Module 1 DQ 1
How does a well-managed classroom promote the ability of students to learn? Discuss. A well-managed classroom is needed in the 21st century to help students learn, but nowadays it seems to be unseen and unheard of throughout the inner city schools. Classrooms are now overcrowded due to budget cuts, and there is hardly enough desks for students to sit in. For example, I have been in classrooms where you had to turn sideways to walk through the aisles. Not to mention, there wasn't even enough space to write on the chalkboard, have a smart board, keep supplies/materials, etc. Most of the time there are a lot of behavioral students that are just plain -o- disrespectful, loud, rude, and disruptive; in which makes it hard to maintain a well-managed classroom. Despite school/classroom rules you post on the wall you will find that some students will break the rules just to get peer attention or to get out of class. Overall, classroom disruptions makes it hard to run a class successfully. By creating a peaceful atmosphere students can accomplish any goal set in class. They will develop good speaker/listener skills, be attentive to lecture/discussions, and interact positively among their peers.
Re:Module 1 DQ 2
What does it mean to handle a misbehavior problem at the lowest possible level? Explain. Misbehaviors in the classroom can be handled to the lowest possible level by not going overboard or to the extreme. Simply offering students choices or options as to correcting their behavior, and being consistent with the consequences for breaking the classroom rules worked best in a k3-8 classroom. Most k3-8 classrooms that I visited had a system for monitoring student behaviors. I've seen a color code chart; in which push pins were placed in either green for good, yellow for warning, and red for lunch/ or after school detention. If students remains in red for the whole day a one on one conference was done, they got a parent note sent home, and if they remained in red for the whole week then a parent conference was set up. However, students got a chance to redeem themselves from being in red for the day by a seat change, and correctly their behavior. For example, they were given choices to either writing a sentence on their behavior a hundred times, giving up their computer or other fun activities for time out, and cleaning up the classroom. Students that demonstrated good behavior were rewarded daily with funny stickers, candy, chips, pencils, and tickets to collect for monthly big prizes. With a behavior system like this, I saw few if any misbehaviors because the misbehaved students had a choice to redeem themselves so they could get a reward by the end of the day. Re:Module 2 DQ 1
Review the synopses of human motivation and behavior modification theories through the website above and in the Charles text. How might these theories be played out within the classroom? Provide an example for each theory in your response. Review a minimum of three classmates’ examples and critique each. Do you agree or disagree that the example is an appropriate representation of the theories? Why or why not? Motivation is the driving force of behaviors; in which can be positive or negative. Also, it is what causes a student to do something, whether it’s completing and earning a high school diploma, or enrolling in college to earn a degree. Factors that can affect motivation can be a combination of biological, emotional, mental, and social. They are many different motivation theories that can be played out within a classroom; in which include, but not limited to the following:
Extrinsic Theory of Motivation
The extrinsic theory is an incentive theory that utilizes rewards, or something material that a student can use. Students would be motivated to do things because of material rewards. For example, a teacher giving gift cards or money to say the top five of their class is a desirable reward. Money is always a motivator because students can always use it on something they need.
Drive Theory of Motivation
The drive theory is basically based on what a students need, and not what they want. Students would be motivated to take specific actions in order to reduce the internal tension that is caused by unmet needs. For example, students would be motivated to eat in order to prevent hunger. Hunger would be prevented by giving the student snacks if they didn't eat or have breakfast.
Activation Theory of Motivation
The activation also known as the arousal theory of motivation suggests that people take certain actions to either increase or decrease certain levels of stimuli, anxiety or stressors for effective functioning. For example, students may watch a funny movie to gain alertness or play in the gym when their arousal levels decrease. However, if they arousal levels increase then they should calm down and relax by silent reading or by putting their head down on their desk.
Self Determination Theory
This self determination theory suggests that there are outside and inside influences on your will power to succeed. A person is in charge of their destiny, and is determined and focused on meeting and achieving his or her goals. Motivation is the key; in which you are the driver to succeed. For example, students would take charge of their own actions, own up to their responsibility, and use “I” in their sentences. Changing Minds. (2013). Goal setting theory. Retrieved from http://changingminds.org/explanations/theories/goals.htm
Module 2 DQ 2
Why might teachers find it difficult to put Redl and Wattenberg’s approach into practice in today’s classrooms? Redl and Wattenberg's theories discusses how peer pressure plays a major role in middle school classrooms; ways to address individuals in group behavior, and utilizes group dynamics to help teachers to engage in better classroom management. First off, students who exhibit bad group behavior often influence other students to do the same. Middle school students often imitate or mimic their peers' behaviors, especially when they do not want to be the first one to misbehave. Before you know it, a student sense of self control is lost and the student acts out, in which he or she is viewed as the “class clown.” A lack or loss of control may occur because students often forget or not sure about the rules, are bored, and tired of sitting for a long period of time. According to Redl and Wattenberg a teacher's assistance should be minimal, and should always be to help students retain, or regain, their control. They suggest that a teacher should step in to help that student or regain control by the use of: eye contact, moving closer, humor, encouragement, ignoring, and physical touching as strategies to control and deter inappropriate behavior.
