Handbook for Classroom Management—Section 5-6 Summary/Text Reflection

I may have gotten more out of the last two sections than any other portion of the book. Perhaps it seems more immediately applicable, as I will be teaching within a year, but I do also feel that the ideas presented in these sections were also very important to grasp, not only for my own sanity gained by being organized, but also for the well-being of my students.

I like the idea of having a very organized room. This doesn’t mean I’ll put pictures on everything and say it all has to look precisely the same as it does the first day of class, but it does mean that there should be a sense of order and knowing where everything is. I’ve been in several disorganized band rooms, and, no offense to the percussion section, but auxiliary percussion instruments are very difficult to find, and a mess can be made very quickly with so many small instruments and pieces scattered around. I like not having too many extra things around. To keep the area neat and uncluttered, I would only set out only as many chairs as are needed to seat students and put the others away. This would create more space for movement throughout the room and keep a safer atmosphere for students. It also makes things easier to tidy up when visitors are expected in the classroom.

In reading about developing positive relationships at the beginning of the year, I learned a few things I would like to do, but I also believe that no matter how much a person plans, there will always be something that gets in the way of it. I do have plans for getting to know my students, but I think a lot of it will just come naturally. I won’t necessarily have to go out of my way to get to know all my students, but I will for a few, perhaps those who are less talkative.

I am in strong agreement of having a school-wide rules, policies, and procedures. This makes it possible for all teachers to know what behaviors are problems in other classrooms, and ensures that consequences are the same for each indiscretion. It’s also good that teachers and students are aware of the rules in common areas such as the hallways, lunch lines, cafeteria, assemblies, etc. so students know how to behave and teachers know what is and is not acceptable.

Developing a good relationship with my fellow teachers is also beneficial, as it well help in knowing the successes and disciplinary issues they are having with students. I also want to be in good standing with other teachers so I can go to them for advice. As a first-year teacher, I know I’ll have a lot of questions, and I’ll need to have someone to go to for help.

Even though I considered the last sections to be the most beneficial to me, there were points in the rest of the book that are also very helpful. In general, I think the book is a very good resource, and I plan on returning to it often as I begin my teaching career, filling in some of the blanks I left that are reserved for those who are in the field. One of the things that I see as a challenge has always been ending the class. The book discussed this a little bit, and the ideas presented—such as ending with a summary or reflective activity—will be very beneficial in a classroom; however, I will have to “feel out” a good amount of time to spend on the last activity, so it neither wastes time nor takes away from instructional time.

Finding a “happy medium” seems to be a recurring theme in many aspects of teaching: the room, the relationships, the instruction time, and also in discipline and setting classroom rules. I will very likely have to set rules for my classroom that also comply with the school’s policies, but I want to be able to get the students’ input as well. At the same time, I have to know which rules are fair or not, and explain my reasoning to my students. The same applies with discipline. The school has its own policies, but there may be behaviors I simply do not tolerate in my classroom that other teachers may let slide. Some of these may include the use of profanity, inappropriate comments, public displays of affection, phone usage (if the school does not already have a policy), etc.

The book also had a good discussion about different behaviors and personalities students may exhibit. These descriptions are beneficial to me, as they will help me to determine how to approach certain students. For instance, I cannot expect that a shy student will automatically speak up when I ask a question. I can’t expect an outspoken student to know to be quiet while others are talking, even though it is the respectful thing to do. I have to allow for individual personalities in order to have a unique classroom. By knowing different personality characteristics of each student, I can communicate with them in different ways and help them understand I want to help them learn as much as they can.

In reading this book, one concept was reaffirmed: I will learn more in my first year as a teacher than I will in all my years of college. We’ve heard this before, and it is all the more true now. To be perfectly honest, I am scared to start my teaching experience. As much as I keep telling myself I am prepared and ready for it, I am not, nor do I think I will be when I accept my first job as a teacher. Then again, maybe I am prepared. Reading this text has given me a lot of insight into what I need to do to be an effective teacher to my students, but I also need to realize that a lot of things may come naturally, or develop effectively in time. Just as it will take my students time to learn, it will take me time to learn to be a good teacher to them as well. I will need to have a great deal of patience with my students, and perhaps, even more so, with myself.

