Wow did this week go by fast. And July 17th is starting to sound like deep summer.
1. Our first prompt will relate to the Glasser presentation (Noncoercive Discipline). Explain any merits of this system (teacher dispositions, approaches to misbehavior) that might have potential for your classrooms. You may weigh his pre-1985 arguments or post 85 arguments or both.
2. Most of you sent me an essential question you wanted to explore in this workshop. In this prompt please revisit that question and how you might answer that given the arguments you heard this week. If you did not compose a question...now is the time. Please bold your question at the top of your response and then develop your answer. Finally, I would like you to respond to one question and response raised by a fellow participant. Start the response something like this... "In regards to Jamie's question on..."
And that is it. Your blogging requirements are over. Not a requirement but if you get a chance please shoot me an e-mail on the merits and shortcomings of blogging.
I will be reading your responses to these prompts throughout the day. Thanks and have a nice weekend. MZ
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23 comments:
Well seeing that I'm an early riser too, I'll go first!!!
I really like the fact that Glasser does not conside the past as an excuse for present behaviors. As I mentioned in class, this hits very close to home and I feel kids and parents have been given the "oh you poor soul" for too long. I try really hard to let my kids know my personal story and that they are capable of rising above and succeeding no matter what they've been told. If I let them know they are valued and I am there to help them with anything home or school, their needs can be met and they will behave.
2. Essential Question: What does the research say about school-wide discipline prgrams vs teachers running their own shows?
Answer: I found it interesting that most of the models we looked at this week were based on intrinsic motivation and external rewards. This completely goes against our current school- wide behavior. It encourages kids to follow the rules so that they earn starbucks which can be "cashed-in" for little trinkets. Many of the teachers in my building have not approved of it, but....
Students ask "how many stars will I earn if I do this or that??" What happened to follwoing the rules becasue they are the rules??? While I agree that sometimes you must reward a tad to jumpstart a behavior, it should not be longterm. We are helping to continue the society we all complained about in class.
OOPS!! It's early and I made a typo!!! I wanted my #2 comment to say based on intrinsic motivation and NOT external rewards!!!
Guess I'll proofread before I click next time.
Wow Becky and Mark, do you ever sleep in?
1. I believe in Glasser's approach about preventing misbehaviors. If a teacher creates an environment, promoting courtesy and respect, students are less likely to be disrepectful to the teacher and his/her peers. As an example, if a teacher would allow one student to say "shut-up" to others, his/her peers will also think it's appropriate to use the same terminology. Again, this relates to some of the the other presentations and how proper modelling is essential.
2. Essential Question: How effective are School Wide Behavior Programs that focus on a rewards system?
Answer: From the presentations and discussions this past week, it is evident that not one strategy for increasing appropriate behavior will work for all. As some students will strive for those extrinsic rewards, we have to be aware of how this may affect students intrinsically.
1. I think it is important to put out expectations and communicate what you expect from the students. I think that it has a lot of value and your students will have more success. I am not sure you can do this with every lesson but I think it is a good form of motivation to make the students aware of how this skill will be useful to them. I even like when Molly talked about how a policeman needs to know about math. If we include these types of motivators, I think students would be more willing to work and learn the skill if there is a purpose instead of just doing it because I told you to learn it. I think the post 85 thoughts of Glasser seem more pro-active and goes along with the idea of making personal relationships, meeting their needs, using encouragement, and being more leaders and not bosses which to me seems like it would increase good behavior or at least respect! Having students rely on just making good choices (pre-1985) would be harder to motivate all students to have good behavior.
2. What are some effective positive methods to classroom management?
I feel that I learned a lot of positive approaches to classroom management. Some ideas that I want to implement in my classroom are developing personal relationships with my students and building up respect by encouraging and motivating, using I messages (attacking the behavior not the student), and utilizing appropriate skills such as active listening and avoiding communication roadblocks. I have to agree with Becky on how important intrinsic motivation was found in most of the plans we learned about and it is something I definitely want to take back to the classroom.
