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 **Chapter Reflections﻿**
 **2 thru 13** ** Chapter 2 ** In whatever situation or grade level, a teacher might find that there is always a need to do what’s right and conversely a want that cannot be attained by a student. As teachers, we can instill respect and reason to our students while teaching our lessons and expressing ourselves when a student needs help. For example: on page 25 the book states, “ Need is a mental construct, an imaginary “something” that we use to explain human motivation.” This simple quote opens the book with a variety of situations experienced by the teacher and the student. For a classroom to function properly as described by William Glasser and C.M. Charles it needs security, association, belonging, dignity, hope, power, enjoyment, and competence. When lacking these, the student and teacher can become frustrated and problems in teaching a successful lesson can arise and the student misses out on learning something. I have experienced that in high school, if a lesson does not have meaning and is of no use to a student, they give up studying and become bored. So, in a way students expect their teachers not only to teach something they will take with them, but lessons that are interesting, engaging and active.  ** Chapter 3 ** I enjoyed reading this chapter because I work with students in our Life Skills program at the Bucks County Technical High School. This chapter helped me better understand why they act the way that they do and what approaches to take. The book not only describes each neurological disorder, but emotional disorders as well. I found it interesting that students can have a variety of disorders at once. Like the extreme story of Calley in scenario 6; Calley suffers not only from ADHA, SID and a language disorder but also threw a rage in his classroom, these actions can be dangerous to other students and teacher; especially if not understood. As for dyslexia, I thought about one specific student in our school who suffers from dyslexia and ADHD. He’s very active and smart in his tech studies but does not care anything about the academic subjects because he can’t make the connection. For one he’s got trouble reading and pronouncing words because they don’t look right on a page; and second because he avoids reading at every cost. However, when you present math or carpentry to this student he will efficiently complete the work and describe how he did it. As stated in the book, students with dyslexia are extremely smart and can live a full life like you and I. This student currently gets speech therapy.  ** Chapter 4 ** Human psychological theories have come a long way. Like Skinner’s philosophy of “reinforcing stimulus” or reward to Rudolf Dreikurs’s democratic teaching. Behaviors that are not reinforced evidently disappear. Every individual and every situation is different. It was easier for teacher to teach students how to behave than not what to do. Discipline in a classroom needs to be prominent from the beginning of the school year. If a student sees an inconsistency from teacher’s rules and regulation within a classroom he/she will continue to break them and others will follow. I can see myself following Jacob Kounin’s classroom theory. Why? Students are testy. In Kounin’s classroom the student is held accountable for his/her work as well as their groups’ work. It is much easier to concentrate on a task than it is worrying about whether a student behaved appropriately. There is a sense of trust and independence but only if the teacher is willing to “differentiate” as we say today or “group alerting” and “lesson momentum” as described in the book.  Haim Ginott and “Congruent communication” far from degrading students by communicating harmoniously without being preachy; Respect student’s privacy, and self-discipline. A teacher’s personal approach creates the climate in his/her classroom. I believe that because I’ve experienced it.  ** Chapter 5 ** Discipline based on student choice does not produce a positive, well-behaved environment within a classroom. Why? Students do not understand the responsibilities unless they are taught and experienced without adult interaction. If they are not taught about consequences and how to behave in front of people, I think they are at a loss in meeting, and understanding positive people or getting the job they want. These are life skills that need to be mended now or we’ll have a society of people who don’t care. That’s why “Real Discipline” as explained by Morrish, can greatly help parents and teachers to communicate, “by teaching children to be respectful, responsible for their actions and cooperative.” It is imperative for children and young adults to behave responsibly, cooperate and show consideration to others. Although the “Real Discipline” tactics can take a lot of time to practice for some, it would be one that I would use on a daily basis within my classroom. Why? There’s a sense of positive actions that teach both student and teacher to respect for their actions, such as focusing on the positive and moving on. Never backing away from discipline, leading the way, never humiliating students when correcting misbehavior and not accepting mediocrity, while teaching students to especially respect themselves.
