A) Review the checklist sections 1-5
2) Select an example from each section (1-5) and identify which theory or theorists support this action. Explain why you chose the particular theorists.
The Plan (1)
___ I have a comprehensive behavior management plan which includes:
-positively stated rules that tell students what they ought to be doing.
-rules which are in addition to, not redundant of school rules
-a listing of consequences proceeding from mild penalties to removal from the room
-ways to recognize and thank students for having displayed appropriate behavior
___ I have submitted my behavior management plan to my administrator and scheduled a meeting to review the plan. If the plan is approved, I will ask for his/her support when a student has reached the last step of my consequence list (removal from the classroom to the school office).
The Implementation of the Plan (2)
___ My plan applies equally to all students. I do not allow myself to be intimidated by certain
students. I do not let crying or pleas for leniency keep me from administering consequences
(unless I have made a mistake in judgement).
____ I see the humor in situations and chuckle at some of the things my students do. I don't penalize
"nutty" behavior that will go away in a second.
___ I use humor or distraction to redirect mild misbehavior.
___ I avoid "empty comments" (e.g., "Your book bag is in the aisle."; "You're talking.") unless I am
purposefully trying to give hints to behave (For more information, see the link on the home page of
www.BehaviorAdvisor.com titled "Nice things to try...").
___ When students are misbehaving, I give them clear, firm directions to do something (e.g., " We should open
our books to page 67."; " Everyone should be seated now.") or I ask "What should we be doing
right now?" (If they don't know, I give hints or politely tell them.)
___ If my direction is not followed, I administer the first consequence from my list. I continue through
the list until I gain compliance. I encourage that compliance all along the way rather than using
the next consequence to threaten students.
___ I CONSISTENTLY enforce rules by moving through the hierarchy of consequences.
__ I am in control of my emotions when disciplining.
__ I NEVER (ever) yell at students (except situations in which someone is in danger).
__ I use respectful terminology when disciplining my students.
__ I use a calm, firm, respectful tone of voice when administering consequences.
__ I NEVER "nag" or lecture students who have misbehaved (Because they stop listening after the
4th word).
___ I NEVER plead with students to behave. They obey my direction or receive a penalty from the
list of consequences. Compliance to my direction is met by a polite "Thank you".
___ If I decide that it is best to purposefully ignore a student's behavior, I am praising other students
for showing appropriate behavior.
___ I constantly watch for opportunities to positively react to students who are behaving.
___ I am a good role model for the courteous and respectful behavior I desire from my students.
Prevention Instead of Reaction (3)
___ I pleasantly greet my students at the classroom door to keep rowdy behavior from entering my
room. Students must first calm themselves before entering.
___ A "Do now" activity is written on the board for students to see as they enter the room. They
know that they are to begin that short, simple assignment immediately (before the bell sounds).
This activity focuses students and prepares them for the upcoming lesson.
___ Although I'm flexible in my approach to kids, my classroom is a structured place.
___ I have standardized routines for dismissal, assignment submission, pencil sharpening, bathroom
use, asking questions, lining up, etc.
___ I maintain a warm, helpful, and positive learning environment.
Managing Behavior By The Way I Teach (4)
___ I am organized and prepared for each lesson.
___ My lessons are well paced. I start promptly, keep things moving, and allow a few minutes
before the bell for a quick review and/or clean up.
__ I vary my methods. I know that teaching involves more than giving out dittos and photocopies.
___ I make my lessons interesting in order to motivate the students (e.g., multi-media use,
"hands-on"activities, humor, movement, relating material to student interests, etc.)
___ I relate the lesson material to the students' lives so that they see the relevance of learning it.
___ I ask the question before I select a student to answer it. (Otherwise, the other students will
stop listening/thinking)
Outside of the Classroom (5)
___ Knowing that students behave better for teachers they like, I get to know my pupils on a
somewhat personal basis and speak with them outside of class. I realize that kids don't listen to
the message unless they like the messenger.
___ I seek new teaching ideas and positive ways to manage behavior. I don't just go to the teacher's
lounge to complain. I brainstorm with colleagues on better ways to handle concerns.
___ I have set goals for myself in the area of respectful and effective behavior management. I will
learn and use more positive ways to promote appropriate student behavior.