In regards to Jamie’s question on how effective are School Wide Behavior Programs that focus on a rewards system, I have thought about this all week myself since we have SWEBS in my school as well. I agree with Jamie that not one system is going to work for all students, but hearing about responsive classroom in Sally and Molly’s school, I think there is value in their school wide approach of having morning meetings where they practice social skills and making a caring environment for their students. I like how there is the same type of encouragement in their whole school. It makes me wonder if intrinsic would be a more effective way to go about school-wide behavior.
I really like what Nicole said. I never thougth of SWEBS like that (duh!!!) I guess it was presented to us that a school wide behavior plan HAD to be run a certain way. If would be very cool if the plan would be more of an intrinsic approach!! OK Jamie and Tina!!! This is our year to shine....let's bring it up!!!!
1. I am a believer that student’s basic needs MUST be met in order for them to succeed. I had one student 2 years ago who fell asleep during math. I thought that I was a boring math teacher. After much research I found out that this child had to get up at 4am to work in the field before school! Math happened to fall right after lunch and recess, and he just got too tired. I wasn’t a boring math teacher at all! After I figured out that this child’s basic need of getting enough sleep was not being met, I worked with him to get this problem under control. He napped during recess, and he did so gladly. He was just so happy not to be so tired all afternoon! In Glasser pre-1985 he would have said that the student should have made a better choice (not work in the fields) post-1985 Glasser would have motivated the student. He probably would have asked, how can I help to make you want to stay awake in math. I like Glasser post-1985 better, he is more “with the time” of our education population in those values.
2. Essential Question: How can I have a classroom management system in place and be fair to everyone?
My question has been answered. According to many of the theorists, students making choices is key. If I allow my students to make the choice of action and consequence, how is that not fair? If one student chooses to destroy a library book and one chooses to break a pencil, there is not one consequence for both of them. The student doing the most damage will need to have a more severe consequence, logically. According to NLG, the student needs to make that choice and use “I” statements to explain the behavior. I use a system of pockets in my room, each pocket being a specific consequence. I may keep the pockets and consequences for certain things, talking during class or in the hall, getting out of the seat at an inappropriate time, etc. I will no longer need the pockets for things such as bullying, destroying property, etc. I am so glad to have a better understanding of appropriate classroom management, I think that my style will be so much different this coming school year!
I am responding to Jamie’s question of: How effective are School Wide Behavior Programs that focus on a rewards system?
I am very interested in this because we have a school wide reward system. We get prizes for reading a certain number of books and then have the chance to earn a field trip. The kids love it. The teachers work hard to keep it going. There are of course students who do not earn the rewards or get the field trip, but there is never an argument out of them because they knew their expectations. I think our school-wide reading rewards program is fabulous. But, back to Jamie, are they affected only extrinsically, or intrinsically as well?
1. Glasser idea that teaching courtesy and respect is important to preventing misbehavior is a concept that I completely agree with. In my room the Golden Rule is a huge part of our class. We all treat each other with respect. This fosters a feeling of family by caring for each other. I strongly feel that my students know they are valued and no matter what they did in 1st grade or kindergarten they start new and fresh in 2nd.
2.Essential Question: Does creating an ongoing curriculum in self-control, social participation and human development decrease discipline problems in a classroom/school? Continually this week my question was answered positivly answered. When my school was first introduced to Responsive Classroom 12 years ago there was a lot of resistance to it. I don't think because the staff was against the concept but it was something new and different. Now it has a become a part of our educational process amoung not only the teachers but the staff and children. The positive approach to this social curriculum has reduce our discipline problems. Perhaps more importantly it has empowered the students to be problem solvers. Hopefully they will carry what they learn through RC into their adult lives.
