chris

Chris Napierkowski EDUC 531 Wednesday Night

Annotated Bibliography 1. Roscoe, K., & Orr, K. (2010). Frontloading Classroom Management. //The Science Teacher//, //77//(5), 43-8. Retrieved from Education Full Text database This article discusses how to use the beginning days of the school year to best obtain control and organization of a classroom. Their concepts are based off of many other classroom management experts; most notably, the Wong’s. Roscoe and Orr primarily focus on managing a science class; however, their ideas can be translated to any classroom. They classify their management style as frontloading, which combines factors like organization of the physical environment, classroom procedures, expected behaviors, and other ideas in order to establish a positive learning environment for the entire school year. Roscoe and Orr go into detail on their first day lesson plan, which establishes the expectations for the semester and avoids attempting to teach any course information. By organizing their introductory lesson in this format, they believe that they will successfully institute a productive learning environment in which the students are fully aware of expectations. 2. Paciotti, K. (2010). Caring Behavior Management: The Spirit Makes the Difference. //The Delta Kappa Gamma Bulletin//, //76//(4), 12-17. Retrieved from Education Full Text database Karen Paciotti’s article discusses classroom management through Caring Behavior Management (CBM), in which positive reinforcement is used to encourage a positive, caring environment. When a teacher reinforces positive behavior in a student, she believes that it will spread to other members of the classroom. Through the six principles of CBM, such as the teacher being caring and joyful and the students having a vested interest in CBM, students will feel more comfortable and have positive results in the classroom. Although this theory is specifically modeled on younger students, Paciotti believes is can be tailored to any age group. 3. Guardino, C., & Fullerton, E. (2010). Changing Behaviors by Changing the Classroom Environment. //Teaching Exceptional Children//, //42//(6), 8-13. Retrieved from Education Full Text database Caroline Guardino and Elizabeth Fullerton write about how to change disruptive behavior if it is already occurring in the classroom. They recommend that a teacher first track student engagement and disruptions in order to find the best solutions to minimize or eliminate negative behaviors. After observing student behavior, the teachers can make physical modifications to the classroom that will help students stay focused and on task. Some ideas mentioned are rearranging classroom furniture, including chair bags for personal belongings, and shelving to separate items. They used a case study to show increased academic engagement and decreased disruptive behavior after using some of the physical interventions in the classroom. 4. Sterling, D. (2009). Classroom Management : Setting Up the Classroom for Learning. //Science Scope//, //32//(9), 29-33. Retrieved from Education Full Text database Donna Sterling’s article is somewhat similar to the article from Roscoe and Orr in that she discusses obtaining classroom management in the beginning of the school year. She talks about physically preparing the classroom, as well as discussing the classroom policies and procedures in the opening class. However, Sterling also goes into maintaining classroom management throughout the school year by establishing routines for starting class, getting students’ attention, collecting and distributing papers, and ending class. In order to assess how successful a teacher is with classroom management, she suggests surveying students to see what they learned and how on task they felt they were. 5. Palumbo, A., & Sanacore, J. (2007). Classroom Management : Help for the Beginning Secondary School Teacher. //The Clearing House//, //81//(2), 67-70. doi: 10.3200/TCHS.81.2.67-70 Using their over thirty years of classroom experience, Anthony Palumbo and Joseph Sanacore discuss how a new secondary school teacher can achieve effective classroom management. Using two teachers as examples, they demonstrate how anticipating management problems can better prepare a teacher for potential issues. They also focus on maximizing the academic engaged time for the students. If students have less time in which to be distracted or misbehave, then they are more likely to positively contribute to the learning environment. Finally, they discuss other options that can help promote a