Workshop_Eapril_EmpowerED_ENG 281124.pptx
EmpowerED: Empowering primary teachers in dealing with challenging behavior: interactional approach
Workshop Eapril
28/11/2024
Researchers:
Claudia Lento & Kristel Stinckens
Scan the QR-code:
Lesduur is: 90 minOnderdelen in deze les
EmpowerED: Empowering primary teachers in dealing with challenging behavior: interactional approach
Workshop Eapril
28/11/2024
Researchers:
Claudia Lento & Kristel Stinckens
Scan the QR-code:
Check-in
What is your name and which country are you from?
(https://padlet.com/claudialento/welcome)
Which challenges do you experience in your (teaching) context related to (challenging) student behavior?
What stands out in the shared challenges? Are there similarities or differences between countries?
Program
Problem
Dealing with challenging behavior = stumbling block for novice teachers
Risks: Emotional exhaustion, low Teacher Self-Efficacy (TSE), and a higher risk of burnout
Teacher shortage
Avoid that novice teachers disappear from the profession due to classroom management problems
(Smeets et al., 2019; Harmsen et al., 2017)
Key message
Research questions and approach
What scientific theories exist on the quality of dyadic teacher-student relationships?
What elements play a role in the dynamics in teacher-student interaction?
How can teacher self-efficacy increase when dealing with students with challenging behavior in primary schools?
… focusing on …
Building warm, secure
Teacher-student relationships
Empowering teacher in classroom:
Teacher self-efficacy
…projectfocus…
Co-creation schools
Teacher-design team
“train-the-trainer”
Challenging (externalising) student behavior
Result (through systematic literature review)
Visual framework EmpowerED
Casestudy: Ayla & Ronald
Ronald, the headmaster of Osdorp Primary School in Amsterdam, leads a school with 240 students representing 40 different nationalities. Each child has their own story, often marked by a mix of socio-economic challenges. The school aims to be a "safe haven," but the hurdles are significant.
Ayla, an 11-year-old from grade 7, stormed into Ronald's office in a rage and dramatically plopped down. Her nickname, "Mrs. Powder Keg," suited her well in these moments. Ronald decided to remain calm, giving her space, and quietly continued working. After a few minutes, her anger cooled, and she said, “Fine, punish me already, so we’re done.”
He asked her what happened. Ayla explained she had forgotten her gym clothes and was reprimanded. Eventually, she admitted, “It’s actually my mom’s fault...”
At the start of the school year, Ayla joined the school with a history of disciplinary issues. Every morning, Ronald noticed a tender side as Ayla entered hand-in-hand with her little brother. He knew her father was in prison, her young mother frequently absent, and Ayla often cared for her sibling. That morning, despite her tardiness, her effort to attend school at all stood out.
After their conversation, Ronald visited Ayla’s home to speak with her and her mother. At the end of the meeting, Ayla and her brother returned, saying, “You’re a really cool headmaster.”
The importance of context
Which contextual factors (micro-, meso-, macrolevel) play a role in Ayla’s behavior and Ronald’s actions?
Discussion: What actions or strategies are used by the principal (Ronald) so Ayla’s behavior does not escalate?
The importance of context
Which contextual factors (micro-, meso-, macrolevel) play a role in Ayla’s behavior and Ronald’s actions?
Discussion: What actions or strategies are used by the principal (Ronald) so Ayla’s behavior does not escalate?
Illustration systems approach
Video 2 : Systems approach_EmpowerED
Casestudy Sam
Setting: Grade 6, elementary school, a typical day in the classroom. The students are working on a math assignment. The teacher, Mr. De Vries, is walking around answering students’ questions.
Student: Sam (10 years old) is an energetic, often impulsive student who enjoys being the center of attention. During lessons, he sometimes exhibits disruptive behavior and makes jokes, which can disturb the class.
Teacher: Mr. De Vries, an experienced teacher, struggles with Sam’s behavior, having had to correct it multiple times. He becomes visibly irritated.
Casestudy Sam
Sam is seated at his desk but has his math book closed. Instead of working, he is making a paper airplane. While the rest of the class is quietly working, Sam throws the airplane at a classmate. The airplane lands on Mr. De Vries’s desk as he is helping another student.