3. In repsonse to Jamie's question on how effect are school wide reward programs, I feel that you can not put all student into a cookie cutter mold. Just like students learn in different ways so to do they respond to disicpline in different ways. You have to look at the student one on one and know what they need to succeed. While this make the task harder in the end helping each student succeed in a way that is best for them in better than a prepacked mold for them to try and fit into.
1) I was interested in reading about Glasser, having been familiar primarily with his pre-1985 works. His post-1985 work seems to be much more reflective of what I see in the classroom today, especially in regards to the decrease in student motivation. I appreciate Glasser's emphasis on meeting student needs and teaching lessons that can relate to students' lives. Asking, "What can I do to help?" would seem to be an effective way to keep students (as well as parents) from becoming defensive when dealing with behavioral infractions. I think much of Glasser's focus, especially those basic needs, is behind my basic teaching and behavioral management style. However, I was glad to have the opportunity to think about those needs as they relate to student motivation. The concepts of student needs, lessons that students can relate to, and that "What can I do...?" question are all aspects of Glasser I plan to continue or start to use.
2) My essential question (which I can't seem to bold) is:
What approaches can be utilized in working with students who have chronic, disruptive behaviors?
Most of the students I have on my roster each year seem to respond well to the classroom management systems I have used. However, there is almost always a student (or two) for whom these do not seem to work. Over the years 3 or 4 of these students ended up in alternate placements, either Emotional Support or an alternative ed. setting. In each case, though, the time necessary to do functional behavior assessments, gather and chart the data, conference with parents, school counselors, psychologists, etc. meant that the student would not be paced until near the end of the year. In other words, 8th grade was wasted for them. I think that in attempting to synthesize the information gleaned from this week I am better prepared to work with students such as these. Even if they do end up with another placement, I feel I can at least make the time spent in my classroom more productive for them, the other students, and myself. The main concepts that I feel would be helpful would be Glasser's focus on needs, an emphasis on relatable lessons, "I" messages and "What can I do?" questions to prevent a defensive response, and Curwin and Mendler's emphasis on preserving student dignity.
I'm glad Jamie raised the question of the effectiveness of reward systems. Since I use them in my classroom, and yet still feel I should be engendering intrinsic motivation, I ask this question of myself. I agree with Jamie that no one approach will work with all students. Some of my LS kids are just not ready to be intrinsically motivated, although I know others are. This week has been very helpful in causing me to think and reflect on what I am doing and saying in my classroom and how that could be helping or hindering appropriate behavior in my students. Thanks everyone for the great discussions!
1.I feel that some of Glasser's ideas lend themselves to use in classrooms today. I think that it is important for students to know why they are being taught certain subjects and how they will be able to utilize these skills, information, etc. in life, but I don't think every lesson lends itself to that. I agree with Glasser that less misbehavior occurs when students are having fun and I think it's important for teachers to incorporate games and activities that make learning fun, however, I don't think every lesson lends itself to that. I also am not so sure that a first grader would be able to come up with an answer to the question "What can I do to help you stop talking?
2. My essential question is: How effective are School Wide Behavior programs?
Our discussions this week touched on the effectiveness of schoolwide behavior programs. I was curious about this because our district has invested a lot of time and money in developing these programs. So far, I have found that we have spent lots of time developing the program, but full implementation hasn't happened. I think that the logic that everyone will be using the same language, looking for the same behavior, etc. is good, but I think actually having everyone " on the same" page is easier said than done.
In response to Jamie's comment that there is not one approach that works for all students, I heartily agree. I think we need to remember that what motivates one person may be a non-motivator to someone else.
