Perkins Shannon Lee ESH202 AT1 Essay

Linda Albert’s Cooperative Discipline Model was designed to allow teachers to utilize specific strategies to reach individual students and help modify their behavior. According to Albert, students choose their own behavior. As teachers, we cannot control a student’s behavior choices, but we can influence them. “Using a comprehensive approach, "Cooperative Discipline" deals with all three discipline types: corrective, preventive, and supportive. It addresses the topics of student motivation, avoiding and defusing confrontations, ways to reinforce desirable behavior, building student self-esteem, when and how to involve parents and others, and how to discipline cooperatively.” (Albert, L., (1990))

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Hoffman, Hutchinson, and Reiss discuss their study and findings on whether or not Conscious Discipline can help ameliorate students’ difficult behaviors. Conscious Discipline, created by Becky Bail, is described as classroom management program that promotes teachers’ self control, encouragement towards students, allowing children to make choice, and much more. In the study, several teachers were elected and were asked to complete a survey dealing with classroom management. Some of these teachers were then provided workshops to help them learn about Conscious Discipline and overall enhance their classroom management methods. Most of the teachers who attended these workshops applied their new knowledge

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There are many problems that new teachers face in the classroom and many were unexpected to me and I was unprepared. Class sizes were large, classes were diverse and funding was scarce. The largest problem I encountered was finding solutions for dealing with misbehaved students. The Tough Kid was written to address these problems and guide new teachers in the classroom. The authors state the many problems of discipline and classroom management for new teachers and provide a guide or as they say “cookbook” for all teachers to follow. Most of the discipline issues are from the unpreparedness of the teacher. This was definitely a skill I did not have when I started the job as I wasn’t prepared for the forty-eight students that would be arrested over the course of the year. The chapters of this book show tactics, lessons, and practical information that gives you an opportunity to keep your students disciplined and engaged.

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Classroom management gives teachers a responsibility in establishing and maintain a classroom environment that students will engage and remain focused on their learning. The topic chosen to analyze the perspectives of both teachers and educational psychologists is class discipline. Discipline focuses on teaching student’s to understand that their negative behaviors and actions have consequences. The interview took place with a pre- kindergarten teacher Martha Melchor from Dalton Elementary in Uvalde, Texas. There are various suggestions educational psychologists provide teachers techniques in areas in which to handle misbehavior. While gathering information from the interview and textbook, the perspective on discipline between teachers and

Scale 2 in the SESDS survey focuses on holding students accountable for their behavior by administration and staff. The average score for Scale 2 was 2.8 and indicates an area of need for LES. Even though the score for scale 2 falls within the very good to good range, this is the area that indicates the highest level of need at LES. The highest areas of need were in response to the statements “Class is rarely interrupted to discipline students” and “Students participate appropriately in all learning activities until the end of each instructional period”. This data tells us that the teachers at LES need additional training regarding in-class discipline strategies. It would be interesting to see how students rate these two statements and to compare the student information to the teacher information. It would also be interesting to ask teachers to track and gather data in both areas to see if their perceptions align with what is actually occurring in the

The actions of the Principal and Deputy principals at Rabboni Christian School form the basis of the overall mood for the school. If they consistently support teachers, fairly implement the discipline plan, and follow-through on disciplinary actions, then teachers will follow their lead. If they slack on discipline, it becomes apparent over time and misbehavior typically increases. Consistently following through on the action plan is the only way to truly foster discipline in our school. If a teacher ignores misbehavior in the classroom, it will increase. If administrators fail to support the teachers, they could easily lose control of the situation. CONCLUSION. Hand-in-hand with effective leadership and consistent follow-through, students must believe that teachers and administrators are fair in their disciplinary actions. While some extenuating circumstances require administrators to make adjustments for individual students, in general, students who misbehave should be treated

To develop this artifact I followed the classroom management theories raised by Linda Albert, Frederic Jones, and Jacob Kounin. Whereas I implemented in my classroom Linda’s Cooperative Discipline model when I chose to work cooperatively with my students to develop a set of consequences to be invoked when the classroom code of conduct is transgressed. Consequently, students are more likely to accept them as fair and reasonable. I have also based my plan in the positive discipline model of Jones by rewarding my students for their appropriate behavior and effectively using a body language that includes eye contact, physical proximity, body carriage, facial expressions, and gestures. I also followed Kounin’s preventive discipline theory about

The strategies employed by adults within the classroom, they tried to implement the conscious discipline strategies but not always successful and not sure what to do after the strategies failed. The blank look around the room and now what look, was occurring many times throughout the time I was there.

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Conscious Discipline is a classroom management and social/emotional intelligence program designed to empower both teachers and students in their daily lives.The program was developed by Rebecca Bailey, Ph. D, who made it her mission to “find a better way” for teachers to handle students in their classrooms. According to Bailey, Conscious Discipline shifts “from a traditional compliance model of discipline to a relationship-based, community model,” (2011, page 11). Bailey explains, the “traditional model of discipline is founded on rules. The rules are upheld through consequences. The goal of the consequences is to obtain obedience. Those who are compliant are rewarded. Those who aren’t are punished… Fear

A similar preventative strategy that was practical for outdoors was for the teacher to hold one arm straight up. This was a cue for students to mirror the teacher’s actions. All strategies appeared to have a ripple effect, as each student noticed another quieting or raising an arm they followed until all students were cued in. Such strategies are likened to Bill Rogers’ Decisive Discipline model, which requires teachers to be assertive, provide explicit routines, expectations and rules, and model positive behaviour for students (Rogers, 2009). These strategies were simple, positive, age appropriate for students in primary school, and they were practised across the whole school so every student understood them and they worked to prevent disruptive behaviour. The success of these strategies relied on students realising the teacher would not engage with them

Controversy takes place when school systems facilitate familiar disciplinary action plans to students and how these punishments may or may not be the best