1. Week 3 - Limit Setting/Autocratic models
EDPP302

2. Covered this week . . .
2 teacher-centred, limit setting models of behaviour management
more on setting limits
Assertive Discipline in detail. How it is done.

3. an outcome of decisions
The Tension Model
CONSEQUENCES
an outcome of decisions
Positioning
Skill based
subjective
more indirect
individual
FEEDBACK
DECISION MAKING
modelling
mirroring
narrative
reflection
notices difference
evocative
advice giving
lecturing
interrogation
transparent options
judgemental
prescriptive
TENSION
disequilibrium
dissonance
Tension  issue continues
Tension  issue resolved

4. Limit Setting Models Assertive Discipline – Canter & Canter
Preventive Discipline - Jacob Kounin
Positive Classroom Discipline - Fred Jones

5. Behaviour Modification Models of Behaviour Management Continuum
Bill Rogers
Decisive Discipline
Humanism
Ginott/Rogers
Jacob Kounin
Group Management
Neo-Adlerian
Balson/Dreikurs
Fred Jones
Positive Discipline
Systems Theory
Solution focussed
Applied Behaviour
Analysis
Behaviour Modification
Choice Theory
William Glasser
Canter & Canter
Assertive Discipline
Cognitive-behaviourism
Models of Behaviour Management Continuum
Autocratic
Limit Setting
Teacher empowered
External motivation
Democratic
Leadership
Student empowered
Internal motivation
Laissez-faire
Non-directive

6. Characteristics of the Models
Students require firm direction from teachers
Learning and behaviour are closely linked
Positive classroom relationships allow teachers to be trusted and respected
Disruptive behaviour occurs in all classrooms. Good teachers use techniques to negate its impact on learning

7. Integrated experience
THE CRISIS CYCLE
Integrated experience
Intervention options
anxiety
External control
Staff actions
reduction
tension
defensive
non-compliant
This is just an additional model not covered in the CPI notes and manual. It highlights the difference level of staff involvement or action depending of the position on the crisis cycle. When nonviolent physical intervention is used the clients loses almost total control over their actions - although this can be quickly changed as they calm down and move with either back to a defensive position or on towards tension reduction.
Internal control
Client actions
acting
out

8. Preventive Discipline - Jacob Kounin
teaching and discipline need to be integrated
interested, stimulated and active learners reduce the risk of disruptive behaviour
planned and coordinated activities within lessons reduce the likelihood of disruptive behaviour
a positive, productive classroom atmosphere or tone is pervasive for all participants

9. Preventive Discipline - Jacob Kounin
when teachers correct misbehaviours in one student, it often influences the behaviour of nearby students
Ripple effect
the disposition of the teacher to quickly and accurately identify problem behaviour or potential problem behaviour, and to act on it immediately.
Withitness
Overlapping
doing more than one thing at once. Regardless of the level of classroom activity, the teacher continues to be aware of student’s individual activities and expects them to be working.remain on task.
Smoothness and momentum
moving in and out of activities smoothly, with appropriately paced and sequenced instruction
Group alerting
keeping all students attentive in a whole-group focus
Kounin, Jacob S. (1970) Discipline and Group Management in Classrooms. Holt, Rinehart and Winston, Inc.

10. Positive Classroom Discipline - Fred Jones
Classroom management procedures must
be positive and gentle.
set limits and build cooperation in the absence of coercion
be economical, practical and simple
ultimately reduce the teacher's work load.
offer incentives and encouragement for positive effort
Jones, Fred (2000) Tools for Teaching. Santa Cruz, CA: Frederick Jones and Associates.

