Idea: Honesty
Behaviors/How Observed/Counted Across
1. Admits mistakes Visually/aurally Minutes/days/weeks
2. Practices instrument Visually/aurally Days
Idea: Dishonesty
1. Does not practice instrument Visually/aurally Days
2. Does not admit to mistakes Visually/aurally Minutes/days
Idea: Appreciation
1. Smiles Visually Seconds
Idea: Democratic
1. Answers questions Aurally Seconds
2. Participates in group Visually/aurally Minutes
Idea: Kind
1. Respects others Visually AM/PM, days
2. Volunteers to assist others Visually/aurally AM/PM, days, weeks
Idea: Communication
1. Speaks clearly Aurally Minutes
2. Performs with passion Visually/aurally Minutes
Idea: Good Human Relations
1. Takes the lead/allows others to lead in group activities Visually Weeks
2. Shows respect to others Visually/aurally Days, AM/PM
Idea: Cooperation
1. Participates in group activities Visually/aurally Minutes, AM/PM, days
2. Willingness to lead/follow Visually Days, weeks
Idea: Sensitivity
1. Follows conducting gestures Aurally Seconds
2. Responds to negative facial expressions by correcting behavior Visually/tactfully Seconds
Idea: Creativity
1. Composes Visually Days, weeks
2. Improvises Aurally Minutes, days, weeks
Tuesday, October 27, 2009
Secondary Music
10-27-09
Kelsey Wilhelm
Chapter 4 Reflection Questions
· You might take this as a lesson idea and while they are working personally or in their groups you may slightly change the attention from themselves to you. You might first comment on the noise level of the classroom and then proceed to share interesting facts with the whale’s sounds, ect. Also, if it is something that is clearly causing a continuous problem you might separate the group or regroup students to ensure certain couples or groups of students aren’t the primary cause of classroom distraction.
· You must constantly remind yourself that your feelings are simply judgements and considering he is a good classroom performer you must accept his personal choices and treat him objectively. As long as there isn’t anything causing distraction or more disruptence in the classroom then he should receive equal respect as any other student you have no personal reactions to.
· Things to avoid: squinting eyes, making assumptions, derogative comments Things to do: Use calm and even voice, ask questions, look in eyes, maintain facial expressions. You would have to be very objective and remember that you are the adult and understand and know how to maintain your composure.
· Be empathetic. Let him know that you understand the situation but school is first and foremost. Let him know that maybe next time you will take into consideration the outside events of the schooling system and listen actively to what he has to say. There are times when teachers fail to recognize and remember what the busy student life is. Overall though, you must remind him that school is the primary event and without it, there would be no football team.
· *Remember your life as a college student and remember it’s not so bad now* Just kidding- But you must remember to take care of yourself. Make sure to set aside time to yourself. Eliminate wasteful time and prioritize your To-Do list. You must always have an escape plan from where you are at to maintain a good well-being.
Chapter 4 Questions
#6
You can usually get a general feel and understanding of what might be rewarding. It comes differently to all people but in general completing something is a reward in itself. To one student a star performance would be a reward, to another, simply getting on the stage and completing the piece would be a reward. You can usually predict what will work but in many instances- especially early- you will have to just try things. After experience, there will be a point when you can get to know students personalities and judge there on how things will pan out.
Rules are usually set based upon the teachers and institution standards. They are usually guildlines towards student and teacher behavior. They may be stated in broad ways on paper but can also be assumed on a lower level basis. Rules such as these, or ones that have not had problems arise, may come at an unexpected time. When these assumed rules are broken they must be handled delicately and in a way that complies with the assumptions and other rules created.
#7
I think in order to maintain a level of respect the teacher must not fail to hold composure in public when seen by a student. They must not let down their guard in a way that will make the student question their accreditation in class. They should always acknowledge the student outside of class and may do it in a more personalized way but in no instance should the student witness something that would hinder their education once back in the classroom.
#9
The teacher is advised to use Approval, Withholding Approval and Ignoring in controlling behavior. They must use these the most and stay consistent with them to create a good disciplinary and basic understanding of expectations. These are seen as “Positive approaches” but they are said to be much less damaging than using extreme disapproval and punishment.
