Assignment One – Adam Moulds

Introduction

In approaching the assignments contained within this unit I have increasingly found myself to be that stereotype of a student; the master of procrastination. I have been reluctant to type a word for weeks despite knowing full well that you, Allan, have been requesting to see the finished documents in either hard copy or blog form for some time. Yes, I have been extremely busy initiating myself into my first full time teaching position and for your understanding I am very appreciative. I hope I too can extend similar courtesies to my students in handing in their work when their individual circumstances are challenging. However, the ridiculous thing about it all is not that I haven’t begun. I have in fact been reading up on the subject and the endless tangents it has taken me on for months now. The real truth of the matter is that I have not known where to begin.

For, if my personal philosophy must be congruent with the way I lead and manage my classroom, I sure as hell better know what my personal philosophy is. And where does one begin or end with this process? ‘If I just watch that one more film… If I just read that one more article…’ was the way I had been approaching what I had begun to see as a gargantuan task. It was not until I came to the realisation, as many if not most already have, that one never fully reaches a definitive belief and value system that I could in fact begin.

Furthermore, I have exceeded the maximum word count rather significantly in the completion of this assignment and I ask that you do not mark me down as a result, but instead see it as a genuine interest in the work and its subsequent benefits to my teaching practices.

And so, embryonic as it may be, here is the first instalment…



1.1 Write a “Code of Conduct” for parents and caregivers who wish to create a positive family environment for their children.

Well, firstly I feel that the term ‘Code of Conduct’ is one that is too harsh. It implies that there is an authoritarian rule within the family unit and that the children should be subservient to this. I prefer the idea that parents are role models, leaders and unconditional, loving guides for their children. That said, I have no children of my own so this slightly utopian vision of parenting could be easily regarded as an opinion that lacks first hand experience.

I have, however, been a member of a family and was raised in an environment like many others whose parents stayed together for the kids. This often created a fairly tense ambience within the home, to say the least, and from this experience I have learnt that parents and, I ask that you excuse the colloquialism, should have really ‘sorted their shit out’ before they embark on marriage and the rearing of children. Or, as Carl Jung more aptly phrases it,

“Nothing has a stronger influence psychologically on their environment and especially on their children than the unlived life of the parent.” (As cited by Julia Cameron, 1995)

As I spoke of in my introduction, parents too need to know their own fundamental philosophy of life before they bring children into this world and start imposing rules upon them based on their own shortcomings or unfulfilled desires. Therefore, in creating something similar to a code of conduct I propose that parents must first evaluate their own conduct and its congruency with a code they will have the responsibility of enforcing upon young members of their family.

Once these concerns are in order I suggest that the creation of a positive family environment be based around the following ideas: love, autonomy, stability, safety and positive affirmation.

Love, as the Beatles so rightly inform us is ‘all you need’.

Autonomy, to help develop a child into an adult and this requires the encouragement of individual, creative problem solving skills as opposed to excessive parental control.

Stability, as the bedrock of any child’s life should be the family home.

Safety, as no child should have to mature in the presence of abusive family members.

And positive, appropriate, directed affirmations to help children grow into happy, healthy human beings.

“Children’s outlook on life depends generally on how successful parents and caregivers are in helping them shift from feeling powerless to feeling confident about themselves… Achieving this image involves developing a sense of control over their lives.” (Edward & Watts, 2004)

In the past week or so I have allocated a small amount of time to each drama class I teach to explore how they wish to create a positive learning environment. In skipping the ‘Code of Conduct’ title for the exercise I went with the ‘Rights and Responsibilities’ idea stolen from the Outdoor Education Program I had just been on with some year 8 students. As you, Allan, implied would happen many of the responses revolved around respect and listening to one another with the consequences of breaking these parameters ranging from the pragmatic and sensible ‘three strikes and you’re out’ rule i.e. exclusion from that day’s classroom activity or detention, to the more comical ‘castration’. The commonalities in each individual’s thoughts were self evident almost immediately and it was not until I came across a book called ‘Strategies for Playbuilding: Helping Groups Translate Issues into Theatre’ that I realised the strength of simplicity. In order to work in harmonious collaboration the author endeavours to,

“…establish an environment of respect, teamwork and commitment.” (Weigler, 2001)

And what could be more appropriate than this as an ethos in creating a positive family environment. Respect for the individual and the whole, pulling together in what should be the greatest team one could ever be a member of and commitment in the parents love for each other which is then exponentially reflected in the love they have for their children.

