I've been working on this statement all semester, and the wording is still subject to change. However, here is what I have so far.
The purpose of education is to discover truth. Whether these truths lie in science, mathematics, or the nature of the human person, we must believe that truth is obtainable, and every person must decide how they respond to what they think is true. Students should be taught to perceive the world in consistent terms. With a persistent worldview, students can learn to make sound decisions with predictable results. Because I feel that truth is obtainable, I enjoy the writings of authors who share this belief. Now, while eternal concepts exist and must be obtained, every individual should have the opportunity to discover these ideas through his or her own interactive experience. Until a child understands that an idea has meaning for him or her, that idea may seem foreign and ethereal instead of applicable and necessary for growth. In my search for truth, I identify with the Perennialist school of thought.
However, in terms of instruction, I follow the school of the Progressivists. I care about the individual's needs, and I understand the differences from mind to mind as different people grapple with the same concepts. All truth occurs within the human frame of reference, and I see communication and social practice as one of the primary functions of the school experience. The ability to read and speak fluently is the most important tool for participating in the social process. Individuals should be recognized for their achievements, but I also see major benefits to working in groups to discover individuality and to develop a sense of social responsibility.
My classroom management plan is simple. It is character-based and grounded in ethics. At the beginning of the year, students will assist in defining the rights of the students in the classroom. Students will be given positions of responsibility and leadership which will foster involvement, care, and reliance on fellow classmates. We will discuss and practice ethical decision-making. Some example tenets of my classroom ethics are trustworthiness, loyalty, friendship, helpfulness, kindness, good cheer, cleanliness, and bravery.
Saturday, April 6, 2013
Ch. 2 - Safe Classrooms and Safe Schools
Because I was in the group that presented this chapter, I'm going to keep my big ideas short and succinct. The big ideas for this chapter are the three "golden nuggets" to take away when concerned about safety.
Big Idea #1: PAY ATTENTION TO DRASTIC CHANGES IN BEHAVIOR.
Big Idea #2: BUILD STRONG RELATIONSHIPS WITH STUDENTS - GET TO KNOW THEM VERY WELL.
Big Idea #3: BUILD STRONG RELATIONSHIPS WITH PARENTS AND THE COMMUNITY.
Big Idea #1: PAY ATTENTION TO DRASTIC CHANGES IN BEHAVIOR.
Big Idea #2: BUILD STRONG RELATIONSHIPS WITH STUDENTS - GET TO KNOW THEM VERY WELL.
Big Idea #3: BUILD STRONG RELATIONSHIPS WITH PARENTS AND THE COMMUNITY.
Journal #5: Reflections on Linda Maxwell's presentation.
Linda Maxwell's presentation focused on the need for established routines and procedures, and on the need for explicit practice of those procedures. The majority of her presentation offered specific routines to be used in the classroom and ways to practice those routines. While useful, they seemed aimed at lower grade levels.
Her district's management plan, "Love and Logic" seems kind of elementary. To be honest, I think it's a little disrespectful to the students. The steps she outlines for "Love and Logic" include "going braindead" and "becoming a broken record." Students want you to actually listen to them, and when you simply repeat a phrase over and over again, it becomes wildly apparent that you don't care what they are saying. You, the teacher simply doesn't want to hear it. I don't think these strategies successfully neutralize student arguing. I think they reinforce the student's already persistent idea that teachers don't want to hear what they have to say.
Her district's management plan, "Love and Logic" seems kind of elementary. To be honest, I think it's a little disrespectful to the students. The steps she outlines for "Love and Logic" include "going braindead" and "becoming a broken record." Students want you to actually listen to them, and when you simply repeat a phrase over and over again, it becomes wildly apparent that you don't care what they are saying. You, the teacher simply doesn't want to hear it. I don't think these strategies successfully neutralize student arguing. I think they reinforce the student's already persistent idea that teachers don't want to hear what they have to say.
Ch. 10 - Whole-School Approaches to Classroom Management
Big Idea #1: Positive Behavior Support - A system of schoolwide policies that direct social behavior change. This includes parent training, individual interventions, and academic structuring to make the curriculum appropriate for students. Educators teach behavioral expectations the same way they teach subject course material.
Big Idea #2: Howard Knoff - Project ACHIEVE. Focuses on staff development to ensure that every adult (parents, teachers, and other staff) are training in intervention techniques and can consistently reinforce good behavior and provide consequences for misbehaviors.
Big Idea #3: Resolving Conflict Creatively - focuses on social and emotional learning and character education. Designed to create a caring community to improve school success and prevent violence. The program teaches active listening, empathy skills, cooperation, and expresson of feelings.
Big Idea #2: Howard Knoff - Project ACHIEVE. Focuses on staff development to ensure that every adult (parents, teachers, and other staff) are training in intervention techniques and can consistently reinforce good behavior and provide consequences for misbehaviors.
