kevin

Kevin Kuczynski January, 25, 2011 Chapter Reflections 2-5

** 2: How Can I Anticipate My Student's Behavior and Deal with Factors That Promote Misbehavior? ** I thought that this chapter started of well in explaining the differences of needs, wants, preferences, and habits that are universal to students, and also to all human beings. Then, to build off that the chapter broke down the growth of behavior through the different ages of the students. Conflict is then appropriately mentioned and how factors such as poverty, ideology, and race are bound to have an effect on behavior in the classroom. Although the one part of the chapter that I found to be unrealistic was how teachers are encouraged to discuss in class all of the lists that deal with needs, interests, and misbehavior. It might be a good idea in theory, but I doubt there would be enough time. Especially in the beginning of the year when there are other goals such as introductions and establishing class rules are the priority. After that it should be time to start covering the necessary material. Although aspects of behavior can be intertwined early on, just not as thoroughly as this book suggests. However, the suggestions for dealing with conditions in individuals and groups would be extremely useful because they can be used throughout the school year, and does not need to take up a lot of time. Also, examples of teacher misbehavior are a great resources for reflection outside of the classroom to indicate where mistakes are made.

**3: How Do I Recognize and Deal With Atypical Behavior That Is Neurological-Based?** This chapter was very enlightening for me, and also frightening in many ways. It is common knowledge these days that the field of Special Education is rapidly growing and could shortly be a required certification to teach at any level. However, it can be very shocking to read the statistics of how many children are suffering from neurological based diseases everyday. It is also intimidating for a new teacher, or someone training to be a teacher, because the teachers are expected to help their students overcome these many disabilities. It makes me think back to when I was in grade school and just how little NBBs were ever discussed or acknowledged, even fifteen years ago. Now it is common practice to hear that a child is diagnosed with disabilities such as ADHD or Asperger syndrome. It is easy to think that for whatever reason these cases just occur more often. When in fact all of these various syndromes were probably just undiagnosed and not properly treated. Therefore, while it can be very frightening to know that dealing with children that have neurological based behavior, we should also take comfort that in the knowledge of treatments that are easily accessible today. Hopefully, teachers with proper training and understanding should be able to help student face any type of challenge they may face from atypical behavior.

**4: What Are The Foundations That Underlie Today's Best Systems of Discipline?** At first, reading through chapter four, I was confused as to why so many different philosophers on the nature of classroom were chosen and then lumped together in the same section. However, after reading it through I realized that this was because there is no universally accepted doctrine on classroom discipline. It seems that educators throughout history have simply chosen the parts that they liked best from each philosophy and combined them together to form their own individual method. The theories by Redl, Wattenberg and Glasser were both referred to as cumbersome and too difficult to work into the classroom. Although that is only their teachings taken as a whole. When looked at piece be piece there are fragments, such as the affects of group behavior on the individual and the understanding that students choose how they behave, that can be useful for consideration in the classroom. Overall, this chapter is filled with interesting approaches to classroom management, vocabulary, and unflattering pictures of the theorists. It should be interesting when my group has to try and present to the group all of the beliefs and practices displayed in this chapter.

** 5: How Does Ronald Moorish Use Purposeful Teacher Guidance to Establish Class Discipline? ** Unlike chapter four, which surveyed many different theorists and their ideologies, chapter five and the preceding chapters take a single discipline into consideration, one chapter at a time. I liked this system because it was able to focus more in depth with Ronald Moorish's approach to classroom discipline. Morrish's main ideas seem to circulate around the themes of rules, training, and choice to help students discipline themselves as they mature. The training and rules are a sign that the children need to be taught how to act and what barriers they are free to work within. As they grow their barriers widen and their rights to choose also expand. I sense that Morrish is a fan of the concept of //scaffolding// where students need to build off previous experiences to enhance their own maturity and growth. One thing that also caught my attention from Moorish's beliefs was on the list on page 86 that reads: “A single minute spent practicing courtesy has more impact that a one-hour lecture on the importance of it.” I was surprised that courtesy was singled out because one of Morrish's key beliefs seems to be centered on show, rather than tell. Therefore, this practice could be applied to many more actions helping to train the students on the proper way to act.

