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Chapter 6:
Effective Technical Management: Promoting a Culture of Listening, Respect and
Efficiency in the Classroom
From Transformative Classroom Management. By John Shindler. ©2008
Reproduction is unlawful without
permission
In this Chapter:
- Creating
a Culture of Listening and Respect
- Promoting
100% Attention
- Effectively
Giving Directions
- How
to Foster Efficient Classroom Procedures
- Beginning
and Ending the Day (or Period) Effectively
Chapter Reflection 6-a: A parent, colleague or administrator
at your school peeks in the window of your classroom and watches what is going
on for 30 seconds or so. If they had yet see you teach, have they now made a
determination as to how good a teacher you are? What information did they use?
Consider how others form their initial impressions of you as
a teacher. What evidence do they use? It is likely not how knowledgeable you
are, or the quality of the relationships that you have formed with your
students, or even your students’ academic performance. Their impression is probably
going to be formed as a result of their perception of the levels of control and
attention that they observe existing, or the “technical management” of the
class. So valid or not, our technical management--that is the efficiency and
practical organization of the class--is going to determine, to a great extent,
how we are judged as a teacher by others as well as by our students. However,
in addition to succeeding at making a good impression, there are a great number
of meaningful reasons to become an expert at the “technical” strategies of
managing a classroom. These reasons include:
a)
Your stress level -- when you fight the
students less, you have more energy to put into other more creative matters.
b)
The students’ stress level -- when
the students feel that there is a smoothness and momentum to the class they
tend to relax more.
c)
Much more gets done in a day -- when time
is not wasted dealing with inattention, following up on directions, and
corralling students during transitions, there is more time for learning or
whatever else you want to accomplish.
d)
You begin to develop a “culture of listening” -- over
time students become more comfortable with a climate of respect for others
ideas and appreciate the value of being attentive.
e)
You have a starting point to master a 2-Style
management orientation, and/or transition to a 1-Style set of practices -- without
a fundamental structure to the technical aspects of management, efforts to
incorporate a more student-centered approach most often take on more of a
dysfunctional 3-Style appearance rather than a well-functioning facilitative 1-Style.
As
we begin to examine this area of classroom management, it is useful to keep in
mind that the most effective strategies for technical management can be some of
the most unnatural and counter-intuitive practices one comes across. Principles
such as 100% attention, being absolute, resisting the temptation to use
negative recognitions, and taking action rather than offering explanations for
what “should be better” are not what we do naturally in the world outside of
school. They are probably not what our common sense tells us to do. However, following
our natural inclinations in the area of technical management typically leads to
a perpetual wrestling match with students when it comes to attention, following
directions, and carrying out procedures. This wrestling match is at best an
added stressful element to the job, and at worst a source of great pain and
suffering and even the reason that many leave the profession. “Why am I wasting
my breath and making all this effort, if they never listen to me? Is it
supposed to be this hard?” The answer is that it isn’t--if we accept that some
practices are simply more effective than others in this area. Transformative technical
management practices may not feel instinctive initially, but they will become
natural over time, and more importantly they will help us bring about the
outcomes that we desire.
Chapter Reflection 6-b: We might think of technical management as similar
to housekeeping. We do not all have the same need for a house that is clean and
straightened up. Some people feel stressed with an expectation that everything
needs to be neat and tidy. Others feel stressed when there is more than a
little mess. So just as with keeping up a home environment, when it comes to
the level of attention, the efficiency of the transitions, and the orderliness
of routine procedures we all have a different ideal. What is your expectation
in this area? What kinds of issues would give you stress?
Whatever
our ideal vision in the area of technical management, with enough time and
technique, we can achieve it. Whether it is a class that moves with precision
and order, a relaxed class, or a class that runs itself, what we want is
possible. But we do need to have a vision to work toward. Therefore,
the first step in the process is to create a picture in our minds related to
what we
can live with
regarding technical management -- and then accept nothing less. Over time,
regardless of grade level, students will adjust to our expectations, whatever they are.
If
the idea of being very intentional and determined about what you expect is a
new one, you may need to better recognize the importance of your role as the
leader in the class. If this does not
come easily, an encouraging realization may be that your ability to project
leadership qualities will make a significant difference in how much your
students learn. Self-doubt, fear, a dismissive attitude toward the need to be
intentional in this area, or the thought that you do not want to be seen as
being on a power trip, will all lead to a lose-lose situation in your classes.
You need to accept that there is only one person that can be the leader in the
class -- you. Each class will present you with different needs and
degrees to which they need to be supported in their efforts to be a functional
and considerate collective. Without effective technical management, you will
get little else done. Your students will be the losers, and you will perpetually
feel as though you are unsuccessful, no matter how well you are doing in the
other aspects of your teaching.
Whether
our goal is to be effective with a 1- or 2-Style approach, we will need a solid
foundation of technical management. There will be significant differences in
what effectiveness will look like in each case. But without sound technical
management in place early, no matter how noble our intentions, our classrooms
will take on the look and feel of either a 3-Style or 4-Style environment.
At the heart of effective technical management is a “culture
of listening.” It may not appear to be
critical on the surface. However, a culture of listening will lead to other
essential qualities such as respect, self-control, awareness, valuing one another’s
ideas, and building bonds within the group.
The 100% or 50% Principle
Most of us come into teaching not having expected 100%
attention in our interactions with friends and family. It is probably not a
familiar interaction pattern. But keep in mind, this situation is different. We
have not been hired to professionally help our family members grow into successful
learners. Also, our students are most often not fully mature in their social
behavior. Many teachers do not believe that expecting 100% attention will have
a very significant effect on their classes. They see too many other more
substantial problems and outcomes to worry about expecting everyone to listen.
But what they find when they do commit to expecting 100% attention is, first,
that it is indeed possible, and second, a good portion of their other problems
disappear when the student begin to be attentive to one another.
It may not at first seem obvious, but there are very few
classes in which there is even a moderate amount of attention. Examine a number
of classes for yourself. Either what we observe is nearly all the students
listening in all the situations they should be, or we find that there are lots
of students who are not paying attention, and the collective level of attention
in the class varies greatly from activity to activity. The reason that we
observe this is that attention tends to be a 100% or somewhere around 50%
mechanism. It makes sense when we recall the social learning diagram.
Social Learning Diagram (Revisited)
If we apply listening as
the behavior in this social learning diagram, the other students (O) will learn
the expectations and consequences for listening from watching what happens when
another student (S) is not listening. Observe the interaction (shown by line
“a”). The other students (O) draw conclusions related to what happened to the
student (S) (line “b”), and then make assumptions about what the teacher’s (T)
expectations are (line “c”) for other members of the class as well.