Big Idea #3: Resolving Conflict Creatively - focuses on social and emotional learning and character education. Designed to create a caring community to improve school success and prevent violence. The program teaches active listening, empathy skills, cooperation, and expresson of feelings.
Ch.7 - Outcomes Approaches to Classroom Management
Outcomes approaches focus on the relationship between classroom processes (teaching) and outcomes (what the students learn and how they behave).
Big Idea #1: Jones's Positive Classroom Management focuses on cooperation among teachers and students and holds students responsible for their actions.
Big Idea #2: Beginning-of-the-year planning and communication is paramount to Evertson and Harris.
Big Idea #3: Schoolwide models of classroom management can be very effective. I agree, because I think the more teachers who adopt similar management styles, the more consistent a student's education will be from one year to the next. The our country's laws and many business models are always consistent and similar, so classrooms should do the same thing to reflect this real-world experience.
Big Idea #1: Jones's Positive Classroom Management focuses on cooperation among teachers and students and holds students responsible for their actions.
Big Idea #2: Beginning-of-the-year planning and communication is paramount to Evertson and Harris.
Big Idea #3: Schoolwide models of classroom management can be very effective. I agree, because I think the more teachers who adopt similar management styles, the more consistent a student's education will be from one year to the next. The our country's laws and many business models are always consistent and similar, so classrooms should do the same thing to reflect this real-world experience.
Journal #4: How will you know when learning is taking place?
Some
say that engaging instruction is the best form of classroom management – How
will you structure your classroom so that you know when learning is taking
place and when it is not? What are
the signs of each?
It's important to note that engaging instruction means engaged students. Students won't engage unless the environment is safe to do so. So when it comes to structuring the classroom, I'll make sure my classroom is a safe place for students to speak their minds and take risks. As an English teacher, I intend to utilize drama, role-playing, and group work to make sure every child participates and interacts with the material. From there, I'll know if a child is learning when that child accurately portrays a part, reacts reasonably to a scenario, or contributes meaningfully to their group work.
Ch. 6 - Self-Regulating Approaches to Classroom Management
Self-regulating approaches suggest that when students are motivated and aware of their own cognitive goals and behaviors, their learning increases.
Big Idea #1: When students are able to self-regulate their behaviors, cognitions, social environment and goals, they are able to improve their learning. When students have the mental fortitude to set goals and control their behavior, their behaviors can help them learn instead of hindering them.
Big Idea #2: Coloroso divides teachers into three categories: brickwall, jellyfish, and backbone. Brickwall teachers are strict, enforce rules, and insist on cleanliness and order. They operate through fear. Jellyfish teachers are inconsistent with their management, and they allow anarchy and chaos. Backbone teachers provide support that is flexible, and they use natural and reasonable consequences for disruptive behavior.
Big Idea #3: Marshall's Discipline Without Stress model - Discipline is the responsibility of the students. Classrooms should be set up with rules and procedures and structures, and this scaffolding should set the stage for students to manage their own behavior. Marshall's Social Hierarchy - Democracy, Cooperation or Conformity, Bullying or Bossing, and Anarchy. Democracy and Cooperation are acceptable, while Bullying and Anarchy are not.
Big Idea #1: When students are able to self-regulate their behaviors, cognitions, social environment and goals, they are able to improve their learning. When students have the mental fortitude to set goals and control their behavior, their behaviors can help them learn instead of hindering them.
Big Idea #2: Coloroso divides teachers into three categories: brickwall, jellyfish, and backbone. Brickwall teachers are strict, enforce rules, and insist on cleanliness and order. They operate through fear. Jellyfish teachers are inconsistent with their management, and they allow anarchy and chaos. Backbone teachers provide support that is flexible, and they use natural and reasonable consequences for disruptive behavior.
Big Idea #3: Marshall's Discipline Without Stress model - Discipline is the responsibility of the students. Classrooms should be set up with rules and procedures and structures, and this scaffolding should set the stage for students to manage their own behavior. Marshall's Social Hierarchy - Democracy, Cooperation or Conformity, Bullying or Bossing, and Anarchy. Democracy and Cooperation are acceptable, while Bullying and Anarchy are not.
Ch. 5 - Ecological Approaches to Classroom Management
Chapter 5 looks at Ecological approaches to management. "Ecological" strategies look at the physical habitat or behavior setting of the classroom.
Big Idea #1: Ecological strategies look at the physical design of the environment (rules, procedures, routines, and conduct). Ecological classrooms are divided into highly structured activity units. When activities change, the dynamic of the classroom changes. Each unit is designed with a different purpose or focus.
Big Idea #2: Teachers should learn and practice Kounin's instructional techniques. Each of these techniques can be used within other classroom models for quick fixes to behavior problems. However, these techniques should be used to supplement a model aimed at long-term behavior, not as the only management tool in the classroom.
Big Idea #3: Many ecological models have emphasis on core values and character education. When values and character are embedded into the curriculum, those values are reinforced more effectively than when those values are only addressed in small, separate units.
