Educational Psychology Notes PDF

Educational Psychology Chapter 1 - Intro What do Educational Psychologists say they do? 1. Work with teachers, parents 2. Map out the work w/ Head Teacher for some students 3. Individual Assessment 4. Staff training 5. Teacher supervision 6. Study skills 7. Supporting SEN children 8. Doctora...

Educational Psychology Chapter 1 - Intro What do Educational Psychologists say they do? 1. Work with teachers, parents 2. Map out the work w/ Head Teacher for some students 3. Individual Assessment 4. Staff training 5. Teacher supervision 6. Study skills 7. Supporting SEN children 8. Doctoral training 9. Educational Improvement Educational Psych Service - EPS 1. Target - CYP (Children and Young People) 2. Supporting development, well-being, resilience, etc. 3. Person (child)-centred approach - holisticism 4. Parental/Guardian consent usually necessary 5. Promoting the voices of CYP Who do EPs work with? 1. Educational settings (schools, headmasters, teachers) 2. Health professionals 3. Parents/Guardians 4. Police + CPS 5. Government 6. Local government 7. Universities Brofenbrenner's Ecological Systems Child development = A series of interconnected systems (Text below = smallest to biggest) 1. Microsystem - The closest people around the child; parents, teachers, friends, etc. 2. Mesosystem - Microsystems interacting with one another; e.g., parents going to a school conference 3. Exosystem - Indirect things around the child that nonetheless impact development; e.g., the parents' jobs 4. Macrosystem - Social and cultural values the child was brought up around, e.g., the political system of the origin country 5. Chronosystem - Big changes around the child, especially in terms of the world and its functioning, e.g. the pandemic Chapter 2 - Research Methods Reporting bullying 1. Middle - to - high school students report bullying the least - only 22% compared to 55% in adults and 80% in 7-10 year olds 2. RESQL - SWPS-made app for anonymous bullying reporting - text an authority figure (optional anonymity, although it is the default setting), report being bullied or someone else being bullied, slowly implemented in schools - promising results (seen on TV) Participatory Action Research - Lewin (1956) 1. PAR - A type of research which involves the participants as researchers; inspired YPAR in Educational Psychology 2. Focuses on 4 dimensions: Plan - Planning the research Act - Conduct research Observe - See how people are behaving Reflect - Conclude 3. Chicago Community Project - People ate like shit, so they felt/studied/developed like shit 4. INKLA - A research organisation which M. Wójcik is a part of, focuses on educational settings and interventions 5. Specific INKLA Intervention includes: IDI - INKLA Development Index - INKLA's way of measuring whether an intervention was successful or not Observation - observing the impact, the development, and the start of an intervention  Photovoice - a method of looking into the children's lives, involves a participant taking a photo and captioning it in reference to a specific, pre-chosen topic (an example - "My Future", a broom in the picture with the caption "Doesn't matter what I want, I will end up like this regardless") Structured interviews - with all parties involved, later an analysis Chapter 3 - Cognitive, Social, Moral Development Definitions 1. Development - growth, adapting, and changing over time, refers to all facets of life 2. Cognitive development - How people think, explore, and figure things out. Development of knowledge, problem-solving skills, decision making, personality (dispositions) that help others understand people the world around them. Piaget's Developmental Theory Key Definitions 1. Schemas - mental frameworks that help us organise, interpret and understand new information; more schemas + more sophisticated schemas with age, helping children understand complex concepts 2. Assimilation - New information go into pre-existing schemas 3. Accommodation - Schemas are modified in accordance with new information (rarer than assimilation in adulthood) 4. Equilibration - Assimilation balanced roughly equally with Accommodation, the way children progress through developmental stages, encountering and resolving cognitive conflicts Constructivism 1. Children actively construct their worldview and are active in their understanding of the world 2. Children are "little scientists", constantly figuring things out and exploring Stages of Development Each child goes through all stages in the same order, but not at the same rate; Development is determined by Biological Maturation + Environment Interaction 1. Sensorimotor Birth - 1.5 to 2 years Mainly focuses on exploration through movement and touch, as not much else is accessible at that age; grabbing, looking, getting used to things  Key term: Object Permanence (I can't see it, therefore it doesn't exist) 2. Preoperational 2 - 7 years This stage marks the beginning of speech, and