Chapter Three
Summary:
When formulating classroom strategy, teachers need to address the areas of connection, competence, and control. The majority of discipline problems are the result of unfulfilled basic needs, which motivate students to display misbehavior. An unconnected student will exhibit attention-seeking behavior, while students who have issues with competence tend to give up easily. Lastly, students with control issues will argue and act disrespectfully. The needs of both students and teachers should be consistent with the established plan for implementing a discipline policy. This standard is aligned with the three dimensions of discipline, as highlighted in Discipline with Dignity.
The first goal of the approach is establishing
…show more content…
There are seven stages within the prevention dimension. The first stage deals with achieving a higher awareness of yourself, in order to communicate thoughts, routines, and procedures clearly. Teachers may achieve this awareness through journaling or sharing feelings with a trusted colleague. In addition to their own feelings, teachers need to identify the needs and desires of their students. An increased awareness of student’s needs and desires will increase their connection to their teachers. Moreover, by prioritizing motivation in their classrooms, teachers can bypass discipline problems. Teachers also need to teach the concepts of responsibility and caring to their students. This may be accomplished by allowing students to make feasible decisions. Another facet of prevention entails a social contract to be present in the classroom. A social contract is a list of values, rules, and …show more content…
While the system includes values, rules, and consequences, it is not malicious or tyrannical. Thus, the social contract should guide what teachers and students do rather than control their actions. Moreover, the existence of social contracts depends on serving the person rather than forcing the person to fit into the system. When individuals perceive that the system doesn’t care about students, they feel unmotivated and gain gratification by beating the system. However, the perception of whether a system aids or hinders human interaction is dependent on how they are used. When they are used correctly, the classroom environment is
Help students increase their perception of control over their environment by showing them how to better manage their own stress levels. Instead of telling students to act differently, take the time to teach them how to act differently. By introducing conflict resolution skills, teaching anger and frustration management, helping student set goals, role-modeling, teaching and exemplifying social skills, as a teacher I can have a huge impact on these children and could help buffer the effects of their habitus, cultural capital, SES, and step in to help stop the cultural reproduction of social inequality in my classroom. Ultimately, I want my students to benefit from the hidden curriculum in my classroom, and I would work hard to ensure that the unwritten, unofficial, and often-unintended lessons, values, and perspectives I expose my children to are beneficial and positive in shaping their
Nelsen, J., Lott, L., & Glenn, S. (2000). Positive discipline in the classroom developing mutual respect, cooperation, and responsibility in your classrooms, 3rd ed. (p. 120). Roseville, Califonia: Prima Publishing.
The theory focuses on establishing a class atmosphere by attending directly to students needs, caringly controlling behaviour by adapting effective class rules and consequences so that, learning can take place as intended (Charles, 2005). Additionally, teachers educate students on proper behaviour by specifying rule such as “We raise our hands to speak” that are specific and visible. Teachers use specific reinforcers such as recognition when rules are followed and punishers for breaking them (Eggen & Kauchak, 2001). Therefore, the main principles of AD specify that children behavoural limits and consequences need clarification (Lyons et al., 2014) and have the right that these requirements are taught by an assertive and caring teacher who determinedly works to encourages the best welfare for the students Likewise, teachers have the right to teach students, disruption-free, which is based on a clear classroom discipline plan that is supported by the school and parents (Charles, 2005).Hence, AD is a positively controlled style of discipline endorsed by the
To help students to feel capable, connected and contributing (or the three C’s) Linda Albert asks us to make five fundamental changes to our classrooms, or what she calls “Paradigm Shifts in Cooperative Discipline” (see figure 2). Firstly, we need to move away from a “hands-on” or “hands-clenched” approach to discipline, which is an authoritarian style of classroom discipline, to a “hands-joined” or democratic style of classroom management. Secondly, we need to recognize that student behavior is a choice, and not caused by some outside force, though these forces may influence student behavior it is ultimately the student’s decision on how they will act in your classroom. Thirdly, she asks us to abandon our long list of classroom rules and replace it with a concise code of conduct; shifting the classroom atmosph...