Big Idea #1: Ecological strategies look at the physical design of the environment (rules, procedures, routines, and conduct). Ecological classrooms are divided into highly structured activity units. When activities change, the dynamic of the classroom changes. Each unit is designed with a different purpose or focus.
Big Idea #2: Teachers should learn and practice Kounin's instructional techniques. Each of these techniques can be used within other classroom models for quick fixes to behavior problems. However, these techniques should be used to supplement a model aimed at long-term behavior, not as the only management tool in the classroom.
Big Idea #3: Many ecological models have emphasis on core values and character education. When values and character are embedded into the curriculum, those values are reinforced more effectively than when those values are only addressed in small, separate units.
Journal #3: Professional Literature Review
In reviewing select chapters from
H. Jerome Freiberg and Amy Driscoll’s book, Universal
Teaching Strategies (2005) and Eva Chiriac and Karin Frykedal’s research
study, “Management of Group Work as a Classroom Activity” (2011), it is clear
that the topic of group work in the classroom has the potential of great use as
a pedagogical tool. However,
grouping has met resistance because of the challenges and implications it
brings to classroom management.
Chapter 10 of Universal Teaching
Strategies discusses some concerns and benefits of using group work in the
classroom. Teachers should
consider the physical and socioemotional environments, the content they intend
for the students to learn (such as interpersonal skills and subject material),
and the individual learner and whether each student will benefit from group
work. Chapter 12 of Universal Teaching Strategies discusses
several typically group-based strategies that can make learning more
interactive and real: role-play,
simulation, drama, problem-based learning, and service learning. With these strategies, challenges like
time, space, the emotional climate of the classroom and the roles of the
teacher are addressed. “Management of Group Work as a Classroom Activity”
approaches group work from several teachers’ perspectives and asks why teachers
are hesitant to use group work.
The researchers observed teachers participating in focus groups and
found that these teachers did not think group work helped in subject matter
learning, and that its management issues did not justify the benefits of this
mode of teaching.
Monday, February 11, 2013
Journal #2: Classroom Management Plan (Letter to Parents)
February 12, 2013
Dear Parents,
I am looking forward to an excellent year with each and every student in my class. I want to take this opportunity to familiarize you with the kind of environment I intent to establish in my classroom.
My classroom management plan is simple. It is character-based and grounded in ethics. At the beginning of the year, your child will assist in defining the rights of the students in the classroom. Students will be given positions of responsibility and leadership which will foster involvement, care, and reliance on fellow classmates. We will discuss and practice ethical decision-making in my classroom. Some example tenets of my classroom ethics are trustworthiness, loyalty, friendship, helpfulness, kindness, good cheer, cleanliness, and bravery.
If you would like to provide continuity at home, I encourage you to offer your child a position of responsibility in your household. Now, when I say "position of responsibility," I do not mean extra chores (though those may be included). I mean to give your child a say in the everyday routines and procedures of your household. Listen to your child's suggestions for household policies that are fair to every member of your family. Give your child the opportunity to claim ownership in the successes of your family. Some example positions may include being a family tutor for a topic of interest, a tidiness monitor, an assistant or head cook, or even a recreation coordinator, organizing games and fun activities to do as a family within an outlined budget.
I will do everything I can to keep your child involved in the well-being of my classroom, and with your help at home, your child will grow to be an ethical influence on the whole community. Thank you so much for the privilege of teaching and getting to know your child, and I am looking forward to a great year.
With the utmost sincerity,
Travis Koneschik, (future) M. Ed.
Dear Parents,
I am looking forward to an excellent year with each and every student in my class. I want to take this opportunity to familiarize you with the kind of environment I intent to establish in my classroom.
My classroom management plan is simple. It is character-based and grounded in ethics. At the beginning of the year, your child will assist in defining the rights of the students in the classroom. Students will be given positions of responsibility and leadership which will foster involvement, care, and reliance on fellow classmates. We will discuss and practice ethical decision-making in my classroom. Some example tenets of my classroom ethics are trustworthiness, loyalty, friendship, helpfulness, kindness, good cheer, cleanliness, and bravery.
If you would like to provide continuity at home, I encourage you to offer your child a position of responsibility in your household. Now, when I say "position of responsibility," I do not mean extra chores (though those may be included). I mean to give your child a say in the everyday routines and procedures of your household. Listen to your child's suggestions for household policies that are fair to every member of your family. Give your child the opportunity to claim ownership in the successes of your family. Some example positions may include being a family tutor for a topic of interest, a tidiness monitor, an assistant or head cook, or even a recreation coordinator, organizing games and fun activities to do as a family within an outlined budget.
I will do everything I can to keep your child involved in the well-being of my classroom, and with your help at home, your child will grow to be an ethical influence on the whole community. Thank you so much for the privilege of teaching and getting to know your child, and I am looking forward to a great year.
With the utmost sincerity,
Travis Koneschik, (future) M. Ed.