with it, symbolic thinking (using words/phrases to represent and describe objects) Very concrete thought and speech, only referring to concrete objects Key terms: Egocentrism - Focusing on oneself, thinking only in regards to self - measured with the "3 mountains" task (Piaget theorised this task can only be completed by 5-7; new research suggests children can complete it as early as 3/4 within the right environment) Conservation - or rather lack of it, the awareness that once an object is modified (e.g., changes shape) it remains the same object - measured with the "liquid in different containers" task 3. Concrete Operational 7 - 11 years The beginning of operations (logical rules) use, conservation is stronger, egocentrism declines (Theory of Mind starts), logical and reversible (mentally reversing - object turns back to original shape) thought; abstract thinking is still weak (ergo concrete - still do a lot better with real, quantifiable objects) Hypotheticals, abstract concepts, mental problem-solving are still decently unattainable Key terms: Mentally reversible thought - e.g., imagining an object turning back to its original shape Abstract thought - thinking, problem solving only using your mind Logical thought - Thought patterns following a logical chain reaction, thinking step-by- step 4. Formal Operational Adolescence - Adulthood The beginning and development of fully formalised thinking, including hypotheticals, abstract concepts, and scientific thinking Key term: Scientific Thinking - approaching problems systematically, empirically, and critically Criticisms of Piaget's Theory 1. Too much focus on rigid stages and task completion; development is fluid and irregular, not everyone fits in specific criteria 2. Too much focus on biological maturation - it plays a big part, but here treated as the only thing driving cognitive development  Zero focus on cultural and social impacts Little focus on education Developmentally Appropriate Education 1. Education that is suited to students and their psychological, cognitive, biological, social and emotional needs 2. Developmentally Appropriate Practice - methods that promote optimal development through strength-based, play-based, joyful approach to learning Vygotsky and Cognitive Development 1. General ideas Cognitive development is influenced by social and cultural factors, cultural values, beliefs and problem-solving strategies which are acquired through collaborative dialogues Big role of social interaction in the development of mental abilities - for instance, speech and reasoning in children 2. Core definitions Zone of Proximal Development (ZPD) - zone of knowledge in Vygotsky's development model which is achievable with the help of an MKO More Knowledgeable Other (MKO) - Someone in society who has a higher level of ability, cognitive processing or just a general understanding of a concept Making meaning - The learning process - Society bashes us with information, of which we have to make meaning Scaffolding - providing a student with support needed to acquire knowledge in the Zone of Proximal Development Reciprocal teaching - Teachers and students take turns asking questions, answering, summarising and clarifying the object of discussion 3. Vygotsky and Language Language develops from social interaction - communication Language = greatest tool for communication with the outside world Language plays two crucial roles in development: Cultural transmission of knowledge - through formal and informal interactions, passing down values and beliefs across generations, shaping people's understanding of the world Intellectual adaptation - Language as a tool for thinking - stimulates the development of higher mental operations like abstract thinking, planning, problem-solving Three forms of language  Social speech - vocalising most things out loud, typical for children from the age 2 - a way of communicating with the outside world, sharing meanings and establishing concepts (language learning) Private speech - Overt and audible speech directed only at the self - is an intellectual function - active from age 3 Inner speech - Private speech, migrating into a person's mind; silent inner speech, occurring from age 7 Chapter 4 - Social, Moral, Emotional Development Ericson's Stages of Psychosocial Development 1. General Info All people go through stages of development, from birth to death During each stage, there's a different focus on a different aspect of personality Failure to complete a stage results in a conflict, which results in a more unhealthy perception of self and personality A conflict can be resolved at a later stage 2. Stages Infancy 0 - 1 years Conflict: Trust vs Mistrust Virtue: Hope Description: Trust that basic needs will be met Early Childhood 1-3 years Conflict: Autonomy vs Shame Virtue: Will Description: Developing independence in tasks Play Age 3-6 years Conflict: Initiative vs Guilt Virtue: Purpose Description: Taking initiative in