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Lauren Dailey Chapter Reflections for 11,12,13 3/19/11 Chapter 11 Chapter 11 explains Craig Seganti’s outlook on positive teacher leverage and how we can create student accountability to help establish classroom discipline. This was one of the best chapters I have read so far. This past week we have been working on the PSSA and when the students are done they are exhausted. In turn- they do not want to do anything or comply with anything you ask of them. I actually felt myself getting into a argument with a child about them not wanting to sit in a seat. I felt that Seganti actually gave classroom examples of how to implement the ideas in real classroom. I feel like I have had some of these conversations before, especially about the chewing gum and 2 boys talking and saying they weren’t. This was a good read this week. I think this chapter gave me a few new ideas to try out this upcoming week. Chapter 12 Chapter 12, I felt, was a good following for chapter 11. Haim Ginott’s use of congruent language that confers dignity was the most influential portion for me. I think because it had to deal with the arguing and asking why to students. This just starts an argument. I have done it before and nothing ever comes out of this. “Why cant you get in line like everyone else” is something I have said before and nothing happened. I think I could say now “ Please get into the line” Maybe sounding less condescending? Would be helpful. It is very hard because it is always the same core group of students; we call “ the usual suspects”, that cause problems. It is an effort to be overly nice to them, saying please and thank you when they are punching kids and screaming, “you can’t make me” to you. I must say, I do always review what happened during a class period and try to improve for the next time. Chapter 13 Chapter 13 is exactly what my school is working on right now! Civility! Politeness, good manners, friendliness! We have a positive behavior plan, which includes manners and when teachers see students exhibiting those qualities we can reward them with “bulldog tickets”, after 25 tickets they can turn them in for pretty nice gifts. We are pushing the words- excuse me, please, thank you. Unfortunately our students are not taught this at home, so we must take over that responsibility. We must mold our students to be functional members of society. Every day, 6 periods a day I teach manners, good citizenship. When students say “ gimmme that” – I stop and correct them. “ May I have it please?” is what I teach them. After, ohh almost 7 months, I think it may be catching on. I like the 12 quotes that Forni gave as examples. I would like to use that as a journal prompt. As the students to reflect and write what they think the quote meant. This could be part of a class meeting, peer mediation group as well.

Chapter Reflections 7,8,9 Lauren Dailey Classroom Management EDUC 531P Holy Family University Dr. Williams 2/13/11

Chapter 7

Fred Jones’ classroom discipline ideas are based n “clearly defining” everything! I am a firm believer in this idea. This is what I am working on! I teach prep classes at 45 minutes each for the FIRST time ever. I have had plenty of helpless handraisers, massive time wasting, and nagging in my room. I am working on developing clearly defined independent work. I this chapter kind of goes along with The Wong’s’ beliefs, of procedures. I know, I work best when I have explicit directions and clear-cut rubrics; it only makes sense that children of all ages would succeed when defined directions are given. The directions would not only prevent hand raising, nagging and callouts- it can also influence behavior. The well-defined limits on acceptable behavior will curb undesirable behavior.

Chapter 8 William Glasser’s idea on Quality Teaching discipline is very relatable. I am teaching 3rd grade for the first time this year. I have used several methods that he gives. I have begun to give the students a feeling of ownership in the room. We were having an issue with behavior. So, I began to explore other ways of dealing with the behavior. We now hold a class meeting; the last 10 minutes of the last day I see them each week. We review how the week went, what we need to work on and how we can change. For instance, in a class we decided new seats were needed, People were getting chatty and behavior was worsening. When detentions are given in my room- during lunch- I use a self-evaluation. It says “ Why are you in detention?” “What could you do differently next class?” “What can the teacher do to help you be more successful in class?” After the student finishes assignment, we discuss he/she wrote. This seems to help the students help the students move in a better direction.

Chapter 9 Spencer Kagan talks about the teacher-student collaboration method to establish discipline. I really like the idea of Kagan’s win-win classroom rules. The rules are seen as agreements between teachers and students. The students feel more willing to abide by the rules. The rules are not negative or demanding. The ready, respect, request, offer and responsibility are extremely effective. The agreements that were laid out by both parties are the building blocks to have a successful classroom- not only academically but behaviorally as well. This can help eliminate the massive time wasting, and issues that Fred Jones spoke on in Chapter 7.

Chapter 2,3,4,and 6 Summaries Lauren Dailey Classroom Management EDUC 531-P 5. Holy Family University Dr. Williams January 26,2011

__ Chapter 2 Summary __

In Chapter 2, we explore the causes of student behaviors, both positive and negative behaviors. Students, no matter what age, have the wants and needs from school. Students would like: a teacher who is friendly, interesting and worthwhile activities. The students also have a dislike for- such as: sitting still for long periods and working alone. I know even adult Graduate student feel the same way, we realize that there are seven basic needs that each child needs to have fulfilled, before that can fully benefit from instruction. C.M. Charles states that there are 26 conditions that promote misbehavior in the school environment. The conditions include those misbehaviors that occur due to teacher’s influence.

__ Chapter 3 Summary __ Chapter 3 reviews atypical behaviors and neurological disorders that many children are diagnosed with. Some of the disorders that are covered are: Autism, Fetal Alcohol Syndrome, rage, bipolar disorder, ADHD and ODD. Many of these syndromes, I have dealt with in the classroom. C.M. Charles gives a general description of each syndrome and very helpful tips and ideas that a teacher could implement in the classroom setting. Several scenarios that could occur in the classroom are also included. . The chapter speaks on the issue of medication in school and how to separate teacher emotion when speaking about the student’s behavior inside the classroom.

__ Chapter 4 Summary __ Chapter 4 discusses the change in school discipline through the years. Nine theorists are spotlighted for the outlook on student discipline and teachers’ action inside the classroom. C.M. Charles gives a background on each theorist and the key concepts on discipline. He then gives several suggestions on how to implement the theorists’ ideas in your everyday teaching. The theorists’ topics include: effective ways of communication with students, how to use reinforcement in the classroom, how to help students make good choices, and shaping behavior both as in individual student and in a group setting.

__ Chapter 6 Summary __ Chapter 6 is all about Harry and Rosemary Wong and their idea of management of procedures. They are focused on developing procedures in the classroom. The Wongs lay out procedures for every moment of the day. Having thought out procedures for each and every minute of the classroom will make a successful teacher. They explain that having the procedures in place, students will know what is expected of them will elimante many low-key behavior problems and even help curb many of the neurological misbehaviors as discussed in chapter 3.