Classroom discipline model developed by Lee Canter in 1987 (Newman, 2013). The main focus was to allow teachers to teach children in an environment where they "have a right to learn and a right to have a classroom free from behavior disruption to their learning" (Tuckman & Monetti, 2011, p.464). Canter also puts a lot of emphasis on positive reinforcement. Canter states: Example 2: Recognizing positive behavior. "Thank you, Sally for sitting in your chair in the correct way and keeping your hands to yourself" By doing this, Sally will understand that I like the behavior she is exhibiting. In the future, she will continue to demonstrate this behavior because of the positive comment I stated. Also, students will see that Sally 's behavior …show more content…
When we are done we put our cap on until we hear a "click" Example 1: Lizzy is being disruptive in the classroom. What do I do? She already knows the consequences due to me explaining them in the beginning of the school year. 1. Warning 2. 10 minute timeout 3. No recess 4. Parent phone call 5. Principal office Win-Win Discipline A discipline model created by Dr.Spencer Kagan. This discipline model focuses on handling "discipline problems at the moment of the disruption" (Kagan, 2002). There are a variety of reasons why a student misbehaves, "win-win discipline provides a teacher with different strategies to respond to the different students positions" (Kagan, 2002).T " I want teachers to learn that they have to take charge, explain their expectations, be positive with students, and consistently employ both positive reinforcement and negative consequences. These are the skills that form the basis of Assertive Discipline and of any effective program of classroom management" (Canter, n.d.). Example 2: Procedure When a student enters a classroom... Hi Amy, that was a great game y 'all played last night. Good morning, Isabel. I like your outfit today. Sam good luck on today 's football game. I 'll be cheering y 'all …show more content…
Respond with a win-win structure 4. Follow-up A teacher will construct a consequence for the student based on the behavior and position the student is displaying at that moment. -A process The teacher has set consequences. The teacher will explain to the students the rules. When a rule is broken the student will already know what is the consequence for their misbehavior. These details both agree that if misbehavior is being displayed a consequence will be administered. (Kagan, n.d.) "Students ' ability to gain the teacher 's attention by behaving appropriately" (Tuckman & Monetti, 2011, p.466). "The key to Assertive Discipline is catching students being good: recognizing and supporting them when they behave appropriately and letting them know you like it, day in and day out" (Canter, n.d.). When a student displays appropriate behavior the teacher should recognize their action. By stating a positive comment, a student will continue to exhibit the desirable behavior. Teachers should recognize a students positive behavior A procedure prevents a student from misbehaving Teachers say positive comments Teachers demonstrate positive actions Students needs
It also builds on five key rules that children need to follow to allow them to be taught. This is sometimes referred to as show me five. The five being, • Legs
The last thing that shows the positive relationship between teacher and student, is When
Giving students school suspension or even expulsion gives these students consequences so that
Since there was many equipment around we knew as students not to mess around in there because we could get injured easily or possibly break something. Not to mention we were all pretty mature enough to know better of what could go wrong. Texting was another unspoken rule that we had. We all knew better not to text during an instruction because the information we received was vital to our learning. Even though we didn’t have to be told these rules we all still followed them as if we were
I have learned that as an educator I need to be there for my students, protect them, and care for them as my own children. I learned about certain strategies and techniques I can use in the classroom. We discussed how important it is to prevent misbehavior in the classroom. Some prevention strategies I learned are; to plan and anticipate, have high expectations, focus on the relationships with your students, do not give up on students who have a label. These techniques will assist me as a teacher to prevent misbehavior and to have a good classroom management.
For example : Behaviour policy, bullying, attendance, code of conduct, sanctions & rewards and health and safety. If these policies and procedures are consistent and the boundaries and rules are adhered to by all children and staff alike, there should be no misunderstandings. This would mean that whoever is implementing a rule or sanction to a child it would be accepted by everyone. Fair rules means that the children are calmer and positive and there should be no arguments or disagreements. If all the staff are consistent, whoever they are or wherever they are working in the school - they could be an external football coach for an after school club - then the children and other staff would be content with any sanctions, rewards or discipline that are
(Curran, n.d., p. 6). The teacher will discuss further if this is the way he would want to be treated. Then, the teacher will implement specific praise. “Praise can be used to build positive relationships with students and assist in creating a supportive classroom environment” (Curran, n.d., p. 7).
We will use the exact process mentioned above in order to create an anchor chart of consequences that will ensue if students chose not to follow the
In my last week in Wilkinson Middle School I was observing Classroom Procedures .Ms. Culberson is a very fun teacher but she is really strict in every one that enters her classroom knows that .Ms. Culberson might not be in the class whenever the bell rings but her students know to start in the bell ringer. She times her student and they all have to work quickly and quietly. They grade the bell ringer after words she asks for their grade and they have to say it out loud.
Teachers have the power to determine whether their classroom will be a caring atmosphere or an authoritarian environment for the students. Teachers need to curb their ego and model empathy, positive attitude, and leadership skills. She believes that if teachers use positive attitudes when dealing with difficult students, the students will respect the teacher more; therefore, the students will have better behaviors. Showing empathy toward the students will result in the student feeling like someone understands them. Creating relationships with students helps them feel safe in their environment and comfortable talking to the teacher.
Not only children learn from teachers, teachers also need to learn from children. A successful teacher is willing to learn. Teachers know that they are encouraged to learn for lifetime and not just for a short time as teacher is a life-long learner. Teacher not only gives knowledge to children and also gains knowledge when they
According to McCready, she has stated that the strategy everyone should use is the five R’s. Respectful- making a better choice, related to the misbehavior- kids need to learn for the future, reasonable in duration based on the child’s age, revealed in advance- for the kids to make a choice between the appropriate behavior and the consequence, and repeated back to you- to ensure that the child is perfectly clear on what’s expected and the consequence for not following your rule, ask to repeat back to you what you are wanting them to
B. Have pre-established consequences for misbehavior that are well known to the individual. C. Enforce rules in the classroom on a consistent basis. D. Provide encouragement by rewarding more than punishing to build self-esteem. E. Praise immediately after any and all good behavior and performance. F. Change rewards if not effective in motivating behavioral change.
Educators have always rated discipline as one of the most serious obstacles to promoting effective teaching. Proper Classroom management leads to class control and conducive teaching learning environment. According to Evertson and Weinstein (2006) Classroom management has two distinct purposes: “It not
It is necessary for a teacher to have the students organized and transitions smoothly, but all the other little details, if thought of, help to make for a great lesson. A strong, outstanding teacher must manage the class efficiently and have some level of structure. An outstanding teacher needs to be able to analyze data, set goals, but most importantly have an inner drive to learn more, achieve the goal, and constantly adapt and do better.