The Redl and Wattenberg’s model may work for middle school teachers. However,, high teachers today don’t have the time to correct a student’s behavior every time he or she breaks the rules or misbehaves because the teacher is there to teach and not babysit. I follow the saying that “one bad apple spoils a bunch” because when one student acts out, they all act out. Removing a student temporarily from a dynamic classroom as the theorist suggests, may not be an option. Alternative placement, detention rooms, and resource rooms are not always available at schools for students who misbehave. Therefore, other measures or disciplinary actions need to be implemented when misbehavior is severe.
Charles, C. M. (2014). Building classroom discipline. (11th ed.). Boston: Pearson.
Module 3 DQ-1
Having completed listening to the Wong CDs, what are the five most valuable points you are taking away from the experience? How and why were these points so enlightening? Explain
The five most valuable points that I took away from listening to Wong CD’s were:
o Beg, borrow, learn, and steal other teachers’ techniques that you think are effective. An effective teacher does what’s right, so only implement the best techniques that will work in your own classroom will boost confidence.
o When it comes to classroom management it’s the teacher’s job to run, organize, and set structure. Classroom procedures and practices need to be in place, so that the students know what to do and how to do things. Procedures and practices should be rehearsed daily, so that it can become part of the students’ routine. Classroom procedures should look like a recipe or list to avoid any confusion. The teacher should also establish the rules and the culture of the classroom. An effective approach should be to have a learning success criteria , bell work on the board every period, and an exit test on what they learned This helps the class run smoothly because the students are productive all period.
o Classroom discipline is based on behavior and not classroom management. Wong stated that “you manage a store, you don’t discipline a store.” With that being said, discipline should only used when rules are broken. Consequences for broken rules need to be consistent in order to deter bad behavior.
o Getting out of survival tactic mode; in which the teacher gives worksheets, has the students to watch a video, do silent reading, and do textbook assignments to make their day go by. Teachers that are in the survival mode simply don’t put in the time to prepare, organize, and create lessons daily. They often become stuck in this mode; in which student achievement isn’t so high.
o Teacher support must be provided through professional development activities or training. A great free resource for teachers is www. teachers.net. It’s a teacher network that includes: teacher chat boards, lessons for a variety of subjects, jobs, latest buzz, current announcements, and discussion posts for help and advice.
All of these points are so enlightening because I never thought to do any of them other than to discipline when the students misbehave. Classroom management has been my biggest problem because I’m a Substitute Teacher, and sometimes the regular teacher doesn’t have any to not enough lesson plans. I found that when students don’t have clear rules, procedures, and practices it makes my day chaotic. During an activity, I can be seen as telling disruptive students over and over again how to behave, what they are expected to do, and chasing small children. The whole class period goes by, and I find myself not getting much of the lesson done because I’m constantly re-directing student’s behavior. Having resources, such as teacher support groups, networks, professional development activities/training, and administrators to back you up is fundamental to a teacher’s success.
Optional Post: According to Harry Wong, how can students help each other learn?
According to Harry Wong, how can students help each other learn? First, have a bell work assignment ready when the students walk in. When you begin an assignment a teacher should create a zinger, motivator, focuser, and advance organizer to get the students excited. An example would be if you tell the students that you would give them a million dollars if they can do x, y, z; and the let the students figure out the problem in support groups. The teacher then divides the students in support groups, in which every member is called the support buddy. Then the teacher tells the students that there are procedures that govern how they should work in a group. Teachers assign the jobs to each student, and tell the students what each role does. Research says “the number of people in the group must equal the number of jobs in the group. So, each and every student will have a job to doo because everyone has been given a job”. If students have a question they don’t raise their hand, instead they ask their support buddies in their group. If a student asks for help, the other students must help. If all the students in the group is lost then the group only appoints one person to raise their hand, and the teacher will come over to help the entire group solve its problem. A class discussion is done at the end of the activity to discuss what each of the group’s learned. The students learn from each and every one in the class. As a self directed work team, one student in the support group is then responsible for writing and turning a report for the group; in which will be the grade for each individual in the group.
