Section 3

Classroom Management that Works, Section 3 Reflection
1. For group activities, try and pair Tom up with some other students that have similar tastes and habits like he does. I would also encourage Tom to join a club or group at school so that he can become familiar with other students and make friends.

2. I think I would address the entire class first, and let all of the students know (so I’m not singling anyone out yet) that if disruptive behavior continues there will be a new seating arrangement. Next, I would talk to all three of the students separately outside of the classroom and inform them that they are being disruptive and need to stop. Tell them that if they don’t start paying attention there is the possibility that they will be split up in class. If it does continue, I would move one or two of them towards the front of the classroom to split them up.

3. Try to find an interest or two of Regina’s and see if you can connect with her through that. Also, just being a friendly smiling face that says hello will help as well. If she was that close to her old teacher, I doubt that you will get her to warm up to instantly, and it will just take a little time.

4. You could try calling on Max since you know that he is a good student. If Max gives a correct answer make sure to reinforce it with praise. Just trying to encourage him to try again is the best first step I think.

5. To become more of the assertive connector, make sure that you pay attention to the person that is asking you the question or talking to you. Make sure that your body language lets whomever is talking to you know that you are listening and express agreement and disagreement with them as well. Restate what they told you to reinforce what was said, and so that they know you paid attention.

Teaching/Discipline Chapter 3 Questions

5. Many aspects of behavior modification are just natural responses to the behavior that has happened. Many teacher’s natural reactions are actually their response to behaviors and indicate what they want changed. By automatically stopping a piece in rehearsal because of wrong notes, you are addressing that behavior and may not even realize it.

6. Our text says that specificity is “the key to behavioral analysis.” Teachers have to practice specificity in each situation they encounter; they need to be specific in what behavior that want to modify, and they also need to be specific in what they do to change that. Being as specific as possible in rehearsal will help to save time later on by stopping to address the same problem happening again.

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