11. Positive Classroom Discipline - Fred Jones
Three different management strategies are integrated to form a three-tier approach to discipline management.
‘limit-setting and relationship building form a tier of the management system which we might best describe as the interpersonal-interactive level of management.’
Limit-setting
Incentive systems
Back-up systems
from

12. Positive Classroom Discipline - Fred Jones
Three different management strategies are integrated to form a three-tier approach to discipline management.
Something the teacher can provide that students like so much that in order to get it they will work throughout the period/week/month. Examples include PAT (preferred activity time) and positive reinforcement
Limit-setting
Incentive systems
Back-up systems
from

13. Positive Classroom Discipline - Fred Jones
Three different management strategies are integrated to form a three-tier approach to discipline management.
A series of responses the teacher can call upon after the above fails. A sequence of consequences administered within the classroom and a backup system outside the classroom
Limit-setting
Incentive systems
Back-up systems
from

14. Positive Classroom Discipline -
Fred Jones

15. Positive Classroom Discipline - Fred Jones
There are seven steps in limit setting:
Eyes in the back of your head
Stop what you are doing and concentrate on the disruption
Terminate Instruction
Turn, look, and say the student’s name
Face the student, make eye contact, and remain calm
Walk to the edge of the student’s desk
Walk calmly to front of student’s desk and avoid comments
Prompt
Demonstrate what is expected
Lean towards the student
Palms
Camping out
Shift and maintain eye contact to show you are still aware

16. Covered this week . . .
2 teacher-centred, limit setting models of behaviour management
more on setting limits
Assertive Discipline in detail. How it is done.

17. Setting limits ultimatum
Redirecting the thoughts of students back to their behaviour and
creating a dilemma for them in which a decision or action is needed
Setting a limit is not the same as issuing an ultimatum.
You can finish the work now and go out to lunch with the others or if it is unfinished you will stay back at lunch and I can help you with it. You decide.
If you don’t finish the work you will stay back at lunch.
ultimatum

18. Setting limits
Redirecting the thoughts of students back to their behaviour and
creating a dilemma for them in which a decision or action is needed
Setting a limit is not the same as issuing an ultimatum.
The purpose of limits is to teach, not to punish.
Through limits, people begin to understand that their actions, positive or negative, result in predictable consequences. By giving such choices and consequences, a structure for good decision making is provided.

19. Setting limits
Redirecting the thoughts of students back to their behaviour and
creating a dilemma for them in which a decision or action is needed
Setting a limit is not the same as issuing an ultimatum.
The purpose of limits is to teach, not to punish.
Setting limits is more about listening than talking.
By listening, you will learn more about what’s important to students, and that will help you set more meaningful limits.

20. 5 Setting limits Steps Explain which behaviour is inappropriate
Saying ‘Stop that!” may not be enough. The person may not know if you are objecting to how loudly he is talking or objecting to the language that he is using. Be specific.
Steps

21. 5 Setting limits Steps Explain which behaviour is inappropriate
Explain why the behaviour is inappropriate.
Steps
Don’t assume the student knows why her behavior is not acceptable. Is she disturbing others? Being disrespectful? Not doing a task she’s been assigned?

22. 5 Setting limits Steps Explain which behaviour is inappropriate
Ultimatums often lead to power struggles because no one wants to be “forced” to so something.
Explain which behaviour
is inappropriate
By providing choices with consequences, you are admitting that you cannot force his decision. But you can determine what the consequences for his choices will be. 5
Explain why the behaviour is inappropriate.
Steps
Give reasonable choices
with consequences.

23. 5 Setting limits Steps Explain which behaviour is inappropriate
Give a few moments for a decision to be made. If upset, the student may not be thinking clearly. It may take her longer to think through what you’ve said.
Explain which behaviour
is inappropriate 5
Explain why the behaviour is inappropriate.
Steps
Allow time.
Give reasonable choices
with consequences.

24. 5 Setting limits Steps Explain which behaviour is inappropriate
It’s important to set consequences that are reasonable, enforceable, within your
Explain which behaviour
is inappropriate
Be prepared to enforce
your consequences. 5
. . . authority, and within the policies and procedures of your facility or school.
Explain why the behaviour is inappropriate.
Steps
Allow time.
Give reasonable choices
with consequences.

25. 5 Setting limits Steps Explain which behaviour is inappropriate
Be prepared to enforce
your consequences. 5
Explain why the behaviour is inappropriate.
Steps
Allow time.
Give reasonable choices
with consequences.

26. Download ‘The Art of Setting Limits’ from CPI

27. Covered this week . . .
2 teacher-centred, limit setting models of behaviour management
more on setting limits
Assertive Discipline in detail. How it is done.

