Colleen

 Annotated Bibliography Classroom Management: Help for the Beginning Secondary School Teacher. (2007).  Retrieved from []   In this article the arthur Anthony Palumbo and co-arthur Joseph Sanacore look at classroom management in the modern secondary school setting. The public school system provides an important service for disadvantaged students by teaching the social skills they will need in order to function in society. But, when classroom management is poor we’re doing a disservice to these students. The article provides examples of how a classroom with good management runs and how a classroom without it falls apart. Teacher X in the article prepares for the envitable—such as students coming to class unprepared or late, which saves her time from having help catch the unprepared students up with the rest of the class. Teacher Y does not. The arthur emphasizes that in order for learning in the classroom to run like a well oiled machine the teacher has to invest some time in classroom management.  How Long Is a Minute? (2010).  Retrieved from []   In this article Perry Bickel discusses the importance of implementing a plan for teachers when dealing with a crisis in a special education classroom. The article mentions the importance of both teacher reaction and administrative reaction to any problem that might occur. In the event of a crisis involving not only a special needs student, but a regular education student the teacher should have a plan set in place and the administration should work with the teacher to ensure that their plan would work effectively in the event of a crisis. The arthur also discusses the importance of teacher the student the time. The teacher should use a timer to demonstrate to the student how long a minute is. The teacher should then repeat and practice this with their students in order to ensure that if a problem were to arise that it would be dealt with in a timely fashion.  O’Neill 2 Classroom Incivilites: The Challenge of Interactions between College Students and Instructors in the U.S. (2009). <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Retrieved from <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> In this article Alberts, Hazen, and Theobald focus on management in the classroom in a college setting. They discuss the pattern of incivilities between the students and their instructors. These incivilities and large class size increase the likeliness of student misbehaviors in the classroom. The Arthur’s suggest that the best way to avoid such misbehaviors in the college setting would be to seek and share expertise and mentor other instructors. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Back to the Basics of Classroom Management. (2011).  <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Retrieved from <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> In this article Ryan Del Guercio discusses the importance of retaining authority over problem students, but not in the way that cuts the students and parents out from evaluating their own behavior. The Arthur describes how he achieved this by not arguing back with the students, giving the parents an opportunity to be proactive and ask questions, and being polite. The Arthur believes that by building a good relationship with the parent that it improves the students behavior. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Classroom Management, Bullying, and Teacher Practices. (2010).  <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Retrieved from <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">[] <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> This article looks at the growing attention of bullying in the classroom. Kathleen Allen takes a look at the variables that have been shown to lead to bullying in the classroom. The Arthur discusses how harsh discipline methods and poor instruction of the material being taught can often lead for bullying to occur inside the class. In order to avoid classroom bullying pre-service and in-service education about the problem is needed for teachers. The Arthur also believes that further research and updated classes are needed to help minimize the problem.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Chapter 2 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">I found while reading chapter two that the author contradicted themselves when they stated that they will not be looking at student’s diverse ethnicities and backgrounds. The author offers helpful tips about how to deal with all students. But, if students from a variety of different backgrounds are not taken into consideration then the helpful tips the author offers will be ineffective to most teachers. What I found effective in chapter two was the look at the hierarchy of needs a child needs to develop. It made sense to me that in meeting the needs of my students that I would be better equipped to teach them. But, in order to meet their needs I will have to take into consideration their socioeconomic status and cultural background; that was why I found the author to be contradictive to what was stated in the beginning of chapter two. If I’m a teacher in a school made up of students living in a low socioeconomic area it’s my job to meet the needs of my students as best I can. By not taking into consideration a student’s needs I’m encouraging misbehavior. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Chapter 3 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">I found reading about NBB’s in chapter three interesting and helpful. In most schools- with the push for inclusion- I know as a teacher I will come across students with neurologically based <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; text-align: right;">O’Neill 2 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">behaviors. It’s my job as a teacher to take into consideration the diverseness of what some of my students may be diagnosed with and prepare as best I can how to deal with a student or students who may exhibit one or more neurologically based behaviors. This chapter also mentions rage, which isn’t considered a NBB, but it is a problem seen in classrooms with students who may or may not have a NBB. Reading about rage in a classroom management book wasn’t something I expected, but I feel that it has better prepared me to deal with any future instances of this happening in my classroom. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Chapter 4 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">The school of discipline has changed since the 1950’s; less forceful ways of discipline have become popular compared to the more forceful ways back in the fifties. This chapter looks at different theories of discipline, which reminded me of the sociology classes I took in my undergrad programs. Although the theories were made by different theorist they all stressed that positive reinforcement is an important part of managing classroom behavior. I learned that I want to keep communication open with my students and their parents if I want cooperative behavior from both the student and the parent. An involved teacher is going to have a well maintained classroom and is most likely going to be liked by their students, which encourages good behavior to continue.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Colleen O’Neill <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Dr. Williams <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">EDUC 531 P <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">09, February 2011 <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; text-align: center;">Chapter Reflections <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; margin: 0in 0in 10pt;">Chapter 7 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">This chapter was particularly helpful in picking out five major problems seen in the classroom. The five major problems that were picked out in the chapter was the massive time wasting, passive learning by the student, aimlessness, “helpless hand raising”, and nagging by the teacher. Although these are five problems picked out by Jones they are five problems I believe that contribute to misbehavior and conflict in the classroom. When he mentions in the reading about the teacher nagging it made me reminisce about experiences I had in the classroom as a student with substitute teachers. I remembered the way they would nag the class to stay on task and how their nagging would be counterproductive and ineffective to what they were trying to accomplish. I hate to say it, but those substitutes taught me what I didn’t want to do as a teacher in the classroom. I also learned that having a smooth transition from one activity or topic to another will work best and keeping students busy will keep them from idly wasting time. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Chapter 8 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">In this chapter Glasser talks about the five basic needs students have. I found that among the five needs fun and freedom surprised me because I never thought of them as needs. Survival, belonging, and power made more sense to me as needs due to how each thing is related in a way. In order to survive a student needs the power to motivate themselves, but they also need to feel <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; text-align: right;">O’Neill 2 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">like they belong in order to achieve this motivation. Glasser also talks about involving students opinions and ideas on lessons to make class more fun and to get them involved. I agree that memorization of facts and repetition can make school a dull and dreaded place for students when they have to face eight hours of day of it. I would feel bored as a teacher if my lessons were mainly based on memorization. Memorization doesn’t mean the student has actually understood the material given to them rather that they have random facts that they write down on paper and forget all about what was covered by the next week. I remember memorizing facts many times for a test and forgetting about what it was about by the next week. Glasser makes some good points in this chapter. But, I personally would not be as free with including students in the decision making because of the constant wrestle with control and power that can happen. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Chapter 9 <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">This chapter focuses on Spencer Kagan’s belief that the classroom environment would be a better place if both the teachers and student along with their parents would agree upon acceptable and unacceptable power. Kagan also believes that most misbehavior is caused because the students are bored. I believe that by keeping students busy that as a teacher you would be minimizing the amount of misbehavior happening in your classroom. I think by keeping your students engaged in what is being covered you can avoid the aggravation of trying to keep them on task, which leads to less behavior problems that need to be dealt with in the classroom. I also strongly agree that its important to have a good relationship with the parents because they will be willing to help you with their child’s learning and behavior then a teacher who keeps them cut off from the academic part of their child’s life.