University of Phoenix
Complete the table below to incorporate these points:
- Use the group discussion to complete the table documenting the strengths of each discipline approach found in Ch. 5–11 of Building Classroom Discipline.
- Identify the parts of each discipline approach that you think are best adapted to you and your situation. Create a discipline approach that reflects your personal philosophy of discipline.
- Use your philosophy to create rules and procedures for your class. Cite the text as appropriate.
|Chapter||Authority on Discipline||Strengths of the Approach|
||Morish||Efficient, no bargaining with students, retains teacher authority, remaining positive towards students even in the face of st. misbehavior (misbehavior = lessons to be taught, students learn the functions of rules.|
||Wong||Focus more on procedures (less on discipline plans), advice is general but practical that can be custom-tailored to teacher needs.|
||Jones||Addresses specific behaviors of teacher that lead to loss of instructional time, importance of body language and proximity, cautions teachers to think about what they are going to say – perhaps may do more harm that good by speaking, PAT used to reinforce class and individual behavior, provides a reasonable hierarchy of consequences.|
||Glasser||cant force students to learn or behave, helps students make responsible choices, links lessons to basic need of students and gives strategies, defining concept of ‘lead teacher’, choice theory, connecting habits.|
||Kagan||Win/win philosophy, students have a say in rules (aka classroom agreements), classifies types of misbehavior, matches response to behavior to the type of behavior.|
||Marshal||Teachers can activate internal motivation of students (with specific strategies), identifies ‘poor’ teaching techniques, stresses positivity, hierarchy of social development, activities to stimulate responsible behavior, use of guided choice for consequences – structured hierarchy of consequences, self evaluation for teachers|
||Seganti||Concept of teacher leverage, myth of giving warnings, hard-line on student discipline based on reason and law, Refusal to negotiate with students – students are to know in advance what will result in a consequence, time investment in reviewing rules beginning of year. As much as possible, keep behavior interventions in the classroom – do not count on admin to help day to day, identifies types of students to look out for on first day. Acknowledges important of paper trail for chronic misbehaving students.|
|My Discipline Approach|
|I believe that discipline and classroom management should be teacher-centered with the understanding that choice and needs-meeting may be necessary for troubled or traumatized students. I allow student input into lessons, procedures and rules as I feel appropriate and needed but I retain teacher authority to make final decisions in all matters.|
|Rules and Procedures|
I keep all objects to myself.
I stay in the classroom unless I have permission to leave.
I walk in the class and watch my personal space.
I follow the instructions of the teacher.
I use positive language without yelling or provoking
Based on my philosophy and from what I have learned from this course, I plan to implement the following rules and procedures:
I will Focus MUCH more on procedures; procedures that work for me and the students and be consistent with them. This will include being mindful of maximizing instructional time.
Not bargain nearly as much with students
I will think of misbehavior as lessons to be taught
I will think more about what I am going to say – use body language and proximity more
PAT will be used to reinforce class and individual behavior – I will use free (appropriate) choice when I feel that it’s been earned.
I would like to explore more the idea of linking lessons to basic need of students
Students are to know in advance what behaviors will result in a consequence,
I would like to better activate internal motivation of students (with specific strategies)
I plan to develop the concept of teacher leverage
I will reduce or eliminate giving warnings
I will invent time in teaching rules, expectations and procedures at beginning of year.
I will keep behavior interventions in the classroom as much as possible
I will acknowledge the (sad) importance of paper trail for chronic misbehaving students.
I will script the first week of classes, in order to be better prepared and limit the amount of misbehavior.
I will implement Jones’ “Say, See, Do” teaching process, forcing myself to spend time interacting with the students while they are engaged practicing what they have learned… leaving the students no time to misbehave.
I will make sure that I have students’ full attention when giving directions or teaching
I will think about appropriate strategies to get my students quiet when needed.
I will spend less time discussing discipline instead of implementing due process and appropriate and disclosed consequences.
Before First Day:
“Rules are important in our daily lives. We have rules for driving, rules for studying, and even rules for playing. Think about the rules you have in your school and in your community. What three rules should every school and community have?”
Before every lesson:
3. What will be my plan to stay cool?
9. Do I have all needed materials?
10. Am I creating engaging lessons?
12. Do I have all student materials ready?
13. Have I double checked everything?
15. How will my lessons activate internal motivation
16. How are my lessons meeting the basic needs of my troubled and/or traumatized students?
23. What are items that I can let my students help me with in terms of lesson components?
36. What will I do to energize the class?
37. What will I do to build classroom community?
39. What is my plan when I need to get kids quiet? What if they don’t comply? How will I follow through?
During the Lesson:
17. Am I at all times exploiting my teacher leverage? How?
24. Am I holding my audience? How? Is it time to abandon the activity for something else?
25. Am I constantly asking for and checking for compliance?
26. Am I mindful of where I put my materials?
27. Have I let my students know that I enjoy working with them?
28. Am I bargaining with my students?
29. Am I being mindful of my proximity, body language and words?
34. Am I providing behavioral narration (instead of praise)?
35. Am providing reward tokens?
41. Am I following see, say, do?
19. Am I referring back to the rules constantly?
20. Am I recognizing all my students in a positive way?
After a Lesson?
30. How many warnings did I give?
31. How many times did I sent a student out?
32. Did I write referrals for students who needed them?
33. Did I maximize the amount of PAT used for curriculum-relevant purposes?
38. Did I push my sts as far as I reasonably could have? What can I do next time?
40. Did I teach from the syllabus? What is missing?
42. Have I called parents for positive referrals?
CERTIFICATE OF ORIGINALITY
I certify that the attached paper is my original work. I am familiar with, and acknowledge my responsibilities which are part of, the University of Phoenix Student Code of Academic Integrity. I affirm that any section of the paper which has been submitted previously is attributed and cited as such, and that this paper has not been submitted by anyone else. I have identified the sources of all information whether quoted verbatim or paraphrased, all images, and all quotations with citations and reference listings. Along with citations and reference listings, I have used quotation marks to identify quotations of fewer than 40 words and have used block indentation for quotations of 40 or more words. Nothing in this assignment violates copyright, trademark, or other intellectual property laws. I further agree that my name typed on the line below is intended to have, and shall have, the same validity as my handwritten signature.
Student’s signature (name typed here is equivalent to a signature): John O. Reafleng