Recall our examination
related to how students develop their expectations in the previous chapter. Words
in these situations will have a much less significant impact when compared to
what students learn from observing our actions. We can test this principle, by
observing the effectiveness of asking students to be quiet. If we do nothing
except ask--while taking no action—what we find is that invariably students
will learn that our words are not meaningful. Those who use continual requests
for attention rarely achieve high levels of attention. By using very few words,
students can learn from our actions that we need their attention. For example,
consider a case in which the teacher (T) asks for 100% attention, and the student
(S) chooses instead to talk to another student. If the teacher takes action
(delivers a consequence), the other students (O) learn that the expectation is
real. However, if the teacher keeps talking or engages in an ineffectual act (e.g.,
negative recognition, saying shh-shh,
asking for attention, etc.) it sends the public message to the members of the
class (O) that in essence “it is okay to talk when the teacher is talking,” or
at least it is possible. As a result the other members of the class (O) become
much more likely to engage in the same type of inattentive behavior. As this
cycle repeats itself, the expectation in the class is quickly reduced from 100%
attention to just anyone who feels like it. This number varies from class to
class, but it will include those students who attend out of a sense of personal
obligation or previous training. As we examine the mechanics of this situation,
it becomes evident that we will have 100% attention as long as we are absolute
about the expectation and follow through with consequences for a lack of
attention; or we will have less, and over time significantly less, if we are
less than absolute.
Chapter Reflection 6-c: Have you seen the 100% or 50%
principle displayed in a classroom that you have observed?
Another important and often overlooked aspect to the 100%
attention expectation is that hands should be free as well. In some cases, with
certain groups of older or more mature students, this is less significant. But
for most students, most of the time, equipment, supplies, balls, and anything
that is going to be a distraction should be left on the desk or the floor for
the duration of the directions or explanation. This can be a simple
intervention for such problems as pencil tapping, bouncing balls, or playing
with the learning manipulatives while attention is required.
Culture of Listening
A culture of listening begins with the perception by the
students that the teacher is absolute about attention. This perception can only
be supported by the reality that the teacher is absolute. That means the
teacher always expects 100% attention, and when someone is talking, and
there is anything but 100% attention, the teacher must stop and take action. The
action itself does not have to be dramatic or severe, as we will discuss later,
but it does need to be automatic and consistent. The same principle must apply to
any member of the classroom community that is authorized to speak. A culture of
listening goes far beyond telling students to listen to the teacher. It means
showing respect to anyone who is sharing, and expecting 100% attention and
respect when one is speaking oneself. It will take a while for students to
adjust to this climate, if they have been used to environments where there was
little attention to or accountability for listening, but they will come to
appreciate it increasingly over time. As the teacher, you will notice that it
is catching hold when you observe students waiting for others to stop and
listen before speaking, and when you notice that students speak more
purposefully and confidently due to expecting that others are actually
attentive to what they have to say.
A simple yet effective
way to send the message that you require 100% attention is to always wait for
all students to be attentive. And if a student or two is not listening fully,
you might take a simple but active step and stop your directions and wait for
the student. It can be even more powerful to start your directions from the
beginning (e.g., “I notice we are not all listening, I will start again.”). The use of shame and embarrassment is
tempting, but avoid them. They are counterproductive. Likewise, do not refer to
students who are not listening (i.e., negative recognitions); instead, restate
the expectation (i.e., clarifying statement). If one student is demonstrating a
habit of poor attention, that student should privately be given a logical
consequence. The message to the whole class is, “There will never be a time
when I or anyone else is talking and it will be okay not to be listening.” The
message to a student with a habit of poor listening needs to be “Very soon, you
will find a way to be an excellent listener, let’s start now. Tell me what you
are going to do to make sure that you will always be listening and getting the
most from your learning?”
On a technical level, promoting a high level of attention is
critical to our ability to meet our student learning outcomes. While this is of
great value in and of itself, promoting a culture of listening has a deeper value.
It fosters in each student increased levels of respect for the ideas of others.
As the student grows in the ability to attend and come out of their own
ego-centered thought processes, they increasingly awaken to the world around
them and the present to the moment. Survey research (Twenge, 2006; Yazzie-Mintz
et al, 2007) supports what many teachers report anecdotally -- that is
that students today are increasingly bored, apathetic and self-centered. The
starting point for bringing about positive change is helping them learn the
value of learning to be attentive to the world around them, and creating a
culture of listening and respect in the classroom is a vital tool for doing so.
The skill of attentiveness is one of the greatest gifts that we can give them.
The Use of
Attention Cues
To initiate directions, or signal the need for students to
shift their focus from some other state to 100% attention, it is necessary to
use some type of attention cue. The most effective cues are those that are
symbolic rather than literal. For example, if we wanted to gain the attention
of the class, we could say, “Okay class, it is time for you to stop what you
are doing and give me your attention.” This would work, but it is problematic
for a couple of reasons: 1) it takes a lot of time to say all those words; and
2) the more words used, the less likely it will be that the message has an
impact. So instead we can accomplish the same goal more effectively, with less
time, by using a cue. For instance, we might simply say “eyes and ears.” We can
use any word, signal or sound that we prefer to signify the rather involved
message that we need our students to be100% attentive. However, over time the cue
comes to represent all that is involved within the expectation related
to what it means to demonstrate quality attention and to take on the demeanor
of a participant within a culture of listening. For younger students, clapping
a rhythm and having the students respond with the same rhythm can be very
effective. In a physical education setting a whistle can be a good choice. Some
teachers find that silently raising their hand can act as an effective cue. At
the secondary level, a simple cue word is typically effective. There are many
types of cues that are used to good effect. Find one that works for the needs
of you and your students. Figure 6.1 below outlines some of the common cues in
use today and their pros and cons.
Chapter Reflection 6-d: The effect of a good attention cue is
a lot like the effect of your cell phone ring. Reflect on what happens to you
physiologically when your phone rings. How does it affect your state of mind?
Compare that state of mind to when you hear someone else’s phone ring. What is
the difference? Have you ever heard a ring that is the same as yours from
another phone? How did your response vary, as compared to if that phone had had
a different ring?
An effective attention cue elicits
a response that is as much on the level of the unconscious as it is on the
conscious mind. Therefore it should possess both autonomic and behavioral
qualities.
Autonomic response: There should be a behaviorally-conditioned
response to your cue. The student should respond, in large part, because it is
automatic and unconscious, and less because they are making a situational
choice. The power of the conditioning will come from:
a)
the value associated with what comes after the cue
b)
the consistency of the expectation to listen
c)
the consistency of the consequences for failure to
listen
d)
a positive association with performing the behavior
If the teacher expects
100% attention at all times, gives valuable and brief comments after each cue,
has effective consequences when there is not 100% attention, and does not abuse
the use of interrupting students by repeatedly stopping and starting them
and/or asking for attention for long or unnecessary explanations, the cue will
have power. However, if the teacher is inconsistent in the expectation of
attention--e.g., they talk when other students are talking, they have few
consequences or resort to negativity when all the students are not listening,
or abuse their power to require attention--the cue will have little power. To
test these principles in action you might compare two classes in which there is
a cue used, one in which 100% attention is obtained and one where it is not. What
is the difference?