1. During the Glasser presentation I got the impression that many people did not buy into Glasser's Noncoercive Discipline. I thought it sounded great. I have always believed that you can't force students to behave against their will. I think all people, not just students, spend much of the time attempting to have their needs met. In my heart of hearts (maybe my right brain) I believe that if you can meet the student's need for survival, belonging, power, fun and freedom classroom behavior will pretty much take care of itself. When I taught 4th grade for ten years I never used a hierarchy of rules and consequences. If there was a problem in the classroom I talked with the student about it and worked toward a solution. (In all fairness I need to mention they were mostly white middle class kids.) I have had the opportunity to watch a wonderful four person team taught class of 6th 7th and 8th graders where the teachers functioned as lead teachers and provided what Glasser would call a quality program and there honestly were very few discipline issues.
2. Essential Question: What strategies would be effective to use a substitute teacher in maintaining classroom discipline?
The strategy I felt most compelling, was to treat students with dignity. Even as a sub, i could reassure a student that I would help them to be successful with the assignment. I would also be sure to familiarize myself with the school and class behavior plan and make sure that every misbehavior was addressed immediately in manner stated by the plan.
In response to Jamie's question about rewards... while I realize we all work for rewards, I am concerned that we are not teaching students satisfaction for a job well done. Maybe if the assignment was of personal interest to the student, and he/she had ownership in the results, rewards would be unnecessary .
1. I would be curious to hear Glasser's strategy in this era... However, I was please that he revised his initial study to fit reality :-)
I too like to understand a child's background - getting tips from previous teachers. It is helpful to use strategies that worked, but I also like to keep an open mind that students do mature and change. His ideas that you need to look to the future and not to the past fits somewhat with my teaching style.
2. My essential question would be: How do we hold students responsible for their behavior when the parent doesn't teach/model nor enforce a similar code of conduct in their home?
I have in the past just tried to model the class expectations to all students. Although it is frustrating to hear a child say "I don't do that at home" I simply respond with "this is what we do at school." It is very irritating when a child may say "My mom/dad said I don't have to do this or that". However, I have found that my administration will back up my code, since it is very real life and applicable to all students. Discussion this week led to I can't change things at home, but I can influence what goes on at school.
In response to Jaime's, Becky's & Marla's essential question - I would say that discipline needs to be presented as 1 fits all but realistically each child is individual and our goal is to strive to meet their specific needs whatever the program may be!
1. Glasser’s approach to discipline differs from other methods in that it stresses the need for students to be willing participants in the learning process. They become so by having their needs met for belonging, power, freedom, fun, and survival. I think it would be a fair statement to make that all serious educators strive to include elements in their instruction that speak to each of these needs. Personally, I try to make my chemistry class as enjoyable as possible by emphasizing interesting and useful aspects of the subject. My desire to include everyone in discussions and the learning process are my attempts to create a sense of belonging, while offering choices occasionally in the assignments completed allow students some measure of freedom and power. The fun in chemistry comes primarily from demonstrations and various labs, which I am always tweaking from year to year. Survival needs are met by how I maintain a safe and orderly classroom: this applies not only to appropriate student interaction but to proper use of fire and dangerous chemicals. The problem that I have with Glasser’s ideas is that students truly need to buy into the class as a whole for them to be willing learners, and that just isn’t very common in American high schools. Maybe if students could see what their lives would be like without an education their attitudes would change.
2. “How would the needs for classroom management change in high school compared to elementary school?”
Before this class started, I would’ve had to rely on my memories of 30 years ago to answer that question. But after having looked at seven different styles of management, some stark differences emerge. It is much easier for elementary students to buy into the idea of going to school than it is for teenagers. Kids who are eight or nine years old usually love their teacher, thoroughly enjoy their time in the classroom, and generally have supportive parents at home. But by the time they reach 9th or 10th grade, school begins to feel more like a prison than an enjoyable place to learn, and students in turn will do whatever they can more or less to escape. I don’t pretend to have the answers as to why this happens, but for me it means that a teacher’s role in managing the classroom shifts from building a community of willing learners to maintaining order and discipline. This is not to say that there aren’t willing learners in high school; most classes have a few and I am very thankful for them. But the management system that I have adopted, I think, is more of a reflection of the need for structure and order than the need for “care and share”. That is probably why I identify much more with the Cantors’ method of assertive discipline than something like Glasser’s non-coercive discipline. There are elements in my classroom from each of the seven methods that we have learned about, but in the final analysis I need to make sure that my classroom and laboratory are safe and orderly for productive learning to occur.
