Yvonne

 I was really looking forward to reading about the Wongs, and this chapter quickly made it clear why the educational community values the Wongs’ contributions. I especially like the detail given, down to exactly what can be said to ALL levels of students on the first day. I have noticed that many of Wong and Wong’s suggestions are seen in the classes I have observed, each and every day – and they work! For example, post an assignment in a consistent location for students to begin when they enter the room. Teachers not employing this technique seem to spend upwards of 10 minutes trying to settle the class. This technique is also a huge help when a substitute teacher comes into the classroom. It makes it that much easier to settle the students every day. Also, I plan on using Nathan Gibbs’ opening comment: “You will be safe in this class. I will do my best for you, and I want you to do your best __for yourself__. Be ready to learn, and do the best you can!” The onus is on the student working to improve themselves because it will make ** THEM ** happy – when they are happy, they in turn will make others happy around them. ** __Chapter 7 Reflection: __ **  Fred Jones speaks to misbehavior, and notes the three things that lead to it: student passivity, general aimlessness, and massive time wasting. I love how he addresses cutting down on wasted time in the classroom. During my observations, some do this very well, and others – well, it’s a huge challenge for them. It seems as though well practiced routines are key, and as the Wong’s point out, need to be the focus of the first 2 weeks of class.  I’m not sure I completely agree with Jones’ PAT management, but his suggestions on body language are right on the money. Facial expressions have been EXTREMELY effective for me personally, as well as eye contact and good posture. Using words to a minimum was a great idea as well… This can reduce back talk and arguments about behavior, especially with older students. ** __Chapter 8 Reflection: __ **  I’ve seen Glasser’s strategies in classrooms many times, and they really are very effective. The teachers that tell me how much they ** love ** teaching also tell me how much they ** love ** their students. They demonstrate many of the qualities that Glasser mentions in his section called “Eliminating the Seven Deadly Habits.” These teachers are very connected to their students, and they enjoy helping each one of them become successful.  I am not sure that I agree with Glasser’s suggestion of involving the students in making decisions about class behavior 100% of the time, but maybe a combination of involvement and making the rules yourself might be a stronger approach. I suppose the personalities of the students in each class would dictate the methodology, although that might be difficult to manage depending on how many students are in a classroom, how many classes a teacher must manage, and a teacher’s level of experience. ** __Chapter 9 Reflection: __ **  Kagan says something incredibly powerful in his section on Student Positions and Their Effects: “All disruptive behavior can be used as an opportunity to help students learn to behave responsibly.” I think teachers become burned out when they neglect this principle. Fighting fires all the time is constantly reactive, but stopping the fire from burning would certainly allow more time to focus on larger issues.  Guiding students to resolve misbehavior by teaching them to use important life skills will increase positive relations with people everywhere, and for a lifetime. I believe this is the true message that Kagan is promoting – that it is our obligation as teachers to provide students with problem-solving skills to be create fully-functioning members of our society. Kagan gives great suggestions on intervention strategies – knowing the source of the struggle helps to identify the approach to take to reinforce positive behaviors. ** __Chapter 10 Reflection: __ **  It was a huge benefit to me by beginning this chapter with ten practices that damage teaching, and how they can be corrected. Marshall gives new teachers like me problems ** // and // ** solutions, which is tremendously helpful.  I LOVED the reflective question that Marshall provides as a way to prompt a change in behavior: “If I wanted to be successful in this class right now, what would I be doing?” I’m not sure that this would work in every situation, but I’d be willing to give it try! What happens if sarcasm on the part of the student is the result – how do you address that?  Finally, negativity breeds negativity. This concept is seen throughout all of the readings, and I’m a firm believer that just the opposite is critical: a simple, warm smile and caring heart draws the same from others, not just in school, but in every relationship.
 * __Chapter 6 Reflection: __ **

** Chapter Reflections (2 – 5) **
 * January 26, 2011 **

**__ Chapter 2 Reflection: __** This chapter was a terrific way to begin a textbook on classroom management, especially for the beginning teacher, like myself. Every teacher I encounter today says: Classroom management is the most important thing about teaching that you need to learn. This advice can be so intimidating, because every one of those same teachers will also tell you that it takes years to learn what it takes to manage the classroom smoothly. What am I supposed to do on day one???? Chapter 1 gives many recommendations on how to deal with situations that lead to misbehavior, giving new teachers a good place to start. Charles (CM Charles, author) also promotes the importance of understanding how the student thinks, and some of the reasons behind WHY students may misbehave, including cultural and socio-economic diversity theories. I especially enjoyed the section on provocation – it provided me with good discussion questions to use in the future, like: “When you are provoked, if you retaliate, what do you think will happen? Will that put an end to the conflict?” This is definitely a worthwhile chapter…very helpful. **__ Chapter 3 Reflection: __** Chapter 3 provided a good, comprehensive overview of neurological-based behaviors, and the common diagnoses within NBB. It was interesting to learn that, biological **AND** environmental factors contribute to these conditions. Although I was familiar with all of the diagnoses discussed by Charles, I was particularly interested in Oppositional Defiant Disorder. As a mother, I have found that the symptoms of this disorder are very common, especially in the teenage population. The advice in this section of the chapter was invaluable. I found the most important suggestion at the end of the chapter – be careful of eye contact. Although it stimulates “upper-vortex activity,” when combined with a stern voice, it can sometimes be seen as threatening. I’ve always seen eye contact as a positive thing, but now I know, under certain circumstances, that this could be a trigger for misbehavior. **__ Chapter 4 Reflection: __** I think Charles did an exemplary job of providing a one-page synopsis for each of the leading educational theorists. It seemed that the early theorists had support from teachers in theory, but their recommendations were time-intensive and difficult to fully incorporate in the classroom. Overall, if you took the top guidelines from each one, a new teacher would have so many incredible tools to implement with her students, leading to success. My favorite theorist is William Glasser. He states: “if actions are not providing desirable results, the old behaviors are not working. New ones are needed.” This is advice that should be heeded not only by students, but by adults as well. Lee and Marlene Canter’s approach of Assertive Discipline is what I’ve witnessed most in the classrooms today. Good place to start for rookie teachers… **__ Chapter 5 Reflection: __** I have had a legitimate concern, as a parent, that children today do not always agree on what is right, and what is wrong. So many excuses and poor role models have altered the definition of right and wrong. Morrish provides a no-nonsense approach to teaching students self-discipline and good behavior. Most of it is common sense, and existed in a world less technologically based, some 30 years ago. Retraining students to embrace responsibility for their actions is a big job, but Morrish provides the words a teacher can use to establish authority in the classroom – IT IS MY JOB. This same technique works at home, when a parent says – I AM A MOM, AND IT IS MY JOB. So much of what is in this chapter depicts how parents maintained control and structure in their families many years ago. It worked then, and still does!