Weigler et al goes on to offer what I consider to be a superb replacement title for a ‘Code of Conduct’. I believe that the family unit, like artists who open up to each other in realising a theatrical production, requires a more intimate and bonding framework in which to live. For this reason his ‘Promises to one another’ concept I find to be the perfect paradigm in which the ideas of respect, teamwork and commitment may reside.

And although the formulation of consequences would best be left up to a democratic, family ballot system, in the absence of this I will extract them from the ‘mini society’ of my drama classes in a twist of phrase which negates the all important need and desire for autonomy and affirming relationships: ‘three strikes and you’re not allowed out’.




1.2 What are the essential elements for an adequate discipline model?

If I may take the liberty, I choose to answer this question by specifically relating it to the desired environment I wish to create within my drama classrooms and therefore would like to briefly tackle the wording of the question, expressing my dislike for the term ‘adequate’ discipline model. I would prefer the words ‘practical’, ‘efficient’, ‘excellent’ and most importantly ‘sustainable’.

For a discipline model of this nature I believe that the essential elements required are as follows:

One that facilitates preventative and corrective measures and is largely congruent with the school wide discipline model within which it must operate e.g. The King’s School
Is based soundly on well researched theory, be that singular, eclectic, shifting or experientially formulated and is geared towards teacher leadership and empathy for the specific needs of each student
Takes into serious consideration the level of student autonomy and teacher control within the classroom and promotes the growth of the self regulating individual
Is compatible with the primary administrators own belief system, in this case my own;

“…what we desire in students’ behaviour will not materialise until we choose those strategies that are most consistent with our own beliefs in achieving those ends.” (Edwards & Watts, 2004)

Is in allegiance with David Wong’s Theory of Threshold Moral Relativism ensuring there is an equitable distribution of rights and an internal consistency (Meta Regis, 2007) i.e. an overwhelming sense of applied fairness;

“Consistency in the application of consequences is the key factor in classroom management” (Coman classroom notes, 2007)

That it is geared towards nurturing a positive and creative environment that promotes Glasser’s ideas of ‘connecting habits’ such as caring, listening, supporting, encouraging and trusting rather than ‘disconnecting habits’ such as criticising, blaming and nagging (Coman classroom notes, 2007)
And, finally, that it works;

“You can have all these theories, but at the end of the day you have to be able to survive.” (Coman classroom notes, 2007)

Call me a faux passionate, new age, inexperienced facilitator if you must, but I am striving to mould a classroom environment that flourishes with creativity to the point that the discipline model within my lessons is an almost invisible, yet omnipresent force absolved in high levels of student motivation and the desire to be constructively educated in a way that adds quality to ones life and in turn to the community. There is no doubt that an at least ‘adequate’ discipline model is required to begin with if this is to be achieved. However, to ignite the shift which spawns an ‘excellent’ discipline model I believe it is largely up to the teacher and their ability to effectively and organisationally engage their students in invigorating, knowledge creation and application. Once again Julia Cameron et al shapes this idea in what I consider to be a most profound way and in doing so she speaks of order in terms of God as an acronym;

“Good, Orderly Direction.”

Now that is more than just an ‘adequate’ discipline model.




1.3 Critically reflect on the theories of two psychologists and apply their theories to techniques for improving student motivation.

On the basis of two key concepts you mentioned in a tutorial, Allan, and also on a handout given to the Dip Ed students in 2006 by Tony MacArthur am I basing my decision to critically reflect and evaluate the application of the following theories and techniques for improving student motivation:

William Glasser’s ‘Choice Theory, Reality Therapy and Lead Management’ and;
Patrick Connor’s ‘Pain Model’.

From my relatively minimal, but concentrated experience in teaching, I strongly concur with your idea that a sound, relevant and creatively stimulating lesson structure should foster a motivated student majority within the classroom.