Classroom management Section 5

Reflection
· At this point they both need to realize that their side of the story is only one side. Both need to see some and parts of the story from the other side. At this point usually neither is totally correct and they must find a way to be open and communicate to each other to find a solution.
· First of all, she is not responsible for the harassment as long as she has not done anything to push it on. I would recommend her talk to this person and find a way to stand her ground. This must be done without any type of revenge but rather in a constructive way.
· In this situation, some sort of personal documentation or journaling should be made by the students. Not only individually but I think also together. Doing it together will help both parties talk about how they feel each has participated. Considering this is after the fact, you must wonder why Fiona feels she did more work. If she is just simply lying then it is wrong and should be reprimanded. Otherwise, maybe they need to sit down and talk about what they feel each other and they gave to contribute to the group. Maybe she was simply so focused on what she did she didn’t realize how much he brought to the table.
· I would do a project and/or talk to him personally about how to manage time. If it is another personal problem within the home maybe alternative actions must be taken but for the most part it’s usually lack of ambition.
· You should remind David that the meetings should be sole used for constructive works rather than a vent session. He must realize that his opinions shouldn’t be the only ones heard, thus maybe you should run the meetings he requests with his points and ideas clearly stated on a schedule but open conversations up to multiple and different students before him to help get new ideas vocalized.
· I think finding a time for another meeting would be best. After the students have had time to think and communicate about it , it would be beneficial to see how they feel about it a few days after. Make sure that all lines of communication are open and understanding along with all voices being heard.
#3
In a fixed schedule reinforcement is delivered either after a set number of appropriate occurances of behavior or after the behavior occurs following a fixed time period since the last reinforcement was delivered. In variable setting reinforcement is delivered after a predetermined number of appropriate behaviors, or after predetermined time periods have passed, but the predetermined events or time periods may change after each event.
Learning activity #1
Rome was not built in a day. This concept related directly to the fact that something cannot change or be perfectly modified over night. The idea of time and behavior modification correlates directly. People must be given adequate time to make a new concept habitual. The idea of “cold turkey” is very difficult and often not relevant or an acceptable approach to change. Because people often find change hard, it is something that must be practiced. The idea of practice in a music program is also relevant to this idea. A student cannot merely sight read a piece and have it ready for performance. Time management and practice schedules make the practice and work on music accessible and educational.

Classroom Management Section 5

Teaching/Discipline Chapter 5

5. Why do you think consistency is the most difficult task for a teacher? Give an example.

Being inconsistent creates confusion for both learner and teacher. Teachers can become so used to responding to every student need that when they are unable to attend to them, the student becomes more and more frustrated until they get what they want/need. Being inconsistent teaches inconsistency in work and learning. An example may be a teacher’s changing the way they conduct a piece every time they rehearse it, thereby creating confusion for the students as to how the teacher really wants it performed.

Learning Activity 9—Question 1

Time is essential in modifying behavior because behaviors cannot be changed overnight. We know from the habits we have that we cannot break them in one try. Reinforcement is also contingent to the amount of time it takes to change behavior. If we delay reinforcement, the behavior may take longer to change because there is no reward for the attempt. If we delay more rewards before administering more rewards after the first reward, students may work and continue to work on modifying their behavior in order to attain said rewards. Material may be learned at a faster rate as well, depending on how we present reinforcement. Motivation could be increased by the anticipation of rewards for learning material well, thus creating the want to learn more (or maybe that’s part of the utopian view of education). The effects of partial reinforcement could possibly be confusion with students and teacher. This also goes along with a reinforcement schedule. Students may tend to expect a schedule for rewards if they are started with one, and could become lax in attempts to modify their behavior if rewards cease. However, if a system of rewards is more random, students may work hard because the potential for reinforcement exists, although they do not know when. Timing is very important in modifying behavior for all these reasons. First of all, changing behavior takes time. Second, it requires some sort of motivation to make students actually want to achieve the goal set out for them.