Ch. 9 - Community Approaches to Classroom Management
This chapter focused more on educational philosophy than specific management strategies, and I actually found that very attractive. I don't think the classroom should be as strict as it is, and I think the more opportunities for involvement on everyone's part, the better and more useful the community as a whole will become.
Big Idea #1: Community approaches encourage caring and concern for students and helps them develop cooperative skills and attitudes. The reason I hi-lighted this as a big idea for these approaches is that behaviorist approaches do not do this. Obviously, which management style would we prefer? One that develops cooperative skills in the students, or a style that doesn't? With less focus on bad behavior, and more focus on directing behavior towards the common good of the group, student involvement increases, less problems arise, and less violent tendencies.
Big Idea #2: These approaches offer opportunities for improved behavior and increased academic achievement. By having students take leadership roles in the classroom, they develop a stronger sense of ownership and citizenship in their classroom and their school. This ownership results in a sense of responsibility for the well-being of the group and the self.
Big Idea #3: Students become an integral part of the classroom, school, and the outside community. Everyone enjoys feelings useful. A student who learns this feeling in the classroom will become involved outside of the classroom.
Big Idea #1: Community approaches encourage caring and concern for students and helps them develop cooperative skills and attitudes. The reason I hi-lighted this as a big idea for these approaches is that behaviorist approaches do not do this. Obviously, which management style would we prefer? One that develops cooperative skills in the students, or a style that doesn't? With less focus on bad behavior, and more focus on directing behavior towards the common good of the group, student involvement increases, less problems arise, and less violent tendencies.
Big Idea #2: These approaches offer opportunities for improved behavior and increased academic achievement. By having students take leadership roles in the classroom, they develop a stronger sense of ownership and citizenship in their classroom and their school. This ownership results in a sense of responsibility for the well-being of the group and the self.
Big Idea #3: Students become an integral part of the classroom, school, and the outside community. Everyone enjoys feelings useful. A student who learns this feeling in the classroom will become involved outside of the classroom.
Ch. 8 - Supportive Approaches to Classroom Management
I enjoyed reading about the approaches in this chapter. I also agree with the principles in this chapter much more strongly than the behaviorist approaches mentioned in the earlier chapters.
Big Idea #1: Supportive approaches provide a climate of respect and focus on the rights of students. To me, this should be a staple of every classroom management model. It surprised me that respect and the rights of students were hardly mentioned in the first models we reviewed, because it seems so vital and self-explanatory. Students need to be treated with dignity like all other human persons. For example, denying a student the right to use the bathroom when they need it simply does not compute for me. I would not tolerate someone telling me I couldn't use the bathroom, so why should a student tolerate it?
Big Idea #2: Supportive approaches focus on the causes of misbehavior and long-term behavior results. Once again, the need to focus on the causes of misbehavior seems completely evident to me, and I was surprised that the first models we looked at didn't cover this obvious need. Behaviorist approaches deal with a symptom, rather than addressing the cause. We do the child no favors if we simply survive them for a year before passing them on to another teacher without actually trying to help that student.
Big Idea #3: The critiques of supportive approaches at the end of the chapter are stupid. The chapter critiques supportive approaches by citing that the teacher may be unable to identify root causes of misbehavior, and that inherently autocratic teachers may be insecure adopting these supportive management models. I have two responses to these critiques. If a teacher "might not be able to respond properly and to provide logical consequences for all misbehaviors," they still have a moral obligation to try and help that student. That teacher should take classes and practice identifying misbehaviors and needs to spend time talking and getting to know their students. To the "inherently autocratic teacher," maybe you shouldn't teach. Students don't need that kind of environment. School is not a prison, and it shouldn't be treated as such. There are right and wrong ways to deal with kids, and an autocratic approach is wrong.
Another critique is that taught ethics are often different from actual ethics, the idea that what someone says is the right thing to do and what one actually does are different. The book cites "time constraints, unforeseen situational factors, and spur-of-the-moment emotions." This idea can be applied to any discipline. How can I perform the quadratic equation every time I need it? The purpose of studying these things is to practice, so that we know how to perform when the moment arises. We must practice and discuss ethics SO THAT WE KNOW how to execute an ethical decision in the real world when the time arises.
Big Idea #1: Supportive approaches provide a climate of respect and focus on the rights of students. To me, this should be a staple of every classroom management model. It surprised me that respect and the rights of students were hardly mentioned in the first models we reviewed, because it seems so vital and self-explanatory. Students need to be treated with dignity like all other human persons. For example, denying a student the right to use the bathroom when they need it simply does not compute for me. I would not tolerate someone telling me I couldn't use the bathroom, so why should a student tolerate it?
Big Idea #2: Supportive approaches focus on the causes of misbehavior and long-term behavior results. Once again, the need to focus on the causes of misbehavior seems completely evident to me, and I was surprised that the first models we looked at didn't cover this obvious need. Behaviorist approaches deal with a symptom, rather than addressing the cause. We do the child no favors if we simply survive them for a year before passing them on to another teacher without actually trying to help that student.