“If the lesson structure is good you will have the bulk of the students with you. For the others, classroom management theories such as those developed by William Glasser and (Patrick Connor’s) The Pain Model will help immensely… Of the 25 students you have in the class it will always come down to only four or five students who give you trouble. Of these, three of them just want attention, to be noticed and to be acknowledged. Develop a relationship with these students… In every class now there will be one or two students that fit into the Pain Model. Use experts to help these kids.” (Coman classroom notes, 2007)

My interest in these two areas on student motivation is all driven and balanced by the following,

“A teacher can be firm yet still supportive and friendly with students. A firm teacher can provide an environment where students feel safe and secure.” (MacArthur classroom notes 2006)

These words I feel are vital in catering for the 5% assertion that a ‘teacher’ requires in order that they may carry out the other 95% of their more important role as an ‘educational facilitator’.

According to a recent case study, Glasser too agrees with this notion,

“Glasser, currently, is less concerned with behaviour management than with producing student results.” (Edwards & Watts, 2004)

However, what is really at the heart of all of this is dealing with those students who decide they will not tow the line when it comes to appropriate behaviour in the classroom. These students impede the learning opportunities of others and in turn reduce the productive capacity of the whole class and bring down the collective motivation levels of the individuals within it. Therefore, if we are to produce quality results across the board we as educators must find suitable ways to cater for, deal with and include students with difficult temperaments. It is here that the underpinning concept of Glasser’s Choice Theory comes into play, i.e.

“…the only person’s behaviour I can control is my own. Hence, the teacher focuses on themselves, the relationship with the student and the support being offered to enable quality outcomes.” (Edwards & Watts, 2004)

With the advent of this mode of thinking the ball is really back into the hands of the classroom teacher. Or, as Hattie claims,

“I therefore suggest that we should focus on the greatest source of variance that can make the difference – the teacher.” (Hattie, 2003)

So, in approaching student motivation from this angle the teacher must embrace the concept of a student-centred classroom and curriculum that, “is relevant and adds quality to their lives.” (Edwards & Watts, 2004) And, not only this, but also one that takes into account and indeed shapes itself around theoretical premise of Glasser’s ‘Five Genetic Needs’. I will now discuss these one by one, suggesting the ways in which they present themselves and then assign them their intrinsic practical application within my classroom to increase student motivation.

Survival, safety and security – this often presents itself as the teary and timid student. I have found that the best way to deal with this type of need is to encourage everyone to get involved in the class activities suggesting that the best thing you can do in the drama classroom is get up and make a mistake. Furthermore, I usually go on to say that unless every time you get up in my class to perform you can do it perfectly, then no one is to be judged who gets up and has a go. Also, I like to set up initial exercises within the lesson structure that involve groups and pairs which fosters relationships with other students and spreads the focus of the audience to the various collaborative members.

“Students who don’t feel connected and in relationship with the teacher and the other students do not feel they are in a safe environment in which to create a competency.” (Coman classroom notes, 2007)

Personal power, competency and achievement – usually presents itself as ‘acting out’, tantrums etc. The issue of control is paramount in choice theory. If individuals within my classroom are not achieving a sense of this, they will most definitely begin to impact on the focus of the learning task at hand and distract others. This generally means that I have not set a task which is within their Zone of Proximal Development;

“We need to have a sense of control, mastery and achievement…fulfilling one’s power need appropriately is not ‘power over’ others but ‘power to’ oneself.” (Edwards & Watts, 2004)

It is always vitally important to set a task which falls within this zone or otherwise the more dominating students will immediately begin to steer the other students off task.

Love, belonging and acceptance – this child demonstrates this need in my classroom in two ways, one being the child who constantly needs my attention and the other being the child who constantly needs everyone’s attention. This student I find can be quite a distraction to the progress of an individual lesson and I have learnt that the best way to deal with this need is to chat with them first at the beginning of every lesson to connect them to the feelings of acceptance and belonging for the next 50 minutes. Also, chats and games with them outside the classroom walls generally ensure they will not seek high levels of acceptance during learning time.

“Students need to be told, over and over, that they are loved – not because of what they do, not in spite of what they do, but just for who they are.”