Handbook for Classroom Management—Section 5

· Apparently, each had something to do with the cause of the argument to which they need to “own up.” I would recommend having them meet to talk it out, with me acting as mediator.

· I would tell her she is not responsible for being harassed. She didn’t do anything to deserve the treatment she did. I would tell her to stand up for herself because she deserves respect just like everyone else, but to do so in a manner not retaliating but in a manner that shows respect to others. She needs to be the bigger person.

· I hope it would be obvious to me that one person did most of the work (having been burned a few too many times myself, and seeing others go through the same thing, I would require peer reviews and/or journals during the projects). However, it can still happen, and I would tell Fiona and Robert that the knowledge gained from actually doing the work would show in later work. I would ask them to be honest about who did what and respect each other’s work, taking responsibility only for their own.

· I would give him tips on how to improve his work and grades by telling him only he is responsible for it. We could work out some study strategies and a schedule or list of priorities to see where his time is being spent. Then he can re-prioritize as necessary to be able to devote more time to his schoolwork.

· Give others a chance to lead the meetings. I like the “two cents” idea, and would consider making David speak last while using it. Perhaps he is the only one who has a problem with the class happenings and no one would agree with him if they spoke first. I could also propose that issues be made known to me privately and the class could vote on whether it really is an issue.

· Have a plan for classroom peace before the next meeting. To resolve this disaster, I would try to emphasize the good points that were made by the class and get back to the real issue. Having students keep journals about the experience to see who was on which side and for what reasons would also help.

Learning Activity 9

Time is necessary in behavior modification, since it obviously takes a significant amount of time to make or break any habits. Reinforcement should be delivered immediately following the good behavior, and punishment should be delivered immediately after bad behavior - otherwise the consequences are not pertinent because the student will not understand what the consequence is relating to. It's actually quite similar to training a puppy, (if you yell at a puppy 3 hours after it goes to the bathroom on the carpet, it won't understand why you're angry, and if you give it a treat a half hour after it sits for you, he won't correlate the treat with sitting). As pathetic as it sounds, modifying student behavior can be done in much the same way. Eventually, rewards can be fewer and further between until the student - or the puppy - eventually don't need any reinforcement for their behavior and it just becomes second nature. Partially reinforced behavior is often the most difficult to get rid of. With partial reinforcement, students only see the times they get rewarded or the times they do not get punished for their behavior, without there being any consistency to the consequences. Being consistent is the most difficult part of disciplining students because it is challenging to act on every behavior we see.

Section 5

Modules 18-20

Section Reflection

1. Listen to both sides of the story without judging either of the parties. Then after getting the story lined up in my head, I would bring both girls together and have them talk to each other while serving as a mediator.

2. I would tell her to try to ignore the comments about her name, especially since that is something that is completely out of her control. Tell her that although I appreciate her coming to me for help in this situation, I am not necessarily needed. This is a case of mild bullying, and she can stand up to the other student by asking them nicely not to tease her because she hasn't done anything to them.

3. Have the students individually write down what they contributed to the project, that way you can get everything from both parties. If Fiona still believes that she did everything in the project while Robert did nothing, explain to her that it is a group project and that I saw Robert doing plenty of work. I would also tell Robert to keep up the good work.

4. Explain again the importance of doing his daily work, and tell him that the action of doing his homework will not only effect his grade in this class but will also effect the rest of his classes. Tell him if he begins taking responsibility now, that type of action will carry over into his daily life and people will have more respect for him.

5. I would have to take a little more charge during the class meetings. Maybe talk to David outside of class and explain to him that these meetings need to be respectful and ask what others think. Others probably have different opinions, but are too afraid to voice them. Recommend that he give others in the room a chance to speak without feeling like they're being forced into an opinion.

6. I would talk to a few of the students individually - maybe the students who I know feel comfortable talking to me and will tell me the truth. Once I learn how they feel, I would have a better understanding of how the class as a whole feels about the situation. I would maybe give students a few days to settle down after the meeting, then call another meeting and remind students to be respectful during the meeting and try to figure out exactly what happened in the last one and why it went wrong.

