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  Sara Gottlieb EDUC 531 P     Classroom Management Dr. Williams Chapter Reflections (10-13) Chapter 10: Right off the bat, I knew that I would enjoy reading Marvin Marshall’s views. First of all, Marshall talks about responsibility as internal motivation. Personally, I believe that all students should feel responsible for what they do in school—this responsibility will, in turn, fuel students to do better in school. Something else that spoke to me in chapter ten was Marshall’s idea of “infusing positivity into all aspects of teaching” (p. 175). As a person who teaches in an ABA classroom, I am always concentrating on being as positive as possible. I will often overhear general education teachers telling their students what they are doing wrong instead of explaining to them the positive behavior that is desired. As Marshall says, students usually see their teachers as negative people; therefore, the students will act out even more. It is crucial to be an optimistic, positive teacher. I could go on for days about Marshall’s views on classroom management; however, I will conclude with my appreciation for Marshall’s 7th tactic useful in stimulating students to behave responsibly: Use acknowledgement and recognition. During one of my days at my practicum in a 7th grade English class, I told a student, who generally misbehaves, that they were doing a great job working on their paper. The student asked me if I was being sarcastic—I assured him I was not. This scenario shows how important it is for all students to be recognized for a job well done. Students need to be validated, which leads to greater internal motivation. Chapter 11: One of my biggest fears as a pre-service teacher is establishing discipline in the classroom. I come off as a nice, positive person—I often worry that my students will see me as a pushover. In chapter 11, Craig Seganti shows step-by-step how to establish discipline the right way. Seganti talks about a certain attitude that teachers should possess. This attitude conveys to students that the teacher is a trained professional, in charge of the classroom, and that learning in the focus of the classroom. I know that I will have trouble establishing this kind of attitude with my students—but, I also know that it is necessary to do so. One of Seganti’s tactics that I found interesting was his “15 minute detention”. Having a short detention after school seems to be a good way to deter misbehavior. I plan on using this tactic in my classroom. I remember having detentions after school during high school—I avoided them at all costs. Overall, Seganti possesses many of the teaching qualities that I feel I lack. Chapter 11 has taught me how to feel more confident as a disciplinarian and as a professional. I cannot guarantee that I will place these tactics in my classroom right away, but I can guarantee that I will need to. Chapter 12: Chapter 12 examines a plethora of different views about how to relate to troublesome students. One opinion that spoke volumes to me was that of Stephen R. Covey. As an extremely well-known and successful man, Covey has learned the importance of communicating to your audience using // their //point of view. I can recall countless times that I have had no idea what a teacher was talking about—maybe he or she was using vocabulary that I have never learned; maybe he or she was speaking about a time before I was even born. It is crucial to relate to your students on their level. As a teacher, you must understand your students in order for them to understand you. During my practicum in a 7th grade English class, I have found that the students crave your attention and compassion. I have also found that students enjoy telling you about their lives and the things that they enjoy. As a teacher, I will make sure to take the time to understand my students’ lives. I hope that my students will find my lessons relevant and meaningful to their everyday experiences as well as practical. I plan on utilizing Covey’s tips on empathetic listening and knowing your audience to their full potential. Chapter 13: While reading chapter 13, I found Michele Borba’s ideas on developing moral intelligence to be most interesting. Borba explains that schools are one of the places where youth learn how to be moral people with good character. It is the teacher’s job to model good behavior for the students—if the teacher fails to do so, plans for discipline will render useless. Through my experiences in an ABA classroom, I have learned that unacceptable behaviors will become extinct when they are replaced by acceptable behaviors. For example, when one of my students ignores another student after being asked a question, I will verbally model how the student could have responded (instead of ignoring the question). Students with Autism often have trouble engaging in appropriate conversations—as a teacher, it is my job to show them how to converse properly. In chapter 13, I enjoyed Borba’s discussion of “The Seven Virtues of Goodness”: Empathy, Conscience, Self-Control, Respect, Kindness, Tolerance, and Fairness. I can see how teaching said virtues to students will help build their character and minimize misbehavior. When I begin to teach, I plan on creating a poster of these virtues and posting it in my classroom. My students will be able to reflect on the virtues when they misbehave and determine which virtue they could have utilized instead of misbehaving.