To put it mildly, this is a really big one. However, undoubtedly the best way to satisfy the needs of students in this category is to see that every child has a gift and as you have said, Allan, it is our job to find that gift and affirm that gift.

Freedom, independence and autonomy – “Why are we doing this Sir?” is usually the catch cry of those who feel they are not getting this need met and for this reason every unit, lesson and activity must be relevant to developing a competency that will add to the ‘quality worlds’ of my students. For drama this is usually to develop confidence, understand the human condition and in turn ourselves and work in a team based environment. These are all skills that have practical applications in the world outside the classroom and schooling life.

Fun and Learning – if this need is not being met all I tend to have in my class is a series of lengthy and loud misdirected discussions amongst students. The only way to curb this and to keep the levels of motivation at a premium is to keep it new, fresh and exciting. Furthermore, this need is closely linked with achieving competency, for it is one thing to have fun, but if the learning does not come as a result of this then pointless amusement will be the result and undesired student behaviour will manifest itself.

“…the fun need … is met through enjoyment, learning and a sense of satisfaction. Many experiences can provide pleasure or enjoyment. But if they do not also provide a real sense of satisfaction, then, according to Glasser’s usage, they are not fun.” (Edwards & Watts, 2004)

At the crux of all this need satisfying and catering for is the idea of connecting habits and not disconnecting habits. Every time a student is criticised, judged or blamed they will feel disconnected, one or more of their needs will not be met, they in turn will become despondent and/or disruptive and student motivation levels will go down as a result of a loss of focus. Alternatively, if connecting habits are constantly practiced by the teacher, there is a far greater chance that the majority of student needs will be being met and a ripple of enthusiasm may pervade the ambience of the classroom.

It is here that the issue of ‘Total Behaviour’ should be addressed. Students who are constantly disruptive and therefore are not getting their needs met in appropriate and developmentally beneficial ways need to learn replacement behaviours. If it is true, as Glasser suggests, that we can only control our thinking and the way we act, then students must be led into the understanding that their feelings and physiology could be in a better state if they were to change the way they viewed a situation which the teacher deems to be negative e.g. I have a student in my tutor group who is constantly in trouble with just about every teacher he has. At the same time, however, just about every student thinks he is terrific because he is rebellious and has a disregard for authority. What he fails to see, and what I am currently attempting to assist him in seeing, is that students will soon tire of this and he will discover that he has wasted his time trying to impress others when the best thing he could do is direct his abundant interpersonal energies into developing positive leadership skills.

It is this very leadership which, I too, am to execute if my students are to follow me down the path of motivated, educational satisfaction. And it is for this reason that I subscribe to Glasser’s ideas on lead management as opposed to boss management and in particular the specific aspects mentioned in the following;

“The lead manager constantly tries to fit the learning task to the skills of the students… A productive atmosphere develops because the leader, authentically, does everything possible to provide students not only the best tools with which to learn but also the autonomy to govern themselves in the process.” (Edwards & Watts, 2004)

The previous example in which I elaborated on a student who is meeting his needs in misdirected ways is indicative of Glasser’s most comprehensive and extensive use of choice theory in what he refers to as ‘Reality Therapy’. I have had a number of reality therapy sessions with the aforementioned student and although progress with him has been slow, a relationship of genuine trust and care is beginning to develop and subsequently his behavioural pattern, motivation and quality of work is becoming more and more positive by the day.

The ‘Disruption Encounter’ is the other, less time significant and more preventative cousin of reality therapy and this too is starting to show real benefits in managing my classroom and encouraging the individuals involved to focus on the work and not on diverting attention from it. On average it only takes five minutes away from their friends and a quiet word from me to get them back on track. It is, as you informed me Allan, this small disconnection from their peers that encourages the modern day, relationship driven student to re-engage productively in the classroom activities.

However, it is exactly this modern day student that must be carefully addressed when considering the next theory in this evaluative process, that of the Pain Model. Contained within the ideas of this discipline model are the means and the ‘know how’ in which to handle behaviourally very difficult and high risk students.

In dealing with a student who fits the criteria of the Pain model and attempting to increase their motivation for learning activities the pain itself must first be treated.

