In this prompt please revisit a self composed question and how you might answer that question given the arguments you heard this week. 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 Denise'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.
Had a great time this week. It was for me a week of professional reflection and rich conversation. Your professionalism was second to none as we kept the discourse mostly constructive and at moments humorous. I hope you all enjoy the remaining weeks of your vacation. I will be in touch.
Mark
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This blog is for the purpose of extending our conversation regarding the important topic of classroom management. My hope is that ideas stretch our current understandings and that questions stimulate an academic dialogue.
Classroom Management Links
- Eric Online Documents: Step by step (ED433334) First Days of School (ED442770)
- Teacher Vision...Experienced Teachers Offering Ideas and Solutions
- Dr. Mac's Amazing Behavior Management Advice Site
- Discipline by Design: The Honor Level System
- The Really Best List of Classroom Management Resources
- You Can Handle Them All
- Works4Me
11 comments:
1. How can I deal with the behaviors of an Inclusion student?
As I said in class, the special needs students often demonstrate classroom behaviors that are disruptive. They often talk, move around, and interject. Many times this causes the other students to become distracted as they are watching the student and not me. It breaks the concentration while the students are watching me demonstrate. It interrupts me as I have to sometimes correct the behavior. The TSS will often correct him, which is now, another person talking in my class. This was the initial question that I came to class with on Monday. It didn’t really seem to fit into the theme of the class this week, but I am glad I had a chance to address it today. Nothing in the readings specifically addressed this particular issue. I was truly impressed with the versatility of Dan in his classroom. He really dealt with many different types of students at once. I think it was Denise who mirrored my thought of maybe having a separate class for those special needs students.
Honestly, I am not sure exactly how I am going to approach this, but it seems like I have two choices. I can either try to make my case for the separate class, or I am going to have to look at it in a different way. While I think the kids in the regular classrooms are very tolerant and sympathetic to the special needs students, I might have to look at this as trying to reinforce the behaviors I need while I am demonstrating, even if the special needs students are being disruptive.
2. This is in response to a question posed in Matt’s presentation today.
“When is the last time you enjoyed something you were forced to do?”
That seems like a duh question, but is there anything that we are forced to do? (apart from paying taxes and dying!) I think sometimes I do enjoy things I am “forced” to do. In fact, I think sometimes I am surprised. I don’t feel like I was “forced” to take this class or do the work, but I had to do the work if I want to pass the class. I ended up being pleasantly surprised that I learned how to blog and made it through a power point presentation! We say “forced” to do, but many things we consider being forced to do, we are really not forced to do. They just have bad consequences. Students don’t have to do anything in school, but that will lead to school discipline, possibly home discipline, etc. I think sometimes students feel like they are being forced to do school work, but they might find that they like some things if they give it try, or at least be happy afterwards when they have graduated. As adults we are “forced” to do things we don’t want to do, but we don’t want the consequences, either. How many times do we say we “have to do” something? So maybe this is a good life lesson for the students to learn.
Why does behavior in kids seem to be getting worse as time goes on?
The question I was hoping to have answered through this course is why does behavior in kids seem to be getting worse as time goes on? You always hear older teachers say, kids have gotten so bad. In reflecting on my own education, I don’t remember my peers behaving as poorly as my current students do. When I talk to my grandparents, they will say they never ever would have gotten away with many of the things kids do today…they would have been expelled instantly. So, not only do I want to know why kids seem to be getting “worse” but also why are the punishments less severe?
I think what I have discovered through this course is that kids aren’t getting worse but rather culture is changing. Although culture is changing, many schools are not. They are attempting to use discipline strategies that worked for our culture a few decades ago. They aren’t adapting to the changing habits and situations that unfortunately prevail in our current society. The current generation of kids is so different from even my generation (generation X). I’m not very old, but even 10-15 years ago when I was in high school, the internet was just starting to enter households. I didn’t have internet access until I went to college. Only the very wealthy kids had it at home when I was in school. Now, it is almost expected that students have the internet at home. Students have access to information at the press of a button, they can chat with people instantly on the other side of the world, they can text messages to their friends using a phone, they can take pictures with that same phone. Technology has changed the needs of students in so many ways. They need instant gratification, because that is what they are used to. Although there is certainly value in learning patience, this is definitely an issue that needs to be recognized and addressed. It will never be solved if we stick to our old methods of doing things.
Another huge difference between the current generation and past generations is the idea of the atomic family. It is so rare to have kids that come from a traditional family situation. Schools need to understand and adapt to this. Also, it is very unfortunate, but parents tend to back up their children and not the schools more often in this changing culture. As teachers, we can sit back and whine about it all we want, and we certainly did in this course. However, that is not going to solve our problem…kids behaving poorly in our classrooms.