Learning Activity 7 #2
#6
Students who are simply uninterested in school at a young age is very common. Most recognize their need to study and participate because they understand the concequences for failing classes and not understanding material. They understand they must have a basic understanding of the class and will need it to graduate. In some cases though, students know they have that understanding and prove it with exams but have lost the interest to participate because of boredom. Also, they feel they have little competition and might feel trapped in doing "busy-work" or work they don't need like the other students do- to further their understanding. When this happens the student must be reevaluated and placed in a new setting where appropriate goals and material can be taught. This will renew a feeling of education and the student will be challenged and leanring in new, better ways.
10-27-09
Kelsey Wilhelm
Chapter 4 Reflection Questions
· You might take this as a lesson idea and while they are working personally or in their groups you may slightly change the attention from themselves to you. You might first comment on the noise level of the classroom and then proceed to share interesting facts with the whale’s sounds, ect. Also, if it is something that is clearly causing a continuous problem you might separate the group or regroup students to ensure certain couples or groups of students aren’t the primary cause of classroom distraction.
· You must constantly remind yourself that your feelings are simply judgements and considering he is a good classroom performer you must accept his personal choices and treat him objectively. As long as there isn’t anything causing distraction or more disruptence in the classroom then he should receive equal respect as any other student you have no personal reactions to.
· Things to avoid: squinting eyes, making assumptions, derogative comments Things to do: Use calm and even voice, ask questions, look in eyes, maintain facial expressions. You would have to be very objective and remember that you are the adult and understand and know how to maintain your composure.
· Be empathetic. Let him know that you understand the situation but school is first and foremost. Let him know that maybe next time you will take into consideration the outside events of the schooling system and listen actively to what he has to say. There are times when teachers fail to recognize and remember what the busy student life is. Overall though, you must remind him that school is the primary event and without it, there would be no football team.
· *Remember your life as a college student and remember it’s not so bad now* Just kidding- But you must remember to take care of yourself. Make sure to set aside time to yourself. Eliminate wasteful time and prioritize your To-Do list. You must always have an escape plan from where you are at to maintain a good well-being.
Chapter 4 Questions
#6
You can usually get a general feel and understanding of what might be rewarding. It comes differently to all people but in general completing something is a reward in itself. To one student a star performance would be a reward, to another, simply getting on the stage and completing the piece would be a reward. You can usually predict what will work but in many instances- especially early- you will have to just try things. After experience, there will be a point when you can get to know students personalities and judge there on how things will pan out.
Rules are usually set based upon the teachers and institution standards. They are usually guildlines towards student and teacher behavior. They may be stated in broad ways on paper but can also be assumed on a lower level basis. Rules such as these, or ones that have not had problems arise, may come at an unexpected time. When these assumed rules are broken they must be handled delicately and in a way that complies with the assumptions and other rules created.
#7
I think in order to maintain a level of respect the teacher must not fail to hold composure in public when seen by a student. They must not let down their guard in a way that will make the student question their accreditation in class. They should always acknowledge the student outside of class and may do it in a more personalized way but in no instance should the student witness something that would hinder their education once back in the classroom.
#9
The teacher is advised to use Approval, Withholding Approval and Ignoring in controlling behavior. They must use these the most and stay consistent with them to create a good disciplinary and basic understanding of expectations. These are seen as “Positive approaches” but they are said to be much less damaging than using extreme disapproval and punishment.
Learning Activity 7 #2
#6
Students who are simply uninterested in school at a young age is very common. Most recognize their need to study and participate because they understand the concequences for failing classes and not understanding material. They understand they must have a basic understanding of the class and will need it to graduate. In some cases though, students know they have that understanding and prove it with exams but have lost the interest to participate because of boredom. Also, they feel they have little competition and might feel trapped in doing "busy-work" or work they don't need like the other students do- to further their understanding. When this happens the student must be reevaluated and placed in a new setting where appropriate goals and material can be taught. This will renew a feeling of education and the student will be challenged and leanring in new, better ways.
Section 4
Modules 16-17
Reflection Questions
1. I would have to say something to get the entire class’ attention – something that would quiet down the rambunctious group without necessarily calling them out. Simply telling them to be quiet may not work, but giving them incentive to be quiet might. Something along the lines of “Remember, you don’t want other groups to take your ideas, so talk quietly enough so just your group can hear you” would probably work because it turns being quiet into a competition.
