Teaching/Discipline
4. At any given time, a person’s responses may be thought of as coming from one of three explanations. List these three explanations.
1. A person has not learned. There is neither a change in behavior nor in demonstrated academic understanding. In a music classroom, this could be evidenced as no improvement on one’s instrument, or any improvement or desire to improve in ensemble work.
2. A person has learned correct associations. There is a measurable change in a student’s behavior or academic performance. In music, this could be a measurable difference in performance capabilities, willingness to work with others, etc.
3. A person has learned incorrect associations. There may be some difference in behavior or performance, but not for the better. The student may actually be practicing but not improving, or doing their work but not correctly.
6. What is specificity? State some specific academic values and some social values. How is it possible to specify values?
The book says, “Specificity is the key to behavioral analysis.” It refers to having specific, measurable goals and/or behaviors we want our students to meet. We must deal with these goals and behaviors individually to teach correct responses.
Academic values: completes work on time, does not complete work, uses proper technique, follows instruction
Social values: communicates effectively with others, cooperates with others, respects others, does not talk out of turn
It is possible to specify values by developing goals and objectives, and then finding specific, measurable behaviors we would like the students to perform.
8. Be able to present the argument for specifying in detail the goals of education. Be able to analyze one of the generalities listed.
Goals are important as they help to establish a philosophy of education. As teachers, it is our responsibility to determine our own goals, but also be aware of the goals and policies of the schools in which we may potentially teach. We have to decide whose goals are to be used in our classroom, based on which are more effective and whether the school permits teachers to use their own goals or abide by the school’s goals. Detailed goals provide a basis for discipline and instruction. A generality such as “to differentiate between ten musical compositions” does not provide a basis for assessment, as goals for classrooms as well as schools should. We have to know what we expect from such a general goal, and break it down into more specific, measurable goals.
Handbook for Classroom Management—Section Reflection
· Allow students to choose pieces of music to listen to and use his as one of the first—he can find common ground with those who like the same groups/styles he does, and others can find common ground with him. I can also ask him what his interest are and what he did at his old school.
· Move around the room as I teach a lesson. Move those three to the front of the room. Put them into a group for a project and frequently monitor their progress by having each group present their ideas at the end of class.
· Find common interests through short conversations. Write comments about work I like on her papers. Offer compliments whenever I can.
· Ask him a question he does know the answer to. Do so until he begins to volunteer answers again.
· Stop what I am doing and make eye contact. Ask questions. Repeat what is said for clarification.
You've learned a lot of specific strategies through your thoughtful reflection. I see the application of many of these ideas in other writing that you have done, which means you are internalizing these concepts and able to transfer to other settings with ease. Nice going!
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