**6: How Do Harry and Rosemary Wong Use Responsibilities and Procedures to Establish Class Discipline?**

Chapter Six is all about controlling the structure of the classroom through following procedures and rules. I really liked the theories behind the Wong's ideas presented in this chapter. They insist on order in the classroom and making sure that it is established right from the start. In fact, there are //several// instances in this chapter where it is pointed out that the first day, and week, of school are the most vital to proper classroom management. There is even a line which states how the first few minutes of the whole year can make or break a teacher. That seems like an exaggeration, but I am sure there is some truth to it. Unfortunately, this chapter is weighed down by a lot of lists that overemphasize the need for procedures. Different school probably have various procedures for assembly and bicycle riders. Yet, they are listed here as if it is the definitive method. Anyway, I am sure these lists would be important to brand new teachers for reference, and you can probably never have too many directions. Overall, I felt the Wong's principles are very thorough and important. Especially since they are commonly used in modern classrooms.

**7: How does Fred Jones Establish Class Discipline by Keeping Students Responsibly Involved?**

This chapter, which focuses on Fred Jones' principles, works well in explaining his theories of maintaining a classroom. As usual the focus is on how the teacher acts and plans their classroom. I found the sections on body language to be very helpful and it made me recall how some of my best teachers often composed themselves. They always seemed dignified and respect was always given, even though they never had to ask. I also believe there is a lot of useful information in the sections on not wasting time and keeping students engaged. Clearly there is a connection between misbehavior and bored students. Jones' conclusions highlight these points and have many suggestions on how to keep students properly engaged so that they are acting correctly, and also learning. For some reason I feel that out of all the educators we have looked at so far Jones might be the most fun to read. Some examples of vocabulary listed (such as: “working the crowd,” Grandma's rule, and Say, See, Do teaching) give me the idea his books are easy to read, while still conveying vital principles of conducting a classroom.

**8: How Does William Glasser Use Choice Theory and Quality Education to Establish Class Discipline?**

The chapter focuses heavily on the usefulness of a quality school curriculum and the many problems teachers face from their students, such as apathy. Familiar ground is covered in the chapter as many of Glasser's beliefs have been mentioned before. However, this section goes into detail with one of the biggest challenges teachers face; apathy. Which means that the students are so bored and have no motivation in what they are learning they give up completely. In a way that responsibility falls on the teacher and that is why engaging and useful lessons are so important. Students must feel they are gaining value from a lesson. Otherwise they will look for satisfaction elsewhere, which usually leads to misbehavior. Teachers must be able to connect to their students and be able to take responsibility when events in the classroom go wrong. Otherwise teachers are just looking for excuses and fall into the seven deadly habits.

**9: How Does Spencer Kagan Use Structures and Teacher-Student Same-Side collaboration to Establish Class Discipline?**

Everyone, at some point, has had a teacher that they disliked so much they considered them an enemy. Sometimes a whole class will feel that way towards a teacher and suddenly every day is a battle with an us-against-them mentality. Kagan tried to reverse that idea by emphasizing a same-side point of view that leads to a win-win situation. Ultimately, in a best case scenario, the teacher, student, parents, and administration all want the same outcome. Which is educated students that are engaged in their studies and are prepared for the transition to adulthood. When teachers have enough freedom to reach that goal in their own way everyone is usually happy. That of course all depends on a structure for long term goals and communication between all parties, which Kagan explains throughout this section. Discipline is also a key factor and Kagan generally relies heavily on the “disciple” root of the word. In a win-win scenario students should want to follow the structure which the teacher builds, rather than using discipline to harshly reprimand a child. Kagan's theories are very helpful for connecting with a student and constructing a support system for the class to follow.