         Chapter Reflections (2-5) Sara Gottlieb <span style="display: block; font-family: 'Times New Roman','serif'; text-align: center;">Classroom Management <span style="display: block; line-height: 19pt; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-pagination: none; text-align: center;"><span style="display: block; font-family: 'Times New Roman','serif'; text-align: center;">EDUC 531 P <span style="display: block; line-height: 19pt; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-pagination: none; text-align: center;"><span style="display: block; font-family: 'Times New Roman','serif'; text-align: center;">Holy Family University <span style="display: block; line-height: 19pt; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-pagination: none; text-align: center;"><span style="display: block; font-family: 'Times New Roman','serif'; text-align: center;">Dr. Williams <span style="display: block; line-height: 19pt; margin: 0in 0in 0pt; mso-layout-grid-align: none; mso-pagination: none; text-align: center;"><span style="display: block; font-family: 'Times New Roman','serif'; text-align: center;">January 25th, 2011

**<span style="font-family: 'Times New Roman','serif';">Chapter Two Reflection: ** <span style="font-family: 'Times New Roman','serif'; line-height: 200%; margin: 0in 0in 10pt;">The title of chapter two is, “How Can I Anticipate My Students’ Behavior and Deal with Factors That Promote Misbehavior?”. After reading this title, I thought to myself, //how can behavior be anticipated//? Reading through chapter two, I discovered for myself that, in reality, behavior cannot really be anticipated (unless you are a psychic, or something); however, behavior is preventable and can be controlled. <span style="font-family: 'Times New Roman','serif'; line-height: 200%; margin: 0in 0in 10pt;">A major theme in this chapter is speaking with your students about certain behaviors as a solution to the behaviors themselves. I had never thought of this concept before, but I do agree that having a class discussion about behaviors such as temptation or inappropriate habits can, in fact, help remedy misbehaviors. I learned that if the students feel as if they are a part of the solution to a problem, they are less likely to be the actual problem in the future. <span style="font-family: 'Times New Roman','serif'; line-height: 200%; margin: 0in 0in 10pt;">Something else that caught my attention in chapter two was the fact that it discussed Jean Piaget’s various stages of development and how they related to the needs, wants, and habits of students. I have learned about Piaget’s stages in child psychology courses, but never in this particular light. I think that it is extremely important to take these stages into consideration when dealing with classroom management. Teachers need to understand where a student is at in their development in order to understand why they behave the way that they do. **<span style="font-family: 'Times New Roman','serif';">Chapter Three Reflection: ** <span style="font-family: 'Times New Roman','serif'; line-height: 200%; margin: 0in 0in 10pt;">My reaction to chapter three was quite different than my reaction to chapter two. Due to the fact that I have worked so closely with students whom have Neurological Based Behaviors (NBB), I evaluate information written about these students very closely. I truly feel that, as a general education teacher, the information given in chapter three on how to deal with the vast amount of diagnoses that go under NBB is insufficient. <span style="font-family: 'Times New Roman','serif'; line-height: 200%; margin: 0in 0in 10pt;">More and more, students who are considered “special needs” are going to be included in the general education classroom. As a teacher, one must know exactly what each student’s needs are and how to meet them. I am someone who has a lot of experience with Autism Spectrum Disorder (ASD) and students who need a lot of emotional support. On a personal note, I have a younger sister with Asperger’s Syndrome and a younger brother with Autism. Through the years, I have learned how to work with my brother and sister and many other children with ASD through substitute teaching for the Bucks County Intermediate Unit. I believe that hands-on experience is necessary and that chapter three does not convey that well enough. <span style="font-family: 'Times New Roman','serif'; line-height: 200%; margin: 0in 0in 10pt;">Something that I did like about chapter three was that it went through a gamut of different diagnoses. It