activities - starting to take action School Age  7-11 years Conflict: Industry (making conscious contributions, feeling competent in subjects) vs Inferiority (feeling as if one is not as good as their peers) Virtue: Competence Developing self-confidence in abilities (if competent); developing self-confidence + self- esteem, pride in accomplishment) School aspects: 1. Projects and assignments: development of the ability to learn, achieve, demonstrate material; working on projects, assignments alone and in groups 2. Social Comparison: Comparing self to peers 3. Feedback and reinforcement: feedback from teachers can reinforce negative/positive beliefs about self 4. Life skills: development of problem-solving, decision-making, time management 5. Dealing with failure - first academic fails are inevitable 1. Adolescence 12-18 years Conflict: Identity vs Confusion Role confusion - being unsure about one's place in the world, values, and future direction. Caused by being restricted and the inability to explore properly. Leads to experimentation with different lifestyles (especially the attractive, dangerous ones) and an establishment of negative identity Virtue: Fidelity Description: Experimenting + Development of Identity; Intense exploration of values, goals and beliefs Early Adulthood 19-29 years Conflict: Intimacy vs Isolation Virtue: Love Description: Establishing intimate relationships with other people Middle Age 30-64 years Conflict: Generativity vs Stagnation  Virtue: Care Description: Contribute to society, be a part of a family Old Age 65 years and further Conflict: Integrity vs Despair Virtue: Wisdom Description: Assess and make sense of life + meaning of contributions 2. 3 forms of identity crisis: Severe - identity confusion overwhelms personal identity Prolonged - childhood expressions for an extended period Aggravated - repeated unsuccessful attempts at resolution of a crisis Encouraging a Sense of Exploration 1. Providing consistent feedback, that is constructive and encourage effort 2. Help foster a sense of industry and competence Social Relationship - Importance 1. Identity Formation Social relationships are contexts within which exploration takes place Trying on roles in peer groups 2. Peer influence They're a significant influence on others growing up Parents start becoming less important than peers 3. Social Acceptance/Belonging Fitting in with a group positively affects self-esteem and identity development 4. Experiencing Diversity Interactions with a large group of diverse individuals reduces bigoted beliefs, helps shape beliefs and challenges values 5. Conflict and resolution Exploring roles within conflict Introduction of peer conflict and conflict resolution Sexual well-being and confidence  1. In the adolescent stage, kids are growing and experiencing potentially confusing changes to their body and sexual self-image 2. Big part of the conflict - growing into the changes and accepting them leads to success and obtaining the virtue of Fidelity James Marcia's 4 identity statuses 1. Foreclosure - the exploration and search for an identity is cut short - premature settling on an identity If an identity structured that way is based on others' values, might lead to co-dependence 2. Identity Diffusion - making no firm commitments in searching for an identity; searching without exploration Identity drifts aimlessly, little to no connection with people, no purpose in life 3. Moratorium - exploring and searching for an identity, but failing to find one Anxious, tense period High experimentation Nothing is certain - many questions A necessary evil 4. Identity Achievement - settling on an identity after exploration Based on decisions, logical process Long process, usually only after adolescence The Intentional Teacher 1. Constantly thinking on how to tailor teaching to a child through a cycle: Children's experiences Teacher reflection Theory integration Teacher/Child Interaction (and return to experiences) 2. And another cycle: Development - Learning 3. All coming together in the Construction of Knowledge and Skilful Scaffolding Chapter 5 - Individual Differences The Circle of Influence  1. Biggest circle - Culture - includes Customs Beliefs Values Traditions Social Group, etc. 2. Environment (2nd biggest), engulfed by Culture includes: Education Friends Family Community 3. Personality - Includes things and behaviours personal to the person Socioeconomic Status - SES 1. Three categories: Low Medium High 2. Directly influences a person's development through: Health Finances Food Social Resources Education 3. People with graduate/professional degrees earn (median data) almost double as much as all other forms of education do together 4. SES is not just about money, it is also: Expectations Attitudes School readiness Involvement with schools Behaviours Factors affecting child-rearing - Cognitive + School readiness  1. Healthcare access 2. Living conditions 3. Food security 4. Safety 5. Intellectual Development 6. Summer Learning 7. Future orientation Resilience (VIP Topic) 1. Definition - Successfully adapting to difficult or challenging life experiences through mental, emotional and behavioural flexibility. Resilience can be cultivated and practiced. 