1、Chapter 4 Managing classroom Behaviour课堂行为管理请关闭手机Classroom LearningClassroom Learning第1页，共25页。Points for Discussion 讨论要点1.List at least 10 factors which might cause problem classroom behaviours.Give a real story related to a factor in the list.列出最少10种可能导致问题行为的原因。针对每种原因举一个实际的例子。第2页，共25页。2.Eight kinds
2、 of possible factors under teachers control were listed in this chapter,give examples to explain what do these factor mean.本章列出八种教师可能控制的因素，举出例子说明这些因素的含义。第3页，共25页。3.Read the paper written by Gao Weihong.What are the differences compare Gaos paper with this Chapter?Do you agree with all her points?If
3、no,why?请读高伟红同学的文章，她的观点与本章教材的观点有哪些不同？你同意她的观点吗？如果不同意，请说明理由。第4页，共25页。辩论题目 当学生有违规行为时，应对学生进行批评，必要时可实行处罚。对学生应以表扬鼓励为主，即使学生有违规行为也不应斥责处罚他们。第5页，共25页。Issues in this chapter are:本章主要内容本章主要内容 What is meant by on task behaviour “投入投入”行为的意思是什么行为的意思是什么 About evidence of misbehaviour in classroom.课堂上错误行为的例证课堂上错误行为的例
4、证 The reasons for this misbehaviour.产生上述错误行为的原因产生上述错误行为的原因 About the behavioural approach to classroom management.课堂管理的课堂管理的“行为习得法行为习得法”About the power of reward 鼓励的作用鼓励的作用第6页，共25页。On task behaviour can be defined as that which involves doing the work requested by the teacher.按照教师的要求去做称为按照教师的要求去做称为投
5、入投入行为。行为。Off task behaviour can be defined as that which is incompatible with doing the work requested by a teacher.没按照教师的要求去做称为没按照教师的要求去做称为不投入不投入行为行为。第7页，共25页。1.Problem Behaviour in the Classroom课堂中的问题行为第8页，共25页。Problem behaviour falls into three categories:问题行为可分为三类：问题行为可分为三类：1.Off task:not doing
6、what is required by the teacher.不投入行为不投入行为：没有进行教师所要求的学习活动的行为：没有进行教师所要求的学习活动的行为2.Disruptive:stopping others from learning and/or the teacher form teaching.扰乱行为扰乱行为：扰乱他人学习或老师教学：扰乱他人学习或老师教学3.Unruly behaviour:breaking rules or conventions of the class/school.违规行为违规行为：违反课堂：违反课堂/学校的规章制度学校的规章制度第9页，共25页。Pro
7、blem classroom behaviour is an outcome of a complex set of factors operating at different levels.课堂中的问题行为是多层次的复杂因素影响的结果。课堂中的问题行为是多层次的复杂因素影响的结果。Inadequate housing居住条件不佳居住条件不佳 Economic conditions经济条件经济条件 Environmental pollutants环境恶化环境恶化 Inadequate curriculum 课程设置不当课程设置不当第10页，共25页。2.The Behavioural App
8、roach to Classroom Management 透过“行为习得”方法进行课堂管理第11页，共25页。The behavioural approach to managing student behaviour argues that:“行为习得行为习得”管理的基本观点是：管理的基本观点是：a.Most behaviour is learned 多数行为是习得的。多数行为是习得的。b.Behaviour can be changed through relearning.通过重新学习可以改变行为。通过重新学习可以改变行为。c.Teachers are in the best posi
9、tion to encourage that relearning.教师处于一种有利的地位来鼓励重新学习。教师处于一种有利的地位来鼓励重新学习。d.Teachers should focus on classroom factors under their control.教师应该注意那些能够有效把握课堂教学因素。教师应该注意那些能够有效把握课堂教学因素。第12页，共25页。Behavioural approach is an approach to managing student behaviour that stresses the role of leaning in the form
10、ation of behaviour patterns,emphasizes the need to effect relearning where students exhibit problem behaviour and focuses on the power that ordinary teachers have in encouraging that relearning.Also called behaviour modification or positive teaching 行为习得法行为习得法是一种课堂管理方式。这种方式强调学生行是一种课堂管理方式。这种方式强调学生行为方
11、式形成的习得性；强调当学生发生问题行为而重为方式形成的习得性；强调当学生发生问题行为而重新学习时，对学生施加影响的需要；注重教师的鼓励新学习时，对学生施加影响的需要；注重教师的鼓励对学生的重新学习的作用。这种方式也被称作对学生的重新学习的作用。这种方式也被称作行为行为修正修正或或正面教导正面教导。第13页，共25页。Key steps in behaviour approach“行为习得”法的重要环节 Define the problem 确认问题确认问题 Define the goal 确认目标确认目标 Examine the factors under your control:检查你所能