Behavioral not linguistic: The most effective cues
will be those that exist symbolically (a word, a sound, or a signal), or
behaviorally (an automatic response such as clapping a response or a chanting a
refrain), and not as verbal information. They should not occupy conscious
energy in the students’ minds. They should prepare the students to raise their
levels of attention, focus and awareness. And they should become antecedents to
a shift in mental state (see Five States below).
Chapter Reflection 6-e: What attention cues have you observed
teachers using? Were they effective?
Figure 6.1. Some Common Attention Cues and
their Pros and Cons
|
Type of
Cue |
Grade
Level |
Pros and
Cons |
|
Any |
+ Works really well to
develop an autonomic response. – need to carry it with you, or move to where
it is. – relatively artificial. |
Whistle
|
Any (great for PE or other
Specials) |
+ Works really well to
develop an autonomic response. – need to carry it with you, or move to where
it is. – relatively artificial. |
Hand Clapping
(e.g., teacher claps a rhythm whereby students respond in
kind) |
P-4 |
+ Works really well to
develop an autonomic response. + the student response adds the dimension of
recognition and being “tuned in.” + easy to do. – less appropriate for older
students. |
Chanting
(e.g., teacher chants a phrase, such as “1,2,3 eyes on |
P-4 |
+ Works really well to
develop an autonomic response. + active on the part of the student. + easy to
do. – less appropriate for older students. |
|
Turning off and on the lights |
P-6 |
+ Works really well to
develop an autonomic response. – lights are not always readily available. –
relatively artificial. |
Counting Down
(e.g., teacher needs students to attend, so begins to
count down from five to one) |
P-8 |
+ clear signal. + can be
good for transitional changes. – why give students five seconds to do
something they could do immediately if they wanted to, such as stop and
listen? |
Hand Raised
(e.g., teacher raises their hand and waits and/or students
also raise their hands to show they are ready) |
Any |
+ clear signal to anyone
who can see you. + symbolic. + active. + relatively natural interaction. –
may not be visible to all students. |
Cue Word
(e.g., eyes, eyes and ears, listen up) |
Any |
+ Works really well to
develop an autonomic response. + easy to use. – not as interactive as
clapping or chanting for younger students. |
Use time warnings to help students shift their
mental energy from one state to another (e.g., “In two minutes, we will share
what our groups came up with.”)
Five States of Student
Attention:
There are at least five
states of attention that we ask our students to exhibit. Students can only be
in one of them at any particular time. Each has its own mental state
requirements. The use of a cue helps us shift from one state to another.
1. 100%
attention. In a fully functional
culture of listening, whenever the teacher is giving explicit directions or
another student is volunteering ideas, all members of the class should be
listening attentively (i.e., “We have all got out eyes and ears up here and our
hands free.” Or “We are all giving Esther our undivided attention.”)
2. Casual
(optional) attention. Often the
teacher or a student spontaneously makes a comment while the class is engaged
in a task, the comment has value to the whole, but it was not seen by the
teacher as worthy of stopping the class formally (i.e., “I see some really good
examples of categories that groups are using to classify their items.” Or, “Are
we all making sure that we are doing a good job of executing the role that we
have been assigned?”)
3. Students
are free to talk at a reasonable level about the learning task. (i.e., “I should be hearing groups brainstorming
ideas for their poster at a conversational level, so that we can all hear ourselves
think.” Or “It is great to be talking as long as it is about the assignment.”)
4. Students
are free to talk about anything that
is considered appropriate for a classroom. (i.e., “I need you guys to hold
tight for a couple more minutes, so it is OK to talk, but we need to stay in
our seats until the bell rings.”)
5. Students
are required to be quiet so that
others are able to work in peace, but are not necessarily required to be
attentive. (i.e., “We all need to be completely quiet until everyone in done with
the test. You are free to read or work on the homework, but we have to wait on
any conversation until everyone is done.”)
It is essential that
students know exactly what the expectation is for the current state of
attention and what appropriate behavior is for that state. It may be assumed,
but you might be surprised how many students are not sure what level of
attention or amount interaction is appropriate at any given time. Early in the
year, it may be useful to be very explicit when you change state, and add
expectation language to any set of directions. For example, “[Give directions],
and since we are working independently, I should hear only occasional quiet
voices when you are asking each other questions; other than that it should be
pretty quiet.”
Chapter Reflection 6-f: Observe a class where there is a
great deal of anxiety and confusion when students are working independently, or
the teacher is making casual comments. Would you say that the students are
clear as to what the expectation is for the required state of attention?
Observe a class where there is a great deal of ease and focus. Do these student
have a clear sense of the expectation for their state of attention?
Use of cues:
Attention cues only work
if they are used purposefully. Here are some recommendations for employing them
effectively:
·
Use cues to move
from # 2, 3, 4 or 5 to #1 only.
·
Never use a cue
to gain attention during state #1. The expectation is that there is 100%
attention already. The use of a cue indicates the change of a state of
attention, so when there is no change in state, the use of a cue is not only
redundant, but weakens the power of the cue and the person facilitating the
action. If there is an expectation for 100% attention and one or more students
are talking, what is called for is a consequence, not another cue. We will
discuss effectively redirecting attention in the next section.
·
Use consequences
to help reinforce cues, such as stopping and waiting, proximity, and personal
consequence implementation for those who demonstrate a habitual problem with
attention. Remember, stopping and waiting or starting over is a consequence if
done calmly, but if you add disappointment, a lecture or any other forms of
negativity, they become punishments. Adding punishment elements shifts the
locus of control away from the students, and creates a negative association
with the act of listening -- neither of which we want.
·
The cue will
work to the degree that the teacher project absoluteness. Assume that it will
take time for the cue to become part of the conditioning of the class. It may
require practice, deliberateness and the repeated use of consequences, but
eventually the cue will be a natural part of the class procedure.
Redirecting Attention in State #1
The average teacher spends a great deal of time addressing
students who are not listening when the expectation is that there is 100%
attention. Common sense tells us, that when a student is not listening, or is
talking to another student, we need to point them out and tell them to stop and
listen. This natural inclination is understandable, but will most likely
perpetuate the problem. Likewise, interventions such as saying “shh-shh” or
“asking” for attention will prove ineffective. The result is usually the
increase in the assumed need, and subsequent increased use of these types of
responses by the teacher to the point that they become unconscious reactions.
We keep asking, but they keep talking.
If we examine the dynamics of the situation, the
ineffectiveness of these types of efforts to redirect attention becomes
apparent. Recall our previous discussion of how expectations are intentionally.
