Student Responsibility

1. Student Responsibility Classroom Management that Works

2. Quote: • “Although teachers are the guiding force in classroom management, students also have a role in how well-managed the classroom is.”

3. Contributing Factors • Most important to overall productivity, GPA, and personal satisfaction: • Attitude • Practice of taking responsibility for one’s actions

4. Volunteers to report to group? • Benefits: Bottom up model- students feel ownership • Concern of NCLB and teach only Math/Reading

5. Research shows: • Although parents and teachers agree this is important, student responsibility is rarely taught in the K-12 arena. • Rather, the focus has been on the teacher and methods of control and discipline.

6. Teaching Student Responsibility • Takes a commitment that should be considered thoroughly • Brophy states: Teachers wanting to appropriately address this issue need to be willing to do the following:

7. Brophy’s 5 Suggestions • 1. Personal relationships beyond instructional purposes • 2. Spend time outside school hours dealing with students and families • 3. Deal with complex problems • 4. Face opposition – from colleagues and administrators • 5. Possibly face opposition from student and family

8. Marzano’s 3 Action Steps to Enhance Student Responsibility • 1. Classroom Procedures • 2. Self-Monitoring and Control Strategies • 3. Cognitively Based Strategies

9. Classroom Procedures to enhance responsibility: • Class meetings • Language of responsibility • Written statement of beliefs (mission) • Written self-analysis

10. Class Meetings Guidelines for effective class meetings: • Determine who can call a class meeting and when it should be held according to standards of appropriate time and place. • Seat students and teachers so that they can see the faces of all other members. • Establish the expectation that names will not be used in a class meeting because the purpose it to address issues, not people. • Establish the ground rule that the meetings will stay on topic. • Establish the ground rule that students have the right not to participate in meetings. • Encourage or require students to use journals in conjunction with the class meetings.

11. A Language of Responsibility • The language we use is a window to our thoughts. • If students do not have a language to talk about responsibility, they have few tools to explore the concept. • Judicious Discipline – rights, freedoms, equality, responsibilities

12. Written Statements of Beliefs • Importance about being explicit and precise about our beliefs. • E.g. Ethos documents contain assertions of the beliefs that underlie expected behaviors and are created as a class. • All students and teachers have a right to be treated with respect. • Everyone has the right to feel safe in the classroom.

13. Written Self-Analyses • Use by students of a prescribed form to record their analysis of behavioral incidents. • Helps students to articulate their perspective on an incident in the context of a framework that requires them to examine their responsibility. • I think that I contributed to the incident when I ______. • When I think about what happened, I wish _____.

14. Marzano’s 3 Action Steps • 1. Classroom Procedures • 2. Self-Monitoring and Control Strategies • 3. Cognitively Based Strategies

15. Self-Monitoring and Control Strategies • Not to be used with the entire class, just with those students for whom the general management techniques are not working. • Require students to observe their own behavior, record it, compare it with predetermined criteria, and then acknowledge and reward their own success if reached.

16. Meeting with Student and Parents • Establish that the student’s behavior is a problem for you, the class, and the student. • Provide documented examples!!!!! • Goal: not to punish, but to help them succeed. • Provide strategies to be used in a variety of situations. • Students and parents must accept.

17. Basic Design of Strategies • Record keeping and contingent rewards • Cue students to periodically monitor themselves. • Form can be provided. (p. 87) • Set targets. • Monitoring without formal record keeping. • No formal record keeping, no reward. • Student autonomy.

18. Marzano’s 3 Action Steps • 1. Classroom Procedures • 2. Self-Monitoring and Control Strategies • 3. Cognitively Based Strategies

19. Types of Cognitively-Based Strategies • Social Skills Training • Socially inept students • Problem Solving • More general. These strategies generally contain the following steps:

20. Cognitively Based Strategies • Know your emotions- Stop! • Different ways to Respond • Think about Consequences • Select Action Best for You and Others • Key: Helps them understand why and how they react to specific situations so they can better control their own behavior.

21. Reflections • Look at reflection questions and discuss with a partner your ideas and how you might be able to implement this in your work.

22. Turn to someone and discuss: • Why would it be useful to teach students about personal responsibility? How might it benefit students later in life? • Name a specific situation where it would help a student for them to be responsible for themselves. • What concerns do you have about using class time for activities such as teaching responsible behavior?