Chapter+12

Type in the content of your new page here. ** CHAPTER 12 ** She emphasis that students choose behavior. Using the four goals of misbehavior (attention, power, revenge, and fear of failure) she encourages teachers to work with parents and students. To help students with the three C’s connecting to the teacher and other students, contributing to the class, and feeling capable of successful behavior and academic work. **Applying her applications-** Attention-use eye contact to let the student know you are aware of his or her misbehavior, and ask a direct question or use the students name while continuing the lesson. **Power**- avoids direct confrontation by agreeing with the student or changing the subject, acknowledges the students power and state your action. **Revenge**- revokes a privilege, build a caring relationship and use affirmative statements. Avoidance of failure- teach the student to say I can instead of I can’t, modify instruction and materials. (Pg 200 in book) They help teachers to develop a management framework and a supportive learning environment in which students learn to take responsibility for their decisions actions and learning. They advocate learner centered classrooms that support academic achievement and appropriate behavior. **Application**- **Specific Instructional behaviors**- 1.Good managers conserve instruction time by planning activities and task to fit the learning materials 2. Teachers should deal with students misbaviors promptly and consistently 3. Teachers who are affective managers use group strategies and lesson formats with high levels of student involvement and low levels of misbehaviors **Advanced preparation**- to help students know classroom expectations teachers should arrange classroom space and supplies, plan and teach classroom rules and procedures, establish consequence and incentives and communicate their expectations clearly. This management plan should be maintain throughout the year providing feedback about student’s behavior and academic work. When teachers are careful about advanced preparation, students will be more involved, there will be less inappropriate behavior and generally higher academic performance. **Affective Communication**-during a lesson, the teacher should not only present the information, but also dictate to the students who can participate. **Examples:** Remember to raise your hand if you know the answer. Since you all should have the answers to the homework, I will call on the students at random so you don’t need to raise your hands. **Addressing undesirable behaviors-** to deal with misbehavior, teachers should work through the following steps 1. Is using non-verbal clues. 2. Ask the student to use the rule. 3. Give the student the choice to obey the rule or develop a plan. 4. Move the student to another part of the room. 5. Send the student to another classroom to complete the plan. They point out that educators in today’s school face the problem of student violence, damaged school property, and physical and psychological abuse. They believe that by focusing on the three C’s –cooperation, conflict resolution, and civic values- educators can help make schools safer places for students and teachers. **The first C: Cooperation** – involve parents and community members in school activities, communicates effectively, model cooperative attitudes in all interactions including those with students, parents, administrations, and other teachers. **The second C: Conflict Resolution**- the Johnsons believe in order to be effective, programs must go beyond violence prevention and must include conflict-resolution training. This does not mean the elimination of all conflicts. In fact, some conflicts can have positive outcomes, and academic controversy can increase learning. **The third C: Civic Values**- they believe to create a community, its members must share common goals and values that help define appropriate behavior. A community can’t exist if its members have a variety of different value systems, believe only in their own self-interests, or have no values at all. Envision schools where young people are treated with respect, will not be humiliated when they fail, and will have the opportunity to learn in a safe environment, with a focus on cooperation rather than competition. In these schools, teachers will provide an environment that inspires excitement about life and learning, because fear and feelings of inadequacy and discouragement are not part of the learning environment. These dream schools nurture self-esteem, mutual respect, and academic performance and give students the skills and attitudes that will help them be happy, contributing members of society. They place considerable priority on understanding why students behave as they do and suggest that any form of punishment or permissiveness is disrespectful and discouraging and should be avoided. 1.   Perceptions of personal capabilities: Teachers create a safe climate where students can experiment with learning and behavior without judgments about success or failure 2.   Perceptions of significance in primary relationships: Teachers listen to the feelings, thoughts, and ideas of students and take them seriously. 3.   Perceptions of the personal power of influence in life: Teachers give the students the opportunity to contribute in useful ways and help them accept their power to create positive and negative environments. 1.   Intrapersonal Skills: Students have the opportunity to gain understanding of their emotions and behaviors by hearing feedback from their classmates. 2.   Interpersonal Skills: students can develop interpersonal skills through dialogue and sharing, listening and empathizing, cooperation, negotiation, and conflict resolution. 3.   Systematic Skills: students respond to the limits and consequences of everyday life with responsibility, adaptability, flexibility, and integrity because they do not experience punishment or disapproval. 4.   Judgment Skills: students develop judgment skills when they have opportunities and encouragement to practice making decisions in an environment that emphasizes learning from mistakes rather than “paying” for mistakes through punishment. He challenges some commonly accepted beliefs about students and discipline and encourages educators to move beyond traditional concepts of classroom management. He sees disciplinary techniques such as rewards, bribes, threats, and punishment as instruments for controlling people. He maintains that educators need to move beyond rules to a point where they ask what children need, how those needs can be met, and how educators can help students decide for themselves how best to behave. His ideas of “deep modeling” encourage teachers to help children see what is behind or beneath ethical decisions. Kohn believes students should be given the freedom and responsibility to move beyond rules to a point where they can decide appropriate behavior for themselves. “If the teacher isn’t in control of the classroom, the most likely result is chaos”. “Children need to be told exactly what the adult expects of them, as well as what will happen if they don’t do what they’re told”. “At the heart of all moral education is the need to help people control their impulses”. “You need to give positive reinforcement to a child who does something nice if you want him to keep acting that way”. Kohn believes that when students misbehave, the teacher shouldn’t focus not only on the students, but also on what they are being asked to do. When a student is off task, the teacher should ask “what is the task?” instead of “how do I get this student back on task?” Kohn’s opinions on the secondary grades He recognizes the violence in schools today and places most of the blame on structural problems. He believes instead of taking more constructive approaches, educators try to curb violence by telling the students what to wear, issuing drug tests, and announcing zero-tolerance policies. When punishment proves ineffective, then it is wrongly assumed that the answer is more punishment.
 * LINDA ALBERT-Cooperative Discipline **
 * SHE ENCOURAGES TEACHERS TO INFLUENCE THE BEHAVIOR OF EACH INDIVIDUAL STUDENT **
 * Carolyn Evertson and Alene Harris-Managing learning centered in the classroom **
 * David Johnson and Roger Johnson- Three C’s of school and classroom management **
 * Jane Nelsen, Lynn Lott, and Stephen Glenn: Positive Discipline **
 * Practical Application of Nelsen’s, Lott’s, and Glenn’s Theories **
 * Three Empowering Perceptions **
 * Four Essential Skills **
 * Alfie Kohn **
 * Application **