‘No, I mean it’. It is recommended to avoid comparisons. 2. Individual approach and the recognition of individual ways of learning are always effective. For instance, if a child tends to have visual perception, he or she may be encouraged for memorizing visual. This could work also as a correction tool: “Meredith, please stop scratching the table. We all know how well you remember those scratches on the bark that we examined yesterday on our outdoor class’. It is important to acknowledge the efforts of those who always perform well (otherwise, the corrections would sound unfair to them): ‘Thank you, Meredith. Keep memorizing pictures so well as you usually do’. Correction 1. A strictly corrective supporting strategy is highly recommended for aggressive children, especially when they offend their peers. There should be no courtesy words, just a plain statement (‘John, stop beating Sam’ without ‘please’). Children, especially little ones, may also show certain egocentric insistence, for instance, when they demand the break loudly, should also be supported by correction (possibly on the conditional ground: "’Sure, we will finish, but first you will complete the task’). 2. In pre-school years and in primary classes, children often tend to be inattentive. A wide range of strategies could be used here, from tactical ignoring to loud remarks, but their attention should remain focused, especially when distractions are not connected with stress or tired condition. Question 4 (5 marks) It is accepted that building positive relationships with students enhances the ability of the teacher to manage supportive learning environments. While it is also acknowledged that students bring many variables to the context that are outside the domain of the classroom, identify and explain two distinctive strategies that can be enacted effectively within the classroom in your sector to foster this positive teacher student relationship. (Word length: 200 words) Provide your answer here 1. Teachers may share their own thoughts and feelings about the discipline in classroom and about the content of studies. This builds interpersonal connection as well as interest in the topic. Engaging students in the initial stages of establishment of the curriculum or of the conduct ethics may be followed by sharing opinions between students and their teacher. Sharing personal feelings may also contribute to corrective interventions: 1) when we show personal understanding of the difficulties encountered by children (‘I also confused left and right until I learned this cunning trick, look...’); 2) when we want to express regret to make pupils think about the consequences of their misbehaviour (however, this should be done carefully, with consideration of individual reactions to guilt). 2. Making pupils share their personal study-related positive (and sometimes negative) experience is highly advisable. V. Jones and L. Jones (2007, p. 53) recommend encouraging students to ask questions, attempt new approaches, and, what is more, to make mistakes. There should be regular sessions of sharing learning expectations and difficulties. However, they have to be timely, as many students tend to use them as a distracting strategy. Experienced instructors advise to pay special attention to the specific pupils’ needs and capabilities: for instance, students of different cultures have different bodily boundaries (‘body bubbles’) that are not to be intruded without necessity. The experience not related to the studies should also be discussed, but outside the classroom. Question 5 (5 marks) Classroom Scenario: You have spent some time explaining a maths concept and now you want the students to work quietly and independently on a work sheet you have prepared to reinforce what you have taught. Just as you set the class to work, Sarah calls out a question about a procedural matter related to the work sheet. You go to her and give your answer, but she doesn’t seem that interested in what you tell her. As you turn to walk back to the front of the room, Sarah has somehow managed to let her folder drop on to the floor. Sheets of paper are everywhere. She slowly begins to pick them up, grinning to other students as she does. There’s a ripple of laughter around the room. When responding to the various behaviours in the above classroom scenario, what is essential for the teacher to consider when selecting appropriately from the Hierarchy of Basic Corrective Management Strategies? Identify 4 effective responses to the chosen behaviours and justify your selection with a rationale for each. (Word length: 250 words) Provide your answer here 1. Distraction – When, after having got her explanation, Sarah dropped the papers, the teacher should re-direct the attention of the other pupils (and possibly Sarah) to the task in a directional knowledge (‘Those who have understood multiplication may continue their work’). Ironic remarks are also possible (‘Liz, please multiply your giggle by the assistance to the colleague’). It is necessary not to focus on one person but to support the whole learning environment. 2. ‘Do you need assistance?’ should work perfectly as Sarah obviously does not need assistance. The effect might be even stronger in the case of overcorrection (Sarah should answer the teacher’s question about the same thing she asked; she is likely to fail and answer once more). 3. Questioning awareness: The teacher could explain to Sarah that she distracts others from the task and that she would perhaps not be happy if someone disturbed her. This would shape Sarah’s collaborative attitude to work and the understanding of the fact that she has duties as well as rights. Contrasting expressions may also be used: ‘Sarah, you did well when you asked this question, but is what you’re doing now good?’ This would appeal to the sense of usefulness of Sarah’s actions and again, to her responsibility. 