positive and interactive environment, like group activities and interactive lesson plan summaries. The authors acknowledge that these ideas are not the only answers, but that they will certainly help a new secondary teacher prepare for the classroom environment. Chapter 10 Dr. Marvin Marshall uses his vast experience in public education to frame his opinions on improving classroom management. He believes that increasing student responsibility, which he also classifies as internal motivation, will teach them proper behavior. He strongly feels that positivity will create a classroom environment that will promote learning. I do agree with him to a point, and this is a concept that has been seen from previous theorists, so there is at least some level of agreement on the overall idea. However, I do not think that positivity is always the solution, and I disagree with his idea that punishment or directing students is unsuccessful. I want my students to achieve, and more importantly, I want them to do it for themselves instead of for me. But not all students walk into a classroom with the same expectations, so it may take a combination of directing and positivity in order to generate true developments in classroom behavior. Chapter 11 Craig Seganti’s theory on classroom management is much more realistic than Dr. Marshall’s from the previous chapter. Like Marshall, Seganti believes in the power of positive behavior, which I think almost every teacher would agree with. However, he recognizes the need to have direction and discipline, and his approach takes many of the ideas that I have liked from the previous theorists. His ideas bring about compliance from the students, which is how I feel a classroom needs to start in the beginning of the year. After the students give a teacher buy-in, they will see the true value in behaving and fully participating in the classroom. Coming from my military background, and evidenced from the articles I chose for the annotated bibliography, I strongly believe in classroom structure and discipline. However, I am aware that students will not simply follow orders like a sailor does, so that is the point where I need to mold Seganti’s management tactics in to promote a positive, successful learning environment. Chapter 12 This chapter was very enlightening, as it strikes at one of, if not my biggest, concerns as a future teacher. As I stated for the previous chapter, I need to understand that students will not simply follow orders, and there will be the occasional student who will look to defy what I am trying to accomplish in the classroom. One way I can combat this situation without trying to force students into acting how I want is to take Stephen Covey’s advice and move my frame of reference to the student’s and communicate from that perspective. Each child has expectations for a classroom, and there are times where those expectations are not met. Now some may be extravagant, but others are very realistic and should be achieved. As a teacher, it is my job to understand my students, even the most difficult ones, so that I can properly work with them. Haim Ginott takes that concept further with focusing on the language that I use with the students. I must confer dignity so they feel they are a valued and respected member of the classroom. A teacher is not a dictator, they are a guide and mentor who helps bring out the best in each student. In order to do that, I must ensure that I respect them just like I expect them to respect me. The chapter goes on to give ideas from many other theorists, but those two in particular stood out to me. Chapter 13 A common theme throughout this book is disrespectful behavior and ways to eradicate it in the classroom. This problem does not only reside in schools, and the decrease of civility in society has perpetrated into the classroom. Theorists like P. M. Forni and Michele Borba have created simple yet powerful rules that each teacher should use to improve civility and discipline. Now, schools are probably the best and last opportunities to improve civility in an individual, as they will quickly move onto the real world and will have daily interactions with individuals both good and bad. However, I take issue with their rules because it is one thing to create these rules, but it is an entirely different issue to enforce these rules. I feel Diane Gossen does a better job with her theory of self-restitution. There is a specific process that is referenced in order to inflict positive change, and I believe her ideas are more practical for the classroom.