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The Plan
ReplyDeleteI have a comprehensive behavior management plan which includes positively stated rules, rules which are not redundant of school rules, a listing of consequences, ways to recognize and thank students for displaying appropriate behavior.
Ginott’s ideas support this part of the checklist, specifically his congruent communication and appreciative praise concepts. The principle of congruent communication is that teachers should treat students as social equals capable of making their own decisions, which is part of stating rules and consequences in a positive manner. Appreciative praise addresses the latter clause about recognition wherein teachers should respond to effort and improvement, not just praising a student’s character. (Charles, 2008, 60 - 62).
Implementation of the Plan
I see the humor in situations and chuckle at some of the things my students do. I don’t penalize “nutty” behavior that will go away in a second.
This reminded me of something that would take place in one of Alfie Kohn’s classrooms (or communities). Kohn’s initial strategy in building a sense of community is to first build relationships between teachers and students. He says, “Students behave more respectfully when important adults in their lives behave respectfully toward them.” (Charles, 2008, 85) If a student does something funny in class that is not inappropriate, laugh at it…it will show that you are a real human being and not just their teacher. It will show that you can laugh and have a good time and not just be a teacher. It will help build a stronger relationship.
Prevention Instead of Reaction
I have standardized routines for dismissal, assignment submission, pencil sharpening, bathroom use, asking questions, lining up, etc.
All aspects of this section pointed to the Wongs whose entire strategy is based on preventative measures and a structured environment to manage discipline. Most of their suggestions center around the first day of class or the first few weeks of teaching with heavy emphasis on routines, a supportive environment, and planning and organizing. (Charles, 2008)
Managing Behavior by the Way I Teach
My lessons are well paced. I start promptly, keep things moving, and allow a few minutes before the bell for a quick review/clean up.
Jacob Kounin’s theory focuses on how teachers can use lesson management techniques to manage behavior, so this section fits in well with his ideas. More specific to this item, he suggests that lesson momentum helps to keep students engaged and interested and that teachers should try to transition effectively, to bring lessons to a close (don’t let the bell interrupt you), and to incorporate smoothness into your lesson presentation. (Charles, 2008)
Outside of the Classroom
I have set goals for myself in the area of respectful and effective behavior management. I will learn and use more positive ways to promote appropriate student behavior.
This reflective way of thinking for students reminded me of Linda Albert’s strategies for Cooperative Discipline. In fact, self-reflection is an important part of being in a cooperative relationship so it makes sense to choose Albert here. Her strategies for avoiding (or neutralizing) confrontations reminded me of this item especially. She suggests that teachers think about focusing on the behavior, not the student, taking charge of their negative emotions and being calm, discussing feelings with students after-the-fact, and allowing students to save face. (Charles, 2008, 98)
Charles, C.M. (2008). Building classroom discipline, ninth edition. Boston: Allyn and Bacon.
I have a comprehensive behavior management plan which includes:
ReplyDelete-positively stated rules that tell students what they ought to be doing.
-rules which are in addition to, not redundant of school rules
-a listing of consequences proceeding from mild penalties to removal from the room
-ways to recognize and thank students for having displayed appropriate behavior
This makes me think of Morrish and his idea of Real Discipline. When using Real Discipline in the classroom, the teacher is essentially showing students how to exhibit appropriate behavior in the classroom using rules and consequences that are always clearly defined.
I NEVER "nag" or lecture students who have misbehaved (Because they stop listening after the
4th word).
When Jones went into various schools doing research for his theories, he noticed five problems that were consistent in all schools. These five problems in counterproductive classrooms are massive time wasting, student passivity in learning, student aimlessness, "helpless handraising," and ineffective teacher nagging. Instead of nagging, Jones urges teachers to calmly and clearly tell students what they should be doing.
I have standardized routines for dismissal, assignment submission, pencil sharpening, bathroom use, asking questions, lining up, etc.
It is the Wongs who stress the importance of creating clear classroom procedures for activities that happen every day in the classroom. Students should be given the classroom procedures at the beginning of the school year, see the procedures in practice, and be able to follow them to keep the classroom running smoothly throughout the year.
I relate the lesson material to the students' lives so that they see the relevance of learning.
This relates directly to Glasser's theory of a quality curriculum in which students' lessons and learning focuses on relevant events in the students' lives. Students gain more from Glasser's quality curriculum because the material is relatable, and because the material can answer the "why do I have to learn this" question.