Chapter 5

10. Why is teaching both an art and a science?

Being able to be an effective teacher is an art because it takes a fair amount of creativity to be able to control the class and get material across to them. In order to do this, teachers must learn to handle the science of behaviors and understand how the behaviors will differ between students. Some teachers struggle to manage the different behaviors, and some don't realize that behavior can go both ways and that the attitude of the teacher can effect the attitudes and behaviors of students. This may be exemplified by some college professors who push students too far and judge their teaching by how many students fail their classes. I think it is important for teachers to understand how important it is that they have a good attitude and are able to creatively control the behaviors of the students in class.

Section 5

Handbook for Classroom Management that Works, Section 5

1. I would first ask each of them for the full story, making sure to not place any accusations. Then if I can’t seem to find out what really happened, I would have both of them come in and all three of us can discuss what happened and see if we come to a resolution.

2. Well first I would talk to her about how some students have different opinions, but really she shouldn’t pay attention to that. Also, I would let her know about the Student’s Bill of Assertive Rights. Let her know that there are different gestures and actions the she can use to stand up for herself and to be assertive.

3. I would take both students aside and ask them specifically what each of them did to contribute to the project. Then I would speak to them both at the same time to compare stories and find out who actually did what to grade them fairly on the project.

4. I would show Jesse what his grade is at the current time, and then show him what it could be if he continues to not turn in his homework on time. This way he can actually see what the consequence will be if he continues this behavior.

5. Well if we continue to have the meeting once a week, I would make it mandatory that there be multiple students that want issues addressed so that it just isn’t a one-man show.

6. Well first I would talk to the students who left upset, and find out what happened and what was said to make them upset. Then I would address the entire class as a group and gently ease into whatever caused all of the disruption during the class meeting. I do think that whatever happened does need to be addressed since it caused such an upset.

Teaching/Discipline Chapter 5

4. I think partial reinforcement is the most difficult to distinguish because it is the most inconsistent. Since students won’t know if a certain behavior is always right or wrong, they will have a harder time when they are told to quit that certain behavior.

Learning Activity 9
Time is essential for behavior modification, because like any habit, a behavior will obviously take some time to modify. I think that the reinforcement and punishment for behaviors should happen immediately when they are needed so that the students realize what they are being praised and/or punished for. Once students begin to realize what they should and shouldn’t do in the classroom they should also start learning more. Since students will know how to behave, they should become more efficient and with that you can teach your materials fasters and with greater success as well.

Section 4

Section 4 in the Handbook for Classroom Management that Works
1. You might want to mention to the class and the groups that they should contain their ideas (including noise) within their own groups. Also, maybe gives the groups another question or two to answer to keep them more occupied.

2. You have to simply remember that each student you have should be judges on their work on assignments and their contributions to the classroom. You also have to remember that you are a professional, and in having this position you must put personal bias behind you and treat each student in the same manner.

3. Obviously as a teacher you aren’t going to be best friends with each student, and some may not like you in the end. When addressing these students you should look them in the eyes and use a level speaking tone. Try not to seem too far above them, and remember that once again you are a professional and need to keep your personal feelings about a specific student out of the classroom.

4. After he’s finished stating his concern, make sure to first repeat what he said and then I would go on to tell him that you do understand it is a big weekend, but schoolwork does come first. Also, let him know that there are ways to divide time so that he can get his work done around his plans for the weekend as well.

5. You should try to set aside a certain amount of time each day for yourself. Whether it is playing piano, going for a run, or reading-just making time for that little getaway will help you avoid a burnout while teaching.

Chapter 4 in Teaching/Discipline
3. I would say you need to look at how each behavior is affecting the entire classroom. The behaviors that are the most disruptive or even dangerous are the ones that do need to me ended first.

