How powerful are you?

How powerful are you?

What proportion of the variation in students’ learning (on average) is caused by How powerful are you?

What proportion of the variation in students’ learning (on average) is caused by How powerful are you? 100%

The Power of a teacher Recent research shows that, on average, regardless of a student’s home background and the school’s resources, Approximately 45-55% of the variation in an individual student’s learning outcomes relates to what goes on in individual classrooms. Review of Research in Education.Vol.32.2008:328-369.

Ever wondered why people generally do what they are told by… tall, gangly, pimple-faced.............. Legitimate Power (Role Related) policemen

Ever wondered why people generally do what they are told by… rude, abrupt, arrogant .............. Expert Power (Knowledge and Skills) surgeons

Ever wondered why people generally do what they are told by… smooth, charming, attentive.............. Referent Power (Relationship) real estate agents

Ever wondered why people generally do what they are told by… large, dirty, violent.............. Coercive Power (Punishment) skinheads

Ever wondered why people generally do what they are told by… young, attractive, overfriendly.............. Reward Power (Recognition) members of the opposite sex

tall, gangly, pimple-faced.............. Legitimate Power (Role Related) policeman rude, abrupt, arrogant.............. Expert Power (Knowledge and Skills) surgeons smooth, charming, attentive.............. Referent Power (Relationship) real estate agents large, dirty, violent.............. Coercive Power (Punishment) skinheads young, attractive, overfriendly.............. Reward Power ( Recognition) members of the opposite sex

Which powers are most productive with challenging children?

A. Managed by normal curriculum These students manage themselves in order to learn what is contained in the curriculum Four Kinds of Students What proportion of the following kinds of students are in the classes you teach? B. Managed within the class These students are occasionally distracted or disruptive, but do not have to be isolated or referred to others C. Managed out of class These students cannot be managed as part of a group & need to be isolated, sent out or referred to others D. Not managed These students generally seem unmanageable no matter what is tried

Main Research Studies 22 - Primary & 22 Secondary schools in Victoria (2000) 8 - Secondary schools in Victoria (2007-8) 47 - Primary & 12 Secondary schools in Victoria (2008-11)

Classroom Rights Students and the teacher have the right to do as much work as possible Students and the teacher have the right to feel comfortable and safe in the classroom Two kinds of Responsibility Personal Responsibility (I do the right thing) Communal Responsibility (I encourage others to do the right thing)

Physical Safety Personal Responsibility 4. Make sure stronger people don't pick on weaker people. 20. Control my temper even when I am angry. Communal Responsibility 18. Help others to stay cool rather than lose their temper with their classmates 23. Encourage others to try and stop all forms of bullying in the class.

Learning Personal Responsibility 1. Express my views even if I disagree with other students. 14. Try my best to do well. 29. Help people who are having trouble. Communal Responsibility 7. Try to stop classmates from disrupting the work of other students. 11. Encourage classmates to listen to the views of other students in the class. 30. See that classmates help other students who are having trouble.

Survey Samples • Israel: 98 teachers & 836 students from 4 high schools and 8 junior high schools in Tel Aviv. • China: 159 teachers & 502 students from 8 schools (2 lower secondary) in Chengdu region (Sichuan province) • Australia: 491 teachers & 4183 students in 19 primary and 21 secondary schools in the North West region of Victoria.

Teachers’ Ratings of Student Responsibility Nearly All Most Some Hardly Any None

Students’ Ratings of Student Responsibility Exactly Like Me Very Much Like Me Mostly Like Me A Little Like Me Mostly Not Like Me Not at all Like me

Students’ Ratings of Student Responsibility Nearly All Most Some Hardly Any None Not at All Like Me

Personal Responsibility by Age Mostly Like Me Communal Responsibility by Age Little Like Me 11 12 13 14 15 16 17 18[Years]

What proportion of students who misbehave “only a little” or “never” encourage their classmates to act responsibly?

How many students will misbehave in the next class you will teach?

Punishment: Punishes students who misbehave, increasing the level of punishment if necessary. • Increases the level of punishment if a misbehaving student stops when told, but then does it again. • Discussion:Discusses with students the impact their behavior has on others, and negotiates with students on a one-to-one basis. • Gets students to change the way they behave by helping them understand how their behavior affects others.

Recognition:Recognizes and rewards the appropriate behavior of individual students or the class. • Rewards individual students who behave properly. • Aggression: Uses aggressive techniques. • Yells angrily at students who misbehave.

Involvement: Involves students in classroom discipline decision making. • Organizes the class to work out the rules for good behavior. • Hinting:Hints and gives non-directional descriptions of unacceptable behavior. • Describes what students are doing wrong, and expects them to stop.

The Impact of Discipline Australia: 5902 Secondary

When your teacher deals with misbehaviour in class Nearly always, Most of the time or Some of the time (compared with Hardly ever or Never) Feel distracted by the teacher CHINA 30% AUST 39% ISRAEL 17% Feel that the intervention was unjustified CHINA 17% AUST 23% ISRAEL 40% Feel negative towards the teacher CHINA 17% AUST 32% ISRAEL 29%

The Impact of Discipline: Australia

How powerful are you?