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8/12/2019 Charles PPT Notes Chapter 1-1
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Guide to Charles Chapter 1
What is classroom discipline and how do I develop my program?
(PowerPoint Notes: Riner, EDG 4410)
Modern discipline’s 3 main goals:
1.
To maintain productive learning environments
2.
To teach students to be self-directing and
responsible
3.
To promote civility among all members of the
class.What’s required of you…
Treat students with dignity, respect, care, and
concern
Communicate with students effectively with
respect and engagement
Make school a satisfying and enjoyable place
while maintaining a responsible learning
environment
Teach them your behavior expectations, why
they are needed, and how they can fulfill them
Show them unwanted behaviors are not
desirable and redirect those behaviors to
appropriate, skillful, and successful behaviors
What must you do?
Organize your classroom around student needs
and learning
Accommodate social and cultural realities that
affect your students and your classroom
Demonstrate the standards of the teaching
profession
Analyze and continually develop your personal
skills and philosophy
Obtain, understand, and use appropriateinformation on effective teaching and learning
What do you already know about
Teacher professionalism, ethics, and the
nature/purpose of discipline?
Typical and expected behavior of students in
the classroom?
Atypical behavior of students you can expect
and what can be done to redirect the behavior?
The effects of “reward and coercion” versus the
modern approach on student needs and
teacher expertise?What must you do to be succesful?
Accept that some unwanted behavior is
inevitable and must be managed
Managing behavior is keeping student
misbehavior within limits while promoting
learning
Exert positive influences on students that
motivates them to learn and behave properly
Effective discipline depends on…
(5) Recognizing maladaptive behavior
Skill in selecting and implementing effective
intervention tactics
Modeling a “positive can-do” attitude
Ability to prevent unwanted behavior from
occurring
Communicate effectively and convincingly to
students
Professionalism
(4) …the best *effective+ and most ethical ways of
fulfilling classroom duties
Knowledge of students
Expertise in curriculum
Expertise in instruction
Knowledge of classroom organization and
management
Ability to organize and conduct lessons
Effective communication
Positive influence on students to learn and
conduct themselves responsibly
Desire to excel at teaching
Desire and ability to act responsibly, lawfully,
and ethically
Moving toward professionalism
Suggestion 1. Align yourself professional and
ethical standards for educators . (7-NEA COE
slide follows later)
Suggestion 2. Commit to abiding unfailingly
with the ethics of instruction. (7) Suggestion 3. Understand and fulfill your legal
responsibilities concerning the safety and well-
being of students . (8)
Suggestion 4. Recognize and embrace the
knowledge and skills deemed necessary for all
teachers. (8)
Suggestion 5. Learn as much as you can about
your students’ experiences, needs, and typical
behaviors. (10)
Suggestion 6. Organize your thoughts on how
you will relate with students and support theirefforts to behave responsibly. (10)
Suggestion 7. Develop a concise discipline
strategy that is harmonious with (11)
Your students’ traits and needs
Class contexts
Established purposes
Your preferences (your beliefs,
knowledge, and skills
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STANDARDS OF PROFESSIONALISM
The National Education Association standards stipulate
that the educator shall not:
Misrepresent his/her professional qualifications
in any way.
Knowingly make false or malicious statements
about a colleague.
Accept any gratuity, gift, or favor that might
impair or appear to influence professionaldecisions or action.
Suppress or distort subject matter relevant to
the student’s progress.
Intentionally expose students to
embarrassment or disparagement.
Disclose information about students obtained in
the course of professional service unless
disclosure serves a compelling professional
purpose or is required by law.
Professionalism in general requires that you do the
following:
Dress professionally, as an adult in a
professional situation.
Use appropriate language for the educational
setting, with correct speech atterns and
complete avoidance of obscenities.
Treat others respectfully and courteously.
Review of Terms
Professionalism : conducting oneself in
accordance with the established ideals of a
profession.
Classroom discipline—behavior management.
Discipline refers to teachers' efforts to maintainclassroom decorum and secure students’
cooperation in learning and exercising self
control.
Classroom management. Classroom
management is establishing routines and
organizing the classroom and materials of
instruction. *CAVEAT…CRM is the creation of
the affective environment]
Behavior. Behavior refers to the totality of what
people do.
Preventive discipline: action taken in advanceto minimize misbehavior.
Supportive discipline: action taken to support
students in staying on task with self-control.