 * How can I anticipate my student’s behavior and deal with factors that promote misbehavior? **
 * How do I recognize and deal with atypical behavior that is neurological-based? **
 * What are the foundations that underlie today’s best systems of discipline? **
 * How does Ronald Morrish use purposeful teacher guidance to establish class discipline? **

**Chapter 6** **How do Henry and Rosemary Wong use responsibilities to establish class discipline?** The imperative to Wongs’ discipline structure is instilled as soon as the class starts, in the beginning of the year. Wong states that by clarifying responsibilities of teachers and student as well as teaching procedures the students are expected to follow. This discipline will enable the classroom to work harmoniously or hand in hand if you follow Wongs’ lead. The discipline is thoroughly explained and exercised in this chapter as if the writer is trying to convince us that this is the only way a teacher should teach a lesson. I disagree with this because what works in one classroom might not work in another. However, there are a lot of good positive points made, such as when he states the “first 5 minute are critical” in that a teacher should be ready to get down to business and not “wing it”. By the teacher showing her preparedness the students will follow suit. By adding meaning to a lesson and setting a good example from the beginning and being able to instill good behavior in the first two weeks, the teacher has the chance of developing good skills in her teaching and instilling good habits in her students.

**Chapter 7** **How does Fred Jones establish class discipline by keeping students responsibly involved?** According to this chapter, the most successful teachers not only get involved in helping their students learn, but encourage their students to manage their behavior responsibly. Which can help with time management within a classroom by actively paying attention when the teacher is making her rounds in the room to help students. Jones includes incentives that will help students move beyond a lesson and look forward to gaining or learning something the student might be interested in; maybe games or art. Jones teaches us to pay attention to our body language and how we present a lesson. If you show a positive, disciplined image of yourself; that’s what the student will pick up. Adding value to students work can pay off when there is meaning. I agree with moving the seating around according to what’s being presented in the class, whether it’s “interior group seating” or “group sitting,” in any case the student is getting variety and activity with just moving around to a different group and the teacher can easily help answer questions not only to one student but to several at a time. **Chapter 8** **How does William Glasser use choice theory and Quality education to establish class discipline?** Glasser emphasizes that a curriculum should be attractive to students, use of a non-coercive discipline that will help students make responsible choices and strongly emphasizes quality in teaching and learning. The only wrong thing with this theory is that younger students will have a hard time adhering to a discipline they haven’t learned or that’s more for a mature student who can easily follow direction and would want to learn. This theory reminds me of a Montessori school I taught Spanish three years ago. The children would independently learn and explore with the help of an older peer. The teachers are just the guides and re-enforcers and acted as facilitators. Although, I thought it was a bit too unstructured for me. To teach a structured lesson of Spanish in a frame of 45 minutes per class was a bit strenuous and disconcerting because Montessori is about learning from discovery and exploration; I was new at this, what did I know?? Glasser expresses that our inborn instincts, when we teach a student we might not make them learn but we can serve as a model they can learn from (choice theory). **Chapter 9** **How does Spencer Kagan use structures and teacher-student same-side collaboration to establish class discipline?** Discipline occurs best when students and teachers work together to establish agreements or rules concerning acceptable and unacceptable behavior in the classroom. This collaboration might not work in every classroom, but I did experience an instance where in the Life-skills program at the Bucks County Technical High School students and teacher worked together in putting rules and regulations of what’s expected from them and the teacher. The rules and regulations were then placed above the board as a reminder.

