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Chapter 10 This chapter was very interesting to read because self-motivation and responsibility are qualities that I definitely want my students to attain. When students are self-motivated and responsible over their own actions, it makes managing the classroom much smoother. Aside from students behaving in an acceptable way, they are also moving towards higher-level thinking and meaningful learning. I want my students to learn and find value or meaning in what I teach them. But if they just come to class and expect to only do something or not do something when they are told, then school becomes a chore and no longer something that they find beneficial to their lives. I remember when I was in high school and there were some teachers that taught the way Marshall describes (in terms of various tactics presented in the chapter such as enthusiasm, excitement, interpersonal relationships, variety). In those classes, I clearly remember developing a sense of ownership for my work. Using the tactics that Marshall describes, my teachers were able to keep me interested in learning the subject and also creating a desire to excel. I strongly agree that when a teacher is positive, enthusiastic, and caring that it really makes a huge impact on how students feel about the class, the teacher, and the subject. Ch 11 I enjoyed reading this chapter because it gave so many concrete strategies and tips for how to approach the classroom and students. Though a lot of the things mentioned in this chapter were almost common sense, it was a nice reminder to read in some detail what to do exactly. During my observations, I have actually seen some teachers do the things mentioned in this chapter. For example, in Moorestown High School, the principal actually requires that all teachers stand at the doorway before each class as students enter the classroom. The teachers will greet each student by name as they enter. When I was in high school, I do not remember any of my teachers doing that. I think it was a nice gesture for teachers to greet students at the door because it shows that they are excited to see them. I also liked Seganti’s idea of the 15-minute detention. One of the things I am most nervous about as a new teacher is having to give students detention. By giving them detention, I almost feel like I will be failing as a teacher because I’m not able to get through to the student that is misbehaving and thus having to result in giving them detention. But the idea of a 15-minute detention seems more of an effective leverage that I will be able to utilize. However, I will need to make sure this is something that is acceptable by my school. Ch 12 This chapter helped me create some personal strategies that I might use when dealing with difficult students. I really found some of the theorists’ ideas very insightful but I think I will not be able to figure out what actually works until I am in the classroom faced with students who are difficult to manage. A lot of the theorists seemed to have a much more relationship building, empathetic, and kind approach rather than an authoritative or coercive approach. As much I would love to get through to these difficult students by building a relationship with them, I fear that I might become overwhelmed or frustrated and end up yelling at or singling them out just so they can behave properly. I can see it being easier to build relationships with students one on one. Even when it is one on one, students will be more respectful and perhaps even open to me. I think the difficulty will be when all the students are together. I fear that no matter how good I have relationship with each of my students individually, I will struggle with them collectively. However, as many of these theorists discussed, the relationship that a teacher creates with a student will definitely change their outlook on the class. I remember my teachers who I could really feel cared about my education and it was in those subjects I cared most about. I never cared for English, in fact I almost hated it. But my senior year I had this wonderful English teacher who I knew cared about us as individuals. I remember really putting forth more effort in that class, more than any other English class that I had taken prior. I did not realize back then that it was because my teacher cared. Ch 13 I loved this chapter mainly because of how it emphasized not only teaching students subject content but also how to be civil people. It is so important to instill the “Seven Virtues of Goodness” in students. Not only will these virtues help in managing a classroom, but it also helps with our society. Children grow up to become adults and if these adults were never taught how to treat other people, they will be detrimental to society. Another important reason that we as teachers must instill these virtues is because in some cases, our students might not have parents who are capable of instilling these virtues in their own children. Chapter 6 This chapter provided very crucial information for me, a first time teacher. As I have been reflecting on what my teaching strategies will be, I see the equal importance of how to manage my class as well. Reading about the Wongs’ approach to classroom management made me realize how important the first few days are in the class. How you set up classroom procedures and rules in the very beginning of the school year really sets the pace and mood for the rest of the year. I thought it was interesting that they mentioned that effective teachers don’t even really begin to teach in the beginning, but rather they invest a lot of time instilling into their students what the classroom procedures are. It gave me courage to do the same when I start the school year. I learned that even though it might take a good amount of time out of the allotted classroom time in the beginning of the school year to really instill the classroom procedures, it may actually end up taking less time in total than if these rules aren’t established at the beginning of the school year. If these procedures are not put in place, then perhaps many disruptions will occur which will in turn take away minutes every class period.

Chapter 7 I liked how Jones identified specific problems that occur in the classroom and then presented strategies for how teachers can alleviate these programs or even avoid the problem entirely. There was a good amount of emphasis on how to motivate students using incentives such as “preferred activity time”. I can definitely see this helping with the younger grades but I don’t know exactly how well it will work with the high school level students. I hope to motivate high school level students not through a reward system. I hope by the time students are in the high school level, they will pay attention and do work because they want to learn and not because they are hoping to get a reward afterwards.

Chapter 8 Glasser’s approach to classroom management is definitely more of an ideal way a classroom is to be. It was interesting to read how to move towards a “quality classroom” by eliminating the deadly habits and emphasizing the connecting habits. I think the temptation as teachers is to fall into these “deadly habits” of punishing or nagging students, especially when students do not comply the first few times. I think ideally it is extremely beneficial to approach teaching in a non-authoritarian way. Glasser presented so many benefits managing a classroom quality way by implementing connecting habits. As much as I would love to have my classroom be a quality classroom, I almost felt a bit skeptical of how practical it is to completely take out the sort of “authority” role as a teacher and replace it with one which befriends students. This is why it was helpful to read specifically the section about implementing Glasser’s ideas. Many of the things I felt skeptical about were addressed in this section. I just hope that I can remain consistent with using this approach instead of falling into the deadly habits that will otherwise prevent me from building relationships with my students.