Corrective discipline: intervention actions to
stop misbehavior and help students behave in a
more suitable manner preserving student
dignity without provoking resentment or
rebellion.
Review of Terms
Misbehavior. Any behavior that, through intent
or thoughtlessness
interferes with teaching or learning;
threatens or intimidates others; or
oversteps society’s standards of moral,
ethical, or legal behavior.
*CAVEAT…most behavior is not “bad” but
unwanted or unskillful in the present context]. In loco parentis. “In place of parents.” *CAVEAT
teachers are now viewed as “caregivers” and do
not act as parents in the best interests of the
child.]
Due diligence. Teachers and other school
personnel have a duty to perform all tasks
associated with their assignment, do these tasks
with good will, to oversee students at school
and exercise reasonable care to protect them
from harm.
13 TYPES OF MISBEHAVIOR
(listed generally from less serious to more serious)
Inattention—daydreaming, doodling, looking
out the window, thinking about things
irrelevant to the lesson.
Apathy —a general disinclination to participate,
sulking, or not caring, not wanting to try or to
do well.
Needless talk —students chatting during
instructional time about things unrelated to the
lesson.
Moving about the room—getting up and
moving about without permission, congregatingin parts of the room.
Annoying others—provoking, teasing, picking at
and calling names.
Disruption—shouting out during the instruction,
talking and laughing inappropriately, causing
“accidents.”
Lying—falsifying to avoid accepting
responsibility or admitting wrongdoing, or to
get others in trouble.
Stealing—taking things that belong to others.
Cheating—making false representations orwrongly taking advantage of others for persona
benefit.
Sexual harassment —making others
uncomfortable through touching, sex-related
language, or sexual innuendo.
Aggression and fighting—showing hostility
toward others, threatening them, shoving,
pinching,wrestling, hitting.
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Malicious mischief —doing damage intentionally
to school property or to the belongings of
others.
Defiance of authority —talking back to the
teacher, hostilely refusing to do as the teacher
requests.
Parameters of unwanted behavior
Unwanted behavior adversely affects learning
Some types of unwanted behavior are frequentand enduring; others are infrequent and
sporadic
Some unwanted behavior is inadvertent
Most students most of the time are well-
intentioned
Students want personal attention
Unwanted behavior has underlying conditions
that can be identified (unmet needs)
PLANNING A PERSONAL SYSTEM OF DISCIPLINE
My philosophy of discipline
Philosophy of any topic summarizes one’s beliefs about
the overall nature and value of that topic. Your
philosophy of discipline is revealed in your responses to
these two questions:
What is classroom discipline and why is it
considered important?
What is the specific purpose of discipline; that
is, what do we want it to accomplish?
My theory of discipline
Theories attempt to describe the processes involved in
given events or efforts. Your theory of discipline
is made evident in your responses to the following two
questions.
What are the components of an effective
system of discipline?
How do the various components affect
behavior?
PLANNING A PERSONAL SYSTEM OF DISCIPLINE
My professional demeanor
Communicate your understanding and intent to abide
by specifics of professionalism, ethics, and legalities in
teaching.
Specific of my discipline plan
Desired behavior—classroom behavior youexpect and will endeavor to maintain
Rules of behavior—class rules that reflect the
desired behavior
Prevention of misbehavior—proactive actions
to keep misbehavior to a minimum
Support of proper behavior—actions to support
proper student conduct during instruction
Intervention when misbehavior occurs—actions
to intervene when misbehavior occurs or is
imminent
Style of communication you will maintain—how
you will speak with students to influence proper
behavior, including what you will say and how
you will say it
Communicating the discipline plan to students
and others—how you will make students,administrators, and caregivers fully aware of
your discipline plan, including its purpose,
nature, and roles of teacher, students, and
possibly caregivers.
20 GROUPS OF QUESTIONS ABOUT DISCIPLINE
1. Proper Behavior. How should students behave at
school, and why? To what extent should you take into
account students’ natural behaviors that are part of
their maturational process? To what extent should you
insist on students’ behaving in ways that do not come
to them naturally?
2. Misbehavior. Why do students misbehave when they
know they shouldn’t? What is the attraction for doing
so? What pay-off do they expect? Do you believe most
students from third grade upwards already know how
to behave properly?
3. Student Realities. How might discipline be affected
by disability, poverty, or cultural realities? Should you
have the same standards and expectations for all
students? Why? Do unequal expectations among
students have any benefits? How would you justify to
parents having different expectations among students
in your class?4. Needs. How do student needs affect discipline”?