12、控制的因素检查你所能控制的因素第14页，共25页。There are antecedents which provoke the problem behaviour.存在诱发问题行为的前提条件。存在诱发问题行为的前提条件。There are no(very few)antecedents which encourage the desired behaviour 不存在（很少）激发期望行为的前提条件。不存在（很少）激发期望行为的前提条件。There are rewards for the problem behaviour.对问题行为有所鼓励。对问题行为有所鼓励。There are no/ve
13、ry few rewards and/or are punishments for the desired behaviour.对期望行为没有鼓励反而有所惩罚。对期望行为没有鼓励反而有所惩罚。Possible factors that under your control你能够控制的因素第15页，共25页。The student has insufficient understanding of what the behaviour is a problem.He does not have a clear idea of what he is doing wrong.学生不懂得什么是问题行为
14、。他对什么是错的没有明确的概念。学生不懂得什么是问题行为。他对什么是错的没有明确的概念。The student has insufficient understanding of why the behaviour is a problem.He does not have a clear idea of why his behaviour is wrong.学生不明白为什么这样的行为是错的。他不清楚为什么自己的行为学生不明白为什么这样的行为是错的。他不清楚为什么自己的行为是错的。是错的。第16页，共25页。The student has insufficient knowledge of w
15、hat the desired behaviour consists of and/or why it is desirable.He does not have a clear idea of what he should be doing or why.学生不知道什么样的行为是符合期望的和为什么是符合期望的。学生不知道什么样的行为是符合期望的和为什么是符合期望的。他不清楚应该做什么和为什么。他不清楚应该做什么和为什么。The student does not have the skills to do what is required.He needs to be taught the d
16、esired behaviour as he would be taught any other skills that was outside his abilities.学生缺乏必要的技能去做符合期望的事。应该教给学生这样的技学生缺乏必要的技能去做符合期望的事。应该教给学生这样的技能，就像教其它学生所不会的技能一样。能，就像教其它学生所不会的技能一样。第17页，共25页。3.The Power of Reward奖励的力量 Research in Behavioural psychology has focused very heavily upon one particular set
17、of factors under the teachers control in the classroom:teacher rewards and punishments,and generally believe that rewards are more effective than punishments in managing student behaviour.行为主义心理学非常注意课堂中教师能够把握的因素：教行为主义心理学非常注意课堂中教师能够把握的因素：教师的奖励和惩罚。通常认为在管理学生行为方面，奖励比师的奖励和惩罚。通常认为在管理学生行为方面，奖励比惩罚有效。惩罚有效。第1
18、8页，共25页。In Hong Kong 在香港在香港 a.Many students like to be rewarded for good behaviour and/or work 许多学生希望因为自己的行为和许多学生希望因为自己的行为和/或工作好而受奖赏。或工作好而受奖赏。b.Many students believe that rewards are more effective than punishments 许多学生认为奖励比惩罚更有效。许多学生认为奖励比惩罚更有效。第19页，共25页。c.Rewards and punishments are regarded as mor
19、e effective by high achievers than by low achievers.奖赏和惩罚对于学业好的人比学业差的人更有效。奖赏和惩罚对于学业好的人比学业差的人更有效。d.One in four teachers uses punishment more often than reward.的教师经常用惩罚而不经常用奖赏。的教师经常用惩罚而不经常用奖赏。中国的情况如何？第20页，共25页。第21页，共25页。Learning Activities 学习活动1.What rewards and punishments work best with students?Ask
20、 a group of students and a group of teachers to make a list of the most effective rewards and punishments,and the least effective.Compare their perspectives.什么样的奖赏和惩罚对学生最有效？请一组学生和教师分别列出他们认为最有效和最无效的奖赏和惩罚的清单，比较他们的观点。第22页，共25页。2.Select a class,preferably a badly behaved one.During one lesson count the
21、number of times that the teacher use praise and the number of times that the teacher use reprimands.Do the same task in another class normally perform good behaviours.选一个班，最好是一个表现差的班。计算教师在一堂课表扬和斥责的次数。再在另以个通常表现好的班做同样的观察。第23页，共25页。3.Develop an approach in case that you are going to invest possible factors that cause problem behaviours in a school in the Mainland.假设你打算到国内的学校李去调查问题行为的诱因，请设计研究的方法。第24页，共25页。第25页，共25页。