7. I think that in a classroom all students should be treated with the same subjectivity. But, I know it’s possible for teachers and students to form a more friend-like relationship as well. I don’t think that it would be wrong for a teacher to be friends with a student either, as long as it doesn’t change the dynamic of their teacher/student relationship in the classroom.

9. I think that Approval, Withholding Approval, and Disapproval are the three techniques that should be used most in structuring contingencies. These three are used because they are easily understood by students, and don’t seem as harsh or damaging as threat of disapproval and punishment.

Learning Activity 7
As for the young girl who throws tantrums, one of the main points we all brought up was to ignore her actions. She needs to begin to understand that that type of behavior will NOT get her what she wants anymore and that it is simply not acceptable. Also, some of us did feel that this problem started in the home with her parents, and that is where it needs to be taken care of so she will also learn to behave in the classroom as well.

Classroom Management Section 4

Handbook for Classroom Management—Section 4 Reflection

· Make my way over to the, checking on other groups as I go. If they’re still making noises when I get to theirs, I can ask how they’re going to use that in their project.

· Find more positive things to think about him, such as, he works hard, he is kind and respectful to others.

· Find something nice to say to her when she enters my classroom each day. If I talk to her, I should be neutral. I should NOT raise my voice, point at her or shake my fist at her, squint, or hover over her. I SHOULD be respectful and calm, look at her, star far enough away, and be aware of the look on my face.

· Take time to listen before making any judgments. When he is done, summarize what he’s said. Explain some options for him to complete his homework.

· SLEEP. Eat a nutritious diet. Take breaks to meditate, do deep breathing, and RELAX.

Teaching/Discipline Chapter 4

5. What is meant by age appropriate? What makes group approval-disapproval work effectively? Why should a teacher think ahead ”and then what might happen, and then what might happen after that, and then what might happen after that?”

“Age appropriate” may refer to behaviors considered normal for a child to do at a certain age, or consequences warranted for them at a particular age. However, we cannot expect that children will simply grow out of certain behaviors by a set age, so we must be prepared to teach them correct ways to act.

Group approval-disapproval works because it forces everyone in the group to behave a certain way in order to earn whatever reward the teacher sets out, be it grades, physical rewards, trips, etc. The teacher is not singling out a single student, but all students are accountable to each other in order to get their rewards.

Teachers must think ahead beyond the immediate actions of their consequences not only so they can develop a plan of action for the future, but also so they can prepare themselves for any number of outcomes as a result of a particular action.

7. Should a teacher treat all children the same in academic and social situations? Explain.

While we strive to be fair to all students, we must also be prepared to offer reasons at times when students think we’re treating them unfairly. If a student gets some sort of reward that other students do not get, there must be a reason backing it up. At the same time, students—as well as adults—must also realize that sometimes things just are not fair. What happens to us in life is often contingent on our actions. The harder we work, the better the outcome should be. Fairness is hard to achieve across the board, but I believe teachers should treat all children the same in every situation, regardless of how their minds are programmed to act. If they act inappropriately in a situation, there should be consequences for the inappropriate action, but those consequences should not carry over to other situations.

9. Which three techniques should be employed most in structuring contingencies by teachers? Why?

Approval, withholding of approval, and disapproval should be employed most in structuring contingencies. Approval should be used because it is what is best for students as it serves as positive reinforcement for good activities and behaviors. Withholding of approval does not necessarily serve as approval or disapproval, but acts as a warning of sorts. Disapproval is used because it serves as a consequence or precursor to consequence after an undesirable behavior. These techniques are used most because they are most easily recognized by the students.

Learning Activity 7

We all pretty much agreed that the problem with this child starts in the home. This student is probably crying out for some attention. Since his foster parents “don’t care,” I could lend a listening ear and be someone who does care. I could help him find ways to express himself in productive ways, such as musical composition. He also needs some consequences for his inappropriate actions. Explain the rules to him and make sure he understands them. Then tell him consequences are in effect if he breaks the rules. Sonja pointed out that ignoring his outbursts might be effective, as acknowledging them will only give him the attention he wants, and will make him continue being disruptive. There needs to be a way to guide his interests toward something productive.