1. Theoretical Knowledge Base
1.1. Glasser/ Gordon/ Rogers/ Gathercoal/ Freiberg
1.1.1. Student is a rational being who can control his or her own behavior
1.1.1.1. Jean Piaget: At this stage, students ages 11-16 know how to reason, have begun to see other people's viewpoints, and can converse logically
1.1.1.2. Maria Montessori: it is the teacher's job to aid children and give guidance. But the students are the ones ultimately making decisions.
1.1.2. Accept no excuses for inappropriate behavior; see that reasonable consequences always follow
1.1.2.1. Lawrence Kohlberg: students care a lot about fairness. They need consistent consequences.
1.1.3. My responses
1.1.3.1. Again, this gives students the respect they desire. Students will always know what to expect from the teacher, and this consistency/ reliability is crucial for any classroom management. As long as the teacher explains her reasoning for these rules, students will understand that fairness is important in this classroom.
1.1.3.1.1. In a middle school classroom over the summer, a male African American male teacher used his mere physical presence, strong tone of voice, and no-nonsense attitude to get students on track. His personality aligned easily with these strategies, and the students knew he would follow through on consequences. He earned their respect quickly because of this.
1.1.3.2. Depending on the age/ maturity level of the students, sometimes they might not be able to control their own behaviors. With the hormones of middle and high school, students might not always be rational. Students need to be given mercy and be allowed space for mistakes if they're having off days (although, as a new teacher/ with a new class, this might be hard to recognize).
1.2. Canter/Jones
1.2.1. Follow through with your promises and the reasonable, previously stated consequences that have been established in your class.
1.2.1.1. Lawrence Kohlberg: students care a lot about fairness.
1.2.2. Student has the right to choose how to behave; knows consequences that will follow his or her choices
1.2.3. My responses
1.2.3.1. I like that this strategy gives students responsibility and honors their desire to be treated like adults. I'm most familiar with this strategy and I consequently feel most sure of my ability to utilize this technique in the classroom.
1.2.3.1.1. My favorite teachers in high school, I think, used this method. I loved being treated as an adult in this way, so this is where many of my ideas about successful classroom management come from.
1.2.3.2. This strategy seems the most "hands-off." Students need to show that they can be trusted to make the right decisions as to how to behave. Consequences also must be very clear so students are able to make behavioral decisions.
1.3. Dreikurs/ Nelson/ Albert
1.3.1. Make it clear that unpleasant consequences will follow inappropriate behavior.
1.3.2. Student wants status, recognition, and belonging. Misbehavior stems from desire for attention, power, revenge, and wanting to be left alone
1.3.2.1. Lawrence Kohlberg: consequences of actions are measured by how they effect relationships.
1.3.2.2. Lawrence Kohlberg: Students at this age are really receptive to approval/ disapproval of others
1.3.2.3. Erik Erikson: students are trying to develop their identities and are pushing the boundaries of who's "in charge."
1.3.3. My responses
1.3.3.1. Adolescents are acutely aware of how others perceive them. They are constantly worried about what others are thinking, so this strategy ties very closely with the developmental needs/ desires of adolescents. This strategy reminds teachers how to think about/ handle power struggles.
1.3.3.2. Teacher must be acutely aware of who students want recognition from and how they can get that recognition. If a student gets recognition from his/her classmates by disrespecting the teacher, the teacher must have strategies for changing the class's response to this student.
1.4. Ginott/ Kohn
1.4.1. Teacher communicates with the student to find out his/ her feelings about a situation and about himself/ herself
1.4.1.1. Jean Piaget: Students ages 11-16 can see other people's viewpoints and are becoming more self-aware
1.4.2. Give a message that addresses the situation and does not attack the student’s character.
1.4.2.1. Erik Erikson: students struggle with feeling competent and inferior
1.4.2.2. Erik Erikson: If a student is told "you're a bad kid," they'll let that define them. If they're told, "you made a bad choice," they can learn and grow from the experience.
1.4.3. My responses
1.4.3.1. This strategy shows that teacher respects and cares for students even when they mess up--a students' value as an individual is not dependent upon their performance in class. This will likely form a strong emotional bond between students and teacher (so long as teacher is sincere).