In regards to Rhiana’s question about fairness to everyone in the classroom, I agree that it is critical to keep in mind that students are always making a conscious choice to behave the way they do. So many times in high school we hear the litany of excuses for why a student is tardy, for example: they were with a teacher, the hallways were crowded, they had to use the bathroom, they thought they heard their name being called to the office….the list is endless. When none of these excuses work, they often cry foul and cop an attitude. But in the end, they made the choice to be late by trying to take advantage of the same five minutes of passing time that everyone else gets. I believe that in the end students will be more respectful of a teacher who administers discipline consistently than they would of someone who is swayed one way or another by a clever excuse or a sob story. I have experienced it in my own classroom and it validates this approach.
In response to Jaymie and Becky's essential questions... I don't believe that all students will be successful in monitoring their behavior by only using the strategies of one of the approaches we explored this week. As experienced educators, we must first build a personal relationship with our students. Then decide which researched strategies will work best for our class/ individual students. Some students will be extrinsically motivate while others are intrinsically motivated.
Becky I gree with you, Hanover's school wide behavior plan is heavly supported with external motivations and rewards. However, if improved upon, I think we can intrinsically motivate many students to display a desired code of conduct. Here are some of my suggestions. 1. Allow the students to come up with their own concsiece list of appropriate school wide behaviors...to take some ownership in the code of conduct.
2. Encourage students to monitor and assess the effectiveness of the plan and its expectations... much like class meetings.
3. Staff and parents buy into the program and guide the students in discovering the value of having this code of conduct, and the residual effects of incompliance on others... Thus, creating a respect for self and others.
Will we still need to have silly little toys as external rewards? Yes... for those who need to earn something tangible for behaving appropriately in our school community.
1. I think Glasser did have merit in his ideas quality teaching and quality learning. Glasser says that teachers should provide a warm, supportive classroom climate. I think all teachers should always be willing to help their students. I also agree with Glasser that teachers should always ask students to do their best they can. I think the basic idea of Glasser is good, but I don’t think many of us could only teach parts of the curriculum that kids like.
2. My concern is how to deal with those difficult students who have no respect for classroom teachers and parents who do not support the school system. The article “Misbehavior or Misinterpretation?” by Monroe did give me insight into my concern. I guess I need to work harder to make the bond with the parent. I can see the importance of Canter’s idea of being a caring teacher and remain in control of class. I also think it is important to model and trust respect. I think one of the underlying themes this week was to have a classroom that students feel safe and want to learn. There were many ways to do this, but I think most of us need to pick and choose parts that we are comfortable. I think being non-confrontational is another key to dealing with difficult students and “Discipline with Dignity” did make me think about how I should always treat students with dignity. It is important that kids can save face, but know what the consequence is and know they will need to serve it.
In regards to Candy's question "What strategies would be effective to use a substitute teacher in maintaining classroom discipline?" I agree with her that treating the students with respect, especially at the high school level, is a very important strategy. I can see the importance of a substitute knowing the school rules and helpful to know any classroom rules. I usually leave very detailed lesson plans for my sub, but never thought about how I manage my classroom may be important for a substitute. I think I will try to make a “guide” for my subs in case they have any questions
In response to Buffy's question about what to do with a difficult student and parent, I think there will always be a few of those situations to deal with. I agree with Buffy that there needs to be great effort in developing a relationship with the two. Obviously, the parent has misconceptions or bad experiences in education. If you can gain the trust of the parent, hopefully he/she will encourage the child to trust you as well. As in all cases, positive situations and feedback are essential to build this relationship.