I guess what this course has taught me in order to answer my essential question is that old methods do not work, because kids are different, not worse. We will never be able to change misbehaviors until we recognize, understand, and accept that kids do what they do because of the culture they were born into. They can not help it that they have access to amazing technologies, they can not help it that their families are structured a certain way, and they definitely can not help it that their parents are often unsupportive of the school system…a school system that probably treated them unfairly and caused these negative opinions in the first place. As professionals, we need to take the “bull by the horns” and solve our problems. We can do that by reading the research, trying out different strategies until something works, and implementing a system of discipline that not only changes student behaviors but also the perception of the non-teaching public that schools are unfair and punitive in their methods. We need to show the world that we are professional, we do care about our students, we do want learning to take place, and we are willing and able to make the necessary changes to make the school system a more productive place.
I’m not sure if my response for question #2 is what you are looking for, but here it goes...
I liked the solution Denise gave for the common misbehavior of a class getting very chatty with each other and slightly off task. It makes sense to give them a pre-determined amount of time to get it out of their system then ask them to come back to the learning. Her suggestion of everyone talking for 30 seconds about whatever they want is perfect! Sometimes the kids just need that little break. Even as adults we need breaks once and a while to keep our minds fresh and energy up, so kids probably need that more than us. The time frame was reasonable, it didn’t take too much time away from class, but it was enough to solve a problem that could have become worse and taken away more valuable instruction time. Great suggestion!!!
1. How can I keep my class on task and prevent discipline problems?
I started this seminar trying to figure out how I was going to improve discipline in my class without going through the screaming evil witch (you can start that word with another letter if you like)stage. I was so happy to have been assigned Jones's preventative discipline chapter to research. It has given me a lot of motivation to present myself in a more confident way, look for ways to restructure class procedures so I don't waste time, and make my lessons as tight and as interesting as possible. I found useful information that will help me deal with discipline problems in a more productive way when they arise. It was great to hear how other professionals have been able to handle discipline situations and I will definitely consider using things like calling out the class clown, letting students talk for 30 seconds, utilizing the hallways a little more.
2.
A few of us were talking about this before class and the subject was brought up again during. I don't know if any one individual asked the question but it was basically about how can we teach students that are used to instant gratification, bells and whistles, and are bored by having to sit and pay attention in a class. I guess that I would suggest that we incorporate technology wherever possible, don't be afraid to try new things, and stay on top of new technology and teaching techniques as they appear. To speak like a science nerd for a moment I have wondered more than once whether the interaction between people and technology is going to eventually physically alter the way our brains process information and fundamentally change the way we learn. It would be interesting to look a hundred or so years into the future and see what a classroom will look like!
I'm really struggling with an essential question...but I would like to tag onto Sarah thoughts about kids getting worse/culture changing. I can remeber when I heard my first swear word in a movie theater and being sort of sheltered from that type of language, shocked that it was being shown. Today, you can't get through a night of what they claim to be "family" TV without hearing language that I would have been eating the bar of Life Boy soap for saying.
Culture is definately changing. We are far more willing to expose children to things than our parents and grandparents etc. were. Many "experts" are willing to pin the blame of all evil on how TV has evolved, lyrics in music and violence in movies, video games and TV. I think it has always been there, it just wasn't as glamorized as it is now. There was a time when people were ashamed of being arrested. That isn't so much the norm anymore. All this glamour has something to do with the downfall of behavior in general. I haven't done the research, but it certainly can't be helping.
So, I guess my question is something like; Why is there popularity linked to behavior that was at one time considered to be taboo?
1. How can I reduce the influence of my most disruptive students?
During my time as a teacher, my classes have been comprised of mostly well behaved students. A small percentage of my students were responsible for a large percentage of the discipline problems in my classroom. In the past, my only solution was to try and contain the disruptions and document each one until the offending party got themselves removed from my classroom via the school’s progressive discipline system. Of course, this approach was time consuming and allowed the disruptive students to interrupt the education of others for a longer period of time. Based on our discussions in class, I am tempted to try another approach. Modern research suggests that students who are highly interested in the subject matter are less likely to cause distraction. This can be done by selecting a topic in which the student has a deep interest or by modifying the assignment to better align with their learning style. Up till this point I only modified instruction for children with IEP’s, but if the plan works, I am willing to give it a try. My first criticism of this approach was that it would be unbelievably time consuming. While this new approach will take additional time, it is unlikely that I will have to customize a lesson for all of my challenging students; rather I can give the same assignment to all the students that fit the need. Aside from the time constraints associated with designing and grading new assignments there is also the possibility of contempt from the other students who wonder why all the “bad” kids get the fun assignments. This contempt may even go so far as to promote negative behavior to gain favorable assignments. Although this plan has notable drawbacks, I am willing to give it a try if it is effective in reducing negative behavior among my students.