28. Assertive Discipline – Canter & Canter
Teachers have the right to determine what is best for your students, and to expect compliance.
No pupil should prevent you from teaching, or keep another student from learning.
Student compliance is imperative in creating and maintaining an effective and efficient learning environment.
To accomplish this goal, teachers must react assertively, as opposed to aggressively or non assertively.

29. Hostile Teachers see students as adversaries
use an abrasive, sarcastic and hostile style
focus on the person not on the behaviour
meet their own needs but disregard the needs of the students

30. Non-assertive Teachers
ignore or react in desperation
use a passive, inconsistent, timid and non-directive manner
do not communicate their needs to the students
show an uncertainty and fear of the students

31. Assertive Teachers respond confidently, politely and quickly
give firm, clear, concise directions to students
build positive, trusting relationships
are demanding, yet warm in interaction
listen carefully to what their students have to say, and treat everyone fairly (not necessarily equally).

32. Assertive Discipline – Canter & Canter
features
Clear set of observable, class negotiated rules. Only max.
For behaviour that breaks the rules a clear, pre-determined set of consequences are laid out.
Focus on positive behaviour with constant reinforcement through comments and recording of compliance.
All students are targeted for both positive recognition and negative consequences when relevant.

33. 1st incident name on board - 1st warning
CLASS RULES
No talking when the teacher is talking
Stay in your seats
Keep your hands and feet off other people and their property
Follow the instructions given by the teacher
CLASS CONSEQUENCES
1st incident name on board - 1st warning
2nd incident tick - 2nd warning
3rd incident tick - 3rd warning
4th incident tick - stay back after class
5th incident tick - lunch time detention
6th incident tick - leave the class, interview with head teacher/AP
CLASS RULES
No talking when the teacher is talking
Stay in your seats
Keep your hands and feet off other people and their property
Follow the instructions given by the teacher
CONSEQUENCES
1st name on board st warning
2nd tick - 2nd warning
3rd tick - 3rd warning
4th tick - stay back after class
5th tick - lunch time detention
6th tick - leave the class, interview with head teacher/AP

34.          Is it worth it?      Caleb Fabio Suzie Jack
CLASS RULES
No talking when the teacher is talking
Stay in your seats
Keep your hands and feet off other people and their property
Follow the instructions given by the teacher   
Caleb 
Fabio
Suzie 
Jack 
Bashir
Shannon   
Is it worth it?
Carly
CONSEQUENCES
1st name on board st warning
2nd tick - 2nd warning
3rd tick - 3rd warning
4th tick - stay back after class
5th tick - lunch time detention
6th tick - leave the class, interview with head teacher/AP
Jess    
Ryan 
Hassan
Tamika
Lucas

35. Common pitfalls with Assertive Discipline
Students will not stop behaviours and often will be pushed to get more ticks as a challenge or act of revenge
Ticks are delivered as punishment/consequences not cues/signals
The list of students will be selective rather than inclusive
Ticks are delivered only to certain students in the class
No evidence of a ripple effect
Positive comments to compliant students are not used enough or they are insincere
Little dilemma for students to change
Appropriate positive consequences are not in place

36. How would you handle Jonah?
Jonahs contract
How would you handle Jonah?
View video

37. REFERENCES Canter, L. & (1976) Assertive discipline – a take charge
Canter, M. approach for today’s educator. Santa Monica, CA
Jones, Fred (2000) Tools for Teaching. Santa Cruz, CA: Frederick Jones and Associates.
Kounin, Jacob S. (1970) Discipline and Group Management in Classrooms. Holt, Rinehart and Winston, Inc.

38. CLASS RULES No talking when the teacher is talking Stay in your seats
Keep your hands and feet off other people and their property
Follow the instructions given by the teacher
back

39. 1st incident name on board - 1st warning
2nd incident tick - 2nd warning
3rd incident tick - stay back after class
4th incident tick - lunch time detention
5th incident tick - leave the class, interview with head teacher/AP
CLASS CONSEQUENCES
1st incident name on board - 1st warning
2nd incident tick - 2nd warning
4th incident tick - stay back after class
5th incident tick - lunch time detention
6th incident tick - leave the class, interview with head teacher/AP
3rd incident tick - 3rd warning
back