Knowing that students behave better for teachers they like, I get to know my pupils on a
somewhat personal basis and speak with them outside of class. I realize that kids don't listen to
the message unless they like the messenger.
Glasser also puts a great deal of emphasis on getting to know students in such a way that students feel comfortable and protected in the classroom. He encourages befriending students, going to after school activities, and generally being aware of what the students do outside of the classroom as well as inside the classroom in order to create a positive and welcoming environment, thus making classroom management and discipline much easier.
I. The Plan:
ReplyDelete"I have a comprehensive behavior management plan which includes ways to recognize and thank students for having displayed appropriate behavior"
-I think of Ginott when I hear praise and thanks. Ginott believed teachers needed to respect students and praise is a form of displaying appreciation for what the students have done. Ginott does stress that the praise should not evaluate a students character rather it should complement the students behavior.
II. The Implementation of the Plan:
"I NEVER 'nag' or lecture students who have misbehaved (Because they stop listening after the 4th word)."
-I think of Glasser when I think about nagging a student. The reason is that nagging is one of the "seven deadly habits" for controlling student behavior. Glasser believes this can damage caring relationships with students. Glasser's goal is not to damage the teacher-student relationship, but rather use "connecting habits" (such as caring, listening, supporting, contributing, encouraging, trusting, and befriending) to connect and build teacher-student relationships.
III. Prevention Instead of Reaction:
"Although I'm flexible in my approach to kids, my classroom is a structured place."
-When thinking about the classroom structure Jones comes to mind. Jones believes that paying close attention to room arrangement, class rules, classroom chores, and routines for beginning the class will prevent most misbehaviors from occuring. By structuring the classroom in a way that students are working from bell to bell will give students the least amount of time to cause a behavior problem.
To Be Continued...
Charles, C.M. (2008). Building classroom discipline, ninth edition. Boston: Allyn and Bacon.
ReplyDeletePart 1: The Plan
The rules described are similar to the theory of Fritz Redl and William Wattenberg because they reflect the positive nature of teaching self-control through group dynamics. In Building Classroom Discipline (2008) the theory contends that making classroom rules should be a collaborative effort, and that punishments should also be predetermined. This group approach would aid the students in developing awareness of rules as well as skills that support self-control. Also, by creating rules specific to the class, it is possible to also foster a sense of independence, building confidence and responsibility as future life skills. Redl and Wattenberg also recommend that teachers must be encouraging and stay positive, which would support thanking or recognizing through supporting words.
Part 2: Implementation of the Plan
I like Linda Albert’s plan for Cooperative Discipline because she is able to use the emotional needs of the students (belonging and achieving) to build the world around them (the classroom and atmosphere.) She is also able to recognize that some behavioral are minor (“nutty”) and are simply cries for attention, so sometimes ignoring a situation can help resolve it. I also like how she is very intent on preserving the integrity of the relationship between herself and her students, and constantly gives encouragement but expects greatness. By assuring students that mistakes are normal, she is able to correct behavior without being judgmental. She also expects the students to comply with the rules they have created but offers reasonable ways to manage problems in her Conflict Resolution Plan. She favors discussion before punishment and allows the students to track their progress in the follow-up meeting.
Part 3: Prevention Instead of Reaction
The theorists that come to mind here are Harry and Rosemary Wong because they contend that if children know what to expect they will become more in tune and be ready to take in the subject’s content. The “Do Now” activity is particularly relevant because they maintain that the teacher needs to immediately command their attentions and leave no room to dawdle, so that others do not stray off task. They stress that the familiarity of “standardized routines” are a means to justify the end: Learning.
Part 4: Managing Behavior by the Way I Teach
“I make my lessons interesting in order to motivate the students (e.g., multi-media use, ‘hands-on’ activities, humor, movement, relating material to students interests, etc.)”
I connect this to the theory of Mr. Alfie Kohn. As Charles (2008) points out, Kohn believed that teachers should “imagine how things look from the child’s point of view” and make class topics something that students actually have a choice in. By doing this, he contends that achievement will actually go up because students will have more intrinsic motivation to complete the task and participate in discussion. It is at this point that the greatest learning occurs.
