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.