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Discipline model

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Discipline model Discipline model Presentation Transcript

  • Marianna Reino GEDU 505: Classroom Discipline and Management
      • School Code of Conduct
        • Lists students expectations, school rules, and consequences
        • Go over the handbook as a class
        • Student and parents must sign handbook and return to school to be stored in office
        • Provides proof that student/parent read and understand all school policies
    • Classroom Syllabus
      • Students expectations for class (academic & behaviorally)
      • Courses and topics cover in class
      • Classroom rules and consequences
        • Displayed in classroom
      • Students and parents read, sign, and return
    • Classroom Routines & Procedures
    • Explain and model 1 st week of school
      • Daily warm-up
      • Preparing notebooks/homework
      • Communication
      • Transitions
      • Dismissal Procedures
    • Classroom Instruction
      • Students engagement and participation
      • Variety of instructional methods
        • Notes, labs, demonstrations, handouts, projects, videos/animations
      • Walk around the room/monitor
    • Motivators
      • District wide external motivators
        • Field trips, food, computer time
      • Praise and encouragement
      • Positive relationships
        • Give leadership roles
        • Talk to students about behavior
        • Respect!
      • I feel as though I use strategies from different discipline models instead of focusing mainly on one.
    ‘ Take Charge’ Lee and Marlene Canter ‘ Tools for Teaching’ Fredric Jones ‘ Choice Theory’ William Glasser
    • -Code of Conduct
    • Syllabus
    • Classroom Rules
    • Routine & Procedures
    • Walk around room
    • Student Engagement
    - Positive Student Relationships
    • Some of my discipline strategies are part of Frederick Jones’s discipline model
    • I want to focus on successfully implementing this model as the main model my classroom
    • Interventionist
    • Leans toward Skinnerian side
    • Some ‘control’ & ‘manage’
    • I will continue to use some strategies from other models because I do believe that discipline can be differentiated.
    • Ex: Glasser- High Quality Student Relationships!
    • Layer Cake Approach
      • Skills of discipline management divided into 4 layers
    “ Discipline prevention starts with effective, engaging, and enthusiastic teaching” (Tauber, 2007). Backup Systems Limit Setting Classroom Structure Responsibility Training
    • See, Say, Do
      • Series of cycles within a lesson
        • Let me explain what to do next.
        • Watch as I show you
        • Now you do it
    • Working the Crowd
      • Time spent circulating around the students
      • Close physical distance between teacher and student
    • Classroom Example
      • See, Say, Do
        • Physical science problems
        • Working on labs/projects
      • As I lecture, I walk around the room constantly making sure:
        • Students are taking notes
        • No off task behavior
        • All students can hear/see teacher demonstrations
    * Eliminate cognitive overload and forgetting information*
    • Room Arrangement
      • Get to any students with as few steps as possible
      • Working crowd is easier
      • Remove furniture between teacher & student
      • Assigned Seating
    • Classroom Examples
      • -Tables arranged in u shape for movement in front and behind students
      • Teacher desk is behind smart board.
      • Pathways for movement
      • Assigned seats
      • Furniture constantly changing to adapt to labs
    • Praise, Prompt, Leave
      • Praise students work
      • Prompt the next thing they need to do with their work
      • Leave to go attend to others
    • Reduces time spent with students
    • Classroom Examples
      • Need to work on this!!!!
      • I spend a lot of time with each student that often I do not get to help others
      • I prompt them more than once within one sitting
      • - Especially hard during tests/project!
    • Specific Procedures & Routines
      • Teach and model routines
      • Consistent
        • Students will test teachers!
      • Practice, Practice, Practice
    • Classroom Examples
      • Model how to get science notebooks, supplies, and turn in work
      • Where to find materials
      • Routines for each lab are modeled day before and day of the lab
      • PRACTICE, PRACTICE, PRACTICE
    • Message of disapproval for students behavior using body language.
      • 1. Deal with discipline immediately
      • 2. Remain Calm
      • 3. Stand & turn slowly toward student(s)
      • 4. Good eye contact until behavior changes
    • Classroom Example
      • I stop instruction of helping a student to deal with discipline
        • Often I do not turn slowly towards student and need to work on this. Turning slowly can give me time to calm down
        • Eye contact is given with a stern look and my students know to change their behavior
    • Preferred Activity Time (PAT)
      • -Students cooperatively work together to limit discipline problems
      • - Incentive earned that is learning activity of choice
    • Classroom Examples
      • I need to provide more PAT in my classroom
        • Students can choose between education videos on topic.
          • When studying weather chose video on line.
        • Try to provide more opportunities for bonus and learning games.
        • Need to focus more on individual bonuses over group when conducting labs
    • Deal with severe and persistent discipline problems
    • Small/medium responses dealt by teacher
    • Large responses dealt outside of classroom
    • Classroom Examples
      • I handle all discipline problems within my classroom
      • Main Strategy- Form relationships with each student.
        • We respect each other and can talk about behavior
        • Parents called when needed
      • New idea!: Two-by-Ten Strategy
    • Conduct more research on ‘Tools for Teaching’ model
        • Fredric Jones book, videos, articles, workshops, web page
    • Contact schools who uses ‘Tools for Teaching’ Model
        • Shadow teachers and how they use it in classroom
    • Determine classroom rules and consequences
    • Arrange classroom furniture conducive for teaching/learning
    • Determine classroom procedure/routines
      • Create them, explain them to students, model them and practice with students
    • Create effective and engaging lessons
      • Adapt to all learning styles and hands on
      • ‘ Work the crowd during this time!’
      • Non verbal cues and body language
    • Incorporate Discipline Strategies (Examples below)
      • Two-by-Ten Strategy
      • Broken Things Into Steps
    • Reflect on discipline model and rework as needed.
    • Pros
    • Cons
    • Non verbal cues
    • Teaches rules/procedures
        • No misunderstanding
    • Sets clear limits
    • Well-though out model
    • Contains backup responses
    • Easy to learn
    • Intimidation
    • Listening skills absent
    • Sometimes hard to remain ‘straight faced’
    • Be prepared to be challenged
    • Time to practice!
    • Use Jone’s look instead of teachers look
    •   Erwin, J.C. (2003). Giving students what they need. Educational Leadership , 61 (1), 19-23.
    • Jones, F. (2010, April 4). Creating student engagement. Education World , Retrieved from http://www.educationworld.com/a_curr/columnists/jones/jones046.shtml
    • Smith, R. & Lambert, M. (2008, September). Assuming the best. Educational Leadership , 66 (1), Retrieved from http://www.ascd.org/publications/educational-leadership/sept08/vol66/num01/Assuming-the-Best.aspx
    • Tauber, R.T. (2007). Classroom management: sound theory and effective practice . Westport, CT: Greenwood Publishing Groupt , Inc.