Desist Episode Handout

DESIST EPISODE HANDOUT

The purpose of this lesson is to determine if preservice teachers can be taught to observe more skillfully. For an observation to have meaning a person must know WHAT they are looking for. More specifically, the frame of reference for the observation.

The frame of reference which will be used for all parts of this lesson is a specific model of classroom management. This four-part model identified how successful a teacher is at managing the deviant behavior of the students.

Model of Desist Behavior

The following outline is intended to provide specific information related to the four-part model of desist behavior. This is not an all-inclusive list, but is designed to provide an understanding of the different components of the model to be used in this study.

Definition of Classroom Management

Classroom management is the procedure used to maintain a cooperative group environment. The rules and procedures the class must follow in order to allow individual learning to occur.

Desist

A process that is used to stop/cease an action.

Desist Episode

1.  Causative Incident

2.  Deviant Behavior

3.  Desist Technique

4.  Desist Success

Causative Incident of the Deviant Behavior

A.  Organization

1.  Routine Procedures

·  beginning/ending of class

·  personal needs (drinks, bathroom, etc.)

·  asking/answering questions

·  etc.

2.  Class structure

·  entire class involved

·  small group work

·  individual work

·  etc.

3.  Transition

·  starting the first activity

·  changing to a new activity

·  changing groups or group locations within activity

·  etc.

4.  Type of activity

·  amount of student involvement

·  interest to students

·  appropriate to developmental stage of child

B.  Facilities and Equipment

1.  Physical Setting

·  location of class

·  positioning of students within setting

·  organization of setting

·  etc.

2.  Equipment

·  type of equipment

·  nature of activity in which it is used

·  etc.

C.  Student Behavior

·  generally bad attitude

·  negative occurrence during class

·  time of year

·  time of day

·  special event

D.  Teacher Behavior

(the teacher does not demonstrate the following)

·  Withitness – knows what is happening and directs desist event to correct student with the correct timing

·  Overlapping – teacher is able to deal with more than one thing at a time without interrupting the flow of the lesson

·  Smoothness – activities demonstrate a natural flow from one activity to the next. Opposite of smoothness are: thrusts, dangles, truncations, stimulus-boundedness, and flip flops

·  Momentum – activity level is kept at an even and motivating level. The opposite are: overdwelling on props, behavior, or tasks; and fragmentation which is breaking group or props down into too small a unit

Deviant Behavior/Misbehavior

Is any type of misbehavior which is related to managerial aspects of the lesson. The teacher has to interrupt the natural flow of the lesson to attend to a student or group of students.

The deviant behavior for this lesson will be those related to class management and NOT skill (content) related.

NOTE: This part has two clear criteria

1.  The deviant behavior is OBSERVABLE

2.  The deviant behavior is MANAGEMENT- RELATED.

Desist Technique

** The specific verbal or nonverbal behavior used by the teacher to stop the deviant behavior.

A.  Verbal Desist Technique

(The quality of the desist can reflect some or all of the following points)

1.  Who was the recipient of the desist?

·  one student

·  two students

·  group (3 or more)

·  class

2.  Type of desist technique

·  verbal

·  nonverbal

3.  Clarity of Desist

·  who it was directed at

·  what to stop doing

·  what to do next

·  why to stop

4.  Firmness of Desist

·  manner

-  break from previous activity

-  changes position to desist

-  tone of voice changes verbal warning

·  degree of follow through

-  moves closer to deviant

-  looks at deviant throughout

-  physically assist deviant

-  repeats urge to stop

5.  Intensity

·  greatly disturbs class, long duration

·  moderate disturbance of class

·  little disturbance of class

6.  Focus

·  deviancy focus-attention on deviant behavior

·  induction focus-attention on redirecting behavior to legal activity

B.  Nonverbal Desist Behavior

1.  Stands and looks at student(s)

2.  Makes a gesture toward the student

3.  Changes location in the gymnasium

4.  Physically moves the individual

5.  Etc.

Desist Success

** The degree of success the desist technique had on stopping the desist behavior and getting the student back on target (doing what he/she should be doing)

1.  Quickly stops deviant behavior and returns to legal activity

2.  Target stops deviant behavior and slowly returns to legal activity

3.  Resistance shown, very slow, does not resume legal activity

4.  Open defiance, the deviancy continues in the same manner with more intensity