is crucial for teachers to know about ADHD, SID, Bipolar Disorder, etc. Even though chapter three was not as detailed as it should have been, it did, in fact, provide important points about each diagnosis. This chapter also did a good job of conveying the idea that these students cannot control many of their misbehaviors and, therefore, teachers need to deal with these behaviors differently than they would with controlled, premeditated behaviors. **<span style="font-family: 'Times New Roman','serif';">Chapter Four Reflection: ** <span style="font-family: 'Times New Roman','serif'; line-height: 200%; margin: 0in 0in 10pt;">Chapter four was an interesting chapter because it discussed the views of many different thinkers within the educational realm. I believe that it is very important to incorporate the ideas that all of these people have in order to create the best discipline plan for yourself. After reading this chapter, I definitely think that I am learning what kind of classroom management plan I want to have in my future classroom. <span style="font-family: 'Times New Roman','serif'; line-height: 200%; margin: 0in 0in 10pt;">One of the theorists that stood out to me the most was Jacob Kounin. Kounin talks about “lesson management” and “withitness” in regards to being a good teacher. Kounin believes that teachers need be able to “overlap,” which basically means controlling the classroom (including each individual student), while at the same time, teaching a lesson. My biggest fear going into the classroom is that I will not be as alert as I need to be as to what is going on around me. I fear that I will be that teacher who does not realize kids are throwing spitballs behind her back. After reading Kounin’s findings, I learned that I should plan ahead and design my lessons to fit the needs of all the different groups of student in my class. <span style="font-family: 'Times New Roman','serif'; line-height: 200%; margin: 0in 0in 10pt;">Another novel idea that I rendered from Kounin’s research was that boredom equals misbehavior. When students are bored and uninvolved they are bound to misbehave. As a teacher, one needs to keep the lessons interesting and allow for intermittent activities to occur throughout the lesson. The more engaged students are, the less likely they are to behave badly, the more likely they are to learn. **<span style="font-family: 'Times New Roman','serif';">Chapter Five Reflection: ** <span style="font-family: 'Times New Roman','serif'; line-height: 200%; margin: 0in 0in 10pt;">When I began to read about Ronald Morrish’s “Real Discipline” in chapter five, I will admit, I was a little hesitant at first. My initial reaction to Real Discipline was that it did not allow for students to make any decisions for his or her self, and it did not provide any consequences for misbehavior. I have always been taught that, as a teacher, you should give you students two choices: the right one, and the wrong one with an attached, undesired consequence. After reading chapter five, I realized that what I have been taught all along does not make sense to me. <span style="font-family: 'Times New Roman','serif'; line-height: 200%; margin: 0in 0in 10pt;">Morrish helped me to see that discipline needs to be established from the first day of class; as a teacher, you should be firm and demanding at first in order to be flexible and more laid back later. I like Morrish’s idea that you should not give students a choice when the choice is not even theirs to make. This chapter gave me the confidence to say to my future students, “I am the teacher, it is my job to make decisions and put rules/limits into place—if you are making poor choices, I will have to make your choices for you.” As a summer camp counselor, I have always had a lackadaisical way of going about dealing with children and now I know that you have to be firm with them in order for them to respect you. <span style="font-family: 'Times New Roman','serif'; line-height: 200%; margin: 0in 0in 10pt;">Morrish’s idea on “training for compliance” was interesting to me because it showed a great way to manage a classroom. I will most definitely use this method in my future classroom and I think that it is a great way to establish good student behavior. When students are trained to behave the right way and they //practice// good behavior, they are more likely to comply on a daily basis. Overall, Morrish has some wonderful ideas and this chapter has inspired me to possibly read his book, //With All Due Respect//, for my book report.