1.4.3.2. Finding out a students' feelings about a situation will not always be reasonable. If there are two teachers in a room, this would be a good strategy to use. However, teacher must find a way to indicate to students that she cares for them without pausing for a conversation each time a student misbehaves.
1.4.3.2.1. The summer after my freshman year of college, I was an assistant first grade teacher at Horizons (an inner city school program). The program-wide classroom management procedure was to take students on walks to talk about why they were misbehaving. For some students (those who misbehaved infrequently), this strategy worked really well. For a few students, talking through a problem helped them calm down. For one student, this method only "worked" when the principal used this strategy.
1.5. Skinner
1.5.1. Use nonverbal interaction (smiles, pats, and handshakes) to communicate to students that you know what is going on
1.5.2. Provide tangibles to students who follow the class rules; represent tangible as “points” for the whole class to use to “purchase” a special activity.
1.5.2.1. Lawrence Kohlberg: students' behavior is determined by whatever the student believes to be in his/her best interest
1.5.3. My responses
1.5.3.1. This is a good strategy for low-level misbehaviors. Nonverbal corrections keep the class moving and respect students' desire to not be called out for making a mistake. This builds trust between student and teacher: teacher trusts and respects the student's ability to self-correct.
1.5.3.2. Using tangibles is something I've never been a huge fan of. It seems childish. Additionally, group rewards/ punishments must be used carefully, or some misbehavers will get rewarded no matter what/ some students who always follow the rules will be punished because others don't.
1.5.3.2.1. At my high school, it was the norm that students wanted to discuss work. In honors classes, my classmates and I were intrinsically motivated and found fulfillment in working for a teacher because we saw our work as valuable. I rarely saw classes where students refused to follow directions. Teachers encouraged us through candy or stickers to continue to work hard.
1.6. Kounin
1.6.1. Develop a withitness, a skill enabling you to see what is happening in all parts of the classroom at all times
1.6.2. Understand that teacher correction influences behavior of other nearby students (the ripple effect).
1.6.2.1. Urie Bronfenbrenner: A person's development (including their understanding of right/ wrong) is affected by everything in the environment
1.6.3. My responses
1.6.3.1. Consistent and fair correction of one student will impact the entire class. This aligns with our understanding of children's development and extreme awareness of what's "fair."
1.6.3.2. The "withitness" takes time and experience to develop, although it does seem a crucial part of teaching.
1.7. Any additional classroom management approaches by other names not listed in the text but that you know from experience (observational, personal or other classes)
1.7.1. Leadership Styles (developed by Kurt Lewin)
1.7.1.1. Authoritarian: clear explanations of what has to be done, how, and when. Little to no input from group = division between group and leader. Little creativity in decision- making. This is a good style for when there is very little time for decisions to be made as a group.
1.7.1.2. Democratic: most effective style. Leaders allow input from others & offer guidance. Children are less productive, but offer higher quality contributions to the group. More engagement, motivation, and creativity than authoritarian styles.
1.7.1.3. Laissez-Fair: all decisions made by the group. LEast productive. Children struggle to work independently, little cooperation. Group lacks motivation.
2. Practical Knowledge Base
2.1. Norms/ Rules for a classroom
2.1.1. 1. Be respectful
2.1.1.1. Raise your hand before speaking
2.1.1.2. Use one another's names respectfully
2.1.1.3. Treat the materials you use with respect.
2.1.2. 2. Be responsible.
2.1.2.1. Take responsibility for your actions.
2.1.2.2. Come to class prepared each day. If you're not prepared, let me know as soon as possible so we can all continue learning.
2.1.3. 3. Take care of yourself.
2.1.3.1. Stretch your mind. Expect growth. Be prepared for challenges.
2.1.3.2. Work hard today to help your future self tomorrow.
2.2. Procedures & Routines
2.2.1. Entering/ Leaving the classroom
2.2.1.1. I'll walk into the classroom each day, take my seat, and start on any work Ms. Morrisey has written on the board. I will pass my homework to the front of the class/ it will be collected by another student.
2.2.1.2. I will continue working until the bell has rung and Ms. Morrisey dismisses me, because I know that the work Ms. Morrisey asks us to do has value.
2.2.1.3. If I am late to class, I will quietly enter so as not to disrupt the learning of my classmates and take part in the lesson as soon as possible so I don't miss any learning.