2. What promotes resilience? Environment Development Clear guidelines and boundaries Consistency and Predictability Examples: Extracurriculars, activities, sport, MH promotion, well-being focus Knowing your Students and Building Rapport Positive, supportive figures Teaching Socio-Emotional skills Communicating feelings Promoting empathy Providing techniques + coping skills Development of a positive self-concept Mental Health Promotion Self-Esteem improvement - sports teams, through belonging and performance based feeling evaluation MH Resources - counsellors, MH professionals Encouraging Participation Instilling a sense of community through events, teams, activities Skill Development Focus Resilience = Greater focus on competence and developing skills Communication skills Overcoming challenges  Encouraging students to tackle challenges head-on Providing support when challenges arise Inclusive Environment Establishment Developing senses of fairness, equality, equity Having policies of prevention for bullying + harassment 3. How can parents get involved? Home visits Workshops Volunteer work Ethnicity and Race 1. Hispanic and Black students consistently score the lowest on every (!) test of academic achievement - why? SES (obviously) Multicultural Education 1. Content Integration Integration of knowledge from different cultures and parts of the world when teaching concepts, principles, generalisations Such inclusion is logical and often times done by chance, and when implemented properly, no additional measures are necessary 2. The Knowledge Construction Process Teaching activities that help students understand, investigate and determine how the implicit cultural assumptions, biases, perspectives, influence the construction of knowledge 3. Prejudice Reduction Helps students seek and develop positive and democratic racial attitudes Helps students understand SES differences and how schooling looks different for everyone 4. Empowering the school's structure All minority groups should experience equality within a school Could even include changing structures within a school 5. Equity Pedagogy Modifying teaching approaches when targeting different students from different backgrounds Highly personalised and variable teaching styles  6. Jigsaw Classroom Students get divided into groups and are given a part of the material to read about They all present their part at the end, and the class comes together like a Jigsaw puzzle Intelligence and Learning Styles 1. Gardner's Multiple Intelligences Mathematical-Logical Visuospatial Bodily-Kinaesthetic Naturalist Musical Existential Intrapersonal (understanding other people) Linguistic Interpersonal 2. Individual Learner Differences Age Focus on rules/communication Critical Period Learner Preferences Learning Aptitude Learning Styles: Synoptic/Holistic Extro/Introvert Visual/Auditory/Kinaesthetic Special Education Needs - SEN 1. Inclusion - belonging and participating in a diverse society; each person contributes something else + maximising participation in school regardless of anything external, including SEN 2. Least Restrictive Environment - Special Educational Services Continuum Homebound/Hospital - Completely separated Residential School - 24/7 in a special care facility; taught by trained staff Separate School - A special day school  Separate Classroom - Spending the day in a regular school but having a separate classroom and teacher Resource program - Most of the day is spent in a regular classroom, but attending a special program Regular classroom with supplementary instructions - Regular classroom, two teachers - regular and supplementary Regular classroom with consultations - regular classroom teacher with them being advised by a special educator Regular classroom - Regular classroom 3. Special Education Needs Learning difficulties or disabilities that make it harder for children to learn Children with them need help - Special Educational Provision 4. SEN - What are they? Thinking, understanding, learning; finding them difficult Emotional and behavioural difficulties - low self-esteem and confidence, paired with difficulty with following rules Speech, language, communication - Difficulty in producing or understanding speech; difficulties in socialising Physical/Sensory difficulties - includes visual, auditory and other impairments 5. SEN Support Every child with SEN should have SEN support The goal is to help CYP achieve outcomes and goals set by the school Forms of SEN: Special Learning program for your child Extra help from a teacher Making/Changing materials Working with your child in a small group SEN Child observation Helping a child take part in activities Helping other children work with a SEN