Discipline model

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Discipline model

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

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