Part 5: Outside of the Classroom
“Knowing that students behave better for teachers they like, I get to know my pupils on a somewhat personal basis and speak with them outside of class. I realize that kids don’t listen to the message unless they like the messenger.”
The theory Jane Nelson and Lynn Lott immediately comes to mind. It heavily favors classroom meetings and the cooperative skills they provide. Discussions are informative and the students and teacher gain face to face contact and establish deeper connections. Also, the teacher is willing to give some of the authority (Power) over the subject matter, which allows the students to view the teacher as more of an equal partner in learning.
The Plan
ReplyDeleteWhen I read "I have a comprehensive behavior management plan" and what it entails, it made me think of Jone's theory. He wanted to have both general and specific rules. He also wanted incentives for students who display appropriate behavior. If needed he also provided consequences which he called backups, not to be used unless needed.
The Implementation of the Plan
As I read "When students are misbehaving, I give them clear, firm directions to do something or I ask 'what should you be doing right now?'" This appears to me to be discipline throug assertive tactics from the Canters. They believed that using a calm voice in an insistent and consistent manner would help teachers take charge of behavior issues.
Prevention Instead of Reaction
Kounin's theory expressed that teachers could counter behavior problems with keeping students actively involved in the lesson and to keep the lesson moving ahead. I thought of him when I read, "A 'Do now' activity is written on the board for students to see as they enter the room..." This prevention method pulls students into the lesson instead of having time to misbehave.
Managing Behavior by the Way I Teach
"I relate the lesson material to the students' lives so that they see the relevance of learning it."
I feel that Glasser owns this one. He points out that when a student likes the topic being studied and wants to learn more about it, than they rarely misbehave.
Outside of the Classroom
Nelson and Lott explain that teachers should be involved in classroom meetings. They say that this shows students that teachers need to continue to learn about relationships with students and that they too need support. This is shown in the statement, " I have set goals for myslf in the area of respectful and effective behavior management. I will learn and use more positive ways to promote appropriate behavior." Nelson and Lott say that when a teacher gets involved in classroom meeting that a mutual respect grows betwen the teacher and the student and the teacher gets to know the students better, learning how to effectively tackle behavior management.
Charles, C.M. (2008). Building classroom discipline, ninth edition. Boston: Allyn and Bacon.
1. The Plan
ReplyDeleteI have a comprehensive management plan which includes: positively stated rules that tell students what they ought to be doing; rules which are in addition to, not redundant to school rules; a listing of consequences proceeding from mild penalties to removal from the room; ways to recognize and thank students for having displayed appropriate behavior
It was Haim Ginott who suggested that teachers “invite cooperation” by communicating with students on how to properly behave. He insists that using positive language that addresses the desired behaviors are more likely to produce favorable results. To further illustrate this point, Ginott coined the phrase “sane messages,” which as it implies, encourages teachers to remain calm and use language that focuses on behavior that needs to be corrected versus assailing the student’s character when misconduct occurs. (pp. 61-62)
2.The Implementation of the Plan
I NEVER “nag” or lecture students who have misbehaved (Because they stop listening after the 4th word).
Fred Jones reminds us all that if student misconduct could be remedied by words, nagging would have fixed every kid millions of years ago (p. 118). He stresses the importance of closing our mouths and using effective body language to correct misbehavior. The subtlety of positive body language can help set limits, realign students with expected norms and convey authority. According to Jones, proximity, posture, facial expressions, eye contact and breathing should be staples in a teacher’s toolkit.
3. Managing Behavior By The Way I Teach
I am organized and prepared for each lesson
According to the Harry and Rosemary Wong, student success hinges on the competency and preparation of teachers. In fact, they insist that the ability of the teacher is the single most important factor in student success. Teachers who are fluent in their subject matter and have mastered classroom management will produce higher achieving students. If students are unable to demonstrate what they’ve learned, the teacher needs to be held accountable. To be an effective teacher, educators must do their homework and remain ceaseless learners. (p. 131)
4.Prevention Instead of Reaction
A “Do Now” activity is written on the board for students to see as they enter the room. They know they are to begin that short, simple assignment before the bell sounds. This activity focuses students and prepares them for the upcoming lesson.