1. I agree with Glasser's logic; kids tend to misbehave when they are bored and frustrated. In my class I try to keep things up beat and lively, and any frustrations they may have with the work, I help them work through it. Less behavior problems occur when their needs are being met. A big need that Glasser left out is hunger. I find that alot of my kids are usually "starving" and alot of them don't eat lunch till 1:00pm. I had a professor at PSU who would always have snackes for us. She said "if your hungry (students) you are off task and thinking of that"' which I find to be so true. The unfortunate thing is, at Dover, the food needs to stay in the Cafe, and no eating in class. (I tend to break that rule).
Fun...Fun...Fun...What kid does not want to have fun! So of course, if you make your lesson or teaching fun the kids will not only be attentive but, they will also learn. I try to keep the atmosphgere in my room fun but, that's not always the case or possible, and I'm always trying to teach or relate my teaching to things that kids "need" to know or "want" to know. That is not too difficult, concidering I teach FACS.
I think I will try to work on the boss vs. leader aspect. I try to be a leader but, you can't always do that.
2. How to deal with cell phones?
I think I will try the approach of letting the kids come up with the consequences for this, and go from there. Also, I need to stick to the (appropriate) consequences. This is a major problem at DHS, and if really frustrates me because, it usually turns into a "power struggle"!
In response to Lynn's question on how do we hold kids responsible for (poor)behavior that their parents don't even model. I would really like to have that one answered too! I know when I hear kids swearing, I say to talk like that at home, and the response is, "yes". It just blows me away! So if it happens at home, why not at school! I try to relate their behavior to their future. Like, how would your boss feel if you spoke to him like that?, or what do you think would happen if you do that in the workplace? It does not always work, but the kids sometimes, do think about it.
Opps typo. I say "Do you talk like that at home?"
1) Since I have to teach using the CPM curriculum and procedures, I find that I have become more of a guide than a boss in my classes. My students are always in groups of three or four unless they are taking an individual quiz or test. Therefore, I give small instruction where it is needed to clarify or review, but I mostly circulate around to the groups to answer questions, encourage students to correct errors that I see, and remind them to help each other. I have continued to change the way I do these things, so that I can demonstrate the procedures I recommend to them, but I don’t often demonstrate the behaviors that I find acceptable. I would like to have my classes have a say in the class rules and consequences (to stress the role as leader not boss) and I will try to show the students what I expect rather than trying to explain it.
I like the idea of “quality curriculum and quality teaching”, but I would have a problem making all of what I teach enjoyable or useful to their lives. I try to make connections when I can, but I can’t always link all parts of Algebra & Geometry to everyone. I like the idea of self-evaluation, especially since my kids are in groups. I think self-evaluation can work well within their groups and to know how to help each other.
2) Essential Question: How can I use classroom management to have students work in groups almost all of the time, when some of the students prefer to work alone giving their group time to get off task?
I don’t think that I have found a definite solution, but I can try a few things to improve the overall atmosphere of the class by allowing the students to have a little more control. The students may be able to come up with a plan that they will find acceptable so they will be willing to work in their groups, and give them time to work on their own. I am also going to work on finding links between the math skills we cover and the jobs where these skills may be useful. I have tried to make connections in the past, but I think that I can do more.
In response to Lynn, I have often asked myself the same question of how do we hold students responsible when they aren’t held responsible at home. I think that allowing students to have a say in their rules, expectations within the classroom and consequences for violations of these rules may help all students accept responsibility. The other students in the room may help influence those select few who are not used to being held accountable for their actions. I can always hope that peer pressure to conform to class rules and being responsible for one’s actions can work in a positive way. (I would like to believe that this can happen!)
In response to the many questions relating to rewards versus intrinsic motivation, I think there may be times where both types of motivation may be effective and appropriate. I also have to agree with Candy that if an assignment held personal interest for the students, then they may feel ownership of the results and not feel the need for external rewards for a job well done.
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