4. ‘Is not for’ tool: ‘Sarah, please, papers are not for confetti party, they are for (redirection to a very specific task)’. This is an assertive, not negative, remark, and its humorous contrast between the lesson and the confetti party should indicate sympathy with the pupils’ interest in entertainment and reduce tension. Question 6 (5 marks) Teachers’ body language provides opportunities for engaging, motivating and managing students’ behaviours through the utilisation of space, gaze and gesture. The video ‘Body Language Techniques’ (Alexander St- Education in Video) http://ediv.alexanderstreet.com/view/1737655/play/true/ provides an insight into the usage of non-verbal strategies to – 1. Start a lesson 2. Establish Relationships 3. Engage and Motivate 4. Reinforce Learning 5. End the lesson From your sector, identify an appropriate body language technique for each of the five components above and describe how and why they would be used. (Word length: 250 words) Provide your answer here 1. Let pupils into the classroom one by one to calm them down, reduce the factor of group disturbance, and establish personal contact with each of the children; gaze confidently, welcoming, and around all the classroom in order not to show the signs of absence of self-control from the very beginning (hunching shoulders, hands near mouth, etc.). Hands should be palm up to indicate non-threatening behaviour of the teacher; eye-contact is very important; appreciate the responses with smiles and cueing gestures and facial expressions (slightly pointing on someone, winks). 2. Walking around the classroom (the front position suggests confrontation); nodding and inclination towards the child who has made an interesting and/or correct point; reaching in the space from which an appropriate remark has come; active arm gesticulation; popping arms in pockets is more advisable than folding them; appreciating commentaries with welcoming arm gestures. 3. Pinching fingers in those who offered valuable ideas; tipping the teacher’s head (which reinforces thinking together with the teacher); a good strategy is to stand upright but lean forward and enter the kids’ territory from time to time; jabbing hand to emphasize points; holding stretched hand on the answer to reinforce. 4. Frequent movements and animated look; replicate the movements of children; smiling and questioning facial expression; ferocious nodding to good answers and examples; touching chin to adopt a thinking pose; looking at those whom we want to activate; effective use of intonation (referring to the children in a higher pitch where necessary). 5. Giving all the pupils specific jobs and monitoring the performance; establish presence by stretched posture, moving through the classroom, pointing hands and occasional comments; outstretching hands to emphasize the main points once more; giving the pupils who have come up with the right answers an opportunity to stand up (and hence, go out) first; inviting kids to leave in a certain order (e.g., desk by desk) PART 2 References are required for responses to this question. Question 1 (15 marks) School Wide Positive Behaviour Support (SWPBS) is a common approach to behaviour management within school contexts. Research Positive Behaviour Support (PBS) and identify through dot points the distinguishable core components that are foundational to this approach How can teachers construct a personal approach to meet their contextual classroom needs whilst aligning to these core components of SWPBS? Support and justify your response utilising suitable references? (Word length: 500 words) Provide your answer here School Wide Positive Behaviour Support (SWPBS) was formed on the basis of the behaviourist approach in education and introduces 3 types of regulatory strategies based on their intensiveness and persistence: 1) Primary prevention is the influence of the whole school; these interventions are soft and directed to all the students and, broadly, to all the school community; 2) Secondary prevention is focused on specific groups and (particularly) on students with at-risk behaviour; the interventions here may be more intrusive; 3) Tertiary prevention is oriented towards the students who always need observations and should be corrected very often; these procedures are strong and prolonged (Simonson, Sugai, &Negron, 2008, p. 33). School Wide Positive Behaviour Support (SWPBS) requires the efforts of the whole school community for implementation (Simonson, Sugai, &Negron, 2008, p. 33). Everybody should contribute to the positive working environment. The basic chart for expectations may be found in Simonson, Sugai, and Negron, (2008, p. 37). This chart has subsections such as ‘pride’, ‘responsibility’, and ‘respect’ for different working situations (stairs, classroom, cafe, bus stop, and media centre). Acknowledgment of learning efforts is very important for this approach. Rogers (2007) warns against the juxtaposition of praise and encouragement. Positive behaviour is supported more effectively when a teacher emphasizes the way of conduct rather than the personality of a student with good conduct (Rogers, 2007, p. 43). That is why Rogers (2007) does not recommend generalizations (‘Good boy!’, incentives such as stamps and stickers, and ‘over-servicing’ when students provoke more encouraging remarks than they really deserve (pp. 43-44). In another of his works, Rogers adds some more encouragement strategies: discussion of the aspects of the work; self-expressive tone of feedback (e.g. ‘I see...’), recordings, and identifying with struggle when students do not cope with difficult tasks (Rogers & McPherson, 2008, p. 77). V. Jones and L. Jones (2007, p. 89) introduce two ways of student’s motivation: extrinsic and intrinsic. The first one is connected with collective activities, for instance, group expectations sharing sessions; the second one results from the student’s personal considerations. That is why response to individual learning styles (V. Jones & L. Jones, 2007, pp. 268-289) and involving students in self-evaluation are recommended. Linda Albert suggests that the feeling of ‘belonging’ and the initiative to make