** Chapter 10 reflection **  How does Marvin Marshall establish discipline by activating internal motivation and raising student responsibility? <span style="line-height: normal; margin-bottom: 1.35em; margin-left: 0px; margin-right: 0px; margin-top: 0px; text-indent: 0.5in;"> I completely agree with Marshall’s taxonomy on classroom management and in establishing discipline by motivating responsibility within a student. Not only does he hold students accountable for their actions, he instills respect by teaching them to make the right choices for themselves and take responsibility for their actions. “Classroom discipline is best established and maintained by helping students increase their personal level of responsibility…” thus instilling a positive goal of Internalizing good learning habits. <span style="font-family: Calibri; line-height: normal; margin-bottom: 1.35em; margin-left: 0px; margin-right: 0px; margin-top: 0px; text-indent: 0.5in;">Marshall also states that by teaching students about hierarchies and diligently applying it to the classroom, students should take the initiative to do the right thing. I think it would take a lot of practice in applying the 25 tactics that Marshall proposes for stimulating students to behave responsibly. Maybe it’s something set up on a chart or board to remind students and teacher to review during homeroom before the students take off to explore the other classes. I feel if the students are reminded day in and day out; also by affirming a positive tone using the Marshall rules might show improvement in the future of our students. <span style="font-family: Calibri; line-height: normal; margin-bottom: 1.35em; margin-left: 0px; margin-right: 0px; margin-top: 0px; text-indent: 0.5in;">I think Marshall’s taxonomy stand its ground because his classroom management rules, re-enforces on establishing trust, independence in learning as well as the four classical virtues mentioned in this chapter. The virtues help students develop on meeting challenges effectively and find greater satisfaction in life. Marshall’s hierarchies and positive tactics of applying discipline while raising student responsibility are classroom management theories I would apply in my future classroom. His rules might certainly work with younger children, although it might be hard for them to grasp immediately. However, I would recommend using this process with middle school children through high school; It might help them take responsibility for their work, understanding the classroom procedures, and instilling self-discipline within themselves. The cons with Marshalls’ taxonomy are that when students move on from grade to grade and from school to school – his discipline loses strength if not imposed by other teachers. Then again, it depends on the school and the student body.

<span style="line-height: 17px; margin-bottom: 1.35em; margin-left: 0px; margin-right: 0px; margin-top: 0px; text-indent: 0.5in;">** Chapter 11 Reflection ** <span style="font-family: Calibri; line-height: normal; margin-bottom: 1.35em; margin-left: 0px; margin-right: 0px; margin-top: 0px; text-indent: 0.5in;"> How does Craig Seganti use positive teacher leverage and realistic student accountability to establish class discipline? <span style="font-family: Calibri; line-height: normal; margin-bottom: 1.35em; margin-left: 0px; margin-right: 0px; margin-top: 0px; text-indent: 0.5in;">“Mr. Seganti believes his approach to behavior management will solve the discipline issues for all teachers and will actually save the careers of teachers who are out of ideas for dealing with resistant, out-of-control students.” <span style="font-family: Calibri; line-height: normal; margin-bottom: 1.35em; margin-left: 0px; margin-right: 0px; margin-top: 0px; text-indent: 0.5in;">At the beginning of the chapter I enjoyed reading the “Teacher attitudes that promotes High-quality discipline,” It’s so true that when you can’t control your classroom from the beginning and instill a sense of control, students will try to find way to break you. As stated, “Actions speak louder than words,” when following suit in a meaningful way (writing the rules of the class and then signing them), students will learn to follow and respect the rules of the classroom. Warnings are a waste of valuable teaching time. I think he is so set on discipline tactics and controlling the students than managing his lesson plan and classroom. He must be a great multi-tasker. I’m wondering if he reprimands his students every minute of the day. How big are his classes and at what level do they stand? Are these rules followed by his fellow teachers? It might be a possibility if he’s working in a juvenile detention hall. <span style="font-family: Calibri; line-height: normal; margin-bottom: 1.35em; margin-left: 0px; margin-right: 0px; margin-top: 0px; text-indent: 0.5in;">Meeting at the door and handing out materials individually is a bit too extreme to me, but that seems to work for Mr. Seganti under his circumstances. I have mentioned before – What might work in one classroom might not work so well in another. I also think it has to do with the class of students you work with. These rules are best applied to students that need to be corrected all the time (like students in a correctional facility, experienced by Mr. Seganti). I wouldn’t change any of these rules – I would probably use one or two depending on where I’ll wind up as a teacher. I would not use his classroom management tactics in a regular classroom setting and especially not in a Special Ed. setting; these rules are too extreme, it might scare the students. Way too stringent. <span style="font-family: Calibri; line-height: normal; margin-bottom: 1.35em; margin-left: 0px; margin-right: 0px; margin-top: 0px; text-indent: 0.5in;">The rules that really called my attention were: <span style="line-height: 17px; margin-bottom: 1.35em; margin-left: 0px; margin-right: 0px; margin-top: 0px; text-indent: -0.25in;"> · Any student who disrupts the class is interfering with other students’ constitutional tight to a good public education. <span style="line-height: 17px; margin-bottom: 1.35em; margin-left: 0px; margin-right: 0px; margin-top: 0px; text-indent: -0.25in;"> · We are not equals in the classroom. I am the expert trained and experienced in how to teach… You are the students who are here to study under my guidance. Your job is to do your best to learn. <span style="line-height: 17px; margin-bottom: 1.35em; margin-left: 0px; margin-right: 0px; margin-top: 0px; text-indent: -0.25in;"> · He imposes the 15 minute detention every time a student needs to be corrected <span style="font-family: Calibri; line-height: normal; margin-bottom: 1.35em; margin-left: 0px; margin-right: 0px; margin-top: 0px;">And I love his “No chewing gum” rule, which he simply states this makes him “Manipulation-proof.” Not only does he make the student spit out the gum in the end – he catches them in a lie. So that’s 10 mins. detention for chewing gum + 10 more minutes for lying and a possible suspension for being defiant. But just imagine sitting in a room filled with trouble makers and having to correct each and every one, let’s say 35 students; think of all the paperwork and all the meetings and all the detentions. What a nightmare. Correcting these students would take up most of the time needed to teach an actual solid lesson. And don’t forget staying after school for detention. I am sure there are other ways we can encourage the trouble maker to do better in his studies. He’s strict on instilling his rules and setting authority, but that is what some students need.

**One Paragraph Reflection on Chapters 12 & 13** **Chapter 12** **How do top teachers establish personal influence with students who are difficult to manage?** In this chapter we analyze different ideas and theorists based on class management and how to device lesson planning that can withstand the varied instances within a classroom. **• Dave Hingsberger:** Recommends that we use our teacher power sparingly and grasp the students’ point of view. Teachers need to be aware that they have power over students and take care of not use it to coerce students to learn things that are of little interest to them. Take students as they are and work with that, giving them opportunity to see who they are and discover their own way in the world. I agree with Hingsbergers’ on controlling teacher power for a better cause rather than limiting a student and creating conflict instead of positive solutions. It doesn’t help exerting power and force when students will continue to test a teacher with power struggle. It seems to me like a vicious cycle, like misery feeding off misery. **• Stephen R. Covey:** He acknowledges the students’ point of reference and listens emphatically; to work well with troublesome learners, do what you can to understand their point of view of the world, then examining your own. This wonderful quote opens up the topic Stephen is trying to convey, “Seek first to understand, then to be understood.” How can a teacher instruct her lessons without knowing how their students will take it in. How can we better facilitate learning for those who have a hard time understanding the material? These are questions I ask in accordance to this quote. It opens up new meaning of what our intentions are as teachers. **• Haim Ginott:** Uses congruent language that confers dignity. He suggests showing respect for students’ feelings; learning always takes place in the present tense. Congruent communication addresses situations instead of students’ characters and is harmonious about students’ feelings and themselves. Teachers do not moralize, preach, impose guilt and belittle or denigrate their students as well as make negative comments. I’ve seen this happening in one of the classes I currently facilitate. Some days I feel so uncomfortable that the teacher is putting her students down and not adding any form of positive re-enforcement to help them improve their grades. And the worst part is some students cannot understand the material and they are afraid of approaching her. **• Jane Nelsen & Lynn Lott:** Use relationship builders while avoiding relationship barriers. They have devised 5 pairs of teaching behaviors they can inhibit between teacher and student. Here are their 4 “builders” contrasting their barrier counterparts: 1. Checking. Teachers should to contain a barrier and assume that they know what is happening to a student without asking. 