The Tough Kid New Teacher Book

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

Are you a teacher, administrator, or school counselor struggling with discipline in your school? Do rules, power struggles, and stress invade your everyday life? In the classroom, does it seem like your needs do not matter? If you answered yes to any of these questions, then Curwin, Mendler, and Mendler’s classroom management book, “Discipline with Dignity: New Challenges, New Solutions” (2008), may be the tool for you.

Findings from a recent Ofsted report have shown that low-level disruption in the classroom is causing pupils to potentially lose up to one hour of learning each day, and that this may have a detrimental impact on their life chances (Ofsted, 2014). Difficulties managing behavior is a commonly reported source of stress and burnout among teachers, and is resulting in a substantial number leaving the profession within 5 years (Ford et al, 2012). Disruptive behaviour is not only stressful for teachers, but it can be unsettling for pupils, can hinder pupils enjoyment of school and can prevent pupils from fulfilling their potential (Gorard, 2010). Although there has never been a time when all pupils behaved well, all of the time (Viser, 2005), it is important that teachers have a good understanding of the challenges they may face in the classroom, and are equipped with effective strategies to help them manage classroom behaviour. After all, effective behaviour management and discipline in schools is a crucial to ensuring academic success and a positive and safe learning environment (Luisellia et al, 2005).

Often times it’s the student’s needs and the school being unable to meet the student’s needs that lead to the student being disciplined. Kids who are behind academically, and unable to perform at the same level as their peers often act out in frustration or humiliation (Noguera, 2003). Once these students are labelled as difficult, incorrigible, and unteachable they tend to believe these things about themselves and act out more in class which leads to a cycle of discipline that can ultimately lead to permanent expulsion. For some of these students, these continued rule violations lead to run-ins with the police and the criminal justice system. School administrators who are at times frustrated themselves from failed attempts to steer children from a “bad path” don’t realize that in throwing their hands up and giving up on these students, are in a way helping shuttle students from school to the penitentiary (Noguera, 2003).

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.

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

As principal of TWH, I feel it is vital to keep the urgency focused on academics. It is my belief that if we set students up for challenging and engaging classroom instruction, discipline issues will start to lessen. However, my teachers will feel supported and respected, and that will be communicated regularly to our students and school community. “…leaders treat others fairly, equitably, and with dignity and respect—and they establish the expectation that others in the school community act in a similar manner” (Murphy, 2006).

“You have taken away the discretion of from the teachers and the principles to be able to control their classrooms,” said Malliotakis. “Now you have an environment where students feel they can bring weapons in the classrooms, drugs to schools, they can bully other students, they can disrespect their teachers. We need to restore discipline in the classroom”

Mr. Gonzales and Mrs. Staha both agree that you have to start out tough and have a discipline plan in place. However, every student is unique, so if a behavioral plan does not work, you need to accommodate it for that student’s needs. After Mr. Gonzales explained a discipline scenario, I believe he follows Dr. Spencer Kagans, Win-Win discipline. This approach is when a teacher “handles discipline problems at the moment of disruption with powerful and proven discipline strategies” (Kagan, 2002). Although Mr. Gonzalez has his basic rules and expectations, he does access the type of behavior before he takes action. The main idea of Win-Win Discipline is to first identify the behavior (ABCD) and

Teachers have the ability to set up classroom rules to help maintain the structure with behaviors in the classroom. Bill Rogers, affectionately know as Mr. Rogers, has many effective techniques and approaches to classroom management, from prevention and positive correction to consequences. He does not advocate being a strict, disciplinarian, authoritarian teacher, but gives strategies to help teachers work with students to control their own behavior. The first part of Rogers’ plan gives techniques used to prevent discipline problems (Education World, 2003). As he discusses rights of the students, he talks about how they have the right to feel safe, be treated with dignity and respect and have the right to learn.

The discipline has always been vital for the public schools that function properly. I believe that discipline is necessary for pupils to learn and that teachers are expected to establish and maintain schools that are known well-disciplined. Parents, educators, and community members have an expectation that student’s learning should be conducted in a safe and positive school environment. There are many serious incidents happening on school campuses such as assaults, rapes, drug, and crime in general, and these behavior problems are growing every day. The data helps educators to analyze a student’s problematic behaviors, why she or he behaves like that, and how to give support to minimize negative behaviors and maximize positive behaviors. The present paper explores the behavior problems happening on middle school campuses.

I am a 9th grade teacher in Baltimore City. Last year was my first year of teaching and I spent a large portion of the year really hating my job. I know I want to teach, but I am having a difficult time being consistent with classroom management. In all honesty, correcting student behavior makes me nervous. I also find that there are times where so many students are misbehaving that it is difficult to give a consequence. I have spent the past week scouring your blog and I have gotten a lot of good advice, however, I am still grappling with how to give consequences. How do I give consequences without interrupting the class or starting an argument? My first consequence is a verbal warning and the second consequence is parent contact. I am nervous

The book is divided into sections, depending on your goal. On the first day of school, learn students’ names, build rapport, assess their knowledge, introduce language, and establish the class rules.

Preventing misbehavior is widely preferable rather than dealing with it after it has occurred. A Preventive discipline plan involves steps taken in a classroom to avoid disciplinary problems. Potentially this discipline deals with the distractions in the classroom and how a classroom environment can be modified so it is more compatible with the learning needs of its children (Edwards, 2004). Preventive discipline plan refers to the strategies that can be implemented to inhibit inappropriate behaviors from occurring in the first place (T.L.Musy, Personal communication, October 10th, 2006). Kounin’s concepts of withitness and overlapping skills of a teacher help in preventing discipline problems (Evertson, Emmer, and Worsham,

Classroom management and classroom discipline share a correlation with one another yet; they are uniquely different issues and should remain a separate focus of the teacher. (Cantor, 2006) Behavior and misbehavior also share a connection but represent different degrees of infraction. (Charles, 2008) This essay focuses on the differences and similarities of these topics and their relation to the classroom.