Module 3 DQ 2
Review the procedures from Nathan Gibbs’ classroom identified in the Charles textbook. What is your overall impression about the details of the procedures? Is this necessary in a classroom? Why or why not?
Nathan Gibb is an effective fourth grade teacher that has superb classroom management. He utilizes a detail list of procedures, practices, routines, and structure in his classroom. He has a procedure for everything you can think of; in which can range from entering his classroom to leaving the school. The students are expected to follow and know all the procedures to the “T” the first couple weeks of school. So, I can imagine them rehearsing and practicing everything all period until it has been instilled in them. Once all students have gotten the procedures down pat, it then becomes routine and the students does it without being asked to. The students are then ready to lean and achieve high success.
I would defiantly use all of Nathan Gibbs’ classroom management techniques if I was teaching elementary and middle school. These students need more structure, procedures, and rules. However, I plan to teach high school so I would only use a selected few. They include his list of personal procedures for achievement, group work, and job procedures. High school students by now should know right from wrong, so they wouldn’t need too much assistance as to remembering how to behave, what side of the hallway to walk on, where to go when the bell rings, etc. Module 4 DQ 1
Use education websites to identify strategies said to promote a stimulating learning environment. Identify and summarize two strategies you find and why you agree that they will stimulate learning. Then, think back over your personal school learning environments. What was the best and why was it so? What was the worst and why was it so? In what ways will these strategies/experiences inform your creation of a stimulating learning environment as a teacher? I found some great ideas as to making any classroom more student-centered. These ideas come from Inspiring Teachers columnist Jeri Asaro website http://www.inspiringteachers.com, in which is based on creating an active learning environment. Two strategies that I found and agree that would promote a stimulating environment are exciting discussions and problem solving activities. Exciting discussions helps to motivate students toward learning through application of the information within a new setting. An example of this scenario, would be to have a do- now or bell ringer question written on the board for the students to complete and discuss. Another example of this would be to give students one minute to jot down their ideas on specific questions as to “Who, What, When, Where, How” and discuss as a whole group. While, problem solving activities promote critical thinking. These activities can be implemented by the use of brain-teasers, word-games, Sukudo, and riddles of all type. Thinking back as to what was the best strategy, I would have to say, was having an active learning environment; in that everything was constantly on a move. Stimulating discussions kept my students alert, focused, and knowledgeable When it comes to problem solving strategies, I’ve used TV show games like “Are You Smarter than a Fifth Grader,” “Jeopardy,” and “Family Feud.” The “Jeopardy-style" game is great for reviewing a wide variety of fact-based material (the who, what, where, when and why of any topic), while the” Family Feud-style" and “Are You Smarter than a Fifth Grader” are perfect when one question has multiple answers. An example of the “Family Feud-style” questions is to name the top five colleges. For “Are You Smarter than Fifth Grader” a picture of a stop sign would be shown, and the student would be asked to pick the correct answer has to how sides it has. However, the worst strategy is not having one; in which leads to chaos in the classroom. Using survival mode tactics is a bad strategy because the teacher doesn’t have any lesson plans ands not teaching. The teacher just assigns book work; such as silent reading, outlying the chapter, and writing definitions. Implementing and incorporating active learning into my classroom has kept the students from boredom, being less distracted, and on track to success. Module 4 DQ 2
How might you share your appreciation for students in your classroom? Discuss. First, I would compliment my students by letting them know how much I appreciate them. It is important to compliment students on their trying efforts, rather than the end results of their actions. For example, if a student gave me an incorrect answer to a question, I would explain the correct answer and then praise him or her for their eagerness to participate. Secondly, I would reward my students for doing a good job. These rewards would consist of pizza parties, movie day, candy, certificates, etc. Third, I would get know all of my students, including their interests, hobbies, personal goals, likes, and dislikes. I would also have an opening ear as to their feelings, ideas, and suggestions. This ensures them that I care about them as an individual. Lastly, I would hand craft special holiday cards and gifts for them to take home as to show them that I value them as an individual. Module 5 DQ 1
Share a specific instance regarding a student that was difficult to manage; either as a teacher or as an observer (do not use the real names of the individuals involved). How was the student’s behavior addressed? Was it effective? Which strategy from chapter 12 could have been used to affect the desired change in behavior? Why? Explain.