positive changes arise from the cooperative efforts of students and teachers; it is the most effective tool of prevention of confrontations (Charles, 2002, p. 81). The Australian educational system tries to implement at least some of the principles of SWPBS. DeJong (2005, p. 362) lists such basic values as democracy in environment, on-task behavior, clearness of expectations, ‘withitness’, and ability of self-regulation in students. For this, the structures of internal and external support should be established (p. 362) and engaging curriculum should be introduced (DeJongp, 2005, pp. 360-362). The emphasis should be on the reinforcement of positive behavior through the collective work of children, teachers, parents, and the school staff (DeJong, 2005, p. 362). Question 2 (15 marks) Select, describe and reflect on one of the three conduct disorders contained within the course. Outline the behavioural attributes of this student profile within your sector and the management and pedagogical strategies required within a supportive learning environment. Justify your response with appropriate references. (Word length: 500 words) Provide your answer here Though the research of bullying is a relatively new field, it is already full of alarming reports. In Norway, 53.2% of 963 students of 8th and 9th grades were victims of bullying and developed critical score of intrusion and avoidance symptoms (Idsoe, Dyregrov, & Cosmovici, 2010, p. 2). These symptoms are characteristics of posttraumatic disorders. Moreover, they are prolonged and affect many people. The researchers have found that every participant of the bullying interaction (be it a bully, a victim, or a bystander) is affected by the traumatic consequences of bullying (Penning, Bhagwanjee, & Govender, 2010, p. 136). In the school setting, bullying is defined as ‘an example of a student attempting to obtain social recognition through the faulty goals of power and revenge seeking and self-esteem through distorted significance and distorted power’ (Levin & Nolan, 2008, p. 58). Its key features are intentionality, repeated nature, and orientation to a less powerful target (Levin & Nolan, 2008, p. 59). Bullying may be verbal and non-verbal with varying complications such as sexual abuse or cyberbullying (Levin & Nolan, 2008, p. 60). It is important to know that bullying is not a ‘normal’ developmental stage but a predictive factor of juvenile delinquency in adolescence; the inclination to bullying should be identified as early as possible and monitored in the classroom setting and out of it (Walker, Colvin, & Ramsey, 1995). In the primary classes, bullying may occur not only because of pathological inclinations of some of the children but also because of general unawareness of pain borders of each other. It may be a sign of the stress, not necessarily coming from the school setting. According to V. Jones and L. Jones (2007, p. 129), the best way to prevent bullying is increasing the positive, friendly overall atmosphere, as this way we ‘increase the likelihood that a wider range of peers will be accepted and supported and we decrease the likelihood that bullying, intimidation, and isolation will be experiences by students’. Linda Albert draws on a six-component model of conflict resolution: objective definition of the problem; declaration of need; description of feelings; discussion of possible solutions; making a plan; and determine this plan’s effects (Charles, 2002, p. 80-81). Bullying is one of the cases in which the controlling intensive interventions (tertiary prevention measures) may be needed. At the same time, the teacher should not concentrate on monitoring of bully, as bullied students also need assistance (the one based on empowerment and not victimization). Brophy (2003) outlines several coping strategies for bullying. Firstly, this problem should be resolved in an integrated way, with collaborative efforts of parents, school staff, and children; meetings, collective discussions, and monitoring are highly advisable (Brophy, 2003, p. 186). Individual interventions are also crucial: though teacher should not behave aggressively, thereby engaging themselves in bullying, they should show their readiness to enforce sanctions and keep the control over the most aggressive students (placing them near the teacher’s place, engaging them in dialogues, attempting to re-socialize them and reduce their psychic strain (Brophy, 2003, p. 187). References Brophy, J. (2003). Teaching problem students. New York and London: Guildford Press. DeJong, T. (2005). A framework of principles and best practice for managing student behaviour in the Australian education context. School Psychology International, 26 (3), 353–370. Retrieved November 11, 2008 from http://www.sagepub.com/holt/articles/DeJong.pdf. Idsoe, T., Dyregrov, A., & Cosmovici, E. (2010). School bullying and PTSD symptoms in a national representative sample. Washington, District of Columbia, US: American Psychological Association (APA). Jones, V., & Jones, L. (2007). Comprehensive classroom management: Creating communities of support and solving problems. Needham: Allyn & Bacon. Levin, J., & Nolan, J. (2007). Principles of classroom management: A professional decision-making model. Boston: Pearson/Allyn & Bacon. Penning, S., Bhagwanjee, A., & Govender, K. (2010). Bullying boys: The traumatic effects of bullying in male adolescent learners. Journal of Child & Adolescent Mental Health, 22 (2), 131–143. doi:10.2989/17280583.2010.528580. Rogers, B., & McPherson, E. (2008). Behaviour management with young children: Crucial first steps with children 3–7 years. Los Angeles: Sage. Rogers, B. (2007). Behaviour management: A whole school approach. London: Paul Chapman. Simonsen, B., Sugai, G., & Negron, M. (2008). School-wide positive behavior supports: Primary systems and practices. Teaching Exceptional Children, 40 (6), 32–40. Walker, H., Colvin, G., & Ramsey, E. (1995). Antisocial behavior in school: Strategies and best practices. Pacific Grove: Brooks/Cole. Read More