Chapter 10-13 Reviews Chris Napierkowski Classroom Management EDUC 531 Holy Family University Dr. Williams March 12, 2011 Chapter 10 Dr. Marvin Marshall uses his vast experience in public education to frame his opinions on improving classroom management. He believes that increasing student responsibility, which he also classifies as internal motivation, will teach them proper behavior. He strongly feels that positivity will create a classroom environment that will promote learning. I do agree with him to a point, and this is a concept that has been seen from previous theorists, so there is at least some level of agreement on the overall idea. However, I do not think that positivity is always the solution, and I disagree with his idea that punishment or directing students is unsuccessful. I want my students to achieve, and more importantly, I want them to do it for themselves instead of for me. But not all students walk into a classroom with the same expectations, so it may take a combination of directing and positivity in order to generate true developments in classroom behavior. Chapter 11 Craig Seganti’s theory on classroom management is much more realistic than Dr. Marshall’s from the previous chapter. Like Marshall, Seganti believes in the power of positive behavior, which I think almost every teacher would agree with. However, he recognizes the need to have direction and discipline, and his approach takes many of the ideas that I have liked from the previous theorists. His ideas bring about compliance from the students, which is how I feel a classroom needs to start in the beginning of the year. After the students give a teacher buy-in, they will see the true value in behaving and fully participating in the classroom. Coming from my military background, and evidenced from the articles I chose for the annotated bibliography, I strongly believe in classroom structure and discipline. However, I am aware that students will not simply follow orders like a sailor does, so that is the point where I need to mold Seganti’s management tactics in to promote a positive, successful learning environment. Chapter 12 This chapter was very enlightening, as it strikes at one of, if not my biggest, concerns as a future teacher. As I stated for the previous chapter, I need to understand that students will not simply follow orders, and there will be the occasional student who will look to defy what I am trying to accomplish in the classroom. One way I can combat this situation without trying to force students into acting how I want is to take Stephen Covey’s advice and move my frame of reference to the student’s and communicate from that perspective. Each child has expectations for a classroom, and there are times where those expectations are not met. Now some may be extravagant, but others are very realistic and should be achieved. As a teacher, it is my job to understand my students, even the most difficult ones, so that I can properly work with them. Haim Ginott takes that concept further with focusing on the language that I use with the students. I must confer dignity so they feel they are a valued and respected member of the classroom. A teacher is not a dictator, they are a guide and mentor who helps bring out the best in each student. In order to do that, I must ensure that I respect them just like I expect them to respect me. The chapter goes on to give ideas from many other theorists, but those two in particular stood out to me. Chapter 13  A common theme throughout this book is disrespectful behavior and ways to eradicate it in the classroom. This problem does not only reside in schools, and the decrease of civility in society has perpetrated into the classroom. Theorists like P. M. Forni and Michele Borba have created simple yet powerful rules that each teacher should use to improve civility and discipline. Now, schools are probably the best and last opportunities to improve civility in an individual, as they will quickly move onto the real world and will have daily interactions with individuals both good and bad. However, I take issue with their rules because it is one thing to create these rules, but it is an entirely different issue to enforce these rules. I feel Diane Gossen does a better job with her theory of self-restitution. There is a specific process that is referenced in order to inflict positive change, and I believe her ideas are more practical for the classroom

Chapter 6 Harry and Rosemary Wong are the quintessential authorities on modern classroom management. Their theories are surrounded by the premise that the biggest problem in the classroom is not discipline. Instead, it is the fact that teachers do not take the time and effort to explain the roles and responsibilities in the classroom, which leads to poor classroom discipline from the students. They believe if a teacher takes the first few weeks of school to clearly designate what is expected through a discipline plan, it allows the students to fully understand what is expected, which leads to better performance. Furthermore, if a teacher creates procedures that are to be followed in a given situation, it prevents the classroom from becoming unglued, which naturally leads to discipline issues. Some secondary teachers may feel these ideas cannot fit into their level of education, but the Wong’s believe that their concepts of organization and procedures fit into any classroom situation. Chapter 7 Like the Wong’s, Fred Jones believes that organization improves discipline in the classroom. However, his greatest issue comes from the amount of time that is wasted, leaving inattentive students to their own devices. He feels that teachers are successful when they have structure in the classroom, which helps to eliminate wasted time. He also finds that factors like room arrangement, rules, and routines also help to minimize the amount of time that is lost in a classroom. Defining the limits of behavior gives the students a clearer definition of what is expected of them, and keeping them active and motivated helps