They develop as a result of clarity and a positive association. What we are
doing when we redirect students who are supposed to be attentive is essentially
reinforcing the expectation. When we use a negative recognition such as “Lara,
stop talking and listen,” it has a number of negative effects: it sends out
negative and weak energy to the group (we did not take any action, we
essentially just complained about Lara publicly); it is distracting and wearing
to the others; and it does not change behavior. Likewise, when we say “shh-shh”
we are in essence saying “Shut up, I am out of ideas and am not going to take
action, but please listen anyway.” When we use these types of negative
recognitions to “put out fires” we feel like we are doing something, but the
evidence in front of us is that the fires keep popping up. Exploring our
efforts within the social/indirect learning dynamic, it is clear why. We are
not taking positive action or promoting the quality of the expectations.
Case Example 6.1: Anthony and His Unconscious Habit
of Saying “Shh-shh”
Anthony
was a talented first year HS teacher who cared deeply about his students. He
had a good rapport and he consistently designed engaging lessons for them. He
was optimistic about every phase of his teaching except the idea of gaining
attention. He had accepted that it was impossible. When I observed him, I
quickly noticed that when he began to give instructions or lectures, his
students would engage in side conversations. As a result Anthony would say “Shh
shh” to get their attention. On our first meeting, I counted over 50 times that
he said “shh-shh” in one class period. When I pointed this out to him he was
surprised. He was unaware that he was saying it. It had become an unconscious
habit, and in both of our estimations an ineffective strategy. I asked him to
try to other techniques including the use a cue, wait for attention, and when
necessary clarifying statements, such as “I need all eyes up here right now.” A
week later, I observed Anthony again. He was down to 10 shsh’s per period, and
things were looking better. After a couple more weeks, he kicked his habit
completely and what he found was a class that was actually listening to one
another and him. Once he changed his expectation of what was possible, and made
some adjustments in how he gained attention, he achieved dramatic improvement
in his management. He commented that he did not recognize how much stress that
he felt as a result of wrestling with his class for attention until he did not
have to and noticed how much easier it made everything else.
So how do we effectively deal with cases in which we need to
redirect attention? It may be helpful to begin by taking on the internal
mindset and projecting the external expectation that soon the need for
redirecting attention will become increasingly less necessary: “In this class
we are all respectful listeners.” Next, we need to make an assessment of the
level of legitimate power that we are projecting. Is there a feeling of
inadequacy holding us back from being able to lead? Do we fear the discomfort
of confrontation with some of our students? Finally, we need to take effective
action:
- Use
simple active consequences. Stop and wait for 100% attention. This is
especially important when one student is talking and the others are
expected to be attentive. To support this expectation, ask the student to
wait for the others to be attentive (or start again, if they were
interrupted) and comment to the class, “Hold on Janus, lets wait until
everyone is listening attentively to your answer. Thank you. Try again.”
- Use
clarifying statements. Instead of negative recognitions (“____ is not
listening,” clarify the expectation with statements such as, “We are all
listening attentively right now.” It is also effective to use positive
recognitions such as “We are all (or almost all) doing a great job of
tuning in right now.” But avoid personal praise for students who are on
task. Comments such as “I like the way Jennifer is listening,” sound like
positive recognitions, but they are
not. When we use the words “I like the way,” we shift the locus of
control (externally) to us, and what we like or do not like. The result is
a weakening of the expectation.
- Use
proximity. Move around the room. Proximity is not a consequence and should
not be used to intimidate students. However, it will help. It is a
reminder and shows that you are “with it.”
- Use
substantive logical consequences. Students who do not get the hint from
clarifying statements, proximity, and actions such as your stopping need
to be held accountable for their choice to violate the expectation/social
contract. Items one through three are all essentially hints and favors to
students to do better. They project positive action and absoluteness, but
they are limited. Students who violate the expectation/social contract by
showing a lack of respect for others by their inattention need to accept responsibility
for that choice.
Case Example 6.2: Emily and Her Tendency to “Put Out
Fires”
Emily
was a student teacher in a second grade classroom. She was a well organized and
no-nonsense type. She was a bright student and expected to do well in student
teaching. When I observed Emily for the first time, she was well prepared and
looked confident. She was a success on nearly all levels. Yet she struggled
with holding the students’ attention and keeping them from getting off track,
especially when they were reading on the rug. On our first meeting, I counted her
making four negative recognitions for every positive recognition. I could see
her trying to “put out fires” when a student would stray off task. She used
phrases such as “We are waiting for Jessy,” and “Paolo stop talking and pay
attention.” In addition, she used the cue that she had established for gaining
attention (“One, two, three, eyes on me”) whenever the students began to lose
attention. The more she recognized the negative behavior and used her cue
(inappropriately) the more she encouraged the unwanted behavior and created
both a negative as well as desperate atmosphere. After the lesson (that was
very successful apart from the level of attention), she was distraught and felt
like a failure. I helped her focus on the positive in what she did, and
encouraged her to: 1) change the ratio of positive and negative recognitions;
2) only use her cue to gain attention and use a redirecting clarifying
statement when she did not have 100% attention; and 3) deal with her two
chronic problem students one-on-one. In the next visit, she was successful at
creating a better ratio, and used her cue appropriately. By the end of the
quarter, she has eliminated the negative recognitions, and found that they were
entirely unnecessary. She began the quarter doing what her instincts told her
to do, that is to let the students know when they are doing something they are
not supposed to be doing. She finished the quarter recognizing that she simply
needed to create clarity, expect 100% attention, and follow through with
consequences when she did not get it. In addition, she found that she was much
happier promoting positive energy in the class than feeling like the “listening
police.”
Chapter Reflection 6-g: In your estimation, what percentage
of students in the typical classroom (or gym or art room), listen to,
understand, and then carry out the teacher’s directions effectively?
Effectively Giving Directions
Having an effective process for giving directions is critical.
Most teachers hold the belief that there is no way to expect all students to
hear and then follow directions, so they settle for a relatively ineffective
process in which they give directions, repeat them to those who were not
listening, and then go around and discover that several students did not
understand the task correctly. As the starting point for achieving 100%
attention is the belief that it is possible to achieve and maintaining an
absolute commitment to it, the same is true for expectation that directions can
be followed correctly by all students all of the time (with the exception of
students who have substantial processing disabilities). We need to approach
giving directions with the expectation that they happen once, all students make
the effort to understand them, and there is an expectation that they are
followed.
Here is a systematic procedure for giving directions that
will lead to more students on task more of the time, and support our culture of
listening:
Part 1: Always begin
with a cue to gain 100% attention.
