Charles PPT Notes Chapter 1-1

8/12/2019 Charles PPT Notes Chapter 1-1

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Document1 1 Riner: EDG 4410

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




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.




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?




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




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

Documents

Charles PPT Notes Chapter 1-1