It’s a Friday and the teacher is out; there was no secret that I was the substitute teacher for the day. The only thing the students were thinking is “free time” as they call all of their friends to the classroom. Next thing I know, there is a crowd of students that shouldn’t be there. Some of them got a pass from their teacher, and others just skipped. However, it only took a couple of minutes before personalities clashed, boundaries were crossed, profanity was used, names were called, and a fight broke out. My first reaction was to break up the fight. I pulled several male students off of one student that was being stomped on and kicked in the head repeatedly on the floor. I then separated them by sending some out, and helped the other student get up off the floor. This student was raged, and he wanted to get revenged from being jumped. So, I had to restrain him and reach for the phone to call for help. Safety, an administrator, and the police were called. I suggested criminal charges because of the student’s injuries to the head. I identified all male students that jumped the student, and I gave my statement as to what happened. The other students that seen the fight didn’t even want to give up their friends that were involved because they were trying to protect them. Well, all the male students that started the fight and jumped the other student got expelled. They also were taken into police custody. I checked on the student that got jumped from time to time to make sure he was doing okay. I also had a one on one talk with this student to let him know that he didn’t have to fear his enemies anymore because they were not coming back to the school. I gained his trust, and gave him the support he needed to finish school.
I feel that the above strategies that I used in this situation were effective, as it was my only option. These strategies align with the strategies used for severe misbehavior in Chapter 12; in which includes guiding students through a process of restitution, resolution, and reconciliation. Restitution is basically doing what is necessary to repair the damage that was done. While, resolution means identifying and correcting whatever caused the misbehavior so it won't happen again, and reconciliation establishes healing relationships with people who were hurt or offended by the misbehavior (Charles, 2014). Another strategy was to ask the offending student(s) to make decisions concerning future behavior and follow up accordingly; in which I was unable to because these students got expelled. Lastly, students are aware of the student code of conduct, and the consequences or repercussions of fighting. No matter what re-direction strategy that I try, some students are going to cause commotion and be out of control. Repeat offenders just don’t care, as they justify fighting as the only way to solve conflict.
Charles, C. M. (2014). Building classroom discipline (11th ed.). Boston: Pearson Education.
Module 5 DQ 2
What is the value of consistency in behavior management? Explain
There is an equal value for consistency in behavior management because consistency and behavior go hand in hand. For instance, if you don’t have consistency then the outcome is bad behavior, and vice versa. A teacher can enforce classroom rules by always correcting bad behavior and rewarding good behavior. A teacher should never be “wishy washy” with his or her classroom rules, consequences, or expectations because students will try their best to try to get away with anything. I learned this from the saying that “if you give them an inch they will take a mile.”
Module 6 DQ 1
The conventional education classroom has a diverse group of students within it. How might this diversity affect classroom management? What makes one classroom management strategy work with some students and not with others? Explain. Diversity affects classroom management because everyone behaves and learns differently. Therefore, a teacher must cater to all students’ needs and their behaviors. For example, since African American students tend to be more verbal overall, what often looks like off task behavior might indeed be a cultural way of participation, so a teacher must embrace tolerance. Another example is diversity in terms of socioeconomic status also affects management. Students who are not raised with the hidden rules of the social class often act out in class; thus, diversity affects management, so teachers must be proactive and teach procedures. However, ESL students are accustomed to exhibiting good behavior and morals. They typically don’t have any problems following the rules, procedures, and expectations in the classroom. Furthermore, a teacher should study an array of diversity and communication styles in order to be effective as well as equitable. In order for teachers to effectively teach a classroom of diverse students, meeting each student’s needs individually and successfully, an effective research based strategies must be implemented. These key strategies are as follows: acknowledge student differenc Yes, what makes one classroom management strategy work with some students and not with others is certainly true. It depends on the students' personalities, learning styles, cultures, and even what happened at home that morning before school, what happened between the passing period, etc. Like the weather, discipline is in a state of constant change. Thus, a teacher needs to know each child well enough in order to proactively es, connect with students’ families, establish school-wide “cultural” collaboration, implement culturally responsive teaching, and establish mentors for students. deal with discipline in order to individualize and tailor to that child's needs. Module 6 DQ 2
If a student’s disrespectful behavior is neurologically based, how might you address it? Discuss. – If a student’s disrespectful behavior is neurologically based then I would check to see if he or she has a medication schedule with the nurse. If the student doesn’t take their medication regularly then I would discuss that issue with the parents. I also would redirect misbehavior by going over rules, procedures, and expectations. If disrespectful behavior continues then I would give a verbal warning, put the student in time out, and notify the parent(s) of their child’s behavior. The parents will be notified by telephone and by a daily report of their child’s behavior. A smiley chart would be implemented to let the parents know of their child’s behavior for the day. However, misbehavior will be curbed and minimized with active learning plans. So, I would give written directions, ask the student to repeat directions, chunk work into manageable units, “water down” the material, use pictures to associate meaning, and use graphic organizers. I also would use a timer for all activities, help the student develop a plan (timeline), offer incentive, and allow more time to complete or make up assignments.