Discipline in the Secondary Classroom You will review basic concepts of Randy Sprick’s work Discipline in the Secondary Classroom and when you leave , you will understand how to apply Randy Sprick’s principles.
Case 1# While observing a classroom you notice that less than one quarter of the students are actually working on a set of math problems that require students to work with ratios. The teacher has placed an example of how to do the problem on the board. The explanation of the task seemed clear but when you ask the students about the task they are vague.
What ‘probing questions’ would you ask this teacher? What other information do you think would be valuable to have in order to understand what is going on?
Motivation doesn’t last. Neither does bathing – that’s why we recommend it daily Sprick has several key theoretical understandings which shape how you observe student behavior and teacher responses to behavior . Variables that Affect Behavior – Sprick A Antecedents B. Behavior C. Consequences Any behavior that occurs repeatedly is serving some function for the individual exhibiting the behavior .
A student is chronically late. When he arrives he usually starts the work after finding out what it is from a neighbor. The student seldom completes his work and has wadded up his paper in a ball several times.
Analyze at your table – What does this situation show us about expectancy or value? What are the next steps you would take with this student?
Positive attitude and personal connection work as two of the foundation stones of a classroom management plan. If either is lacking the entire structure will be lacking
What evidence would there be in a class where the teacher lacked a positive attitude? What evidence would there be in a class where the teacher lacked personal connection? Create a t-graph on your chart paper at your table. Choose a representative to report out to the group
While it is true that students should be challenged with difficult tasks , it’s also true that students will get discouraged over time when they constantly face tasks on which they make a lot of errors.
A sixth grade teacher lines up students outside before they enter. They are very noisy when they enter. There is a ‘warm up’ task on the board but students sit and chat. The teacher begins to review the ‘warm up’ but few listen. During the review she gives the student’s the answer to the warm up. She starts to circulate the room and puts a stamp on the student paper and students start hurriedly writing down the answers. Meanwhile the class has not quieted down at all.
Analyze this classroom situation based on Sprick’s ideas. Prepare to to share out your ideas to the group.
Rex is in tenth grade, and he is disruptive and defiant almost every day in class. When you examine his file you discover that he has been exhibiting this behavior since middle school. His behavior follows a predictable pattern. Rex does not work and instead engages in disruptive behavior. When presented with the opportunity Rex will argue with the teacher and even make threatening remarks. Interventions of almost every kind start Rex off on a path that usually ends with him getting kicked out of class.
Use Sprick’s ideas to analyze this case and to determine the causes and the possible next steps to take.
Loss of Points – Can be effective if the points are tied to something the student cares about – like preferred activity time
Time Owed – If you intervene to correct student behavior you have wasted instructional time. A logical consequence is to have the student ‘owe’ the amount of time
Time Out – This works effectively with secondary students if presented correctly and followed up on. Time Out should never be indefinite. Time Out periods should be time limited (5 to 10 min). This allows the student to return to class. Misbehavior in time out should result in the time ‘beginning again’.
Restitution – Students who cause damage should be made to repair the damage. This applies not just to physical damage, but also damage to your lesson or to the class learning community.
Detention – Can be effective is the student has to practice or rehearse the behavior which caused them to get the detention. The effectiveness of detention will depend on your ability to enforce it.