More importantly, creating positive student-teacher relationships can prevent discipline issues from arising. By establishing a persistent tone of mutual respect, students will participate in class activities with confidence that they and their opinions are valued. Students also should be taught how to appreciate the unique contributions each student brings to the class, as well as how to effectively resolve issues that may arise. I believe that demonstrating genuine respect to students and showing interest in their concerns will allow the effective use of instructional time, positive relationships to prevail, and minimal discipline problems to avail.
Because I feel that he seeks attention and that he might not know how to express himself all of the time, the expectations will include keeping his hands to himself, not destroying other’s work, no throwing items, and no yelling. The consequences to these expectations would be based on a “three strikes and you’re out” plan. If during the day Marvin does not follow the expectations, the first two times will be known as “warnings”. I will try to find out why he acted in that specific manner. To do this, I will ask him questions regarding the situation to find out what triggered his behavior. During this time, I will also pose the questions to Marvin how he should have handled this situation and what he will do the next time the situation arises. If Marvin breaks one of the expectations a third time, he will lose classroom responsibility and serve a time-out for five minutes. After the five minutes, he will be allowed to join the class, but he will not be given his classroom responsibility
The Assertive Discipline Model is a model that comes under the Management Theories. The two main theorises behind this model if discipline are Lee and Marlene Carter, the husband and wife duo have put thousands of hours research into helping perfect this model (Allen, 1996). They see the Assertive Discipline Model as being an approach that is direct and positive; it allows the teachers to teach and the students to be in an environment where they are able to lean to their best ability (Allen, 1996). The Carter’s model of Assertive Discipline relies on the teacher to punish unacceptable behaviour in a way in which will deter the child from repeating this behaviour again (Allen, 1996). A key point that Carter and Carter make in their model of Assertive Discipline is that the behaviour that is expected in the classroom is well known, there are warnings given to the students about their behaviour reminding them what is expected of them and then it is expected that the teacher following through with the consequence that adheres with the incorrect behaviour (Konza, Grainger & Bradshaw, 2001). Teachers using the Assertive Model will under no circumstances tolerate students that disrupt them the teacher, or other students from learning (Konza, Grainger & Bradshaw, 2001). The consequences for students that have misbehaved must be clear and concise so that the students themselves have a clear understanding of what the punishment is and what the behaviour is that
She told me about her classroom rules which are mutual respect, attentive listening and appreciations no put downs. She spent the first three weeks of school going over these three rules and afterwards she had each student write their name on colored paper which is their contract, their signature on that paper means they will follow those rules throughout the year. She has another rule in her classroom called “Kelso’s Choices”. Kelso’s Choices are nine different choices they can make on how to solve their problems in class. When the students come to an issue they have to choose two of the choices on the poster before going to the teacher. Some of the choices on there include, walking away, talking it out, apologizing, telling them to stop, etc. I really liked the idea of Kelso’s Choices because it teaches them problem solving as well as social skills. Instead of being unfair or going to the teacher they have the opportunity to solve the issues and be fair towards each other.
When a student would be disruptive or too loud, it made other students lose focus and want to be disruptive too. There was one student who was constantly disruptive and would not listen or follow along with the lesson. He was isolated from the round table, but continued to cause problems. He got his name wrote on the board, but he continued to misbehave. The
Punishment. Mr. Matherson kept her in from recess, shaking his head, and scolding her. I believe there should be some type of punishment for students. If not students will fill like its okay to do anything they want to without getting into trouble over it.
Once these rules and consequences are developed they will be posted around the school to serve as a continues reminder for all students and staff. All staff will be trained on the rules and consequences and they will be revisited throughout the year. We will also complete a book study on Discipline with Dignity by Curwin, Mendler, and Mendler. This will allow the staff to become well versed in dealing with discipline situations. During the book study, we will role play and model discipline situations as well. This will give all staff members the necessary tools to deal with a discipline situation when one
I plan to establish discipline by warning those students who misbehave at first giving them two chances to act appropriately. If a student still misbehaves, I will cut their privilege to go outside down by five or ten minutes according to the severity of their inappropriate behavior. If a child still misbehaves, I will take the issue to
Starting with Week 1 of my Field Observation in Ms. F’s 2nd grade classroom, there were certain behavioral regulations that Ms. F’s demanded to be met by students. You can see in the above picture that there is a small chart of what respect means and her classroom expectations. My artifact is not the chart pictured above, but rather a website that the teachers at Valerie use to not only promote good behavior but constructively punish unruly behavior. This website is known as Class Dojo. Class Dojo is a website that allowed Ms. F to register all of her students, along with their parents, in an effort to regulate behavior. Points are rewarded for good behavior, like following the rules, sitting quietly, or working on
Code of Conduct is sent home at the beginning of the school year to inform parents of the school-wide rules and expectations. My Clinical Educator’s classroom procedure mirrors most of the rules and the concepts found in the conduct book. On the very first day of the school year, my Clinical Educator sits down with her class and creates a list of classroom rules. She tries to create a shared classroom atmosphere where the kids feel a sense of importance and independence. My Clinical Educator quotes “I want to feel that it is OUR classroom, not just my classroom”. Within the classroom, there is a giant graphic on the wall labeled “Positive Behavior Plan”, that has rules like to be respectful, be truthful, be a positive leader, stay on task,
So, I was in 5th grade and we had a mean recess monitor who was very strict. Her name was Mrs. Homan. She was the Oak Grove East librarian for the year and was in charge of recess. She made us walk around the blacktop area and be quiet for the entire time. It was annoying and none of the students liked her and Mrs. Turner did the same thing. If one student was talking when the lights were off she punished everybody for one person’s actions. The students had the this-is-really-annoying look on their faces. When one person gets in trouble, then the whole class SHOULD NOT have to be punished for their actions.
Jill has been proceeding with her problem behavior because the consequences are not being properly enforced. When the problem behavior occurs, the principal is the one to bring her back inside from the playground and instead of returning her to the classroom, he brings her to the main office to discuss safety. The consequence becomes reinforcing
This is a response to the post by Adrienne Urwick. Adrienne, I like what you said in your post about the importance of making your expectations and consequences available and clear to the students. I find it very challenging though to stay consistent and deliver consequences every time situation requires me to do so. I know how important it is to make sure rules apply to all the students in the same manner and teacher is fair to everybody. Another fact I agree with, it is so easy to lose control of the class during the games, especially when I myself get carried away during the games.
Misbehavior is an opportunity to show the student that the teacher believes they are capable of a higher standard. The objective of discipline is not to punish but rather to teach the student to act differently in the future by imposing an unwanted consequence based on unacceptable behavior. Punishment alone without the goal of retraining student behavior may cause resentment and further problems down the road. (Charles, 2008)
Students all have their own personalities, which affects their actions within the classroom. Many times, a students’ behavior is caused by outside factors causing them to act out with disruptive behaviors and disciplinary issues. During these times, a teacher must have a behavior management approach to deter similar behaviors in the future. Many first time teachers are unable to handle dealing with the behaviors and leave their jobs making it all the more important to come up with an effective behavior management approach to curtail those worrisome behaviors before it gets to that point (Sugai, 2009). In an effort to thoroughly discuss an efficient behavior management approach, a common disciplinary problem within classroom and the foundation of the issue will be considered. A combination of approaches may be to needed to stop behavioral issues, such as providing motivation and establishing rules and procedures in a clear way will deter behavioral issues. Finally, an in-depth look at the steps needed in order to implement the approach into the classroom.