Big Idea #3: The critiques of supportive approaches at the end of the chapter are stupid. The chapter critiques supportive approaches by citing that the teacher may be unable to identify root causes of misbehavior, and that inherently autocratic teachers may be insecure adopting these supportive management models. I have two responses to these critiques. If a teacher "might not be able to respond properly and to provide logical consequences for all misbehaviors," they still have a moral obligation to try and help that student. That teacher should take classes and practice identifying misbehaviors and needs to spend time talking and getting to know their students. To the "inherently autocratic teacher," maybe you shouldn't teach. Students don't need that kind of environment. School is not a prison, and it shouldn't be treated as such. There are right and wrong ways to deal with kids, and an autocratic approach is wrong.
Another critique is that taught ethics are often different from actual ethics, the idea that what someone says is the right thing to do and what one actually does are different. The book cites "time constraints, unforeseen situational factors, and spur-of-the-moment emotions." This idea can be applied to any discipline. How can I perform the quadratic equation every time I need it? The purpose of studying these things is to practice, so that we know how to perform when the moment arises. We must practice and discuss ethics SO THAT WE KNOW how to execute an ethical decision in the real world when the time arises.
Monday, January 28, 2013
Ch. 4 - Behavioral Approaches to Classroom Management
This chapter offers some applicable strategies for improving behavior in the classroom.
Big Idea #1: Assertive Discipline. Developed by the Canters, Assertive Discipline follows B. F. Skinner's ideas and encourages positive reinforcement and negative consequences. While I am in favor of a more passive, covert behavior management plan, there comes an age group and a stage of mental development with Skinner's behaviorism doesn't necessarily work anymore. For older children, simple temporal rewards or punishments aren't enough to dictate their behavior.
Big Idea #2: The Good Behavior Game. Barrish, Saunders, and Wolf developed the game to diminish negative behaviors and to focus on peer encouragement. To be frank, I see the Good Behavior Game as nothing more than a short term solution. This is "imposed discipline" if I ever saw it, and it is only an extension of Skinner's system of rewards and punishments.
Big Idea #3: Think Time. Nelson created Think Time to reinforce rules, provide early intervention and encourage positive social exchange between the teacher and the student. I am not convinced. Think Time seems like a glorified time-out, which I think is one of the worst discipline practices around. You are basically informing the child, "if you no longer wish to participate in my class, here is how you can get out of it." The child then proceeds to misbehave, and is given a free ticket out of class, and is prevented from learning the material and developing a sense of social responsibility to the rest of the students. And the debriefing form is supposed to fix this? I doubt it.
Big Idea #1: Assertive Discipline. Developed by the Canters, Assertive Discipline follows B. F. Skinner's ideas and encourages positive reinforcement and negative consequences. While I am in favor of a more passive, covert behavior management plan, there comes an age group and a stage of mental development with Skinner's behaviorism doesn't necessarily work anymore. For older children, simple temporal rewards or punishments aren't enough to dictate their behavior.
Big Idea #2: The Good Behavior Game. Barrish, Saunders, and Wolf developed the game to diminish negative behaviors and to focus on peer encouragement. To be frank, I see the Good Behavior Game as nothing more than a short term solution. This is "imposed discipline" if I ever saw it, and it is only an extension of Skinner's system of rewards and punishments.
Big Idea #3: Think Time. Nelson created Think Time to reinforce rules, provide early intervention and encourage positive social exchange between the teacher and the student. I am not convinced. Think Time seems like a glorified time-out, which I think is one of the worst discipline practices around. You are basically informing the child, "if you no longer wish to participate in my class, here is how you can get out of it." The child then proceeds to misbehave, and is given a free ticket out of class, and is prevented from learning the material and developing a sense of social responsibility to the rest of the students. And the debriefing form is supposed to fix this? I doubt it.
Ch. 3 - Foundations of Classroom Management
This chapter introduces some psychological theories with which to approach classroom management.
Big Idea #1: Foundational theories are the theories on which many other strategies are based. Understanding these theories is an important step to understanding the strategies that are presented later in the textbook.
Big Idea #2 and #3 (because there are five theories presented in this chapter):
B. F. Skinner's research proposes that behavior can be influenced by a system of rewards and punishments. If good behavior is rewarded, it will continue to be exhibited, and if negative behavior receives punishing consequences, it will be avoided.
Redl and Wattenberg's theory of group dynamics posits that individuals act differently whether they are on their own or are part of a group. By reminding a child of their appropriate social reality, the child can be reminded what behavior is appropriate.
Glasser's Choice Theory asserts that every individual, teacher and student, is responsible for their own behavior. Children choose their behavior based on which needs they need to have fulfilled: survival, belonging, power, freedom, and fun.
