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 Chapter 7: How Does Fred Jones Establish Class Discipline by Keeping Students Responsibly Involved?  Jones' research concluded that classroom misbehavior consists primarily of student aimlessness, passivity and time wasting. Jones found that there was actually very little defiance and hostility causing problems in schools, but that massive time wasting on the part of students and teachers was the main culprit. I agree with most of Jones' time saving solutions such as proper room arrangement, classroom rules and prompt opening routines. The importance of nonverbal body language, including eye contact, physical proximity and tone of voice, was another aspect of Jones' system I agreed with. Jones developed a teaching method he calls Say, See, Do teaching. This approach alternates teacher input and student output utilizing short periods of information presentation with short intervals of student activities. This method seems to be a reasonable way of keeping students engaged. Jones also stressed the importance of visual instruction plans, students consult these graphics first before calling on the teacher for individual help. Again, an easy way to save instructional time. Jones tries to eliminate almost all Individual help during independent seat work, training teachers to give only 10 to 20 seconds worth of attention to each student. Jones also has a well thought out system for encouraging student responsibility and motivation through the use of incentives. This system uses the earning of Preferred Activity Time as its main incentive. I believe this system could be very constructive if implemented properly. Chapter 8 : How Does William Glasser Use Choice Theory and Quality Education to Establish Class Discipline?  This chapter focuses on Glasser's work after 1987. One of Glasser most important concepts is that the basic needs of children must be met before they can begin to willingly engage in learning. These basic needs include security, belonging and freedom. This chapter also emphasizes Glasser's view that all students make choices concerning the fulfillment of these needs. I disagree that many children are making fully conscious choices concerning the motivations of their behavior. I agree about the importance of basic needs being met but, again, believe that many actions and behaviors are of an unconscious nature and not simply choices. One aspect of Glasser's method that I like is his having students evaluate their work and improve it. He asks students to keep working on assignments until they reach a high level of competence. Tests are given frequently but are not graded. After completing a test they are given back to the students to be corrected or completed. I think this is an excellent method to ensure everyone learns all they need to know. Glasser also contrasts what he calls the seven deadly habits with the seven connecting habits. The latter are concerned with teachers caring, supporting, encouraging and befriending students. The authors of the chapter point out Glasser's urging of student participation in decisions involving class rules of behavior in complete contrast to Ron Morrish in chapter 5. I tend to agree with Morrish that students are not mature enough to make these decisions. Chapter 9: How Does Spencer Kagen Use Structures and Teacher - Student Same - Side Collaboration to Establish Class Discipline?  Kagen calls his methods Win-Win Discipline. This system is concerned with using structures, in the form of organized steps, to influence student behavior and foster autonomous responsibility. I like how Kagen relates the different types of misbehavior to the different student positions that the misbehavior springs from. These student positions are the physical/emotional states that the student may be experiencing at any one time. Kagen lists seven of these positions including attention seeking, boredom and failure avoidance. I agree with Kagen that you must first identify the position from which the misbehavior is emanating from before you can establish structures to eliminate the unwanted behavior. I like how Kagen regards these student positions as natural states that everyone experiences. Consequently Kagen tells teachers to communicate the acceptance of the position while refusing to accept the resulting misbehavior. Kagen's method then has a detailed system of behavior-related structures that address the various classroom problems. Kagen then describes different steps teachers can take for the moment of disruption, later follow up work, and for long-term solutions. There is much more to Kagen's Win-Win Discipline system but I found the above the most practical and useful. Of the discipline systems introduced so far in this book I this one the most insightful.

EDUC 531 Classroom Management John Malloy Chapter Reflections: 2, 3 & 4 Chapter 2: How Can I Anticipate My Students' Behavior and Deal with Factors That Promote Misbehavior? Some of the more important aspects of behavior covered in this chapter are the summaries of behaviors that correspond to the different levels of maturity. The concept of primary grade students operating on a pre-logical, impressions based level I found very interesting. I also agree that realizing the social idealism that goes along with adolescence is important for understanding high school age students. I agreed with the list of basic needs, such as security and dignity, that are required before any student can really start learning. The segment on the clash between accepted western values ( planning, time orientation, competition) and certain societal and economic groups I found quite valuable. The chapter stressed learning the values and life circumstances of your students to better understand their behavior. The chapter listed ten conditions that promote misbehavior, I assume these will all be cover in more detail through out the book. The importance that contagious group behavior (peer pressure) has on misbehavior was also emphasized. Lastly the chapter gave ten insightful examples of teacher misbehavior that often contributes to student misbehavior.

Chapter 3 : How Do I Recognize and Deal with Atypical Behavior That Is Neurological- Based? <span style="font-family: 'Helvetica','sans-serif'; margin: 0in 0in 0pt;">This chapter deals with behavior issues that are beyond the boundaries of self control, these types of behavior are referred to as neurological-based behaviors (NBB). Eight major diagnoses, which are treated as mental health issues, are covered in this chapter. NBB behavior occurs when cerebral processes are functioning in a non-normal manner. Many NBB diagnoses are due to biological factors while others are caused by environmental conditions such as stress or violence. I was some what surprised at the prevalence of NBB conditions among contemporary students. One in five students have some type of mental health condition while one in ten suffer from a serious emotional disturbance, according to the studies listed by the author. Indicators of NBB are behavior difficulties, language difficulties, and academic problems. Some of the diagnoses covered are attention-deficit hyperactivity (ADHA), bipolar disorder, and autism spectrum disorder (ASD). The author covers the dynamics of the rage cycle in some detail. She says rage is not a disorder but an extreme behavior, more of a symptom, associated with students with NBB. The five phases of the rage cycle are listed along with practical suggestions on how best to handle the situation. Through out the chapter there are seven thought provoking scenarios of classroom situations involving student NBB behavior. I liked how the scenarios gave a focus to the more factual information present in the chapter.