(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,
As a behavior specialist I am dealing with a variety of behavior issues daily. I along with my team are looking for strategies and solutions to help solve these behavior issues and help teach these students self-management strategies. Considering the successful of the program in the four weeks I will continue to help implement the program school wide not only into the classrooms but also at lunches, recess, and other areas within the school. I will also continue to monitor the success of the program in the various grade levels. Most importantly, I will use the various strategies of the Conscious Discipline program and teach them to all students, especially to those students who struggle behaviorally to help students learn how to self-manage their behavior. I will complete this through various whole classroom teachings as well small group instruction for those students who have more extensive behavior concerns. I will use this study to continue to implement the Conscious Discipline in my current educational
In the 21st century, teachers experience many behavioral issues with students in the classroom and face challenges that are very difficult to resolve. School districts have different expectations about how students must behave during school and teachers have their own expectations about how students must behave in their classroom. Every educator has different classroom expectations and students must follow specific standards; therefore, the responsibility of the teacher is to discuss the standards with all students and make sure those expectations are clear. According to Jones and Jones (2016), teachers whose students made greater achievement gains were observed establishing rules and procedures, and carefully monitoring student’s work. In
As a teacher managing problem behavior in your classroom can be one of the most challenging tasks. Behavior problems can range from disruption of lessons to acts of violence against fellow students and teachers. Children’s emotional setbacks and life challenges can also contribute to behavior issues at school. A study done by the Justice Center and the Public Policy Research Institute found that six out of ten students suffered from an “emotional disturbance” and were expelled or suspended between seventh and twelfth grade (Firke, 2011). This same study showed that discipline varied greatly between schools. This report also revealed the urgent need for a more thoughtful technique in school discipline policies. In many cases teachers have exhausted their classroom management strategies without success. Behavior Modification is aimed at improving school and classroom behavior, and can give teachers additional tools to help them to deal proactively and effectively with behaviors that are disruptive to students and teachers in the classroom. When children are disruptive in the classroom it can cause a lot of problems for their classmates and their teacher. Yet, in the long run, it's the disruptive child themselves who is most impacted, on both a social and educational level (Epstein, Atkins, Cullinan, Kutash, & Weaver, 2008). Behavior modification techniques should be used in school, to change the negative behaviors, and increase the positive behaviors seen in these children.
When one allows some form of behavior to thrive in the classroom without proper guidance, it quickly develops into unacceptable behavior. It is better to prevent classroom incivility than to deal with the consequences later on. The instructors can incorporate their expectations of behavior in the class syllabus and revisit them from time to time. These may include class attendance, lateness, and use of laptops during class, and side talking. Clear policies should be set regarding the punishments for breaking any of the set rules. The institution’s code of conduct and the penalties for grave breaches should also be included so that students are aware of the policies and the expectations of the institution (Miller et al.
I learned the significance of providing reinforcement and positive feedback when children perform behaviors, like helping one another. This way the students will tend to repeat the desired pro-social behavior. Also, the impact of being a good role model for the children. In a pro-social environment, it is imperative to read stories that illustrate pro-social behaviors, and work with the parents in a professional and caring way. I now have the knowledge to provide and practice conflict resolution skills in the classroom, and structure it for prime
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).
For instance, the social powers model plays a significant role in building effective relationships that can promote the success of students and teachers. However, I agree that there needs to be a balance of each social power in order to have a positive effect on students; this is especially true for coercion and manipulation in the classroom. “These two social powers should be combined with a classroom management style that helps students see teachers as problem solvers (expertness) and as having personal characteristics that make the student want to perform well (likability)” (Alderman & Green, 2011, p. 43). As the text suggests, positive interaction among teachers and students is one of the most crucial elements of classroom management because it helps students become more engaged in the learning process, reduces misbehavior and promotes compliance. Thus, it’s critical to utilize the social powers model to build teacher-student communication and enhance relationships with students, for instance, making them feel secure and needed, learning their strengths and weaknesses, and figuring out what motivates them to want to
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.
Classroom management is a necessary component to every classroom. It includes creating a set of rules and clear expectations that all students follow. This helps unify the classroom for both the teacher and students allowing for a smooth, effective, and educational environment. When the students are aware of what is expected, they are motivated in order to attain the goals dispensed by the teacher. Some students are naturally motivated and want nothing more than to surpass goals for the sake of triumph and pleasing the teacher. Other students need extrinsic motivation in order for them to become engaged in
“Classroom management deals with how things are done. Discipline deals with how people behave.” (Marshall, 2011) The most important thing about classroom management is control. A teacher must have control to be successful. When a teacher losses control, students become bored, disinterested, and restless, which often causes behavior problems. Avoid misbehavior by setting classroom rules early in the year. These guidelines allow students to know the expectations the teacher has for them and the consequences of not following the rules. Never continue instruction when rules are broken, this cause total loss of control, which leads to behavior problems.