Thomas Gordon's emphasis is on discipline as self-control. He believes that students own their problems, but that teachers need to be active listeners so that they can understand and help a child with their problems.
Ginott's Congruent Communication Theory holds that, while problems are owned by the student, it is the teacher's responsibility to provide and create an environment conducive to the best behavior and learning possible. With clear communication, "I-Messages," constructive guidance, uncritical messages and an avoidance of sarcasm and ridicule, the students will respect the teacher and will demonstrate that respect through good behavior.
Big Idea #1: Foundational theories are the theories on which many other strategies are based. Understanding these theories is an important step to understanding the strategies that are presented later in the textbook.
Big Idea #2 and #3 (because there are five theories presented in this chapter):
B. F. Skinner's research proposes that behavior can be influenced by a system of rewards and punishments. If good behavior is rewarded, it will continue to be exhibited, and if negative behavior receives punishing consequences, it will be avoided.
Redl and Wattenberg's theory of group dynamics posits that individuals act differently whether they are on their own or are part of a group. By reminding a child of their appropriate social reality, the child can be reminded what behavior is appropriate.
Glasser's Choice Theory asserts that every individual, teacher and student, is responsible for their own behavior. Children choose their behavior based on which needs they need to have fulfilled: survival, belonging, power, freedom, and fun.
Thomas Gordon's emphasis is on discipline as self-control. He believes that students own their problems, but that teachers need to be active listeners so that they can understand and help a child with their problems.
Ginott's Congruent Communication Theory holds that, while problems are owned by the student, it is the teacher's responsibility to provide and create an environment conducive to the best behavior and learning possible. With clear communication, "I-Messages," constructive guidance, uncritical messages and an avoidance of sarcasm and ridicule, the students will respect the teacher and will demonstrate that respect through good behavior.
Ch. 1 - Introducing the Concept of Classroom Management
This chapter introduces us to the subject of classroom management and offers some ideas on how to approach it.
Big Idea #1: Classroom management is connected to an individual teacher's philosophy and instruction. Every person has a moral obligation to act in accordance with their conscience, and being a teacher is no different. A teacher's instruction should reflect what they believe about the purpose of education, about discipline for children, and about the mastery of their subject matter. Keeping the instruction and the philosophy connected is vital to maintaining consistency in a classroom.
Big Idea #2: Student misbehavior affects the teacher and other students, and it is prudent to find the cause of the misbehavior, rather than addressing the behavior alone. It is important to note that a classroom is an environment where many different children interact. The behavior of one affects the others, and the misbehavior of one can, and often does, have a negative impact on the group as a whole. A teacher should focus on finding the root cause of the misbehavior, rather than quelling the behavior alone. The misbehavior is often a symptom of a larger problem.
Big Idea #3: Student diversity plays a huge factor in managing student behavior, and a management model must address every kind of student. Your classroom management plan must be specific, yet versatile enough, to address many different behaviors and personalities. Every student must feel that you have been fair in your management of the class, and that includes when you manage other students.
Big Idea #1: Classroom management is connected to an individual teacher's philosophy and instruction. Every person has a moral obligation to act in accordance with their conscience, and being a teacher is no different. A teacher's instruction should reflect what they believe about the purpose of education, about discipline for children, and about the mastery of their subject matter. Keeping the instruction and the philosophy connected is vital to maintaining consistency in a classroom.
Big Idea #2: Student misbehavior affects the teacher and other students, and it is prudent to find the cause of the misbehavior, rather than addressing the behavior alone. It is important to note that a classroom is an environment where many different children interact. The behavior of one affects the others, and the misbehavior of one can, and often does, have a negative impact on the group as a whole. A teacher should focus on finding the root cause of the misbehavior, rather than quelling the behavior alone. The misbehavior is often a symptom of a larger problem.
Big Idea #3: Student diversity plays a huge factor in managing student behavior, and a management model must address every kind of student. Your classroom management plan must be specific, yet versatile enough, to address many different behaviors and personalities. Every student must feel that you have been fair in your management of the class, and that includes when you manage other students.
Ch. 14 - Applying a Management Philosophy in Your Classroom
While chapter 13 discussed developing your classroom management philosophy, chapter 14 talks about putting that philosophy into action in your classroom.
Big Idea #1: Management philosophies serve as the basis of the classroom management plan. Without a coherent philosophy, you classroom management plan will end up being confusing and inconsistent, and the students will recognize this. Those inconsistencies will result in unpredictable behavior and resentment from your students, as well as creating confusion for yourself. Actions that are inconsistent with your philosophy or beliefs about education create a duality of character and mindset that are harmful to your well-being. But, if you are consistent and act in accordance with your philosophy, your students will respect you, and you will respect yourself in return.
Big Idea #2: Classroom management plan should include specifics such as relations with the students and parents, building the environment, and establishing rules. The more specific your plan, the less guesswork you need to do when the moment comes to take action in the classroom. If your plan is specific, you have a solid, tangible work to go back to and check yourself. This keeps you as the teacher accountable to your plan. For example, if you have written down a specific plan to call every child's parents once every month, you have a deeper seeded obligation to follow through with that plan. Also, writing down the specifics of your plan contribute to maintaining consistency, as is explained above.
