The Wong Way

Procedures, procedures, procedures, does he have a point? Which ones would you argue are the most important to teach? Which ones could you work on? Think of an irritating matter that did not go away last year. Is there a procedure that might address or prevent it?

Thanks, I apologize for not having these up sooner. I ran into an issue I had to address when I got home and it took me longer to get to it.

Great class. I enjoyed all of your contributions. I sincerely hope you have 24 or 25 days of solid rest. What we do is one of the most important jobs on planet earth. Don't ever forget that.

Please keep in touch. Mark

Kohn: Beyond Discipline

Kohn argues specifically against classroom managment programs. In light of this position how does he recommend teachers complete the task of educating children? Explain why his ideas are or are not attractive to you.

Discipline with Dignity

The authors of this approach beleive teachers must calmly accept being called nasty names and other verbal abuse as they try to help at-risk students in their class? Is this a reasonable expectation of a professional. Would another approach be better? Explain...

Glasser's NCD...not to be confused with Plasticer's (thought I try that again)

Looks like Paterno released 2 players today for off field issues (fighting). These are college players acting like some of our agressive kids and the result of their behavior may have cost them a career. How might Glasser's approach work on aggressive kids? What are your thoughts on asking: what are you doing? Is that helping you? What do you want? Can I help?

Nelson...Positive Discipline in the Classroom

APExxon Mobil has biggest profit ever at $11.68BThursday July 31, 8:46 am ET By John Porretto, AP Business Writer
Exxon Mobil earns $11.68 billion, the biggest quarterly profit ever by any US corporation ....

At least we are not contributing to thier profits this morning. Wow. Can you imagine earning $1500.00 a second? That is just unreal.

Ok questions for Positive Discipline:

1. This again is designed to transcend the classroom...what we teach and model with this system transfers into the real world. Whether they are intrapersonal, interpersonal, strategic or judgmental, the skills that stem from PD could potentially have some productive dividends. A big part of this program is through the class meeting. Express your support or apprehension to this concept? Moreover would your peers (other teachers), admin, and parents support you if you decided to use this system. Does this approach fit the current Zietgeist?

Has your school ever used a motivational speaker?

Review this clip and express how a motivational speaker may or may not be an effective way of communicating to kids the value of strong morals and industry.

http://www.youtube.com/watch?v=OAEQehnZTuA&feature=related

Presentation 4: Thomas Gordon

GOrdon's model has several strenghts. IT gives teachers specific noncontrolling alternatives and strategies for influencing student behavior and for helping students become self reliant decision makers who exercise control over thier own behavior (cross pollination). What about those tough classes though...would his ideas work? Could we think of problems as something we own or not own? Are we paid to own all problems in the classroom? By the way this plan is similar to the way the Japanese manage many of thier workplaces.

Our EQ's

In this posting I will like you to respond to one of the EQ's submitted to me by your peers. They are good questions. Some might take a little research. Please use the links to the left to assist this inquiry. For example on Dr. Mac's site he gives a podcast on schoolwide management systems.

1. Is it possible to focus on using positive recognition, yet continue to use effective negative consequences when needed, or is it better to use a "one or the other" mentality.

2. I am looking to see other ways that teachers handle discipline in their assignments. I would also like to hear how other schools handle discipline, rules, and follow up.

3. Is there or is it even possible to have a one size fits all management plan?"

4. So perhaps I'd like some information on how to make a better transition from school district to school district and also from the middle school to the high school setting as I teach mostly freshman.


5. My question: In our middle school we have "teams" (teaching
groups). How do you handle the frustrations of inconsistencies regarding
general discipline procedures between different "teams"?

6. A question I would like to have answered is, are there some effective strategies for high school students in a more diverse setting?

7. What does research say about the difference of discipline needed when teaching various academic levels? Is it a factor whether the class is higher level or lower level?


8. How does the philosophy of classroom discipline differ between a teacher in a classroom setting and a teacher in a less structured atmosphere, i.e. a wide open field or a large gymnasium?

9. Also, is there anything that can be done when your administrator is not consistent with discipline depending on the student in question?

10. [How do I] feel less frustrated when dealing with discipline?

11. Is there any type of classroom management plan that has positively promoted students' internal motivation for academic success without using an overabundance of tangible rewards?

Presentation 3: Linda Albert

Indeed Albert was heavily influenced by Dreikur's work as evidenced by her strong positions that students choose to misbehave or behave appropriately in an attempt to meet certain needs. In other words, students choose their behavior. How they behave is not outside thier control. Virtually all can behave properly when they see the need to do so. As such, what can teachers do in the classroom to redirect the mistaken goals? My other question, when responding to confrontive behavior, Albert has teachers use "graceful exits". What are your thoughts on the "graceful exit" in dealing with these types of cases?

Presentation 2: Fredric Jones, PCD

1. How does the Jones' model stress preventive ways of doing discipline? What aspect appealed to you the most? What would you purge from this model in order to adopt it?

The Canter's: Presentation 1

Clearly I am spending my time with some real professionals. The presentations were well constructed and your responses to the discussion prompts brought out some productive ideas. Let's continue:

1. Many people, when first learning about the Canter model, have the reation that it is too strongly controlling of student behavior. Marry this to the reality that more and more classrooms are becoming technology ready for the first generation of students coming to age in the age of information and rapid technological shift. In other words, kids have access to laptops, cameras and smartboards and they are learning through these tools and various media texts. Does Canter's model fit with these educational and social trends? Click on the below link and view this clip from a recent Frontline...click on view program, view the second clip
http://www.pbs.org/wgbh/pages/frontline/kidsonline/ to compliment your response.

2. How does one arrive at and maintain the condition of being both assertive and yet approachable, caring, and engaging.

3. How do feel about rewards in the classroom for good behavior? Canter is big on this.

Opening Act. Monday AM

Keep the testing up. Just to illustrate what a block can do click on "Opening Act". This will take you to the Charlie Rose show. He sat down with the National Teacher of the Year. WHat I liked about the conversation is that they brought out the qualities of an effective teacher. Indeed this is so hemmed our conversation of effective CM.