Chapter Reflections 10, 11, 12, 13

**10: How Does Marvin Marshall Establish by Activating Internal Motivation and Raising Student Responsibility?**

Although a lot of the key themes in this chapter are very familiar at this point I found it very interesting what areas Marshall develops. Behavior modification and intrinsic motivation have all been mentioned previously, but I felt Marshall took these ideas and ran further with them than anyone else that we have covered. As a result, he focuses mainly on the relationship between teacher and student, without much input on the student to student relationships. Although he states democracy as the ultimate goal of the classroom it is more of the perspective of how the teacher forms that outcome, rather than the students interacting as a whole. Ultimately, I feel that having the students take responsibility in their lives and having them take charge of their individual behavior is a great goal. Marhsall's ideas are laid out well for a teacher relating to student on a one-on-one level. One potential conflict in this chapter is how it states to stay positive and not to focus on the “don't” of the classroom. However, he says to also teach the four levels of social development, which include anarchy and bullying. I suppose this is necessary to the show development, but since they are technically negative I would have thought Marshall would have suggested to stay away from the ideas in the classroom. Instead just focus on the positive. Regardless, I found that Marshall had some great tips on dealing with students and how to inspire them to want to become better students.

**11: How Does Craig Seganti Use Positive Teacher Leverage and Realistic Student Accountability to Establish Classroom Discipline?**

I think it is funny that the word “positive” is in this title where this chapter spent more time on detention than all of the other chapters combined. I felt that Seganti's approach was very threatening and authoritarian. Which was probably formed from his time working in the inner city of Los Angeles. There are probably certain classrooms where this approach is necessary. Seganti is another one of these behaviorists that focuses mainly on how to enforce rules and modify behavior without touching on how to form the rules. Which, to me, is one more reason why a teacher should not rely solely on one of these practices. However, I feel the most important section of this chapter is the part that highlights setting a line (for rules) and holding that line. There should be no discussion or leniency over behavior problems. If a teacher takes it easy on a student once then they will be expected to follow suit for every student for the rest of the year. I have seen teachers do it only to get walked on, and I have fallen into that trap when working at an education center. Whatever the rules, they need to be held down exactly as they are written. This classroom management style would be way too authoritarian for me, especially the part about extending the day for students that use the bathroom. However, there are pieces of Seganti that I believe are vital and worth considering for any classroom.

**12: How Do Top Teachers Establish Personal Influence with Students Who Are Difficult to Manage?**

I liked how the chapter took a different approach from the previous ones and focused on a specific theme, rather than the views of one person. It was then helpful to read how various educator's have built on the idea of managing difficult students. For me the most engaging portions of this chapter were the sections focusing on Stephen Covey and Ed Ford. I found Covey to be very important because his humanistic approach of teaching in the classroom could easily be applied in the real world as well. The idea of having empathy for those around you and earnestly listening to what others have to say should be utilized by teachers at all times so when they step in the classroom they are acting naturally. I was also impressed with Ed Ford because his Responsible Thinking Process is so basic and simple. Once a child is able to reflect on what they want and how to develop it they are able to set attainable goals for the rest of their lives. I found many themes in here well developed such as dignity in relation to the class, and positively influencing students. Overall, this chapter has a great approach of how to respectfully deal with difficult children. Also, I liked that there was no mention of detention, which was such a key point of Seganti.

**13: How Do Leading Experts Engender Respect and Civility in the Classroom.**

In a lot of ways I thought there was a lot of overlap between chapters twelve and thirteen, and in some ways they could have combined, since they both deal with student behavior. However, I suppose the major variation between the two is that chapter twelve focuses on handling the two or three students that are major behavior problems in the class, where chapter twelve deals with building overall respect within the classroom's culture. I feel that both are necessary and in some ways you cannot have one without the other. Civility, they key goal set in this chapter, is vital to the classroom culture because students need the ability to be respectful of themselves and other if they are going to succeed. Due to modern phenomenons like Facebook and the Jersey Shore civility seems lost to the youth. They communicate mostly behind screens where they have a false sense of identity. Then they learn about how to connect to others through controversial television programs that fail at accurately reflecting reality. Michele Borba stresses the importance of teaching moral intelligence and good character in the classroom and it is even mentioned that character can be taught within the actual lesson. Through subjects like history and English students can reflect on the moral decisions of historical and fictional characters. Although a creative teacher could also find ways to intertwine character building into math, or any other subject. I also felt the charts that clearly expressed the job of teacher and student are an effective way to inform students of their role in the classroom. Ultimately, children need to learn how to be respectful and civil in the classroom, and teachers can no longer expect them to know how to act when they begin the school year. These strategies are a useful way to prepare students how to act for the rest of their lives, which can be more important than simply memorizing facts.