2. I should try to make an effort to get to know Luke a little bit outside of class. If I were unsure what kinds of school activities he participates in, I could ask other teachers, or I could even ask him. It is important to understand that clothing and appearance don’t necessarily make a person. I could maybe even make comments about being excited to see what outfits he comes up with next, so he knows that I notice him.
3. I would have to avoid treating her any differently in class because of something I heard in the cafeteria, since it is unfair judge someone based on that. I would also probably let the behavior go on a few more days and hope the behavior wears off. If the behavior does not go away on its own, I would ask to talk to her after class and ask her why she has been acting up in class, and what things I could do to help make things better for her. That way it, in a way, transfers the blame away from her and onto me, which should make her less defensive about the situation.
4. One key here is to make sure I listen intently to his point of view and make sure I understand him completely to show him that I do care about his opinion. I should make Billy understand that, as much as I’d like to give him a break, he isn’t the only one with plans for the weekend, and that I can’t make exceptions just for him.
5. These are telltale signs of burnout, and I would need to find a way to avoid getting that far. Even though homework and classes are overwhelming, I need to try to make time for me by doing something that I enjoy like watching a movie or going for a walk – just something to get my mind of school if even for just a couple hours.
Chapter 4
Review Questions
4. What is vicarious reinforcement and modeling? Give an example. When might it be used? When might it be counterproductive?
In vicarious reinforcement and modeling is the act of using other students as examples of how to act. In music, students demonstrating good posture could be used as models for other students, and rewards could be given for demonstrating good behavior. However, using this kind of reinforcement may be counterproductive if done incorrectly. If the same student (or students) is always chosen as the model, other students may see that as favoritism.
6. Should a teacher treat all children the same in academic and social situations? Explain.
In any classroom setting, all students should be treated equally, but it is normal for teachers to become closer to some students than to others, and teachers shouldn’t be afraid of these types of close relationships. It is important that the relationships teachers build with students don’t affect their treatment in class.
8. Which three techniques should be employed most in structuring contingencies by teachers? Why?
There are actually 5 different techniques that could potentially be used, but some of these should be used rarely. Approval through rewards, withholding approval and disapproval are the three techniques that should be employed the most frequently because they are the most easily understood by students.
Sunday, October 25, 2009
Section 3
Section 3
Section Reflections – Modules 12-15
1. Small group projects would be a good way to get Tom to interact with his peers. If possible, group him with students who I think he would get along well with, so they have a chance to have a positive interaction. I would also need to focus on getting to know him more. Since I’ve already had time to get to know other students, I need to try extra hard to learn what interests him. Ask about what other extracurricular activities he enjoys, and ask about his family.
2. First I would try moving all three of them to the front of the classroom, that way Eddie could still be by his friends, but I would be able to keep a closer eye on them. If that doesn’t work effectively, I would give Eddie a chance to make friends with other students by creating group work and separating him from his friends. If Eddie and his friends are still disruptive, I would talk to them during recess (or something similar) and tell them their disruptions are unwelcomed and ask them calmly to pay more attention in class. Until Eddie finds other friends, I think it is important to keep him with students with whom he gets along.
3. I would try to communicate with her former teacher to see what kinds of things he/she did to gain the trust and good relationship with Regina. Some kind of transition period is normal; however, and Regina may still be trying to get used to the change. Unless the behavior goes on for several weeks, I wouldn’t worry too much.
4. Give him a specific question to answer, and make it a question that I am sure he knows the answer to. When he gets the answer correct, I need to make sure to praise him for knowing the answer (even if the question was seemingly easy).
5. I would need to focus on making eye contact with whomever I’m speaking, and I would need to make conversations my priority if other people are speaking to me. I would concentrate on the person and not mess with other things (computer, phone, etc)
Chapter 3
1. The behaviorist approach brings out the belief that people will work for things that bring them pleasure because people want approval from their loved ones, and they want to avoid behaviors that bring unpleasantness. Students in ensemble courses may try to stretch acceptable behaviors to see just how far they can go. Music instructors need to have clear lines for discipline and give students praise when they do things well so they build the right behavior models.
6. According to the textbook “specificity is the key to behavioral analysis.” Each situation needs to be dealt with as its own separate situation, and the consequences need to be decided based on the situation at hand. For instance, in a band rehearsal setting, consequences for behaviors such as gum chewing in class will be very different from exerting physical violence on another classmate.