child Supporting a child with extra care Advice from school specialists 6. Outcomes for SEN children SEN Children = less socially accepted and more rejected  Moderate SEN (e.g., dyslexia) = poorer acceptance by peers, lower social skills, higher rates of problematic behaviours Self-Concept = Higher, when places in a SE Classroom Academic impact on including SEN children in mainstream classrooms on mainstream kids: 23% positive 53% Neutral 10% mixed 15% negative Chapter 6 - Children with Autism What is Autism? DSM Criteria 1. Persistent deficits in social communication and social interaction across multiple contexts Abnormal social approach, poor of back-to-back conversation Poor verbal and non-verbal communication Difficulties in behaviour adjustment 2. Repetitive patterns of behaviour, interests or activities Motor stereotypes, lining up objects Strict routine adherence Fixated interest of abnormal intensity or focus 3. Symptoms must be present in the early developmental period 4. 50% of autistic children have difficulties 5. Difficulties with mentalising - Sally-Ann Belief Task Challenges at school 1. Autism is experienced uniquely, but there are many common grounds: Sensory challenges Heavy sensory experiences - loud noises, bright lights, unexpected touching, strong smells, weird tastes can irritate autistic children Emotional regulation Emotions are easily overwhelming, especially anger or anxiety Coping mechanisms + reactions different from regular ones: Running out of the class Hiding  Loud, emotional outbursts Social skills Social cues = impaired understanding Facing social challenges as a result Executive functioning 2. Setting up an Autism-Friendly classroom Maximise the physical layout Be clear in what is where (labelling) Be practical; if something is not useful, why is it there? Minimise sensory stimuli - lights, windows, ceilings Minimise clutter Create independence Have a calm-down area Use sensory tools/toys 3. How do we treat autistic children in classrooms? Inclusion Same as mainstreaming Minimal extra/external support Child is expected to self-regulate in a large group Positives: More social development opportunities Seeing what "normal" is Standard educational program Negatives: Potentially more social rejection Masking Slip-up in masking may be costly Inclusion + Support Mainstreaming + aid 1:1 classes Adapted curriculum Reduced Homework Modified social groups  Special Education SE classroom in their school SE Teacher Benefits: Smaller classroom More social skill development opportunities Negatives: Isolation, exclusion Autistic Support Classrooms Designed to meet specific autistic needs Many adults, less children Special teaching tools Social skills training in curricula Included in outside-class but still school activities Private schools Small classes Individualised attention Great resources Not a lot of special accommodation Special Private Schools Good for people who can't match up to neurotypical standards More restrictive Generally specialise in learning disabilities or behavioural problems, but some specialise in autism exclusively Homeschooling Parents teach child Requires at least one parent to stay at home Common choice, if no schools offer good resources Unschooling No traditional curriculum Curious and demand-free based setting Assumes that children are naturally curious 4. How can we help?  Social learning support Buddy system Good supervision by staff Autism awareness programs Zero-tolerance no-bullying policy Chapter 7+8 - Motivating students Motivation Internal process that activates, guides and maintains behaviour What gets you going, keeps you where you are trying to go Energised and persistent goal-directed behaviour Theories 1. Maslow Physiological (in the classroom - pee breaks) Safety (ITC - prevent bullying) Love (ITC - community and collaboration) Esteem (ITC - Recognition of progress) Self-actualisation (ITC - Facilitating interest pursuit) 2. Motivation and Attribution Theory Explanations and Excuses when applied to success/failure Dimensions: Internal-External Stable-Unstable Controllable-Uncontrollable 3. Locus of Control Internal Locus of Control - success/failure are the result of my own activities External LOC - success/failure are the result of other factors; luck, task difficulty, etc. LOC/Self-Efficacy - Explanation of students' performance at school Feedback 1. Implications  Giving is not receiving - give feedback, but remember about receiving some too Culture of the student = big influence - is your feedback believable? Disconfirmation>confirmation - Do you need change? Errors = necessary - exposure to errors leads to higher performance (in a safe environment) Peer feedback = powerful Feedback should be focused on the task, not the learner Reduce uncertainty between performance and goals Unbiased, objective feedback Feedback in written form! 2. Effective feedback model Self-feedback should be administered on the basis of 3 questions: Where am I going? How am I going? Where to next? There are four levels to those questions: Task level - understanding/performance level Process level - What do we need to understand/perform a task? Self-regulation level - Self-monitoring, directing Self Level - personal evaluations Chapter 9 - Mental Health in Schools Mental Health 1. WHO - MH = state of well-being that enables people to cope with the stresses of life, realise abilities, potentials, learn and work well, contribute to communities. It is intrinsic. 