Part 2: Use a finish
word (e.g., Go! Now! Start!, etc.). After gaining 100% attention, explain
that the students should listen and be still until they hear the finish word (e.g.,
“Eyes! When I say “Go”, I need to have ___.). The finish word allows the
students to relax and listen and to know that they do not have to move until
they understand fully, and it provides the teacher the assurance that they will
listen and not start moving before you have completed the directions. Until the
finish word, they need to be in processing mode, in the moment, not too far off
in the future just yet.
Part 3: Give the
directions. Be clear. Give both the purpose and the specifics necessary to
execute the task. (i.e., keep both the abstract (what is the point?) and
concrete (what do we do?) students’ needs in mind). Your directions and your
cue will be strengthened by your ability to make your directions concise and
imbued with a sense of urgency and positive expectancy.
Part 4: Call for any
questions. This seems like a formality, but it is a critical step in this
process, and it is paramount in your
effort to develop a culture of listening. Students typically do not ask
questions when they have them. You need to send a consistent message beginning
on the first day of class that when you ask for questions, you really expect
them to ask until each and every student understands. This will likely take
time and an adjustment in their thinking. Most students have learned that it is
better to ask later than to look stupid in front of the whole class. You must
remove the threat from asking questions and send the message that all members
of the class community need to be patient and respectful of those who are
asking questions. An effective message to send the students is, “I must not
have explained the directions perfectly, help me know what I did not explain
very well.” A clear expectation should develop that everyone wins when the
group as a whole comprehends. It will help to send the message that “It is
likely that if you have a question, others will have that same question, or
will at least benefit from you having asked it.” One of the many practical
strategies to support the process of confirming what we understand and what we
still need to understand is to have students explain the directions to a
neighboring student. As they attempt to explain them, they will better
recognize what is clear and what is still fuzzy.
Part 5: Use random
checks to enhance accountability. For example, after giving the directions
and then asking for and responding to all questions, we might randomly select
one student to check understanding by asking a question such as “Okay, Bao,
what are the groups supposed to do first?” In this example, let us assume that Bao’s
response reflected good understanding. At that point we have a reasonable
assurance that Bao’s level of understanding reflects the whole group’s, so we can
move on to the finish word (e.g., “Good! OK, Go!”). If Bao does not know or
struggles to explain the piece of the direction, we simply assume that the
process of explaining the directions is not yet complete. Bao’s lack of
understanding gives us the information that we need to be effective as we try
to explain the confusing parts again, and it sends the class (O in the social
learning model) that they may be the student who is asked in the future (S) and
they need to be ready.
These checks should be shame-free and truly random. If the
student (S) whom we ask for an accountability check does not have the
information, we need to avoid the temptation to add negativity (external) to
their sense of irresponsibility (internal). So we can say something to the
effect, “Not quite Bao, I must not have done a very good job of explaining that
part, I will try again.” The power will come from the effect this strategy will
have on each student’s sense of accountability--adding shame will only create
needless fear. A student who cannot answer correctly indicates that they did
not understand the directions fully, yet more importantly it indicates that
they did not ask about the part that they did not understand. A failure of
understanding is not the student’s fault, but the failure to ask is. In a
culture of listening, students learn that it is not about trying to avoid
looking dumb (e.g., a failure orientation), it is about making the effort to
get what is needed to learn (e.g., mastery-orientation).
Part 6: When all
questions have been asked, and the accountability checks have produced evidence
that they really do understand, it is time for the finish word (e.g., Ok, Go!).
The overall direction giving sequence should progress something like the following:
- Eyes””
(wait for 100% attention)
- “When
I say Go!”
- “I
need you . . . “(give complete directions)
- “Are
there any questions?” (answer all questions)
- “So, Bao,
what is the second thing we need to do?” Correct answer, move to #6.
Incorrect answer: restate the directions, and repeat random accountability
check.
- “OK,
Go!”
So what about the times
when after doing all of that, as we are circulating, a student says, “I don’t
get it” or “What are we doing again?” In these cases, we need to use our
response to teach a lesson to this students and all the others observing, with
our eye on the future. Therefore, our message should not be about our anger,
disappointment or shame that the students was not listening, it should be about
accountability. So while it will be counterproductive to project
disappointment, it is damaging to our long-term efforts to support
self-responsible students and a culture of listening if we enable the
problematic behavior. So we should not simply repeat the directions to this
student who was not listening. They had a chance to ask questions about what
they did not understand earlier, and they did not take it. To give them the
directions (that is unless they do have a special difficulty with auditory
information) is to send them and the whole class the message that if you do not
listen the first time, the teacher will bail you out. So instead we might suggest
gently that they ask another student (e.g., a student who was listening).
Expect this process to be effective rather quickly, but it will
take time to change old habits. So it may be a few weeks before you sense that
they trust that you are not going to go back to what they may have been used to
and/or that they have to be truly accountable and attentive. As the expectation
for accountability and quality membership in a listening culture grow, you will
notice that students will begin to increasingly support one another to be
attentive and respectful. They will increasingly take on the role of stewards
of the culture of listening.
Because not all students process directions verbally, the
degree of on-task behavior and the quality of learning will be better if you
have directions and procedures in writing before you begin any activity.
Clarity and accountability will be greatly improved if you post directions
outlining the task at your regular class procedures as well as for learning
centers, computers, group projects, lab stations, and anything else that would
be may be misunderstood. Written words are not a substitute for the process of
creating shared expectations, but they will certainly be an asset to that
effort.
Figure 6.2 – Roots of Negativity: Sequence of Events Related to Why We Feel Either Negativity or a Sense of Resolution
Sequence A.
Problem – inaction –
problem remains - distress – negativity
Sequence B.
Problem – action taken – change – ability to positively recognize behavior
In our efforts to promote more effective behavior in our
students it is useful to examine our internal reactions for clues for what is
working and what we need to change. As you examine the sequence of events in Sequence
A (Figure 6.2), you will notice that it ends in some form of negativity. It
could be disappointment, anger, frustration, or self-doubt, and it could remain
internalized (e.g., feeling distressed and guilty), or might be externalized it
to our students (e.g., shaming, lecturing, punishing, withdrawal of affection).
In nearly all cases, when we find ourselves being negative, we will discover
that we can trace it back to an earlier inaction on our part. As we examine how
best to shape students’ more effective and functional behavior, it is useful to
maintain a mentality of positive-active (e.g. Sequence B) rather than
negative-inactive (Sequence A). We will explore the sources of negativity in
more depth in Chapter 17.
Chapter Reflection 6-h: Recall a situation in which you or a
teacher you observed felt disappointed or frustrated by the behavior of group
of students. Was there a point in time earlier in which you or they could have
had the students practice, redo, or learn to do a better job of the skill that
was lacking?
Transitions,
Routines and Procedures
The keys to smooth
stress-free day-to-day procedures and transitions from one activity to another
are to: 1) practice and shape the desired behavior; and 2) rely primarily on
positive feedback. The routines, procedures and transitions in your class can
be as efficient and effective as you wish, but it will depend on how
intentional and dedicated you are. Following these guidelines will help you
achieve your goals.