What is meant by “needs?” How are needs different
from “wants?” Should students’ needs ever be resisted
or denied: If so, to what extent and for what purpose?”
5. Preventing misbehavior. What can teachers do
proactively to prevent student misbehavior? How much
misbehavior do you think can be prevented proactively?
If it is true that we learn best from our mistakes, why
try to keep students from making them? Should we
encourage students to make mistakes in how they
behave toward others, so as to replace those mistakeswith better options?
6. Responsibility. What connection do you see between
student behavior and responsibility? What does it mean
to “accept responsibility?” Is that expression just
jargon? Can all students learn to accept responsibility
for their behavior? What if students willingly claim to
accept responsibility for their misbehavior but don’t
change as a result?
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7. Promoting proper behavior. What can teachers do to
influence students, from within, to behave properly?
That is, what might teachers do to get students to
behave properly because they see a benefit in doing so.
8. Personal connections. What can you do to connect
more closely with students on a personal level? Should
you try to “be one of them?” What is the advantage of
“closeness?” And how close is close? Most teachers
think a closer rapport with students is a good thing, andmaybe it is, but how do you accomplish it and where
are the limits?
9. Charisma (Credibility). How does teacher charisma
affect student behavior? Do you like charismatic
teachers? What does it take to be charismatic, and can
it be overdone? How would you, personally, make
yourself a bit more charismatic?
10. Teaching style. Do you think teaching style affects
student behavior? If so, in what ways? What does
teaching style mean anyhow? How would you
characterize your natural style? Would you want to
change it, or would you do better just being yourself?
11. Physical environment. In what ways can the
physical environment of the classroom affect student
behavior? What do you think “physical environment”
means? Can you give examples of things in the
environment that influence students to behave less
acceptably or more acceptably?
12. Psychosocial environment. In what ways can the
psychosocial environment (predominant emotions,
feelings, attitudes) affect student behavior? How would
you characterize the psychosocial environment you
would want in your classroom? Happy, fun exciting,business-like, task-oriented, no nonsense? Toward what
ends?
13. Communication. What does “communication”
mean in relation to discipline? What are some different
types of communication? What roles do they play and
what effects can they have? What do you think you
might say to a student who disrupts your lesson, and
how would you say it?
14. Parents. How can parents or guardians assist, if at
all, in matters of school discipline? How might you get
them involved? How would you communicate withthem? What would you expect them to do?
15. Ethics and trust. What do these terms mean? What
do you see as their value in classrooms? How can
teachers promote ethics and trust among students?
Would you try to teach these things or would you just
let them occur naturally?
16. Intervening in misbehavior. What should you do
when students misbehave? What do you want to have
happen? What would you say? Would you try to avoid
offending the students? What could you do that would
be most helpful to them, you, and other members of
the class?
17. Conflict. What does conflict mean? How do you dea
with a conflict between students? Between you and a
student? Between you and a caregiver? Does conflict
resolution necessarily result in a winner and a loser?
Have you heard of win-win conflict resolution? How
does that work, or how do you think it might work?18. Energizing your class. How do you make your class
energetic and lively when you want it to be that way?
Have you experienced classes that were energetic and
classes that were lethargic? What caused the
difference? How did they affect you personally?
19. Structured discipline. How would you characterize a
structured, consistent approach to discipline? What
differences do you see between a structured approach
and a “reactive” approach, in which teachers wait until
students misbehave and then react to the situation”
Which of the two approaches would you be most
comfortable with? Why? Occasionally you see very
good teachers who do not seem to use a well organized
approach to discipline. How do they get by with that?
20. Support for your approach. Would you like for
caregivers and your administrator to know about and
support your approach to discipline? What advantages
would that bring? How would you communicate your
program to them? How would you ensure their
support? What do you do if they don’t agree with your
approach?
Vocabulary
Professionalism
Misbehavior
Unwanted behavior
Unskillful behavior
Prevention
Reaction (correction)
Support
Discipline
Behavior management
Teacher leadership
Modeling
Metacognition
Due diligence
Negligence
In loco parentis
Credibility (charisma)
Intervention
Limits
professionalism
Review: Discuss
The meaning of professionalism and its practice
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What you can do to promote professionalism
What discipline and misbehavior mean
The purposes of discipline and management,
how the are alike and differ
Types of misbehavior and what they look like in
the classroom
How you will develop your personal classroom
management plan and include an effective
system of discipline
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