Standard #6
Know and apply various disciplinary models
to manage student behavior
In order to suffice standard #6, I will continue to enhance my classroom management skills, continuously trying new techniques, and reflecting upon what works best. Additionally, classroom management, in my opinion, id the backbone to successful teaching. Without being able to effectively implement disciplinary models, and managing student behavior: the battle has been lost. This feature helps to promote and stabalize mutual respect among teacher and students, and student to student. If an educator cannot properly develop a set of classroom guidelines that aim to foster optimal learning, and safety, productivity will fall to the way side. My cooperating teacher at Westbury High School told me that, "classroom management is the most important aspect of teaching," and I have grown to find this extremely true. Before one can successfully, and effectively "teach," it is crucial to first set the tone of the classroom, along with steps that demonstrate good behavior, attitudes, and ground rules during class lessons.
Personally, in my own classroom, I would include my students opinions and input when designing classroom rules; therefore, they would be given the opportunity to undergo a sense of collaboration, belonging and ownership in their educational lives. Students might be much more eager to follow rules if they feel a personal bond to them. If students had a say in creating classroom rules, it shows them they have a responsibility when they enter the classroom, and that what they say is important. Thus, instilling positive behavior becomes a crucial component in the classroom.
Furthermore, the most effective technique I have attempted to used while teaching my senior, and junior classes is a SILENT ‘wait time.’ When the students are extremely talkative, and losing focus, instead of talking over them, I have learned to just stop talking and wait for them to acknowledge the problem. This usually takes about a minute, or two. I will stand against the chalk board very non-chalantly, and simply wait. Usually a few select students will take notice and will begin settling the remainder of the class down. Until all students are quiet, and focusing, I will remain entirely silent at the front of the room. The uncomfortable, and awkward tension usually does the trick. Also, if students are having difficulty answering a question, or everyone has a high amount of apathy that day, this works well for discussions. I will simply wait until somebody has something valid to add that we can work with. Again, the responsibility fell back onto the students.
Knowing how to properly handle behavioral issues is one of the most important features of teaching. The student needs to be addressed quickly and effectively. However, also calling a student out in front of the class is not beneficial, for they may lose a sense of respect in the teacher, and act out further. Additionally, the teacher should take close notice of the classroom behaviors, and attend to them promptly. Once students understand that there will be consequences, they should be more apt to get back on target. In my own future classroom, I believe it would be beneficial to create a "social contract," which outlines goals, behaviors, attitudes, and productive rules to be followed while in the classroom. The attached website outlines various techniques, ideas, and structures that could be altered to meet any educators own "classroom contract" they choose to devise. Lastly, teachers need to keep positive relationships among their students while projecting disciplinary measures in order to adhere a respectful, and caring classroom environment.
According to Curwin, and Mendler's Discipline with Dignity, a major focus is to focus upon long-term behavioral change, thus by using five key goals discipline should embody RESPONSIBILITY:
1. Effective Communication
2. De-fusing Potentially Explosive Situations
3. Reducing Violence
4. Preparing Children For Their Future
5. Valuing and Protecting Opportunities For Learning
In my gallery walk lesson plan, I clearly established steps, or rules for effectively participating in this type of activity, which are highlighted under instructional practice.
In the handout for my "evolution of language" lesson plan and in my lesson outlining "Pap's speech," I established and read out explicit "rules" that needed to be met in order to undergo an effective, positive, and professional discussion discerning controversial topic-matter.
Personally, in my own classroom, I would include my students opinions and input when designing classroom rules; therefore, they would be given the opportunity to undergo a sense of collaboration, belonging and ownership in their educational lives. Students might be much more eager to follow rules if they feel a personal bond to them. If students had a say in creating classroom rules, it shows them they have a responsibility when they enter the classroom, and that what they say is important. Thus, instilling positive behavior becomes a crucial component in the classroom.
Furthermore, the most effective technique I have attempted to used while teaching my senior, and junior classes is a SILENT ‘wait time.’ When the students are extremely talkative, and losing focus, instead of talking over them, I have learned to just stop talking and wait for them to acknowledge the problem. This usually takes about a minute, or two. I will stand against the chalk board very non-chalantly, and simply wait. Usually a few select students will take notice and will begin settling the remainder of the class down. Until all students are quiet, and focusing, I will remain entirely silent at the front of the room. The uncomfortable, and awkward tension usually does the trick. Also, if students are having difficulty answering a question, or everyone has a high amount of apathy that day, this works well for discussions. I will simply wait until somebody has something valid to add that we can work with. Again, the responsibility fell back onto the students.
Knowing how to properly handle behavioral issues is one of the most important features of teaching. The student needs to be addressed quickly and effectively. However, also calling a student out in front of the class is not beneficial, for they may lose a sense of respect in the teacher, and act out further. Additionally, the teacher should take close notice of the classroom behaviors, and attend to them promptly. Once students understand that there will be consequences, they should be more apt to get back on target. In my own future classroom, I believe it would be beneficial to create a "social contract," which outlines goals, behaviors, attitudes, and productive rules to be followed while in the classroom. The attached website outlines various techniques, ideas, and structures that could be altered to meet any educators own "classroom contract" they choose to devise. Lastly, teachers need to keep positive relationships among their students while projecting disciplinary measures in order to adhere a respectful, and caring classroom environment.
According to Curwin, and Mendler's Discipline with Dignity, a major focus is to focus upon long-term behavioral change, thus by using five key goals discipline should embody RESPONSIBILITY:
1. Effective Communication
2. De-fusing Potentially Explosive Situations
3. Reducing Violence
4. Preparing Children For Their Future
5. Valuing and Protecting Opportunities For Learning
In my gallery walk lesson plan, I clearly established steps, or rules for effectively participating in this type of activity, which are highlighted under instructional practice.
In the handout for my "evolution of language" lesson plan and in my lesson outlining "Pap's speech," I established and read out explicit "rules" that needed to be met in order to undergo an effective, positive, and professional discussion discerning controversial topic-matter.