1. Create a
routine for each kind of transition.
When it is time to go from one location in the room to another, or to change
from one activity to another, the students assume that it is supposed to happen
in a certain way, in a certain amount of time, with a certain outcome. Most of
the stress for teacher or student comes from differing expectations. If a
situation presents students with the need to make an interpretation for what is
expected, they will make them. Don’t be disappointed by behavior resulting from
their interpretation for what to do, if the expectation was not clear. Instead make
it clear. Create a familiar routine for each regular procedure in the class.
2. Model any
procedure or routine that is new to students. Often simply demonstrating what a procedure looks like in action can
be what some students need to execute it. Often using a student or group of
students to model can be even more powerful than when we do it. Once modeled,
we can use positive recognitions to help reinforce the concrete behavioral
aspects of the task.
3. Practice
your procedures and transitions. The
time that you spend practicing routines and transitions will pay for itself
many times over the course of the year. As much time as needed in the early
part of the term should be spend practicing procedures.
4. Use time to
help structure the expectation of the transition. First, giving students a time warning shortly
before the end of the activity will help them mentally transition and better
prepare for an efficient physical transition. Second, use a time limit to help
clarify the expectation for how long things should take. For example, you might
ask the students, “How long should it take for us to put what we have away and
be ready for ________?” Here you might take suggestions from the class, but
choose one that helps support a reasonable goal. In this example we may
determine that one minute is plenty of time for all students to carefully but
purposefully complete the task. So our direction may sound something like the
following, “[Cue], we need to stop now and move on to doing ______. We should
be able to do that in one minute. Any questions? [Process questions.] Go!”
5. Mete
consequences for when the procedure does not meet the expectation. The best consequence by far is having the students
do the procedure again. When you redo, repeat or practice what needs to improve,
you are being active and just as importantly are in the position to be positive
and recognize the achievement. Success will come from being active and
positive. So that means there are some major mistakes to avoid:
·
Being
disappointed if the students do not make the transition within the allotted
time. This is passive and hostile.
·
Doing nothing
and ignoring that the class did not meet the goal. It sends the message that
you do not follow through.
·
Telling the
class that they had better do it better next time. Remember a lecture is not
action (see Chapter 6), and is not only empty, but is weak.
- Recognize the class’s
accomplishments. Especially early in the year, it is critical
that you show them that you appreciate that they are taking care and
making the effort when lining up, transitioning, cleaning-up, rearrange
things, going from place to place, putting away equipment, or any of your
routine tasks that need to be done on a regular basis. As time goes on you
may want to shift your focus from how well they are meeting your expectations
(2-Style approach) to how valuable it is for them (1-Style approach). For
example, after the students have just transitioned from one activity to
another quickly and efficiently, instead of saying something such as
“Great job, that was our best transition yet,” which defines the 2-Style approach
and would be an excellent phrase at the start of the year, a more 1-Style
phrase might be, “Did you notice how effectively we just transitioned from
A to B? That really shows that you are becoming a self-directed group of
people and it really helps us get more done in a day.” Notice the
difference in the messages? In the first message, it was focused on the
teacher, in the second, it was focused on the students. We will follow up
on this idea in more detail in Chapter 17.
Chapter Reflection 6-i: Recall a situation where you or a
teacher you observed asked students to transition from one activity to another
without any guidelines or expectations. What happened? Did you see any evidence
that the students took the opportunity to meet some of the basic needs that had
gone unmet (e.g., power, love, fun, freedom, etc.)?
An effective technique
for promoting urgency and positivity into one’s transitions is to make them
into a game. This is especially effective with younger students. One of our graduate
student described how she has her students move from place to place as “fast”
animals, such as “fast turtles.” This infuses the activity with a sense of
creativity, urgency and fun.
For more mature students
we might challenge the group to take ownership of the efficiency of their
transitions, procedures, and routines. We might ask them what they could do to
make the time more effective. It will likely be essential, especially early in
the year, to let the students know what benefits their increased efficiency
will have. This may start as a tangible incentive (e.g., something fun at the
end of the period, with the time saved) but ideally move to more intrinsic
values such as a show of respect for one another and their learning and the joy
of solving a problem collaboratively.
Procedures
To achieve an effective system for our common procedures, it
will be useful to use the same logic that we have discussed above: 1) teach the
procedure, 2) practice it until it is sufficiently demonstrated, 3) use
positive recognitions of any behavior that is close to the desired goal to
shape and guide the effort toward achieving the “complete behavior,” 4)
celebrate successes with genuine positive appreciation when it is done well,
and provide more opportunities for practice if it not done well (always
followed by positive recognitions when they get there). Let’s examine two
examples of procedures that we might commonly face in our classes, at the
elementary level the need for student to line up and travel in a line
efficiently, and at the secondary level a preparation exercise for a lab
activity.
Asking students to line up to go somewhere can be a
continuous headache or a rather enjoyable experience. Figure 6.3 compares case
examples of two common class profiles and how lining up is dealt with in each.
Figure 6.3
Contrasting Two Classes Where the Effectiveness of Lining Up Strategies Leads
to Either A Positive or Negative Classroom Climate Condition
|
Negative
Condition |
Positive
Condition |
|
·
The class begins the year unable to line up
effectively. ·
The teacher warns them that it “must get better.” ·
When students are out of line or pushing the
teacher points them out (negative recognitions) “Kaida, you get back in line,
or I am going to have you pull your card.” ·
When the students return from a trip to the library
where they could not stay in line and were pushing and noisy, the teacher
shames and lectures them when they return. ·
The teacher gets in the habit of standing behind
the line and physically moving students into place and shifts students who
cannot get along to the back of the line. ·
The teacher regularly gets angry and threatens the
students that if their line does not get better they will have to stay in and
miss the chance to go to their intended destination. |
·
The class begins the year unable to line up
effectively. ·
The teacher has the class practice lining up on the
first day of class until they have produced a perfect line. ·
Each time the class lines up the teacher is
encouraging and projects a positive expectation – “Let’s see if we can make
an even more perfect line today.” ·
When the line breaks down on the way to the
destination, the teacher calmly tells the class to turn around and head back
to the class. The teacher then clarifies the expectation, offers an
encouraging message and then asks the students to “try again.” ·
The teacher stands at the front of the line and
uses humor and positivity to promote a perfect line. He/she may look down the
line and make the comment that the line is “about 99% perfect and almost 100%
perfect” (as the students try to get even straighter and quieter). ·
The teacher decreases positive recognitions over
time and increases reflective questions to the students such as “How does it
feel to have perfect lines and have all the other classes admire how
disciplined you are?” (to shift the locus of motivation from external to
internal). |
For those at the secondary level, you may deem less need for
students to act in a uniform manner. However, the principles for achieving
efficient procedures are going to be essentially the same. If the class
demonstrates that they do not have the skills to be responsible in a given
situation, they do not need lecturing, they need to learn to be responsible. Our
message to secondary students should be: when you show it (responsibility), you will get it (opportunity, freedom, choices). When you show you can take
care of the new equipment, you will be able to use it. When you show that you
can work collaboratively, you will get more opportunities to work with others.