Studies conducted by Fred Jones indicated that 5 to 8 minutes of classroom time is lost because of unstructured opening routines. Bell work, pithy assignments to begin upon classroom entry, will help engage students and get them prepped for learning. Bell work also helps teachers to reduce what he calls “massive time wasting” by minimizing the period in which common student disruptions are likely to occur including talking, goofing off or moving about. (p. 117)
5. Outside the Classroom
Knowing that students behave better for teachers they like, I get to know my pupils on a somewhat personal basis and speak with them outside of class. I realize that kids don’t listen to the message if they unless they like the messenger.
William Glasser theorizes that student misbehavior is rooted in boredom or frustration with class instruction that fails to address their basic needs - survival, belonging, fun, freedom and power. He says one of the biggest challenges with today’s educational system is that it largely fails to connect the relevancy of material covered with the actual lives of students. A supportive classroom environment allows students to get to know their teachers and vice versa. (pp. 73-75)
Charles, C.M. (2008). Building Classroom Discipline, 9th edition. Boston: Allyn and Bacon.
The Plan:
ReplyDelete"I have a comprehensive behavior management plan which includes ways to recognize and thank students for having displayed appropriate behavior"
The first part of the statement that mentions a comprehensive behavioral management plan reminded me of our readings about Wong and Wong. According to Charles (2008) the Wong’s focused on a plan that included detailed instructions for routines and procedures in your classroom. The second part of the statement concerning recognizing the students for appropriate behavior reminded me of Skinner. Charles (2008) states that Skinner believed reinforcing stimuli would affect particular behaviors. Only in this case the reinforcing stimuli are not tangible, rather verbal praise.
The Implementation of the Plan
“My plan applies equally to all students. I do not allow myself to be intimidated by certain students. I do not let crying or pleas for leniency keep me from administering consequences (unless I have made a mistake in judgment).”
This quote immediately reminded me of the Canters. The Canters were all about taking charge in the classroom. Charles (2008) says, “The Canters provided a simple but well-structured plan that enabled teachers to interact with students in a calm, insistent, and consistent manner.”
Prevention Instead of Reaction
“A “Do now” activity is written on the board for students to see as they enter the room. They know that they are to begin that short, simple assignment immediately (before the bell sounds). This activity focuses students and prepares them for the upcoming lesson.”
This statement reminded me of Jones’s concern with massive time wasting. Jones believed that the typical class was passive most of the time (Charles, 2008). This “Do now” activity would help keep your class engaged. While they are working on the problem you can conserve time by beginning to take role.
Managing Behavior By The Way I Teach
“I relate the lesson material to the students’ lives so that they see the relevance of learning it.”
Dreikurs believed that students have to fulfill a sense of belonging or they will resort to using mistaken goals to fulfill this need, which leads to misbehavior in the classroom (Charles, 2008). Relating the material to the students’ lives will instill the sense of belonging that they need, and at the same time keep them engaged in learning.
Outside of the Classroom
“Knowing that students behave better for teachers they like, I get to know my pupils on a somewhat personal basis and speak with them outside of class. I realize that kids don’t listen to the message unless they like the messenger.”
The first theorist I thought of when reading this passage was Kohn. Kohn placed a lot of emphasis on building classroom learning communities. Getting to know your student and getting your student to like you is exactly what building a community is all about. Charles (2008) quotes Kohn as saying, “They have come to think in the plural. They feel connected to each other; they are part of an “us.””.
Charles, C.M. (2008). Building classroom discipline, ninth edition. Boston: Allyn and Bacon.
The Plan
ReplyDeleteI have a comprehensive behavior management plan which includes:
-positively stated rules that tell students what they ought to be doing.
-rules which are in addition to, not redundant of school rules
-a listing of consequences proceeding from mild penalties to removal from the room
This aspect of a classroom management plan makes me think of the ideas of Real Discipline that Ronald Morrish has developed. Moorish feels that rules should be made by the teacher and that the students should learn to obey the rules without thinking. Compliance to the rules is the first step in reaching positive behavior in the classroom, and also teaches students appropriate behavior for the real world. The consequences for breaking the rules are clearly listed and infractions are dealt with in a positive manner. Charles, 2010, pg 85
The Implementation of the Plan
When students are misbehaving, I give them clear, firm directions to do something (e.g., " We should open our books to page 67."; " Everyone should be seated now.") or I ask "What should we be doing
right now?" (If they don't know, I give hints or politely tell them.)