Mr. De Vries: (sighing, picking up the airplane) “Sam, how many times do I have to tell you that we don’t throw paper airplanes in class? This is a lesson, not a playground.”
Sam: (laughing) “But it flew really well, sir! Look how straight it went!”
Mr. De Vries: (irritated, with a stern look) “I don’t care how well it flew. You’re supposed to be working on your math. Open your book right now, and I don’t want to hear any more jokes. Do you understand me?”
Sam: (mumbling) “Yeah, yeah…” (picks up his book but looks sullen).
Mr. De Vries: (noticing Sam’s attitude and raising his voice slightly) “Look at me when I’m speaking to you, Sam. This is not a game. If you keep this up, you’ll stay after school to make up the work. Is that what you want?”
Sam: (mumbling) “No, sir…”
Mr. De Vries: “Good. This is your last warning. Make sure I don’t see or hear anything else that isn’t related to the lesson.”
Sam: (throws his book on the floor next to his desk) “I like airplanes better than math! Math is boring, and you’re a mean teacher!”
Mr. De Vries: (shouting) “That’s rude. Go stand in the hallway and think about what you just said!”
Casestudy Sam : Quality of interaction
Which elements of the interaction and relationship do you recognise in this case study? Which do you find more or less qualitative ?
Animation: Qualitative vs. conflictual interactions (EmpowerED)
Can you refine your response to question 1 based on the insights from the animation?
Animation Qualitative vs. Conflictual interaction
Video 6 : Qualitative vs. Conflictuous interaction _EmpowerED
Casestudy Sam: Quality of interaction
Which elements of the interaction and relationship do you recognise in this case study? Which do you find more or less qualitative ?
Animation Qualitative vs. conflictual interaction (EmpowerED)
Can you refine your response to question 1 based on the insights from the animation?
CaseStudy Sam: Mental representations
Can you explain where the less effective reactions come from? Why is it that the relationship is harmed by teachers?
Animation Mental representations
Video 5: Mental representations_EmpowerED
Mental Representations
Can you explain where the less effective reactions come from, why is it that the relationship is harmed by teachers?
Thoughts
TSE
feelings
expectations
beliefs
self-image
…
Actions & reactions
Mental representations = view emerging from previous experiences
about self, other & relationship
(Pianta, 1999)
Effects of inappropriate MR
activate negative feelings and create prejudice or bad attributions about student behavior (e.g. blaming)
make teachers less sensitive to students' needs (sensitivity)
create poor strategies in terms of discipline or classroom management (e.g. applying coercive measures).
Can increase challenging behavior and create a vicious cycle!
reduce your teacher self-efficacy in dealing with challenging behavior
CaseStudy Sam: Mental representations
Practice
Which thoughts (MR) may have led to this behavior by Mr. De Vries?
How can you look at the same behavior of Sam in a different, alternative way that makes your interaction more emotionally supportive?
INITIAL VIEW
ALTERNATIVE VIEW
CaseStudy Sam: Mental representations
Practice
Which thoughts (MR) may have led to this behavior by Mr. De Vries?
How can you look at the same behavior of Sam in a different, alternative way that makes your interaction more emotionally supportive?
INITIAL VIEW
ALTERNATIVE VIEW
Strategies to build positive relationships & appropriate MR
Observation skills
Perspective taking
Showing interest in the learner
Spending one-to-one time
Positive greetings and goodbyes (rituals)
Non-verbal behavior, body posture and physical touch
(Borremans, 2024)
Teacher
self-efficacy
Pick a key to strengthen your TSE in your current (teaching) context or how you can coach or guide someone else in this. Describe how you put this into practice.
(Lopez-Garrido, 2023)
(Bandura, 1997)
CHECK-OUT
Who or what will you set in motion after this workshop? What insights can you apply in your environment?
Contact
Would you also like to empower teachers in their daily classroom practice?
Are you fascinated by the topic and would you like to contribute from your experience?
Would you like to connect with EmpowerED in the future as a cooperation partner in an international context?
EmpowerED@pxl.be
Claudia Lento & Kristel Stinckens
Thank you for participating!
