In schools, discipline is more complicated than giving detention or having troubled students meditate. Abuse of the room, very angry students and certain situations would all be challenges that would pose problems to the room’s efficacy. While a student is angry at another to the point where their judgment is clouded, the student might not listen to the instructors telling them to sit down and calm down. In addition to very angry students, students abusing the room is another problem to the meditation room. Students who want to get out of class and skip their work without having and major consequences could frequently disrupt class to go to the meditation room. Sending a troublesome student who doesn’t want to do their work would be
(2005, Charles) The premise of Assertive Discipline is that both teachers and students have the “need and right” (2005, Charles) to a caring and respectful classroom environment. Teachers are required to facilitate learning and assist students in reaching their full potential. This is accomplished by teachers clearly and confidently articulating class expectations and teaching student’s what behavior is “acceptable and unacceptable” (Marsh 2010 p233). Cooperative behavior is encouraged by “incentives and recognition” (Lyons et al., 2014) whilst unruly behaviour is managed with a “hierarchy of sanctions” (Lyons et al., 2014). Equally, teachers also have the right to facilitate learning in a proficient manner without interruptions from students and have support from administrators and parents. (Berghuis, 2005,
Many students are sent to detention. They get sent out because they misbehave in class or are angry and do something bad. When kids have to go to detention they’re already angry and so they get more angry. If they have meditation detention in school, that helps calm them down. The teachers in the meditation room help the students do breathing exercises, which is what calms them down. In the article, Instead of detention, these students get meditation, states “Before the Mindful Moment Room, students who got into trouble were sent to
One afternoon I was sitting at a study table at the library quietly working on my “World History” homework. All of a sudden another college student slammed his books on to the table. After he placed his books loudly upon the table, he threw down his book bag on to the floor next to the chair. I glanced up at him with a look of disturbance upon my face. He left as quickly as he came, just to return again. I continued working on my homework until he blessed me with his prescience.
Classroom management is an important component of successful teaching. It is that teachers create and maintain appropriate behavior of students in classroom settings. (1…) Kessler (2012) mentions that “[s]tudies suggest that up to 51% of children may have a diagnosable mental health disorder, many of which involve severe impairment at home or school” (Kessler et al., 2012). Classroom management is defined as “ [c]lassroom management is the term educators use to describe methods of preventing misbehavior and dealing with it if it arises. In other words, it is the techniques teachers use to maintain control
As stated earlier, I believe Classroom Management is the key to how learning can take place and students can feel safe participating. I hope to create an environment that is conducive to learning and involves all my students. I believe the most important part of classroom management is not the behavior problems but creating a good rapport with the students, encouraging them to succeed and setting high expectations for them. As well as using an engaging a curriculum, I believe you can create this environment and it will limit the behavior problems in your classroom from the
Children suffering emotional and behavioral disorders are in need of effective interventions and strategies that will provide them relief in stressful situations and help them self-regulate their behavior. Effective interventions for this population could result in reduced distractions (both personally and within the classroom) and enable them to increase their learning time, thereby optimizing their educational careers. An intervention of yoga and related relaxation techniques may provide students a natural and holistic approach to accomplishing these goals.
My fundamental beliefs are that adults and children should have respect for one another treating people as individuals. I believe that we should model a sense of understanding, encouragement, trust, teamwork, and perseverance in all who we come in contact with. I believe that everyone has should have the opportunity to learn in a environment that is positive and encouraging. Recognizing my fundamental beliefs I know that in the Skinner-Rogers’ dichotomy that I fall on the Rogerian side of the scale. My beliefs are consistent with that of Rogers. I am also in favor of referent power and I would like to work with the students as an interactionalist. With all of these frameworks in mind I looked at a program that most fit my beliefs and frameworks. I believe that I can initiate the program of Glasser and use it effectively in my teaching situation. Many schools and programs regularly go through a process whereby they attempt to develop a new philosophical base and a different practical approach to working with students. Jones (1987) estimated that 80% of disruptive behavior is talking to each other, 15% out of seat, the remaining 5% is spent on note passing, playing with pencils or objects. The cost of student failure is absorbed. If we are losing 30 to 50% of our time keeping on task as a result of small disruptions, I would say to you that no other problem costs you 30 to 50% of your entire school budget. In keeping this in mind, I would propose that our middle school take a look at a program developed by Dr. William Glasser, M.D. His model is consistent with my own beliefs and would fulfill the vision that our school has developed. Integrated in Dr. Glasser’s model are Choice Theory (previously termed Control Theory), Reality Therapy, and the Quality School. Choice Therapy is an explanation of behavior, Reality Therapy is a process allowing Choice Therapy principles to be operationalized, and the Quality Schools represent the application of Choice Theory and Reality Therapy ideas in Education. William Glasser’s model involves the initiation of what he calls quality schools. Glasser (1992) contends that we must offer students an education that they can see will satisfy both their immediate and future needs. Students can only learn if they view their schools as a place that is at least potentially need satisfying. If students do not perceive what we are offer...