This statement makes me think of the uses of “I-Messages” that Ginott proposes. When using these messages, teachers can express their displeasure with student misbehavior in a manner that is positive and productive rather than counterproductive. These messages reinforce what the students should be doing rather than stating what it is that the students are doing wrong. When used in conjunction with laconic language, I-Messages can be very useful in getting students back on task without disrupting the flow of the classroom with a confrontation. Being able to prevent a class disruption is key to maintaining an orderly classroom and a positive learning environment. Charles, 2010, pg 69
Prevention Instead of Reaction
I have standardized routines for dismissal, assignment submission, pencil sharpening, bathroom
use, asking questions, lining up, etc.
This aspect of the classroom management plan connects well with the ideas of Harry and Rosemary Wong. The Wongs believe that procedures and routines are essential to maintain orderly classroom behavior. By explaining, rehearsing, and reinforcing the routines for all aspects of the classroom, students know exactly what they are to be doing at any given time. Having a set procedure for every instance that may arise allows for the students to always have something to do. Also, having procedures for the little things like lining up and pencil sharpening and having repercussions for breaking these procedures, makes for a more cohesive and smooth classroom environment. Charles, 2010, 107
Managing Behavior By The Way I Teach
ReplyDeleteI relate the lesson material to the students' lives so that they see the relevance of learning it.
I think that this aspect of the classroom management plan goes along with the ideas of quality curriculum by William Glasser. Glasser feels that if students are responsible enough, allowing them to help pick lesson ideas from things that interest them. As long as what the students pick is useful information, the result is a quality curriculum that adheres to student interest. This allows for a wide variety of topics in lessons and assignments. Student interest is key to motivation at any age level, and developing a curriculum that incorporates student input and interests helps to lower the chances of misbehavior in the classroom. When students are actively engaged in a lesson, the likelihood of misbehavior is minimized greatly. Charles, 2010, 143.
Outside of the Classroom
I have set goals for myself in the area of respectful and effective behavior management. I will
learn and use more positive ways to promote appropriate student behavior.
The idea of setting up learning communities where the students feel comfortable, welcome, and respected in the classroom is key to making a difference outside the classroom. The ideas of Alfie Kohn go along well with these ideas. Providing students with a means to be respectful to one another and thereby developing a strong sense of community in the classroom provides a essential lesson on behavior outside the classroom as well. Allowing the students to connect to the lessons through incorporating their interests also helps to connect things from outside the classroom into the learning process. Having classroom meetings also brings out any problems that the students may be having and provides an outlet for them to express themselves. Reflecting on these issues, students can better understand the factors that are influencing their own education.
Charles, C.M. (2010). Building classroom discipline, tenth edition. Boston: Allyn and Bacon.
Katie,
ReplyDeleteI’m really interested in Linda Albert’s strategies, and I like the items you illuminated in your Behavior Management Checklist; specifically -
“I also like how she is very intent on preserving the integrity of the relationship between herself and her students, and constantly gives encouragement but expects greatness. By assuring students that mistakes are normal, she is able to correct behavior without being judgmental.”
This reminds me of striving to be very mother-like with my students, but in a good way (I know some people have a negative opinion of their mothers! unfortunately...). But what I mean is being nurturing, respectful, pleasant, helping students to build self-confidence, and caring for them regardless of flaw or mistakes-made. I think the more comfortable they are with me, the greater chance I have of making a connection with them. Regardless of the theory, it seems a common thread that runs through behavior management is building meaningful relationships. Linda Albert strikes a strong chord in that regard.
Also, the comment later in your post about the usefulness of the “Do Now” activity got me thinking about implementation in the classroom... Most people are familiar with the bell ringer as a Do Now activity, but what about a list of anchor activities that are "Do Now" assignments? For example, when you see that a student is done working, ask him or her to select an activity from a "Do Now" list. This gives the student choice, reinforces concepts and furthers understanding, and keeps students engaged to minimize behavior issues. Don’t you love it when a good idea pops into your head :)
The Plan
ReplyDelete"I have a comprehensive behavior management plan which includes ways to recognize and thank students for having displayed appropriate behavior."
This statement as it did for some other people, made me think of Ginott. Ginott believed in appreciative praise when responding to effort or improvement. This praise will show appreciation for what the student has done without evaluating the students character or talent.
The Implementation of the Plan
"I NEVER plead with my students to behave...."