a teacher maintain classroom management. Teachers can use incentives to help promote activity, such as preferred activity time (PAT), which gives students time back for their own activities if they complete tasks. Finally, teachers must keep the class organized and on task during independent work; otherwise, both individual and classroom discipline can be lost. Chapter 8 William Glasser believes that teachers cannot force students to behave in a certain way. Instead, schools can make three larger changes that will promote responsible behavior, which are to provide an engaging curriculum, emphasize quality, and use noncoercive discipline to help students make good decisions about behaving responsibly. Glasser finds that the most successful teachers with today’s students are lead teachers, who provide a positive and stimulating classroom environment. Keeping students motivated is essential in learning, which is similar to how Fred Jones felt. His choice theory does not let the student overtake the classroom; instead, the class is allowed input in order to help shape what specifically is covered in a lesson. If a student feels like their opinion is important, they have more motivation to participate and maintain proper behavior. Schools that move towards quality classrooms take the principles of Glasser to promote trust, respect, and a positive environment in which to learn. Chapter 9 As has been noticed in the previous three chapters, Spencer Kagan has many beliefs that are similar to the other theorists. However, his overriding concept focuses on the partnership between teachers and students, and how a mutual agreement on the rules of a classroom leads to acceptable behavior of its members. His Win-Win Discipline is based on the ideas that everyone is on the same side, be it students, teachers, or parents, that all parties collaborate to find workable solutions, and learned responsibility, which students acquire through interacting with their classmates. Kagan feel that structures promote positive behavior, but students must be aware of the steps that take place in a given situation in order to know how to act. If misbehavior does occur, Kagan suggests using interventions that help students replace the misbehavior with appropriate behavior over time. Throughout his principles of Win-Win Discipline, the teacher helps the students acquire discipline instead of dictating or forcing it upon them.

Chapter 2-5 Reviews January 26, 2011

Chapter 2 Understanding student behavior and being able to use them to one’s advantage is pivotal in maintaining classroom discipline. As a child matures, their behavior is affected in multiple ways, with two of those being inborn traits and sociocultural experiences. Ultimately, a child is motivated through continually satisfying needs such as security, belonging, and competence. If those needs are not met, it creates a classroom environment that promotes misbehavior. As a teacher, we must be in tune with our students to ensure that the classroom is a positive environment where they have room to interact and grow; otherwise, there will be a constant battle against misbehavior. Chapter 3 Not all students are able to fully control their behavior. About one in ten students exhibit neurological-based behavior (NBB), including attention-deficit hyperactivity disorder (ADHD), learning disabilities, sensory integration dysfunction, bipolar disorder, oppositional defiant disorder, autism spectrum disorder, fetal alcohol spectrum disorder, and brain injuries. Three indicators of possible NBB are behavior difficulties, language difficulties, and academic difficulties. The chapter breaks down each individual disorder, but the common theme for the teacher is to establish a positive environment for these students, as they are humans like everyone else. Chapter 4 This chapter reviews the development of discipline since 1950 using the concepts of multiple theorists to examine behavior, self-discipline, communication, etc. Fritz Redl and William Wattenberg analyzed how group behavior affects individual behavior, which helped bring about what is now known as “modern discipline.” B. F. Skinner studied how behavior modification could reinforce student behavior in a desirable direction. William Glasser used reality therapy to help individuals learn to resolve their problems within the context of present reality. Jacob Kounin found a connection between teacher and student that helped determine how teaching style affects student behavior. Haim Ginott found there was an importance to have cooperation from the students in the classroom, and he also emphasized teachers strive for self-discipline among the students. Rudolf Dreikurs put forth the ideas that students needed to feel they belonged and were in democratic classrooms in order to have student behavior. Lee and Marlene Canter believed in practicing assertive discipline, where the teacher would “take charge” of the classroom. Barbara Coloroso stressed students learn to conduct themselves in an acceptable manner through acquiring an inner sense of responsibility and self-control. Finally, Alfie Kohn goes against the concepts of traditional instruction, and instead focuses on a community of learners to maintain discipline in the classroom. Chapter 5 Ronald Morrish states that in order to achieve classroom discipline, teachers must break the habits they have acquired over the years. Namely, they need to stop expecting students to know right from wrong before they walk into the classroom and enforce adult authority instead of involving students in every decision. His concept of Real Discipline asks teachers to guide students through three progressive phases called training for compliance, teaching students how to behave, and managing student choice. The relationships a teacher develops with the students carries a great amount of weight to how a student will act in the classroom. Only once a student has grasped the theory and concepts of Real Discipline can they be mature enough to be a part of class decision making.