We need to eliminate disappointment and any other forms of negativity. Instead,
use encouragement and positive recognitions of behavior that is close to the
desired goal along with meaningful consequences. In most cases, the best
consequences in this area are lost opportunities for a set amount of time.
A good example of an effective intervention at the secondary
level is a case in which the teacher asks his/her science class to complete a
pre-lab before they are ready to move on to doing the formal lab activity. In
this case, three or four periods successfully completed the pre-lab on Monday.
The consequence is that they are able to move on to the lab on Tuesday.
However, one class did not do an adequate job of the pre-lab.
Chapter Reflection 6-j: What would you do with this class at
this point? The common response is to ask them to do better next time. Would
this be effective?
The common reaction is for the teacher to be negative,
lecture the students on how important it is to do a good job on the pre-lab,
and threaten if they do not do a better job in the future, they will not be
able to do the lab. This intervention will most likely lead to a perpetuation
of the problem and the teacher’s disappointment level. In other words it is
lose-lose. Instead, the teacher in this case used active-positive logic. The
teacher simply told the class that they needed to spend another day on the
pre-lab doing a better job with it. During this time the teacher was positive
and encouraging and did not shame or exacerbate the students’ unhappiness by
making them feel guilty. The students did complain and act mistreated, but as
the locus of control was maintained with the students, this reaction dissipated
rather quickly. At the end of the day, and in the weeks following, the teacher
was able to positively recognize their accomplishments. The behavior was
changed, and the teacher was able to remain supportive and positive. In other
words it was a win-win outcome.
Beginning the
Period
One of the biggest time
wasters can be the need to take roll. Use the rule never to take instructional
time away from class to take roll. You might want to use a seating chart, or a
student role monitor, or have the students in a regular activity that allows
you two minutes to take roll. But find a system for identifying missing
students that is covert and effective. There should never be a need to call roll
after the first couple of days of school.
Dismissals
As
with any procedure, we need to develop a user-friendly simple system for
dismissing students. For most grades (especially through middle school), it is
effective to use the concept, “ready group,” or “ready student.” The concept of
“ready” will need to be established (e.g., materials away, sitting down,
attentive). At first, you will need to explain it to the students. But soon you
will want to use some form of incentive to encourage “ready” behavior. For
example you might say, “We need to go (or line up, or take part in an activity,
etc.), I am looking for a ready row (or table).” It will not take long before
the students make the effort to demonstrate “ready” behavior given the
incentive that being ready will lead to getting to go earlier. There are many
benefits to having students attempt to get “ready” as opposed to just knowing
it is time to go: 1) students are in a better position to listen effectively to
last minute directions; 2) you are assured that materials are away and you are
not in the unpleasant position of asking students to come back and clean up or
doing it yourself; and 3) students associate the end of the period with a
determination by you that things are ready to end for now, rather than the bell
which has no relationship to the lesson. Having a student of the week do the
dismissals is a great way to foster student leadership, and illustrate the idea
that because the expectations in the class are so clearly understood by all
that eventually any member of the class society can manage the simple
procedures in the social contract. Our implicit (and if you so choose explicit)
message to students related to technical management procedures is that “We all
know what is looks like when it is working, we all accept that we need to
practice when it is not, and we all benefit when it does work.”
The Problems with Warnings
Using warnings is tempting in the process of developing our
classroom technical management. In the short term they help us feel like we are
being fair and informative. Yet, over time the result of warnings tends to be a
degradation of both the clarity and consistency of the expectations. As we
observed in Chapter 2, clarity and consistency will be at the core of our
overall management success, and the lack of either will lead to problems.
Clarity and consistency support the cause-and-effect relationship between what
is expected and what occurs. When A happens, B will follow. In essence, a
warning has the effect of putting a gap between the cause and the effect. So
when we with our students agree to an expectation that it is part of our social
contract to listen or go from place to place in a certain time, or treat
materials in a certain way, or use time effectively, and one or more students
choose not to meet that expectation, we support clarity and the strength of
that expectation (and our social contract) by following through with an active
consequence. When we say, “Next time, you better. . .” or “It had better get
better in the future…” or “Promise you are not going to do that again,” we send
the message that sometimes there are consequences and sometimes there are just
warnings. In practice, students learn that in situations where warnings are
given, they have a “free pass” to do whatever it is that they are warned not to
do. Moreover, a warning sends the message that the teacher would rather not
take action if they can avoid it. They send a weak and indecisive signal, and
as discussed in the previous chapter, they send the message that consequences
are implemented when the teacher makes the subjective chose to do so. The
clarity, consistency and efficacy of the social contract suffer as a result.
Chapter Reflection 6-k: Reflect on the effects of warnings in
your own life. How much effect have they had on your behavior when compared to
actual consequence?
Advanced Principles to Support Your Technical Management
To help support the emotional climate that you believe will be
most helpful to accomplish a particular student learning outcome, you might
consider the impact that the emotion you are projecting. Therefore, a useful
principle to use is that of mirroring the affect that you want to see from your
students. That is, let your face and emotions support the disposition that is
most needed by your students. If you want them to be serious, express a serious
affect. If you want them to be relaxed, speak in a calm tone and relax your
face. What affect would help the class best at the time is it being up,
business-like, fun, focused or confident?
Provide it and watch the change in them.
Another useful principle is never to teach a new
concept/content and a new procedure at the same time. If you are working with
new content, or a new concept, make sure that you process it in a familiar
manner. If you want to introduce a new procedure for processing ideas or
concepts, let the students work with familiar content. That way they are able
to focus on what you intended, and are not confused by two novel variables. For
example, if you want to introduce a new concept attainment procedure, use a
familiar concept. Likewise, if you want to introduce the next math concept, use
a familiar strategy.
As is the case with so many of our classroom management
efforts, we can use our feelings of disappointment or negativity to help us
improve our practice. If we feel negative about the level of attention, the
transitions, the quality of direction following it provides us a clear sign
that we need to be more intentional about that area. So when we feel
frustrated, or disappointed, it is a signal to be more purposeful about taking
action the next time the situation arises, or better yet to take action (that
we may have been procrastinating or avoiding) now to change the problematic
condition. If we recall the cause of our negative feeling, it is almost a
certainty that our negative feeling could have been avoided if we had taken
action earlier. As discussed earlier, most of the emotional negativity
experienced by teachers is a result of a repeated absence of follow-through.