Big Idea #3: Tailor your management plan to many different kinds of students, and address different kinds of misbehavior and special needs. Have a plan for violent behavior. While we hope you never have to deal with violence in your classroom, you should always be prepared to act quickly and decisively should the occasion arise. Your plan should include responses to many different kinds of behaviors and needs to help keep you prepared to act and handle any kind of problem in your classroom.
Big Idea #1: Management philosophies serve as the basis of the classroom management plan. Without a coherent philosophy, you classroom management plan will end up being confusing and inconsistent, and the students will recognize this. Those inconsistencies will result in unpredictable behavior and resentment from your students, as well as creating confusion for yourself. Actions that are inconsistent with your philosophy or beliefs about education create a duality of character and mindset that are harmful to your well-being. But, if you are consistent and act in accordance with your philosophy, your students will respect you, and you will respect yourself in return.
Big Idea #2: Classroom management plan should include specifics such as relations with the students and parents, building the environment, and establishing rules. The more specific your plan, the less guesswork you need to do when the moment comes to take action in the classroom. If your plan is specific, you have a solid, tangible work to go back to and check yourself. This keeps you as the teacher accountable to your plan. For example, if you have written down a specific plan to call every child's parents once every month, you have a deeper seeded obligation to follow through with that plan. Also, writing down the specifics of your plan contribute to maintaining consistency, as is explained above.
Big Idea #3: Tailor your management plan to many different kinds of students, and address different kinds of misbehavior and special needs. Have a plan for violent behavior. While we hope you never have to deal with violence in your classroom, you should always be prepared to act quickly and decisively should the occasion arise. Your plan should include responses to many different kinds of behaviors and needs to help keep you prepared to act and handle any kind of problem in your classroom.
Ch. 13 - Developing Your Personal Classroom Management Philosophy
Most of the textbook has spent a considerable amount of time reviewing classroom management plans and strategies. This chapter gives some solid advice about developing your classroom philosophy.
Big Idea #1: A management philosophy is necessary regardless of the grade or subject you teach. This is solid advice because the kind of behavior you will face will differ from grade to grade, and you can never rely purely on your subject matter to enthrall the class. There will always be someone who is not as interested in your subject matter as you would hope them to be, and there will always be an age group where there will be some discrepancies about behavior. Even seniors in high school are still learning to be adults, and as a result may resort to behavior that is not conducive to a learning environment. That's why a classroom management plan is necessary for every age and subject matter, and it should be specifically tailored to that grade and subject matter.
Big Idea #2: Your philosophy should address discipline, roles of the teacher, behavior problems, and the goals of classroom management. The goal of your classroom should be clearly defined, whether you want a mastery of the subject material, a productive social environment, or any number of other educational goals. You should outline how you will handle discipline and behavior in your classroom, and then be consistent with those decisions. Of course, in the same way that you have clearly defined the goal for your classroom, you should clearly define your own role as the teacher. Are you a mediator for discussion? Is your job to lecture and relay the pertinent information? Are you a role model or a parental figure? All of these factors should be addressed when formulating your classroom philosophy.
Big Idea #3: It is best to pick and choose from the presented strategies that you think will work best for you. The ideas that you agree with will be the ones that you execute with more precision and accuracy. If you lack conviction for certain ideas presented, then you won't perform them as intended, resulting in its failed execution. In the same way, one single set of principles won't work for every child. Use the ideas and principles for each appropriate moment.
Big Idea #1: A management philosophy is necessary regardless of the grade or subject you teach. This is solid advice because the kind of behavior you will face will differ from grade to grade, and you can never rely purely on your subject matter to enthrall the class. There will always be someone who is not as interested in your subject matter as you would hope them to be, and there will always be an age group where there will be some discrepancies about behavior. Even seniors in high school are still learning to be adults, and as a result may resort to behavior that is not conducive to a learning environment. That's why a classroom management plan is necessary for every age and subject matter, and it should be specifically tailored to that grade and subject matter.
Big Idea #2: Your philosophy should address discipline, roles of the teacher, behavior problems, and the goals of classroom management. The goal of your classroom should be clearly defined, whether you want a mastery of the subject material, a productive social environment, or any number of other educational goals. You should outline how you will handle discipline and behavior in your classroom, and then be consistent with those decisions. Of course, in the same way that you have clearly defined the goal for your classroom, you should clearly define your own role as the teacher. Are you a mediator for discussion? Is your job to lecture and relay the pertinent information? Are you a role model or a parental figure? All of these factors should be addressed when formulating your classroom philosophy.