2. Exploring. It is best for teacher to let students explore and perceive situations themselves rather than rescuing or explaining how something should be done through lengthy explanations. How else will students learn if the challenge of exploring is not encouraged? 4. Celebrating. Teachers should always have high expectations of their students work without expecting it, but to always be there encouraging student to do well. 5. Respecting. Always show your respect when speaking with students and never use adult-ism or talking down to a student as if you were the parents. This fosters dependency and guilt rather than independence and encouragement. **• William Glasser:** Make assiduous use of seven connecting habits* How can a teacher make a student happy in the learning environment? She/he can provide useful materials that students can enjoy and take with them the knowledge they have acquired; also, maintaining a good teacher/student relationship based on respect. He recommends replacing the seven deadly habits in teaching with the seven connecting habits. **• Tom Daly:** Find ways to relate well with your few most problematic students. Teachers learn to acknowledge the solutions rather than focus on their problems. The reality is the students are not their problems. Conveying students that education is the meaning to a successful life is more like the solution. Students who normally cause problems, are an indicator that they need help, they need to be reached. You can reach your student by understanding their world and “walk the talk”. Talk with them casually about anything at all. Topic doesn’t matter. Students will learn to trust you and open up. **• Ed Ford:** Expose students to responsible thinking process * He teaches parents and educators to better effectively relate to other people on becoming more responsible for themselves. Understanding what they want for themselves in life and learn how to develop plans for getting what they want, while not infringing on the rights of others. As teachers we are modeling respect for students in three ways, these are: 1. By listening to what students say without being judgmental. 2. By helping them focus on how their actions are breaking rules or disturbing others. 3. By accepting what students say in response – that help them resolve problems when they are ready.

**Chapter 13** **How do leading experts engender respect and civility in the classroom?** **P.M. Forni:** Civility in the classroom. Teachers duly want to re-enforce civility in the classroom, few are lucky in making their classroom management work. Rules on civility are imposed; how to conduct oneself and how to be considerate. He formulated some rules of considerate conduct to help understand better ways of relating and connecting with others. • Acknowledge others • Think the best of others • Listen • Speak kindly • Accept and give praise • Respect others’ opinions • Respect other peoples’ time • Apologize earnestly • Refrain from idle complains Thus, in conducting ourselves in a kindly manner allows us to connect meaningfully with others. Forni states, “ It is well known that individuals with good rational skills tend to be more successful personally and professionally.” 234. I can agree with that statement, peoples’ reactions change when you approach them with a smile, respect and kindness. **Michele Borba:** developing Moral Intelligences. She found that moral intelligence can be taught in school and developed with experience. Good discipline depends on the teacher creating a moral learning community in the classroom. A friend once said to me that, “the teacher makes the class” and the students usually act accordingly. She encourages the se of the seven virtues of goodness, which are: empathy, conscience, self-control, respect, kindness, tolerance, and fairness. She also came up with a three-part formula to stop and control urges, “Think, stop, act right.” Although, I tried this operation with my son and it didn’t work. Borba also placed emphasis on manner and character development.

**Diane Gossen:** Self-restitution in discipline. Is a process in which students who have behaved inappropriately reflect on their misbehaviors, identify the condition that prompted it and create new ways o behaving that are in keeping with the kinds of persons they want to be. Self-restitution is a process by which offenders restore themselves, leading to a sense of self-responsibility inside and outside of the classroom. Restitution “triangle” is followed step by step to better the person or help them heal. These four phases are the “least coercive road “ to healing: 1. Opening up the territory by maximizing freedom on options and choices thus creating a learning process. 2. Establishing the social contract and building a sense of belonging. 3. Establishing limits and clarifying personal power. Students are to work as members of a group, individuals must give up personal freedom for the benefit of group membership. 4. Restitution, which involves making things right for the victim and healing one-self in the process. Self-restitution always takes 2 things into account, making amends to the victim and helping the offender heal themselves. These are theories we can all live by if applied regularly.