Secondary Music
Kelsey Wilhelm
10-26-09
Chapter 3 Teaching Discipline
#3 What types of behaviors are learned? Are any of these types amenable to change through behavior modification?
Things such as students raising their hand to talk is a way for a teacher to enforce values. It is a behavior that tends to be reinforced by teachers by behavioral techniques such as vocal praise and responding to this behavior . The behavior is something that is outright and observable. Whether it is something acceptable by the teacher or guardian is irrelevant. Because of this, any behavior can be modified and can be changed.
#6 What is specificity? State some specific academic values and some social values. How is it possible to specify values?
Specificity is the key to behavioral analysis. In the book it discusses how teachers must have specific ideas and goal to organize their expectations. You cannot expect something from students when you are not exact and specific about your rules and regulations.
Academic values:
Completes homework on time, follows teachers directions, reads required material, participates in class
Social Values:
Cooperates with other students, is a team worker, is a good leader, communicates well,
Setting your expectations and specific values can be done in your philosophy, mission statement, and other publications such as the class syllabus. Clearly listing and creating definite boundaries of behaviors and values is a way to clearly set your expectations. It is very important that you do this to set your basis of ideas and to help your students and their parents understand your wants. Also, its important to involve institution and state laws and regulations in your statements. Not only are they good guidelines but they also must be observed and will make your statements more legitimate.
#8 Be able to present the argument for specifying in detail the goals of education. Be able to analyze one of the generalities listed.
No matter what the situation, you must have goals. Without them, you are not seeing an ending and you have no expected outcome. You must have these goals to help you set up how you will deliver information and at what pace. Also, not only for your benefit but for those of the student, the educational institution, state/national laws and regulations and parents, you must have something to present to them. Without goals, you cannot set up your philosophy, mission, or syllabus. It can create for a mass disorganization of the class and less-than-educational classes. Also, when you have goals and philosophies it helps you realize whether or not you are following correct policies and regulations. It will also help you configure your program to what is acceptable and reasonable for the setting of which you are teaching.
Kelsey Wilhelm
10-26-09
Chapter 3 Teaching Discipline
#3 What types of behaviors are learned? Are any of these types amenable to change through behavior modification?
Things such as students raising their hand to talk is a way for a teacher to enforce values. It is a behavior that tends to be reinforced by teachers by behavioral techniques such as vocal praise and responding to this behavior . The behavior is something that is outright and observable. Whether it is something acceptable by the teacher or guardian is irrelevant. Because of this, any behavior can be modified and can be changed.
#6 What is specificity? State some specific academic values and some social values. How is it possible to specify values?
Specificity is the key to behavioral analysis. In the book it discusses how teachers must have specific ideas and goal to organize their expectations. You cannot expect something from students when you are not exact and specific about your rules and regulations.
Academic values:
Completes homework on time, follows teachers directions, reads required material, participates in class
Social Values:
Cooperates with other students, is a team worker, is a good leader, communicates well,
Setting your expectations and specific values can be done in your philosophy, mission statement, and other publications such as the class syllabus. Clearly listing and creating definite boundaries of behaviors and values is a way to clearly set your expectations. It is very important that you do this to set your basis of ideas and to help your students and their parents understand your wants. Also, its important to involve institution and state laws and regulations in your statements. Not only are they good guidelines but they also must be observed and will make your statements more legitimate.
#8 Be able to present the argument for specifying in detail the goals of education. Be able to analyze one of the generalities listed.
No matter what the situation, you must have goals. Without them, you are not seeing an ending and you have no expected outcome. You must have these goals to help you set up how you will deliver information and at what pace. Also, not only for your benefit but for those of the student, the educational institution, state/national laws and regulations and parents, you must have something to present to them. Without goals, you cannot set up your philosophy, mission, or syllabus. It can create for a mass disorganization of the class and less-than-educational classes. Also, when you have goals and philosophies it helps you realize whether or not you are following correct policies and regulations. It will also help you configure your program to what is acceptable and reasonable for the setting of which you are teaching.
Teaching/Discipline--Chapter 3 Questions; Handbook--Section 3 Reflection
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.
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.
8.
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.
8.
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