I thought of Glasser when I read this statement. Glassers theory is having students intrinsically motivating themselves. So the teacher would never be pleading with them to behave a certain way. He believes in lead teaching and not bossing students around.
Prevention Instead of Reaction
"I maintain a warm, helpful, and positive learning environment"
Again this is Glassers first thing you need to do to have a functional classroom. He believes you need to establish a warm, supportive classroom. Helps students know and like you. Use natural occasions to tell students who you are and what your about. Show what you will and will not do for them, what you expect and not expect them to do for you and always being supportive.
Managing Behavior By The Way I Teach
"I make my lessons interesting in order to motivate the students..."
When I saw this I thought of Kohns approach. He said to develop a sense of community, students need many opportunities for the whole class to collaborate on group endeavors. This might involve producing a class mural, producing a class newsletter or magazine, staging a performance, or doing some community service activity. Students always like group projects that get them out of their seats
Outside the Classroom
" Knowing that students behave better for teachers they like, i get to know my pupils on a somewhat personal basis, and speak with them outside of class. I realize that kids don't listen to the message unless they like the messenger"
This again makes me think of Kohn building relationships between teacher and students. He talks about how students behave more respectfully when important adults in their lives act respectfully towards them. Students are more likely to care, knowing they are cared about. Students will repsond to teachers that treat them respectfully and earn their trust.
Charles, C.M. (2008). Building classroom discipline, ninth edition. Boston: Allyn and Bacon.
Continued:
ReplyDeleteIV. Managing Behavior By The Way I Teach
"I am organized and prepared for each lesson."
-Organization and being prepared are important aspects to teaching according to the Wongs. They believe that organization is about keeping a schedule, knowing where your things are, and making your time and space work for you. (Charles, 2008, 135). It leaves little time for distraction therefore eliminating chaos. They feel it's very important to get great planning/organizing ideas from other experienced teachers.
V. Outside of the Classroom
"Knowing that students behave better for teachers they like, I get to know my pupils on a somewhat personal basis and speak with them outside of class. I realize that kids don't listen to the message unless they like the messenger."
-Kohn suggests that relationships between teachers and students should be built. He believes that students will behave more respectfully when important adults in their lives behave respectfully toward them. (Charles, 2008, 85). Building relationships with our students will make us one of these important persons. The result will be less behavior problems in the classroom.
Charles, C.M. (2008). Building classroom discipline, ninth edition. Boston: Allyn and Bacon.
I have a comprehensive behavior management plan which includes:
ReplyDelete-positively stated rules that tell students what they ought to be doing.
-rules which are in addition to, not redundant of school rules
-a listing of consequences proceeding from mild penalties to removal from the room
-ways to recognize and thank students for having displayed appropriate behavior
I think this section strongly relates to William Glasser's theory of meeting students needs. Glassser believed that children needed the basic needs of survival, belonging, power, fun and freedom. These needs are fullfilled when the checklist is followed. the list keeps the students safe, gives them a sense of power in that they are in control of thier own behavior and know what to do. And gives them a chance to have fun and sense of belonging when they are thanked for acting appropriatly.
The Implementation of the plan.
Glasser's SEven deadly habits and Seven connecting habits are all over this section. Befriending is one of the connecting habits. this can be seen in using humor to correct mild misbehavior. being in control of my emotions, never nagging or pleading is in the list of seven deadly habits.
Prevention Instead of Reaction (3)
Thomas Gordon and his ideas of Discipline through Inner Self-Control relate strongly to section 3. Gordons preventive I messages are a preventive way of avoiding hostility. Collaborite rule setting is another preventive instead of reactive approach that is a positive learning enviroment.
Managing Behavior By The Way I Teach (4)
Jacob Kounin: Improving Discipline through Lesson Management. His ideas on teaching mange behavior through well taught lessons. Kounin said teachers whos classes were best behaved displayed this teacher awareness, which he called WITHITNESS. by being smooth in your lesson delivery and keeping momentum you can keep disruptions and distractions to a minimum.
Outside of the Classroom (5)
Alfie Kohn on Classrooms as Communities relates very storngly with the checks on the outside the classroom check list. Building relationships between teachers and students. The students will be more willing to learn from someone they respect. Enhancing connections among students. Connecting with children and children connecting with one another is very important for learning.