Chapter 9 Kagan’s approach to discipline is promoting collaboration between the teacher and the student. It focuses more on dealing with misbehavior when it occurs. I found this to be extremely useful. As much as it would be ideal to create a classroom environment that will prevent misbehavior from occurring, there will always be some degree of misbehavior in the class no matter how much the teacher tries to prevent it. Kagan’s structure gave concrete strategies on what to do when misbehavior occurs. I like that it was broken down into what to do during the moment of disruption, and then follow up, and also concentration on the long term. Before reading this section, I definitely think that I would have addressed the student in the moment of disruption and perhaps just stopped after that without thinking of the follow up. I realize now how important it is to follow up with the student especially if the misbehavior is continuous. I think Kagan’s Win-Win discipline is something that can be very effective as long as the teacher is willing to invest a lot of time both inside and outside of the classroom so to have their students reach a state in which the students themselves are responsible and have developed life skills that will help them succeed.

Ch 2 Reading the different typical behaviors and interests of students of different levels of development was actually quite nostalgic for me. As I was reading what the author was describing in each of the levels of development, I found myself remembering when I would do some of those actions or think certain things that were described for that age group. For example, one of the things Charles described children in the Primary Grades doing was thinking that misbehavior is what adults don’t like and guilt being associated with getting caught. I could distinctly remember thinking those things when I was about 6 or 7 years old. As I was reading the chapter, I didn’t realize how many things factored into how students behave. It was interesting to see how the combination of things such as peers, socio-economical situations, and the environment of the school can all influence how students behave in the classroom. Though it is definitely important to understand these factors, it also intimidated me. Perhaps I am intimidated because I feel unprepared to face a class full of students who come from all different backgrounds, situations, and interests. The chapter was extremely insightful with various suggestions of what to do when facing situations of students misbehaving. Majority of the suggestions required communicating to the students. I learned one of the most important things in order to prevent misbehavior and control misbehavior when it is occurring is to effectively communicate with my students. I also learned how important it is to recognize the things that influence the way students behave, even those things that are not so apparent. The chapter gave me a lot of theory behind different techniques to use to manage misbehaving students. I just need to put these strategies into practice. Though I still feel intimidated about managing misbehaving students, I at least feel a little bit more prepared to face these situations given the suggestions posed in the chapter. Ch 3 I really enjoyed reading this chapter because of the overview it gave on the various neurological based behaviors. When thinking about becoming a teacher, I never envisioned myself having to deal with students with ADHD or Autism. I automatically assumed that that was the job of special education teachers and that I could easily hand these students over to them. I thought that I wasn’t going to be cut out to teaching students with special needs and situations. But with education moving more towards inclusion, I realize that I am going to inevitably have some students in my classroom with neurological based behaviors as well as students with IEPs. It will be my legal and ethical responsibility as a teacher to be well educated on these types of behaviors and how to handle them professionally. This chapter gave me a basic understand for how handle the behavior of students that have various neurological and learning disabilities. As a teacher, I know I will care about the well being of all my students, not just those who do not have any learning disabilities or neurological based behaviors. A large part of my vocation to be a teacher is learning about who my students are so I can formulate instructional strategies that will help my students learn. Ch 4 It was very interesting reading about the different approaches in classroom management and discipline and how they have developed over time. I would say out of all the different educational approaches that were summarized in this chapter, I can see myself implementing a mix Kohn and Coloroso's approaches in terms of how to create an ideal classroom environment. I see how important it is to create a setting for students that will make them feel respect and belongingness and at the same time have this inner drive to learn not for the sake of getting good grades, but to come away with a deeper understanding. Although creating this environment that promotes self-discipline, community, and inner desire to learn seems to be the most effective way to prevent students from misbehaving, it also seems that it would be a process that would take a lot of time to develop and sustain. I hope that when I am a teacher I will be able to be persistent in trying to achieve my goal of creating this environment in my classroom. It was also very interesting for me to read some of the more direct suggestions that these educational leaders proposed. One thing that stood out to me was Ginott's research on congruent communication. I went to a catholic middle school and I remember so distinctly how some of the teachers would belittle or embarrass students. I remember volunteering to answer a question and then answering wrong in my 7th grade language arts class. My teacher yelled at me and completely embarrassed me in front of the whole class. I promised myself I wasn't going to participate in that class anymore unless I absolutely had to. I still think to this day that incident is the reason why I've had negative feelings all throughout high school and college about English. I was always strong in Math and automatically assumed that it's because I liked it better. I would never want my students to feel like because they weren't good at a subject that it means they don't like it. Reading this chapter helped me to see that making mistakes is part of the learning process. Because I was so adversely affected by how my 7th grade language arts teacher talked to me, I now see the importance of implementing Ginott’s congruent communication in my classroom. Ch 5 I really enjoyed reading the chapter on Morrish's guidelines and three-phase approach to real discipline. Although chapter 4 was very insightful on the various foundations of discipline, I didn't feel like it went as in depth with concrete steps on how to promote and attain discipline and good behavior as chapter 5 did. After reading this chapter, I felt like I had more tools to use for tackling how to discipline students instead of just theories for how to discipline. For example, Morrish discusses what consequences to use when students misbehave such as having them write letters or create an improvement plan. This chapter even gave me insight on correcting some misconceptions I had on how to handle misbehavior. Before, I thought it was okay to say things that were almost threatening like "if you do that again, you will go to the principal's office". Morrish emphasizes that teachers should approach misbehavior differently and insist students to behave properly instead of automatically punishing them. Other things that I took away from reading the chapter that I believe I can concretely use in my classroom suggestions Morrish made about developing teacher student relationships.