The solution to effective technical management as well as an avenue to our
sense of peace and confidence is to empower the students with the skills they
need to successfully demonstrate the desired behavior. It will promote both
sanity and effectiveness to take an active-positive mindset and approach and
use such strategies as requiring the students to practice it until they get it,
rather than allowing ourselves to wallow in a passive-negative mindset. It may
take a while to reach a level of effectiveness that feels stable, internalized
and worry free, so it is true that it will feel like work at first, but if you
are taking action to improve the situation, you will not feel the negativity.
And success is energizing, whereas failure and resignation are draining and
deflating. We will follow up in Chapter 17 on ways to lose the strain and
negativity in our minds and classrooms.
1-Style Technical Management
Table 6.4 below outlines the difference between 1- and 2-Style
technical management. Both share a core set of principles such as consistency,
clarity, positivity, and active and strong teacher leadership. Yet, in the 2-Style,
the teacher continues to be the primary locus of the decision making, whereas
in the 1-Style, the students increasingly become the source of decision-making
when it comes to technical management. In the 2-Style classroom the students
know plainly what to expect from the teacher and clarity is created as a result
of the teacher’s use of action, follow-though, positive recognitions, and
giving and removing freedoms in response to the level of responsibility shown
to by the students. In the ideal, the 2-Style classroom is characterized by a
well-choreographed set of routines and procedures, orchestrated by the teacher.
In the 1-Style classroom, the difference is not so much in
how it appears on the surface, but the source of motivation to act on the part
of the students. While effective 1-Style technical management may begin much
like that of the 2-Style classroom, over time there is a shift in the locus of
decision-making. In Chapter 17, we will examine in more detail how to shift
from a 2- to a 1-Style form of management, but the key will be in assisting the
students in understanding “why” their efficiency has essential value. For
example, the elementary teacher may begin to reduce the number of reinforcing
comments for the students’ quality line behavior and replace them with less
frequent statements to the effect, “How does it feel to do a great job of
lining up, and what are the benefits to each of you?” These types of questions
help the student recognize that behavior such as quality listening, efficient
transitions, and following directions are not simply done to please the
teacher, but have a fundamental value to the member of the class. This value
can take the form of more time spent on task, self-respect, mutual respect, acting in a coordinated fashion,
increased responsibility, the skill of listening, and a greater sense of
internal locus of control. As the year goes on the teacher withdraws overt
displays of power and provides increasing amounts of power and responsibility
to the students as they show the ability to use it wisely.
Over time the leadership for the behavior comes increasingly
from the students as they take personal responsibility and/or are given the
role of leader. Using student leaders for lines, transitions, and routine
procedures works well at the elementary level. Using student leaders for
attendance, paper collection, dismissal, and group work tends to be effective
at the secondary level. The rule in the 1-Style classroom is that if a student
is intelligent enough to perform a leadership task they should be the one doing
it.
The teacher still needs to make a great many executive
decisions and provide the vision, so their main job is to help guide the
students’ level knowledge and awareness. The most effective means for this are
positive recognitions and clarifying questions. For example, after a high
quality transition, the teacher may ask the class, “Do you remember that we
could not do that two weeks ago?” or “I keep track of how well we transition
and I add that time to our choice time on Thursdays.” When a class is doing a
particularly good job of being attentive and respectful to one another, the
teacher may comment, “Stop a second and think about how nice it is to know that
others are listening to you.” Or ask, “Do you miss the days when we had such
trouble listening?”
1-Style technical
management will take more time to master when compared to that of 2-Style. And
it may not be as neat and clean in the growth stages, but you need to ask
yourself, “Is the extra time and effort 1-Style takes worth the types of
student outcomes it fosters?” Experience
tells us that unless one is really committed to doing what it takes to achieve
the benefits of self-directed and other-centered students, there will not be
enough internal motivation to persevere, so adopting a 1-Style approach is
usually going to lead to too much frustration and potential failure. But if one
is committed to these ideals, and is willing to keep the eyes on the prize, the
benefits can be substantial.
Table 6.4:
Comparison between the 2-Style and 1-Style Approaches To Technical Management
|
2-Style Approach |
1-Style Approach |
|
Goal – absolute consistency and efficiency |
Goal – self-direction and training your way out of the
leadership role. |
|
Teacher directs activities with students very clear about
what is expected |
Teacher develops rituals and expectations that students
internalize |
|
The end of the year looks much like the second week –
orderly and efficient |
By the end of the year the teacher has shifted
responsibility to the students |
|
Students learn that procedures are approached consistently
with a regular pattern and structure |
Students begin to see the purpose behind procedures so
that over time they act increasingly with their own internal motivations |
|
A poor procedure require more practice and more meaningful
consequences |
A poor transition calls for a discussion of why it should
improve and then likely practice of what is decided is the problem |
|
Students show attention because the consequences are clear
and automatic |
Students attend because they
appreciate the idea of mutual respect for those speaking |
Conclusion
While many of us view
technical management as a necessary evil, our ability to be successful and get
the most from our students is often dependent upon it. Moreover, how we
approach the very ordinary tasks of gaining attention, giving directions, and
teaching procedures can have a powerful long-term effect on the degree to which
our students develop a sense of importance for their work, respect for one
another and ability to be present and in the moment. In the next chapter, we
will examine how our pedagogy choices will manifest themselves in our
management outcomes. To a great degree, how we teach and assess will create
more or less of a burden on our technical management efforts, as well as having
a substantive impact on such areas as our students’ level of engagement, level
of motivation, and orientation to the work itself.
Journal Reflections:
1.
What
is your expectation when it comes to technical management? What type of class
would be more stressful for you, one in which you felt there was too much
order, or one in which you felt there was too much slack?
2.
Do
you see yourself being more of a 1- or 2-Style technical manager? Will you
maintain the same expectations throughout the year?
Chapter Activities:
1.
Describe
the types of cues that you plan to use as well as some of the consequences that
you will implement when you do not have 100% attention. Also, do you have a
finish word that you like? Discuss why you made the choices that you did with
your group. Have you seen them being effective in action?
2.
Do some action research of your own. Observe
at least two teachers for an hour or two. Count the number of times that each
teacher uses negative recognitions (e.g., I am waiting for ______, shh-shh!,
please be quiet ____, _____ you need to listen) for inattention. Now count the
number of times that students talk when there is an expectation that they are
not supposed to. Is there a relationship? Advanced ideas: Count the effective
interventions. Observe whether the teacher uses clarifying statements. What
effect do you observe these interventions having on the level of attention?
Reference:
Twenge
J. (2006) Generation Me: Why Today's
Young Americans are More Confident, Assertive, Entitled--and More Miserable
Than Ever.
Yazzie-Mintz,
E (2007) Voices of Students on Engagement: A Report
on the 2006 High School Survey of Student Engagement. Research Report.
Center for Evaluation and Education Policy.