2.
In response to Donna’s question: “How can I keep my class on task and prevent discipline problems?” I would suggest constantly varying instruction. This would require a new delivery method about every 20 minutes or so, that way students would constantly be shifting their focus and would remain engaged. This multitasking approach may seem counter-productive and flies in the face of traditional educational thought. However, this tactic is perfect for today’s student, those which thrive on constant and varied stimuli. Many of the students who appear bored by traditional instruction can carry on a conversation, surf the web, text their friends, all the while listening to music. In other words they are used to being overloaded with stimuli, to the point where a “normal” dose no longer has an effect. The same can be said about a person who abuses alcohol, in the beginning, a small dose provide a “high” but over time tolerance builds and higher amounts of alcohol are needed to achieve the same “high” until the person is caught in and endless cycle unable to return to their normal state. Unfortunately, my solution does not fix the overall problem, the same one highlighted by Sarah, which is our student’s need for instant gratification. Rather my suggestion simply increases the dose and feeds the need of our stimuli-hungry students. This of course is only a temporary fix and will eventually need to be updated to fuel our students ever-increasing needs. If any one has a suggestion, outside of reverting to the one room schoolhouse, I’m all ears.
Sorry, My network has been down since yesterday. My wife also uses it for her business and we are very upset right now at Comcast. Nevertheless,
#1 My question is, Can a teacher over praise a student? I think that this is something that is fostered by a developing relationship over time. There is of course those students that seek out praise like a sponge and I don't know if you can over praise them.Then there are the ones that a quick atta-girl every once in a while will suffice. I think that when in doubt - praise. It does not hurt and can make someones day. For some teachers this has to be a conscience thought and other it is common place.
#2 Kohn said that we value smartness and not hard work. This goes against one of my personal montras, which is, work smarter-not harder. If a person can streamline, increase efficiency, and productivity while maximizing their potential, why wouldn't they? I believe that it develops a keen intellect and quick mind. In this faced paced world we need to work smarter. We are already pushed to our limits with time. If we can cut the time for something in half then we are at an advantage. If we combine a smarter AND harder working student, think of what we can accomplish.
Have a great summer. Loved the class
My essential question was, how much have students and classrooms changed since I was away working in Industry? I had some exposure being involved in my children’s activities, but my youngest graduated from High School nine years ago. What I read and heard this week was about how students today are more technologically savvy. They are used to constant stimulation with their phones and Internet use. A fair number of students do not have the family support I was accustom to. I feel I need to be a good listener and tailor my instruction to keep my students engaged in what I am trying to accomplish. Give them a variety of teaching methods, to reach all the students strengths sometime throughout the week.
#2…. Warren’s comment on giving to many awards hit home for me. He commented on how the recreation soccer program gives a trophy to all participants. At the beginning of any program, be it a classroom or sports program, it can be good thing to recognize participation. But we must keep in mind the goal in education is to teach the children about doing things for their own personal goals and self pride, not just a trophy.
1. EQ: Would a district wide curriculum that focuses on character development help with classroom discipline problems? These lessons could be during guidance, maybe "laid on heavy" during the early years, k-5, and then revisited maybe once a week in middle and high school. The presentations did not really hit on this question, but it is something I truly feel might help and would like to research in the future. I would hope that the character development lessons would help the kids see the differences between right and wrong, something they might not be learning at home, learn that self-respect is important, respecting adults/authority, etc... if these skills/lessons are instilled in them at an early age their behaviors throughout school might improve :) ... hopefully :)
2. In regards to what Warren and Sara both mentioned about students misbehaving more today than in the past, I have questioned that many times myself! I do agree with both of their responses about technology, parenting, and what our society allows as being some of the main reasons things seem so different. Every time my husband turns on Two and a Half Men I am shocked at the comments made on a show that comes on at dinner time!!!
Another thing to add to their suggestions to why students seem to be misbehaving more might be because some of their basic needs are not being met. I am thinking that in the past more mothers were at home in the morning to make breakfast for the kids, make sure they had a healthy packed lunch, were cleaned up and ready for school, etc... I am thinking there might not have been soooo many activities for kids to be involved in which left more time for homework and earlier bedtimes.
I also agree with Sara about the idea Denise gave to help students "get it out of their systems" before moving on. I have used this technique before and even let them do jumping jacks to get their "wiggles" out :) It does seem to work :)
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