2.2.2. During Class
2.2.2.1. I will raise my hand if Ihave a question or comment
2.2.2.2. If I don't have any required materials for the day (listed on the whiteboard), I will go to the corner of the classroom where there are extra materials (pencils, paper, any extra textbooks)
2.2.2.2.1. After these materials run out, though, it is your responsibility to find the materials you need.
2.2.2.3. If there is a visitor I will continue working as Ms. Morrisey instructs. If there is an announcement, I will respect my surroundings by listening to the announcement.
2.2.3. Consequences for inappropriate behavior
2.2.3.1. Level 0 (all the time): praise students who are on-task; reiterate classroom rules out loud (especially in the beginning of the year)
2.2.3.2. Level 1: proximity; use nonverbals; invite the student into the class discussion
2.2.3.3. Level 2: Private conversation after class (if the conversation can wait); written warning
2.2.3.3.1. Have written warnings printed out with checkboxes: if student continues [incorrect behavior], then teacher will [consequence]. If the behavior continues, teacher picks up the paper and carries out the consequence listed.
2.2.3.3.2. Have students fill out "behavior think sheets," where they reflect on their misbehavior and analyze how it affects themselves and those around them. If students do not complete the sheet in class, they have to stay after class (and be late to their next class) or move on to level 3 consequence.
2.2.3.4. Level 3: Detention; call home; permanent seat change
2.2.3.5. Level 4: Referral to counselor/office; meeting with parents (what if parent phone call was not productive??);
2.3. More Routines
2.3.1. Ms. Morrisey will write daily schedule/ goals on the board each day AND any materials the students need
2.3.2. Have a weekly homework board (online and in the classroom) where assignments are posted at the beginning of each week.
2.4. Policies
2.4.1. You get three bathroom/hall passes at the beginning of the semester. One student can leave the classroom at a time.
2.4.2. You get one "oops," which can be used on those days you forget to do your homework. You do not have to turn in that assignment
2.4.3. Students can choose to put their phones in the "cell phone station" for the duration of class. At the end of the period each day, I'll draw a number. If a student's phone is in that numbered pocket of the cell phone station, they get 5 points of extra credit for the day.
3. Self-Reflection
3.1. My Belief Statements
3.1.1. Schools prepare students to meaningfully contribute to society
3.1.1.1. Communicate well with others
3.1.1.1.1. Students are placed in groups so they can discuss with peers.
3.1.1.2. Students have autonomy
3.1.1.2.1. By facing towards one another, they are more likely to look to themselves/ each other for answers rather than looking to the teacher
3.1.2. I must pursue continuous education
3.1.2.1. By displaying my own reading (personal and professional) on bookshelves and highlighting aspects of myself, I send the message that I care about my job and am consistently searching for ways to help my studets succeed
3.1.3. Students must feel safe, respected, and accepted
3.1.3.1. By adding warm colors and textures to the room, I hope to create a warm and welcoming environment--one where my students and I are comfortable.
3.1.4. Inspire a love of content area
3.1.4.1. I also hope that this environment inspires a positive association with the discipline of English.
3.2. Implicit Assumptions
3.2.1. I'm assuming that all of my students will be willing and able to do what I've asked of them, that I will earn their respect immediately.
3.2.1.1. I need to give my students reasons to trust me.
3.2.2. I'm assuming that I'll need to focus most on controlling my students. I used the word "warzone" once to describe how I fear going into a classroom will be.
3.2.2.1. Good teaching does not equal control. We call it classroom management, not classroom control.
3.2.3. I assume that "good" classes are always like those classes I had in high school. But that's not true, I just haven't seen as many examples of good teaching in other places.
3.3. Questions Raised
3.3.1. If up to 50% of novice teachers leave the profession in their first five years because of problems with classroom management, we must be missing something in how we prepare to be teachers.What are we missing?
3.3.2. What aren’t we realizing about children before we enter the classroom?
3.3.2.1. What aren't we realizing about ourselves before we enter the classroom?
3.3.3. How can I better prepare myself for the realities of the classroom?
3.3.3.1. Start asking "what situations push me over the edge? When do I lash out?"
3.3.4. Where can I go when I need help when I inevitably struggle with classroom management?
3.3.5. I realize I've simply not been exposed to many different styles of successful classroom management. What are the different styles?