Big Idea #3: It is best to pick and choose from the presented strategies that you think will work best for you. The ideas that you agree with will be the ones that you execute with more precision and accuracy. If you lack conviction for certain ideas presented, then you won't perform them as intended, resulting in its failed execution. In the same way, one single set of principles won't work for every child. Use the ideas and principles for each appropriate moment.
Thursday, January 24, 2013
Journal #1: The Best, the Worst, and Why it Matters
Reflection #1: January 15, 2013
Who were your best teachers growing up and why? Who were your worst teachers and why? Why does this matter?
My best teacher was my sophomore and senior English teacher, Queen Henry. It's easy to qualify her as the best for a couple simple reasons. It always felt like her classroom was a community. Every student had the opportunity to voice their opinions about an issue or about a book we were reading. And it wasn't that we had these discussions, it's that these discussions felt like they mattered. I was in high school, going through every problem a high school student does, with relationship problems and tensions with parents and college pressure. But there in Mrs. Henry's class, my opinion mattered, and the other students and the teacher listened to what I have to say, and I listened to them. We formed a community with fun roles for each member to play. Some were readers, some were actors, some were activists. Mrs. Henry made it seem like what we read in her class was relevant to our lives, and that we were key players in the discussion of the topic at large. In short, the reasons she was the best teacher were the students' active participation in dialogue, the relevance of the subject matter, and the community that she built in her classroom.
It's hard to pick out my worst teacher because it feels like I had plenty. I disliked some teachers (Mrs. Thibedeaux [11th grade pre-cal] and Mrs. Garcia-Meitin [7th grade algebra]) because of the perceived lack of relevance for the material. I disliked others (Professor Krohn [Shakespeare, Modern Drama], Mrs. Kordsmeier [9th grade English], Mrs. Bordelon [6th grade World History], Mrs. Lancaster [7th grade Texas History]) because of the lack of involvement. These classes were all very lecture-based, with little interaction or discussion with the students. What these teachers told us was "correct," and we were expected to take it at face-value without questioning it. Other students may remember these teachers differently, as is expected, but in my opinion, these classes were very low in involvement and intercommunication.
Why does it matter? It matters because if I want to impress a student like I was, I need to be like Mrs. Henry, and not like the other teachers. The very simple answer is that if I want to be what I thought was a good teacher, I have a good example to emulate in Mrs. Henry, and I have examples to avoid in my reflections of past teachers. I can take what I disliked from those classes (perceived lack of relevance and lack of interaction), and I can focus on bringing those aspects into my classroom.
Who were your best teachers growing up and why? Who were your worst teachers and why? Why does this matter?
My best teacher was my sophomore and senior English teacher, Queen Henry. It's easy to qualify her as the best for a couple simple reasons. It always felt like her classroom was a community. Every student had the opportunity to voice their opinions about an issue or about a book we were reading. And it wasn't that we had these discussions, it's that these discussions felt like they mattered. I was in high school, going through every problem a high school student does, with relationship problems and tensions with parents and college pressure. But there in Mrs. Henry's class, my opinion mattered, and the other students and the teacher listened to what I have to say, and I listened to them. We formed a community with fun roles for each member to play. Some were readers, some were actors, some were activists. Mrs. Henry made it seem like what we read in her class was relevant to our lives, and that we were key players in the discussion of the topic at large. In short, the reasons she was the best teacher were the students' active participation in dialogue, the relevance of the subject matter, and the community that she built in her classroom.
It's hard to pick out my worst teacher because it feels like I had plenty. I disliked some teachers (Mrs. Thibedeaux [11th grade pre-cal] and Mrs. Garcia-Meitin [7th grade algebra]) because of the perceived lack of relevance for the material. I disliked others (Professor Krohn [Shakespeare, Modern Drama], Mrs. Kordsmeier [9th grade English], Mrs. Bordelon [6th grade World History], Mrs. Lancaster [7th grade Texas History]) because of the lack of involvement. These classes were all very lecture-based, with little interaction or discussion with the students. What these teachers told us was "correct," and we were expected to take it at face-value without questioning it. Other students may remember these teachers differently, as is expected, but in my opinion, these classes were very low in involvement and intercommunication.
Why does it matter? It matters because if I want to impress a student like I was, I need to be like Mrs. Henry, and not like the other teachers. The very simple answer is that if I want to be what I thought was a good teacher, I have a good example to emulate in Mrs. Henry, and I have examples to avoid in my reflections of past teachers. I can take what I disliked from those classes (perceived lack of relevance and lack of interaction), and I can focus on bringing those aspects into my classroom.
Statement of Purpose
I have attended my first semester of grad school at the University of Houston and found it very enlightening. I'm working on my Master's degree in Education and my teaching certificate for 8-12 English and Language Arts. I'm in a class now that requires periodic journal entries in response to articles or prompts. I will use this blog to organize my entries into an easy to read, easy to navigate interface. I hope other students out in the world might find my entries thoughtful, and perhaps provide some insight into someone else's teaching philosophy and reflections.
~Travis Koneschik
~Travis Koneschik
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