“…a person who is experiencing psychological pain is unable to turn their mind to schoolwork and positive interactions until such time as the pain is relieved.” (Edwards & Watts, 2004)

It must be noted here that a child or anyone for that matter who finds themselves in this situation must be treated with the utmost of care and more often than not referred to the school counsellor/psychologist, assuming that this service is in fact available. This core ideology within this course of action is suggestive too of the other underlying principle of the Pain Model; Value the person. Similarly to William Glasser, this theory of Patrick O’Connor’s is highly geared towards nurturing trusting relationships and in this case more so between student and teacher. For this reason, punitive measures must most certainly be eradicated from any dealings with a student in emotional pain.

“…the use of punishment is ineffective. When students’ pain is addressed there is, in practice no need to use other traditional behaviour management strategies because the misbehaviour ceases spontaneously.” (Edwards & Watts, 2004)

I myself experienced this exact same phenomenon when on the outdoor camp with students from my school. The one child who was being relentlessly bullied by the other students and could not verbally or physically fend for himself was at a sheer loss. Once I acknowledged his pain, began to praise him for the things he could do well and initiated the process of establishing a listening and leading style relationship with him his whole outlook started to transform. To this day that boy regularly approaches me in the playground to tell me what he is up to and now, also, to see how I am doing.

The classroom techniques that can be applied by the teacher and from the few that I myself have practiced have proven to be most beneficial are as follows:

· Relieve the pain and calm the student – listening and slower breathing strategies tend to be most effective here.
· Re-skill the student – as a drama teacher the easiest and most conducive to re-motivating the student towards re-engagement with the class is by re-enacting the scene. A quick role play with a theatrically savvy drama student rehearses them into making more beneficial choices as to courses of action in order to deal with difficult circumstances. I have also found whole class meditation sessions to be very beneficial in managing the classroom climate.
· Reconstruct self-esteem – primarily through positive and specifically directed praise have I noticed this technique to reap rewards.
· Use Related Strategies – I used a falling/trust game with my year 9 students which was particularly beneficial to one boy who was in great distress before attempting it as he had been dropped before during this same exercise. Once I assured him that this was not going to be the case this time and he completed the activity he was brimming with satisfaction and has since been a highly active and engaging class member.
· Whole Brain Teaching – On a recent drama excursion I had 24 year 8 students who were highly bored during and extensive waiting period in which they were asked repeatedly to behave themselves as they were in public view. I realised that expecting them to sit quietly for 45 minutes was virtually impossible and as a result elected to teach them how to juggle, a famous whole brain activity. This proved stimulating enough to relieve them of their boredom and engage in a productive task.
· Developing Emotional Intelligence – again in relation to the child on the outdoor camp, I was able to assist him in rationally evaluating his emotions and coming to the realisation that to get all stirred up by the jibes of his peers was exactly what they wanted. What was best for him was to acquire the emotional intelligence to see that ignoring them would see the situation cease, which he began to do as the trip and he both progressed.

Glasser, O’Connor and indeed Hattie all have quite similar philosophical ideas in approaching the issue of student motivation. It is with the words of a New York Times columnist by the name of Thomas Friedman however, that I would like to conclude;

“…imagination matters most of all. The most important competition in the future is not between countries or companies – it is between us and our imaginations.”

And so it is true for motivation. If every lesson is not geared towards the apex of the revised Bloom’s taxonomy i.e. creativity, then all the theories in the world will not be able to engage a classroom of young minds.





References

Edwards C.H & Watts V, 2004, Classroom Discipline & Management an Australasian Perspective, John Wiley & Sons Australia Ltd, Qld
Coman, A, 2007, Classroom Notes, University of Notre Dame, Syd
Friedman, T, 2007, New York Times, NYC
MacArthur T, 2006, Classroom Notes, University of Notre Dame, Syd
Hattie J, 2003, Distinguishing Expert Teachers from Novice and Experienced Teachers, University of Auckland, NZ
Cameron J, 1995, The Artists Way, Pan MacMillan Ltd, London
Weigler W, 2001, Strategies for Playbuilding: Helping Students Translate Issues into Theatre, Heinemann, Portsmouth, NH
Regis M, 2007, Classroom Notes, University of Notre Dame, Syd