2. Health systems = underresourced to fight against MH crises 3. DSM - MH = the absence of mental disorders; exists on a continuum experienced differently by different people 4. MH risks = cumulative Well-being 1. Well-being - a state of equilibrium between psychological, social and physical resources and challenges Risks/Protective Factors 1. Protective factors Healthy relationships Social support Academic success Acceptance Pro-social values 2. Risk factors Unhealthy relationships Social conflict Academic failure Rejection Antisocial values Mental Disorders in Schools 1. 1 in 7 adolescents has a mental disorder, most common: Depression Anxiety Behavioural disorders 2. Suicide Third leading cause of death in adolescents and young adults (15-29) Risk factors: Harmful alcohol use Stigma against help-seeking Access to means of suicide 3. Emotional Disorders Anxiety disorders = most prevalent (4.4% in 10-14 y.o., 5.5% in 15-19) Depression = also prevalent (1.4% in 10-14, 3.5% in 15-19) Profound effect on school; performance, social inclusion, loneliness 4. Eating disorders 0.1% of 10-14 and 0.4% of 15-19 On the rise High mortality 5. Behavioural disorder ADHD - 2.9% in 10-14 and 2.2% in 15-19 Conduct - 3.5% in 10-15 and 1.9% in 15-19 6. Psychotic disorders Emerge in late adolescence/early adulthood Schizophrenia - 0.1% of 15-19 Coping mechanisms 1. Alcohol use - 22% globally 2. Cannabis use - 5.5% globally 3. Interpersonal violence - leading cause of death in adolescents Promoting positive mental health in schools 1. Targeted support 2. Working with parents 3. Student power 4. Identifying need and monitoring impact EP Services 1. Primary School and community Universal actions Preventions Early interventions Promotion of well-being 2. Secondary Targeted actions Interventions in the middle of something occurring 3. Tertiary Specialist action Mental health professionals After something has occurred Group work 1. Group work - efficient, cost-effective way of carrying out educational and psychological work 2. Benefits Nurtures social skills Provides peer support Safe-space Teamwork Confidence raising Increases attendance System work 1. Whole school approach Cohesive, collaborative action Includes the entire school/district/more Improving behaviour, learning, well-being Example: Anti-bullying campaign Chapter 10 - School Climate and Bullying Bullying 1. Definition: Acts of aggression, characterised by: The intention to harm An imbalance of power Witnessed by others Repeated action 2. Types of bullying Mocked and ridiculed + Malicious rumours = Top 2 most popular Non-physical bullying is the most popular nowadays - big trend shift 3. Age Trends Depending on the country: Peaks at 13 YO - Lowest at 15 Peaks at 11 YO - Lowest at 15 Regardless, with age bullying decreases The Bullying Cycle A cycle of bullying, consisting of 8 types of characters: 1. Bullies - Main offenders, plan or start the bullying 2. Henchmen - Take an active part in the bullying, but are not the main guys; usually try to get popular through associating with the main guys 3. Active supporters - Do not take action, but openly cheer on and support the Bullies 4. Frenemy - Someone that in school is on the bullies' side, and outside of school is a supposed friend of the victim; usually scared/preoccupied with social status 5. Passive supporters - Enjoy the bullying, but do not partake in activities and do not show signs of support 6. Disengaged onlookers - Do not get involved, often flee or turn away 7. Possible defenders - Dislike the bullying, but do not do anything; usually scared 8. Defenders - Actively resist and stand up to the bully How does bullying happen? 1. Testing stage (Offender(s)) Feeling the ground up, who's easy to attack, signs of weakness, behaviour or appearance 2. First attack (Victim) Reaction: Difficulty in interpreting peers' behaviour Coping strategies involve waiting and not responding 3. Initial stage - Group bullying (Offender(s)) Confirmation of the victim's position in class More students join - wanting to be close to the popular kids or fear Open bullying Isolation starts 4. Realisation (Victim) The victim realises their status LOC is crucial at this stage Coping strategies - problem focused 5. Full blown stage of bullying (Offender(s)) Bullying becomes more frequent Multiple forms of bullying Last friend/ally left 6. End result (victim) Feeling lonely Anxiety Fear Helplessness LOC likely internal Coping strategies - maladaptive Expected isolation and hostility Chapter 11+12 - Managing Classroom Behaviours Disruptive behaviours 1. Talking 2. Making noises 3. Using devices 4. Moving around without cause 5. Interruptions Defiance + Non-Compliance 1. Refusing to follow instructions 2. Talking back, arguments 3. Ignoring requests Physical Misconduct 1. Pushing, shoving, tripping others 2. Throwing Objects 3. Engaging in physical fights 4. Vandalising school property Verbal Misconduct 1. Inappropriate Language 2. Name-calling/teasing classmates 3. Yelling/Shouting 4. Sarcasm/Disrespect Academic Misbehaviour 1. Copying/cheating 2. Plagiarising 3. Not completing assignments/homework 4. Arriving unprepared for class Social Misbehaviour 1. Exclusion of peers 2. Gossiping/Rumour spreading 3. Cyberbullying 4. Forming cliques Bullying+Harassment 1. Teasing/mocking 2. Threatening/Intimidating 3. Sexual harassments 4. Exclusion/Humiliation Safety-Related Misbehaviour 1. Running in hallways/classrooms 2. Playing with hazardous objects 3. Pulling fire alarms without cause 4. Bringing bad items Attendance-Related Misbehaviours 1. Being late repeatedly 2. Skipping 3. Leaving the school without permission Technology Misuse 1. Using prohibited devices 2. Viewing inappropriate content 3. Hacking into schools' systems Theories 1. Behaviourist Perspectives Positive reinforcement of negative behaviours (attention, cheers) leads to further misbehaviours Positive reinforcement of positive behaviours leads to a reduction in misbehaviour 2. Constructivist approaches Classroom interactions influence learning Learning = social process 3. Brofenbrenner Classroom behaviours are shaped by microsystem interactions Why is classroom management important? 1. Learning becomes more effective 2. Minimises disruptions 3. Prepares students for professional settings Classroom Management - Steps 1. Creating a solid lesson plan Clear expectations Safety from chaos Do not start late or finish early Prevent time loss Prevent interruptions 2. Building positive rapport with your students Getting to know each others' strengths and weaknesses Working out interests and ambitions Building trust Positive influence on personal development 3. Being clear, developing routines Productivity goes up Saving time Assign classroom helpers - Student power! Clear expectations 4. Staying calm and focused  Role-modelling Students are calm when you are calm - authority figure Misbehaviour is an effect of a weakness that was spotted Classes thrive on chaotic teaching 5. Being consistent Keep your teaching style consistent Not always! Switch it up when needed Clear expectations 6. Know when to have a laugh Keep your sense of humour Have a laugh (when appropriate) Do not go too far! 7. Minimising time on discipline Discipline should be carried out after class Above all else, do not interrupt the flow of the lesson Overlapping - Teach and Discipline at the same time Managing routine misbehaviour 1. The Principle of Least Intervention Addressing disruption with the least invasive methods possible Only do what you have to Teaching above all else Retaining a positive learning environment Maintaining focus Preventing positive reinforcement of misbehaviour 2. Preventive strategies Clear instructions and expectations Positive student-teacher relationships Structured environment 3. Proactive approaches Redirect minor misbehaviour subtly Non-verbal cues: eye contact, gestures Address issues early, to catch them in an early stage 4. Step-by-step Responses Start with the least intrusive interventions, like redirections or non-verbal cues Use moderate strategies (direct addressing) only when necessary Strong strategies should be a last resort 5. Maintain focus on learning Keep the lesson flow intact Approaches should be swift and minimally disruptive Positive reinforcement to reduce misbehaviours How is misbehaviour maintained? 1. Attention!!! Of the teacher Of the class 2. Release from activities or tasks Behaviour Modification 1. Identify target behaviours and reinforcers 2. Establish a baseline for target behaviour 3. Choose a reinforcer and criteria for reinforcement 4. Choose a punisher and criteria for punishment 5. Observe behaviour during program implementation - compare to baseline 6. If it works, reduce frequency of reinforcement Punishment - How to apply 1. IN MODERATION!!! 2. Student must know why they're being punished 3. Punish for something, reinforce for something else 4. Never use Physical Punishment 5. Never punish when emotional 6. Punish when the behaviour starts - preventive measures 7. No long punishment!!! Types of serious behavioural problems interventions 1. Preventive programs - psychoeducation 2. Identifying causes of misbehaviour - e.g., the victim is visibly different 3. Enforcing rules and practices - clear expectations and a set of rules 4. Enforcing attendance - positive reinforcements for attendance 5. Peer mediation + Confronting bullying - Student power!!!