Analysis of the Chapter: Educators and school administrators have many different definitions to describe what a discipline problem, in the classroom, may look like. They vary greatly, however one thing they do have in common is that they are not specific and therefore could lead to misunderstanding. Because of this, teachers may not have a good grasp on what exactly a discipline problem may look like, and as a result they will not be able to determine whether a behavior is a discipline problem or not. This, unfortunately, will lead to a decrease in student success due to the fact that disruptive behaviors will not be dealt with properly or that teachers are disciplining students when it is not a disciplinary problem. Needless to say this will
Discipline is intended to cease misbehavior in the classroom. Effective classroom management procedures contribute to an environment that enhance learning and reduce discipline problems (Edwards, 2004). The goal of discipline is to help students learn to control their own behavior. Effective teachers apply various disciplinary techniques that help in curtailing misbehavior and promote self-discipline in students (Charles, 1996). Effective discipline is emotionally disconnected from student actions (Henley, Ramsey and Algozzine, 1999). According to Dreikurs, discipline is a process in which students learn to impose reasonable limits on themselves (Charles, 1996).
paddle or any other weapon used, the amount of times the student may be struck
Teacher Ethics “Ethics are defined as a set of principles of right conduct; the rules or standards governing the conduct of a person or the members of a profession” (Dictionary of the Human Language, 2000). Teachers are often put in situations that require more than just knowing the basic school rules. It is within these situations, that the ethical dilemmas occur. There is not always a right way to deal with the many daily problems that face educators, but there are ways to handle situations that are better than others. Teachers should follow and refer to a code of ethics to help teach in the most appropriate and ethical way as well as a guide to help deal with dilemmas.
When students misbehave, I tend to question the reason behind it, and find out why they behave the way they do. Just as Roger (2003, as cited in Porter) suggests when a child acts disruptively it is either because he/she does not understand or they are misunderstood or mistreated. McDonald (2010, p. 232) also explains engaging with the student is essential; we need look inside the student to find the thinking and emotions that contribute to a students misbehaviour. Children are blank slates, they are born innocent, as they encounter new parts of the world we need to protect them and prepare them from the threats of the adult world (Rousseau). Therefore, the behaviour of students can be a reflection of their culture, their family dynamics and how the community around them has treated them (Martella, Nelson, Marchand-Martella, O’Reilly, 2012, p. 148). Fleer (2006) claims, ‘‘culture not only determines the principles for defining development but frames the
Discipline plays a key part in education. Respect from your students will make the classroom a better atmosphere. Rules should be established on the first day. Rules should be a thoughtful process so they can be carried out to be affective, but logical consequences. We do not want the students self esteem to be damaged.
Of course, classroom management also includes discipline and corrective methods. In my situation, I feel that giving students behavioral boundaries and setting high behavioral
Classroom management describes the process of ensuring that classroom lessons run smoothly. It is the groundwork for the classroom. When constructed well there is room for growth and progress, as well as penalties for non-compliance. Without good classroom management, learning is inefficient and the teacher becomes stressed. A stressed teacher leads to unruly students, which is where discipline comes into play. Discipline is “the enforcement of order – that is, ensuring instructions are carried out – is often regulated through punishment.” (Discipline, 2011) Teaching children to behave appropriately in different circumstances is discipline, this is done with punishment, or loss of privileges. Discipline is necessary in order to have a harmonious classroom.